Unit 5 Nelson Mandela. Using language教案

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Unit_5__Nelson_Mandela_Using_Language

• reward 一般指通过做某事获得的回报或者报酬,可以是钱,也可以是物品或精神鼓励。 • award 指的是由评委经过认真考虑颁发的奖品。 • prize 指在比赛中获得的奖项。
1. His attitude to work mainly depends on______ from the work. A. the offer B. the award C. the reward D. the reflection（反思） 2. Mary Smith won the best actress___. A. prize B. award C. reward D. profit 3. Lucy won the first _______ in the 800 meters’ race. A. prize B. awards C. rewards D. result
True or false 1.Mandela helped Elias by teaching on Robben Island.( T ) 2.Elias went to Robben Island because Mandela was there.(F ) 3.Mandela started a school for the prisoners and the guards.( F ) 4.Elias found a job easily because he was better educated.( T ) 5.Elias refused the job given by Mandela.( F ) 6.Elias accepted the job showing around the old prison on Robben Island.(T )

Unit5-Nelson-Mandela---语言点-Language-points

放在句首时, 要进行部分倒装，如：
第25页，共48页。
只有在那时候, 我才知道自己错了。 Only then did I realize that I was wrong． =I realized only then that I was wrong
只有用这种办法你才能解决这个问题。
Only in this way can you solve the problem. =You can solve the problem only in this way. 只有当他回来时我们才能知道秘密。
the plan.
第23页，共48页。
4. attack n./v.
5. 进攻，攻击，侵袭，侵害（疾病）
He made an attack on the government’s actions. 攻击 /袭击/ 抨击
The government’s actions were under attack. 遭到袭击 / 抨击
=You must speak English _________________.
as often as possible
第17页，共48页。
They did the experiment as carefully as they could. =They did the experiment a_s_c_a_r_e_fu_l_ly__a_s_p_o_ss_i_b_le__.
into或in。
第14页，共48页。
out of breath out of petrol out of use out of order
out of control
out of danger
out of sight

模块一Unit5 Nelson Mandela Grammar 教学设计 (1)

模块一Unit5 Nelson Mandela Grammar 教学设计一、教学内容概述：本节课为Module1 Unit5 Nelson Mandela语法学习课。

内容整合了教材Discovering Useful structures及Using Language中的Speaking and Writing的内容。

虽然是语法的教学，但是内容围绕Nelson Mandela的生平及当时南非黑人的不公正待遇进行展开，把语法学习与读、说等技能紧密结合。

二、学习目标分析1. 知识技能方面（1）通过阅读与观察，学生能说出非限定性定语从句“介词+关系代词”所指代的内容及含义。

（2）通过练习，学生能语境中为定语从句选择正确的“介词+关系代词”。

（3）通过阅读与讨论，学生能把两个简单句整合成一个定语从句。

（4）通过学习，学生能理解定语从句的功能——对所描述的人或物的信息进行补充说明，并能在对话中使用定语从句。

（5）通过对话练习，学生能够利用具体的事例来证明自己的观点。

2. 过程与方法（1）学生能观察、发现定语从句，并通过讨论探究定语从句的形式、意义及功能。

（2）学生能积极参与小组讨论与课堂小组竞争活动。

3. 情感态度价值观（1）通过阅读与图片，学生能体会并说出南非黑人的不公正待遇，进一步了解种族歧视的问题。

（2）通过讨论，学生能在对话中说出Nelson Mandela作为伟人的品质。

三、学习者特征分析1. 学习能力：学生生源在全市属于中等水平，因此教学活动的选择与设计由易到难，较难的活动，包括最后的speaking都注意给学生搭建一定的语言支架，使得活动能顺利开展。

2. 学习进度：通过Unit4的定语从句的学习，学生对定语从句的结构有了初步的了解，本节课主要是针对介词+关系代词引导定语从句这一结构进行学习与巩固。

四、教学策略分析小组探究、小组合作五、教学过程Step1 Free-talkWhat things do you think were unfair in South Africa?设计意图：回顾上节阅读课所学内容，引入新课话题。

Unit5NelsonMandela--period3教案

Period 3 lesson plan for using language(THE REST OF ELIAS’ STORY)IntroductionLanguage 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 imp ortant?Let’s listen to 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 c opy down all the useful expressions at the same time.3. 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.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 letter5. Closing down by sharingTo end this period share your letter with your partners and make necessary changes.。

unit5NelsonMandela（教学设计）

unit5NelsonMandela（教学设计）Unit 5 Nelson Mandela-A Modern HeroDiscovering useful words & expressions教学设计Yidu No.1 Senior High School Liu Fen教师：宜都市一中刘芬年级：高一课题名称：新人教版英语必修－Unit 5 Nelson Mandela－A modern hero教学内容：Discovering useful words & expression教材分析：本节课的教学内容是必修一第五单元的Discovering useful words & expressions本课例是高一第五单元的第二课时。

“语言学习(Learning about Language)”部分突出了词汇和语法的学习与训练。

词汇部分提供了三个题目第一题要求学生在课文中找出与所给意思相同的单词；第二题要求学生用正确的后缀来构成新的单词；第三题要求用所给的单词填空来完成段落。

设计思路：“一切的语言输入必须是有意义的，词汇应放在不同的具体语境当中去教”（刘润清，1996）学生只有在真实的语境中才能真正理会词语的意义，根据这一理论，我把这节课的设计重点放在于结合课文，围绕本单元中心话题A Modern Hero“当代英雄”，创设不同的具体语境，让学生能学习，掌握并能运用重点词汇和短语。

Ⅰ. T eaching objectives:1. Knowledge objectives:1) All students know some great qualities of a great person through lead-in.2) All students learn proper ways to communicate with others by group work.3)All students know the pronunciation and remember the meaning and spelling of newwords: principle, willing, guidance, devoted, quality, hopeful, violence, attack, lawyer, generous, equal, selfless by individual and group work.2. Ability objectives:1）All students know the skills to enlarge their vocabulary by adding some prefixes and suffixes.2）Most students can communicate with others about their heroes or heroines in their hearts.3）Most students can make up some correct sentences using the following new phrases: be devoted to doing, be hopeful about/of, as a matter of fact, out of work, in trouble, turn to somebody for something by group work.3. Emotion objectives:1. Students will be interested in word study through many kinds of interesting pictures,exercises and games.2. Students will learn some noble qualities from different kinds of heroes. And they also willbe aware of the importance of cooperation and teamwork and the fact that everyone can be a hero.Ⅱ.T eaching important points:1. To teach them the new words and phrases by many kinds of interesting pictures, exercisesand games.2. To teach them how to use new words and phrases correctly.Ⅲ. T eaching difficult points:1. How to develop students’ skills needed in daily communication.2. How to make students fully understand the importance of learning some good qualities from heroes andtry to be heroes.Ⅳ. T eaching approac hes:1. Group work2. Task-based approach3. DiscussingⅤ. Teaching procedures:Step 1 Lead-inHave a free talk with students and introduce the topic-hero to them by showing them some interesting pictures.Step 2 W ord study1) Teach some new words and phrases by showing them some interesting pictures.2) Invite students to read the words after the teacher and review some new words andphrases included in the story by showing some relative interesting pictures.Step 3 Read & RememberAllow students about 2 minutes to read and remember the words and phrases and1) Encourage students to match the word with the meaning!1. guidance have difficulty in doing sth2. out of work not having a job3. devoted help and advice given to sb4. principle basic general truth5. generous having hope6. equal the same in value, number.7. in trouble showing great love8. attack try to hurt or damage9. lawyer a person who can offer help about law10. hopeful ready to give freely2) Invite students to fill in the blanks in El ias’ story using the given words.Elias’ StoryNelson Mandela was a black_____ who was _______to helping black people, offering _______ to them on problems in law. when they are_______. I often worried about my job, because I was not _____ to get _____work. Luckily, he was _______ with time, helping me to be more ______about my job and future.To make black and white people ____, he often ________the laws with_violence___. ______As a matter of fact___, it was not the best way. But He was put into a position where he had to. He was the ______of black people.3)Invite students to choose words and make up a short story about their heroes orgiven to them to learn and enjoy.Sample:The heroine in my heart is my mother, who is around me giving me more love t han others. As a matter of fact, she isn’t great in the way of a famous singer or a movie star and does nothing big. But from her, I learn a lot.She brought me up with care although she was once out of work. Whenever I am in trouble, she will always be willing to help me out of trouble,offering me guidance and trying to cheer me up. Besides, as a teacher, she is devoted to the progress of her dear students as well.My mother is a loving mother, a selfless teacher, and a real heroine in my heart. Step 5 Games & RevisionAfter learning the words and phrases and doing some relative exercises, it’s necessary for students to get relaxed, reviewing at the same time.1)Let me guess:(within 3 minutes)(one word, one point):Student A explain in English or use body languageStudent B guess1. lawyer2. guidance3. heroine4. attack5. devote6. out of work7. equal 8. active 9. violent 10.willing 11. hopeful 12. devoted13.in trouble 14. generous2) List at least 6 words or phrases learnt today3) Spell the words below①指导（n）②忠实的，深爱的（adj）③（怀）有希望的（adj）④原则（n）4)Translate the sentence using “ be devoted to…”事实上，那个律师一生都会致力于帮助别人.Step 6 Consolidation & SummaryAsk students to think about a question “Where a hero really lies?”, and then invite to enjoy and follow a song“hero”. After hearing, ask students the same question again to give students a moral lesson---The hero lies in you! Everyone can be a hero!( the lyrics of the song will be given to them before the class) It's a long road 漫漫长路When you face the world alone 当你独自面对世界No one reaches out a hand 没有人伸出手For you to hold 让你握住Y ou can find love 你一定能找到爱If you search within yourself 如果能在自己身上找到勇气And the emptiness you felt 你曾感到的空虚Will disappear 将会消失And then a hero comes along 会有一位英雄向你走来With the strength to carry on 带着继续奋斗的力量And you cast your fears aside 你会把恐惧抛开And you know you can survive 你知道自己能挺过来So when you feel like hope is gone所以当你感到希望似乎破灭Look inside you and be strong 审视自己，保持坚强And you'll finally see the truth 最终你将明白That a hero lies in___ 英雄气魄就在__身上Step 8 Assessment教学反思：1．在这节课上，始终围绕“当代英雄”这一话题，创设具体语境，把书本与我们的生活结合起来，让学生明白拥有这些品质并不是伟人所特有的，通过树立正确的人生观，提高自我素质。

高中英语：Unit 5 Nelson Mandela Using language(新人教必修1)

高一英语同步练习必修1 Unit 5 Nelson Mandela第4课时：Using language基础练习一、重点词汇：1. _____(adj.)受教育的-----_____(v.)教育-----______(n.)教育2. _____(n.)恐怖-----____(vt.)使恐怖-----_____(adj.)恐怖的3. _____(v.)乞讨-----_____(n.)乞丐4.______(n.)残忍------_____(adj.)残忍的-----_____(adv.)残忍地5. ______(vt.)判决，宣判----- _____(n.)句子6. ______(vi.) 逃脱；逃走；泄露7. ______(n.) 报酬；悬赏金（vt.）酬劳；奖赏8. _______(n.) 意见；看法；主张翻译下列短语：1. 因某事给某人报酬_________2. 把...... 与......相比_________3. 当权；上台__________4. 从…逃跑__________5. 按某人的观点__________6. 建立__________7. 第一次__________8. 乞讨__________9. 释放__________10. 坐牢__________要点展示：选择填空: (提示:使用介词+关系代词的结构)1. In the novel by Peters, __________ the film is based, the main character is a teenager.A. on whichB. in which2. An actor ______Gelson had previously worked contacted him about the role.A. to whomB. with whom3. Her many friends, ________I like to be considered, gave her encouragement.A. in whomB. among whom4. The valley__________ the town lies is heavily polluted.A. in whichB. on which5. The office _________Graham led the way to was filled with books.A. that/whichB. where6. The playground wasn’t used by those children __________ it was built for.A. who/whomB. for whom7. A huge amount of oil was spilled, the effects _________ are still being felt.A. of thatB. of which8. The school __________ she is head of is closing down.A. whereB. which/that9. We were grateful to Mr. Marks, _________car we had traveled home.A. in whichB. in whose10. I now turn to Freud, __________ works the following quotation is taken.A. from whomB. from whose11. The factory produces half a million pairs of shoes every year, 80%__________ are sold abroad.A. of thatB. of which12. There are altogether eleven books on the shelf, ___________ five are mine.A. of thatB. of which13. Luckily, we’d brought a road map __________ we would have lost our way.A. without whichB. with which14. To make up an objective test, the teacher writes a series of questions, __________has only one correct answer.A. each of thatB. each of whichI. 完型填空:As a kid, I felt my happiness would be based on whether I could fulfill all my needs and wants. If I was rich, I would definitely 1. my life.My father always stressed his belief in 2. . I can remember him 3. me about how money does not make one happy and how other things in life such as health, friends, and memorable 4. make a person genuinely happy. At that time in my life, I did not put 5. thought into his words as usual.At a young age, I noticed the media seemed to portray(描绘)the wealth as happy people that add value to our society. At high school I still looked for a career that would produce a high salary.After my second year of college, I started my first job in an accounting department, 6. I found myself extremely bored. Every day I had to do 7. work.In addition, I had to live away from friends and family. I noticed having money to spend 8. you are by yourself was not satisfying.I began to think back 9. my dad always said. After two months on the job, I truly 10. that a more satisfying experience for me would have been doing an ordinary part-time job for far less money. 11. high the salary of this position was, I would never be capable 12. fulfilling a happy life and make a career out of this job.As the summer 13. , I truly understood the meaning of my dad's words. The term "wealth" is a 14. term, and I believe the key 15. happiness is to become wealthy in great memories, friends, family, and health.1. A. be worried about B. be anxious about C. be angry with D. be content with2. A. satisfaction B. willingness C .happiness D. kindness3. A. lecture B. lectures C. lecturing D. to lecture4. A. survey B. experiences C. experiment D. experiments5 A. some B. no C. any D. all6 A. where B. on which C. when D. which7 A. bored B. boring C. interesting D. interested8 A. where B. when C. how D. for which9 A .all what B. all which C all that D. which10 A realized B. thought C said D. believed11. A. No matter where B. No matter what C. No matter how D. No matter when12. A. in B. on C. about D. of13. A. came to a stop B. drew to a close C. put an end to D. end up14. A. widely B. abroad C. broad D. board15. A on B. about C. of D. toII. 阅读理解“Equal pay for equal work” is a phrase used by the American women who feel that they are unfairly(不公平) treated by society. They say it is not right for women to be paid less than men for the same work.People who are against（反对）the view(mainly men) have an answer to this. They say that men have more responsibilities(责任)than women; a married man is to be expected to earn money to support his family and to make important decisions, so it is right for men to be paid more. Some people who hold even stronger views than this are against married women working at all. When wives go out to work, they say, the home and children are given no attention to. If women are encouraged （鼓励）by equal pay to take fulltime jobs, they will be unable to do the things they are best at doing: making a comfortable home and bringing up children. They will have to give up their present position in society.This is exactly what the women want to give up. They want to escape from the limited place which society expects them to fill, and to have freedom to choose between a career and home life, or a mixture of the two. Women have the right not only to equal pay but also to equal chances.These women have expressed their view strongly by using the famous saying, “ All men are cr eated equal.” They point out that the meaning of this sentence was “ all human beings are created equal.”1. The women use the phrase “Equal pay for equal work” to demand that _____.A. women are less paid than menB. men are less paid than womenC. women and men should be paid the same amount of the money for the same workD. women paid little attention to the home and children2. People who disagree with the women’s view believe that ____.A. women will be unable to do the things they are best at doingB. men are expected to earn more money to support the familyC. men have more responsibilities than womenD. men are expected to make important decisions3. Some people holding even stronger views say ______.A. women have fewer responsibilities than womenB. women should only take part-time jobs.C. women should stay at home and take care of the home and childrenD. women are best at making a comfortable home and bringing up children.4. What exactly do the women want to give up?A. Their home lifeB. Their childrenC. Their careerD. Their present position单句改错:下列每句中的划线部分只有一个错误，指出并加以改正。

unit 5Nelson Mandela—— using language(单词)

没人可以从那所监狱中逃脱。
cate
vt.教育；训练
adj: educated :受过教育的；有教养的
n. education:教育
即时练习：
Tom has an her. educated mother and he received education from
e to power
come to power
terror /'terə/ Transkei set up anti- anti-black Nobel Peace Prize
beg /beg/
cruelty /'kruəlti/ sentence /'sentəns/ Cape Town
relative /'relətiv/
当权；上台
辨析：
be in power：当权，执政

come to power：表示动作——与表示一段时间的时间状语连用。
be in power：表示状态——表示短暂动作，不与表示一段时间的时间状语连用。

即时练习：
The government has been in power for ten years since it came to power in 2005.
lose one’s heart to：爱上翻译句子。 Lily爱上了一个帅气的男孩。 Lily lost her heart to the handsome boy.
2.escape
vi.逃脱；逃走；泄露
短语：
escape from：从.....中逃脱
eg：No one can escape from that prison.
搁置；把……放在一边

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Unit 5 Nelson Mandela — a modern heroThe lesson plan for using languageTarget language1.重点词汇和短语escape blanket educate come to power beg relative terror cruelty reward2.重点句子We read books under our blankets and used anything we could find to make candles to see the world.They were not cleverer than me, but they did pass their exams.I felt bad the first time I talked to a group.Learning ability aimsTo help students discover and learn to use new useful words and expressionsTo develop students’reading skills by extensive readingTo help students learn to express their own opinions and ideasTo enable students to master the ability of grasping the main idea of a text or a passageTeaching important pointsDevelop the students’reading skills by extensive reading.Teaching difficult points1.Enable the students to learn to express their own opinions and ideas.2.Get the students to learn to grasp the main idea of a text or a passage.Teaching methods1.Task-based teaching and learning2.Cooperative learning3.Discussion and practiceTeaching aidsA projector, a blackboard and other normal teaching toolsPROCEDUREStep1 Warming-up1.Discuss with the students about the Robben Island and show thepicture of it.2.Give the students several minutes to prepare, and then ask them tocome to the front to retell the story.Step2 Lead-inTalk and discuss with the students: As we know, in order to support Mandela, Elias helped him blow up some government buildings. Can you imagine what would happen to him if he was caught? Today we are going to read another passage The Rest of Elias’Story. After reading, you’ll know what actually happened to him.Step3 Reading1.Listening to the recorder and skimming for the answers:Why could Elias get a job after got out of prison?Why did Elias lose his job later?2.Scanning for detailed information(Exercise1 on Page39)Give the students 6 minutes to read the passage again, and make notes about what happened to Elias in prison, and fill in the form.Several minutes later, check the answers with the whole class and deal with any language problems that students can’t understand. 3.Discuss the questions in pairs(Exercise2 on Page39).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?4.Some important language points:1) It was a prison from which no one escaped.escape vi.escape与介词from连用表示①逃脱；逃走:The soldier escaped from the enemy's prison.②(液体等）漏出：Gas is escaping from the pipe. （Attention to the usage of prep.）2) We read books under our blankets and used anything we could find to make candles to see the words.we could find 是省略了关系代词that的定语从句，修饰不定代词anything.当先行词为all,much,little,nothing,anybody,few,the one等不定代词时，关系代词只能用that;在定语从句中作宾语时，关系代词可以省略：Lincoln’s stepmother（继母）did all she could to help him.3)As they were not cleverer than me, but did pass their exams.did pass 在这里表示强调。

在表示肯定的陈述句或祈使句中,可以用助动词do或does, did放在谓语动词前表示强调。

He does hope you have a nice trip.Do yell out（喊出）English every morning.4)Since I was better educated, I got a job working in an office.educate vt. 教育，培养，训练She was educated in England in the 1930s.It is not the way to educate a child by making him do things against his will.education n. 教育, 培养,训练educational adj. 教育的,受教育的5）… until Mandela and the ANC came to power in 1994.come to power 当权，开始执政，上台There are people who didn't want Obama to come to power.in power 执政Which party (政党，党派）is in power now in the country?take / seize power 用武力夺取政权The general (将军）tried to take power, but failed at last.6）I felt bad the first time I talked to a group.the first time在句中起连词的作用,引导时间状语从句,可译为“第一次…的时候”。

the second time , the third time…依次类推。

The first time I met her, I believed her nice.The second time I met her, I fell in love with her.The third time I met her, I married her.7）All the terror and fear of that time came back to me.terror n. 恐怖，惊骇，<口>令人惧怕或讨厌的人或事物She let out a scream (尖叫声）of terror.My elder sister has a terror of fire.The detective(侦探), nicknamed Holmes, is a terror to criminals.8）They said that the job … were my rewards after working all …reward n. 报酬；奖金vt. 给... 报酬，奖赏He got a reward for helping them.It is unfair that he gets very little in reward for his hard work.They rewarded him for his great services = They rewarded his great services.They have rewarded him with $100. (Attention to the prep.)Compare “reward” with “award”, and then show the exercises on the screen to check the students’ ability of using new words.Fill in each of the blanks with a proper word in correct form from the following: escape educate reward relative beg1)Someone who is ________ has a high standard of learning.2)If someone is ________, it means he / she is asking people to give them food or money.3)Your _______ are the members of your family.4)He was given a _______ for winning the competition for his school.5)A prisoner has ______ from a prison in northern England and the police is searching for him.First get 5 students to do the exercises. Then the answers are given. The teacher can give them explanation when necessary.Suggested answers:1)educated 2)begging 3)relatives 4)reward 5)escapedStep4 Talking and writing1.Lead-inTell the students: As we know, Mandela, a great man, are important as well as famous. He was listed as one of the most influential people of the 20th century by Time magazine in 1999.Show the cover of Time on the screen.(Show some pictures of Chinese people who became the cover of Time to raise the students’ interest of discussing and expressing.)2.Let the students in pairs talk about their opinions on Mandela. Tell them try to use the following expressions(on Page39).Give the students several minutes to practice their pair works. The teacher can walk around the classroom and see whether the students need help. Then ask some students to perform in front of the class.Sample dialogue:A: What do you think of Nelson Mandela? Do you think he is a great man?B: Yes, I think so. After all, he fits our definition of a greatman. He worked hard for a good cause. He also sacrificed twenty-seven years of his life when he went to prison.A: I don’t feel that he is so great. He was in favor of violence and that is not the behavior of a great man. How do you feel about that?B: In my opinion he explained at his trial why he encouraged the ANC to become violence. He said that there was no other way for them to attack the unfair laws.A: I’m with you.But maybe he would say that so people wouldthink well of him.B: Remember what happened to Elias when he left prison. Mandela was right!A: OK. Maybe you’re right. I believe that he is a hero.Step5 Homework1.Write a passage about Nelson Mandela’s life and qualities.2. Preview Reading Task on P73.。

Unit 5 Nelson Mandela. Using language教案

最新人教版高中英语必修一unit5《nelsonmandela》全单元教案.doc