Unit 5 Nelson MandelaWord格式文档下载.docx

Unit 5 Nelson MandelaWord格式文档下载.docx

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Didhe/shedoanythingforothers?

Whatarehis/herbestqualities？

Ithink...because...

Goodidea!

That’sanexcellentidea!

Iagree/don’tagree.

Iprefer...

Inmyopinion,...

词汇

1.四会词汇

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.认读词汇

NelsonMandela,WilliamTyndale,Bible,invader,nationalism,livelihood,Gandhi,Elias,passbook,Johannesburg,ANC,RobbenIsland,Transkei

3.词组

outofwork,YouthLeagueasamatteroffactblowupintroubleturntoloseheartcometopowersetupbesentencedto

语法

TheAttributiveClause

（2）—where,when,why

重

点

子

ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.

Itwasin1952andMandelawastheblacklawyertowhomIwentforadvice

TheschoolwhereIstudiedforonlytwoyearswasthreekilometersaway.

IworriedaboutwhetherIwouldbecomeoutofwork.

Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress.…

Onlywhendidwedecidetoanswerviolencewithviolence.

ItwasdangerousbecauseifIwascaughtIcouldbeputinprison.

...Iknewitwouldhelpusachieveourdreamofmakingblackandwhitepeopleequal.

III.教材分析和教材重组

I.教材分析

本单元以NelsonMandela——amodernhero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。

1.1WarmingUp利用图表的形式让学生判断一下自己是哪种类型的人，由此得出一个伟人应具备怎样的品质。

1.2Pre-reading给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人但不是伟人。

1.3Reading介绍Elias的生平，向学生展示NelsonMandela是一个怎样的人。

这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。

1.4Comprehending利用判断正误来整体理解课文。

1.5LearningaboutLanguage分词汇和语法两部分。

其中Discoveryusefulwordsandexpressions是根据课文语境在运用中掌握词汇，Grammar是有关关系副词where,when,why引导定语从句的用法，并通过练习加以巩固。

1.6UsingLanguage分为三部分，一是Listening，练习听力可配合P72的ListeningTask进行。

二是Reading，这也是一篇精读文章，更详细地了解曼德拉。

三是Writing，要求写一封信。

注意信的格式。

2.教材重组

2.1因本教材重点强调的是阅读能力，故将Reading,Comprehending，UsingLanguage中的Reading合在一起设计成一节“阅读课”

（一）（精读课）。

2.2从训练目的上看，Warmingup，Pre-reading，TALKING,SPEAKINGTASK都是一致的，可将三者结合在一起，设计成一节“口语课”。

2.3将Learningaboutlanguage，USINGSTRUCTURES合在一起，设计成一节“语法课”（既有词汇又有语法）。

2.4本教材除强调精读外，还特别重视泛读，故将READINGTASK设计成一节“阅读课”

（二）（泛读课），旨在从整体上理解课文。

2.5将UsingLanguage中的Listening，LISTENING和LISTENINGTASK合成一节“听力课”。

2.6将UsingLanguage中的Writing，WRITINGTASK（P75）和PROJECT合成一节“写作课”。

3.课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）

1stperiodReading

2ndperiodSpeaking

3rdperiodGrammar

4thperiodExtensiveReading

5thperiodListening

6thperiodWriting

IV.分课时教案

TheFirstPeriodReading

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

period,advise...on,continue,fee,fare,gold/golden,beworriedabout,outofwork,stage,vote,position,accept,violence,asamatteroffact,blowup,putinprison,equal,make+O+adj.,as...imagine,inoneway,blankets,degree,allowsb.todosth.,guard,stop...from,educated,cometopower,begfor,terror,fear,cruelty,reward,rights,beproudtodo/beproudof

b.重点句子

Itwasin1952andMandelawastheblacklawyertowhomIwentforadviceP34

Aftertryinghard,Igotajobinagoldmine.P34

HetoldmehowtogetthecorrectpaperssoIcouldstayinJohannesburg.P34

IjoineditassoonasIcould.P34

Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress...P34

Wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.P34

ButIwashappytohelpbecauseIknewitwouldhelpusachieveourdreamofmakingblackandwhitepeopleequal.P34

2.Abilitygoals能力目标

Enablethestudentstodescribeagreatpersonwiththeorderoftime.

3.Learninggoals学能目标

HelptheSshowtodescribeagreatperson.

Teachingimportantpoints教学重点

Thegeneralideaofthetext.

Teachingdifficultpoints教学难点

Thecharacteristicofthewritinginthisunit.

Teachingmethods教学方法

Skimmingmethod.

Task-basedmethod.

Explainingmethod.

Teachingaids教具准备

Arecorder,aprojectorandsomeslides.

Teachingproceduresandways教学过程和方式

StepIRevision

CheckthehomeworkofUnit4.

StepIIReading

Getthestudentstocomprehendthepassagequicklyandaccurately,andmeanwhilehelpthestudentstoformagoodhabitofreading.Readthepassageonpage34togettheanswerstoPart1andPart2ofComprehending.

T:

SomuchforthehomeworkofUnit4.Boysandgirls,I’dliketoaskyousomequestions:

Whodoyouadmiregreatly?

Why?

Sa:

YaoMing.Inmyopinion,heisthebestbasketballplayerinourcountry.

Sb:

LuXun.Heisagreatwriterandrevolutionary.Hewrotemanyexcellentarticles.

Sc:

Newton.HeisanEnglishgreatphysicist,mathematicianandastronomer.Hediscoveredthelawofuniversalgravitation,developedcalculus（微积分）anddiscoveredthatwhitelightiscomposedofeverycolorinthespectrum（光谱）.

Sd:

ChairmanMao.Heisthegreatestpersoninmyeyes.HeledthepeopleofChinatogetthefreedom,buildupourowncountryandmakeusleadahappylife.

Youareallright.ThepersonwhomIadmireisamodernhero—NelsonMandela.HeistheformerSouthAfricanpresident,whorealizedthedreamofmakingblackandwhitepeopleequal.

Atthesametime,showthepictureofhimontheslide.

Let’scometoUnit5.ItisaboutNelsonMandela—amodernhero.Afterlearningthislessenyouwillknowhimverywell.

Now,firstlet’slistentothetape.Whilelistening,paymoreattentiontothecorrectpronunciationandtrytogetthemainidea.（Sixminuteslater）ThenreadthetextagainbyyourselvestogettheanswerstoPart1andPart2ofComprehendingonPage35.

Threeminuteslater.

LetmecheckyourworkofPart1together.

Let’scometoPart2ofComprehending.ReadthetextagainandtrytofinishthetimelineofElias’life.

Fiveminuteslater.

Suggestedanswers

—1940........Hewasborn.

—1942.......Hewasatwoyearsoldbaby.

—1944.......Hewasfouryearsold.

—1946.......Hebeganschool.

—1948.......Heleftschool.

—1950.......NelsonMandelaopenedhislawfirm.

—1952.......Hewas12andmetMandela.

—1954.......HewasfourteenandencouragedbyMandela.

Accordingtothetimeline,wecanbetterunderstandthelifeofElias.

Nowpleaseskimthepassagefasttoobtainageneralunderstandingofthewholepassage.Whilereading,seehowmanypartsthetextcanbedividedinto,andgivethegeneralideaofeachpart.

Suggestedanswers

PartIParagraph1——2TheLifeofElias’lifebeforehemetNelsonMandela.

PartIIParagraph3——5ThechangeofElias’lifeafterhemetNelsonMandelaandwhatMandeladid.

Inordertobetterunderstandthetext,pleaseanswerthetwofollowingquestionsPage37.

1.HowtheANCYouthLeaguefightstheGovernment?

2.WhatcanwelearnfromthetextaboutNelsonMandela?

Threeminuteslater.

Iwillaskastudenttoanswerthem.

S1:

Atfirst,theyfightagainstthegovernmentinapeacefulway.Butwhentheyfailed,theybegantouseviolence.

S2:

Fromthetext,wecanlearnthequalitiesofbravery,persistence,kindnessanddeterminationfromMandela.

StepIIIExtensiveReading

GetthestudentstolearnmoreaboutNelsonMandela.

Somuchforthetext.DoyouwanttoknowmoreaboutNelsonMandela?

Ss:

Yes.

Let’scometoReadingonPage38:

TheRESTOFELIAS’STORY.Pleaselistentothetape.

Pleasereadthetext,anddotheexercisesonPage38.

Let’scheckyourwork.

ChecktheanswerswiththeSstogether.

Pleaseskimthetextandanswerthetwoquestionsontheslide.

1.WhendidEliaslosehisjob?

2.DoseEliaslikehispresentwork?

Twominuteslater.

1.In1973.

2.Yes,hedose.

StepIVExplanationsofsomelanguagepoints

Nowlet’sdealwithsomelanguagepoints.TurntoPage34.Let’slookatthesentences.Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.Inthissentence,seemeansbethetimewhen（anevent）happens;

witness.Forexample:

ThisyearseesthetercentenaryofHandel’sbirth.（今年是韩德尔诞辰三百周年）wherewehave....isaattributiveclause,whichisusedtomodifyastage.Forexample:

Thisistheoldhousewheremygrandfatherlivedtenyearsago.

StepVHomework

1.Recitethekeysentencesinthetwotexts.

2.PreviewWarmingupandPre-readingonPages33—34.

TheSecondPeriodSpeaking

1.Targetlanguage目标语言

quality,getonwellwith,bewillingtodo,beactivein,loseheart,introuble,Bible,fightagainst/for/with,invader,theGermanNazis,republic,principle,nationalism,livelihood,peaceful,prison,determined,generous,confident

b.交际用语

Expressingpointsofviewaboutgreatpeople

Ithink/don’tthink...

I’mafraid...

Whydoyouthinkso?

Whatdoyouthinkof?

What’syouropinion?

Inmyopinion,...

Ithink....because....

EnablethestudentstotellwhatagreatpersonisandhelptheSsdevelopagoodquality.

3.Learningabilitygoals学能目标

Helpthestudentslearnh