广东省人教版高中英语必修一教案Unit+5+Nelson+Mandela.docx
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广东省人教版高中英语必修一教案Unit+5+Nelson+Mandela
Unit5NelsonMandela—amodernhero
Ｉ．单元教学目标
技能目标Goals
Talkaboutgreatpeople
Expressyourpointsofviews
UsetheAttributiveClausewithprepositionsortheRelativeAdverbs:
where,whenandwhy
Learntowriteapassageaboutagreatperson
II．目标语言
功
能
句
式
Whoisyourhero/heroine?
Whydoyoulikehim/hersomuch?
Didhe/shedoanythingforothers?
Whatarehis/herbestqualities？
Ithink...because...
Goodidea!
That’sanexcellentidea!
Iagree/don’tagree.
Iprefer...
Inmyopinion,...
词汇
1.四会词汇
hero,quality,willing,active,republic,principle,fight,peaceful,prison,prisoner,period,law,advise,continue,fee,gold,youth,League,YouthLeague,stage,vote,position,accept,violence,equal,blanket,degree,guard,educated,terror,fear,cruelty,reward,right,criminal,leader,president,anti-black,sentence,sincerely
2.认读词汇
NelsonMandela,WilliamTyndale,Bible,invader,nationalism,livelihood,Gandhi,Elias,passbook,Johannesburg,ANC,RobbenIsland,Transkei
3.词组
loseheart,introuble,worryabout,outofwork,asamatteroffact,blowup,put...inprison,cometopower,setup,besentencedto
语法
TheAttributiveClause
（2）—where,when,why
重
点
句
子
1.Doyougetonwellwithyourclassmates?
2.Areyouwillingtodopublicserviceworkwithoutpay?
3.Areyouactiveinschoolactivities?
4.Doyoueasilyloseheartwhenyouareintrouble?
5.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
6.Itwasin1952andhehadopenedablacklawfirmtoadvisepoorpeopleontheirproblems.
7.TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.
8.IwasworriedaboutwhetherIwouldbeoutofwork.
9.Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress.
10.Onlywhendidwedecidetoanswerviolencewithviolence.
11.ItwasdangerousbecauseifIwascaughtIcouldbeputinprisonforyears.
12....Iknewitwastorealizeourdreamofmakingblackandwhitepeopleequal.
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列出一些形容词让学生判断一下哪些可以用来描述伟大的人，一个伟大的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练习1和3帮助学生利用判断正误和时间顺序来整体理解课文。
练习2和4要求学生进一步了解课文细节。
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以及“介词＋关系代词”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，要求利用时间顺序简要地描述一个人。
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
Itwasin1952andhehadopenedablacklawfirmtoadvisepoorblackpeopleontheirproblems.P34
Aftertryinghard,Igotajobinagoldmine.P34
HetoldmehowtogetthecorrectpaperssoIcouldstayinJohannesburg.P34
IjoineditassoonasIcould.P34
Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress...P34
Wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.P34
ButIwashappytohelpbecauseIknewitwastorealizeourdreamofmakingblackandwhitepeopleequal.P34
Itwasaprisonfromwhichnooneescaped.P38
WhenIgotthereNelsonMandelawasalsothereandinonewayithelpedme.P38
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.Readthepassageonpage34togettheanswerstotheexercisesofComprehending.
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.
T:
Youareallright.ThepersonwhomIadmireisamodernhero—NelsonMandela.HeistheformerSouthAfricanpresident,whorealizedthedreamofmakingblackandwhitepeopleequal.
Atthesametime,showthepictureofhimontheslide.
T:
Let’scometoUnit5.ItisaboutNelsonMandela—amodernhero.Afterlearningthislessenyouwillknowhimverywell.
T:
Now,firstlet’slistentothetape.Whilelistening,paymoreattentiontothecor
rectpronunciationandtrytogetthemainidea.（Sixminuteslater）ThenreadthetextagainbyyourselvestogettheanswerstoPart1andPart3ofComprehendingonPage35.
Threeminuteslater.
T:
Let’scheckyourworkofPart1together.
Suggestedanswers:
1.True.BecauseEliasmetNelsonMandelaatwork.
2.False.Becausehisfamilycouldnotcontinuetopaytheschoolfeesandthebusfare.
3.True.BecauseMandelatoldEliashowtogetthecorrectpaperssohecouldstayinJohannesburg.
4.True.
5.False.Becauseatfirsttheybrokethelawinawaywhichwaspeaceful,butwhentheyfailed,theydecidedtoanswerviolencewithviolence
.
6.False.Becauseatfirsttheybrokethelawinawaywhichwaspeaceful,butwhentheyfailed,theydecidedtoanswerviolencewithviolence.
T:
Let’scometoPart3ofComprehending.ReadthetextagainandtrytofinishthetimelineofElias’life.
Fiveminuteslater.
Suggestedanswers
—1940........Hewasborn.
—1942.......Hewasatwoyearsoldbaby.
—1944.......Hewasfouryearsold.
—1946.......Hebeganschool.
—1948.......Heleftschool.
—1950.......NelsonMandelaopenedhislawfirm.
—1952.......Hewas12andmetMandela.
—1954.......HewasfourteenandencouragedbyMandela.
T:
Accordingtothetimeline,wecanbetterunderstandthelifeofElias.
T:
Nowpleaseskimthepassagefasttoobtainageneralunderstandingofthewholepassage.Whilereading,seehowmanypartsthetextcanbedividedinto,andgivethegeneralideaofeachpart.
Fiveminuteslater.
Suggestedanswers
PartIParagraph1——2TheLifeofElias’lifebeforehemetNelsonMandela.
PartIIParagraph3——5ThechangeofElias’lifeafterhemetNelsonMandelaandwhatMandeladid.
T:
Inordertobetterunderstandthetext,pleaseanswerthefollowingquestionsinEx2.Workinpairsplease.
Threeminuteslater.
T:
Let’schecktheanswerstogether.
StepIIIExtensi
veReading
GetthestudentstolearnmoreaboutNelsonMandela.
T:
Somuchforthetext.DoyouwanttoknowmoreaboutNelsonMandela?
Ss:
Yes.
T:
Let’scometoReadingonPage38:
TheRESTOFELIAS’STORY.Pleaselistentothetape.
Threeminuteslater.
T:
Pleasereadthetextcarefully,anddotheexerciseoneonPage39.
Twominuteslater.
T:
Let’scheckyourwork.
Checktheanswerswiththestudentstogether.
Suggestanswers
Goodthings
Hebecameagoodstudent.
Hefeltgoodabouthimself.
Badthings
Hewasnotallowedtostudyforhisdegree.
T:
Pleasediscussthetwoquestionsontheslidewithyourpartner.
1.WhatwouldyouhavedoneifyouwereElias?
2.Howdoyouthinkhiswifeandfamilyfeltwhenhewasinprison?
Fourminuteslater.
T:
Who’dliketotellusyouranswertoQuestionone?
S1:
IfIwereElias,Iwouldhavemakemoreeffortstostudyformydegree
T:
Thenthesecond?
S2:
Ithinkhisfamil
ymayfeelverysad,butabitcomfortedthathecouldbeeducatedinprison.
T:
Good,thanks!
StepIVListeningandExplanationsofsomelanguagepoints
T:
Listentothetapepayingattentiontopausesinthelongsentences.
Afterlistening,
T:
Nowlet’sdealwithsomelanguagepoints.TurntoPage34.Let’slookatthesentences.Thefirst:
Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltoday
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