Unit 5 Nelson Mandela--a modern hero
（一）听说课
一、教学内容：Warming up (p. 33); Pre-reading (p. 33); Listening (p. 69); Talking (p. 69)
二、教学目标：
1．能力目标
在本节课结束后，学生能够
选取适当的形容词描述著名人物，能简单介绍他们的成就。
听懂一段人物介绍，并能获取与该人物有关的数字、地点、成就及其影响等信息。
借助上下文推测听力短文中空缺的内容，在听的过程中能记录所听到的关键词。
简单介绍自己心目中的英雄人物，发表自己的见解。
初步总结和归纳伟人的共性和特点。
2．目标语言：
初步学习以下词汇，了解其音形意：
quality, mean, active, generous, selfish, selfless, devoted, willing, found, principle, peaceful, mankind
掌握征求意见和表达意见的基本功能语句：
I think/I don’t think …
I believe/I don’t believe that …
In my opinion, …
To my understanding, …
I feel/don’t feel that …
What do you think of …?
What’s your opinion?
What are your ideas?
Do you have any thoughts on that?
How do you feel about that?
Why do you think so?
3．文化目标：
了解本单元所列举的著名人物的生平以及他们所生活的时代背景，尤其是西方宗教史上著名的人物William Tyndale的故事。树立正确的价值观，区分名人与伟人的概念。
三、教学步骤：
步骤一 导入
让学生浏览本单元标题、学生用书以及练习册中的图片，让学生猜测本单元的中心话题，了解本单元所涉及的人物。
设计意图：学生通过浏览标题和本单元的图片信息，可以预测单元主题及将要涉及的内容，能有效地调动学生原有的相关知识储备，激发其对未知内容的学习欲望，为新的知识构建做好积极的准备。
步骤二 热身和词汇呈现
1．向学生展示一些熟悉的著名人物的图片，图片下方提供与人物相关的信息和词汇，教师一边描述人物，一边通过语境介绍呈现新词汇。学生根据自己对每个人物的认识记录相关的信息，以备随后小组讨论时使用。如：
2. 教师布置任务，将学生分成四人一组开展交流活动。每个小组的成员选取一个人物，利用图片以及记录的相关信息进行简单介绍，表达过程中必须使用适当的形容词描述人物的品质，并介绍该人物的成就，然后向全班汇报。
3．小组讨论，每个小组从这些人物中选择他们达成共识的一个伟人，并提供理由。讨论过程中，教师必须明确小组成员分工：主持人、记录员、发言人等。教师可提供一些问题供学生参考，并引导学生在汇报时使用功能意念项目表达看法。
4．选择若干小组向全班汇报小组意见，教师针对不同小组的表现给予总结评价，然后指出不同小组做出了不同的选择，然后提出供学生思考的问题：It seems that each group of you has your own choice. I think we all agree that the people we listed here are famous people. But are these famous people all great people?
设计意图：选取学生熟悉的人物讨论，不仅能激发学生的参与的兴趣，而且有利于减轻焦虑，能比较自信地运用自己的知识储备进行表达。教师在展示这些人物时呈现新词汇，首先使学生能根据教师提供的语境理解词汇的含义，而在随后的小组活动中，教师又提供给学生使用这些词汇的机会，可以帮助他们尽快有效地掌握词汇的用法。学生通过交流，会发现彼此看法的异同，在接下来的单元学习中，他们会结合各种新的信息不断地调整对同一问题的看法。在任务实施过程中，学生主要以说的方式交流，但对于用英语进行口头交流的意识和能力都不强的学生，教师应尽量予以细致到位的引导，给出一些词汇、表达用语以及提示问题，培养他们说英语的好习惯。除此之外，小组活动分两步走，既锻炼了每个小组成员表达个人见解的能力，又提供了合作学习的机会，通过共同协商完成任务，充分发挥集体的力量。教师的总结评价以及最后提出的问题，起到承上启下的作用，为了下一步的阅读和讨论做准备。
步骤三 阅读和讨论
1．让学生快速浏览Pre-reading部分的六段介绍文字，要求学生不查词汇表，通过上下文及常识等方法猜测词义，教师对文中出现的单词和短语等予以适当的解释和强调。
设计意图：让学生在上下文背景中猜测词义，可锻炼其猜词能力。词汇在背景中的呈现，使学生对其意义的理解更加准确深刻，从而发展他们的词汇学习策略和快速阅读策略。
2．思考并讨论伟人的标准，探讨伟人与名人之间的关系和区别。
1）再次阅读课本Pre-reading中六位人物的介绍文字，并给一定的时间，让学生通过小组讨论回答几个问题，教师通过PPT展示征求意见和发表意见的句型供学生讨论时使用。
2）讨论结束后，小组内每个成员都应当负责陈述该小组对其中一个问题的看法，陈述过程中必须适当使用关于表达意见和看法的句型。
3）教师选择不同小组进行汇报，并对结果进行统计，并提炼出全班关于伟人的共性特征或判断伟人的标准。
设计意图：不同的问题设计使得小组内的合作分工更加明确到位，才能保证小组活动的顺利进行。学生通过独立思考、讨论交流、对比研究、互相补充，最终达成一致的伟人的标准，不仅锻炼了学生的口语表达能力和思维能力，还让学生体会到如何在实际生活中运用英语完成“任务”，同时还在潜移默化中培养学生的合作意识和解决问题的能力。
步骤四 听力
让学生将注意力放在Pre-reading中的第一位人物William Tyndale上。提出几个问题引起学生思考。
设计意图：让学生针对人物自己提出问题，不仅能帮助学生过渡到听力教学步骤中，还让学生以探究的姿态投入新的学习内容。
2．浏览Workbook第69页Listening中练习一的句子，做好听的准备。
3．听录音，完成练习1，判断信息的正误，并更正错误。
4．重听第一部分，完成练习2，并检查练习1中相关信息的正误。
5．重听第二部分，回答问题（选课本练习3，略加改动）。
6．核对练习答案，有必要可让学生再听一次全文或部分内容。
设计意图：学生对前一任务中出现的伟人William Tyndale最陌生，听力活动可以满足他们的好奇心，使学习热情得以持续。听力材料对人物事迹的介绍，可以使伟人的形象更加具体，深化前一任务的效果。该听力训练注重的是重点细节的获取和记录。
步骤五 编对话
1．明确任务：学生两人一组交流自己崇拜的伟人，可选择之前谈论过的伟人，也可跳出这个范围。
2．教师指导学生使用适当的语言陈述意见。
1）教师选择一个较好的学生进行交谈，为全班做对话的示范。
2）引导学生关注前几个步骤中所用到的句子，结合练习册的 Talking部分提供的问题和学生用书39页的句型，展开对话；并鼓励学生想出更多的问题使对话得以延续。
设计意图：更加开放性的话题能提高学生说的积极性，掌握本单元关于征求意见和表达意见的功能语句，逐步形成用英语表达的习惯和能力。教师提供了示范和必要的语言结构，增强了学生完成任务的信心。
步骤六 小结和家庭作业
1．小结今天学习和交流的内容，包括新的词汇、表达意见和看法的句型等。
2．布置课后任务，包括：
1）根据课堂上所学，写一段50字的短文描述心中的英雄人物。
2）复习本节课出现的词汇，要求掌握读音和意义。
设计意图：最后的小结帮助学生回顾梳理整节课的思路，把握重点，为课后复习提供指引；课后作业中的写作是课堂活动的延续，经常性地写小段的文章，使学生在写的技能上得到更多锻炼。
课件19张PPT。Period 1 Listening and speaking What is this unit probably about?
How many names mentioned do you already know? What can you tell your partner about them?
What do you think all these people have in common? Scan the title and the pictures in this unit and then answer the following questions: I Lead inLiu Xiang
calm, friendly, …
athlete, 110 meter hurdles 1. Do you know who they are? Think about what they did and use suitable adjectives to describe their qualities. II Warming UpZhou En’lai
brave, devoted, …
premier Lei Feng
helpful, selfless, …
soldierHuo Yingdong
hardworking, generous, …
businessmanselfishmeanPu Cunxin
warm-hearted, active, willing to help …
actorZhou Jielun
talented, devoted to music
singer2. Get into groups of four. Each of you should choose one of the men shown already and give a brief introduction on him to your group. Make sure that you use suitable adjectives to describe him. Your description should include: Who is he?
What made him famous?
What kind of person is he?
Do you like him or not? Why?3. Group discussion:Who do you think is a great person?
What qualities does he have?
What makes you think he is great? What has he done?
What is your conclusion about him? Use the expression on page 39 in SB while discussing.From the people mentioned choose a great man you all agree and explain your reasons.What makes a person great? There must be more to a great man than a kind character and fame and money. He/she must devote himself/herself to helping others and do things for the social good even though he/she has to give up his/her money, families and his/her life.What is your opinion? Use the following expressions to express your opinions:I think/I don’t think ….
I believe/I don’t believe (that) ….
In my opinion, …
To my understanding, …
I’m with you.
I feel/I don’t feel that ….Are they famous? Are they great?III Reading and discussing Read the Pre-reading section in SB and discuss the following questions in groups of four:Which of these famous people do you think are great men? Which are not? Why?
Do you think all great people should be famous? What about people around you?
Can you list some famous people who you don’t think are great men?
Reading and discussingUse the following expressions to ask for others’ opinions:What do you think of …?
What’s your opinion?
What are your ideas?
Do you have any thoughts on that?
How do you feel about that?
Why do you think so?Reading and discussing1. Think about these two questions:
Have you ever heard of William Tyndale before?
Why do you think his work was so important?
2. Glance through the statements in Ex. 1 on page 69 and get ready for the listening.Pre-listeningIV ListeningListen and do Ex. 1.
Listen again and check the answers for Ex. 1.
Listen to the first part again and do Ex. 2.
Listen to the second part again and answer
these questions:
1)What happened to him after he was found in
Belgium? And why?
2)What do people think of his work now? Listen to the story of William Tyndale, who wrote the Bible in English ! ListeningEx.1
F. William Tyndale wrote the first Bible in English.
F. He was born in the fifteenth century.
T.
T.
F. Everybody in England loves the Bible written by William Tyndale.Ex. 2
London
fifteenth
1494
1536
42
English
Britain
English Bible
words
expressions
Check the answers. Listening1)What happened to him after he was found in Belgium? And why?
He was put in prison and later killed because it was against the king’s laws to translate the Bible into English.
2)What do people think of his work now?
They still love his work very much. His Bible is still the most popular and his words are still used today.
Check the answers. ListeningTalk about your hero!
Tips:
Think of a person you admire and respect!
Use the questions in Talking to help you! The more questions, the better talker!
Use the expressions on page 39 to ask for others’ opinions and express your own!V DialogueInterview your partner. Here is a sample for you.
A: Who is your hero?
B: …
A: Oh. Why do you like him so much?
B: I think …
A: Yeah. I understand now.
B: What about you! What is your hero?
…Now go ahead! DialogueWrite a passage of 50 words to describe your hero, including his name, things he did, his qualities, etc.
Review the words that you have learned in Warming Up and Pre-reading sections. VI HomeworkUnit 5 Nelson Mandela--a modern hero
（二）阅读课
一、教学内容： Reading; Comprehending
二、教学目标：
能力目标
在本节课结束后，学生能够
借助上下文情景推测新词汇的词义。
根据教材或教师提供的关键信息和词汇对纳尔逊·曼德拉进行简单的介绍。
在教师的引导下完成课文内容的简单复述。
2．目标语言
重点单词和短语
lawyer, guidance, legal, fee, out of work, hopeful, vote, attack, violence, as a matter of fact, blow up, equal, in trouble, unfair, turn to
掌握征求意见和表达意见的基本功能语句（详见课本39页Speaking and writing部分提供的功能语句。）
3．文化目标
了解关于南非人权斗争的历史背景以及纳尔逊?曼德拉早期的政治生涯，体会种族歧视给黑人带来的不公平的命运。
三、教学步骤：
步骤一 复习和引入
1．教师就前一节课学过的内容提出一些问题，要求学生回答问题时使用所学的新词汇。
2．教师向学生明确本节课任务：读故事，了解Nelson Mandela。
设计意图：复习的环节起着承上启下的作用，帮助学生温故而知新；明确学习任务使学生在一开始就非常清楚自己的任务，对教学的顺利开展是必要的铺垫。
步骤二 读前
给学生播放香港乐队Beyond为纪念Nelson Mandela而创作的歌曲“光辉岁月”的MV，让学生根据MV中的片断、歌词以及已有的知识谈论对曼德拉的认识。教师提出问题：How much do you know about Nelson Mandela?
根据学生的回答，在黑板上列举曼德拉的相关信息。如果学生对该人物并不熟悉，教师可以简单介绍曼德拉的一生，通过板书呈现关键信息和部分新词汇。
设计意图：Nelson Mandela虽然是当代著名人物，但毕竟离学生的现实生活有一定距离。通过一首耳熟能详的流行歌来了解这一人物，使学生感到亲切，对Mandela产生兴趣，并能从歌词和画面中感受到世界人民对Nelson Mandela的敬意。教师在介绍人物的过程中不断复现或呈现部分新词汇，不仅减少了学生阅读过程中的障碍，还可以加深学生的词汇记忆，并为后面的复述环节埋下伏笔。
步骤三 阅读
1．教师提出几个问题，引导学生读文章标题，看插图，预测故事中的人物和背景。
2．让学生快速阅读首段和末段，对前一活动中的第二、第三个问题进行验证。
3．仔细阅读课文，了解文章主要内容，通过上下文猜测新词汇含义。
1）阅读前，学生先浏览第35页的练习1，做好读的准备。教师针对文中新词汇给出鼓励和指引：阅读的过程不查词汇表，通过构词法、上下文和常识大胆猜测，猜不出来就先跳过。
2）让学生仔细阅读课文，完成练习1，判断句子正误，并更正错误信息。
3）将学生分成小组，让他们讨论阅读中的生词含义，并按猜词策略进行分类。
4）教师通过简单的词语释义配对练习，检查学生是否正确理解新词汇的含义。
4．学生再次阅读课文，两人小组合作回答问题，教师宣布答案供查对。
5． 教师引导学生再次阅读并思考故事中引用的Mandela所说的话，更深刻地体会当时黑人的生存状况和Mandela事业的意义所在（课本第35页练习4），理解后朗读这两句话。
设计意图：整个阅读过程的设计体现了预测——求证的思路，目的在于激发学生读的欲望；阅读的任务训练了学生在细节的获取和整理及猜测词义方面的微技能，培养他们的阅读策略和词汇学习策略。最后一步对文中重要句子的理解，有助于学生更深刻的理解单元主题。
步骤四 复述Elias的故事
1．教师提供以下引导性问题以及可供表达的词汇或句型，学生两人之间进行故事接龙游戏。
2．给予学生一定的活动时间，然后请几组同学向全班展示。
设计意图：这一步骤是对阅读文章的信息和语言进行复习整理的过程，使学生得以及时回顾课堂学习的内容，也可算是课堂小结的一个部分。双人轮流说的形式使每个人在有限的时间内都能有说的机会。
步骤五 小结和家庭作业
1．小结今天学习和探讨的内容，包括对文章主题的理解，如何根据语境猜词等。
2．布置课后任务，包括：
1）复述故事，叙述中尽量使用本课中出现的新词汇。
2）复习本节课出现的词汇，要求掌握读音和意义，并完成课本第36页练习1和2。
设计意图：最后的小结帮助学生回顾梳理整节课的思路，把握重点，为课后复习提供指引；课后作业中的词汇练习帮助学生复习巩固词汇；缩写练习是课堂活动的延续，经常性的写小段的文章，使学生在写的技能上得到更多锻炼。
课件12张PPT。Period 2 Reading, Comprehending1.What qualities does a great person have?
Use some adjectives you have already learned.
2.What did Sun Yat-sen do for Chinese people?
3.Who wrote the bible in English?
4.Who freed his country from the UK? How?
5.Who fought for the rights of black people in South Africa all his life?Can you answer these questions?I RevisionToday’s task:
Read and learn about Nelson Mandela.Q: How much do you know about Nelson Mandela?II Pre-readingNelson Mandela is:
a famous leader in South Africa
former president of South Africa
founded the ANC Youth League
selfless fighter
devoted his life to helping black people
fought for equal rights (such as the right to vote)
…What should you read first to find out what the story is about?
Who’s Elias? Is it a nick name for Nelson Mandela or for another great person?
Where does the story happen?
1. Think about the questions before you read:III Reading2. Read quickly and check whether you got the answers right.The title.A black worker.In South Africa.3. Read the passage carefully and do Exercise 1 in SB. Guess the meaning of new words if necessary. Word study: Guessing the new wordsGuess by the formation of words:Guess by the context:Guess by common sense:
votelawyer guidance hopeful equalattackfeeout of workblow uplegalviolenceTips: We usually combine these ways together to understand a reading passage._______________ help and advice given to someone
_______________ not have a job
_______________ money paid for going to school
___________ relating to law
_______________ someone whose job is to advise people about laws
_______________ point in the development of something
_______________ the same in size, number, degree, status, etc
Find the words that mean the same from the text. guidanceout of jobfeelegallawyer stageequalWhat was Elias’ attitude towards the unfair situation black people faced? How do you know?
Why did Nelson Mandela turn to violence to make black and white people equal?
What was Elias’ feelings towards Nelson Mandela and using violence?4. Group work: discuss the following
questions5. Think and discuss the quotes from Mandela! (Ex. 4, Page 35)
In Quote 1, what does the word “see” imply?
In Quote 2, what does the word “only” imply?Imagine you are Nelson Mandela or one of his men. Read the quotes and tell the whole world in your own words how you feel about all the unfair situation.Pair work:
Retell the story of Elias using the third person.
Tips:
Who was Elias?
How did he meet Nelson Mandela?
What did he do later?
Why did he do that?IV RetellingRetell Elias’ story, using as many as you can the new words and phrases.
Review the words you have learned from this lesson.
Do Ex. 1 & 2 on Page 36.V Homework
