高中英语人教版必修1教案 unit 5 Nelson Mandela--a modern hero Language points 教案 (系列一 Word版
高中英语人教版必修1教案： unit 5 Nelson Mandela--a modern hero Reading 教案 (系列一)
必修一Unit 5 Nelson Mandela—a modern heroReadingTeaching 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 ofb. 重点句子It was in 1952 and he had opened a black law firm to advise poor black people on their problems. P34After trying hard, I got a job in a gold mine. P34He told me how to get the correct papers so I could stay in Johannesburg. P34I joined it as soon as I could. P34The last thirty years have seen the greatest number of laws stopping our rights and progress... P34 We were put in a position in which we had either to accept we were less important, or fight the Government. P34But I was happy to help because I knew it was to realize our dream of making black and white people equal. P34It was a prison from which no one escaped. P38When I got there Nelson Mandela was also there and in one way it helped me. P382. 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.Task-based method.Explaining 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 RevisionCheck the homework of Unit 4.Step II ReadingGet 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 ques tions: 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 theformer 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 P art 1 together.Suggested answers:1. True. Because Elias met Nelson Mandela at work2. 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.— 1942 ....... He was a two years old baby.— 1944 ....... He was four years old.— 1946 ....... He began school.— 1948 ....... He left 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 answersPart I Paragraph 1——2 The Life of Elias’ life before he met Nelson Mandela.Part II Paragraph 3——5 The change of Elias’ life after he met Nelson Mandela and what Mandela did.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 ReadingGet 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 answersGood thingsHe became a good student.He felt good about himself.Bad thingsHe 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 degreeT: 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 pointsT: 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 Homework1. Recite the key sentences in the two texts.2. Preview Warming up and Pre-reading on Pages 33.。
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 。
高中英语人教版必修1教案： unit 5 Nelson Mandela--a modern hero
人教版英语精品资料（精修版）必修一Unit 5 Nelson Mandela—a modern heroUsing languageIntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students not only listen but also read and write in English. The most attention goes to reading and writing.Objectives■To help the students listen about the same topic as is read in the first period■To help students read another passage about the same person covered in the first period■To help students write an imaginary letter making use of the learned words and structures Procedures1. Warming up by listeningWe have read a story about Elias. Do you remember why it was difficult for him to get a job? Yes, you are right. He didn’t have a passbook. But what is a passbook? Why is it important?Let’s listen t o a short passage and find out. Now turn to page 38. Listen to the tape for the text. 2. Reading and copyingOn page 38 you see a passage entitle THE REST OF ELIAS’ STORY. Go over it to find the sentences you can’t understand. And copy down all the useful expressions at the same time.Useful expressionsmake…afraid, escape from…, spend the hardest time, help…in one way, begin a school for…, study very little, during the lunch break, under one’s blanket, make candles, study for one’s degree, allow…to join…,stop…from…, pass the exam, get a degree, feel good about…, finish four years in prison, find a job, work in…, blow up…, lose one’s job, come to power, beg for…, take …round…, feel bad, work for…, show…over…, make …free in one’s own land3. Acting a text dialogueNext we are going to do a group activity. We will do it in groups of four. Suppose one of you is Elias and works as a tour guide. The other three of you are tourists who are very interested in the prison and Mandela’s life.Tourist: How did you get to know Nelson Mandela?Elias: It was in 1950. I was working as a miner in Johannesburg but I hadn’t a passbook to live there. So I went to Mandela’s law firm to ask for advice.Tourist: Can you explain to me some of Nels on Mandela’s political ideas or beliefs?Elias: Yes. He found that we black people were not treated as equally as the white people and he would fight for our rights. However, he said that we should fight in a peaceful way. Only when this was not allowed did we decide to answer violence with violence.Tourist: How did he help you through your life?Elias: First, he helped me to get the correct papers to stay in Johannesburg and keep my job as I mentioned above. Then he taught me to read and write when I was in prison. This is very important to me because it enables me to get more job opportunities. Later he gave me my present job.Tourist: What was life like on Robben Island?Elias: Miserable and cruel. The guards and soldiers treated us badly, beat us violently for no reasons and insulted us in different ways.Tourist: How did you manage to study on Robben Island?Elias: We studied during the lunch breaks and the evenings when we should have asleep. We read books under our blankets and used anything we could find to make candles to see the words.Tourist: What kinds of job have you ever done?Elias: A miner, an office worker and now a tour guide.Tourist: What do you think of your present job?Elias: I like it very much. And I am proud to show visitors over the prison, for I helped to make our people free in our own land.4. Doing a guided writing task⑴Preparing for writingImagine now Mr Mandela is in prison. If you are going to write a letter to the President of South Africa asking him to free Nelson Mandela, what would be included? Do you remember the format of a letter? What should be the main content of this letter? How would you try to persuade the president?Now go over Life of Nelson Mandela on page 39 for any useful information.⑵Writing the letterDoctor 26, 2007The Honorable President of South AfricaDear Mr. President:We are writing you bec ause we think South Africa’s policy toward Mr Mandela is not right, and that we may soon face a threat in our country more serious than any we have known since the end of last century.Mr Mandela is a great person. He works for the equal rights of the black people. The blacks are human beings. They have the same right as the whites’ to live in this land. In your upcoming New Year’s Speech, you have an op portunity to plan a clear and determined course for meeting this threat. We ask you to seize that opportunity, and to work out a new policy that would protect the interests of the people. That policy should aim, above all, at the freedom of Mr Mandela. We stand ready to offer our full support in this difficult but necessary effort.We ask you to ac t decisively. If you act now to end Mandela’s imprisonment, you will be acting in the most fundamental national interests of the country. If you keep him still in prison, you put our interests and our future at risk.Sincerely,Elliott Abrams, Richard L. Armitage, William J. Bennett 5. Closing down by sharingTo end this period share your letter with your partners and make necessary changes.。
高中英语人教版必修1教案： unit 5 Nelson Mandela--a modern hero Reading 教案 (系列五)
必修一Unit 5 Nelson Mandela—a modern heroReadingIntroductionIn this period, after the warming up, students will first be guided to talk about great people. Then they will be helped to read a narration entitled Elias’s story. It’s a story about a Elias helping Mandela working for the freedom of the black people.Three exampl es of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives■To help students learn to describepeople■To help students learn to read anarrative text■To help students better understand“freedom for all”■To help students learn to use someimportant words and expressions■To help students identify examples of the attributive clause < where, when, why, pre. ＋which/ whom>FocusWords devote, vote, attack, escape, educate, beg, rewardExpressions out of work, as a matter of fact, in trouble, turn to, lose heart, come to power, set up, be sentenced toPatterns The time when I first met Nelson Mandela was a very different period of mylife.We have reached a stage where we have almost no rights at all.Only then did we decide to answer violence with violence.As a matter of fact,I do not like violence…Procedures1. Warming up⑴Warming up by describing yourselvesHello, boys and girls. This morning we’ll take up Unit 5 in which we’ll learn to describe people. But first what kind of person are you? (shy, outgoing, fun, mean, immature, dramatic or nice, 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)⑵Warming up by describing a great personWe take Unit 5 today which is about a modern hero, a great person named Nelson Mandela. But what is a great person like? (A great person should be determined, hard-working, unselfish, and generous. He should follow his ideas and never lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc.)Boys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who fights for the rights of the black people. When talking about a person, what adjectives can you think of to describe his or her qualities? What are the qualities you should find in a great person?⑶Warming up by getting to know MandelaBefore we go to read Elias’s story let’s first try to know about Nelson Mandela by reading the following short passage.Nelson Mandela is one of the great moral and political leaders of our time: an international hero whose lifelong dedication to the fight against racial oppression in South Africa won him the Nobel Peace Prize and the presidency of his country. Since his triumphant release in 1990 from more than a quarter-century of imprisonment, Mandela has been at the center of the most compelling and inspiring political drama in the world. As president of the African NationalCongress and head of South Africa's antiapartheid movement, he was instrumental in moving the nation toward multiracial government and majority rule. He is revered everywhere as a vital force in the fight for human rights and racial equality.2. Pre-reading by looking and sayingNow, look at the six people in the pre-reading part. Can you recognize them? Do you think they are important people?You may say yes, because they have done something really important to benefit the world or a country. But do you think all of them are great people?Patterns to be usedI think/ I don’t think…; in my opinion; I’m afraid…; I agree/ don’t agree…; Iprefer…; What’s your opinion? Why do you think so? What do you think of…?A sample dialogueA: 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: Yes. 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, let’s come to Norman Bethune. What do you think of him?B: …3. Skimming for main idea of each paragraphNow open your books to page 34 and read the title of the text. What kind of writing is the text, can you guess? … Yes. It is a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story?Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage Elias describes how Nelson Mandela helped the blackpeople through his own experienceTopic sentence of 1st paragraph The time when I fist met Nelson Mandela was a verydifficult period of my life.Topic sentence of 2nd paragraph Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work.Topic sentence of 3rd paragraph The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life.Topic sentence of 4th paragraph The last thirty years have seen the greatest number of lawsstopping our rights and progress until today we havereached a stage where we have almost no rights at all. Topic sentence of 5th paragraph We first broke the law in a way which was peaceful; whenthis was not allo wed … only then did we decide to answerviolence with violence.4. Scanning for specific informationScan the test specific information to finish Comprehending Ex. 3.Suggested answers1940—Elias was born.1942—Elias was two years old.1944—Elias was four years old.1946—Elias began school.1948—Elias left school.1950—Nelson Mandela opened his law firm.1952—Elias was 12 and met Nelson Mandela.1954—Elias was 14 and encouraged by Mandela.5. Discussing questions in groups of fourHow did the white people stop the black people from being treated fairly?Why did Elias support Mandela?Why did he support violence when he did not agree with it?Suggested answers:a.Through unfair laws.b. There are three reasons for this.Firstly, Mandela once helped him and he thought Mandela kind and generous. Secondly, he agreed with Mandela’s political ideas. For example, he agreed with his explanation of how the black people were not treated fairly. He also sided with him on his view of peaceful fighting.Thirdly, he knew that what Mandela fought for was to make black and white people equal. c. Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.6. Reading to make a diagramLet’s go over the text once more to make a diagram of it with key words of each paragraph placed in the box.7. Retelling the text in your own wordsWith the help of the diagram try to retell the story in your own words.A retold passage of the textElias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in Johannesburg. But as he hadn’t Elias ’ life before meeting Mandela Elias ’ life after meeting Mandela Information of Elias Elia s’s Elias ’Mandela ’s help Black people ’s problems Support to Mandela Black worker difficult period law firm Six leave not pay gold mine passbook worried about Tell help correct papers forget join No rights vote live job poorest areas not grow foodPosition accept fight peaceful blow up put in prison realize equalgot a passbook which was required if one wanted to live in Johannesburg. He was worried about being dismissed. However, he was lucky enough to get some help from Nelson Mandela and managed to get the correct papers. After that, he began to know more Mandela and his political ideas. He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.8. Closing down by taking a quizFill in the blank with one word to complete the summary of the text.Nelson Rolihlahla Mandela 1_____ born in Transkei, South Africa 2 _____ July 18, 1918. Mandela himself was educated 3 _____ University College of Fort Hare and the University 4 _____ Witwatersrand and qualified in law in 1942. He 5 _____ the African National Congress in 1944 6 _____ was engaged in resistance 7 _____ the ruling National Party's apartheid policies 8 _____ 1948. He went on trial for treason in 1956-1961 9 _____ was acquitted in 1961. Nelson Mandela 10 _____ released on February 11, 1990. After 11 _____ release, he plunged himself wholeheartedly into 12 _____ life's work, striving to attain the goals 13 _____ and others had set out almost four decades earlier. 14 _____ 1991, at the first national conference 15 _____ the ANC held inside South Africa 16 _____ the organization had been banned in 1960, Mandela 17 _____ elected President of the ANC while his lifelong friend 18 _____ colleague, Oliver Tambo, became the org anization’s National Chairperson.(Keys: 1 was 2 on 3 at 4 of 5 joined 6 and 7 against 8 after 9 and 10 was 11 his 12 his 13 he 14 In 15 of 16 after 17 was 18 and)Choose the best answer to complete the sentence.1. A law firm was opened to advise the poor farmers _____ their problems.A: at B: about C: with D: on2. The factory _____ I studied law was far away from _____ I lived.A: where, that B: that, where C: where, where D: which, which3. 2007 has _____ the greatest number of coal miners killed in various accidents.A: watched B: seen C: experienced D: looked4.I was put in a position_____ I had either to give up my job or accept less pay.A: in which B: in that C: at which D: about that (Keys: 1. D, 2. C, 3. B, 4. A)。
人教版高中英语必修一 教案： unit 5 Nelson Mandela--a modern hero Reading5
必修一Unit 5 Nelson Mandela—a modern heroReadingTeaching 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 ofb. 重点句子It was in 1952 and he had opened a black law firm to advise poor black people on their problems. P34After trying hard, I got a job in a gold mine. P34He told me how to get the correct papers so I could stay in Johannesburg. P34I joined it as soon as I could. P34The last thirty years have seen the greatest number of laws stopping our rights and progress... P34 We were put in a position in which we had either to accept we were less important, or fight the Government. P34But I was happy to help because I knew it was to realize our dream of making black and white people equal. P34It was a prison from which no one escaped. P38When I got there Nelson Mandela was also there and in one way it helped me. P382. 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.Task-based method.Explaining 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 RevisionCheck the homework of Unit 4.Step II ReadingGet 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 ques tions: 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 theformer 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 P art 1 together.Suggested answers:1. True. Because Elias met Nelson Mandela at work2. 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.— 1942 ....... He was a two years old baby.— 1944 ....... He was four years old.— 1946 ....... He began school.— 1948 ....... He left 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 answersPart I Paragraph 1——2 The Life of Elias’ life before he met Nelson Mandela.Part II Paragraph 3——5 The change of Elias’ life after he met Nelson Mandela and what Mandela did.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 ReadingGet 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 answersGood thingsHe became a good student.He felt good about himself.Bad thingsHe 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 degreeT: 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 pointsT: 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 Homework1. Recite the key sentences in the two texts.2. Preview Warming up and Pre-reading on Pages 33.。
高中英语人教版必修1 Unit5-Nelson Mandela - a modern hero完整教案
第五讲Nelson Mandela - a modern hero 适用学科英语适用年级高三适用区域全国课时时长（分钟）60知识点名词辨析；动词辨析；副词辨析；形容词辨析；动词短语辨析；完成句子；句子翻译；教学目标知识： 1.快速复习掌握本单元词汇。
2. 快速扩词汇量。
方法： 1.老师和学生一起翻译短文并从中找出自己不认识的词汇。
2. 学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。
能力： 1.能根据老师所翻译的文章快速记住生词的汉语意思。
2.能通过不断上涨的词汇量快速提高阅读能力。
教学重点1.能根据老师所翻译的文章快速记住生词的汉语意思。
2.能通过不断上涨的词汇量快速提高阅读能力。
教学难点重点单词、短语的灵活运用教学过程一、课堂导入通过有效的引入伟大人物的话题，自然的进入课堂教学内容。
Can you tell us some great men?Why could they be great men?二、复习预习1）The important words in unit four:lion n. __________2.event n. ___________3.dirt n. _____________4.ruin n. vt. __________5.suffering n. _________6.injure vt. _____________7.destroy vt. ____________8.rescue n. & vt. __________9.rap vt. n. _______________10.disaster n. _____________11.bury vt. _______________12.reporter n. _____________13.damage n. & vt. _________ 14.frighten vt. _____________15.express vt. n. _________【答案】1 .百万2 .事件；大事3.污垢；泥土4.废墟；毁灭5.苦难；痛苦6 .损害；伤害7.破坏；毁坏；消灭8 .援救；营救9.使陷入困境陷阱；困境10 .灾难；灾祸11.埋葬；掩埋；隐藏12 .记者13.损失；损害14 .使惊吓；吓唬15 .表示；表达快车；速递2）The important phrases in unit four:1.right away _________________2.as if ______________________3.at an end __________________4.in ruins ___________________5.dig out ____________________6.a (great) number of __________【答案】1.马上2.仿佛；好像3. 结束；终结4.废墟；毁灭5.掘出；发现6.许多；大量的三、知识讲解（一）词汇串串烧翻译下面由本单元词汇所编成的故事要求学生在翻译过程中不会的词汇用横线标出（一）The passage5.The Great President伟大的总统As the founder of the republic, the president had many good qualities. Before coming to power, he was a generous lawyer. He was willing to selflessly help everyone who turned to him. He accepted no fee to offer legal guidance and opinion s to those who were out of work or un educate d. Later, believing all mankind to be equal, he devote d himself to stopping the unfair anti-black laws. He set up the Black Youth League and was vote d to be the leader. However, though he kept peaceful principle s without violence and terror, his mean enemies still blew up his house and attack ed his relative s, and he himself couldn’t escape be ing sentenced to 30 years in prison.Not fearing of the prison guards’ cruelty, he kept active and beg ged no mercy from them. As a matter of fact, he was always hopeful and never lost heart during the stage even though he was in trouble.Finally, people reward ed him with the leader’s position and a gold blanket.作为共和国的创始人，这位总统具备许多的优秀品质。
人教版高中精品英语必修1教案： unit 5 Nelson Mandela--a modern hero Grammar 教案 (系列一)
展示学习目标：“介词+关系代词”介词的选择
齐读学习目标
让学生明确本节课的目标
活动导学
1、完成句子：
让学生独立完成《练习册》P69页，“介词+关系代词”对应的练习。
2、小组讨论各自的答案，并作出更正。
3、教师解答疑惑、补充说明。
1、让学生独立完成《练习册》P69页，“介词+关系代词”对应的练习。
板书设计
学生展示答案：
1、… 1、…
2、… 2、…
教学反思
（三）学情分析：
大多数学生语法基础薄弱，句子成分搞不清楚，教师要结合学生的实际学习情况，通过观察、总结、模仿等方式来学习定语从句。并通过课本第36页中的练习来巩固。
教学目标
1.关系代词和关系副词的选择；
2.关系代词where,when,why在意义上相当于一个“介词+which”的结构。
3.“介词+关系代词”结构里介词的选择。
必修一Unit 5 Nelson Mandela
—a modern hero
Grammar
教学背景分析
（一）课标的理解与把握
本单元的语法是定语从句，学习要点是以where,when, why,介词+which,介词+whom引导的定语从句的用法。
（二）教材分析：
本单元的语法是定语从句，学习要点是以where,when, why,介词+which,介词+whom引导的定语从句的用法。此外，在语法教学中还应注意一下问题：1.关系代词和关系副词的选择；2.关系代词where,when,why在意义上相当于一个“介词+which”的结构。3.“介词+关系代词”结构里介词的选择。
高中英语人教版必修1教案-Unit_5_Nelson_Mandel_-_a_mod_教学设计_教案_1
教学准备1. 教学目标Knowledge aims:1. Get the students to go over useful new words and expressions.2. Have the students review the grammar:the Attributive Clause introduced by relative adverbs and preposition+which/whom.Ability aims:1. Develop the students’ ability to use the important language points.2. Enable the students to learn to use relative adverbs andpreposition+which/whom correctly.Emotional aims:1. Encourage the students to learn from famous persons and great persons.2. Strengthen the students’ sense of group cooperation.2. 教学重点/难点教学重点Get the students to review and consolidate what they have learned in this unit.教学难点Get the students to turn what they have learned into their ability.3. 教学用具课件4. 标签Unit 5 Nelson Mandel - a mod教学过程Step 1 Revision1. Check the homework exercises.2. Dictate some useful new words and expressions in this unit.→Step 2 Lead-inTell the students: Up to now, we have finished Unit 5. Have you learned and grasped all in this unit? Turn to Page 40. You can check yourself by filling in the blanks in the part Summing Up.→Step 3 Summing UpFive minutes for the students to sum up by themselves. Then check and explain something where necessary.Suggested answers:Write down what you have learned about Nelson Mandela.We have learned many noble qualities about Nelson Mandela, such as intelligent, determined, generous, kind, unselfish, hard-working, brave, confident, and so on.From this unit you have also learneduseful verbs:fight, advise, continue, vote, accept, fear, reward, sentenceuseful nouns:hero, quality, republic, principle, fight, prison, prisoner, period, law, fee, gold, youth, league, stage, vote, position, violence, blanket, degree, guard, terror, fear, cruelty, reward, right, criminal, leader, presidentuseful adjectives:willing, active, peaceful, gold, equal, educated, anti-blackuseful 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 tonew grammar item:the Attributive Clause introduced by relative adverbs and preposition+which/whom→Step 4 Word and expression exercisesShow the exercises on the screen or give out exercise papers.1. Fill in the blanks with the missing words according to the first letter or Chinese meaning given.1)Nelson Mandela was regarded as one of the best l of the black people.2)I think you must solve your problem in a p way. Fighting can’t solve any problem.3)The full name of our great motherland is the People’sR of China.4)I don’t think ten years is a long p of time.5)You must try to improve the q of all your products.6)Nobody forced me to do it; I was w to do it.7)At present, women hold an important______________ (地位)in our country.8)A middle-aged woman killed her husband, which showedher______________ (残忍).9)You must be______________ (积极的)in all kinds of sports to keep healthy.10)I______________ (劝说)her to give up that idea, but she didn’t listen to me.11)I like all the______________ (男主角)of this play, because theyare so kind.12)Don’t you think fighting is a serious act of______________ (暴力)?13)Since he was better______________ (受过教育的), he got a job in an office.14)The actress in poor health and has to leave______________ (舞台)soon.15)I guess this film will______________ (持续)for another fifteen minutes.2. Fill in each of the blanks with the proper phrase given. Changethe form where necessary.put. . . in prison in trouble set up out of work be sentenced to death break into pieces come to power worry about lose heart stop. . . from1）The sudden heavy snow______________ them______________ getting home as early as expected.2）His glasses fell down to the ground and___________________________ _______________ .3）Don’t____________ ____________her health; I think she will take good care of herself.4）I just can’t understand why she is___________ ________________________ again.5）You can’t___________ ___________in face of any difficulty.6）Boys and girls, let’s do our best to help those____________________________ .7）It is reported that the new president will__________________________ ________________ next month.8）It is said that a new factory will be____________________________ in my hometown.9）The murderer will___________ _____________ _______________________________for killing a few girls.10）The thief will____________ ______________ ____________________________for stealing quite a few expensive cars.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations when necessary.Suggested answers:1. 1)leaders 2)peaceful 3)Republic 4)period 5)quality 6)willing 7)position 8)cruelty 9)active 10)advised 11)heroes 12)violence 13)educated 14)stage 15)continue2. 1)stopped; from 2)broke into pieces 3)worry about4)out of work 5)lose heart 6)in trouble 7)come to power8)set up 9)be sentenced to death 10)be put in prison→Step 5 Grammar exercisesShow the exercises on the screen or give out exercise papers.1. Complete the following sentences with “preposition+which/whom”.1)This is the rock______________ the boy fell down into the sea.2)Yesterday we had a meeting,______________ we discussed a lot of questions.3)The film star______________ we talked a lot will give us a speech tomorrow.4)Nothing can grow on the moon______________ there is neither water nor air.5)The West Lake______________ Hangzhou is famous in the world will be more beautiful.6)The newspaper______________ he often writes articles is China Daily.7)The stories about the Long March are well written,______________this is one example.8)The subject______________ Xiao Wang is good is physics.9)The professor______________ Mr. Smith shook hands yesterday has made new discoveries in science.10)At last I met the writer______________ I had heard long before.2. Fill in the blanks with proper relative pronouns or relative adverbs.1)The city______________ I was born has a lot of parks.2)I don’t like cities______________ have a lot of factories.3)New Year’s Eve is a time______________ I am always looking forward to.4)My birthday is a day______________ I think about my future.5)He is the cleverest boy______________ I have ever seen.6)I saw a house the windows of______________ are broken.7)I saw a house______________ windows are broken.8）I will never forget the days______________ I worked together you on the farm.9）He has got himself into a dangerous place______________ he is likely to lose his way.10）We expressed the hope______________ they had expressed.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1. 1）from which 2）at which 3）about whom 4）on which 5）for which6）for which 7）of which 8）at which 9）with whom 10)of whom2. 1)where 2)which/that 3)(which/that) 4)when 5)(that)6)which 7)whose 8)when 9)where 10)(which/that)→Step 6 Learning tipAsk the students to turn to Page 40. Read through the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing so they will be teaching themselves a useful way of learning.→Step 7 Assessment1. Checking yourself (on Page 75 in the Workbook)First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.2. Testing assessmentShow the exercises on the screen or give out test papers.1)Choose the best answers.(1)Dorothy always spoke highly of her role in the play,______________, of course, made the others unhappy.A. whoB. whichC. thisD. what(2)I shall never forget the days______________ I lived in the country with my parents.A. thatB. whichC. whenD. at which(3)The factory______________ his brother works lies in the south of the city.A. thatB. whichC. on whichD. where(4)My family climbed up the hills,______________ we had a picnic.A. on the top of whichB. on its topC. on the top of thatD. on the top of it(5)We were next-door neighbors for three years, during______________ we met only twice.A. whichB. thisC. thatD. the(6)All______________ is needed is some oil.A. the thingB. thatC. whatD. which(7)I, who______________ your friend, will go all out to help you.A. isB. areC. amD. be(8)They took care of the old man______________ son lost his life in the fire.A. whoB. thatC. whichD. whose(9)The scientist,______________ my father worked, went abroad last year.A. by whomB. with whomC. whoD. whom(10)Can you tell me the name of the company______________ you visited last week?A. /B. whereC. whatD. to which2)ClozeRead the following passage, get the main idea and fill in the blanks according to the first letters given to complete the passage.Nelson Mandela, b on July 18, 1918, is the first black president of South Africa. He studied l after he entered university. In 1944 he f the ANC Youth League. Then in 1952 he set up a law o to help poor black people. Because of his fight a the government and anti-black laws, he was s to five years hard labor. Fighters from ANC began tob up buildings in 1963 and he was sentenced to life imprisonment on Robben Island. Twenty-seven years later, he wasf by the white government. In 1993 he wasm president of South Africa and the government by and for black people was finally set up.Nelson Mandela is a g man.First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1)(1)B (2)C (3)D (4)A (5)A (6)B (7)C (8)D (9)B (10)A2)born; law; formed; office; against; sentenced; blow; freed; made; great→Step 8 Homework1. Finish off the Workbook exercises.2. Review and summarize what you have learned in Unit 5.课堂小结学了这节课，你有什么收获？课后习题单词拼写1．Wemust follow the ________(原则)thateducation should be fair to everyone.2．Itdoes serious harm to children's character that too much________(暴力)isshown on television.3．Theproduct is of very good ________(质量)，soit sells well.4．Tomis rich，but he is very ________(吝啬的)．Henever lends his money to others.5．Inthe past，the black people in the USA had noright to ________(选举)．6．Asa student，John is very a________ inclass.For example，heoften answers teachers' questions.7．Hestudied hard at law and became a good l________ after graduation.8．Heis popular with his friends because he is w________ to help them whenthey are in trouble.9．Billis a g________ person，whohas given millions of dollars tohelp those people in disasterhit area.10．Hesaid that he would d________ all his life to his career.板书Unit 5 Nelson Mandel - a mod。
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必修一Unit 5 Nelson Mandela—a modern heroLanguage points从容说课This is the second teaching period of this unit. The teacher can first check the students’ homework and offer chances for the students to review what they learned during the first period.The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to make the students understand these important points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, later offer some exercises to make the students master their usages. Some words and expressions, such as fight, advise, accept, continue, active, lose heart, in trouble, in prison, as a matter of fact, etc. are very useful and important. So are the sentence patterns “Do you easily lose heart when you are in trouble? ”. . . only then did we decide to answer violence with violence. ”“. . . we were put in a posi tion in which we had either to accept we were less important, or fight the Government. ”, and so on. We ought to pay more attention to them and design special exercises.At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学重点1. Enable the students to grasp the usages of such important new words and expressions as fight, advise, accept, continue, active, lose heart, in trouble, in prison, as a matter of fact, etc.2. Get the students to master the patterns:“. . . only then did we decide to answer violence with violence. ” and “. . . we were put in a position in which we had either to accept we were less important, or fight the Govern ment. ”教学难点1. Let the students learn the usage of the word “advise”.2. Enable the students to master the usage of the pattern “. . . only then did we decide to answer violence with violence. ” and understand some difficult and long sentences.教学方法1. Discussing, summarizing and practicing2. Cooperative learning教具准备The multimedia and other normal teaching toolsKnowledge aims:1. Get the students to learn and grasp the important new words and expressions:hero quality willing active republic fight peaceful prison prisoner period law advisecontinue fee gold youth league stage vote position accept violence equal lose heart in trouble worry about out of work Youth League as a matter of fact blow upput. . . in prison2. Get the students to learn the following useful sentence patterns:1)Do you easily lose heart when you are in trouble?2)The time when I first met him was a very difficult period of my life.3)As a matter of fact, I was worried about whether I would be out of work.4)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.5).only then did we decide to answer violence with violence.6)The parts of town where they lived were places decided by white people.Ability aims:1. Enable the students to use some useful words and expressions correctly.2. Enable the students to make sentences after the useful sentence patterns.Emotional aims:1. Stimulate the students’ interest in learning En glish.2. Develop the students’ spirit of cooperation and teamwork.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to retell the reading passage Elias’ Story.→Step 2 Reading and findingGet the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.Collocations:a poor black worker, South Africa, a very difficult period of one’s life, open a law firm, advise sb. on. . . , three kilometers away, pay the school fees, the bus fare, get a job, a gold mine, be worried about, out of work, one of the happiest days of one’s life, the ANC Youth League, as soon as one could, have almost no rights at all, grow food, in fact, break the law, with violence, as a matter of fact, blow up, put. . . in prison, be happy to do. . . , realize one’s dreamRead them aloud and copy them down in the exercise book after class.→Step 3 Discovering useful words and expressionsShow the following form on the screen and allow the students several minutes to finish them.1. Look at the reading passage again to find words and expressions that mean the same.2. Complete the following passage with some of the words or expressions above.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 with 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 and played together.Explain the problems the students meet while checking the answers.Suggested answers:1.2:out of work; in trouble; peaceful; advise; accept; continue; period; lost heart→Step 4 Language Points1. quality n. something typical of a person or material质量（不可数）；品质，性质（可数）；才能（可数）Quality is more than quantity.质量比数量重要。