高中英语《Nelson Mandela》优质课教案、教学设计
人教版高中英语必修一Unit 5《Nelson Mandela》教学设计
Teaching Aims1. 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 ProceduresPre-reading1. 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 readingWhat’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。
高中英语Unit 5 Nelson Mandela教案 新课标 人教版 必修1 教案
Unit 5 Nelson Mandela —a modern heroPart One: Teaching Design (第一部分：教学设计)Period 1: A sample plan for reading(ELIAS’ STORY)AimsTo talk about people’s qualitiesTo read about enable people’s life storyTo study The Attributive Clause (where, when, why, prep.＋which/ whom)To learn to write lettersProceduresI. Warming upWarming up by describingBoys and girls, this morning we’ll take up Unit 5 in which we’ll learn to describe people. Now let’s describe ourselves first. The questions in the warming up part will help you find out what qualities you have. Then tell me what kind of a person do you think you are. Do you think you have the qualities to be a great person? What qualities do you think we should find in a great person?a.Give the students one minute to answer the questions.b.Ask some students to talk about their own qualities according to their answers.c.Have a discussion with the whole class and help them to sum up the qualities that a great person has.(Suming up: 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.)Warming up by brainstormingBoys 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?(Adjectives for describing a person: 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,)Warming up by expressionsBoys and girls, we are going to learn about some great people in Unit 5. Can you name some great people? Now discuss in groups of four: Who do you admire most? What kind of person is he/she? What are the qualities that great people have in common?Sun Yat-sen(November 12, 1866–March 12, 1925) was a Chinese revolutionary leader andstatesman who is considered by many to be the “Father of Modern China”. He had a significantinfluence in the overthrow of the Qing Dynasty and establishment of the Republic of China. Afounder of the Kuomintang, Sun was the first provisional president of the Republic of China in1912 and de facto leader from 1923 to 1925. He developed a political philosophy known as theThree Principles of the People. Sun is uniquely admired by most Chinese. Yet, his life was one ofconstant struggle and frequent exile as few of his visions for his country materialized.II. Pre-reading1. Now, look at the six people in the pre-reading part. Can you recognize them? Do you think they are important people? (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?William Tyndale(sometimes spelled Tindale) (ca.1484 - October 6, 1536) was a 16th centurypriest and scholar who translated the Bible into an early form of Modern English. Although2.Speaking task: Students read the information of each of the six persons and discuss in pairs to find out whether he is a great person or not according to the criteria they worked out in the previous step.Remind the students to use the following expressions for giving and asking for opinions:A sample dialogue:A: Do you think William Tidal is a great person?B: Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work.A: Yes. I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now, let’s come to Norman Bethune. What do you think of him?B:….III. Reading1. Skimming for general ideaSo far we have talked a lot about great people. Do you want to know more about them and learn from them? Well, this morning we are going to read about Nelson Mandela, who was considered as a modern hero. Now open your books to page 34 and read the title of the text. What kind of writing is the text, can you guess? … Yes. A story is usually a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story? (He tells about his life, how Mandela helped him and how he supported Mandela.) 2.Listening and scanning for detail informationa. Listen to the text again and do Comprehending Ex.... 1.True: 2, 4 False: 1, 3, 5, 6, 7, 8b. Scan the text and do Comprehending Ex. 2.3.Questions for further understandingDiscuss the following questions in groups of four:a.How did the white people stop the black people from being treated fairly?b.Why did Elias support Mandela?c.Why did he support violence when he did not agree with it?IV. Closing downClosing down by discussinga.What do you learn about Nelson Mandela from ELIAS’ STORY?b.Do you like the way Elias tells his story? Give a reason.Closing down by retellingRetell the story according to the following clues:introduction of Elias’ problem; Mandela’s help; Elia s’ supportClosing down by an interviewAsk the student to do an interview in pairs. A journalist is interviewing Elias with the following questions: When did you first meet Mandela?Can you tell me more about how he helped you?Can you tell me about the problems that the black people are facing?How do you like his idea of peaceful fighting?What do you think of him?What will you do to support him in the future?Period 2: A sample plan for Learning about Language(The Attributive Clause: where, when, why, prep.＋which/ whom)AimsTo help students learn about attributive clause introduced by when, where, why, and prep.+ which/ whom To help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structures ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1 and 2. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34. Read the text of ELISA’ STORY and find out all the attributive clauses.Think over this question: On what circumstance do we use when/ where/ why to introduced an attributive clause? (“Where”is used when the antecedent refers to a place, and “when” is used for time. “Why “ is used when the antecedent is “why”.)paring and discoveringTurn to page 36. Do Ex. 1. Then compare the following sentences and find out why we use different words to introduce the attributive clauses while the antecedents are the same.a.The government building where we voted was very grand.b.The government building which/ that we paid a visit to yesterday was very grand.c.The government building in which we voted was very grand.In sentence a), a relative adverb “where” is used because it refers to “in the government building” which serves as the adverbial in the attributive clause. “in which” can also be used as in sentence c) because it also means “in the government building” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the governmentbuilding” which serves as the object of the predicate “visited” in the attributive clause.Compare another three sentences:a.The date when I arrived was the 5th August.b.The date which/ that he told me was the 5th August.c.The date on which I arrived was the 5th August.In sentence a), a relative adverb “when” is used because it refers to “on that date” which serves as the adverbial in the attributive clause. “in which” can also be used as in sentence c) because it also means “on that date” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the date” serving as the object of the predicate “told” in the attributive clause.Read the following sentence and find outa.The reason why I got a job was because of my hard work.b.The reason that/ which he gave for getting the job was because of his hard work.c.The reason for which I got a job was because of my hard work.In sentence a), a relative adverb “why” is used because it refers to “for this reason” which serves as the adverbial in the attributive clause. “for which” can also be used as in sentence c) because it also means “for this reason” in the attributive clause. While in sentence b), a relative pronoun “which/that” is used as it refers to “the reason” serving as the object of the predicate “gave” in the attributive clause.III. Ready used materials for attributive clauseDefinitions: Attributive clause: An attributive clause is a clause modifying a noun or pronoun in a compound sentence. Antecedent: The word being modified by an attributive clause is called the antecedent.Relative: The word that is used to introduce an attributive clause is called a relative. There are two kinds of relatives, i.e. relative pronouns including which, that, who, whom, whose, as, etc. and relative adverbs including where, when and why, etc.Note: Relatives plays three important roles in an attributive clause, i.e. introducing an attributive clause, replacing the antecedent in meaning, and functioning as a sentence element in the attributive clause.e.g.: The girl who is talking to Mr. Li over there is my sister. In the sentence, The girl is the antecedent and who is used to introduce the attributive clause as the antecedent is a person. It (who) refers to the girl and functions as the subject in the attributive clause.The choice of the relatives is the most difficult in learning the attributive clause. However, there are some rules that can help us choose the correct relatives. Usually, which relative to choose depends on what the antecedent is and what sentence element the relative functions in the attributive clause as shown in the following chart:Note: relatives can be omitted if they serves as the objects in the attributive clauses.If a relative functions as the object of a preposition in the attributive clause, the preposition can usually be placed before the relative. In this situation, we use “which” for things and “whom” for people, and they can never be omitted. However, if the preposition and a verb form a set phrase in the attributive clause, they should not be separated:The school (which/ that) he once studied in is very famous.The school in which he once studied is very famous.This is the girl (who/ whom) I went to the Great Wall with.This is the girl with whom I went to the Great Wall.The sentence “This is the watch (which/ that ) you are looking for.” can not be changed into “This is the watch for which you are looking.” because “look for ” is a set phrase.Now turn to page 36 and let’s do Ex.2 and 3.IV. Closing down by doing a quizTo end the period you are going to take a quiz on attributive clause.Choose the best answer:1.The weather turned out to be very good, ____ was more than we could expect.A. whatB. whichC. thatD. it2.After living in Pairs for fifty years he returned to the small town ____ he grew up as a child.A. whichB. whereC. thatD. when3.The house ______ we live is not large.A. whichB. in whichC. on whichD. at which4.Recently I bought an ancient Chinese vase, _____ was very reasonable.A. which price C. the price of which C. its price D. the price of whose5.He lived in London for 3 months, during ____ time he learned some English.A. thisB. whichC. at whichD. some6.I will never forget the day _____ he came to see me.A. thatB. whichC. at whichD. when7.The visitor asked the guide to take his picture _____ stands the famous tower.A that B. where C. which D. there8.The students ____ department Ms King worked ten years ago look down upon women.A. in whichB. in thatC. in whoseD. whose9. I don’t like _____ you speak to her.A. the wayB. the way in thatC. the way whichD. the way of which10. I had neither a raincoat nor an umbrella. _______ I got wet through .A. It’s the reasonB. That’s whyC. There’s whyD. It’s howPeriod 3: A sample lesson plan for Using Language(T HE REST OF ELIAS’ STORY)AimsTo help students read the passage THE REST OF ELIAS’ STORYTo help students to use the language by reading, listening, speaking and writing ProceduresI. Warming up and listeningSo far we have read a story about Elias. Do you remember why it was difficult for him to get a job? (because he hadn’t a passbook) what is a passbook? Why is it important? Let’s listen to a short passage and find out.Turn to page 37. Read the questions and choose the best answer after listening.Discuss the questions in Ex. 2.II. Guided reading1. Reading and answering questionsAs 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? Actually, he was caught and put into a prison on Robben Island. However, he was lucky enough to get help from Mandela even when he was in prison.Turn to Page 38, read the passage quickly and find out:How did Mandela helped Elias when he was on Robben IslandHow did Mandela help Elias after he came to power?2. Reading and doing exercisesRead the passage again and do the exercise on Page 38.3. Task (a text dialogue)Now we have finished the story about Elias. Next 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 on Robben Island. The other three of you are tourists who are very interested in the island and Mandela’s life and asking the tour guide the following questions. Elias must answer them.III. Guided writing1. Preparation for writingImagine now Mr Mandela is in prison. You are going to write a letter to the President of South Africa asking him to free Nelson Mandela. Do you remember the format of a letter? What should be the main content of this letter? (The reasons for freeing Mandela) How would you try to persuade the president? (You must make your reasons persuasive.)2. Writing a letterRead the information about Mandela. Discuss with your partner and collect ideas for the letterWriter down the ideas and put them into a good and logical order.Write the letter. IV. Further applying1. Finding informationGo to the library to read or get online to search for more information on Nelson Mandela. Take notes of your finding and do an oral presentation next period.2. Writing a descriptionWrite a description of Nelson Mandela using the information you have found.V. Closing down by sharingShare your letter with your partners and make necessary changes.Share your letter with the class by reading it aloud.Part 2: Teaching resources（第二部分：教学资源）Section 1: A text structure analysis of ELIAS’ STORYI. Type of writing and summary of the ideaall.Topic sentence of 5th paragraph We first broke the law in a way which was peaceful;when this was not allowed … only then did we decideto answer violence with violence.II. A tree diagram(with key words of each paragraph placed in each box)III. A retold passage of the textElias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in Johannesburg. But as he hadn’t got a passbook which was required if one wanted to live in Johannesburg. He was worried about being dismissed. However, he was lucky enough to get some help from Nelson Mandela and managed to get the correct papers. After that, he began to know more Mandela and his political ideas. He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.Section 2: Background information on Nelson Mandela and othersI. Nelson MandelaNelson Rolihlahla Mandela, (born 18 July 1918), before becoming President of South Africa, was one of its chiefanti-apartheid activists, and was also an anti-apartheid saboteur. He is now almost universally considered to be a heroic freedom fighter. He spent his childhood in the Thembu chiefdom before embarking on a career in law.The name Madiba is an honorary title adopted by older male members of Mandela's clan; however, in South Africa the title is synonymous with Nelson Mandela.II. Courtroom quotes by Nelson Mandela“I have fought against white domination and I have fought against black domination. I havecherished the ideal of a democratic and free society in which all persons live together in harmonyand with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be,it is an ideal for which I am prepared to die.”“Why is it that in this courtroom I am facing a white magistrate, confronted by a white prosecutor,escorted by white orderlies? Can anybody honestly and seriously suggest that in this type ofatmosphere the scales of justice are evenly balanced? Why is it that no African in the history ofthis country has ever had the honor of being tried by his own kind, by his own flesh and blood? (I)am a black man i n a white man’s court. This should not be.”(Finlayson 84).“Out of the experience of an extraordinary human disaster that lasted too long, must be born asociety of which all humanity will be proud... We have, at last, achieved our politicalemancipation. We pledge ourselves to liberate all our people from the continuing bondage ofpoverty, deprivation, suffering, gender, and other discrimination. Never, never, and never againshall it be that this beautiful land will again experience the oppression of one by another... The sunshall never set on so glorious a human achievement.”Elias’life before Elias’life after information Elia s’s problemElias’ storyMandela’s helpblack people’ssupport to Mandela black workerdifficult periodsix leave not pay gold mine passbooktell help correctno rights votelive job poorestposition acceptfight peacefully blow upIII. ANC and ANC Youth LeagueThe ANC is a national liberation movement. It was formed in 1912 to unite the African people and spearhead the struggle for fundamental political, social and economic change. For nine decades the ANC has led the struggle against racism and oppression, organising mass students resistance, mobilising the international community and taking up the armed struggle against apartheid. Membership of the ANC is open to all South Africans above the age of 18 years, irrespective of race, colour and creed, who accept its principles, policies and programmes.The ANC Youth League was founded in 1944. The league propagated “Africanism” and its motto was “Africa’s cause must triumph.” It was radical and militant. The members of it rejected the idea of “foreign” leadership and argued that black Africans must provide their own leadership and rely upon themselves.Section 3: Words and expressionsI. Words for warming upqualityn. something typical of a person or material: Kindness is his best quality. She shows qualities of leadership.willingadj. ready (to do sth.): Are you willing to help?activeadj. able or ready to take action: Although he is over 70; he is still active. An active member of the club is sure to attend every meeting. lose heart灰心，丧失信心I used to work in the garden every week. But I lost heart when all the plants died. Don’t lose heart; you still have more chances.lose one’s heart爱上，喜欢上She lost her heart to him as soon as she saw the handsome soldier.trouble n.麻烦：in trouble 有麻烦，处于困境中；get into trouble 陷入困境；make trouble 制造麻烦；ask for trouble 自找麻烦；have trouble (in) doing sth. 做某事有困难II. Words for Readingadvisev. to tell what one thinks should be done：advise sth.; advise doing sth.; advise sb. to do sth.; advise that sb. (should) do sth.; I advise waiting until the teacher comes. The doctor advised a week’s rest/ taking a week’s rest. I advised (him) that he should take a rest. I advised him not to drive/ against driving. What do you advise me to do?advicen. opinion given by one person to another on how that other should behave or act: give some advice to sb.; five sb. some advice; follow sb’s advicecontinuevi & vt. go on: continue to do sth/ doing sth; continue (with)sth.; go on doing sth. / with sth. / to do sth. The sports meet continued for 3 days. He continued to study/ studying as if nothing had happened. We must continue our journey until we find water.worryn. & v. to be or make anxious：worry sb.，worry about…; bbe worried about…; You don’t have to worry about your health if you keep a balanced diet. Our parents must be worrying because we are coming back late. Her sick students worried me. What he said added to her worries.stagen. a period a in a course of events; the raised floor on which plays are performed in a theater: stage direction; stage director; put sb. on the stage; at an early stage in our historyvotev. & n. to express one’s choice officially from among the possibilities offered ; an act of making a choice or decision on a matter by means of voting: vote for/ against sb. Most students voted for Jim as they thought him capable and honest. Mostpeople voted against the former leader because of rumor about him. I gave my vote to Li Gao. The new leader was elected through a secret vote.positionn. the place where someone or something is or should be; a particular place or rank in a group: What I know about him was that he is in a high position in the company. Can you tell me the position of your city on the map?acceptv. to take something offered willinglyreceivev. to get: I received some roses from Jack on Valentines’ Day but I didn’t accept them. Have you accepted the job they offered you? He received many presents on his birthday.violencen. use if bodily force to hurt or harm; very great force in action or feelingviolentadj. Violence in the media has influenced teenagers a lot.as a matter of fact: in fact; actually: As a matter of fact, he discover the truth quite by accident. As a matter of fact, I felt extremely nervous when I was giving the speech.blowv. blow up: blow up the building/ bridge/ dam; blow up the tire; blow off; blow outprisonn. a place where criminals are kept locked up as a punishmentprisonern. a person kept in a prison for some crime or while waiting to be tired.put in prison: If you continue doing those kinds of things, you will end up in prison. They were put in prison for blowing up the government building.equaladj. the same in size; number; value; rank; etc.; having enough strength; ability; etc.: All men were born equal. Cut the cakes into three equal pieces. Women demand equal pay for equal work. Bill is equal to the job of running the office. n. person who is equal ( to another or to oneself): The teacher is popular because he treats the children as his equals.III. Words for Using Languageimaginev. to form (a picture or idea) in mind: imagine sth.; imagine doing sth.; imagine sb. doing sth.; imagine that …; Can you imagine life without electricity? I cannot imagine Lily cooking dinner for twenty people? You cannot imagine what life was like on Robben Island.powern. political power; super power; come to/ into power; in powerterrorn.( terrible adj. terrorist n. terrorism n.) She trembled with terror when the thief pointed a knife at her. She screamed with terror on hearing the explosion. The murder case was a terror to everybody in the small town.fearn.& v the feeling that one has when danger is near; to be afraid: fear sth; fear to do sth; fear that…; for fear that…; for fear of escapev.& n. find a way out; get out; the act of escaping: a narrow escape; fire escape; escape death punishment/ being punished; escape from prison / reality; escape out of a burning building. The bird has escaped from the cage. The bird has escaped being shot.degreen. He passed the exam and finally got his Master’s degree. The temperature today is two degrees hotter than yesterday. rewardn. (sth. given or gained as) return for work or service: The police are offering a reward for information about the robbery. v. to give a reward to: He rewarded the boy for bring back the dog.sentencen. a punishment for a criminal found guilty in court: The sentence was ten years in prison. a heavy sentence; a life sentence; under the sentence of death; serve one’s sentence v. to give a punishment to: He was sentenced to three years in prison. be sentenced to death; be sentenced for thief。
(完整word版)教学设计高一Nelsonmandela.pdf
“Unit5 Using Language ”教学设计基本信息名称Nelson Mandela —— A Modern HeroUsing Language执教者课时第四课时所属教材目录人教版模块一第 5 单元教材分析这一部分主要是让学生运用本课所学的语言知识及课文内容进行听、说、读、写的综合训练。
旨在提高学生在听力中抓取关键信息及细节信息的能力，并通过对文章的更深刻理解，从曼德拉身上学到可贵的品质，激励自我。
学情分析根据新课程标准的描述，高一学生已经形成了良好的学习习惯，尤其是获得信息以及处理信息的能力得到了发展，这有助于他们提升解决问题的能力。
因此，在这一教学阶段，我为学生提供了一些帮助，旨在为他们形成一些学习策略。
教学目标知识与能力目标a. Develop the students' listening andspeaking ability.b. Get the students to listen andunderstand different listeningmaterials.过程与方法目标a. Task-based listeningb. Cooperative learningc. Discussing情感态度与价值观目标Get the students to talk about theirhero/heroine using the patterns ongiving opinions and makingcomments, understand the noblequalities they have and learn fromthem.教学重难点重点a. Develop the students' listening andspeaking ability.b. Help the students learn how to giveopinions and make comments.难点Get the students to listen andunderstand different listeningmaterials.教学策略与设计说明本节课主要采用听说结合，小组合作等教学方法，并与直观形象的多媒体结合，激发学生的兴趣，充分调动学生的积极性进行小组合作探究，充分发挥学生的主体作用。
高一年级英语教案：Nelson Mandela
高一年级英语教案：NelsonMandela一、教学目标1.让学生了解NelsonMandela的生平及重要成就。
2.培养学生通过阅读获取信息、分析问题和表达观点的能力。
3.培养学生热爱和平、尊重多元文化的价值观。
二、教学重点与难点1.教学重点：NelsonMandela的生平事迹、南非种族隔离制度、曼德拉的贡献。
2.教学难点：南非历史背景、种族隔离制度的理解。
三、教学过程第一课时Step1:导入1.向学生介绍NelsonMandela，询问他们是否了解这位伟人。
2.引导学生分享他们对Mandela的了解和印象。
Step2:阅读理解1.分发课文，让学生阅读关于NelsonMandela的生平介绍。
a.Mandela出生的背景和成长经历。
b.种族隔离制度对南非的影响。
c.Mandela为废除种族隔离制度做出的贡献。
3.阅读后，进行小组讨论，分享阅读心得。
Step3:分析与讨论1.引导学生分析NelsonMandela的性格特点和成功原因。
2.讨论Mandela在废除种族隔离制度过程中面临的困难和挑战。
3.让学生思考：如何在自己的生活中践行Mandela的精神？Step4:作业布置第二课时Step1:复习导入1.回顾上节课的内容，检查学生对NelsonMandela的了解。
2.引导学生分享他们对Mandela的敬意和感悟。
Step2:观看视频1.播放关于NelsonMandela的纪录片，让学生更直观地了解他的生平。
2.观看过程中，引导学生关注Mandela的重要时刻和感人故事。
Step3:角色扮演1.将学生分成小组，每组选择一个关于Mandela的故事进行角色扮演。
2.要求：表演生动，感情真挚，展示Mandela的精神风貌。
1.让学生分享角色扮演的感受和收获。
2.引导学生思考：如何将Mandela的精神应用到自己的生活中？Step5:作业布置第三课时Step1:复习导入1.回顾前两节课的内容，检查学生对NelsonMandela的了解。
人教版高中英语必修一《Unit 5 Nelson Mandela》阅读课教学设计
Please find out what happened in Elias’life in the following years?
1940: Elias was born.
1946: Elias began school.
1948: Elias left school.
1952: Elias went to Nelson Mandela for advice.
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.
1963: Elias helped Nelson Mandela blow up some government buildings.
Close reading:
1. Decide how many parts this text can be divided into and then give the main ideas of each part.
步骤4：Post reading
Discuss whether Nelson Mandela is a great person and give reasons in groups.
设计意图：通过小组讨论让学生利用文章中所学充分表达自己的观点和想法，最大程度的延伸语言学习的效果，同时理解并学习“伟人”的高贵品质。
评价方法：
1.通过观察学生的眼神，肢体语言。
2.通过小组讨论，并让学生自由发表观点，教师聆听。
人教版高中英语必修第一册 《Unit 5：Nelson Mandela 》教案
人教版高中英语必修第一册 《Unit 5：Nelson Mandela - a modern hero》教案一、教学目标1.知识目标o学生能够掌握与纳尔逊・曼德拉及英雄品质相关的重点词汇和短语，如 “quality, devoted, equal, fight, stage” 等。
o学生能够理解并运用描述人物品质和事迹的句型和表达方式。
2.技能目标o学生能够听懂有关英雄人物的对话和叙述，获取关键信息。
o学生能够阅读并理解介绍纳尔逊・曼德拉的文章，把握文章主旨和细节。
o学生能够用英语谈论自己心目中的英雄并阐述原因。
o学生能够写一篇关于英雄人物的短文，突出其品质和贡献。
3.情感目标o引导学生学习纳尔逊・曼德拉的精神，培养积极向上的价值观。
o激发学生对正义、平等和奉献精神的追求。
二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。
o对课文中纳尔逊・曼德拉事迹和品质的理解。
o培养学生用英语描述英雄人物的能力。
2.教学难点o如何帮助学生深入理解纳尔逊・曼德拉的精神内涵，并能用英语准确表达。
o引导学生在写作中展现对英雄概念的深刻思考。
三、教学方法1.人物分析法：深入剖析纳尔逊・曼德拉的形象和品质。
2.故事讲述法：通过讲述曼德拉的故事，吸引学生兴趣。
3.启发式教学法：启发学生思考英雄的定义和价值。
四、教学过程（一）导入（5 分钟）1.展示纳尔逊・曼德拉的图片，提问学生是否了解他。
2.简单介绍纳尔逊・曼德拉的背景，引发学生的兴趣。
（二）词汇学习（10 分钟）1.呈现本单元的重点词汇和短语，结合曼德拉的事迹进行讲解。
2.通过词汇游戏，如猜词、接龙等，巩固词汇记忆。
（三）阅读前准备（5 分钟）1.让学生思考 “什么是英雄”，并列举一些他们认为的英雄。
2.提出问题引导学生对课文内容进行预测，如：What do you think this passage will talk about Nelson Mandela?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括曼德拉的主要经历。
高二英语nelson mandela教案
学习过程：Ⅰ. Revision (复习)In my opinion a great person is someone who is .ⅡFast-readingTask 1Skimming for structureHow many parts can the text be divided into?Main ideas of each part:Part 1 (Paragraph )The of Elias he met MandelaPart 2 (Paragraph )The change of Elias’ life he met Mandela and what Mandela did.Task2ScanningPlease find out what happened in Elias’life in the following years?①. 1940 A. Elias began school.②. 1942 B. Elias was twelve years old and met Mandela.③. 1946 C. Elias left school.④. 1948 D. Elias was born.⑤1952 E. Elias helped Mandela blow up some government buildings.⑥1963 F. Elias was a two years old boyIII. Careful-readingTask3Fill in the blanks with information from the text.IV. Post-readingTask4 Find out the great qualities of Mandela according to the passage.1. He offered guidance to poor black people on their legal problems.2. He told me how to get the correct papers so I could stay in Johannesburg3. We were put in a position in which we had either to accept we were less important, or fightthe government. We chose to attack the law. 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.What qualities does Mandela have?In my opinion, Mandela is a person who isTask 5RetellingFill in the blanks with the proper words and phrases to retell the story and try to recite itElias was a poor black worker. The time he first met Nelson Mandela was very difficult period of his life. Nelson Mandela offered(guide) to poor black people their legal problems. Elias was not at school for long, his family could not afford his school fees. When he was worried about whether be would be out work because he didn’t have the passbook, Nelson Mandela told him what to do.That day was one of Elias’(happy) day in his life. Later, Elias joined the ANC Youth League organized by Nelson Mandela. In 1963, Elias helped Mandela up some government buildings. It was very dangerous Elias was happy because he thought it was to realize their dream of making black and white people .Task6 Extensive-readingMao ZedongMao Zedong, who led China’s communist revolution and served as chairman of the People’s Republic of China and chairman of the Chinese Communist Party, was born in Hubei Province, China, on December 26, 1893.The son of a peasant, Mao became chairman of a Chinese Soviet Republic formed in Jiangxi in 1925.During the Long March，a meeting was held at Zunyi and he became the head of the Party. He built the Red Army, took part in the Anti-Japanese War and the civil war in China and finally announced the founding of the People’s Republic of China. He is considered as one of the most influential people in the modern China history.Ⅴ.Homework1. Retelling2. Exercises 1,2 and 3 on page36。
【高中英语】高一英语教案Nelson Mandela a modern her
【高中英语】高一英语教案Nelson Mandela a modern her 【高中英语】高一英语教案nelsonmandelaamodernher1.质量(1)[u.c.]质，质量，品质e、质量比数量更重要。
(2)[c.]性质，特性，特点e、一种可以燃烧的木材。
(3)[c.]品德，品性e、谦逊是一种高尚的品质。
注：quality作“品性”讲时，经常指一个人性格中美好的部分。
表示某物“具有……的品性”时用介词of。
2.热情cold–heartedkind-heartedwarm-bloodedcold–blooded3.中庸(1)adj.吝啬的，小气的与…有关。
刻薄(2)adj.(人或其行为)卑鄙的，刻薄的bemeantosb./某物。
e.g.theyweremeantome.（3）形容词。
熟练的，优秀的e.g.davidbeckhamisameanfootballplayer.（4）意味着；表达意思的手段；计划有意图meantodosth.meandoingsth.4.活跃(1)积极的beactiveinsth。
积极面对takeanactivepartinsth.积极参加某事e、 g.政府积极采取措施预防疾病的传播。
(2)(尤指体力上)忙碌的;活跃的（3）（精神上）充满活力e.g.thatchildhasaveryactiveimagination.5.奉献bedevotedtosb./sth.被叫去做某事。
devotedoneselfto…致：prep.Pay Attention to…itiswellknowthathedevotedhiswholelifetopromotingworldpeace.(将他的一生奉献于促进世界和平)(devote,promote)6.diefor(1)因……而死（2）急切的，急切的（进行时态）e.g.i’mdyingforacupofwater.7.战斗fight+n.与B战斗。
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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.
◆M y name is , a poor black worker in................... I had very little education. I could not read or write well.
◆W hen I was , I got a job in a gold mine.
◆H owever, 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。