Unit5NeslsonMandela-amodernhero全单元教案.doc

Unit 5 Nelson Mandela a modern hero一、教学目标和要求(Teaching aims and demands) 1 语言知识 （Knowledge）词汇（Vocabulary）：能理解、内化、运用以下生词- 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短语(Phrases and expressions)：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功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：1 发表意见 （Giving opinions）Why do you think so? What do you think of .? Whats you opinion?agree / dont agreeI think / dont think . I prefer . In my opinion . Im afraid .2 评论 （Making comments）Good idea! Thats an excellent idea语法(Grammar)：定语从句（II）（由where, when, why, 介词+ which, 介词+ whom引导的定语从句）The school where I studied only two years was three kilometres awayThis was a time when you had got to have a passbook to live in JohannesburgThe reason why I got a job was because of my hard workwe were put in a position in which we had either to accept we were less important, or fight the GovernmentThe person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.扩展词汇：negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, Bible（圣经）, revolution（革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign（从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott（联合抵制）。2. 语言技能 (Skills)听：在本单元的课文及练习册听力教学中， 能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。说：在本单元的课文及练习讨论时， 能恰当使用I think/ I dont think/ in my opinion/Thats an excellent idea等对英雄、伟人的品质恰当地发表意见，进行讨论。读：能在阅读中使用不同的阅读策略，迅速地从阅读材料中获取主要信息，根据上下文线索预测故事发展，根据上下文猜测词义并通过不同渠道如报刊、音像、网络等了解更多伟人的情况。二、教材内容分析（Analysis of the teaching materials）本单元的中心话题是当代英雄纳尔逊曼德拉。故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这有别于惯常采用的直叙手法，尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。为了让学生完成写作任务，教科书又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。“热身”（Warming Up）部分要求小组讨论伟人应具有的品质，并通过一组问题让学生了解彼此的特点与看法。“读前”（Pre-reading）部分提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并判断他们中谁能称得上是伟大的人。“语言学习”（Learning about Language）部分突出了词汇和语法的学习与训练。本单元的语法是when, where, why, 介词+ which，介词+ whom引导的定语从句。“语言运用”（Using Language）部分中包括了听、读、写三个部分的内容，是本单元主要阅读篇章故事的延续。学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。其中“写作”（Writing）部分是训练学生选取和组织材料，写出具有说服力的书信。练习册的写作要求学生学写有关伟人或名人的生平。“学习建议”（Learning Tip）指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论，以学会正确地评价人物。三、教学安排(Teaching arrangements)Period 1: Reading I (Elias story +the rest of Elias story)Period 2: Reading II (review +listening (sb)+language points)Period 3: More language input (reading task (wb) + listening (wb)Period 4: Language Practicing (grammar)Period 5: Writing Period 1：Reading ITeaching goals 1. To talk about peoples qualities and inspire the students to discover the value of the great mans work.2. To read on capable peoples life stories and know more information about Nelson Mandela.3. Enable the students to express their ideas logically.ProceduresStep 1. Warming up(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.) T: Well, for a beautiful song, do you know what it is about?S :HeroQ: Who is your hero/heroine?/ Who do you admire in your heart?Ss: Q: Why? S: Q: Do you think he is a great man? S: Q: Does he do anything for others? / What contributions does he make to society?S: (Show 4 pictures in talking part one by one)Q: How about this person? Do you admire him? Is he another hero in your heart? What do you know about him? (Give background knowledge)Conclusion: Let Ss say: so a great man is a man_.(Show a picture of. Nelson Mandela)Q: What do you know about him? Is he a great man? Why? (Get into Brainstorming)T: It seems you know Nelson Mandela a little. Do you want to know more about him? Lets read the following story and see what Elias thinks of Nelson Mandela. Step 2.Fast ReadingQ: What does he think of Nelson Mandela?Why? What happened between Elias and Nelson Mandela?Ss: In his opinion, Nelson Mandela is . /He thinks Nelson Mandela is .Step 3 Careful readingT: Here is your first impression about NM according to the Elias story. If you look through the story carefully, you ll find more. Ok, why not read these two passages and finish the following chart by answering these questions?Q1: When and where was Elias born? What was he? ( 1940, born, black worker )Q2: Was he educated? When? How long? ( 1946( six), educated, two years )Q3: Why did he leave school so early? ( not continue the fee )Q4: So what was the result? Could he get a job? What job? Was he happy then? Why? ( get, worried about, out of work, no passbook )Q5.Who helped him? What did Nelson Mandela do at that time? ( Nelson Mandela, opened, advise )Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life? ( get ) Q7. What did Nelson Mandela organize? Why did he organize it? / What was the situation at that time? ( ANC, no vote, not choose )Q8: Where did they live? ( poorest )Q9: What did Nelson Mandela say? ( accept, fight )Q10: How to attack the law? ( broke, peacefully )Q11: But did they answer violence with violence? Why? ( answer with violence, not allowed )Q12: Did Elias like violence? Did he join the ANC Youth League? Why? ( realize his dream, make equal )Q13: So how did they do? (blow up ) Q14: What would be the result if they were caught? ( be put in prison )Q15: Later, he was put in prison. What is the prison? Why were they so afraid of hearing of its name? ( Robben island, not escaped )Q16: It was the hardest time of his life, right? But at this moment who appeared? Did he help him? How? ( began, taught )Q17: Did Elias study hard? How? ( undermake candles.)Q18: As a result, he became a good student. Did he want to study further? Was he allowed to do that? What idea did Nelson Mandela think of? ( allowed not stopped)Q19: Could Elias get the degree? Why did he feel good about himself? （ not cleverer ）Q20: Was Elias always staying in the prison? How long did he stay? Can he get a job? What job? Why? ( four, educated )Q21: Could he do this job long? Why? So he lost the job. How long was he out of work? When did he find a job again? How? (found out, twenty years, came to power, helped again )Q22: Was Elias happy to accept this job? Did he give up this job? Why? ( bad, came back to , encourage, said,)Q23: What did he think of this job now,? Why? ( am proud to)Q24: Whats the purpose of writing this story? How does the writer tell? How many parts was the whole story divided? / How many times did Nelson Mandela offer help to Elias?Ss: The purpose of writing this story is to . The writer tellsby.Step4 RetellingT: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elias wife, would you like to tell us something impressive?Retelling (Choose one of them to retell )1. Suppose you were Nelson Mandela, retell the story.2. Suppose you were Elias wife, retell the story.Step5. Role play (an interview )T: All of you did a good job. Next, after Nelson Mandela and Elias wife, it is Elias turn to tell us some stories. One of you act as Elias, who is the tour guide on Robben Island. And the other three, you are tourists and you can ask questions that you want to know. Maybe these tips will help you!How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine? Can you explain to me some of Nelson Mandelas political ideas or beliefs?What was Nelson Mandelas way of fighting? Why did he change to violence?What was life like on Robben Island?We know you couldnt read or write, for you left school early, but now you can.Where did you learn to read and write?Why did you become a tour guide? What do you think of your present job?(Let students come to the front to show their interview. Students can start the interview like this:Tourist: How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine?)Step6. Homework1. Try to find out some useful expressions and phrases.2. Work in four to find more information about Nelson Mandela. 附板书设计: （Blackboard Design）The relationship between Elias and Nelson MandelaElias Mandela black worker opened educated, two years advise out of work happiest get no vote organize not choose accept/fight poorest join broke peaceful blow up help put in prison began hardest taught not allowed allowedtoget a degree degree not stopped feel goodPeriod 2：Reading IIStep 1.Lead-inT: Do you still remember some details about what we learned yesterday? Now let me have a check.Step 2. Review two readings 1. ( T or F )1. Elias met Nelson Mandela at school. ( F )2. Nelson Mandela was a black lawyer. ( T )3. Nelson Mandela believed that black people were being treated as well as white people in South Africa. ( F )4. Nelson Mandela thought violence was a good way to help black people. ( F )5. Nelson Mandela helped Elias keep his job. ( T )6. The government were happy with Nelson Mandela and the ANC. ( F )2. Listening and learning about language points(Discover useful words and expressions, and then complete the passage with some of the words above)(go on, some time, feel hopeless, lose ones job, brave man, in fact, be ready to, agree to take, go against a law, quiet and calm, be taken to prison, tell somebody what to do, what people do in a war, always doing new things, have some difficult problems, money paid for going to school, a yellow metal for making a ring, group of people organized for a special purpose)T: Lets listen to the whole story. Would you please find out the similar expressions in the text to the ones on the screen? Then complete the passage with some of the words.When Elias lost his job and was_, his wife was very unhappy. She knew this meant he was_ when all she wanted was a _ life with enough money every month. She tried to _him not to fight the government as she thought it was better to _ that in South Africa black people were not as important as white people. But he was willing to _ the fight and help Nelson Mandela win equal rights for black people. For a _ of time she felt helpless and_, but Elias encouraged her with stories of how good life would be when white and black people worked and played together.Step 3. Listening T: We know, at that time, Elias was in a difficult situation and the background was very different from todays. With what you have known, can you predict some?u What is a passbook?u Is it important?u Is it easy to get for Elias?u What job did Elias want to do?u Who worked underground?u Who worked on the surface?u Where did Elias live?T: Will your answers be all right? Now listen to one statement of Elias. 1 What is a passbook? ( B ) 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 live2. Why is it important? ( C ) 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? ( D ) 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 mines4. Who worked underground? (C ) A The white workers B. The black and white workers C. The black workers D. Foreign workers5. Who worked on the surface? ( C ) A. The black workers B. The black and white workers C. The white workers D. Foreign workers6. Where did Elias live? ( C ) A. In a classroom B. In a home of his own C. In a large room with beds D. With his family Q: Why did Elias join the ANC Youth League? ( He wanted to be the same and equal to the white people in their own land.)Q: Why did he support violence when he did not agree with it ?( Because it was only with violence that they could get the equal right. )Step4. Further DiscussionT: So to Elias, Nelson Mandela is a great man and he is important in Elias life, and he changed his life.And what have you learned from Nelson Mandela? For what quality do you admire him most?(Show 4 pictures in Pre-reading: William Tyndale, Norman Bethune, Sun Yat-sen, and Gandhi )T: Are they great people too? What qualities do they have? What qualities do you think are needed to make a great person?n Conclusion: A great person is one who has followed his/ her ideas and sacrificed something so that they could be realized. He/ She has qualities as follows: intelligent, determined, generous, kind, unselfish, brave, hard-working, confident, persistent, modest, one who has an idea, helps others, unselfishly gives up something to achieve his/her goal).n Look at the list of the qualities that are set out above. You are going to choose four that you consider are the most important for a great person. While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it.Step5. Homework1. Review two readings 2. Recite good sentences from the readings3. Preview the next reading in WB.附板书设计: （Blackboard Design）Review two readings ( T or F )Listening 1. prediction 2. listen to the passageFurther Discussion1.What is a great man?2.What about we ordinary ones?Language points :1. Do you ask for help when you think it necessary? ask for 要求得到 Every time he gets home, he asks for money. ask for sb. 找某人，要求见某人 A Mr. Simpson form Sydney is asking for the manager.2. Are you willing to do public service work without pay? be willing to 愿意做某事 willing adj. 乐意的，自愿的 Im willing to help you. Im quite willing for your brother to join us.3. Do you easily lose heart when you are in trouble? lose heart 灰心，丧失信心 Please dont lose heart; you still have more chances. lose ones heart 爱上，喜欢上 She lost her heart to him as soon as she saw the handsome soldier. in trouble 有麻烦，处于不幸中 He never came except when he was in trouble.4. He died for his ideas but his work was later used in the Bible. 他为了自己的思想而献身，但他的成果后来应用于圣经。 die for 为而死 They died for the people. Their death is weightier than Mount Taishan. I am dying for a cup of water. die for 也意为“渴望，切望”（只用于进行时态）5. He fought against the German Nazis and Japanese invaders during World War II. 二战时期他抵抗德国纳粹和日本侵略者。 fight (fought, fought) fight for 为而战 fight against 与作斗争 We will have to fight against difficulties. They told the workers to fight for their rights.6. He founded the first Republic in China in 1911 after many years fighting. 经过多年斗争他于1911在中国创建了第一个共和国。 found (founded, founded) 建立，创建 find (found, found) The hospital was founded in 1920. Have you found your missing pen?7. He strongly believed in the three principles: nationalism; peoples rights; peoples livelihood. 他坚信三条原则：民族，民权，民生。 believe in 信任，信仰 Do you believe in God? We believe in our government. believe sb. = believe what sb. says 相信某人的话 believe in sb. 信任某人 I believe what he said because I believe in him.8. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way. 他为了他的思想而放弃了富裕生活，并且用和平方式为他的国家摆脱英国而进行了战斗。 give up 表示主动放弃或屈服 He has decided to give up smoking. give in 表示被动屈服或认输， 后面不带宾语 You cant win the game, so you may as well give in. free from 摆脱（不好的东西）的，无的 Keep the children free from harm. You should try to write sentences free from mistakes.9. He fought for the black people and was in prison for thirty years. 他为黑人而战且坐过三十年监狱。 be in prison 在狱中，被监禁 He has been in prison for five years. putin prison = sendto prison = throw into prison 把投入监狱 The car thieves have been put in prison. He was sent to prison for ten years10. The time when I first met Nelson Mandela was a very