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教學(xué)無(wú)憂http://jiaoxue5u.taobao.com/專注中小學(xué) 教學(xué)事業(yè)！ 四川省射洪縣射洪中學(xué)高一英語(yǔ)《 Unit 5　Nelson Mandela—a modern hero Period 1　Warming up and Reading》學(xué)案 本單元的中心話題是當(dāng)代英雄納爾遜·曼德拉(Nelson Mandela—a modern hero)，閱讀、聽力等所選材料通過黑人工人Elias的敘述，主要介紹了納爾遜·曼德拉的生平事跡，語(yǔ)言知識(shí)和語(yǔ)言技能等都是圍繞這一中心話題展開的。通過對(duì)這一話題的探討，旨在使學(xué)生了解納爾遜·曼德拉的生平事跡，認(rèn)識(shí)偉人所應(yīng)具備的優(yōu)秀品質(zhì)，向他們學(xué)習(xí)，以提高自身的素質(zhì)。 為了圍繞中心話題開展聽、說(shuō)、讀、寫活動(dòng)，本單元安排了八個(gè)部分：“熱身(Warming Up)”“讀前(Pre-reading)”“閱讀(Reading)”“理解(Comprehending)”“語(yǔ)言學(xué)習(xí)(Learning about Language)”“語(yǔ)言運(yùn)用(Using Language)”“小結(jié)(Summing Up)”和“學(xué)習(xí)建議(Learning Tip)”。 “熱身(Warming Up)”部分利用問題的形式，要求學(xué)生分組進(jìn)行活動(dòng)，討論偉人應(yīng)具有的品質(zhì)，引導(dǎo)他們注意提高自身的素質(zhì)。 “讀前(Pre-reading)”部分以表格的形式提供了一些重要的歷史人物，要求學(xué)生讀懂每個(gè)人的基本情況，并分成兩人小組討論，判斷他們中誰(shuí)能稱得上是偉人，誰(shuí)僅僅是重要的人物，并說(shuō)出理由。從學(xué)生的生活經(jīng)驗(yàn)和興趣出發(fā)，讓學(xué)生用英語(yǔ)闡述自己的觀點(diǎn)，目的是培養(yǎng)他們的觀察能力和語(yǔ)言表達(dá)能力，引起他們對(duì)閱讀文章的思考，為下面的閱讀作好充分的準(zhǔn)備。 “閱讀(Reading)”部分Elias以第一人稱向我們講述了南非黑人所受到的不公正待遇以及他們爭(zhēng)取種族平等的斗爭(zhēng)情況，介紹了1952~1963 年期間的曼德拉，從側(cè)面向?qū)W生展示了他的高貴品質(zhì)。由于學(xué)生在學(xué)習(xí)“讀前(Pre-reading)”部分時(shí)已對(duì)曼德拉有了初步的了解，可先讓學(xué)生列出他們感興趣的問題或想了解的信息，然后在閱讀過程中，嘗試找出答案。（若某些問題在課文中未能涉及，可讓學(xué)生去圖書館或網(wǎng)上搜索有關(guān)資料。）同時(shí)，還可讓學(xué)生找出課文中的定語(yǔ)從句以及其先行詞和引導(dǎo)詞，以便更好地掌握定語(yǔ)從句的用法。閱讀完課文，還可讓學(xué)生用一句話歸納全文或各段落的中心內(nèi)容，文章的主題有利于培養(yǎng)學(xué)生堅(jiān)強(qiáng)的意志，樹立正確的人生觀和世界觀。 “理解(Comprehending)”部分設(shè)計(jì)了四個(gè)題目，目的是使學(xué)生在閱讀的基礎(chǔ)上整體理解課文。第一題為是非判斷題，幫助學(xué)生逐步加深對(duì)課文的理解；第二題為回答問題；第三題為信息采集題，考查了學(xué)生的細(xì)節(jié)理解能力；第四題要求學(xué)生討論并用自己的話解釋曼德拉的語(yǔ)錄，考查學(xué)生對(duì)長(zhǎng)句、難句的理解。 “語(yǔ)言學(xué)習(xí)(Learning about Language)”部分突出了詞匯和語(yǔ)法的學(xué)習(xí)與訓(xùn)練。詞匯部分提供了三個(gè)題目：第一題要求學(xué)生在課文中找出與所給意思相同的單詞；第二題要求學(xué)生用正確的后綴來(lái)構(gòu)成新的單詞；第三題要求用所給的單詞填空來(lái)完成段落。本單元的語(yǔ)法是when, where, why, 介詞+ which，介詞+whom引導(dǎo)的定語(yǔ)從句。設(shè)計(jì)的練習(xí)緊密聯(lián)系課文，能加深學(xué)生對(duì)文章的理解。 “語(yǔ)言運(yùn)用(Using Language)”部分分為“聽力 (Listening)”“閱讀和討論 (Reading and discussing)”和“說(shuō)和寫(Speaking and writing)”三個(gè)方面的內(nèi)容。“聽力 (Listening)”部分，Elias講述了他為了爭(zhēng)取與白人有平等的權(quán)利而參加了曼德拉的非洲國(guó)民大會(huì)青年聯(lián)盟，材料內(nèi)容是閱讀課文內(nèi)容的延續(xù)，練習(xí)包括四個(gè)項(xiàng)目：第一題要求學(xué)生在聽前討論問題：What things do you think were unfair in South Africa? ；第二題要求寫出大意；第三題要求填表比較當(dāng)時(shí)白人和黑人的生活和工作情況；第四題討論的兩個(gè)問題是開放性題目，有利于培養(yǎng)學(xué)生用英語(yǔ)進(jìn)行總結(jié)概括自己思想的能力。“閱讀和討論(Reading and discussing)”部分也是本單元主要閱讀篇章故事的延續(xù)，Elias談到他在羅本島監(jiān)獄得到了曼德拉的幫助，在非國(guó)大（ANC）掌權(quán)后他又回到羅本島監(jiān)獄擔(dān)任導(dǎo)游。學(xué)生可從中了解南非黑人當(dāng)時(shí)的生活狀況以及他們不平等的社會(huì)地位，發(fā)現(xiàn)曼德拉的偉大之處。該部分提出的一些問題有利于培養(yǎng)學(xué)生獨(dú)立思考的能力和人文精神?！罢f(shuō)和寫（Speaking and writing）”部分要求學(xué)生在前兩部分的基礎(chǔ)上，為曼德拉寫生平簡(jiǎn)介或者寫一篇短文談?wù)剬?duì)曼德拉的看法。為了讓學(xué)生完成寫作任務(wù)，教材又提供了曼德拉的生平履歷表，讓學(xué)生對(duì)曼德拉有了一個(gè)更完整的認(rèn)識(shí)。目的是訓(xùn)練學(xué)生選取和組織材料，寫出具有說(shuō)服力的短文，這有助于提高他們的語(yǔ)言概括能力。 “小結(jié)(Summing Up)”部分是單元學(xué)習(xí)的檢查和反饋，要求學(xué)生自我歸納本單元所學(xué)的語(yǔ)言知識(shí)以及從曼德拉身上所學(xué)到的高貴品質(zhì)。 “學(xué)習(xí)建議(Learning Tip)”部分指導(dǎo)學(xué)生收集、選擇和分析有關(guān)名人的材料，了解人們對(duì)這些名人的評(píng)論和看法，以學(xué)會(huì)正確地評(píng)價(jià)人物。同時(shí)指導(dǎo)學(xué)生進(jìn)一步提升閱讀這類文章的技能和技巧。 此外，在整個(gè)單元的教學(xué)中，要始終注意培養(yǎng)學(xué)生的認(rèn)知策略，引導(dǎo)他們進(jìn)一步了解史實(shí)和事件，加深對(duì)種族及種族歧視、不同國(guó)家不同歷史年代人物與事件的認(rèn)識(shí)和理解。一方面，鼓勵(lì)學(xué)生在課外利用網(wǎng)絡(luò)和圖書館搜集有關(guān)資料，善于獲得和充分利用網(wǎng)絡(luò)資源；另一方面，著重培養(yǎng)學(xué)生的情感策略，激勵(lì)學(xué)生熱愛和平、自由、民主、平等、守法，鼓勵(lì)他們積極上進(jìn)，奮斗創(chuàng)新。 知識(shí)目標(biāo)： 本單元需要學(xué)習(xí)的重點(diǎn)單詞為：hero　quality　willing　active　republic　fight　peaceful　prison　prisoner　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　leader　president　sentence (v. ) sincerely 本單元需要學(xué)習(xí)的重點(diǎn)詞組為：lose heart　in trouble　worry about　out of work　Youth League　as a matter of fact　blow up　put. . . in prison　come to power　set up　be sentenced to 本單元需要學(xué)習(xí)的重點(diǎn)句型為： 1. Are you willing to do public service work without pay? (be willing to do. . . ) 2. The time when I first met him was a very difficult period of my life. (the Attributive Clause) 3. It is a doctor’s job to advise patients on health problems. (It is+n. /adj. to do. . . ) 4. After getting up, he always drinks a glass of water, which he believes is good for his health. (the Attributive Clause) 5. The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. (the Attributive Clause) 6. Only then did we decide to answer violence with violence. (Inversion) 7. The school where I studied only two years was three kilometers away. (the Attributive Clause) 8. The parts of town where they lived were places decided by white people. (the Attributive Clause; the past participle used as attribute) 9. Before he came to power, he was once put in prison for years. (sb. be put in prison for a period of time) 10. He was sentenced to three years in prison for stealing. (sb. be sentenced to. . . in prison) 11. He taught us during the lunch breaks and the evenings when we should have been asleep. (the Attributive Clause; should have done) 本單元需要掌握的交際功能用語(yǔ)為： 1. 發(fā)表意見(Giving opinions) Why do you think so? What do you think of. . . ? What’s your opinion? I agree/don’t agree. I think/don’t think. . . I prefer. . . In my opinion. . . I’m afraid. . . 2. 評(píng)論(Making comments) Good idea! That’s an excellent idea. 本單元需要掌握的語(yǔ)法為：定語(yǔ)從句（Ⅱ）（由where, when, why, 介詞+which, 介詞+ whom引導(dǎo)的定語(yǔ)從句） The school where I studied only two years was three kilometers away. This was a time when you had got to have a passbook to live in Johannesburg. The reason why I got a job was because of my hard work. . . . we were put in a position in which we had either to accept we were less important, or fight the Government. The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela. 能力目標(biāo)： 1. 能聽懂人物和事件以及它們的關(guān)系，抓住所聽語(yǔ)段中的關(guān)鍵詞，正確理解話語(yǔ)間的邏輯關(guān)系。 2. 能恰當(dāng)?shù)厥褂肐 think. . . /I don’t think. . . /In my opinion. . . /That’s an excellent idea等功能用語(yǔ)對(duì)英雄或偉人的品質(zhì)發(fā)表意見，進(jìn)行討論。 3. 能使用不同的閱讀策略（比如根據(jù)上下文猜測(cè)詞義、根據(jù)已有線索預(yù)測(cè)故事發(fā)展、迅速地從閱讀材料中獲取主要信息等），通過不同渠道（比如報(bào)刊、音像、網(wǎng)絡(luò)等）了解更多偉人的情況。 4. 能用恰當(dāng)?shù)恼Z(yǔ)言簡(jiǎn)單地描述人物，并簡(jiǎn)單地表達(dá)自己的意見。 情感目標(biāo)： 了解Nelson Mandela的生平事跡，認(rèn)識(shí)偉人所應(yīng)具備的優(yōu)秀品質(zhì)，學(xué)習(xí)他們?cè)谄D苦的環(huán)境下為人類作貢獻(xiàn)、不追求享樂的高尚精神，以提高自身素質(zhì)。 課時(shí)安排 This unit is concerned with teaching students about what makes a great person. It tells students the differences between a famous or rich person and a great one. It also tells something about Nelson Mandela. He was chosen as the example of a modern great man because of his fight for fairness in South Africa and his far-sighted and generous ideas to those white people who were against him. His idea on how to resolve conflicts can be found in the teachings of Gandhi, which he put into practice. After many years’ hard struggle he helped his people get the same rights as white people in his country. After studying this unit, students are expected to come to be truly aware of the qualities of a great person and know about the lives of some great people. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows: Period 1:Warming up and Reading Period 2: Important language points Period 3: Grammar:the Attributive Clause (Ⅱ) Period 4: Listening and Talking Period 5: Extensive Reading and Speaking Period 6: Writing and Writing Task Period 7: Revision (Summing up and Learning tip) Period 1　Warming up and Reading 整體設(shè)計(jì) 從容說(shuō)課 This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures of famous or great persons and talking about them. As to Warming Up, students may have a discussion of the two questions in groups. This part should encourage the students to think what qualities they have. It can be used as an exercise on its own or can be continued into the Pre-reading section. After discussion, the teacher can help the students to sum up the qualities a great person should have. Pre-reading is a key part of the unit. It is important because it is where the students examine the difference between a famous and a great person and think of the qualities that are needed to make a great person. The teacher can first collect from the students a list of five or six qualities that they think great persons have. Then ask the students to read the information of each of the six persons, discuss in pairs what qualities make a great person and find out whether he is a great person or not. The reading passage titled Elias’ Story is to introduce students to the qualities and abilities that make Nelson Mandela such an interesting person to study. Not only was he able to inspire many to follow him despite many difficulties but he became an international symbol for fairness and justice. Many people in the world were so inspired by him that they followed the ANC call for a boycott of South African goods sent abroad for export. It was hoped that economic pressure from abroad would help to change the political system and make life fairer for all in South Africa. But it was the black people of South Africa who had to put the greatest pressure on the government to make changes. The story is told from their point of view. Elias tells the story so that students do not lose sight of the problems that so many black people had to face in South Africa before black majority rule. The parts in quotation marks are the words spoken by Nelson Mandela at his trial in Rivonia (1963)to explain his attitude to violence and justify his actions. This was an important speech because it helped other countries understand the situation in South Africa for black people. It gave them reasons for putting pressure on South Africa to change their policies. It took a very long time (till the 1990s)before the situation improved and South Africa had the vote for everyone and a black government led by Nelson Mandela—a black man. The teacher can first get the students to skim for topic sentences of each paragraph and general idea, and then scan for further understanding. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading the text, have a class discussion and play an interview game for the students to understand more about the text. To consolidate the contents of the reading passage, the students should be required to retell the passage in their own words at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups. 教具重點(diǎn) 1. Get the students to know about the qualities a great person should have. 2. Get the students to learn about Nelson Mandela. 3. Get the students to learn different reading skills. 教學(xué)難點(diǎn) 1. Develop the students’ reading ability. 2. Enable the students to learn how to give their opinions. 教學(xué)方法 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion 教具準(zhǔn)備 The multi-media and other normal teaching tools 三維目標(biāo) Knowledge aims: 1. Get the students to learn the following useful new words and expressions in this passage:hero　quality　willing　active　republic　fight　peaceful　prison prisoner　periodlaw　advise　continue　fee　gold　youth　league　stage vote　position accept violence equal　lose heart　in trouble　worry about　out of work　Youth League　as a matter of fact　blow up　put. . . in prison 2. Get the students to know the qualities of a great person. 3. Get the students to learn about Nelson Mandela. Ability aims: 1. Develop the students reading ability and let them learn different reading skills. 2. Enable the students to learn how to give their opinions. Emotional aims: 1. Get the students to learn noble qualities from great persons. 2. Get the students to learn from Nelson Mandela to develop their moral qualities. 教學(xué)過程 設(shè)計(jì)方案（一） →Step 1 Warming up Discuss the following questions to lead in the topic:the qualities a great person should have. 1. When talking about a person, what adjectives can you think of to describe his or her qualities? 2. What kind of a person are you? Do you think you have the qualities to be a great person? 3. What are the qualities you should find in a great person? Ask the students first to brainstorm the questions, then to describe themselves. Tell them the adjectives in the box in the part Warming Up on Page 33 will help them find out what qualities they have. Finally have a discussion with the whole class and help them to sum up the qualities that a great person should have. Suggested answers: 1. 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. . . 3. 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. →Step 1 Pre-reading 1. Looking and answering Look at the six people in the part Pre-reading and answer the following questions. 1)Can you recognize them? Who are they? 2)Do you think they are important people? Why or why not? 3)Do you think all of them are great people? One minute for students to think them over. Then check with the whole class. Suggested answers: 2)Yes, they are, because they have done something really important to benefit a country or the world. 3)No, I think not all of them are great people. 2. Discussing and speaking Students read the information of each of the six persons, discuss in pairs what qualities make a great person and find out whether he is a great person or not. When they are discussing, remind the students to use the following expressions for giving and asking for opinions: I think/I don’t think. . . ; in my opinion; I’m afraid. . . ; I agree/I don’t agree. . . ; I prefer. . . ; What’s your opinion? Why do you think so? What do you think of. . . ? Several minutes later, ask some pairs to act out their dialogues. A sample dialogue: A:What qualities do you think make a great man? B:In my opinion, a great man is one who has followed his or her ideas and sacrificed something so that they could be realized. A:What is the difference between a famous person and a great person? B:A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble cause, they can not be called a great person. 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: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:. . . →Step 3 While-reading 1. Lead-in and guessing Tell the students:So far we have talked a lot about great persons. Do you want to know more about them and learn from them? Well, we are going to read about Nelson Mandela, a great leader who fights for the rights of the black people and is considered as a modern hero. Now open your books to Page 34 and read the title of the text. Can you guess what kind of writing the text is? (A story is usually a piece of narrative writing. ) 2. Skimming for topic sentences and general idea Give the students three minutes, ask them to read the text fast and then fill in the form. Topic sentence of Paragraph 1 Topic sentence of Paragraph 2 Topic sentence of Paragraph 3 Topic sentence of Paragraph 4 Topic sentence of Paragraph 5 Main idea of the passage Several minutes later, check the answers with the whole class. Suggested answers: Topic sentence of Paragraph 1 The time when I first met Nelson Mandela was a very difficult period of my life. Topic sentence of Paragraph 2 Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work. Topic sentence of Paragraph 3 The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life. Topic sentence of Paragraph 4 The last thirty years have seen the greatest number of laws stopping our rights and progress until today we have reached a stage where we have almost no rights at all. Topic sentence of Paragraph 5 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. Main idea of the passage Elias describes how Nelson Mandela helped the black people through his own experience 3. Scanning for detail information 1)Give the students five minutes, ask them to read the text carefully to locate particular information and then do Exercise 1 and Exercise 2 in the part Comprehending. 2)Choose the best answer according to the text. (1)What disadvantages did Elias have in finding a job? A. He helped Nelson Mandela blow up the government buildings. B. He had poor education. C. He was very young. D. He didn’t want to live in Johannesburg. (2)When was Elias born? A. In 1952. B. In 1940. C. In 1964. D. In 1920. (3)Which of the following statements is not the purpose of the writer in writing the passage? A. To tell us how great Nelson Mandela was. B. To let us know why they had to fight for human rights with violence. C. To tell us an interesting story. D. To let us know the living situation of the blacks in South Africa at that time. (4)It can be inferred from the passage that______________. A. Nelson Mandela helped Elias to keep his job B. Elias was happy to blow up the government buildings C. Elias met Nelson Mandela at school D. the government was happy with Nelson Mandela and the ANC Several minutes later, check the answers with the whole class. Suggested answers:(1)B　(2)B　(3)C　(4)A 4. Further understanding Give the students another several minutes to discuss the following questions. If they are not sure about the answers, they can read the text again. Encourage them to read the text with the questions in mind and try to find out the answers. 1)What disadvantages did Elias have in finding a job? 2)How did the white people stop the black people from being treated fairly? 3)How did the new government in South Africa treat the white people? 4)Why did Elias support Mandela? 5)Why did he support violence when he did not agree with it? The teacher can join in students’ discussion or ask them to answer the questions individually and then check with the whole class. Suggested answers: 1)Poor education; no permit to live in Johannesburg. 2)Through unfair laws. 3)They treated the white people as well as the black people. 4)There are three reasons:Firstly, Mandela once helped him and he considered Mandela kind and generous. Secondly, he agreed with Mandela’s political ideas. For example, he agreed with his explanation of how the black people were not treated fairly. He also sided with him on his view of peaceful fighting. Thirdly, he knew that what Mandela fought for was to make black and white people equal. 5)Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence. 5. Language problems While checking the answers with the whole class, ask students to find the new words, phrases and structures that they find most difficult, help them to understand and deal with any language problems. 6. Reading aloud to the recording Play the tape of the text for the students to listen and follow. Then ask them to read the text aloud. →Step 4 After-reading 1. Discussing and answering Give the students several minutes to discuss the following questions and then ask them to answer them. 1)Do you think it is fair to treat others badly for things they cannot change, like the colors of skin or eyes or the race one belongs to? Give a reason. 2)What do you learn about Nelson Mandela from Elias’ Story? 3)Do you like the way Elias tells his story? Give a reason. Several minutes later, discuss and check the answers with the whole class. Suggested answers: 1)No, because there is nothing one can do to change or improve the situation. 2)I know that Mandela is a great leader who fought for equal rights for the black people all through his life. He organized the ANC Youth League which fought against the government. He is in favor of peaceful fighting. He is kind, helpful, generous, brave, and determined. 3)(Various answers