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Teaching Plan Unit 5 Nelson Mandela ---a modern hero Topic: great persons Teaching aims Language knowledge 1.四會詞匯quality, mean, active, generous, self, selfish, selfless, selflessly, devote, devoted, found, republic, principle, peaceful, mankind, lawyer, guidance, legal, fee, hopeful, youth, league, stage, vote, attack, violence, equal, willing, unfair, African, escape, blanket, educate, educated, beg, relative, terror, cruelty, reward, sentence, anti-anti- black, president, opinion 2. 詞組out of work, Youth League as a matter of fact blow up in trouble turn to lose heart come to power set up be sentenced to 3.語法 The Attributive Clause (2) — where, when, why Language skills 1. 了解一個偉大的人應(yīng)具備怎樣的品質(zhì)，學(xué)會表達自己的觀點，并用所學(xué)的句型來描寫一個偉人。 2. 根據(jù)已知信息推測將要聽取的材料內(nèi)容。 3. 提高閱讀技能和用英語進行思維、推理、判斷的能力。 4. 掌握長難句朗讀的技巧，總結(jié)長句朗讀時停頓的規(guī)律。 5. 學(xué)會利用時間順序描述一個偉人一生的主要活動 Cultural consciousness 了解Nelson Mandela的生平事跡并認識以前南非黑白人不平等的社會地位，啟發(fā)學(xué)生和不公正的社會現(xiàn)象作斗爭的意識。 Affect & Attitude 學(xué)習(xí)偉人的優(yōu)秀品質(zhì)，并向他們學(xué)習(xí)，以提高自身素質(zhì)，樹立正確的人生觀，學(xué)習(xí)他們在艱苦的環(huán)境下為人類做貢獻、不追求享樂的高尚精神。 Learning strategies 認知策略: 繼續(xù)學(xué)習(xí)定語從句的語言規(guī)律并加以運用。 交際策略:運用定語從句來提高信息傳達的準確度 調(diào)控策略:培養(yǎng)小組合作學(xué)習(xí)的能力 資源策略:指導(dǎo)學(xué)生通過各種渠道如報紙、雜志、圖書館和網(wǎng)絡(luò)等資源查找有關(guān)素材，培養(yǎng)學(xué)生收集查找資料的能力。 Teaching key points 1. 本單元重點詞匯、句型的用法。 2. 定語從句的使用。 1. 了解納爾遜曼德拉的生平事跡。 Teaching periods Period 1 Warming up, pre-reading Period 2 Reading, Comprehending Period 3 Important language points, Learning about language Period 4 Discovering useful structures Period 5 Using Language: listening Period 6 Using language reading and discussion Period 7 speaking and writing Period 1 Text Warming up, pre-reading Teaching aims 1. 學(xué)習(xí)表達人物品質(zhì)的詞匯 2. 運用發(fā)散性思維歸納、總結(jié)、提煉自己的觀點。 1. 辨別偉人與名人的區(qū)別 Teaching procedures activity Objectives (設(shè)計意圖) interaction time Step1 Lead-in Show a song named hero to lead the Ss to the topic Step2 Warming Up Get Ss to discuss the question: what qualities does a hero or great person have? (What makes a hero or great person?) A great person is someone who … to activate Ss to talk about the qualities of a hero and learn the words about the qualities of people Pair work Step3 pre-reading Get Ss to answer some questions: Can you name some great people? Why do you admire them? Then give Ss some information about the six people listed on page 33 and discuss questions: What do they have in common? Are they all great persons? What are the differences between a great person and a famous person? Related expressions: I think/ don’t think …… That’s an excellent idea! I’m afraid…… I agree/don’t agree. Why do you think so? What do you think of……？ In my opinion…… What’s your opinion? tell the great persons from the famous persons Group work 修改與備注： 修改與備注： Step 4 homework Remember the words learned today Make 5 sentences using 5 words we learned today preview the text Record after teaching Period 2 Text Reading and Comprehending Teaching aims Teaching procedures activity Objectives (設(shè)計意圖) interaction time Step1 Leading in Show the picture of Elias and Mandela and answer the question below: What’s the connection between them? To arouse Ss’ interest in learning about the text Group work Step2 Reading Fast reading While reading through the text, preferably the first and last sentences of each paragraph and then get a general idea of the passage Paragraph1-------------------- Paragraph2--------------------- Paragraph3--------------------- Paragraph4--------------------- Paragraph5--------------------- Suggest answers: 1. Self-introduction 2. Elias’s trouble-schooling and job 3. Impression of Mandela and his influence 4. Realization of the situation with the help of Mandela 5. True feeling and action To get a brief understanding of the text. 提高歸納概括段落大意的能力 修改與備注： Step3 Skimming Read the text quickly and try to get some details from the text. Work in pairs and try to tell which of the following statements are true and which are false and why. 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. Nelson Mandela helped him keep his job. 4. Elias trusted Nelson Mandela and he joined the ANC Youth League. 5. Elias was willing to blow up government buildings. 6. Nelson Mandela thought violence was a good way to help black people. Suggested Answers: 1. T 2. F 3. T 4. T 5. F 6. F To get Ss to have some details in the text. Individual work 修改與備注： Step4 Scanning Read the text carefully and try to find more details from the text then make a timeline of Elias’s life, according to the time below. 1940 1942 1944 1946 1948 1950 1952 1954 Suggested answers: 1940: Elias was born. 1942: Elias was a two years old baby. 1944: Elias was four years old. 1946: Elias began school. 1948: Elias left school. 1950: Nelson Mandela opened his law firm. 1952: Elias was 12 and met Mandela. 1954: Elias was fourteen and encouraged by Mandela. Team work 修改與備注: Step5 Home work 1.復(fù)述課文 2.熟讀課文第三、四段,準備背誦 3.exercise 1 ,2, 3 on page 36 … Record after teaching Period 3 Text Important language points, Learning about language (p36) Teaching aims 1. To enable Ss to master some new words and expressions. 2. To train Ss’ speaking ability. Teaching procedures activity Objectives (設(shè)計意圖) interaction time Step1 Revision Get Ss to ask each other some questions about the Reading part. To train Ss’ speaking ability. Group work Step2 Word study 1. quality n. 質(zhì)量；品質(zhì)；性質(zhì) qualified adj.有資格的,有經(jīng)驗的 quantity 數(shù)量 be of good / high / bad / poor quality 2.mean adj.卑鄙的;吝嗇的,小氣的 It was mean of him not to give the waiter a tip. v. mean to do sth.打算做某事 mean doing意味著 3.devote vt. 致力于,專心從事 devoted a.深愛的,投入的 devote oneself/ one’s energy (time, effort, money) to sth. 或 be devoted to sb/sth. He devoted himself entirely to music. 4. die for 為……而死 They died for the people; their death is weightier than Mount Taishan. die for 也意為“渴望，切望”（只用于進行時態(tài)） I am dying for a cup of water. die of 死于疾病和內(nèi)在的情緒，強調(diào)內(nèi)因；die from 死于災(zāi)難，傷害，事故等，強調(diào)外因。 5. fight for 為……而戰(zhàn) fight against 與……作斗爭 fight with 同并肩作戰(zhàn); 與… 戰(zhàn)斗 6. believe in 信任，信仰believe sb. = believe what sb. says 相信某人的話 believe in sb. 信任某人 He believe what he said because I believe in him. 7. be in prison 在獄中，被監(jiān)禁 put…in prison = send…to prison = throw …into prison 把……投入監(jiān)獄 8. advice 動詞形式advise advise ab. on sth. 就……給某人出主意 advise sb. to do sth. advise that +(should) do I advise that you (should) not eat fruit that isn’t ripe. 9. see 在此句意為“見證，目睹”；(在某段時期)發(fā)生(某情況),經(jīng)歷,經(jīng)受; 為某事發(fā)生之時，主語為時間 The last few months has seen more and more traffic accidents. 10. 當only修飾狀語位于句首時，采用倒裝的結(jié)構(gòu)。 Only by practicing a few hours every day will you be able to master English. only 修飾主語時，句子不倒裝。 Only he knew how to solve the problem 11.Imagine n./doing sth./sb.+doing/that… I don’t imagine becoming a writer in my childhood. I can’t imagine her marrying him. 12. come to power = come into power 執(zhí)政 in power 當權(quán)，執(zhí)政 Class work 修改與備注: Step3 exercises (p36,ex1,ex2,ex3) 一、 (Look at the reading passage again to find words that mean the same. 1 _________ group of people organized for a special purpose 2 _________ help and advice given to someone 3 ____________ not have a job 4 _________ showing great love for someone or something 5 __________ unkind; ungenerous 6 ________ a time or state that something reaches as it grows 7 ________ money paid for going to school 8 ________ basic general truth 9 ________ the human race 10 ________ period of being young Suggested Answers: 1 league, 2 guidance, 3 out of work, 4. devoted, 5. mean, 6. stage, 7. fee, 8. principle, 9. mankind, 10. youth 二、 Adjective Noun Kind kindness calm calmness selfish selfishness ill illness lonely loneliness Noun Adjective Adverb care careful carefully hope hopeful hopefully peace peaceful peacefully beauty beautiful beautifully success successful successfully 三. Complete the passage with some of the words above. My name is Robert Sobukwe. Like Nelson Mandela I was a _____ who believed that all _____ is created _____. I hate _____ and tried to use ____ ways so that black people could _____ for their government. As I live in South Africa, the ____ of the South African ______ did not agree with me. They ____ me for encouraging the blacks to fight against the government and put me in prison. Nobody was allowed to talk to me for five long years and I lost the ability to talk. Before I went to prison, I had been _____ that things would change. After I was released I found the ______ of life for black people had got worse. I was ______ my future, and soon I fell ill. Although I was not as successful as Nelson Mandela, many people remember me as one of the first ____ black fighters for human rights in South Africa. Answer keys: lawyer, mankind, equal, violence, legal, vote, officials, Republic, attacked, hopeful, quality, worried about, active Review and master the words 修改與備注: Individual work Step4 Homework 1. Use the new words and expressions to make some sentences. 2. Finish the Ex2、3 (P70). Record After teaching Period 4 Text Discovering useful structures(p37) Teaching aims 1. To get Ss to have knowledge of the grammar point: the attributive clause. 2. Learn the difference between relative pronouns for the attributive clauses. Teaching procedures activity Objectives (設(shè)計意圖) interaction time Step1 revision Show some sentences with attributive clauses. I like the story which\that you told at the meeting. I like the story which\that has a happy ending. She is the girl whose mother is my teacher. The room whose window faces south is mine. He is the man who\that called you just now. He is the man who\whom\that you called just now. You must tell me everything that you did. 在具體語境中,通過具體例子,復(fù)習(xí)定語從句的作用和表現(xiàn)形式 修改與備注: Group work Step2 Self-study 閱讀課文p90-91定語從句的講解 提高自學(xué)能力,并對定語從句有系統(tǒng)的認知 Individuals Step3 Exercise1 (p37) 從課文中找出其余的定語從句 1. The time when I first met Nelson Mandela was a very difficult period of my life. 2. It was in 1952and Mandela was the lawyer to whom I went for advice. 3. He was generous with his time, for which I was grateful. 4. The school where I studied for only two years was three kilometers away. 5. This is a time when one had got to have a passbook to live in Johannesburg. 6. The day when Mandela helped me was one of my happiest. 7. …until today we have reached a stage where we have almost no rights at all. 8. The parts of the town in which they had to live… 9. The places outside the towns where the y were sent… 10. We were put into a position in which we… 修改與備注: Individuals Step4 Exercise2(p37) Elias had some messages for his friends. Please help him complete sentences. Suggested answers： The mines where I worked were 9 km from my home. The reason why I got a job was because of my hard work. The time when I arrived was late at night. The government building where we voted was very tall. The date when I joined the ANC Youth League was the 5th of August. 通過機械練習(xí)掌握定語從句的基本使用 修改與備注: Individuals Step 5 Exercise4 Play a game Divide the students into groups of four. The first person begins with a sentence and each person in the group adds extra and different information using the attributive clause. S1: The school was very large. S2: The school where I learned judo was very large. S3: The school where I studied for six years was very large. S4: The school where I was so unhappy was very large. More versions 1) The factory is very large and modern. The factory where my father works is very large and modern. The factory where we visited is very large and modern. The factory where you can see many tall buildings is very large and modern. 2) The day was a very exciting time. The day when I met my old school friend in the street was a very exciting time. The day when the China football team beat the Japanese football team was a very exciting time. The day when I began school was a very exciting time. 通過游戲,加強定語從句的使用能力 修改與備注: Group work Step 6 Homework 完成同步解析和報紙上關(guān)于定語從句的練習(xí) Record after teaching Period 5 Text using language : listening Teaching aims To improve Ss’ listening ability Teaching procedures activity Objectives (設(shè)計意圖) interaction time Step1 Pre-listening Discuss the question in pairs before listening: What things do you think were unfair in South Africa? Ask Ss to discuss with their partners in groups of four and try to predict the answers to the following questions 1. What is a passbook? 2. Why is it important? 3. What job did Elias want to do? 4. Who worked underground? 5. Who worked on the surface? 6. Where did Elias live? 預(yù)測聽力內(nèi)容并做好聽力前情感態(tài)度的準備 修改與備注: Pair work Step2 listen Listen to the tape and write down the main idea. suggest answer: The main idea is the three reasons why Elias joined the ANC Youth League. Listen to the tape again and finish the exercise. 1. What is a passbook? A. A book to help you pass exams. B. A book to show your identity. C. A book to tell you where to live. D. A book to tell you how to live. 2. Why is it important? A. For traveling outside South Africa. B. For showing where you were born. C. For traveling inside South Africa. D. For getting a job. 3. What job did Elias want to do? A. To work with other black workers. B. To work as a cleaner. C. To teach in a primary school. D. To work in the mines. 4. Who worked underground? A. The white workers. B. The black and white workers. C. The black workers. D. Foreign workers. 5. Who worked on the surface? A. The black workers. B. The black and white workers. C. The white workers. D. Foreign workers. 6. Where did Elias live? A. In a classroom. B. In a home of his own. C. In a large room with beds. D. With his family. Listen to the tape again and check the answers by yourselves, then check the answers together. Suggested answers: 1.B 2.C 3.D 4.C 5.C 6.C Listen again and compare the life and work of white and black people at that time. Fill in the chart below. suggest answer: differences White people Black people The jobs they did no need for a passbook to work needed a passbook to work Where the workers lived with their families with their workmates How much land they owned most of South Africa poorest parts of South Africa Their hospitals and schools the best the worst To get the main information in the listening part. 訓(xùn)練聽并記錄關(guān)鍵信息的能力 修改與備注: Individual work Step3 reading and discussion Read the listening text and discuss 1. Do you think Elias was right to join the ANC Youth League? Give a reason.　 2. Imagine you are Elias, what would you do? Give a reason. To improve Ss’ speaking ability 修改與備注: Group work Home work 1. finish the exercises 1 ,2 on page 70 2. preview the next part (the rest of Elias’ story) Record after teaching Period 6 Text reading and discussion (p38) Teaching aims To get the Ss to learn more about the story of Elias To get the Ss to know something about the qualities of Nelson Mandela Teaching procedures activity Objectives (設(shè)計意圖) interaction time Step1 Warming up Could you imagine the life of Mandela and Elias in prison? Find some words to describe it. to lead the Ss to the topic and arouse the Ss’ interest in reading. 修改與備注： Individual work Step2 Reading(Scanning) Scan the text in two minutes and ask the Ss to discuss the questions, and then answer them in pairs. (1)What did Elias do when he was in prison? (2) Finally, what did Elias take as his job? Did he enjoy it? Suggested answers: (1) He studied and was taught by Nelson Mandela when he was in prison. (2) His job is taking the tourists round his old prison, at first he didnt enjoy his job but later he was proud to do this. To get a brief understanding of the text. 修改與備注： Group Work Step3 reading (detailed reading) Read the passage for a second time and choose the best answer to complete each sentence. 1. Elias was unhappy in the prison because _________. A. he was kept with the criminals B. the prison guards studied with him C. he has to study D. he could not study for a degree 2. Nelson Mandela showed how good a leader he was because ________. A. he fought the guards in prison B. he refused to let the guards study in his school C. he let the guards study in his school but not take the exams D. he let the guards study even though the prisoners could not take the exams 3. Life for Elias was not too bad in prison because _________ A. he had to study B. he could study with the guards C. he wanted to study D. he could study and get a degree 4. As leader of South Africa, Nelson Mandela helped prisoners of Robben Island by ________ A. giving them an education B. giving them money C. putting the guards in prison D. giving them a job Suggested answers: 1. D 2.D 3.B 4.A To get Ss to have some details in the text 修改與備注： Individual work Step4 Retelling Retell the story of Mandela, according to the form To improve Ss’ speaking ability Individual work Step5 Homework Read the text and preview the next part(speaking and writing on page 39) Record after teaching Period 7 Text speaking and writing (p39) Teaching aims To get the Ss to learn more about Nelson Mandela To write a passage about a great person Teaching procedures activity Objectives (設(shè)計意圖) interaction time Step1 Prepare for information Skim the text and find out the answers to the following questions. See who can be the first to find out all the answers. 1. When did Nelson Mandela complete his law degree at the university? 2. When was ANC Youth League formed? 3. What did he set up in 1952? 4. Why was it closed by government? 5. Why was he sentenced to five year hard labor in 1962? 6. What did the ANC do in 1963? Suggested answers: 1. In 1940 2. In 1944 3. Law office to help poor black people in Johannesburg. 4. Because he attacked anti-black laws. 5. For encouraging violence against anti-black laws. 6. The ANC began to blow up buildings. Know more about the life of Nelson Mandela 修改與備注： Individual work Step2 Speaking Divide the students into two groups to have a debate. What do you think of Nelson Mandela? What qualities make Mandela a great man? To improve Ss’ speaking ability 修改與備注： Group Work Step3 Writing task Now write a great person in your eyes. Pay attention to the form of a letter. Suggested answers Mother Teresa was born in Yugoslavia (南斯拉夫), on August 27, 1910. When she was 20 years old, she went to India, where she began to be a teacher. After the training, she was sent to Calcutta, where she taught geography at a school and soon after became headmistress (女校長). However, although she loved teaching, in 1946 Mother Teresa left the school and trained to become a nurse in Patna, and then began her work helping the poor and comforting the dying in the streets of the city. Slowly others came to help her, and her work spread to other parts of India. She became a well-known person. When she travels the world, she opens many new schools and hospitals in poor countries. In 1979, she w