人教版高中英语必修一Unit 5《Nelson Mandela》教学设计
Unit 5 Nelson Mandela人教版必修一unit 5 Reading 部分教学设计
高中英语必修一Unit 5 Nelson Mandela--a modern heroReading --- Elias’story知识与能力目标：阅读目标：1.知识目标After learning this passage ,students will learn the new words and useful expressions.2.能力目标Students will develop some reading skills, such as scanning( 略读), word--guessing(猜词), skimming ,careful reading(细读)and summarizing(总结) 3．情感目标After learning， students will know the qualities great people have in common and learn the fine qualities from them.课型：Reading教学重难点：1.Enable the students to read Elias’story.and understand the passage.2.Help the students know how Elias’life changed before and after he met Nelson Mendela.教学方法：Listening ，Speaking, Reading ,Writing, Discussion, Practice学法指导:Individual work, pair work and group work教学过程:Step 1.Warming upGuessing game who is Nelson Mendela.Introduce some famous people and ask students guess who they are。
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。
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.。
人教版高中英语必修一 Unit 5 Nelson Mandela-a modern hero 教案
教学设计中学英语题目：Unit 5 Nelson Mandela-a modern hero(reading)Teaching Plan for ELIAS’STORYModule 1 Unit 5Nelson Mandela-a modern heroReading-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。
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。
人教版高中英语必修一：Unit+5+Nelson+Mandela+-+a+modern+hero+(2)+教案.doc
Unit 5 Nelson Mandela - a modern hero1教学目标Teaching aims:1.consolidate the words and expressions of unit 52. learning a new way of making some new words by adding the correct endings3. learning the attributive clause which use where, when, or preposition +which/whom2教学重点Teaching importance:1. consolidate the new words and use them properly2. Getting to know the attributive clause which use where, when, preposition +which/whom by discovering the sentences from the reading passage3. Practice attributive clause which use when、where、why、preposition +whom/which3学时难点Teaching Difficulty1.Enable the students to know the attributive-clause structure and decide whether relative pronoun or relative adverb should be used .(which/ that /when/where/ preposition +which /whom)2.Practice attributive clause which use when、where、why、preposition+whom/which4教学活动Teaching proceduresStep1：lead inPlay a chain game. Make words one by one ,and the first of each letter should be the same as the last letter of previous one. The teacher should encourage students to use words learned recently and express clearly and loudly to make herself/himself heard.For example:S1:journey S2:youth S3:hopeful S4:latter S5:recognize…Design purpose: Arouse students’interest and show students the importance of accumulating words in daily life.Step2 word practice Match the words or phrases to the meaning1.quality2. Active3. Devote4. as a matter of fact5. in trouble6. be out of worka. To be absorbed in; to give one’s life forb.In a situation that involves danger, punishment, pain, worry, etcc. Making a determined effort and not leaving sth to happen by itselfd. To lose one’s job; to be joblesse. In fact; actuallyf. Degree of goodness or worthStep3 .Filling in the blanks using the given words .1．He was made ______(董事长) of the club.2．He is the sort of man to be trusted because he always lives up to his ______ (原则)．3．Most children in cities are better ______ (教育) than those in the countryside.4．He was ______ (判刑) to death.5．She cried in ______(恐怖) when she saw a snake.6．Black people are born ______(平等的) to the whites so they should share the same rights as them.7．This company is more concerned with ______(质量) than with quantity.8．He is ______(自私的) and he is always thinking of himself.9．In my ______(看法), we should put off the sports meeting.Key:1. president 2.priciple cated 4. sentenced. 5. terror6. equal7. quality8.selfish9. OpinionDesign purpose: consolidate the key words in this unit . Enable students to know the meaning of the words and spelling and use them properly and guide students to learn the proper ways to get more new words. Step4 Learning Tip Words and expressions are so important for English learners that we have to pay more attention to them as well as learning some knowledge about how to get to know more new words . then, communicate with several students in front of class about how you get to more English new words in your daily life.Collecting students possible answers:1. Reading English passages 2. Seeing English movies 3. Looking up new words in the dictionary 4. Asking English teachers for advice 5. Reciting the new words every day 6. Listening the English tape as often as possible 7.Talking with foreigners if there will be a chance to practice……Design purpose: Guiding students to exchange their opinions about the ways of learning words and expressions to learn some proper ways from others.Step5: Word studyForm new words by adding the correct prefix or postfix to basic words.agree disagreeadvantage disadvantagewrite rewriterich enrichnation nationalnature naturaloffice officialimportant importancedifferent differenceaccept acceptablecomfort comfortable According to the principle of making word to practice more with suffixStep6 Discovering useful structuresRead at the reading passage again. Find sentences with attributive clause which use relative adverb or preposition +which/whom on page 34. These sentences as following:1.The first time when I first met Nelson Mandela was a very difficult period of my life.2. …Mandela was the black lawyer to whom I went for advice.3. He was generous with his time , for which I was grateful.4. The school where I studied for only two years was kilometres away.5. However, this was a time when one had got to have a passbook to live in Johannesburg.6. The day when Nelson Mandela helped me was one of my happiest.7. We have reached a stage where we have almost no rights at all.8. The parts of town in which they have to live were decided by white people.9. The places outside the towns where they were sent to live were the poorest parts of South Africa.10. We were put into a position in which we had either to accepted we were less important ,or fight the government .Reading sentences above with attributive clause and summarize the usage items of attributive clause.Ask a student to summarize the usage of attributive clause which use relative adverb or preposition +which / whom.Step7: Elias had some message for his friends. Please help him complete the sentences. Text book page 37 Ex 2. Purpose: put the parts of sentences together which use attributive clause .Enable students to know the structures of attributive clause.1 The mines where we voted was the 5th of August.Step8:Fill in the blanks with preposition + which/whom1. The person ____ ________ I spoke just now is the manager that I told you about.2. My friend ,Lily, ________ ________ I went to the concert, enjoyed it very much.3. The two things ________ ________ Marx was not sure were the grammar and some of the idioms of English.4. Her bag, ________ ________ she put all her books, has not been found.5. Eric is the person, ________ ________ you can turn when you are in trouble.Step9 Usage of “preporision+which/whom ”eg: Mr. Green, for whom money is not a problem now, still lives a simple life.They arrived at a small town, from which it is only a short way to Shanghai.小结1. 非限定性定语从句的关系代词前如果带有一个介词，关系代2 The reasonwhere I worked was my hard work. 3 The time why I got a job were 9 km from my home. 4 The government building when I joined the ANC YouthLeaguewas last at night .5 The date when I arrived was very tall.词只能用which(指物)或whom(指人)。
高中英语 Unit 5《Nelson Mandela-a modern hero》教案12 新人教版必修1
Teaching plan of unit 5 Teaching aims: 1. Topic The qualities of a great person; The lives of some great people. 2. Useful words and expressions: hero quality willing active republic principle 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 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 3. Functional items: A. Giving opinions: Why do you think so? What do you think of …? What’s your opinion? I agree/ don’t agree. I think/don’t think…. I prefer…. In my opinion…. I’m afraid… B. Making comments: Good idea! That’s an excellent idea. 4. Structures The attributive clause (II) 由where, when, why, 介词+ which, 介词+ when 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 in Johannesburg. The reason why I got a job was because of my hard work. …we were put in a position in which we had either to accept we were less important, or fight the Government. The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
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.。
高中英语 Unit 5 Nelson Mandela—a modern hero第3个课时教学设计 新人教版必修1
Teaching content
Teaching goals
一．Knowledge goals
1. hero, quality, willing, active, republic, principle, fight, peaceful, prison, prisoner, period, law, advise, continue, fee
二．Ability goals
（1）Enable the students to describe a great person with the order of time.
（2）Let the students write a summary of“Nelson Mandela—a modern hero”.
T: You are all right. The person whom I admire is a modern hero — Nelson Mandela. He is the former South African president, who realized the dream of making black and white people equal.
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).
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Teaching Aims
1. To distinguish famous people and great people and stimulate students’ interest in reading.
2. To know about Elias’ story.
3. To improve students’ reading abilities (scanning, close reading, summarizing).
4. To promote students’ own qualities according to Mandela’s qualities.
Teaching Procedures
Pre-reading
1. Enjoy a video.
2. Do you often help others?
3. Can you distinguish famous people and great people?
【设计意图】根据高中英语课程标准（2003）对本单元的话题要求。
通过图片展示，使学生区分什么是名人和伟人，引出伟人曼德拉怎样帮助别人的问题，激发学生阅读兴趣，导入新课。
Activity 1 Fast reading
What’s the main idea of the passage?
The story is about ____.
A. the poor life of black people in South Africa.
B. the life of Mandela.
C. how Mandela helped Elias and other black people.
D. how Elias met Mandela.
【设计意图】根据课程标准阅读6级要求4．能根据阅读目的使用不同的阅读策略；以及本课阅读训练目标3. To improve the reading abilities (scanning, close reading, summarizing).特设计本题，训练学生scanning快速总结文章大意。
Activity 2 Careful reading ---- Details for Elias’ story (para.1-3)
【设计意图】根据课程标准及考纲对阅读的要求：训练学生的细读技巧，并完成本课阅读训练目标close reading 找到具体信息并理解大意，加深对文章的理解。
The elements of a narration:
1. __________
2. _________
3. __________
4. _________
5. __________
6. __________
Fill in the blanks according to the elements.
◆My name is _______, a poor black worker in ________. I had very little education. I could not read or write well.
◆When I was _____, I got a job in a gold mine.
◆However, this was a time when one had got to have a _________ to live in Johannesburg. Sadly
I did not have it because I was not born there. I ________ about whether I would become out
of work.
◆It was in ______ and Mandela was the black lawyer to whom I went for _______. He told me how to get the correct papers so I could ______ in Johannesburg.
【设计意图】以记叙文六要素为主线，根据故事结构，理清故事发展的起因，经过，结果。
Details for the black (para.4-5)
1. Which of the following statements are TRUE?
A. Black people had no rights to vote or choose who would rule them.
B. Black people could not get any jobs.
C. Black people lived in the poorest places in South Africa.
D. Black people could not grow food in the places where they lived.
【设计意图】了解黑人当时的境况，引导学生体会曼德拉的行为，伟人的品质得以体现。
2. Why did Elias still blow up the buildings if he was caught he could be put in prison?
____________________________________________________________________________ 【设计意图】训练学生的归纳能力，并能针对问题准确的表达自己的观点。
进一步引导学生体会黑人渴望与白人平等的心情。
3. Who on earth(究竟) did Elias help ?
____________________________________________________________________________ 【设计意图】拓展问题：曼德拉帮助的是谁？引导学生思考：他们最终帮助的是自己。
Activity 3 Summarizing information
【设计意图】根据课程标准及考纲对阅读的要求：训练学生的归纳技巧，并完成本课阅读
训练目标summarizing 总结概括文章内容。
1. Read the following passage and then fill in the blanks according to the mind map.
My Story
My name is _______, a poor black worker in ________. I had very ______ education. When I was 12, I ___________ in a gold mine. However, because I was not born in Johannesburg, I had no ______ so I could not live there. I was very _______. It was Mandela who was a black lawyer at that time that helped me ______________. So I could ______ in Johannesburg. I was very ______. When he organized the ANC Youth League, I _____ it as soon as I could. I even helped him ___________ some government buildings to be equal to white people. I was ______.
2. Retell the story according to the mind map.
【设计意图】利用思维导图，训练学生归纳的阅读技巧，复述伊莱亚斯的故事，完成教学目标。
Activity 4 Discussion
1. What qualities should we learn from Mandela ?
2. Why is it important for us to help others?
【设计意图】使学生通过讨论学习曼德拉的高贵品质，领袖魅力来提升个人品质, 并意识到人与人交往中帮助的重要性，主题升华，完成德育目标。
Homework
1. Surf the Internet to find more information about Nelson Mandela.
2. To finish the exercises in Learning about language in Page 36 of the textbook.
【设计意图】更深度的感悟曼德拉的伟人品质。