必修一 Unit 5 Nelson Mandela
—a modern hero
Reading
一．Type 教学课型：Reading 阅读课
本文以 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。
二．Analysis of the textbook 教材分析
教材借穷苦的黑人工人伊莱雅斯之口，叙述发生在他身边的纳尔逊曼德拉的故事，时间是从1952年到1963年。伊莱雅斯初遇曼德拉时还是一个年仅12岁的黑人少年，正处于人生的一个非常困难时期。当时曼德拉开办了专为黑人服务的侓师事务所，帮助黑人解决问题。伊莱雅斯正是在曼德拉的帮助下获得了在约翰内斯堡工作的合法权利，在曼德拉的教育下，伊莱雅斯开始体会到人生的快乐和希望。曼德拉亲切和蔼的态度、宽容博大的襟怀让他深深感到，永生难忘。因此，伊莱雅斯第一时间加入了曼德拉领导的非洲人国民大会青年联盟，聆听曼德拉的演讲，积极参加他组织的反政府活动，为争取获得与白人平等的权利而斗争。这样的写法有别于惯常所采用的平铺直叙，虽然只反映出曼德拉的一个侧面，但读起来却更加亲切感人，引人入胜，还留给了学生更多的思考空间。
在本单元的Warming up &pre-reading部分，学生通过图片了解了一个伟人应具备怎样的品质。为熟悉本课的内容作了铺垫。虽然学生对一些伟人已经有一点的背景知识，但是对 Nelson Mandela 并非完全了解。本节课的目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高他们的语言运用能力。21·cn·jy·com
1. Teaching Aims教学目标
Knowledge objectives
Students will be able to learn the useful new words and expressions in this part:www-2-1-cnjy-com
Hero,quality,republic,principle,nationalism,livelihood,fight,youth,peaceful,prison,legal,equal,
law,advise,continue,gold,passbook,ANC,league,stage,vote,position,accept,violence,devote,
vote, guidance, blow up, in trouble
b. Enable the students to read Elias’ story
c. Guide the students to know the qualities of Nelson Mandela as a great leader21·世纪*教育网
Ability objectives
Develop the students ’reading skills, such as fast reading ,careful reading and summarizing
Improve the students’ comprehension ability
Emotion objectives
a,Understand the qualities great person have in common and learn the fine qualities from them
b.Develop the students’ moral quality
2.Teaching important points教学重点
Enable the students to read Elias’ story and Learn to grasp the main idea of the text.
Enable students to talk about the fine qualities of great people,especially Nelson Mandela
Improve the students’ reading ability
3.Teaching difficult points 教学难点
a.How to grasp the main idea of the text.
b.How to help develop students’ reading ability
c.How to help students learn from Nelson Mandela
4.Teaching methods 教学方法
Student-centered
b.Task-based teaching method(任务型教学)
c.Discussion
5.Learning methods 学习方法
Individual or pair work and group work
6.Teaching Aids 教具准备
The multimedia
三．教学设计
1. 总体思路
本堂课的主要内容分为四大部分，Pre-reading(阅读前活动) ,while –reading（阅读中活动） ,post-reading （阅读后活动）以及discussion(讨论) and role play 。其中阅读前活动通过看图说话，旨在让学生熟悉课文主题。阅读活动由略读、细读、归纳大意环节组成，教师根据学生的认知和情感规律的特点，遵循循序渐进的教学原则，活动和所设计的问题由浅入深，层层深入，着眼于提高学生的阅读能力 ，是学生理解课文的关键环节。读后活动的评价性问题和讨论旨在培养学生的综合语言运用能力，激发学生的发散性思维。同时引导学生向伟人的高贵品质学习，提高自身素养。
2．Teaching procedures 教学过程：
Step 1. Revision
Recitation（经典背诵）
Teacher: Good Morning, everyone. Yesterday I gave you the assignment, do you still remember ? Yes/No,now I’d like to check the recitation of the passage. ok! Who’d like to have a try? Good! Recite the passage together. Yeal! You do a good job.21*cnjy*com
经典背诵 At this point, when all the children were willing to share their experiences, I began to learn how to teach. The music allowed me to learn that teaching is about sharing and respect, tears and smiles, the knowing and the unknown and, most of all, an understanding of each other.(2015安徽 完型填空)
设计意图：经典背诵篇是2015湖南高考完型节选部分，语句简短，朗朗上口，而且寓意深刻，既培养学生英语语感，又复习所学词汇，还培养语言学习兴趣提高学生人生价值观。同时让学生很快进入学习状态。【来源：21·世纪·教育·网】
Step 2. Warming up and pre-reading
T: Guessing game for prediction, show three pictures of great person, let Ss guess who it is according to the description of the great person. Ask the students to look at the pictures of 2 persons on the PowerPoint and ask students if they know anything about them.
Q: who is this person? Is he great? Why do you think so ? Do you admire him? Why do you like him so much? Did he do anything for others? What are /were his best qualities?【版权所有：21教育】
T: Now can you tell me what a great person is?
S:A great person is someone who is bravehelpfuldevoted to helping others .
T: Show another picture of Nelson Mandela?
It seems you know Nelson Mandela a little .Do you want to know more about him ?Let’s read the following story and see what Elias thinks of Nelson Mandela.
设计意图：通过组织学生讨论Sun Yat-sen等四人的主要事迹热身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，引起学生对阅读的兴趣，为学习正文做好准备。
Step 3 While-reading
Task1: Fast reading
Match each paragraph with the main idea
Para 1 a. Black people’s rights
Para 2 b. Elias’ self-introduction
Para 3 c. Mandela helped Elias
Para 4 d. Elias’ true feeling and actions
Para 5 e. Elias’ trouble—Poor education and jobwww.21-cn-jy.com
Divide the text into two parts
Part I（1-2） Elias’ life before he met Nelson Mandela.2-1-c-n-j-y
Part II（3-5） Elias’ life after he met Nelson Mandela and what Mandela did.21教育名师原创作品
设计意图：快速阅读是学生在阅读英语文章时应掌握的一项基本阅读能力。学生通过快速阅读能迅速找到文章大意。归纳段落大意是对学生理解语篇结构能力的考察，但当学生读前，老师要给学生一点相应的指导，比如快读就是迅速浏览文章，大意一般在每段的句首、句末或文章中反复出现的关键词等。我根据学生的实际水平，降低了难度，以连线形式让学生找到课文每部分大意，便于学生理解和做笔记。通过快读训练了学生获取文章大意的能力。
Task2: Careful reading
Why did he leave school?
Why couldn’t he get a job in a gold mine? （difficulty）
Why did he meet Mandela?
What difficulties did black people have in South Africa?
How did Mandela help Elias and other black people? （change）
设计意图：细读是学生在阅读英语文章时应掌握的另一项基本阅读能力，通过细读让学生进一步理解文章结构以及人物关系，学生用英语获取信息、处理信息、分析和解决问题的能力，问题设计由表及里，层层深入，帮助学生逐步加深对课文的理解。最终达到提高学生自主学习能力的目的。
Step 4. Listening
The time line of Elias' life
Name Elias2·1·c·n·j·y
birth place South Africa
Profession（职业) worker
Education Studied for only 2 years
Time line of Elias’ life
1940: He was born
1946: He began school
1948: He left school
1952: He was 12 and met Mandela
设计意图：听、说、读、写也是我们学好英语必不可缺的环节，而听力也是高考的方向，略读、和细读后学生已经理解文章，本部分主要是通过听再次获取文章伊莱雅斯的信息，本文是一篇记叙文，指导学生学会利用时间顺序描述一个人一生的主要活动。图片加深对文章的理解，训练学生听力抓细节能力。
Step 5 Class test （当堂检测）
Elias was a ______ _______in South Africa. He just received _______education when he was young. So he had some ___________(difficulty) in his work. When he was at the age of 12, he met Mandela who offered _________ on his ________ problems. He was grateful for his_____________ (kind).
During Elias’ time, life for the blacks was______. They had no rights to _______ and were treated___________ (equal) ，So when Mandela organized the ANC Youth League to fight for the equal rights of the blacks, Elias ______it as soon as he could. At first they tried some _________(peace) way to break the law but it was____________ (allow) . As a result, they had to ____________________________ to realize their dream of making black and white people________.
Key: black worker, little, difficulties, guidance, legal, kindness, vote, unequally, joined, peaceful, not allowed, answer violence with violence, equal.
设计意图：通过当堂检测，巩固学生所学知识，也是查漏补缺，检查教学效果的一种方法，同时也训练了学生语法填空能力。21*cnjy*com
Step 6 Discussion and role play
Task1: Suppose you are a reporter and your classmate is Elias. You are interviewing Elias. Maybe the following questions will help you.
When did you first meet Mandela?
How did he help you?
★★What do you think of him?
What did you do to support him?
What will you do in the future?
Key:
1.helpful
Opened a black law firm ...
2.kind&intelligent
He told me how to get the correct papers ...
3.Brave,Determined&Unselfish
Either to accept or fight the government.
Answer violence with violence.
设计意图：这部分问题是较高层次的，讨论角色表演环节，对于提高学生的口语能力起到了积极作用。学生可根据课文的信息材料进行课文复述，有助于学生当堂进一步巩固课文。但同时学生还要根据课文内容对Mandela的英雄事迹进行评价。21cnjy.com
Task 2: How do you think to be a great person as a senior student?【出处：21教育名师】
1.hard-working
We must work hard for ourselves,parents in order to live a better life in the future.
Success belongs to hard-working people.
2.determined
Follow our ideas,never give up.
3.friendly &warm-hearted
People who help others will get others' help.
4.optimistic
The world will smile at us when we are smiling.
设计意图：在老师总结时，老师适时的给学生提个实际问题，作为中学生怎么做才能成为一名伟人？把本节课推向高潮。【来源：21cnj*y.co*m】
Step 7 Summary
Elias: a poor black worker in South Africa. The text tells us about how Mandela helped Elias’ and other black people .
设计意图：再次回顾本节课所学。
Step 8 Homework
1.Read the text fluently and try to recite the key sentences.
2.Think of a person you admire and respect! Write a passage to describe him or her with the title --“My hero”.
设计意图：1.本文定语从句比较多，熟读课文为语法奠定基础。
2.阅读与写作密不可分，阅读是写作的基础。本文学习了Mandela的英雄事迹，让学生写他们心中的英雄，不仅强化了学生对课文的理解，还为学生创造了语言输出的机会,它也是阅读教学有效的延伸。
Step 9. Blackboard design 板书设计
Unit 5 Nelson Mandela－a modern hero
Reading ELIAS’STORY
Step 10. Teaching assessment 教学评价
After teaching, I think we have achieved both teaching aims and learning aims by providing various chances for the students to practice their listening, speaking, reading and writing in this class.
One the one hand what impresses me most is the brilliant performance of my students. All of them participated actively in class activities and they really did a good job. On the other hand，the relationship between the students and me is very harmonious. Besides, with the help of the multimedia, I can make my students interested in my class and present more information in a limited time.21世纪教育网版权所有
By the way, what I think should be improved is that some steps are not perfect because of the limited time. 21教育网
Anyhow, this class is a success except for something that needs to be improved, I think.
必修一 Unit 5 Nelson Mandela
—a modern hero
Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
period, advise...on, continue, fee, fare, gold/golden, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal, make +O +adj., as...imagine, in one way, blankets, degree, allow sb. to do sth., guard, stop...from, educated, come to power, beg for, terror, fear, cruelty, reward, rights, be proud to do/be proud of
b. 重点句子
It was in 1952 and he had opened a black law firm to advise poor black people on their problems. P3421教育网
After trying hard, I got a job in a gold mine. P34
He told me how to get the correct papers so I could stay in Johannesburg. P34
I joined it as soon as I could. P34
The last thirty years have seen the greatest number of laws stopping our rights and progress... P34
We were put in a position in which we had either to accept we were less important, or fight the Government. P3421*cnjy*com
But I was happy to help because I knew it was to realize our dream of making black and white people equal. P34
It was a prison from which no one escaped. P38
When I got there Nelson Mandela was also there and in one way it helped me. P38
2. Ability goals 能力目标
Enable the students to describe a great person with the order of time.www-2-1-cnjy-com
3. Learning goals 学能目标
Help the Ss how to describe a great person.
Teaching important points 教学重点
The general idea of the text.
Teaching difficult points 教学难点
The characteristic of the writing in this unit.
Teaching methods 教学方法
Skimming method.
Task-based method.
Explaining method.
Teaching aids 教具准备
A recorder, a projector and some slides.
Teaching procedures and ways 教学过程和方式
Step I Revision
Check the homework of Unit 4.
Step II Reading
Get the students to comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading. Read the passage on page 34 to get the answers to the exercises of Comprehending.21·cn·jy·com
T: So much for the homework of Unit 4. Boys and girls, I’d like to ask you some questions: Who do you admire greatly? Why?2·1·c·n·j·y
Sa: Yao Ming. In my opinion, he is the best basketball player in our country.
Sb: Lu Xun. He is a great writer and revolutionary. He wrote many excellent articles.
Sc: Newton. He is an English great physicist, mathematician and astronomer. He discovered the law of universal gravitation, developed calculus (微积分) and discovered that white light is composed of every color in the spectrum (光谱).21世纪教育网版权所有
Sd: Chairman Mao. He is the greatest person in my eyes. He led the people of China to get the freedom, build up our own country and make us lead a happy life.【来源：21·世纪·教育·网】
T: You are all right. The person whom I admire is a modern hero — Nelson Mandela. He is the former South African president, who realized the dream of making black and white people equal.
At the same time, show the picture of him on the slide. 21·世纪*教育网
T: Let’ s come to Unit 5. It is about Nelson Mandela— a modern hero. After learning this lessen you will know him very well.【版权所有：21教育】
T: Now, first let’s listen to the tape. While listening, pay more attention to the correct pronunciation and try to get the main idea. (Six minutes later) Then read the text again by yourselves to get the answers to Part 1 and Part 3 of Comprehending on Page 35.
Three minutes later.
T: Let’s check your work of Part 1 together.
Suggested answers:
1. True. Because Elias met Nelson Mandela at work www.21-cn-jy.com
2. False. Because his family could not continue to pay the school fees and the bus fare.
3. True. Because Mandela told Elias how to get the correct papers so he could stay in Johannesburg.21*cnjy*com
4. True.
5. False. Because at first they broke the law in a way which was peaceful, but when they failed, they decided to answer violence with violence.
6. False. Because at first they broke the law in a way which was peaceful, but when they failed, they decided to answer violence with violence.
T: Let’s come to Part 3 of Comprehending. Read the text again and try to finish the timeline of Elias’ life.
Five minutes later.
Suggested answers
— 1940 ........He was born.
— 1942 ....... He was a two years old baby.
— 1944 ....... He was four years old.
— 1946 ....... He began school.
— 1948 ....... He left school.
— 1950 ....... Nelson Mandela opened his law firm.
— 1952 ....... He was 12 and met Mandela.
— 1954 ....... He was fourteen and encouraged by Mandela.
T: According to the timeline, we can better understand the life of Elias.
T: Now please skim the passage fast to obtain a general understanding of the whole passage. While reading, see how many parts the text can be divided into, and give the general idea of each part.【出处：21教育名师】
Five minutes later.
Suggested answers
Part I Paragraph 1——2 The Life of Elias’ life before he met Nelson Mandela.
Part II Paragraph 3——5 The change of Elias’ life after he met Nelson Mandela and what Mandela did.
T: In order to better understand the text, please answer the following questions in Ex 2. Work in pairs please.
Three minutes later.
T: Let’s check the answers together.
Step III Extensive Reading
Get the students to learn more about Nelson Mandela.
T: So much for the text. Do you want to know more about Nelson Mandela?
Ss: Yes.
T: Let’s come to Reading on Page 38: The REST OF ELIAS’ STORY. Please listen to the tape.
Three minutes later.
T: Please read the text carefully, and do the exercise one on Page 39.
Two minutes later.
T: Let’s check your work.
Check the answers with the students together.
Suggest answers
Good things
He became a good student.
He felt good about himself.
Bad things
He was not allowed to study for his degree.
T: Please discuss the two questions on the slide with your partner.2-1-c-n-j-y
1. What would you have done if you were Elias?
2. How do you think his wife and family felt when he was in prison?21cnjy.com
Four minutes later.
T: Who’d like to tell us your answer to Question one?
S1: If I were Elias, I would have make more efforts to study for my degree
T: Then the second?
S2: I think his family may feel very sad, but a bit comforted that he could be educated in prison.
T: Good, thanks!
Step IV Listening and Explanations of some language points
T: Listen to the tape paying attention to pauses in the long sentences.
After listening,
T: Now let’s deal with some language points. Turn to Page 34. Let’s look at the sentences. The first: The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. In this sentence, see means be the time when (an event) happens; witness. For example: This year sees the tercentenary of Handel’s birth. (今年是韩德尔诞辰三百周年) where we have ....is an attributive clause, which is used to modify a stage. For example: This is the old house where my grandfather lived ten years ago.21教育名师原创作品
Then the second: We were put into a position in which we had either to accept we were less important, or fight the government. We chose to attack the laws. We first broke the law in a way which was peaceful; when this was not allowed… only then did we decide to answer violence with violence. From these sentences we know that they had tried to gain their equal rights in peaceful way, but it was in vain. So they turned to violence. In this sentence, in which we had either to accept…is an attributive clause, which is used to modify a position. And which was peaceful…is also an attributive clause, which is used to modify a way. Another example: I don’t like the way in which he talks.【来源：21cnj*y.co*m】
Step V Homework
1. Recite the key sentences in the two texts.
2. Preview Warming up and Pre-reading on Pages 33.
必修一 Unit 5 Nelson Mandela
—a modern hero
Reading
1. Teaching goals:
(1).Help the students to master some useful words and expressions in the text
(2).Help the students learn how to talk about fine quality of great people to improve their speaking ability21世纪教育网版权所有
(3).Help the students improve the reading ability
2.Teaching important points：
(1).Talk about fine quality of great people to im-prove their speaking ability
(2).Enable the students to grasp the main idea of the passage21教育网
(3).Help to improve the students’ reading ability
3.Teaching difficult points：
(1).How to express their own opinions
(2).How to grasp the main idea of the text
4.Teaching methods：
1. Asking-and-answering activities.
2. Individual, pair or group work.
3. Discussion and cooperative learning.
5.Teaching aids:
A computer, a projector and a blackboard
6.Teaching procedures：
Step I Greeting the students as usual
T: Good morning, boys and girls
SS: Good Morning, Miss Huang. T: Sit down, please.21·cn·jy·com
SS: Thank you, Miss Huang.
StepII Lead-In
T: First, please look at this picture and guess who are according to the clues.
Picture1: 1.He comes from Shanghai, China.
2.He is the best basketball player in our country.www.21-cn-jy.com
3..He enters the NBA in America.
Ss: Yao Ming
Picture2: 1.He was born on July 3rd ,1983 in Putuo Shanghai China.【来源：21·世纪·教育·网】
2. He is 1.83 meters tall and 74 kg.
3.He runs fastest and got the medal of 100m hurdles in the 2004 Olympic Games.
Ss:Liu Xiang
Picture3: 1.He is an astronaut(宇航员）in China.
2.He is the first astronaut piloting a spacecraft(航天器）,traveling in the space on board Shenzhou-5 in 2003.2·1·c·n·j·y
Ss: Yang Liwei
Picture4:1.He is the richest man in the world now.www-2-1-cnjy-com
2.He set up Microsoft Company and makes his own software.【来源：21cnj*y.co*m】
Ss:Bill Gates
Picture5:1.She was a Polish scientist .
2. She won the Nobel Prize for Physics in 1903
3.She won the Nobel Prize for Chemistry in 1911
Ss: Mary Curie
Picture6:1.He was born in Germany.
2. His theory is in Physics.
3. He won the Nobel Prize in 1921.
SS: Albert Einstern
Picture7:1.He founded the first Republic in China in 1911after many years’ fighting.
2. He strongly believed in the three principles: nationalism; People’s rights; people’s livelihood.【出处：21教育名师】
3.He is thought as the Chinese people’s “ Father of the Nation.
Ss:Sun-Yat-sen
Picture8:1. He gave up a rich life for his ideas.
2. He fought for his country –India to be free from the UK in a peaceful way.
3.He was thought as Indian People’s “ Father of the Nation.”21·世纪*教育网
Ss: Gandi
Picture9:1.He fought for the black people and was in prison for thirty years.
2. He helped the black people to get the same rights as white people.
3.He was the first black president in South Africa.
Ss: Nalson Mandela
T:All of them belong to great or important people. What qualities do they have?
Ss: Confident, brave, honesty, wise, loyal, strong-minded……21*cnjy*com
T:Do you think they are far away from us?
Ss: Yes/No
Step3: Reading.
T: Today we are going to learn a passage called Elias’ story to find out what a great person like in an ordinary person’s mind.21教育名师原创作品
1.Skimming:
T: Please read the text quickly and divide the parts according to the main ideas.
Part1 Para (1-2 the life of Elias’ life before he met Nelson Mandela
Part2 ( 3-5 )the change of Elias’life after he met Nelson Mandela and what Mandela did
2.Scanning
T: Now read the passage carefully and finish the blanks according to the timeline
Suggested answers:
T:Please read the text carefully again and finish the True or False questions on page 35 and tell why.21cnjy.com
3. A short summary
T: In order to test whether you are familiar with test or not. Let’s fill in the blanks according to the text.2-1-c-n-j-y
Step4 : Discussion:
T: There is no doubt that Nalson Mandela is a great person. We should learn from him
T:Work in groups of four and discuss how to be a great person. 【版权所有：21教育】
T: I’ll give you 3 minutes to prepare for it. Then The group leader should make a brief report about your design android in your group.21*cnjy*com
Step5 : Homework:
Go over the passage and underline the useful words and expressions
Finish off Exercise1,2 on page35-page36
必修一 Unit 5 Nelson Mandela
—a modern hero
Reading
Introduction
In this period, after the warming up, students will first be guided to talk about great people. Then they will be helped to read a narration entitled Elias’s story. It’s a story about a Elias helping Mandela working for the freedom of the black people. 2·1·c·n·j·y
Three examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.
Objectives
To help students learn to describe people
To help students learn to read a narrative text
To help students better understand “freedom for all” 【来源：21·世纪·教育·网】
To help students learn to use some important words and expressions www-2-1-cnjy-com
To help students identify examples of the attributive clause < where, when, why, pre. ＋which/ whom> 21·世纪*教育网
Focus
Words
devote, vote, attack, escape, educate, beg, reward
Expressions
out of work, as a matter of fact, in trouble, turn to, lose heart, come to power, set up, be sentenced to
Patterns
The time when I first met Nelson Mandela was a very different period of my life.
We have reached a stage where we have almost no rights at all.
Only then did we decide to answer violence with violence.
As a matter of fact, I do not like violence…
Procedures
1. Warming up
⑴ Warming up by describing yourselves
Hello, boys and girls. This morning we’ll take up Unit 5 in which we’ll learn to describe people. But first what kind of person are you? (shy, outgoing, fun, mean, immature, dramatic or nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-minded, determined) 21世纪教育网版权所有
⑵ Warming up by describing a great person
We take Unit 5 today which is about a modern hero, a great person named Nelson Mandela. But what is a great person like? (A great person 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, gets on well with others, and help others, etc.) 21·cn·jy·com
Boys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who fights for the rights of the black people. When talking about a person, what adjectives can you think of to describe his or her qualities? What are the qualities you should find in a great person?
⑶ Warming up by getting to know Mandela
Before we go to read Elias’s story let’s first try to know about Nelson Mandela by reading the following short passage. 【来源：21cnj*y.co*m】
Nelson Mandela is one of the great moral and political leaders of our time: an international hero whose lifelong dedication to the fight against racial oppression in South Africa won him the Nobel Peace Prize and the presidency of his country. Since his triumphant release in 1990 from more than a quarter-century of imprisonment, Mandela has been at the center of the most compelling and inspiring political drama in the world. As president of the African National Congress and head of South Africa's antiapartheid movement, he was instrumental in moving the nation toward multiracial government and majority rule. He is revered everywhere as a vital force in the fight for human rights and racial equality.
2. Pre-reading by looking and saying
Now, look at the six people in the pre-reading part. Can you recognize them? Do you think they are important people? 21教育网
You may say yes, because they have done something really important to benefit the world or a country. But do you think all of them are great people? 【出处：21教育名师】
Patterns to be used
I think/ I don’t think…; in my opinion; I’m afraid…; I agree/ don’t agree…; I
prefer…; What’s your opinion? Why do you think so? What do you think of…?
A sample dialogue
A: Do you think William Tidal is a great person?
B: Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work.
A: Yes. I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now, let’s come to Norman Bethune. What do you think of him?
B: …
3. Skimming for main idea of each paragraph
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. It is a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story? 【版权所有：21教育】
Type of writing and summary of the idea
Type of writing
This is a piece of narrative writing.
Main idea of the passage
Elias describes how Nelson Mandela helped the black people through his own experience
Topic sentence of 1st paragraph
The time when I fist met Nelson Mandela was a very difficult period of my life.
Topic sentence of 2nd paragraph
Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work.
Topic sentence of 3rd paragraph
The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life.
Topic sentence of 4th paragraph
The last thirty years have seen the greatest number of laws stopping our rights and progress until today we have reached a stage where we have almost no rights at all.
Topic sentence of 5thparagraph
We first broke the law in a way which was peaceful; when this was not allowed … only then did we decide to answer violence with violence.
4. Scanning for specific information
Scan the test specific information to finish Comprehending Ex. 3. www.21-cn-jy.com
Suggested answers
1940—Elias was born.
1942—Elias was two years old.
1944—Elias was four years old.
1946—Elias began school.
1948—Elias left school.
1950—Nelson Mandela opened his law firm.
1952—Elias was 12 and met Nelson Mandela.
1954—Elias was 14 and encouraged by Mandela.
5. Discussing questions in groups of four
How did the white people stop the black people from being treated fairly?
Why did Elias support Mandela?
Why did he support violence when he did not agree with it? 2-1-c-n-j-y
Suggested answers:
Through unfair laws.
There are three reasons for this.
Firstly, Mandela once helped him and he thought Mandela kind and generous. Secondly, he agreed with Mandela’s political ideas. For example, he agreed with his explanation of how the black people were not treated fairly. He also sided with him on his view of peaceful fighting.
Thirdly, he knew that what Mandela fought for was to make black and white people equal.
Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.
6. Reading to make a diagram
Let’s go over the text once more to make a diagram of it with key words of each paragraph placed in the box. 21*cnjy*com
7. Retelling the text in your own words
With the help of the diagram try to retell the story in your own words. 21cnjy.com
A retold passage of the text
Elias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in Johannesburg. But as he hadn’t got a passbook which was required if one wanted to live in Johannesburg. He was worried about being dismissed. However, he was lucky enough to get some help from Nelson Mandela and managed to get the correct papers. After that, he began to know more Mandela and his political ideas. He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.
8. Closing down by taking a quiz
Fill in the blank with one word to complete the summary of the text.
Nelson Rolihlahla Mandela 1_____ born in Transkei, South Africa 2 _____ July 18, 1918. Mandela himself was educated 3 _____ University College of Fort Hare and the University 4 _____ Witwatersrand and qualified in law in 1942. He 5 _____ the African National Congress in 1944 6 _____ was engaged in resistance 7 _____ the ruling National Party's apartheid policies 8 _____ 1948. He went on trial for treason in 1956-1961 9 _____ was acquitted in 1961. Nelson Mandela 10 _____ released on February 11, 1990. After 11 _____ release, he plunged himself wholeheartedly into 12 _____ life's work, striving to attain the goals 13 _____ and others had set out almost four decades earlier. 14 _____ 1991, at the first national conference 15 _____ the ANC held inside South Africa 16 _____ the organization had been banned in 1960, Mandela 17 _____ elected President of the ANC while his lifelong friend 18 _____ colleague, Oliver Tambo, became the organization’s National Chairperson.
(Keys: 1 was 2 on 3 at 4 of 5 joined 6 and 7 against 8 after 9 and 10 was 11 his 12 his 13 he 14 In 15 of 16 after 17 was 18 and)
Choose the best answer to complete the sentence.
1. A law firm was opened to advise the poor farmers _____ their problems.
A: at B: about C: with D: on
2. The factory _____ I studied law was far away from _____ I lived.
A: where, that B: that, where C: where, where D: which, which
3. 2007 has _____ the greatest number of coal miners killed in various accidents.
A: watched B: seen C: experienced D: looked
I was put in a position_____ I had either to give up my job or accept less pay.
A: in which B: in that C: at which D: about that
(Keys: 1. D, 2. C, 3. B, 4. A)
必修一 Unit 5 Nelson Mandela
—a modern hero
Reading
一．教学背景分析
1.教材分析：
本课的教学内容是人教版高中英语必修一unit5阅读部分，该部分的重点学习内容是通过不同的阅读技巧（如通过略读和查读从文章中获取主要信息等）理解全文，并能针对阅读内容表达自己观点。话题贴近历史人物的学习。本课的重点词汇有found, republic, principle, peaceful, mankind, lawyer…etc.等。教师在课堂上要通过一系列的课堂活动和任务培养学生的阅读技能，提升学生的阅读能力。21教育网
2. 学情分析
1.学生在学习本课之前已学的词有hard-working, active, generous, selfless等及描述人物品质的形容词。因此，在导入环节，教师要遵循从已知到未知的学习规律，展现学习过的词进入新课的学习。在阅读活动环节利用填空，判断题使学生在完成课堂任务后能快速获取主要信息。21cnjy.com
2. 高一的学生相对来说好胜心比较强，课堂竞赛是激发学生学习积极性的好方法。
3. 本课主题以历史人物为话题，教师要充分激活学生对历史人物的崇拜之情，让学生富有爱戴之情完成阅读任务。教师可让学生在课前上网查找曼德拉的相关信息。
4. 学生基础一般，学生程度参差不齐。在设计这堂课时，任务应考虑学生的认知能力，从简到难，以适合各个层次的学生，使教学有效、高效。21世纪教育网版权所有
二、教学目标：
1. 知识与技能目标：
1学习新单词found, republic, principle, peaceful, mankind, lawyer…etc.
2)重点短语：out of work, as a matter of fact, blow up;
3)通过不同的阅读技巧（如通过略读和查读从文章中获取主要信息等）理解全文，并能针对阅读内容表达自己观点.21·cn·jy·com
2. 过程与方法目标：
通过所设计的课堂活动和任务，让学生主动参与，在合作探究中学会学习和理解文章。
3. 情感态度价值观：
1) 了解纳尔逊 曼德拉的生平事迹，学习伟大人物的优秀品质，不断提高自身的品格修养。
2) 通过竞赛、小组合作学习等形式，调动学生的学习主动性和 积极性。
三、教学重点、难点：
1.重点：通过略读和查读等阅读技巧获取主要信息，并能针对阅读内容表达自己观点。
2.难点：运用不同的阅读技巧理解全文，能够正确描述人物品质。
四、教学策略与方法：
1. 本节课根据学生的特点和教学内容的实际，采用任务型教学法和交际法相结合的方式来教学。
2. 采用计算机多媒体辅助教学，增加阅读兴趣，降低难度。
3. 通过竞赛、小组合作等多种形式，提高学生的学习兴趣、学习主动性和积极性。
五、教学过程设计：
教学过程
设计意图
Stage1 Pre-reading
Step1 Leading-in & Presentation
??
Q&A?
??
Video
通过学生所熟悉的人物及单词引入新课，并通过观看视频引起学生对所要学人物的了解和阅读材料的兴趣。展示学习目标，让学生了解本课重点。
Step 2 Prediction
Predict the passage though the title ? and the picture
帮助学生预测课文，使学生带着想知道结果的愿望，目的性强，注意力将会更集中。
Stage 2 While-reading
Step 3 Fast reading & Careful reading
首先快速阅读中可运用查读和略读技巧获取答案并对文章进行分部分从而初步了解文章整体大意。其次在细读中设计对详细信息的学习，从而加深学生对文章的深度理解。
Stage 3 Post-listening
Step 4: 1. Discussion
???????????? 2. Video
学习了课文后，小组讨论总结曼德拉的品质。观看写给曼德拉歌曲的视频，学习伟人的高尚品质。
Step 5 Summary
总结本课重点，及时反思本课收获。
Step 6 Homework?
1. Memorize the new words and phrases.
2. Preview the language points of the passage.
?
复习巩固所学习过的单词和重要句型，并为引入课文的学习做好准备。
?
六．板书设计
Unit5 (Reading) Elias＇ story
?
? ? ? ? ? ? ? ? ? ? ? ? ? ? Para.1
Part 1 before
Para.2
?
Elias met Mandela
??????????????? Para.3
Part 2 after??? Para.4
??????????????? Para.5
?
七．教学反思
