最新人教版高中英语必修一-Unit-5教案设计
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 。
人教版必修1 unit5教学设计
Part 1 Teaching Design第一部分教学设计Period 1 A sample plan for reading(ELIAS’ STORY)IntroductionIn 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 examples 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>FocusProcedures1. 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.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?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 idea4. Scanning for specific informationScan the test specific information to finish Comprehending Ex. 3.5. 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?6. Reading to make a diagramLet’s go over the text once more to make a diagra m 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.8. Closing down by taking a quiz。
英语必修一unit5教案
英语必修一unit5教案【篇一：高一英语必修1 unit5教案】unit 5 nelson mandela– a modern hero一、单元教学目标和要求(teaching aims and demands)二、教材内容分析（analysis of the teaching materials）三、教学安排(teaching arrangements)四、单元预习任务(pre-unit activities: preview task)五、教学步骤 (teaching procedures)六、背景参考资料(background knowledge)七、评价与反思(assessment and reflection)临海市回浦中学李珊珊陈晓平余晶晶一、教学目标和要求(teaching aims and demands)根据课程标准实验教材（英语必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。
1．语言知识（knowledge）词汇（vocabulary）：能理解、内化、运用以下生词---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right（n.），criminal，leader，president，sentence（v.），sincerely短语(phrases and expressions)：lose heart, in trouble ,worry about, out of work, youth league, as a matter of fact, blow up, put ... in prison, come to power , set up , be sentenced to功能(functions)：学习掌握一些用于发表意见与评论的结构句式，如：1．发表意见（giving opinions）why do you think so? what do you think of ...? whats you opinion?agree / dont agree．i think / dont think .... i prefer .... in my opinion .... im afraid ....2．评论（making comments）good idea! thats an excellent idea．语法(grammar)：定语从句（ii）（由where, when, why, 介词+ which, 介词+ whom引导的定语从句）扩展词汇：negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, bible（圣经）, revolution（革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign（从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott （联合抵制）。
最新人教版新课标版高一英语必修1Unit5说课稿名师优秀教案
人教版新课标版高一英语必修1Unit5说课稿高中英语新教必修<一>Unit5说课稿Period 5Language study这部分的重点是学习掌握关系副词when，where，why引导的定语从句及介词+关系代词引导的定语从句。
Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.Step1.Pre-taskActivity1.Revision班级活动:Have are vision about Steven Spielberg.What did he do?How was he successful?What great films did he direct?Activity2. Talk about some famous Chinese directors and their films.师生互动:教师提一些问题如What Chinese directors do you know? Whatare their well-known films?在此过程中教师可展示一些学生熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。
然后谈论某个导演及他的代表作品，引出定语从句。
如Zhang Yimou is the famous director who successfully directed the film Hero.(Show a table of the four famous directors with their photos andtheir films in the CAI. Ask students to discuss and put in right orders) Directors(Photos)FilmsFeng Xiaoning(冯小宁)I?ll Be Here for You(不见不散)Pekinger in New York(北京人在纽约)Chen Kaige(陈凯歌)Purple Sun set(紫日)Red River Valley(红河谷)Zhang Yimou(张艺谋)Not One Less(一个也不能少)Hero(英雄)Feng Xiaogang(冯小刚)Together(和你在一起)Farewell, My Concubine(霸王别姬)Activity3. Talk about actors and actress小组活动:教师选取几副大家熟悉的国产大片的电影画面，要求学生进行小组讨论，分别来自什么电影，他们的男、女主角(mainactor/actress)分别是谁。
最新人教版高中英语必修一unit5《nelsonmandela》全单元教案.doc
Unit 5 Nelson Mandelaa modern heroContents 目录一、单元教学目标和要求(Teaching aims and demands)二、教材内容分析 (Analysis of the teaching materials三、教学安NF (Teaching arrangements)四、单元预习任务(Pre-unit Activities: Preview Task)五、教学步骤(Teaching procedures)六、背景参考资料(Background knowledge)七、评价与反思(Assessment and reflection)、教学目标和要求(Teaching aims and demands)根据课程标准实验教材(英语必修)关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。
1.语言知识(Knowledge)词汇(Vocabulary ):能理解、内化、运用以下生词---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold league , stage , vote , position , accept , violence , equal , blanket , degree, guard , educated , terror , fear , cruelty , reward , right (n. ), criminal , leader , president , sentence (v. ), sincerely短语(Phrases and expressions) : lose heart, in trouble ,worry about, out of work, Youth League, as a matter of fact, blow up, put ... in prison, come to power , setup , be sentenced to功能(Functions):学习掌握一些用于发表意见与评论的结构句式，如：1. 发表意见(Giving opinions )Why do you think so? What do you think of …？ What's you opinion?agree / don't agree. I think / don't think .... I prefer .... In myopinion ....I'm afraid ....2.评论(Making comments)Good idea! That's an excellent idea .语法(Grammar):定语从句(II )(由where, when, why, 介词+ which, 介词+ whom引导的定语从句)The school where I studied only two years was three kilometres awayThis was a time when you had got to have a passbook to live in JohannesburgThe 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 whomyou should be grateful for a peaceful South Africa is Nelson Mandela.扩展词汇：negative（消极的），heroine（女主角，女主人公）,unwilling（不情愿的），nation（国家，民族）,sacrifice（牺牲），realize （认识到），give up （放弃）,riches （财富）,Bible （圣经）,revolution （革命）,career （职业）,equality （平等），fairness（公平）,conflict （冲突），biography （自传），beliefs （信仰），Christianity （基督教），religion （宗教），priests （牧师），version （翻译），readable （易读的），adventure （冒险）,scholar （学者）,sympathy （同情）,,campaign （从事活动）,communist （共产主义者）,injustice （不公平）,oppose （反对），pilot(飞行员) , boycott (联合抵制)2.语言技能(Skills)听：在本单元的课文及练习册听力教学中，能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。
新人教必修一Unit 5 单元整体教学设计
新人教版必修一 Unit 5 Languages around the World 单元整体教学设计与分析一．本单元整体教学设计理念《普通高中英语新课程标准（2017年版）》以培养和发展学生的学科核心素养为总目标。
英语学科的核心素养包括语言能力、思维品质、文化意识和学习能力。
学科核心素养的发展过程既是语言知识与技能整合发展的实践活动，也是文化感知与理解不断加深、优秀文化品格不断形成的过程，同时还是思维品格和语言学习能力逐步提升的过程。
同时考虑《新课标》提出的语言学习六要素，英语学习活动观和教学实施建议中提出的：“关注主题意义，制定指向核心素养发展的单元整体教学目标”，制定本单元整体教学设计，及学习评价。
本单元在设计时参考了新课标对理解性技能和表达性技能在必修阶段的以下要求：必修阶段理解性技能要求：1. 从语篇中提取主要信息和观点，理解语篇要义；2. 理解语篇中现行或隐性的逻辑关系；3. 把握语篇中主要事件的来龙去脉；4. 抓住语篇中的关键概念和关键细节；5. 辨认关键字词和概念一迅速查找目标信息；6. 批判性地审视语篇内容；7. 识别书面语篇中常见的指代和衔接关系；必修阶段表达性技能要求：1.根据交际需要发起谈话并维持交谈；2.清楚地描述事件的过程；3.使用文字和非文字手段描述个人经历和事物特征；4.在口头书面表达中借助连续性词语，指示代词，词汇衔接等语言手段建立逻辑关系；5.在书面表达中借助标题，图标，图像，表格，版式等传递信息，表达意义；6.根据表达目的选择恰当的语篇类型；7.根据表达的需要选择词汇和语法结构；8.根据表达的需要选择正式与或非正式语；9.借助语调和重音突出需要强调的意义。
本单元教学设计核心是：基于主题意义探究的单元整体教学设计。
二. 单元主题：人与社会 --- 社会责任，语言认知，社会需要，交际拓展三. 单元标题：Languages Around The World四．单元内容分析：本单元主题是围绕语言发展和语言学习展开，内容涉及联合国的工作语言，汉字的发展，英式英语和美式英语的主要区别，英语学习中遇到的困难和解决这些困难的建议等。
高一英语必修一UNIT5教案
篇一：高一英语必修一unit5教学设计教材分析我教的是高一年级上册，人教版，必修1， unit5, nelson mandela---a modern hero 的第一课，这是一节高中阅读课。
教材上这一部分主要分为四个部分：由于第一、二部分联系比较紧密，活动设置也比较好，但我觉得这两部分的活动顺序可以调整一下，即把第二部分放在前面，先呈现图片和简介以引起学生注意力和兴趣，以图片展示的形式激励学生用英语进行语言实践活动，然后归纳出hero的一个模糊标准，为阅读活动做好铺垫。
然后再让他们自己说出他们所认为的a great person 所拥有的品质，这样可能更符合学生的思维习惯特点，并且有利于调动他们的积极性和培养他们说语言的能力。
因此，我决定吧第一、二部分结合在一起作为pre-reading 部分来讲，但顺序做一下调整，之后是正式人物曼德拉的登场，进入主题alias眼中的曼德拉，重点把nelson mandela 挑出来，附加更多关于他的信息，稍加重点地呈现，因为他的信息与接下来的reading passage 联系非常紧密，我想通过重点呈现关于他的信息来提高给学生更多background information，帮助他们更好地理解reading text.第三部分是一个关于elias’ story 的reading text，属于人物传记式的阅读，但是文章的写作角度比较特别，由穷苦的黑人工人alias叙述他眼中的曼德拉，这样的写法比较客观可信。
alias的故事与遭遇同时也成为本文与本课的一条贯穿总线,也是这堂课的中心阅读任务。
学生要做的主要活动就是阅读并理解文章的内容和大意，同时注意一些重点细节信息的把握。
另外，在时间允许的情况下，我还想做一些扩展性的教学活动，比如让学生复述alias 的经历，即达到检测学生的理解又能挑战学生说英语的能力。
the background of students:(1) the supporting background information should be given to students before reading to get them ready and not feel difficult.(2) the teaching procedures and reading task should be designed adaptive to students’ current ability and their cognitive style.(3) teacher should give students necessary guidance on reading strategies(4) teacher should be amiable and patient to make students less nervous.correctly to encourage them and improve their confidence.teaching plan for s1 a reading lesson (lesson 1, unit 5, 必修1)nelson mandela---a modern heroname: 颜巧云 class: english 07(4) group: 4-1teaching/learning objectives4. develop reading skills: skimming, scanning and generalizing the central meaning of the textteaching procedures:stage1. pre-reading (5-10 minutes)do you think he is a great man?step2. guess game for prediction (present pictures of 6 famous persons both in nelson mandela.step2. check ss’ understanding of the main idea of each paragraph through matching.step2. guide ss to finish t/f exercises and give their reasons to check ss’understanding of specific information.information and train their independent thinking and judgment, and help to enhance their ability to organize their ideas logically.people equal?e.g. 1940: born1946: six, educated, 2 years1948: leave school, could not pay fee……….stage3. post-reading (10-15 minutes)step2. listen to the tape and read the quotes from nelson mandela to help ss feel the passion and the firm faith of the great man.step3. guide ss to summarize and explore the implied meaning of the text---a great man need not to be famous, he / she must have some good qualities and devote themselves to helping others.(1) ss try to summarize the language points by themselvespart of verbatim plan for lesson1, unit5, s1a, 必修1-----nelson mandela- a modern herot: (after greeting ss)ss: (some ss may give their opinions)t: do you think he is a great man?ss: yes/no.ss: yes/ no.ss: (get into brainstorming)…t: ok, class, have you finished it?ss: yes.篇二：人教版高中英语必修一 unit 5教案unit 5 nelson mandela——a modern hero教材分析：本单元以 nelson mandela —— a modern hero 为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。
人教版英语必修一Unit 5(Reading：Elias’Story)教学设计方案
人教版英语必修一Unit 5(Reading：Elias’Story)教学设计方案教学设计方案：Unit 5《Elias的故事》方案目标这个方案的目的就是给老师们一个详细的教学框架，帮助他们更好地讲解人教版英语必修一的第五单元《Elias的故事》。
通过这个设计，学生们不仅能理解故事情节，还能提升他们的阅读能力，培养思辨和表达能力。
最终希望学生们能在讨论和写作中，真实地表达他们对故事的理解和感受。
组织现状分析在现在的教学背景下，很多学生的英语阅读能力其实挺薄弱的，特别是在理解长篇故事和提取主要信息方面。
常常一碰到新词汇或复杂句子就懵了，这让他们很难完全理解文本的意思。
同时，在对故事情感的理解和角色分析上，学生们也显得有些力不从心。
因此，亟需一个全面的方案来帮助他们克服这些挑战。
实施步骤教学准备1. 教材分析教师需要认真阅读《Elias的故事》，分析主题、人物、情节和背景，明确哪些词汇和短语是重点，同时准备一些相关的教学资源，比如图片、视频等。
2. 学习目标设置设定几个具体的学习目标，比如：- 理解故事的主要情节和人物关系。
- 能够用新学的词汇进行简单表达。
- 培养团队合作能力，通过小组讨论深入分析角色和故事情感。
课堂教学1. 导入环节通过展示与故事相关的图片或视频来引导学生进入故事情境。
老师可以问一些开放性的问题，激发他们对故事主题的思考，比如“你觉得勇气和坚持对一个人来说意味着什么？”2. 阅读理解- 分段朗读老师带着学生们分段朗读故事，期间停下来讨论每一段的主要内容，帮助学生理解人物的情感变化。
- 词汇学习针对文本中出现的新词，老师可以设计一些小游戏，比如词汇接龙，帮助学生记忆和运用这些词汇。
3. 角色分析进行小组讨论，学生分成小组分析不同角色的动机和情感。
老师可以提出引导性问题，比如“Elias在故事中遇到了哪些挑战？”和“你认为他的行动反映了什么？”4. 情感共鸣让学生通过写日记的方式，表达对Elias故事的感受。
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Unit 5 Nelson Mandela——a modern hero教材分析：本单元以 Nelson Mandela —— a modern hero 为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。
提示：1、本单元从warm-up开始，到最后的writing，都是以第三人称的角度来进行描述的，因此，教学中要注意这种人称的前后一致，否则无法前后一致的引导学生进行学习和表达。
2、Reading部分侧重于理解，以及理解基础上的summary，这为最后的writing做好的铺垫和积累（尤其是关键单词、句型和结构的积累），最后的writing要是前面阅读后的仿写（当然能力较强的学生也可以不受限制的开展写作）。
3、如何激发学生学习关于这些伟人的文章，是需要教师思考的：这些伟人学生会感兴趣吗？学生了解多少关于这几位伟人的伟大业绩？从哪些角度来导入会让学生更加的感兴趣？4、教学目标建议增加：通过学习文章和相关素材，进一步了解伟人的生平事迹，尤其是如何才能成为伟人。
培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表达和基础写作能力。
Teaching aims:1. To arouse Ss’ interest in learning about heroes in history2. To develop Ss’ listening and speaking ability.Teaching procedures:Step1 warming up●Describe yourselvesFirst what kind of person are you? (shy, outgoing, fun, mean, immature, nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, tense, cold, unkind, miserable, dull, strong-minded, determined etc.)●Discussion (Encourage students to give five or six qualities that theythink great persons have, and give their reasons.)提示：What kind of great persons? Politicians, scientists, or? Different kinds of great persons, different qualities.Question 1: Who do you think are the greatest men in your mind? Can you name some?Question 2: In what way do you consider a man is a great? What is your standard?●Look at page 33 and then ask the Ss if these famous people are greatpeople.●Conclusion:A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman.A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble aims, they can not be called a great person.Step2 language points:1． devote vtoneself to 献身于、致力于。
devote one’s life/one’s time to….把生命、时间献给。
…to …把。
用于。
E.g. He devoted his life to promoting world peace.He devoted his life to the promotion of world peace.devoted adj 忠实的, 深爱的be devoted to 对…忠实, 对…深爱a devoted friendShe is devoted to her husband.即学即练The manager devotes all his spare time ______ the violin. B A. to practise B. to practising C. in practising D.for practising2. fight for 为……而战fight against 与……作斗争；与…作战fight with 同…并肩作战; 与…作战E.g. We will have to fight against difficulties.I’ll fight with you, in other words, I’ll support you.Slaves were fighting for freedom.3. give up 表示主动放弃或屈服e.g. He has decided to give up smoking.give in 表示被动屈服或认输，后面不带宾语。
如果接宾语用give in to e.g. You can’t win the game, so you may as well give in.The second period-----extensive readingTeaching aims:1) To have Ss learn about some information about Nelson Mandela and the situation where the black was badly or unfairly treated.2) To get Ss to learn about reason why Nelson Mandela helped the black people to get the same right as white people.Teaching procedures:Step1 make prediction:Read the title of the text and guess what kind of writing the text is. (Narrative writing)Step2 scanning: read the text quickly and then decide how many parts this text can be divided into and then give the main ideas of each part. Part 1(Para. 1---2) The life of Elias’ before he met Nelson Mandela Part 2(Para.3---5) The change of Alias life after he met Nelson Mandela and what Mandela did.Step 3 skimming:Scan the test specific information to finish comprehending part.Step 4Let’s go over the text once more to make a diagram of it with key wordsHomework1. Go over the “Reading ” and find out the useful expressions in it.The third period----intensive readingLanguage points:1. The time when I first met Nelson Mandela was a very difficult period ofmy life.when 在句子中引导的是时间定语从句。
when 指时间，在定语从句中做时间状语：e.g. I still remember the day when I first came to the school.The time when we got together finally came.2. It was in 1952 and Mandela was the black lawyer to whom I went for advice. advice n. a piece of advice 一条建议 ask for advice 征求意见give sb. advice on …关于…给某人建议advise v.1) advise sb. on/ about sth. 就……给某人出主意e.g. I have advised you on that subject.2) advise sb. to do sth. 建议某人干……e.g. Our monitor advises me to practice more spoken English.3)advise doing sth 建议做某事e.g. I advise waiting until tomorrow.4) advise that + (should) doe.g. I advise that you (should) not eat fruit that isn ’t ripe.即学即练I ____ my father to give up smoking, but he didn ’t think it was necessary. AA. advisedB. hopedC. persuadedD. suggested提示：这种“即学即练”对于学生来说能锻炼什么呢？我觉得还是练习阅读理解的，不是练习词义选择的。