Unit 5 Nelson Mandel-a modern教案
文档属性
| 名称 | Unit 5 Nelson Mandel-a modern教案 |  | |
| 格式 | rar | ||
| 文件大小 | 1023.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2009-03-29 15:12:00 | ||
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文档简介
Unit 5 Nelson Mandela--a modern hero
The First Period Warming up and Speaking
Teaching goals 教学目标
1.Target language 目标语言
a. 重点词汇和短语
quality, get on well with, be willing to do, be active in, lose heart, in trouble, Bible, fight against/for/with, invader, the German Nazis, republic, principle, nationalism, livelihood, peaceful, prison, determined, generous, confident
b. 交际用语
Expressing points of view about great people
I think/ don’t think... I’m afraid... Why do you think so
What do you think of What about you What’s your opinion
I agree/don’t agree. In my opinion,... I think.... because....
2. Ability goals 能力目标
Enable the students to tell what a great person is and help the Ss develop a good quality.
3. Learning ability goals 学能目标
Help the students learn how to tell what a great person is.
Teaching important points 教学重点
Let the students learn to use the structures of expressing points of view.
Teaching difficult points 教学难点
How to tell an important person from a great person.
Teaching methods 教学方法
Looking at the diagram and pictures (individuals).
Pairs work to discuss (cooperative learning).
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Task 1 Leading-- in
Let the students listen to the song《Hero》so that lead in the topic of this Unit, and let them
talk about their heros. At the same time ask the Ss to watch a short film then guess who is teacher`s hero
Task 2 Guessing game
Who is he
What is he famous for
What kind of person is he
设计意图：由一首英文歌曲HERO引出本单元的话题，即贴切又生动。选取学生熟悉的人物进行猜猜看游戏，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。
设计意图：通过学生随意发表自己的观点，引出本单元的难点，伟人应该具备的品质
在这个环节，老师要充分发挥引导作用，帮助学生总结出伟人和名人的区别，尤其是伟人的标准。从而为接下来的讨论做准备。
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。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。
Task 5 Survey
Who am I
What qualities do I have
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，此环节既是对学生的自我评价也是对本单元的小结，既能帮助学生回顾梳理整节课的思路，把握重点，也能为课后复习提供指引。
Task 6 Homework
1. Write a passage of 50 words to describe your hero, including his name, things he did, his qualities, etc
2. .Review the words that you have learned in Warming Up and Pre-reading sections.
设计意图：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。
The First Period Warming up and Speaking
Teaching goals 教学目标
1.Target language 目标语言
a. 重点词汇和短语
quality, get on well with, be willing to do, be active in, lose heart, in trouble, Bible, fight against/for/with, invader, the German Nazis, republic, principle, nationalism, livelihood, peaceful, prison, determined, generous, confident
b. 交际用语
Expressing points of view about great people
I think/ don’t think... I’m afraid... Why do you think so
What do you think of What about you What’s your opinion
I agree/don’t agree. In my opinion,... I think.... because....
2. Ability goals 能力目标
Enable the students to tell what a great person is and help the Ss develop a good quality.
3. Learning ability goals 学能目标
Help the students learn how to tell what a great person is.
Teaching important points 教学重点
Let the students learn to use the structures of expressing points of view.
Teaching difficult points 教学难点
How to tell an important person from a great person.
Teaching methods 教学方法
Looking at the diagram and pictures (individuals).
Pairs work to discuss (cooperative learning).
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Task 1 Leading-- in
Let the students listen to the song《Hero》so that lead in the topic of this Unit, and let them
talk about their heros. At the same time ask the Ss to watch a short film then guess who is teacher`s hero
Task 2 Guessing game
Who is he
What is he famous for
What kind of person is he
设计意图：由一首英文歌曲HERO引出本单元的话题，即贴切又生动。选取学生熟悉的人物进行猜猜看游戏，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。
设计意图：通过学生随意发表自己的观点，引出本单元的难点，伟人应该具备的品质
在这个环节，老师要充分发挥引导作用，帮助学生总结出伟人和名人的区别，尤其是伟人的标准。从而为接下来的讨论做准备。
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。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。
Task 5 Survey
Who am I
What qualities do I have
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，此环节既是对学生的自我评价也是对本单元的小结，既能帮助学生回顾梳理整节课的思路，把握重点，也能为课后复习提供指引。
Task 6 Homework
1. Write a passage of 50 words to describe your hero, including his name, things he did, his qualities, etc
2. .Review the words that you have learned in Warming Up and Pre-reading sections.
设计意图：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。