必修1Unit 5 Elias’ story教学设计
Unit 5 Nelson Mandela--- a Modern HeroReading: Elias’ storyTeaching contents: Reading (page 34)Teaching aims:Language aims:To read on great people’s life storiesTo learn information about Nelson MandelaAbility aims:To improve the students abilities of speaking , talk about great people, express your point of view.To help the Ss to know something about early political life of Mandela and learn something about the living conditions of black people at that time and the race prejudice through different ways of reading skills.Teaching important points:The general idea of the text.Understand the real meaning of a great personLearn to write a passage of a great personTeaching methods:Skimming, fast reading and careful reading; asking and answering activities to check the student’s understanding of the text; Individual ,pair or group work.Teaching aids: A computer, a projector and some slides.Teaching procedures:Step I Lead-in(Show two pictures of Lin Hao)In Unit 4, we have learnt something about earthquakes. When an earthquake, a flood or some other dangerous things happen, many heroes will appear. Lin Hao is such a person. When the 2008 Wenchuan Earthquake happened, Lin Hao was very brave and helped his classmates. So we can say Lin Hao is a hero. Today we will learn a foreign hero ---Nelson Mandela. Which country does he come from?(Yes, South Africa.) How much do you know about Nelson Mandela? (show the screen) Let’s look at his famous words. From his words we can learn something about Mandela. Today’s task: Read a story and learn more about Nelson Mandela.Step II Reading1) SkimmingQuestions : Let’s come to the part of reading. The title is ELIA S’ STORY. Skimming: How many parts can we divide the text into?Part 1 （Para. 1-2）The life of Elias ________ (after/before) he met Nelson Mandela.Part 2 (Para. 3-5) The life of Elias________ (after/before) he met Nelson Mandela .2) Fast reading ：true or false? If it is false, how to correct it?1. Elias went to see Nelson Mandela when he was in trouble. （T）2. Elias left school because the school was too far from his home. （F）3. Nelson Mandela helped him keep his job. （T）4. Elias trusted Nelson Mandela and he joined the ANC Youth League. （T）5. Elias was willing to blow up government buildings. （F）6.Nelson Mandela thought violence was a good way to help black people. （F）3) Careful readingPart 1 (Para. 1-2)Questions:1.When did Elias first meet Nelson Mandela? ( In 1952 )2. Why did Elias have to leave school?(Because his family couldn't afford the school fees and the bus fare.)Part 2 (Para 3-5) Answer the following questions by filling in the blanks according to the passage. Questions:1. What problems did the black people like Elias have at that time?They could not vote .They couldn’t get the jobs they wanted.They had to live in the poorest areas.(From these we can see that the living conditions of black people were really bad at that time.)2. How did Nelson Mandela support Elias?Mandela told him how to get the correct papers so that he could stay in Johannesburg.(From it we can see that Mandela always tried his best to help poor black people in their life.)3. How did he support Mandela?He joined the ANC Youth League . He helped Mandela blow up some government buildings.(From it we can see Mandela was willing to help Mandela fight for equal rights against enemies.)Step III Do some listening and then retell the storySince we have learnt the contents of the passage, now I’d like you to listen to the tape, trying to be familiar with the details of the passage and then fill in the blanks according to the passage to retell the story.Elias is a poor black worker in South Africa. When he first met Mandela he was in a difficult period of his life. He began school at six. But had to leave because his family could not continue to pay the school fees. When he got a job, he was worried because he didn’t have a passbook. Then Mandela told him what to do and helped him. When Mandela organized the ANC Youth League, Elias joined it. At that time, black people had no vote and could not choose their leaders. In 1963 he helped blow up some government buildings, though it was dangerous for him, because he knew it would help them achieve their dream of making black and white people equal.Step IV DiscussionFrom the passage we have known Mandela is a great person and we know to be a great person calls for some good qualities. Now discuss the topic in groups of four:What qualities do you think a great person/a hero should have?(Selfless, determined, generous, kind, easy-going, warm-hearted, honest, hard-working, brave, confident, devoted, helpful, responsible, independent, broad-and-open minded…) Assignment:1. Surf the Internet to know more about Nelson Mandela.2. Try to use your own words to write a short passage about Mandela.Feedback: The students in this class are really good. Although they are not familiar with us, they still try to adapt to me and my teaching. Their cooperation, their love for English has moved me deeply.Blackboard designUnit 5 Reading: Elias’ story determined generousselflessconfidentdevotedhonest helpfulresponsiblebrave启示与思考1.新课程教学中应以学生为主体。
高中必修1一Unit_5 Elias’ Story 教学
Skimming for general idea
Elias’ Story
Elias:a poor b__la_c_k_w__o_rk__er_ in South Africa Nelson Mandela:学科网 a _b_la_c_k_ _la_w__y_e_r_ who offered guidance to poor black people in South Africa The text tells us aboutE_l_ia_s_’_ life and what he did with Nelson Mandela to fight for _b_la_c_k_ people.
1. Find more information about Nelson Mandela.
2. 发挥想象，连词成文(50-100字)。 guidance, hopeful, youth, stage, vote, attack, violence, as a matter of fact, blow up, equal.
1. Elias went to see Nelson Mandela when he was in trouble.
2. Elias left school because the school was too far from his home.
3. Elias trusted Nelson Mandela and he joined the ANC Youth League.
Nelson Mandela
ELIAS’ STORY
Learning Aims
1.To learn useful words and expressions
M1U5 Elias' Story Reading公开课 教案设计(精品)
M1U5 Elias' Story Reading公开课(精品) Learning goals:1.Students will be able to know the structure of the passage and some new wordsand expressions (guidance, lawyer, legal, hopeful, unfair, equal, out of work, blow up…).2.Students will be able to know about the unfair situation of the blacks at that timein South Africa by reading the passage.3.Students will be able to have a general idea of Mandela's qualities.Learning important points:1. To enable students to know the general idea of Mandela's qualities.2.To enable students to find the plot of the passage and the development of Elias’feelings before and after he met Mandela.Learning difficult points:To enable students to find the plot of the passage and the development of Elias’ feelings before and after he met Mandela.Learning proceduresStep1 Warming up & leading inT: Good morning, my fellow students. Le t’s enjoy a short video.T plays the video. One minute later, ask, “Who is mentioned in the video?”Ss: Nelson Mandela.T: What can you learn about him from the video?S1: From the video, we can see that Mandela was the first black president.T: Anything more?S1: No more.T: How about others?S2: He won the Nobel Peace Prize.T: Excellent. More information?Ss: No.T: OK. Let’s tell you more about him. He once struggled for the rights of black people for all his life. What a great man he was! In history, a man, named Elias, wrote a story about his life with Mandela.Step2 While readingT: Now, let’s go to read the story. Please turn to page 34, go through paragraph 1 and answer the following questions.Q1: Who is Elias?Q2: What did Mandela do?Two minutes later, teacher invites one student to share the answers.Ss: Elias is a poor black worker in South Africa. Mandela was a black lawyer. He offered guidance to poor black people on their legal problems.(T writes down Elias, Mandela, lawyer, guidance and legal on the Bb.)T: This is the basic information about Elias and Mandela. Let’s get to know more about them. The whole class, look at the screen. There are 5 paragraphs in the passage(pay attention: Para.3 is from line 15 to line 20; Para.4 is from line 21 to line28.) Please number the paragraphs with your pen. Then skim through the passage and match the main idea of each paragraph.Four minutes later, teacher asks students in a line to share the main ideas one by one and also asks them to find some proper key words from each paragraph.T: Boys and girls, look at the screen and pay attention to three red words “help”. At first, Elias needed Mandela’s help. Then he asked Mandela for help. Finally, Elias also helped Mandela. So what we can say?Ss: They helped each other.T: You are so clever. But why did Elias need help? Read paragraph 2 and fill in the table. At the same time teacher shows a form with some given information. One or two minutes later, check the answers and ask, “Elias was worried about being out of work. So he asked Mandela for help. Did Mandela help him?”Ss: Yes.T: Of course, Mandela did. What’s more, he was generous with his time, how did Elias feel about it?Ss: Grateful.T: So what did Mandela do to help Elias? Read paragraph 3 and complete the sentence. Two minutes later, check the answers and ask, “With the help of Mandela, Elias could stay in Johannesburg and what did he feel about his life?”Ss: He felt hopeful about his future.T: Did his life get much better than before? What about other black people? Please find a supportive sentence from the passage. (Ss give the sentence)T: Did the black have the rights then?Ss: No rights.T: What rights didn’t black people have at that time? Read paragraph 4 and find the answers.Ss read paragraph 4 for one minute and give the answers.T: From these sentences, what situation were the black people in?Ss think it for a while and give some possible answers.T give the suggested ones: At that time, black people were inbad/difficult/terrible/unfair situation.T: Let’s look at some pictures and see what unfair situation they were in.After enjoying some pictures, teacher asks, “Black people didn’t have what compared with the white.”T: Facing these hard situations, Mandela thought black people must do something to protect their rights, so he called on people to do something. What did he say? Read paragraph four and find the sentences.One minute later, T ask, “ Have you found the sentences? ”Ss show the sentences.T: Here are two beautiful sentences in his words. Sentence 1“We were put into a position in which we had either to accept we were less important, or fight the government.”This is an attributive clause. It means “We were put into a position. In this position we had either to accept we were less important, or fight the government.”And sentence 2 “We first broke the law in a way which was peaceful” It’s also anattributive clause, which means “We first broke the law in a way. The way was peaceful. ”T：How powerful Mandela’s words were, which influenced Elias a lot. So Elias decided to help Mandela. But how? Read the text again and finish the sentences on the screen.Two minutes later, check the answers and asks, “Did Elias like violence?”Ss: No, he didn’t.T: Why did Elias support violence when he did not like it?Ss: Because he knew it would help them achieve their dream of making black and white equal.T: Was he happy to do it?Ss: Yes, he was happy to do it.T: OK. Everybody, please look at the blackboard. This is the plot of the story and this is the development of the Elias’ feelings. After reading, we know that Mandela helped Elias and Elias also helped Mandela. So what’s the relationship between them? Are they strangers?Ss: No, they are not strangers.T: What’s the relationship?Ss: Friends.T: As close friends, what was their dream?Ss: make black and white equal.Step3 Post readingT: Very good. This is Elias’ story. From the story, Elias tells us a lot about Mandela. After reading, what kind of person is Mandela in your opinion? Why? Please use some supporting details from the text.I will give you 5 minutes to discuss.Then ask them to share the answers.Assignment:And say, “ I hope by learning this passage, you can know Mandela much better, and tell him to the people around you. I hope after this class, you can know Mandela’good qualities.Your homework is to retell the story according to the development of the plots and feelings. That’s all, thank you for attention and cooperation! Thank you! Blackboard design:。
人教版高中英语Book 1 Unit 5 readign Elias' story 教学设计
《Elias’ story》教学设计执教者曹洪师指导老师闫守忠课题Elias’ story解读理念面向全体学生，着眼于学生的全面发展，帮助学生过积极健康的生活，促进学生个性发展；尊重学生，充分调动学生学习的主动性和积极性；引导学生解决成长过程中的实际问题；鼓励学生实施自主、合作、探究学习，注重培养学生的独立思考能力和实践能力。
学情分析在初中英语学习的基础上，高一学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
但我校属于农村中学大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动配合老师，愿意开口讲。
他们有着高中生独立、爱表现自我的特点。
因此，只有设置任务型教学模式下完成本课文的学习，使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
教材分析内容标准阅读部分由伊莱亚斯向我们叙述纳尔逊·曼德拉的故事，时间是从1952年到1963年。
伊莱亚斯初遇曼德拉时处于人生的一个非常困难的时期，纳尔逊·曼德拉开了为黑人服务的律师事务所，帮助黑人解决困难。
伊莱亚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，在曼德拉的帮助下，伊莱亚斯也体会到了人生的快乐和希望。
曼德拉亲切和蔼的态度，宽容博大的胸襟让他深深感动，永生难忘。
因此，伊莱亚斯在第一时间加入了曼德拉领导的非洲国民大会青年联盟，积极参加他组织的反政府活动，为争取获得黑人和白人平等的权利而战斗。
教学目标情感态度价值观目标了解纳尔逊·曼德拉的生平事迹，学习伟大人物的优秀品质，不断提高自身修养。
能力目标提高阅读中速读，细读和总结文章大意的能力。
把握篇章中心内容，获取关键信息。
知识目标学习并理解“伊莱亚斯的故事”，能分析不同阶段伊莱亚斯和曼德拉关系的变化。
高中英语 Elias' story 教案教学设计参考资料
Elias’s StoryPeriod: second periodType of lesson: readingTime: 40 minutesGrade: senior one1. Textbook analysis:This passage is from New Senior English for China Student’s Book 1, unit five Nelson Mandela-a modern hero. Most of passages in this book are not too difficult, and the topics are close to students’ life. Therefore, this book is relatively appropriate for students from Chong qing. Elias’s Story mainly about the life of black person Elias’ changed before and after he met Mandela and joined in Mandela to fight for equal with white people. After the learning this passage, students will be affected by Mandela’s qualities, such as warm-hearted, helpful, friendly, brave…2. Students analysis:Main students are senior one. After three years’ learning in middle school, they have basic foundation of language. So, they can understand generally passages and can communicate with others in oral speaking.3. Teaching objectivesAfter this class, students will be able to(1) understand what happened on Elias after he met Mandela and what did Mandela do to change Elias.(2) grasp some reading skills, such as fast reading and careful reading.(3) use fast reading to get the main idea of this passage that the poor black person Elias’s changes after he met Mandela and begin to fight for equal with white people. Use careful reading to get some details about this passage. Why Elias lived a poor life before he met Mandela? Why did Elias spend one of his happiest days with Mandela’s help? What Mandela did to change Elias’s mind and action?(4) get the qualities of Mandela, helpful, kind-hearted, friendly, brave,determined….(5) know that all of people are born equal, each people have the same right and so on.(6) build the awareness of equal, free, and especially hero qualities, such as helpful, warm-hearted, friendly, brave, determined …4. Focal and difficult points(1) Focal pointsUnderstanding what happened on Elias and what did Mandela do to change Elias’s mind and action.Getting the hero qualities of Mandela, helpful, warm-hearted, brave, determined…(2) Difficult pointsUsing fast reading and careful reading to grasp the main idea and how Mandela influenced Elias to bravely fight for equal.Knowing the hero qualities of Mandela and forming the hero awareness.5. Teaching methodsTask-based Language Teaching Method, pair work and so on.6. Teaching aidsBlackboard, chalk, multimedia (PPT).7. Teaching proceduresStep 1: lead-in （3 minutes）Teacher’s activity:teacher plays a Chinese song, Guang Hui Sui Yue and asks students to guess the character of this song. And teacher introduces some events about Mandela.Students’ activity: students enjoy the song and guess the main character of the song is Mandela.Designing purpose: asking students to appreciate a song can quickly engage students’ attention and have a tentative learn about Mandela.Step 2: pre-reading (4 minutes)Teacher’s activity:teacher presents several famous people’s pictures, such as William Tyndale, Sun Yat-sen, Norman Bethune, Mohandas Gandhi, Nelson Mandela and Neil Armstrong on the PPT and asks students to judge whether all of them are great people.Students’ activity: students look at these pictures and choose out the great people and explain reasons.Designing purpose: help students think the necessary qualities of great people and learn the differences between famous people and great people.Step 3: fast reading (7 minutes)Activity 1Teacher’s activity: teacher asks students to read the whole passage quickly, find the main idea of this passage and finish the matching items. After students sharing their ideas, teacher presents a reference answer on the PPT.It’s main about the life of Elias’s changed before and after he met Mandela and what Mandela did.Students’ activity: students read the passage quickly by themselves. And try to finish the two tasks. After students finishing it, they’ll have a generally ideas about this passage.Designing purpose: through fast reading, training students fast grasp the main idea of this passage. At the same time can help students grasp the skill of fast reading.Activity 2Teacher’s activity: teacher presents timeline and asks students to add the information about Elias.Students’ activity: students read the passage quickly and finish the timeline of Elias’ life.Designing purpose: help students build a clear structure of this passage.Step 4: careful reading (16minutes)Activity 3Teacher’s activity: teacher ask students read paragraph 1-3 carefully and finish the true-or-false statements. After students finishing these items, teacher ask students to share their answers and teacher gives explanation in necessary.Students’ activity: students read the whole passage carefully and finish the items presented on the PPT.Design purpose: through true-or-false items, students will cognitive the details of paragraph.Activity 4Teacher’s activity:teacher ask students read paragraph 3-5 and finish the questions on the PPT. After that students share their answers with the class and teacher gives evaluations.Students’ activity:students read paragraph 3-5 carefully and finish the 4 questions on the PPT.Designing purpose: help students grasp some details about paragraph 3-5.Step 5: post reading (10 minutes)Activity 5Teacher’s activity: teacher presents a question: according to the passage, how did Mandela influence Elias’ mind and action?Students’ activity: students read the whole passage and answer this questions.Design purpose: through Elias’ changes before and after met Mandela, indicate Mandela’s great qualities.Activity 6: pair work and brain stormTeacher’s activity: teacher asks students to find out those adjective words and sentences that relate to Mandela, and discuss Mandela’s qualities.Finally, teacher summaries Mandela’s qualities: friendly, warm-hearted, brave, helpful, determined….Students’ activity: Student’s try to find out those adjective words and sentences that describe Mandela. By reading, students may be find “generous, kind….and students share their ideas about Mandela’s quality.Designing purpose: students find and summary Mandela’s qualities and they will have the direct learning about Mandela, which is helpful for them to build those great qualities.8. HomeworkStudents write an English composition about 100 words, and using the following structure:If I were black as Elias, I would like to join the ANC Youth League. The reasons are as follows, first..., second…, then…, finally….9. Blackboard design。
Elia's story的教学设计
阅读教学设计：《伊利亚的故事》The Teaching Designment ofthe Reading：Elias’s story《伊利亚的故事》（Elias’s story）是人教版高中英语课本必修1第5单元《曼德拉——一位现代英雄的阅读文章》（unit5 Nelson Mandela-----a modern hero）。
本教学设计以新课标以学为本为理念，将学科教育与信息技术充分整合，一、教材分析（Teaching material analysis）人民教育出版社英语必修(1)的总体特点为：1、结构新定位：“有单元无课时”新教材结构不再采取原有的一个单元分几个课时的做法，而是各单元含有若干个板块，如Warming Up, Pre-reading等。
这样的编排给教师从实际出发灵活地使用教材提供了空间。
教师可以整合教材，更加有效地进行教学。
针对新教材的特点，教师可以围绕单元话题让学生进行整体感知、整体理解、整体巩固和整体运用。
备课时，教师应从实际出发，灵活划分课时，粗线条把握进度，自主确定教学进程，采用灵活的教学手段和教学方法。
2、理念新定位：课堂主体地位变化3、技能新定位：侧重阅读能力4、知识新定位：语法以归纳法的形式出现5、教学模式新定位：任务型语言教学本单元以 Nelson Mandela —— a modern hero 为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。
阅读课文Elias’s story描述一个平凡人Elias与曼德拉相遇并受其帮助的事，从而歌颂了曼德拉的伟大。
本单元的语法重点是定语从句；功能句式是征求意见（ask for opinions）What do you think of….? What’s your opinion?What are your ideas? Do you have any thoughts on that?How do you feel about that? Why do you think so?发表意见（giving opinions）I think/ I don’t think … I believe/ I don’t believe(that)…In my opinion… To my understanding,I am with you. I feel that…/ I don’t feel that…这些重点在阅读教学中也是时有渗透，因此讲授阅读时教师对本单元的总目标要有清晰的认识，设计的活动和讲解的内容要与整单元目标有关联。
人教版英语必修一Unit 5(Reading：Elias’Story)教学设计方案
人教版英语必修一Unit 5(Reading：Elias’Story)教学设计方案教学设计方案：Unit 5《Elias的故事》方案目标这个方案的目的就是给老师们一个详细的教学框架，帮助他们更好地讲解人教版英语必修一的第五单元《Elias的故事》。
通过这个设计，学生们不仅能理解故事情节，还能提升他们的阅读能力，培养思辨和表达能力。
最终希望学生们能在讨论和写作中，真实地表达他们对故事的理解和感受。
组织现状分析在现在的教学背景下，很多学生的英语阅读能力其实挺薄弱的，特别是在理解长篇故事和提取主要信息方面。
常常一碰到新词汇或复杂句子就懵了，这让他们很难完全理解文本的意思。
同时，在对故事情感的理解和角色分析上，学生们也显得有些力不从心。
因此，亟需一个全面的方案来帮助他们克服这些挑战。
实施步骤教学准备1. 教材分析教师需要认真阅读《Elias的故事》，分析主题、人物、情节和背景，明确哪些词汇和短语是重点，同时准备一些相关的教学资源，比如图片、视频等。
2. 学习目标设置设定几个具体的学习目标，比如：- 理解故事的主要情节和人物关系。
- 能够用新学的词汇进行简单表达。
- 培养团队合作能力，通过小组讨论深入分析角色和故事情感。
课堂教学1. 导入环节通过展示与故事相关的图片或视频来引导学生进入故事情境。
老师可以问一些开放性的问题，激发他们对故事主题的思考，比如“你觉得勇气和坚持对一个人来说意味着什么？”2. 阅读理解- 分段朗读老师带着学生们分段朗读故事，期间停下来讨论每一段的主要内容，帮助学生理解人物的情感变化。
- 词汇学习针对文本中出现的新词，老师可以设计一些小游戏，比如词汇接龙，帮助学生记忆和运用这些词汇。
3. 角色分析进行小组讨论，学生分成小组分析不同角色的动机和情感。
老师可以提出引导性问题，比如“Elias在故事中遇到了哪些挑战？”和“你认为他的行动反映了什么？”4. 情感共鸣让学生通过写日记的方式，表达对Elias故事的感受。
人教版英语必修一Unit5Reading Elias’Story教学设计方案
学生活动设计
小组讨论：学生分组讨论Elias的故事，分享各自的感受和启示。 角色扮演：学生扮演Elias和其他角色，通过情景模拟加深对故事的理解。 写作练习：学生写一篇关于自己与Elias相似经历的短文，锻炼写作能力。 课堂展示：每组选派一名代表展示小组讨论成果，全班共享。
05
教学过程
导入环节
长句。
动词时态：重 点讲解一般过 去时态，让学 生理解文章中 使用的时态及
其意义。
词汇用法：讲 解文章中的重 点词汇和短语， 帮助学生积累 词汇并理解其
用法。
语法点练习： 设计相关练习 题，让学生通 过实际操作巩 固所学语法点。
文化背景介绍
介绍南非的历 史背景，特别 是种族隔离时
期的情况。
讲解南非黑人 的生活状况和 面临的困境， 以及他们对自 由和平等的渴
02
教学目标
知识目标
掌握本单元的词汇和短语，理解其在语境中的意义和用法。
掌握本单元的语法点，理解其在句子中的作用和意义。
能够运用所学知识进行简单的英语交流和表达。
能力目标
学生能够理解并运用本单元的词汇和语法结构 学生能够运用所学知识进行简单的英语交流和写作 学生能够通过阅读理解文章的主旨和细节，提高阅读理解能力 学生能够通过听力训练，提高听力理解能力
馈
评价与反馈的 意义：帮助学 生认识自己的 不足，提高学
习效果
06
教学反思
反思教学目标达成情况
教学目标是否明确具体，可衡 量和达成？
教学过程中是否有效落实了教 学目标？
学生是否真正掌握了教学内容， 能否运用所学知识解决问题？
教学方法和手段是否符合学生 的学习需求和特点？
反思教学方法的有效性
高中英语 Elias' story 教案教学设计参考资料
Elias’s StoryPeriod: second periodType of lesson: readingTime: 40 minutesGrade: senior one1. Textbook analysis:This passage is from New Senior English for China Student’s Book 1, unit five Nelson Mandela-a modern hero. Most of passages in this book are not too difficult, and the topics are close to students’ life. Therefore, this book is relatively appropriate for students from Chong qing. Elias’s Story mainly about the life of black person Elias’ changed before and after he met Mandela and joined in Mandela to fight for equal with white people. After the learning this passage, students will be affected by Mandela’s qualities, such as warm-hearted, helpful, friendly, brave…2. Students analysis:Main students are senior one. After three years’ learning in middle school, they have basic foundation of language. So, they can understand generally passages and can communicate with others in oral speaking.3. Teaching objectivesAfter this class, students will be able to(1) understand what happened on Elias after he met Mandela and what did Mandela do to change Elias.(2) grasp some reading skills, such as fast reading and careful reading.(3) use fast reading to get the main idea of this passage that the poor black person Elias’s changes after he met Mandela and begin to fight for equal with white people. Use careful reading to get some details about this passage. Why Elias lived a poor life before he met Mandela? Why did Elias spend one of his happiest days with Mandela’s help? What Mandela did to change Elias’s mind and action?(4) get the qualities of Mandela, helpful, kind-hearted, friendly, brave,determined….(5) know that all of people are born equal, each people have the same right and so on.(6) build the awareness of equal, free, and especially hero qualities, such as helpful, warm-hearted, friendly, brave, determined …4. Focal and difficult points(1) Focal pointsUnderstanding what happened on Elias and what did Mandela do to change Elias’s mind and action.Getting the hero qualities of Mandela, helpful, warm-hearted, brave, determined…(2) Difficult pointsUsing fast reading and careful reading to grasp the main idea and how Mandela influenced Elias to bravely fight for equal.Knowing the hero qualities of Mandela and forming the hero awareness.5. Teaching methodsTask-based Language Teaching Method, pair work and so on.6. Teaching aidsBlackboard, chalk, multimedia (PPT).7. Teaching proceduresStep 1: lead-in （3 minutes）Teacher’s activity:teacher plays a Chinese song, Guang Hui Sui Yue and asks students to guess the character of this song. And teacher introduces some events about Mandela.Students’ activity: students enjoy the song and guess the main character of the song is Mandela.Designing purpose: asking students to appreciate a song can quickly engage students’ attention and have a tentative learn about Mandela.Step 2: pre-reading (4 minutes)Teacher’s activity:teacher presents several famous people’s pictures, such as William Tyndale, Sun Yat-sen, Norman Bethune, Mohandas Gandhi, Nelson Mandela and Neil Armstrong on the PPT and asks students to judge whether all of them are great people.Students’ activity: students look at these pictures and choose out the great people and explain reasons.Designing purpose: help students think the necessary qualities of great people and learn the differences between famous people and great people.Step 3: fast reading (7 minutes)Activity 1Teacher’s activity: teacher asks students to read the whole passage quickly, find the main idea of this passage and finish the matching items. After students sharing their ideas, teacher presents a reference answer on the PPT.It’s main about the life of Elias’s changed before and after he met Mandela and what Mandela did.Students’ activity: students read the passage quickly by themselves. And try to finish the two tasks. After students finishing it, they’ll have a generally ideas about this passage.Designing purpose: through fast reading, training students fast grasp the main idea of this passage. At the same time can help students grasp the skill of fast reading.Activity 2Teacher’s activity: teacher presents timeline and asks students to add the information about Elias.Students’ activity: students read the passage quickly and finish the timeline of Elias’ life.Designing purpose: help students build a clear structure of this passage.Step 4: careful reading (16minutes)Activity 3Teacher’s activity: teacher ask students read paragraph 1-3 carefully and finish the true-or-false statements. After students finishing these items, teacher ask students to share their answers and teacher gives explanation in necessary.Students’ activity: students read the whole passage carefully and finish the items presented on the PPT.Design purpose: through true-or-false items, students will cognitive the details of paragraph.Activity 4Teacher’s activity:teacher ask students read paragraph 3-5 and finish the questions on the PPT. After that students share their answers with the class and teacher gives evaluations.Students’ activity:students read paragraph 3-5 carefully and finish the 4 questions on the PPT.Designing purpose: help students grasp some details about paragraph 3-5.Step 5: post reading (10 minutes)Activity 5Teacher’s activity: teacher presents a question: according to the passage, how did Mandela influence Elias’ mind and action?Students’ activity: students read the whole passage and answer this questions.Design purpose: through Elias’ changes before and after met Mandela, indicate Mandela’s great qualities.Activity 6: pair work and brain stormTeacher’s activity: teacher asks students to find out those adjective words and sentences that relate to Mandela, and discuss Mandela’s qualities.Finally, teacher summaries Mandela’s qualities: friendly, warm-hearted, brave, helpful, determined….Students’ activity: Student’s try to find out those adjective words and sentences that describe Mandela. By reading, students may be find “generous, kind….and students share their ideas about Mandela’s quality.Designing purpose: students find and summary Mandela’s qualities and they will have the direct learning about Mandela, which is helpful for them to build those great qualities.8. HomeworkStudents write an English composition about 100 words, and using the following structure:If I were black as Elias, I would like to join the ANC Youth League. The reasons are as follows, first..., second…, then…, finally….9. Blackboard design。
高中英语 Unit 5 Nelson Mandela Grammar Elias's story教学设计 新人教版必修1
Unit5 Nelson Mandela教材内容分析本节课为Module1 Unit5 Nelson Mandela语法学习课。
内容整合了教材Discovering Useful structures及Using Language中的Speaking and Writing的内容。
虽然是语法的教学，但是内容围绕Nelson Mandela的生平及当时南非黑人的不公正待遇进行展开，把语法学习与读、说等技能紧密结合。
教学目标（1）知识技能方面①通过阅读与观察，学生能说出非限定性定语从句“介词+关系代词”所指代的内容及含义。
②通过练习，学生能语境中为定语从句选择正确的“介词+关系代词”。
③通过阅读与讨论，学生能把两个简单句整合成一个定语从句。
④通过学习，学生能理解定语从句的功能——对所描述的人或物的信息进行补充说明，并能在对话中使用定语从句。
⑤通过对话练习，学生能够利用具体的事例来证明自己的观点。
（2）过程与方法①学生能观察、发现定语从句，并通过讨论探究定语从句的形式、意义及功能。
②学生能积极参与小组讨论与课堂小组竞争活动。
（3）情感态度价值观①通过阅读与图片，学生体会并说出南非黑人的不公正待遇，进一步了解种族歧视的问题。
②通过讨论，学生能在对话中说出Nelson Mandela作为伟人的品质。
教学过程Step 1 Free-talk (3mins)What things do you think were unfair in South Africa?[意图说明] 回顾上节阅读课所学内容，引入新课话题。
Step 2 Read and answer the following questions (5mins)Unfair situations in South AfricaIt was a time when the black were less important in South Africa. The black people were badly treated or even beaten by the white. The black children were only allowed to go to church schools, where they still couldn't enjoy the same rights as white children. The place where black people could live was decided by the white.A famous photo shows that a black man got on a whites-only bus by mistake, for which he became very nervous. Truly they had reached a situation in which the black had almost no right at all. That’s the reason why there appeared lots of brave fighters, among whom Nelson Mandela was the most famous one.Questions:（1）What was the black’s situation at that time?It was a time _________________________________________.（2）How were the black children treated in church schools?The black children were only allowed to go to church schools, ___________________________________________.（3）How would a black man feel if he got on a white-only bus?A black man got on a white-only bus by mistake, ______________.（4）What kind of situation do the black reached?Truly they have reached a situation _____________________（5）Who is the most famous one among those brave fighters?There appeared lots of brave fighters, ________________（6）Thinking: What do you think of South Africa at that time? (根据文章自由发表看法）It was a country where _____________________________.[意图说明] 结合历史图片呈现当时南非黑人所受的不公平待遇，激发学生兴趣。
高一必修一ELIAS’ STORY的教学设计
高一必修一ELIAS’ STORY的教学设计The teaching design of Elias' store高一必修一ELIAS’ STORY的教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
teaching plan for elias’ storynsefc sbia unit 5 period 2 reading（东阳市顺风高中韦海宁）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nelsonmandela的一段交往，从侧面向学生展示nelsonmandela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．教材分析1.教材处理在本单元的warming up部分，学生通过图表判断自己是哪种类型的人，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有些陌生。
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。
课后，让学生阅读练习册的补充材料及写一篇nelsonmandela的短文。
提高学生的听、说、读、写能力。
2．teaching aims（教学目标）:①to learn the differences between an important person and agreat person.（能力）②do reading practice to improve students’ reading abilities.（能力）③learn about some great people and qualities they have incommon. （情感）④develop the students’ moral quality. （情感）3．teaching key points（教学重点）：①learn to give a right definition of a great man.②learn to grasp the main idea of the text.4．teaching difficult points（教学难点）：learn how to tell the differences between an important personand a great person.①how to grasp the main idea of a text.②learn to write something about nelson mandela.5．teaching method（教学方法）：task-based teaching approach（任务型教学）6.teaching aids（教具准备）： the multimedia and the recorder.三．教学设计1.总体思路笔者将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）。