Unit 5 Nelson Mandela- a modern hero单元教案.doc

Unit 5 Nelson Mandela- a modern hero 教材分析 这是高一年级的第五个单元，本单元的中心话题是“伟人的品格，几位伟人的生平”，内容涉及“伊莱亚斯的故事”及纳尔逊。曼德拉的生平简介等。教材借助穷苦的黑人工人伊莱亚斯的口吻，叙述发生在他身边的纳尔逊。曼德拉的故事。虽然是从侧面介绍曼德拉，但读起来更亲切，还留给学生很多的思考空间。伊莱亚斯的故事是分成三个部分呈现在学生用书中，第一部分是主课文，介绍1952年到1963年的曼德拉，第二部分是听力短文，伊莱亚斯讲述他为争取与白人平等权利而参加曼德拉的非洲国民大会青年联盟，第三部分是阅读，介绍伊莱亚斯在罗本岛监狱服役期间得到了曼德拉的帮助，在非国大掌权后，在曼德拉的帮助下，伊莱亚斯回到罗本岛当解说员，向游客介绍罗本岛的过去。 Warming up & pre-reading 教材列出了24个形容词，要求学生从中选择可以用来描述伟人的形容词，引导学生思考伟人应具有的品格，并展开讨论，突出本单元的主题----伟人的品格。通过讨论学生可得出结论：名人未必是伟人，伟人必须是一生致力于为帮助他人的事业。Pre-reading部分提供了六位名人的主要事迹，学生不仅可熟悉一些介绍名人生平的常用词汇，同时可以就六位名人的事迹进行讨论：他们是伟人吗？为什么？学生给出自己的观点并做进一步的解释。 Reading 部分是一篇以时间为线索的记叙文，是伊莱亚斯叙述曼德拉的故事，时间是1952年到1963年。伊莱亚斯初遇曼德拉时时他人生中非常困难的时期，在曼德拉的帮助和教育下，伊莱亚斯获得了工作的合法权利并体会到人生的快乐和希望，因此也加入曼德拉领导的非洲人国民大会青年联盟，参加他组织的反政府活动。 Learning about Language 部分是阅读课中的重点词汇的练习，有词义解释、词性变换及运用词汇的篇章填空。 Grammar（discovering useful structures）本单元的语法项目是有介词的定语从句，主要学习关系副词when， where,why引导的定语从句可以转换为介词+which的形式，以及学习具有介词的定语从句中介词的选择。 Using Language（listening，reading，speaking and writing）这部分是让学生运用本课所学的预压知识与课文内容进行听、说、读、写的综合训练。听力本分是关于伊莱亚斯为什么加入非国大青年联盟的简短叙述，阅读部分“the rest of Elias’ story”叙述他在罗本岛监狱的经历，在那他参加了曼德拉创办的监狱学校学习，伊莱亚斯出狱后20年的艰辛磨难，指导曼德拉和非国大掌权后，曼德拉让他担任导游讲解。当他回忆起那段恐怖的经历，但当他想起自己曾追随曼德拉为黑人在自己的国土上争取自由的岁月，又感到无比骄傲。 教学目标 学习运用相关词汇描述名人和伟人的品格，能区分名人与伟人之间的区别。 引导学生阅读伊莱亚斯的故事，了解纳尔逊。曼德拉对伊莱亚斯的帮助及他在南非为黑人争取平等权利中所做贡献，学习伟人的优秀品质，不断提高自身的品格修养。 学习并初步运用本单元的重点词汇。 学习并初步掌握以when, where, why,及介词+which, 介词+whom引导的定语从句的用法。 学习用英语询问对方观点和表达自己的观点与看法。 教学重点 理解本单元两篇课文，了解纳尔逊。曼德拉对伊莱亚斯的帮助及他在南非为黑人争取平等权利中所做贡献，学习伟人的优秀品质，不断提高自身的品格修养。 尝试运用本单元的单词和短语； (2) 以when, where, why,及介词+which, 介词+whom引导的定语从句的用法。 (3) 询问对方观点和表达自己的观点与看法的相关表达。 教学难点 学习描述伟人的生平，并对伟人的生平和品质进行评论。 (2) 能区分定语从句关系代词与关系副词的区别，能正确运用含有关系副词，介词+which，介词+whom的定语从句。 教学过程 本单元分六课时： 第一课时：Warming up & speaking 第二课时：Reading 第三课时：Language and vocabulary study 第四课时：Grammar 第五课时：Using language 第六课时：Writing Period 1 Warming up 教学目标 【知识目标】 Students will learn some important adjectives and expressions to describe famous people and great people Students will learn the difference between famous people and great people Students will read about some great people’s achievements and great deeds. 【能力目标】 Students will be able to have discussions about the qualities that great people need to have. Students will be able to identify the differences between famous people and great people Students will be able to describe a great person 【情感目标】 Students will learn the good qualities from all the great people and follow their examples. 教学重难点 【教学重点】 Expressions to describe a great person 【教学难点】 Describe the experiences and achievements of a great person. 教学媒体 Tape recorder, Multimedia 教学过程 Step 1. Warming up Show some pictures of some famous stars Get students to say what they know about these famous stars 【设计意图】 通过展示学生熟悉和喜欢的一些明星的图片，让学生描述这些明星的性格和品质，激活课堂气氛，调动学生参与的积极性。 Step 2. Discussion Get students to discuss with their partners and make a list of adjectives that can be used to describe peoples’ qualities. Show the lists of adjectives that students made on the screen and get students to discuss and pick out the adjectives that can be used to describe a great person. Words for positive qualities: hard-working, friendly, warm-hearted determined, wise, active, generous easy-going, reliable, brave, selfless devoted, handsome, honest, famous, calm Words for negative qualities：lazy, cruel, mean, unkind, selfish, stubborn 【设计意图】 让学生进行讨论，列出他们所知道的描述人物性格和品质的形容词，复习并归纳描述人物性格品质的形容词，并为下一环节的活动做好词汇的铺垫。 Step 3. Speaking Task 1: Information gap activity Divide the students into groups and have an information gap activity. Give each group of students a piece of paper with a brief introduction to a famous person in history as well as a form that they need to fill in with information from another group. Get students to exchange information with another group.( first introduce the famous person they have on the paper to another group and then ask for information about the famous person another group have) Get some students to report the information they acquire to the whole class. Task 2: Discussion：who of these is great? Why? Get students to discuss in groups on the topic “among all these famous people, who do you think is great? Why? Get students to share their opinions with the whole class. Get students to conclude what are the qualities the a great person need to have. 【设计思路】 本环节有两个环节：1、学生小组间的信息沟活动，此环节学生要将自己小组的名人信息介绍给另一小组，同时要向对方组提问，并获取另一个名人的信息。学生首先要对自己小组的名人信息熟悉，并根据对方组的提问，从介绍中提取相关信息，用恰当的语句表达给对方组，同时，还需要运用恰当的问句向对方组询问对方小组的名人信息，这对学生的口语表达和听力理解及在听的过程中做笔记的能力的提高都很有帮助。2、小组的讨论，这一环节主要是创造机会让学生就“名人应具备的品格”展开讨论，从之前的名人信息中选出能称之为伟人的名人有哪些，同时归纳名人与伟人之间的区别，让学生认识到伟人应具备的优秀品格，从而提高自身的品格修养。 Step 4. Homework Search online about another great person and share your introduction to the class. 【设计意图】 通过网络寻找其他伟人的介绍，从而从更多的伟人经历中学习他们的优秀品格，拓宽视野，丰富学生对本单元话题背景知识的积累。 教学反思 略 Period 2 Reading 教学目标 【知识目标】 Students will be able to learn the unfair situations that black faced in South Africa from the 1940s to the 1950s. Students will be able to find out what help had Nelson Mandela offered to Elias from the text. Students will conclude the good qualities the Nelson Mandela had. 【能力目标】 Students will improve their reading skills of finding the gist and specific information of the text. Students will be able to show the structure of text with a mind-map. 【情感目标】 Students will learn the good qualities of Nelson Mandela and Elias. 教学重难点 【教学重点】 Understand the main idea and specific information of the text. 【教学难点】 Know the structure of the text and draw a mind-map of the text. 教学媒体 Tape recorder, Multimedia 教学过程 Step1. Revision Get students to take out what they have found from the internet and share with the whole class: Who else do you think are also great? Why? 【设计意图】 这个环节是检查前一天的作业，让学生分享他们所致的伟人故事，丰富学生单元话题的背景知识。 Step2. Warming up Show pictures of Nelson Mandela and get students to tell what they know about him. Show a picture of Elias, and get students to guess the relationship between them. Predict the main idea of the text. 【设计意图】 此环节让学生说说他们对纳尔逊曼德拉的了解,猜猜伊莱亚斯和曼德拉的关系，然后预测课文大意，目的在于激发学生兴趣和好奇心，投入到新课的学习。 Step3. Reading Get students to skim the text and check whether their prediction is correct. Get students to divide the text into 2 parts and find out the main idea of each part. Part 1 Paragraph1-2 The life of Elias’ before he met Nelson Mandela. Part 2 Paragraph3-5 The change of Elias’ life after he met Nelson Mandela and what Mandela did. Get students to work in groups and find out: How is Elias’s life before and after meeting Nelson Mandela? Get students to draw a mind-map to show the relationship between Nelson Mandela and Elias as well as the influence Mandela had on Elias’s life. Get some students to share their mind-map with the whole class. 【设计意图】 本环节是读中活动，首先让学生带着自己的预测区阅读文章，检测自己的预测是否正确；接着让学生根据文章大意将文章分成两部分：遇见曼德拉之前及之后的生活变化；然后让学生通过思维导图展示文章的大意，曼德拉和伊莱亚斯的关系及相互的影响；主要目的是提高学生的获取文章大意和寻找细节信息的能力，同时培养学生分析文章细节信息之间的关联、将所获取的信息通过图文并茂的方式绘制思维导图的能、以及在此将思维导图中的信息分享给同学。这既有助于提高学生的阅读技能、提高学生的思辨能力，也有助于提高学生语言表达的能力。 Step4. Post-Reading Do you think Nelson Mandela is great? Why? What are the good qualities Nelson Mandela had? Why do you think so? 【设计意图】 让学生回归文本，尝试对纳尔逊曼德拉进行评价，引导学生就本单元的重点话题进一步展开讨论，进一步熟悉并运用话题词汇。 Step5. Homework Finish Ex 1、2、3 on page 34. 【设计意图】 巩固本节课所学，并为下一节的词汇学习做准备。 Period 3 Language and vocabulary study 教学目标 【知识目标】 Students will be able to conclude the usage of some important words from observing the examples. Students will be able to learn the usage of the useful expressions from the text. 【能力目标】 Students will be able to use the important words and expressions from the text accurately. 【情感目标】 Students will learn to find out others’ good qualities. 教学重难点 【教学重点】 The usage of the important words and expressions from the text 【教学难点】 To use new expressions accurately. 教学媒体 Tape recorder, Multimedia 教学过程 Step1. Revision Check homework Dictation: Get students to complete a passage with the word or expressions they heard while listening to the teacher’s reading. Elias had very ______ education because his parents couldn’t pay the ______________ and ________. As he was not born in Johannesburg, he couldn’t keep his job in a ___________. He ____________ whether he would be _____________. Elias visited Nelson Mandela during this very difficult _______ of his life. Nelson Mandela was a black ______ and he offered _________to black people____ their _____________. With Nelson Mandela’s help, Elias became more ______________ his future. Then he ______ the ANC Youth League, which was __________ by Nelson Mandela.The black people in Johannesburg did not have the ______ rights as the white people. _________________ both Elias and Nelson Mandela didn’t like violence. But they were _________ a position in which they had to attack the law and answer ________ with ________. In 1963 Elias helped Nelson Mandela _________ some government buildings, for which Elias might be put in _________, but Elias was very happy to help Nelson Mandela because doing that would help them _______ their dreams of making black and white _______【设计意图】 重点在于根据读音记单词的方法渗透，在听写中兼顾英英释意的表达形式，让学生避免单纯根据中文写英文的模式，尽可能多的尝试听写中对于目标词汇的表述，同时可以有目的的指定学生在黑板做演示，订正的过程中提醒学生关于词性和搭配等细节。 Step2. Language study Check answers. Group work: Get students to focus on the important words and expressions with the help of dictionaries and reference book, and then conclude the usage of those important words and expressions. Get students to share what they have found about the usage of the words and expressions with the whole class. 【设计意图】 此环节，学生借助词典和工具书，关注重点词汇的常用搭配，并归纳重点词汇的用法，改变老师讲，学生听的被动学习方式，有助于培养学习自主学习的能力及形成良好的词汇学习的策略。 Step3. Practice Group competition: Tell the words or expressions according to the definitions make sentences with some of the words and expressions they learned in this lesson with the help of some pictures or Chinese tips. Get students to review the passage that have been used in the dictation and then try to write an short article to introduce somebody who had given them great help when they were facing great difficulties using the words and expression they have learned in this lesson. Show one of the students’ writing to the whole class and assess the writing with the students together. 【设计意图】 通过小组竞赛，激发学生的竞争意识，积极参与到教学活动中，复习巩固上一环节学习的重点词汇，从词汇的读音，意义到词汇的搭配及运用，逐渐掌握本节课所学词汇，并运用到写作中。通过展示学生习作，老师引导学生如何去修改自己的习作，进而改进和提高自己的习作。 Step4. Homework Polish their writing 【设计意图】 复习巩固本节课所学词汇，修改并给自己的习作润色，提高学生词汇运用。 Period 4 Grammar Attributive clauses with preposition 教学目标 【知识目标】 Students will be able to identify attributive clauses with proposition. Students will be able to identify the differences between relative pronouns and relative adverbs. 【能力目标】 Students will be able to use relative pronouns and relative adverbs correctly. Students will be able to use attributive clause with accurate proposition +which/whom. 【情感目标】 Students will strength