必修1 unit5教案

《必修1 unit5教案》由會(huì)員分享，可在線閱讀，更多相關(guān)《必修1 unit5教案（34頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、 Unit 5 Nelson Mandela – a modern hero Contents 目錄 一、單元教學(xué)目標(biāo)和要求(Teaching aims and demands) 二、教材內(nèi)容分析（Analysis of the teaching materials） 三、教學(xué)安排(Teaching arrangements) 四、單元預(yù)習(xí)任務(wù)(Pre-unit Activities: Pr

2、eview Task) 五、教學(xué)步驟 (Teaching procedures) 六、背景參考資料(Background knowledge) 七、評(píng)價(jià)與反思(Assessment and reflection) 臨海市回浦中學(xué) 李珊珊 陳曉平 余晶晶 一、教學(xué)目標(biāo)和要求(Teaching aims and demands) 根據(jù)課程標(biāo)準(zhǔn)實(shí)驗(yàn)教材（英語(yǔ) 必修）關(guān)于總目標(biāo)的具體描述，結(jié)合高一學(xué)生實(shí)際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語(yǔ)言知識(shí)、語(yǔ)言技能、學(xué)習(xí)策略、情感態(tài)度和價(jià)值觀四個(gè)方面。 1． 語(yǔ)言知識(shí) （Knowledg

3、e） 詞匯（Vocabulary）： 能理解、內(nèi)化、運(yùn)用以下生詞---- 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，presi

4、dent，sentence（v.），sincerely 短語(yǔ)(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)：學(xué)習(xí)掌握一些用于發(fā)表意見(jiàn)與評(píng)論的結(jié)構(gòu)句式，如： 1． 發(fā)表意見(jiàn) （Giving opinions） Why do you think

5、so? What do you think of ...? What's you opinion? agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid .... 2． 評(píng)論 （Making comments） Good idea! That's an excellent idea． 語(yǔ)法(Grammar)：定語(yǔ)從句（II）（由where, when, why, 介詞+ which, 介詞+ whom引導(dǎo)的定語(yǔ)從句） The school where I

6、 studied only two years was three kilometres away． This was a time when you had got to have a passbook to live in Johannesburg The reason why I got a job was because of my hard work． …we were put in a position in which we had either to accept we were less important, or fight the Government． The

7、person to whom you should be grateful for a peaceful South Africa is Nelson Mandela. 擴(kuò)展詞匯： negative(消極的), heroine(女主角，女主人公), unwilling(不情愿的), nation(國(guó)家，民族), sacrifice(犧牲)，realize（認(rèn)識(shí)到）, give up（放棄）, riches（財(cái)富）, Bible（圣經(jīng)）, revolution（革命）, career（職業(yè)）, equality（平等）, fairness（公平）, conflict（沖突）, bio

8、graphy（自傳）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧師）, version（翻譯）, readable（易讀的）, adventure（冒險(xiǎn)）, scholar（學(xué)者）, sympathy（同情）, ,campaign（從事活動(dòng)）, communist（共產(chǎn)主義者）, injustice（不公平）, oppose（反對(duì)）, pilot（飛行員）, boycott（聯(lián)合抵制）。 2. 語(yǔ)言技能 (Skills) 聽(tīng)：在本單元的課文及練習(xí)冊(cè)聽(tīng)力教學(xué)中， 能聽(tīng)懂人物和事件以及它們的關(guān)系，能抓住所聽(tīng)語(yǔ)段中的關(guān)鍵詞，正

9、確理解話語(yǔ)間的邏輯關(guān)系。 說(shuō)：在本單元的課文及練習(xí)討論時(shí)， 能恰當(dāng)使用I think/ I don’t think/ in my opinion/That’s an excellent idea等對(duì)英雄、偉人的品質(zhì)恰當(dāng)?shù)匕l(fā)表意見(jiàn)，進(jìn)行討論。 讀：能在閱讀中使用不同的閱讀策略，迅速地從閱讀材料中獲取主要信息，根據(jù)上下文線索預(yù)測(cè)故事發(fā)展，根據(jù)上下文猜測(cè)詞義并通過(guò)不同渠道如報(bào)刊、音像、網(wǎng)絡(luò)等了解更多偉人的情況。 寫：能用恰當(dāng)?shù)恼Z(yǔ)言簡(jiǎn)單地描述人物，并簡(jiǎn)單地表達(dá)自己的意見(jiàn)。 3. 學(xué)習(xí)策略(Strategy)： 1． 在聽(tīng)和讀的訓(xùn)練中，學(xué)會(huì)借助情景和上下文猜測(cè)詞義或推測(cè)段落大意，借助圖表等非語(yǔ)

10、言信息進(jìn)行理解和表達(dá)。 2． 主動(dòng)制定本單元學(xué)習(xí)計(jì)劃，客觀評(píng)價(jià)自己的學(xué)習(xí)效果，在課內(nèi)外活動(dòng)中積極用英語(yǔ)交流，有效地使用詞典、圖書館、網(wǎng)絡(luò)等媒體資源來(lái)獲得更多的有關(guān)偉人的英語(yǔ)信息。 4. 情感態(tài)度和價(jià)值觀（Affect and Values） 了解Nelson Mandela的生平事跡，認(rèn)識(shí)偉人所應(yīng)具備的優(yōu)秀品質(zhì)，并向他們學(xué)習(xí)，以提高自身素質(zhì)，樹(shù)立正確的人生觀，學(xué)習(xí)他們?cè)谄D苦的環(huán)境下為人類做貢獻(xiàn)、不追求享樂(lè)的高尚精神。同時(shí)也學(xué)會(huì)一分為二的態(tài)度客觀看待事物。 二、教材內(nèi)容分析（Analysis of the teaching materials） 本單元的中心話題是當(dāng)代英雄納爾遜·曼

11、德拉。故事的主題內(nèi)容分成三個(gè)部分，由窮苦的黑人工人伊萊亞斯敘述他眼中的曼德拉。這樣的寫法雖然只能反映出曼德拉的一個(gè)側(cè)面，但讀起來(lái)卻更為客觀可信，使學(xué)生對(duì)曼德拉有初步的了解。第一篇閱讀短文伊萊亞斯向我們介紹1952-1963年期間的曼德拉。第二篇聽(tīng)力短文伊萊亞斯講述了他為了爭(zhēng)取與白人有平等的權(quán)利而參加了曼德拉的非洲國(guó)民大會(huì)青年聯(lián)盟。第三篇閱讀短文伊萊亞斯說(shuō)到他在羅本島監(jiān)獄得到了曼德拉的幫助，非國(guó)大（ANC）掌權(quán)后，伊萊亞斯又回到羅本島監(jiān)獄擔(dān)任導(dǎo)游。這有別于慣常采用的直敘手法，盡可能剔除作者的主觀看法，留給學(xué)生更多的思考空間，啟發(fā)學(xué)生自己去思考，主動(dòng)地表述對(duì)自己心目中英雄人物的看法。為了讓學(xué)生完成

12、寫作任務(wù)，教科書又提供了曼德拉的生平履歷表，讓學(xué)生對(duì)曼德拉有了一個(gè)更完整的認(rèn)識(shí)?！盁嵘怼保╓arming Up）部分要求小組討論偉人應(yīng)具有的品質(zhì)，并通過(guò)一組問(wèn)題讓學(xué)生了解彼此的特點(diǎn)與看法?！白x前”（Pre-reading）部分提供了一些重要的歷史人物，要求學(xué)生讀懂每個(gè)人的基本情況，并判斷他們中誰(shuí)能稱得上是偉大的人?！罢Z(yǔ)言學(xué)習(xí)”（Learning about Language）部分突出了詞匯和語(yǔ)法的學(xué)習(xí)與訓(xùn)練。本單元的語(yǔ)法是when, where, why, 介詞+ which，介詞+ whom引導(dǎo)的定語(yǔ)從句?！罢Z(yǔ)言運(yùn)用”（Using Language）部分中包括了聽(tīng)、讀、寫三個(gè)部分的內(nèi)容，是本

13、單元主要閱讀篇章故事的延續(xù)。學(xué)生可從中了解南非黑人當(dāng)時(shí)的生活狀況以及他們不平等的社會(huì)地位，發(fā)現(xiàn)曼德拉的偉大之處。該部分提出的一些問(wèn)題有利于培養(yǎng)學(xué)生獨(dú)立思考的能力和人文精神。其中“寫作”（Writing）部分是訓(xùn)練學(xué)生選取和組織材料，寫出具有說(shuō)服力的書信。練習(xí)冊(cè)的寫作要求學(xué)生學(xué)寫有關(guān)偉人或名人的生平。“學(xué)習(xí)建議”（Learning Tip）指導(dǎo)學(xué)生收集、選擇和分析有關(guān)名人的材料，了解人們對(duì)這些名人的評(píng)論，以學(xué)會(huì)正確地評(píng)價(jià)人物。 三、教學(xué)安排(Teaching arrangements) Period 1: Reading I (Elias’ story +the rest of Elia

14、s’ 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 本教學(xué)安排根據(jù)“LARA教學(xué)原則”，對(duì)教材進(jìn)行大膽的刪除（L – leave out）、 修補(bǔ)（A – Amending）、替換（R – Replace）、增添（A – Add），靈活的將教材為

15、我所用。新教材在選材和教學(xué)活動(dòng)的設(shè)計(jì)上充分考慮到學(xué)生年齡特征和他們生理和心理發(fā)展的需要；在采用話題、功能、結(jié)構(gòu)相結(jié)合的教學(xué)方法的基礎(chǔ)上，設(shè)計(jì)了“任務(wù)型”的活動(dòng)；對(duì)英語(yǔ)語(yǔ)言知識(shí)和技能訓(xùn)練作了系統(tǒng)的安排，循序漸進(jìn)，循環(huán)反復(fù)，有利于學(xué)生構(gòu)建知識(shí)系統(tǒng)；注意培養(yǎng)創(chuàng)新精神，提高實(shí)踐能力。但新教材也應(yīng)與學(xué)生的實(shí)際相結(jié)合，我們不能全盤照搬。同時(shí)在教學(xué)過(guò)程中，為了對(duì)教學(xué)有及時(shí)的反饋和有效的改進(jìn)，我們還進(jìn)行了“形成性評(píng)價(jià)”,體現(xiàn)了學(xué)生的主體地位。 本單元的語(yǔ)言技能和語(yǔ)言知識(shí)幾乎都圍繞“當(dāng)代英雄”這一中心話題設(shè)計(jì)的。我們根據(jù)本單元實(shí)際情況對(duì)教材的課時(shí)安排作了一些調(diào)整，尤其是學(xué)生用書(Student’s Book)

16、和作業(yè)本(Workbook)有機(jī)結(jié)合。 根據(jù)本單元的教材的特點(diǎn)，按照任務(wù)型教學(xué)與大容量輸入與輸出的教學(xué)理念，整個(gè)單元的設(shè)計(jì)思路如下：輸入“英雄”的概念，先是學(xué)生的自由討論，更通過(guò)曼德拉的事跡向?qū)W生展示何為當(dāng)代偉人，以及偉人所要具備的一些品質(zhì)。在這基礎(chǔ)上，第二步要學(xué)生辨別偉人與名人的不同，以及體會(huì)一分為二的辯證唯物主義。最后我們回到生活中，生活中也有不少平凡但是為了集體崇高的理想，放棄個(gè)人利益而不斷努力克服困難的普通民眾，他們也是我們心目中的英雄，偉人。由此我們從書本回歸到生活，也成功升華，延伸了英雄的概念。通過(guò)學(xué)習(xí)語(yǔ)言點(diǎn)、語(yǔ)法還有寫作，學(xué)生在內(nèi)化吸收了知識(shí)后，進(jìn)行了輸出。 第一課

17、時(shí)是人物傳記式的閱讀課，但是文章的寫作角度比較特別，由窮苦的黑人工人伊萊亞斯敘述他眼中的曼德拉，這樣的寫法比較客觀可信。伊萊亞斯的故事與遭遇同時(shí)也成為本文與本課的一條貫穿總線。課文有關(guān)中心話題的有三個(gè)部分，第一篇閱讀短文伊萊亞斯向我們介紹1952-1963年期間的曼德拉。第二篇聽(tīng)力短文伊萊亞斯講述了他為了爭(zhēng)取與白人有平等的權(quán)利而參加了曼德拉的非洲國(guó)民大會(huì)青年聯(lián)盟。第三篇閱讀短文伊萊亞斯說(shuō)到他在羅本島監(jiān)獄得到了曼德拉的幫助，非國(guó)大（ANC）掌權(quán)后，伊萊亞斯又回到羅本島監(jiān)獄擔(dān)任導(dǎo)游?？紤]到故事發(fā)展與情節(jié)展開(kāi)的連續(xù)性與關(guān)聯(lián)性以及課堂時(shí)間，在這個(gè)課時(shí)，把第一篇閱讀短文與第三篇閱讀短文整合起來(lái)完成，聽(tīng)力

18、則放在第二課時(shí)。首先我們以一首英文經(jīng)典歌曲 “hero”作為課前的英語(yǔ)氛圍的營(yíng)造與課內(nèi)的導(dǎo)入，以老師問(wèn)學(xué)生答的有效互動(dòng)形式自由談?wù)撍麄兯矏?ài)的hero并說(shuō)明理由，提高了“說(shuō)”的能力。然后是Workbook “talking”部分的四幅人物圖像的呈現(xiàn)，以圖片展示的形式激勵(lì)學(xué)生用英語(yǔ)進(jìn)行語(yǔ)言實(shí)踐活動(dòng)，然后歸納出英雄的一個(gè)模糊標(biāo)準(zhǔn)，為課文學(xué)習(xí)做好鋪墊。之后正式人物曼德拉的登場(chǎng)，進(jìn)入主題伊萊亞斯眼中的曼德拉?？焖匍喿x部分訓(xùn)練學(xué)生的快速閱讀能力并讓學(xué)生對(duì)文章的梗概有所了解，對(duì)中心人物與背景有一定的印象。在細(xì)讀過(guò)程中，根據(jù)課文的內(nèi)容，問(wèn)題設(shè)計(jì)以伊萊亞斯的人生發(fā)展為貫穿總線，同時(shí)以曼德拉給予他的影響為副線，

19、環(huán)環(huán)相扣，層層遞進(jìn)，檢查學(xué)生對(duì)文章的理解程度。在學(xué)生掌握課文內(nèi)容并有了一定量的信息輸入之后，給學(xué)生創(chuàng)造情境，讓學(xué)生將所學(xué)的知識(shí)真實(shí)地運(yùn)用到情境交際中，達(dá)到鞏固知識(shí)與信息輸出的目的。在此，依據(jù)學(xué)生的認(rèn)知水平，我們?cè)O(shè)計(jì)兩個(gè)不同難度系數(shù)的任務(wù)。任務(wù)1：Suppose you were Nelson Mandela or Nelson Mandela’s wife, would you like to tell us something impressive? 這里我們希望學(xué)生從伊萊亞斯外的角度來(lái)述說(shuō)事情的發(fā)展過(guò)程，與文章的寫作手法呼應(yīng)，并鞏固所學(xué)知識(shí)。任務(wù)2：四人小組活動(dòng)，一個(gè)導(dǎo)游與三個(gè)游客之間的交

20、流活動(dòng)。相對(duì)任務(wù)1，任務(wù)2情境更加生動(dòng)，更加開(kāi)拓思維，能夠把交際實(shí)踐與閱讀有機(jī)結(jié)合起來(lái)并培養(yǎng)了學(xué)生的合作精神。作業(yè)的布置一個(gè)是讓學(xué)生在復(fù)習(xí)課文的同時(shí)找出好詞好句，另一個(gè)是讓他們以四人為一個(gè)小組，課外用各種媒體工具去找有關(guān)曼德拉更多的資料，也是為下節(jié)課做準(zhǔn)備。 第二課時(shí)是第一課時(shí)閱讀的鞏固，延伸，升華。先通過(guò)對(duì)錯(cuò)問(wèn)答檢測(cè)對(duì)課文內(nèi)容的熟悉程度，然后通過(guò)尋找好詞好句來(lái)呈現(xiàn)詞匯與表達(dá)，并通過(guò)短文填空對(duì)詞匯進(jìn)行運(yùn)用與內(nèi)化。 鞏固了上一堂課的內(nèi)容，進(jìn)入延伸部分——一篇聽(tīng)力短文：伊萊亞斯講述了他為了爭(zhēng)取與白人有平等的權(quán)利而參加了曼德拉的非洲國(guó)民大會(huì)青年聯(lián)盟。為了讓學(xué)生進(jìn)入聽(tīng)的狀態(tài)，先為學(xué)生營(yíng)造語(yǔ)

21、境，由熟悉的passbook引出話題，通過(guò)問(wèn)題的形式先讓學(xué)生預(yù)測(cè)當(dāng)時(shí)的情景，這樣能激發(fā)學(xué)生用英語(yǔ)進(jìn)行實(shí)踐活動(dòng)并為聽(tīng)力作好準(zhǔn)備，然后再自然過(guò)渡到聽(tīng)力部分。這樣學(xué)生在聽(tīng)的時(shí)候就有個(gè)心理準(zhǔn)備，作好了鋪墊。到此關(guān)于曼德拉的故事基本接近尾聲，那么我們可以從中學(xué)習(xí)到什么呢？學(xué)生在這個(gè)環(huán)節(jié)進(jìn)一步熟悉并鞏固了課文。開(kāi)放式討論后，我們把目光從曼德拉身上投到其他偉人那里，在這里我們有選擇的利用了課文pre-reading部分的四位偉人的圖片，討論四個(gè)不同領(lǐng)域的偉人后，思考“What qualities do you think are needed to make a great person?”至此我們總結(jié)了偉

22、人應(yīng)具備的一些品質(zhì)和所擁有的共同點(diǎn)。那么，這些優(yōu)秀品質(zhì)里，你最欣賞哪些？你身邊有擁有這樣品質(zhì)的人嗎？又是怎么體現(xiàn)的呢？這個(gè)討論把書本與我們的生活又結(jié)合起來(lái)，讓學(xué)生明白擁有這些品質(zhì)并不是偉人所特有的，通過(guò)樹(shù)立正確的人生觀，提高自我素質(zhì)，我們也可以做的到。作業(yè)的布置是讓學(xué)生收集更多偉人的事跡，復(fù)習(xí)的同時(shí)并預(yù)習(xí)好練習(xí)冊(cè)里的閱讀。構(gòu)建知識(shí)框架，形成完整的知識(shí)系統(tǒng)性。 第三課時(shí)的安排是作為整個(gè)單元閱讀的一個(gè)升華。在上一堂課里應(yīng)用了課文Pre-reading的一部分，明白了偉人應(yīng)具備的一些品質(zhì)，但是我們還遺留了一個(gè)問(wèn)題：是不是名人就是偉人呢？綜觀這個(gè)單元的素材，發(fā)現(xiàn)練習(xí)冊(cè)中的閱讀部分非常適合這個(gè)環(huán)節(jié)，因

23、此這里我們用比爾.蓋茨這個(gè)同樣具有爭(zhēng)議的人代替Pre-reading中的阿姆斯特朗，至此對(duì)Pre-reading進(jìn)行了拆分，并與閱讀有機(jī)組合在一起。首先老師以問(wèn)題“As we know, most of the great people are also important and famous, but are important people the great ones?”進(jìn)行過(guò)渡與引起注意。然后導(dǎo)入比爾.蓋茨的圖片，先在沒(méi)有任何輸入的狀態(tài)下，讓學(xué)生用已學(xué)的表達(dá)方式來(lái)表達(dá)他們對(duì)這個(gè)人物的看法，操練鞏固 “Expressing ideas”的語(yǔ)言功能，其實(shí)這也是大腦風(fēng)暴的熱身過(guò)程。之后，依

24、次呈現(xiàn)兩篇基于不同立場(chǎng)與角度的有關(guān)比爾.蓋茨文章，利用閱讀技巧搜索有用信息后，形成表格進(jìn)行對(duì)比，再讓學(xué)生debate whether he is a great man, 這里讓學(xué)生能有條理地表達(dá)個(gè)人的見(jiàn)解，培養(yǎng)他們獨(dú)到的見(jiàn)解。老師最后總結(jié)出成為偉人的必備條件，而顯然比爾.蓋茨并不具備。第二環(huán)節(jié)是練習(xí)冊(cè)中的 “Listening task”, 從上一環(huán)節(jié)學(xué)生對(duì)比爾.蓋茨的不同看法上升到人們從不同角度看問(wèn)題會(huì)產(chǎn)生不同的看法的理論高度。在訓(xùn)練聽(tīng)的能力的同時(shí)也鍛煉辯證的思維能力。最后的環(huán)節(jié)也是本課時(shí)的高潮部分，首先以一段“感動(dòng)中國(guó)”中洪戰(zhàn)輝的事跡的影音視頻進(jìn)行導(dǎo)入，討論他是不是感動(dòng)大家，為什么？是不

25、是符合了“great man”的定義？那么我們身邊有沒(méi)有類似的人呢？在這里，“great man” 的定義得到了延伸與擴(kuò)展，生活中那些平凡但是為了集體崇高的理想，放棄個(gè)人利益而不斷努力克服困難的普通民眾，他們也是我們心目中的“great man”。作業(yè)是讓學(xué)生寫一個(gè)計(jì)劃，考慮怎樣才能進(jìn)一步向心目中的“great man”的標(biāo)準(zhǔn)靠攏。這個(gè)作業(yè)的布置是人性化的，具有彈性的，開(kāi)拓了學(xué)生的發(fā)散性思維，同時(shí)也是對(duì)學(xué)生自身品質(zhì)的一次自我審查。 第四課時(shí)本課時(shí)的重點(diǎn)是語(yǔ)法定語(yǔ)從句的關(guān)系副詞（when, where, why）和介詞+關(guān)系代詞。因?yàn)樵诘谒膯卧呀?jīng)對(duì)定語(yǔ)從句有了基本的了解，所以在這里我們要做的

26、是遵循學(xué)生的認(rèn)知規(guī)律，難度適中，循序漸進(jìn)的進(jìn)行語(yǔ)法的教學(xué)，加深理解，提高實(shí)際運(yùn)用能力。首先以基于閱讀課文的問(wèn)答式引出課文中出現(xiàn)的四句很具有代表性的定語(yǔ)從句，復(fù)習(xí)了課文也引出了本單元的重點(diǎn)語(yǔ)言現(xiàn)象——定語(yǔ)從句。然后展示一個(gè)有關(guān)定語(yǔ)從句的Flash動(dòng)畫，形象生動(dòng)，活躍氣氛。接下來(lái)通過(guò)一組練習(xí)來(lái)同時(shí)復(fù)習(xí)一下上個(gè)單元的語(yǔ)法項(xiàng)——關(guān)系代詞，起到承上啟下的作用。再導(dǎo)入兩個(gè)例句1. We were put in a position in which we had either to accept we were less important, or fight the government．2. The

27、person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.讓學(xué)生觀察這兩個(gè)句子與其他句子的不同，并通過(guò)一組練習(xí)，讓學(xué)生知道介詞是怎么產(chǎn)生的和怎么挑選合適的介詞。那么怎么解決這三個(gè)關(guān)系副詞呢？根據(jù)學(xué)生的認(rèn)知規(guī)律，我們?cè)O(shè)計(jì)了三個(gè)句子為一組，分別體現(xiàn)which----at/ in /on which----when; which----in which----where; which----for which----why 的演變過(guò)程。接下來(lái)進(jìn)行有針對(duì)性的練習(xí)操練，練習(xí)的設(shè)計(jì)也是從易到難循序

28、漸進(jìn)，先是連線題，再是補(bǔ)充定語(yǔ)從句部分，最后的練習(xí)是用定語(yǔ)從句把兩個(gè)單句組成一句話，讓學(xué)生的學(xué)習(xí)能力階梯式的加強(qiáng)。學(xué)習(xí)的最終目的是輸出，也是應(yīng)用于交際中，所以本課時(shí)的最后給學(xué)生設(shè)計(jì)了一個(gè)輸出的任務(wù)——四人一組活動(dòng)，應(yīng)用定語(yǔ)從句，談?wù)勀闵钪械奈寮∠笞钌羁痰氖虑?，人物，地點(diǎn)，時(shí)間等。這個(gè)活動(dòng)貼近學(xué)生的生活實(shí)際，內(nèi)容豐富，讓學(xué)生有話可講。作業(yè)布置：1.把最后一個(gè)活動(dòng)再繼續(xù)深化，編為一篇短文。2. 完成課本里大量豐富的相關(guān)練習(xí)，此時(shí)是學(xué)生鞏固的最好機(jī)會(huì)。 第五課時(shí)是寫作課，響應(yīng)新課程對(duì)寫作的重視，我們特別在本學(xué)期強(qiáng)調(diào)了寫作的教學(xué)。在本課時(shí)中，首先通過(guò)對(duì)上一堂課作業(yè)——定語(yǔ)從句短文的展示，既檢查了

29、作業(yè)，又鞏固了語(yǔ)法，也過(guò)渡到人物寫作這個(gè)中心話題。整堂課是按照作文的組成部分為線索展開(kāi)的，先是關(guān)注寫作里詞匯的處理，注重選詞對(duì)文章的印象，在這里我們充分利用了練習(xí)冊(cè)第70頁(yè)的這篇文章填空，在兩個(gè)相似詞匯之間的選擇，讓學(xué)生明白了措辭的重要性。之后，讓學(xué)生回答在本單元習(xí)得的有用詞匯，通過(guò)71頁(yè)的翻譯句子運(yùn)用這些剛學(xué)的新詞匯。如果說(shuō)詞匯是文章的血肉，那么結(jié)構(gòu)與提綱就是骨架?；氐?0頁(yè)的這篇數(shù)學(xué)家的介紹，通過(guò)師生問(wèn)答，讓學(xué)生歸納出這篇文章的提綱，然后給學(xué)生機(jī)會(huì)嘗試寫一個(gè)介紹曼德拉的提綱。因本單元中出現(xiàn)信的寫作，為了把書本與練習(xí)冊(cè)兩個(gè)寫作結(jié)合起來(lái)，我們?cè)O(shè)計(jì)了如下的任務(wù)：Suppose the magaz

30、ine “Global People” begins its annual activity of choosing the top ten great men in 20th century, will you write a letter to support Nelson Mandela? 這樣學(xué)生既實(shí)際練習(xí)了寫信，也學(xué)會(huì)怎么介紹與描述一個(gè)人。最終我們期望學(xué)生能把新學(xué)的詞匯、句型與語(yǔ)法運(yùn)用到作文里面，把整個(gè)單元的學(xué)習(xí)很好地加以輸出。 補(bǔ)充：考慮到每個(gè)學(xué)校每個(gè)班級(jí)教學(xué)與學(xué)生的差異，我們沒(méi)有對(duì)語(yǔ)言點(diǎn)進(jìn)行單獨(dú)備課，但是給大家準(zhǔn)備了 “Language supermarket”，里面資料詳盡，

31、供各位老師根據(jù)教學(xué)實(shí)際情況自由選擇。 四、單元預(yù)習(xí)任務(wù)（Pre-unit Activities: Preview Task） 1、根據(jù)本單元教學(xué)目標(biāo)和要求，了解本單元話題和任務(wù)，充分做好課前預(yù)習(xí)工作。 2、預(yù)習(xí)語(yǔ)言知識(shí)，包括詞匯表里的詞匯和擴(kuò)展詞匯，掌握詞義、發(fā)音、詞性以及其基本用法。鼓勵(lì)學(xué)生勤查字典。 3、多渠道（如報(bào)刊、雜志、網(wǎng)絡(luò)等等）查閱并了解與本單元話題有關(guān)的背景知識(shí)和材料。 推薦網(wǎng)址： 4、做好每課時(shí)的課前具體預(yù)習(xí)任務(wù)。 第一課時(shí)前： 1、 根據(jù)教學(xué)目標(biāo)和要求，了解本課時(shí)的話題和任務(wù)，預(yù)習(xí)課文的語(yǔ)言知識(shí)，包括詞匯表里的詞匯和短語(yǔ)，以及課外提供的擴(kuò)展詞匯，掌握詞義、發(fā)音

32、、詞性以及基本用法。鼓勵(lì)學(xué)生勤查字典。 2、 預(yù)習(xí)閱讀材料，掌握文章的中心思想和基本脈絡(luò)。 3、 通過(guò)報(bào)刊、雜志、網(wǎng)絡(luò)等途徑，多渠道查閱并了解與閱讀材料相關(guān)的信息資料和背景知識(shí)，做好充分的課前預(yù)習(xí)工作。 推薦網(wǎng)址：http://www.anc.org.za/people/mandela.html （學(xué)生可以通過(guò)以下問(wèn)題來(lái)自我檢查預(yù)習(xí)情況） Questionnaire: Q1: What qualities do you think you should have? And how can we improve ourselves? Q2: Can you name some

33、 famous people? But are they great men? Q3: How much do you know about South Africa and Nelson Mandela? Q4: What’s the relationship between Nelson Mandela and Elias? Q5: What can we learn from those great ones? 第二課時(shí)前： 1、 復(fù)習(xí)閱讀課文，預(yù)習(xí)所給的詞匯、相關(guān)背景知識(shí)等材料。 2、 預(yù)習(xí)課文Listening。 第三課時(shí)前： 1、 預(yù)習(xí)所給的詞匯，和相關(guān)知識(shí)。 2

34、、 預(yù)習(xí)練習(xí)冊(cè)里的閱讀與聽(tīng)力。 第四課時(shí)前： 1、預(yù)習(xí)語(yǔ)言點(diǎn)和語(yǔ)法點(diǎn)。 第五課時(shí)前： 1.、復(fù)習(xí)上一課時(shí)所學(xué)的語(yǔ)言點(diǎn)和語(yǔ)法。 2.、搜索有關(guān)曼德拉詳細(xì)信息與寫信的格式。 五、教學(xué)步驟 (Teaching procedures) Period 1：Reading I Teaching goals 1. To talk about people’s qualities and inspire the students to discover the value of the great man’s work. 2. To read on capable people’

35、s life stories and know more information about Nelson Mandela. 3. Enable the students to express their ideas logically. Procedures Step 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:

36、Well, for a beautiful song, do you know what it is about? S :Hero Q: 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 pictur

37、es 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: W

38、hat 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? Let’s read the following story and see what Elias thinks of Nelson Mandela. Step 2.Fast Reading Q: What does he think of Nelson Mandela?

39、 Why? What happened between Elias and Nelson Mandela? Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… . Step 3 Careful reading T: 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

40、 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 con

41、tinue 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

42、 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 )

43、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 )

44、 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? D

45、id he help him? How? ( began, taught ) Q17: Did Elias study hard? How? ( under…make 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 th

46、e 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 jo

47、b 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: What’s the purpose of writing thi

48、s 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 tells…by…. Step4 Retelling T: We have known what happened between Elias and Nelson Mandela. Suppose yo

49、u 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. N

50、ext, 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 Nelso

51、n Mandela? What did he do to help you keep your job in a gold mine? Can you explain to me some of Nelson Mandela’s political ideas or beliefs? What was Nelson Mandela’s way of fighting? Why did he change to violence? What was life like on Robben Island? We know you couldn’t read or write, for

52、 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 Man

53、dela? What did he do to help you keep your job in a gold mine?) Step6. Homework 1. Try to find out some useful expressions and phrases. 2. Work in four to find more information about Nelson Mandela. 附板書設(shè)計(jì): （Blackboard Design） The relationship between Elias and Nelson Mandela Elias

54、 Mandela black worker opened educated, two years advise out of work happiest get no vote organize not choos

55、e accept/fight poorest join broke peaceful blow up help put in prison began hardest taug

56、ht not allowed allowed…to get a degree degree not stopped feel good Period 2：Reading II Step 1.Lead-in T: Do you still remember some details about what we learned yesterday? Now let me have a

57、 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

58、 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 co

59、mplete the passage with some of the words above) (go on, some time, feel hopeless, lose one’s 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 pr

60、oblems, money paid for going to school, a yellow metal for making a ring, group of people organized for a special purpose) T: Let’s 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.

61、 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 peop

62、le 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 pl

63、ayed together. Step 3. Listening T: We know, at that time, Elias was in a difficult situation and the background was very different from today’s. 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

64、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

65、you where to live D. A book to tell you how to live 2. 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 wor

66、k with other black workers B. To work as a cleaner C. To teach in a primary school D. To work in the mines 4. Who worked underground? (C ) A The white workers B. The black and white workers C. The black workers D. Foreign workers 5. Who worked on the surface? ( C ) A. The black workers B. The black and white workers C. The white workers