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

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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Unit5NelsonMandela教案新人教版必修1

Unit 5 Nelson Mandela—a modern hero随堂练习1、Read these statements. Tell whether they are true or false and why.True False①Elias met Nelson Mandela at school. □ □√②Nelson Mandela was a black lawyer. □√□③Elias was unable to read or write because he was lazy. □ □√④Nelson Mandela helped him keep his job. □√□⑤Eli as was happy blowing up government buildings. □ □√⑥Nelson Mandela believed that black people were being treated√as well as white people in South Africa. □ □⑦Nelson Mandela thought violence was a good way to help black√people. □ □⑧The government were happy with Nelson Mandela and the ANC. □ □√2、Now make a timeline of Elias’life un til he met Nelson Mandela, using the reading to help you. Work out the year in which he was born and then fit in the otherevents in his till he was fourteen.—1940 Elias was born—1942—1944—1946 Elias began school—1948 Elias left school—1950—1952 Nelson Mandela opened his law firm—1954课堂笔记1、The time when I first met Nelson Mandela, was a very difficult period of my life. 第一次见到纳尔逊·曼德拉的时候是在我一生中非常艰难的时期。

高中英语人教版必修1 Unit 5 Nelson Mandela - a modern hero Using language教案

Unit 5 Nelson Mandela - a modern hero教案Using 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 expre ssions 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.。

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。

人教版高中英语必修一Unit5NelsonMandelaamodernhero教案

Unit 5 Nelson Mandela——a modern hero教材分析I．教学内容分析本单元的中心话题是当代英雄纳尔逊·曼德拉。

有别于一般故事的直叙手法，本单元采用穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉的手法，从不同的侧面反映故事的主题内容。

第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。

第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。

第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC)掌权后，伊莱亚斯又回到罗本岛监狱担任导游。

这样的写法尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。

Warming up部分通过学生的讨论，了解彼此及对伟人的品质看法。

这部分的词汇都与学生的日常生活和学习有关，所以能调动学生讨论的积极性，同时了解学生的特点，达到热身的效果。

Pre-reading部分提供了六个重要的历史人物，这可以作为对学生知识面开阔与否的考察；同时借助有效的文字信息，要求学生读懂每个人的基本情况。

通过讨论区分伟人和重要人物，理解伟人、重要人物之间的区别和联系，判断他们中谁能称得上是伟大的人。

Reading部分是伊莱亚斯介绍的1952-1963年期间的曼德拉：开设黑人律师事务所，为遇到麻烦的穷苦黑人提供咨询服务；以和平的方式来获取黑人应有的权利。

Comprehending部分分别从不同层面引导学生进行阅读。

通过判断正误，检测学生对阅读篇章的表层来理解程度；通过小组讨论，回答问题；根据不同的时间，分别列出曼德拉和伊莱亚斯的经历，要求学生充分的把握文章的结构。

Learning about Language部分主要着重于词汇和语法的学习与训练。

词汇学习部分主要通过词语释义、缺词填空等形式的练习，帮助学生熟悉重点词汇和短语。

语法部分紧扣“when, where, why，介词＋which，介词＋whom引导的定语从句”这一语法项目，重点学习如何选择合适的引导词，通过填空以及举例的形式进行综合操练。

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。

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。

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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。

说：在本单元的课文及练习讨论时，能恰当使用I think/ I don’ t think/ in my opinion/That ’ s an excellent idea 等对英雄、伟人的品质恰当地发表意见，进行讨论。

读：能在阅读中使用不同的阅读策略，迅速地从阅读材料中获取主要信息，根据上下文线索预测故事发展，根据上下文猜测词义并通过不同渠道如报刊、音像、网络等了解更多伟人的情况。

写：能用恰当的语言简单地描述人物，并简单地表达自己的意见。

3.学习策略(Strategy) ：1．在听和读的训练中，学会借助情景和上下文猜测词义或推测段落大意，借助图表等非语言信息进行理解和表达。

2．主动制定本单元学习计划，客观评价自己的学习效果，在课内外活动中积极用英语交流，有效地使用词典、图书馆、网络等媒体资源来获得更多的有关伟人的英语信息。

4.情感态度和价值观( Affect and Values )了解Nelson Mandela 的生平事迹，认识伟人所应具备的优秀品质，并向他们学习，以提高自身素质，树立正确的人生观，学习他们在艰苦的环境下为人类做贡献、不追求享乐的高尚精神。

同时也学会一分为二的态度客观看待事物。

二、教材内容分析( Analysis of the teaching materials )本单元的中心话题是当代英雄纳尔逊・曼德拉。

故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。

这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。

第一篇阅读短文伊莱亚斯向我们介绍1952-1963 年期间的曼德拉。

第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。

第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大( ANC掌权后，伊莱亚斯又回到罗本岛监狱担任导游。

这有别于惯常采用的直叙手法，尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。

为了让学生完成写作任务，教科书又提供了曼德拉的生平履历表,让学生对曼彳惠拉有了一个更完整的认识。

“热身” ( Warming Upp部分要求小组讨论伟人应具有的品质，并通过一组问题让学生了解彼此的特点与看法。

“读前”( Pre-reading )部分提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并判断他们中谁能称得上是伟大的人。

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

本单元的语法是when, where, why, 介词+ which，介词+ whom?1导的定语从句。

“语言运用" (Using Language)部分中包括了听、读、写三个部分的内容，是本单元主要阅读篇章故事的延续。

学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。

该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。

其中“写作”( Writing )部分是训练学生选取和组织材料，写出具有说服力的书信。

练习册的写作要求学生学写有关伟人或名人的生平。

“学习建议”( Learning Tip )指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论，以学会正确地评价人物。

三、教学安排(Teaching arrangements)Period 1: Reading I (Elias ’ story +the rest of Elias ’ story)Period 2: Reading II (review +listening (sb)+language points)Period 3: More language input (reading task (wb) + listening (wb))Period 4: Language Practicing (grammar)Period 5: Writing本教学安排根据“LARA＞学原则”，对教材进行大胆的删除(L - leave out)、修补(A - Amending)＞替换(R - Replace )、增添(A - Add),灵活的将教材为我所用。

新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。

但新教材也应与学生的实际相结合，我们不能全盘照搬。

同时在教学过程中，为了对教学有及时的反馈和有效的改进，我们还进行了“形成性评价”, 体现了学生的主体地位。

本单元的语言技能和语言知识几乎都围绕“当代英雄”这一中心话题设计的。

我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student ’ s Book)和作业本(Workbook)有机结合。

根据本单元的教材的特点，按照任务型教学与大容量输入与输出的教学理念，整个单元的设计思路如下：输入“英雄”的概念，先是学生的自由讨论，更通过曼德拉的事迹向学生展示何为当代伟人，以及伟人所要具备的一些品质。

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

人教版高中英语必修一 教案： unit 5 Nelson Mandela--a modern hero Reading