模块一unit5教案[上学期]

Unit 5 Nelson Mandela—a modern hero
教 案
安吉高级中学 执笔人 李铁红
一、单元重点内容
本单元以Nelson Mandela—a modern hero为话题，目的在于使学生了解一个伟人应具备怎样的品质，学会根据材料表达自己的观点，并用所学的句型来描写一个伟人。本单元所有语言知识和语言技能主要围绕“Nelson Mandela”这一中心话题进行设计，听、说、读、写的练习也始终围绕这一主题展开。课文讲述了南非黑人争取自由的历史，从而说明自由、平等的重要性，同时也表达了对那些为自由和平等权利而献身的勇士的敬仰。
Warming up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。
Pre-reading设计了一道题（How can we tell if an important person is a great person？），同时给学生提供了六个名人的图片，要求利用图片下面提供的人物事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人物。(可以以四人小组的活动形式，组织学生谈论William Tyndale，Norman Bethune，Sun Yat-sen，Gandhi，Nelson Mandela和Neil Armstrong的主要事迹，引起学生对文章内容的思考，使学生能用英语阐述自己的意见，培养学生的观察能力和语言表达能力，为进入正文学习作好充分的准备。从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，以学生为主体开展教学活动，让学生在完成各项任务的过程中自主学习语言，这充分体现了新课程标准的教学理念，同时也提高了学生学习的自主性。)
Reading部分以Elias的口吻，讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争历史。同时还提到了他与Nelson Mandela的一段交往，从侧面向学生展示Nelson Mandela的高贵品质。教材设计的目的是在训练学生阅读技能的基础上，让他们认识到南非黑人争取自由和平等权利而付出的艰辛努力。文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。此外，这是一篇记叙文，应让学生学会利用时间顺序描述一个人一生的主要活动。
Comprehending是在阅读的基础上，要求学生完成两道大题来整体理解课文。第一道辨别是非题的设计由表及里、层层深入，帮助学生逐步加深对课文的理解。第二道信息采集题则考查了学生阅读理解能力中的细节理解能力。
Learning about Language分词汇和语法两部分，词汇部分第一题要求学生用课文中的词填空。第二题要求学生正确理解不同单词的具体用法。语法部分是对定语从句中关系副词的用法进行了概括与复习。设计的练习紧密联系课文，能加深学生对教材的理解。
Using Language分为“听力”（Listening）、“阅读”（Reading）、“写作”（Writing）三个部分。听力部分是在Learning about language活动的基础上，以听力训练形式进一步帮助学生了解Elias加入the ANC Youth League的原因。材料内容可以说是课文的延续。同时，这个听力可以和72页的Listening task进行整合。阅读部分谈论到了Elias的狱中生活和狱后不同的遭遇，进一步说明自由、平等的重要性。写作部分在听力和阅读的基础上，要求学生给南非总统写一封信，要求释放Nelson Mandela。这是一个任务型的学习活动，指导学生就自己感兴趣的话题开展写作活动，以及学生写作时应注意的有关事项，要求学生写出自己的看法。教师要指导学生注意信的格式。
Summing Up为单元学习的调查和反馈，让学生自我归纳本单元所学的语言知识以及从Nelson Mandela身上所体现的高贵品质。Learning tip主要是来指导学生开展同类文章的课外阅读，进一步提升这一类文章的阅读技能。
二、教学目标
（一）认知目标
学习本单元词汇、语法及句型，并加深理解其用法。
（二）思想情感目标
1）了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。
2）树立正确人生观，学习在艰苦环境下为人类做贡献，不追求享乐。
（三）发展智力目标---培养学生自学能力，尤其是口头表达、阅读、书面表达能力。
1）拼读单词的能力
2）运用正确的阅读技巧进行阅读的能力
3）书面表达能力
三、教学活动过程的设计(教师可根据学生情况调整内容)
（一）课时安排：7课时
第一课时 将 Warming Up 部分与 Pre-reading和workbook部分中的talking部分放在同一课时教学，设计成一节语言学习课。
第二课时 将reading和comprehending及P38页中的Reading设计成一节精读课。
第三 ﹑四课时 将reading中的language points及Discovering useful structures 放在一起教学,通过两节课教学完成语言点学习和语法为主的语言学习课。并完成相关的练习和writing.
第五课时 将Using Language中的Listening以及Workbook 中的Listening ,Listening task，结合在一起同时回答里面的问题，设计成一节以听和说为主的语言学习课，重点是培养学生的听和说的技能。
第六课时 将WB 中的 reading task及writing task设计成一节以读和写为主的语言巩固课，加强学生的语言掌握能力。
第七课时 Summary
（二）具体教学过程
The first period
Teaching goals
1. To talk about people’s qualities.
2. Get students to learn great people’s qualities and evaluate their own qualities.
3. To know information about Nelson Mandela
Teaching procedurse & ways
Step 1 warming up
教师安排学生进行小组竞赛活动,分4组收集有关描述人的品质的英语词汇.
let’s have a competition to find as many words as possible to describe people,what words will we use to describe a person
教师PPT提供有关品质的词汇(Adjectives for describing a person: kind ,honest, brave, loyal, happy, wise, smart , friendly, warm, cheerful, popular, generous, hard-working, diligent, weaks, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-mind, determind,etc)
what qualities can we find in a great person
Step 2 Pre-reading
Can you name some great people
What are the qualities that great people have in common (PPT展示伟人的图片及具有的品质词汇)
As a great person,
Should he/she help others
Should he/she get on well with others
Should he/she be willing to do public service
Should he/she be active in society activities
Should he/she never lose heart when he/she is in great trouble
(As a great person, he/she should be determined ,hard-working,unselfish and generous,he should follow his ideas and never lose heart when he is in trouble.He usually gives up something to achieve his goals, He should be willing to do public service work without pay,be active in social activities,get on well with others and help others,etc)
Ask Ss to decide “What kind of person are you Do you have the qualities to be a great person ” by finishing the questionnaire on P33.
Step 3 Talking (on P69)
Step4 Homework
1. Review new words and expressions of Unit 5
2. Preview reading part.page34and p38
The second period
Teaching goals
1. Get the main idea and detail information in the reading.
2. Improve the reading ability.
3. Arrange and organize the information and then retell
Teaching procedurse & ways
Step 1 Homework checking
Step 2 Introduction and lead-in
1.Re-talk about Nelson Mandela.(Teacher asks students to guess a great person by just answering Yes or No.)
2 Skimming for general idea
Well, this morning we are going to read about Nelson Mandela, who was considered as a modern hero. Now open your books to page 34 and read the title of the text.
What kind of writing is the text, can you guess (Yes. A story is usually a piece of narrative writing.) Now skim the text to get the general idea: What does Elias tell about in his story (He tells about his life, how Mandela helped him and how he supported Mandela.)
Step 3 Reading comprehension
Read the text
1st time: Read the text while listening to the tape and get the general idea of the passage
Q: How many parts can we divide the text into What’s the main idea of each part
Part 1 (Para 1-2): The life of Elias before he met Nelson Mandela.
Part 2 (Para3-5): The change of Elias’ life after he met Nelson Mandela and what Mandela did.
2nd time: Read the text again carefully to obtain some details.
Finish Ex 1,2 on P35.
Step 4 Discussion
Pair work, discuss
1. How the ANC Youth League fights the government
2. What can we learn from the text about Nelson Mandela
(1. At first, the ANC Youth League fought against the government in a peaceful way. But when they failed, they began to use violence.
(2. From the text, we can learn from Mandela the qualities of bravery, persistence, kindness and determination.)
Step 5 Retelling
Retell the text part by part
Step 6 Extensive reading
Ask Ss to learn more about Nelson Mandela.
1st time: Read the text while listening to the tape.
2nd time: Read the text again carefully to obtain some details.
Step7 Homework
1. Read the passage more.
2. Read “ Notes to the text” for U5 ( P84-86)
The Third &fourth Period
Teaching goals
1. Target language
a. Useful words and expressions in Warming up and Reading
fight, advise, accept, educated, in prison, stop…from doing sth.
b. Difficult sentences
*The last thirty years have seen the greatest number of laws stopping our rights and progress
*Only then did we decide to answer violence with violence.
*But I was happy to help because I knew it was to realize our dream of making black and white people equal.
*I felt bad the first time I talked to a group.
*We read books under our blankets and used anything we could find to make candles to see the words.
*As they were not cleverer than me, but did pass their exams.
c. Grammar: Attributive Clause(II)
*The time when I first met Nelson Mandela was a very difficult period of my life.
*The school where I had studied only two years was three kilometers away.
*We were put in a position in which we had either to accept we were less important, or fight the Government.
2. Ability goals
a. Make sentences and express ideas using the expressions that are learned.
b. Learn the Attributive Clause with where, when, why and介词+which/whom
Teaching procedures & ways
Step 1 Revision
1.Check the students’ homework
2.Revision by doing
pair work ( ask students to act as Elias and a newspaper reporter)
Possible dialogue：
（A:a newspaper reporter B:Elias）
A：Elias，may I ask you a few questions？
B：Of course，I”d like to answer them.
A：What”s life in South Africa like？
B：It”s much better now.Since Nelson Mandela became the first black president of South Africa in 1994，we have had the same right as the whites；I hope it will be like this forever.
A：What were some of the problems that black people had？
B：There were some problems.Our life was harder than the whites because we could not go to the same school as the whites in the past and therefore we couldn”t get a higher position in the factories and companies.Even there was a time when one had got to have a passbook to live in Johannesburg.But things are different now.I”m sure we will live a better life in the future.
A：I think so.I heard that President Nelson Mandela helped you.Would you please say something about that？
B：I”m glad to.I met him in 1952 when I was twelve years old.The time when I met him was a very difficult period of my life.I worked in a gold mine.But I did not have a passbook because I was not born in Johannesburg.So I was worried about whether I would be out of work.
A：So he helped you？
B：Yes.He was so kind to help me.He told me how to get the correct papers so it was one of the happiest days of my life.
A：You”re very lucky.
B：I think so.I thanked him very much and I never forgot how kind he was and when he organized the ANC Youth League，I joined it as soon as I could.
A：So from then on，you fought together against the government to get the same rights as the whites.
B：Right.
A：Thank you for answering my questions.Wish you every success.
Step 2 Learn about language
1. be willing to do sth
be willing for sb. to do sth.
will n. 意志, 意愿 wish n. 心愿, 愿望
I’m willing to help you.
I’m quite willing for your brother to join us.
Where there is a will, there is a way.
It’s my best wish to you !
2. Do you easily lose heart when you are in trouble
lose heart ( 不可数 ) 灰心, 泄气
lose one’s heart to 爱上, 喜欢
Please don’t lose heart, you still have more chances.
She lost her heart to him as soon as she saw the handsome soldier.
at heart 从内心来说
heart and soul 全心全意
break one’s heart 心碎
put one’s heart into 把全部心思放在
learn / know by heart记熟
3. in trouble
ask for trouble 自寻麻烦
make trouble 制造麻烦
take trouble to do sth. 费心做某事
get into trouble 遇到麻烦
have trouble (in) doing sth. 做某事有困难
save / spare trouble 省事
1) He never came except when he is __________ ( 有麻烦 )
2) Don’t imagine that you’re the only person _________ ( 不幸 )
3) The boy _______ ( 出事了 ) when he left home to live in London.
4) That’s none of your business. Please don’t _______ (自寻麻烦)
Keys:
1. in trouble 2. in trouble 3. got into trouble 4 ask for trouble
4. he fought against the German Nazis and Japanese invaders during World War
fight +n. 与------ 作战 / 打架
fight for 为了----- 而战
fight against 与------作战 / 斗争
fight with 与------作战 / 并肩作战
fight back 还击, 忍住
fight a battle. 战斗
fight one’s way back ( out ) 费很大劲恢复, 打回去
They told the workers to fight for their rights.
We will have to fight against difficulties.
If the enemy comes, we’ll fight back.
5.He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.
give up 放弃
give in 让步
She has given up her life to nursing the sick.
Don’t give up halfway.
You can’t win the game, so you may as well give in.
5. He fought for the black people and was in prison for thirty years.
be in prison 在狱中
go to prison 入狱
put ----- in prison
send ---- to prison
throw ---- into prison 把 ----- 投入监狱
be taken to prison 被关进监狱
They broke into prison and set free the soldiers who had been imprisoned.
He has thrown in prison for five years and you may see him at home nest year.
注意: 以上短语prison前不带冠词,若表示在监狱工作或去办事,就要加冠词
7.advise vt.
advise + n.
advise sb. to do
advise doing
advise sb. on sth.
advise + wh- + to do
advise + that ( should ) + do that-----
a piece of advice
give sb advice on… 关于….给某人建议
eg. In one of his books, Marx gave some advice on how to learn English.
1. We are often advised _____ notes in class, but few do so.
A. taking B. take C. to take D. took
2. My sister advised me that I ______ accept the job.
A. would B. might C. could D. should
3. The old man often advised the young workers on ______ the machine and they learned quickly.
A. to operate B. how operate C. how operating D. how to operate
4. I advised _____ until the right time but they wouldn’t listen .
A. to wait B. waiting C. waited D. on wait
Keys : CDDB
8. We choose to attack the law.
choose + n . 选中
choose from / between 从------选择
choose sb. + as / for 选某人当-----
choose sb. sth. = choose sth. for sb. 为某人选物
choose + wh- + to do
cannot choose but do 只好做----
1. Some people say that they _______ to live in the countryside.
A. enjoy B. feel like C. choose D. don’t to
2. No doubt her husband could have told her , but he didn’t ______ .
A. choose B. choose to C. choose from D. choose to do
3. There are five pairs _______ , but I’m at a loss which to buy.
A. to be chosen B. to choose from C. to choose D. for choosing
Keys : CBB
9. accept 接受，指的是主观上接受了
receive 收到，指客观上收到，不一定接受
eg. I received his invitation, but I didn’t accept it.
10. stop…(from) doing sth 阻止...做某事
eg. You must stop him (from) telling his father.
I really want to stop you (from) smoking.
11. educated adj. 受过教育的，有教养的
better educated 是well educated的比较级
Step 7 同义词比较
first of all? at all? after all
first of all 表示“首先，第一”。
at all表示“根本，到底”，常用于否定句或疑问句中
after all表示“毕竟，到底，终究”。请比较：
If you want to pass the next test? first of all? you must work harder than before． 如果你想通过下次考试，首先你就要比以前下更多的功夫。
The lady likes classical music? but she doesn’t like pop music at all．
那位女士喜欢古典音乐，但她一点都不喜欢流行音乐。
You must let him try once again． After all? he has done this job for the first time． 你一定要让他再试一次，毕竟他是第一次做这种工作。
question? problem；trouble；matter
四个名词都可译为“问题”。
question指主观存在的疑虑，疑问
problem指客观存在和遇到的疑难问题
trouble表示“麻烦，问题”，指客观存在并且有点棘手的问题
matter表示“事情，麻烦”，指具有某种特征的事例。请比较：
The father wondered how to answer his son’s question．
那位父亲不知道该如何回答儿子的问题。
People still have many problems when they want to cure SARS now．
现在，人们要想治愈“非典型性肺炎”仍然还有许多问题。
The young man has got some trouble while he is walking across the field． 那个年轻人在横穿田地时惹了一些麻烦。
It is still a serious matter that some people drive after having drunk．
一些人酒后驾车仍然是一个严重的问题。
besides? except? except for? but
这四个介词或短语都表示“除了” 。
但是besides强调包含在内，意为“除了……以外还有”
except强调排除在外，不包含在内，表示“除……外”?
except for表示“除了”，引出一个相反的原因或事例
but也表示“排除在外，不包含在内”，相当于except，但它通常与某些不定代词如nothing， all， anything， no one，anyone等连用。请比较：
Besides football? John likes playing basketball and volleyball．
除了踢足球以外，约翰还喜欢打篮球和排球。
All the boys took part in this activity? except Li Ming． He went to Hefei with his parents then． 除了李明，所有男生都参加了这次活动。他那时和他的父母一起到合肥去了。
Your composition is very good except for some spelling mistakes in it． 你的作文写得很好，除了里面有一些拼写错误。
Nobody but Mr Wu will talk to the man．除了吴先生，没有谁愿意跟那个男子谈话。
Analyze difficult sentences and learn useful sentence structures.
1) The last thirty years have seen the greatest number of laws stopping our rights and progress
see在此句意为见证、目睹；为某事发生之时，主语常为时间
eg. Yesterday saw a terrible car accident in front of our school.
2) only then did we decide to answer violence with violence. 只有在这时，我们才决定用暴力反抗暴力。
这是一个倒装句。结构：Only + 状语 + 部分倒装
状语：由副词，介词短语或状语从句构成
*部分倒装用一般疑问句的语序
eg. Only yesterday did his father tell him the truth.
Only by shouting was he able to make people hear him.
Only when his father came back did he go to bed.
*only引导的词不是状语不用倒装
eg. Only he can work out this problem.
3) But I was happy to help because I knew it was to realize our dream of making black and white people equal.
was to do 在此处意为注定将会…
eg. You were to regret your decision later.
4)I felt bad the first time I talked to a group. 第一次给旅行团作讲解时，我的心情很不好。
the first time 起连词的作用，引导时间状语从句
eg. The first time I met him, I thought him nice.
5) We read books under our blankets and used anything we could find to make candles to see the words.
we could find 是定语从句，修饰anything
to make candles及to see the words 是目的状语
6) As they were not cleverer than me, but did pass their exams.
did pass 是强调结构，强调谓语动词时，在动词原形前do / does / did
eg. I do hope you have a nice trip.
He does speak English well.
1. Learn Attributive Clause with when, where ,why and 介词+which/whom.
a. Discuss the meanings of the following sentences with an attributive clause, and compare when, where, why with that, which, whose.
*The time when I first met Nelson Mandela was a very difficult period of my life.
*The school where I had studied only two years was three kilometers away.
*We were put in a position in which we had either to accept we were less important, or fight the Government.
b. Practice---P36. Ex.1, 2, 3
Step 3 Using language
1. Translate the following into English using what were learned just now.
1) 士兵与村民共同与敌人战斗。
2) 爸爸建议我多读英语报纸。
3) 我们应尽力阻止这种事再次发生。
4) 只有在那时，他才意识到他错了。
5) 我第一次听这首歌就喜欢它了。
6) 我昨天确实见到了Mike。
7) 他昨天没有上学的原因是他病了。
8) 我永远不会忘记我见到Mandela的那天。
Keys:
1)The soldiers fought with the villages against the enemies.
2)Dad advised me to read more English newspapers.
3)We should try to stop such a thing (from) happening again.
4)Only then did he realize that he was wrong.
5)The first time I heard the song, I liked it.
6)I did see Mike yesterday.
7)The reason why he didn’t come to class is that he was ill.
8)I will never forget the day when I saw Mandela.
Step4 Practice
T：Now，let”s turn to Page 70.Go through the passage and choose the words or expressions from the brackets to complete the passage below.Are you ready？
Step 5 Writing---Textbook P39
1. Ask students to say something about Nelson Mandela. (a fearless fighter; the former president of South Africa …)
2. Get more details about Mandela’s life on P39.
3. Explain the writing task: Write a letter to the President of South Africa asking him to free Mandela, who is in prison. Tell students in order to persuade someone to do something, they should choose proper facts to support their ideas and show them a sample.
4. Ask students to finish the writing following the steps in the textbook..
Step 6 Homework
Finish the writing.
The Fifth Period
Teaching goals
1. Achieve the students’ ability to get information by listening. Develop students’ ability to use English to express themselves both orally or in a written form.
2. Motivate students to learn from the good qualities of the great people.
Teaching procedures & ways
Step 1 Check the students’ homework
Ask two students to read out their writings (P39).
Step 2 Listening and speaking---P37
1. Tell students they will learn more about Elias’ story by listening. Then ask them to read the questions and multiple answers to find out the listening points first.
2. Listen to the tape two times and finish Part 1 and check the answers.
3. Discuss the two questions in Part 2.
Step 3 Listening---P69
Tell students they will learn about another great person. Before listening, students should read all the questions first.
Step 4 Listening---P72
Finish all the tasks in this part. Ask students to read the questions before listening. Another purpose of the listening is to show students there may be more than one way of looking at things.
Step 5 Homework
1. 1.Write down the cause of the accident.
2. Preview reading task on P73
The sixth Period
Teaching goals
1. Develop students’ ability in listening, reading and speaking.
2. Students learn to think about a person or a situation in different respects.
Teaching procedures & ways
Step 1 Check the students’ homework
Ask students to share their writings in a group and choose the best one. Then ask several groups to read out their best.
Step 2 Reading---P73
1. Ask students to express their own ideas about Bill Gates in a group. They can use this sentence:I think Bill Gates is/ is not a great man because ______________ .
2. Read the passage and finish all the three tasks on P74.
3. Ask students if they will change their minds after reading more about him. Why or why not
Step 3 Speaking---Summarize the qualities of the great people mentioned in this unit.
1. Show the qualities by asking some questions. For example, did they learn a lot When they met difficulties, did they give up at once (intelligent, determined, generous, kind, unselfish, hard-working, brave, confident …)
2. Ask students to choose the most important four qualities and explain why.
Step4Writing---P75. Writing Task and Project
Ask students to choose a great person they admire. Tell them this great person need not be famous. If he can give up something to help others, he’s great. Students are encouraged to write about a great person around them. After they find someone to write about, ask them to arrange their writing following the outline in the Writing Task.
Step5 Homework
1.Look up some other information about Bill Gates and his career after class.
2.Write a short passage about a great person who you respect most.
The Seventh Period
Teaching goals
After learning this unit, students should know how well they did and how they can improve themselves. They should learn how to evaluate themselves.
Teaching procedures & ways
Step 1 Check yourself
Ask students to check themselves by finishing the chart.
自评项目 优 良 中 差
理解和运用生词和短语
理解和运用语法结构
对伟人,重要人物,著名人物的理解和判断
课前预习和信息收集的完成情况
课堂中的参与情况(听说读写)
课后练习的完成
课后复习情况
完成听的任务
完成说的任务
完成读的任务
完成写的任务
对照伟人的品质,分析自己的特点提出努力方向 What qualities do you have now What qualities do you want to achieve in the future
Step 2 A Quiz(略)
Step 3 Check the answers to the quiz and explain some difficult points if necessary.
Step 4 Homework
1. Go over the whole unit.
2. Give some exercises of this unit to reinforce the knowledge.
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