高中英语 unit5 nelson mandela教案新人教版必修1

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林素芬人教版必修一Unit 5 Nelson Mandela单元教案

Unit 5 Nelson Mandela——a modern heroI．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。

高中英语Unit 5 Nelson Mandela-a modern hero教案1 新课标人教版必修1

Unit 5 Nelson Mandela-a modern hero 1．1 对话模仿Listen to the tape again and again and try to imitate the dialogue.In this part you will hear two young men talking about exercise to music. Listen carefully and try to make up a similar dialogue with your classmates.A: Hello, John.B: Hello, Tom.A: I heard you have joined a club for losing weight.B: Yes. In the past few months I haven't taken much exercise and I have been gaining weight quickly. So I join the club.A: What kind of exercise do you take?B: Now in the club we mainly exercise to music.A: Exercise to music? Does music do any good to people's health?B: Of course. Researchers have found exercise to music can improve brainpower and also helps to cure heart diseases.A: I think so, too. When you don't feel well, light music may make you feel better.B: Yes, you are right. If we combine exercise with music, it will be better.A: Can I join your club?B: Surely you can. I may introduce you to the club organizer if you would like to come.A. Thank you. I'll call you later.B: Ok, see you later.1．2 图表理解Listen to a passage about fitness training and then fill in the table with the answers to the questions. The passage will be read twice.Being physically fit may be good for an older brain. Research has shown the importance of fitness training. "Fitness training can improve brain ability." Dr. Kramer said. Even a little exercise can keep the brain working well, according to Kramer.Kramer did two experiments including older people. In the first study, 41 people who had no brain diseases took part in an exercise test to check fitness level. The result showed the older people who had high level of physical fitness did better on the activity. What's more, people who were more fit did better on the things, which had something to do with attention.In the second study, people were put into two groups. One group did only stretching activities a few days a week, while the other group did arobic activities such as walking. Six months later, the arobic group made improvement in heart health as well as in their attention. On the other hand, the group who only did stretching had little improvement.。

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。

PEP高中英语必修1 Unit 5 Nelson Mandela--A Modern Hero阅读课教学设计

阅读课教学设计Nelson Mandela--A Modern Hero人教版必修1第五单元（Reading and Comprehending）一、学生分析高一学生大多在16-17岁，已意识到学英语的重要性，有学好英语的欲望。

通过初中三年的学习，大多数同学已具有一定的听、说、读、写能力、自主学习能力和分析理解能力。

根据高中英语教学的要求，要进一步提高他们听、说、读、写能力，尤其是阅读和写作能力。

在本单元的第一课时，学生学习了一些人物的重要事迹及其伟大品质。

本课时将引导学生阅读“Elias’story”,并指导学生用书面的形式完成人物介绍。

二、教材分析这是本单元第二课时阅读课，本节课主要是展示曼德拉的伟大品质。

让学生通过学习Elias的故事，了解曼德拉的伟大品质，向他学习，提高自身素质。

可将Using language 中的Reading 插到阅读课文前完成，让学生更全面地了解曼德拉的生平。

按照《高中英语课程标准》的要求和学生的实际水平，本节课所设计的内容有针对性地培养学生的阅读能力和写作能力，使他们养成良好的学习习惯。

三、教学目标语言知识：通过阅读本文及完成相关的练习，学生能正确理解文章内容，初步认识相关词汇及关系副词引导的定语从句；通过学习和讨论，了解曼德拉和伟人身上所具有的伟大品质。

语言技能：通过学习、归纳和老师的引导提示，提高阅读理解能力，学会用英语介绍一个人的生平及描述其伟大品质。

学习策略：通过自己解决问题和小组讨论，培养自主探究学习和合作学习的能力。

教学策略：利用计算机教学辅助手段，引发学生对本话题的兴趣，调动他们的学习积极性，加大课堂密度，让学生在有限的时间内获得更多的知识；通过讨论、归纳等方法，给学生提供思考的空间，激发他们思维，积极主动地投入到学习中，并在实践中提高听、说、读、写的能力。

情感态度：通过参与课堂活动和师生、生生之间的讨论，激发学生的学习热情，加深对伟人的了解和认识，提高自身素质。

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。

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。

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他新买的房子大约在三公里以外。
注意：be ... away和be far away的区别，与具体数字连用时，要用be ... away，不
能用be far away。
①My hometown is far away from here.
我的家乡离这儿很远。
②My hometown is 50 kilometers away from here.
“less+形容词（副词）原级+than”是形容词（副词）比较级的一种，表示前者不如后
者。
①This building is less tall than that one.
这栋建筑物没有那一栋高。
比较：This building is taller than that one.
This building is much taller than that one.
对于这个问题你能给我一些忠告吗？
3、The school where I had studied only two years was three kilometers away.
我仅仅读了两年的那所学校有三公里远。
be ... away有……远，可以指距离，也可以指时间。
①My birthday is three daysaway.
2.I worked
3.I joined the ANC
Youth League
4.I got a job
5.I arrived
①was the 5th of August.
②was because of my hard
work.
③were 9 kms from my house.
as well as white people inSouth Africa.□
⑦Nelson Mandela thought violence was a good way to help black
people.□
⑧The government were happy withNelson Mandelaand the ANC.□
那儿的工人待遇很差。
③The desks and chairs in the classroom are orderly placed.
教室的桌椅摆放得很整齐。
语法：定语从句
由关系副词when，where，why引导的定语从句
见课本P91
练习：
1.Elias has had some problems with his messages for his friends. Can you help
②Only by bike can you get there on time.
只有骑自行车你才能按时到达那儿。
③Only when you come and join us can we win the game.
只有你参加，我们才能赢得这场比赛。
6、Since I was better educated, I got a job working in an office.
在前，主语在后。（该语法项目安排在高二正式学习）
only修饰的副词、介词短语和状语从句放ቤተ መጻሕፍቲ ባይዱ句首加强语气时，经常用倒装句。
①Only yesterday did his father tell the truth, which was a big surprise to him.
昨天他父亲才把真相告诉他，这对他真是一个令人吃惊的消息。
—1954
课堂笔记
1、The time when I first metNelson 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。
这个句子中包含一个定语从句，该定语从句属于B句型，when I first metNelson Mandela
②They advise planting more trees in spring.
他们建议在春季多植树。
③It’s a doctor’s job to advise patients on health problem.
医生的职责就是向病人提供有关健康的建议。
④Could you advise me on this problem?
②This truck is running less smoothly than it used to be.
这辆卡车比如以前跑得那样稳了。
5、Only then did we decide to answer violence with violence.
只有在这时，我们才决定用暴力反对暴力。
这是一个倒装句。一般句子是主语在前，动词在后，但在倒装句中，句子的结构是动词
因为我受过比较好的教育，我得到了一份坐办公室的工作。
better educated是well educated的比较级，英语中副词+过去分词的用法经常出现。
①The middle-aged woman is always well dressed.
那位中年妇女一直打扮得很好。
②The workers there are badly paid.
happiest days of my life.
2、It was 1952 and he had opened a black law firm to advise poor black people on
their problems.
那时是1952年，他开设了一家黑人律师事务所，为那些遇到麻烦的穷苦黑人提供咨询服
=My birthday is three days off.
=My birthday is in three days’time.
再过三天就是我的生日。
②The new house（that）he has just bought is about three milesaway.
=The new house（that）he has just bought is about three miles off.
him from sentences with the following words and phrases.
A.The mines
B.The reason
C.The time
D.The government
building
E.The date
a.where
b.when
c.why
1.we voted
务。
注意advise的习惯搭配：
advise ... on就某事出主意，advise sb to do sth / advise doing建议某人做某事
①The teacher advised us to do more reading in our spare time.
老师建议我们在业余时间多读点书。
prison 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
Unit 5 Nelson Mandela—a modern hero
教学目的和要求（Teaching aims and demands）
类别
课程标准要求掌握的项目
话题
The qualities of a great person；the lives of some great people
词汇
hero quality willing active republic principle fight peaceful
leader president sentence（v.）sincerely
词组、短语
lose heart in trouble worry about out of work Youth League
as a matter of fact blow up put ... in prison come to power
是一个定语从句，when在定语从句中作状语，代替先行词time。
①This was a time when you could not read or write.
②The day when Nelson Mandela told me what to do and helped me was one of the
随堂练习
1、Read these statements. Tell whether they are true or false and why.
True False
①Elias metNelson Mandela at school.□
②Nelson Mandela was a black lawyer. □
2、Now make a timeline of Elias’life until he metNelson Mandela, using the reading
to help you. Work out the year in which he was born and then fit in the other
③Elias was unable to read or write because he was lazy. □
④Nelson Mandelahelped him keep his job. □
⑤Elias was happy blowing up government buildings. □

高中英语 unit5 nelson mandela教案 新人教版必修1

林素芬人教版必修一Unit 5 Nelson Mandela单元教案

高中英语Unit 5 Nelson Mandela-a modern hero教案1 新课标 人教版 必修1

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