必修1第5單元第1課時(shí)

1、Lesson Plan of Unit 4Nelson Mandela a modern hero（第1時(shí)）一、教材內(nèi)容分析覆蓋內(nèi)容：Warming up & Reading教材分析：本課時(shí)教學(xué)內(nèi)容是閱讀，通過熱身討論自己心目中的英雄和偉人應(yīng)具有的品質(zhì)進(jìn)入閱讀的中心人物納爾遜·曼德拉，不僅激發(fā)學(xué)生的興趣，還能引發(fā)學(xué)生對偉人更多的思考。文章以一個(gè)窮苦的黑人工人的敘述他身邊的曼德拉的故事，使學(xué)生讀起來更親切，引人入勝。在教學(xué)中，先指導(dǎo)學(xué)生迅速掃描弄清主人公和中心人物的關(guān)系，再讓學(xué)生進(jìn)一步了解他的生活是如何發(fā)生變化的。如何分段，提煉段落大意，培養(yǎng)學(xué)生的概括能力是本課學(xué)習(xí)中的重要一環(huán)

2、。最后，可設(shè)計(jì)復(fù)述任務(wù)讓學(xué)生更好地理解閱讀教材，評價(jià)曼德拉其人也有助于學(xué)生形成正確的人生觀和世界觀。二、教學(xué)目標(biāo)通過這個(gè)部分的學(xué)習(xí)，讓學(xué)生了解什么樣的人會成為偉人，人們心中的英雄，同時(shí)積累了一些描述偉人的詞匯和表達(dá)法。閱讀方面，讓學(xué)生了解進(jìn)一步熟悉掌握一些閱讀技巧，包括如何概括、歸納、總結(jié)和細(xì)節(jié)的理解等。學(xué)生完成閱讀任務(wù)后，讓學(xué)生進(jìn)行復(fù)述，既檢查學(xué)生是否完成了閱讀任務(wù)，還能鞏固所學(xué)的語言知識，提高學(xué)生的表達(dá)能力，號召他們向英雄學(xué)習(xí)，提高自身素質(zhì)，將來做個(gè)對社會有用的人。三、教學(xué)過程Step 1 Leading-in & Warming-up (6 mins) 1. Play a par

3、t of song Hero and let the students know what it is about. Then ask the students some questions about heroes in a moving atmosphere.T: Have you ever heard of the song? I think most of us are very familiar with it. What is the name? What is it about?(Answer: Hero)T: Who is your hero/heroine? Who do y

4、ou admire in your heart? Why? Do you think he is a great man? What contributions does he make to the society? What qualities does he have?(Possible answers: Never give up; insist on what he pursues; never lose heart when in great trouble; be willing to do public service; do his best.)2. Show the stu

5、dents pictures about six famous men, and then ask them whether they are also heroes in their hearts by reading the information about them. Let them make a conclusion about a great person using the attributive clause.T: Are they also your heroes in your hearts? Why do you think they are great? (Possi

6、ble answers: All of them are great men, because they made contributions to our society.)T: So lets make a conclusion that a great person is someone who _.(Possible answers: A great person is someone who has sacrificed something so that he can realize his dream; A great person is someone who is hard-

7、working, confident and persistent; A great person is someone who helps others and unselfishly gives up something to achieve his goal.)【設(shè)計(jì)說明：通過歌曲“英雄”引入話題，激發(fā)學(xué)生的興趣，調(diào)動學(xué)生的積極性。接下來讓學(xué)生討論心目中的英雄，從而樹立向英雄學(xué)習(xí)的思想，同時(shí)，用定語從句描述英雄優(yōu)秀的品質(zhì)，也為本單元的語法作鋪墊。其中，Nelson Mandela也是本課的中心人物當(dāng)代英雄。】Step 2 Pre-reading (2 mins)Ask the stude

8、nts how much they know about Nelson Mandela and what they think of him. Make a list of some key information and important expressions when introducing the great man.T: How much do you know about Nelson Mandela? What do you think of him?(Possible answers: a famous leader in South Africa; former presi

9、dent of South Africa; selfless fighter; devoted his life to helping black people)【設(shè)計(jì)說明：此活動可以培養(yǎng)學(xué)生語言表達(dá)能力，并引導(dǎo)學(xué)生利用已有知識積極主動參與討論。同時(shí)，教師在補(bǔ)充說明Nelson Mandela的相關(guān)信息時(shí)，不斷重復(fù)部分新詞匯，不僅掃除學(xué)生的閱讀障礙，還加深學(xué)生的詞匯記憶，幫助學(xué)生完成后面各種任務(wù)，首先是第一環(huán)節(jié)快速閱讀。】Step 3 Fast reading (3 mins)1. Ask the students to go through the first paragraph quick

10、ly and try to answer some simple questions about the relationship between the writer and Nelson Mandela, and the place where the story happens telling them at the same time it is important to read the title first to find out what the story is about. 2. Ask the students to skim the passage and divide

11、 it into several parts, and then get the main idea of each part.T: Today were going to read a passage about Elias, who has some connection with Nelson Mandela. Who is he? Is it a nick name for Nelson Mandela or for another person? Where does the story happen? (Answers: A black worker who has been of

12、fered some guidance by Nelson Mandela and works with him; in South Africa.)T: Now please skim the passage 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.(Answers: Part 1(Para. 1-2) The lif

13、e of Elias before he met Nelson MandelaPart 2(Para. 3-5) The change of Alias life after he met Nelson Mandela and what Mandela did.)【設(shè)計(jì)說明：學(xué)生通過快速閱讀，迅速弄清主人公與中心人物的關(guān)系，對全文做整體的了解；同時(shí)指導(dǎo)學(xué)生如何分段，提煉段落大意，培養(yǎng)學(xué)生的概括技能，為下一環(huán)節(jié)做好準(zhǔn)備，弄清楚主人公的生活是如何發(fā)生變化的細(xì)讀。】Step 4 Careful reading (20 mins)Read the whole passage carefully to

14、get more information about Elias. For the first part, find out the problem he had to keep his job, and when he first went to visit Nelson Mandela. Then make a timeline of Elias life. For the second part, make sure how his life changed after he met Nelson Mandela and what Nelson Mandela did. Then fil

15、l in the chart to understand the passage better, and come to Ex1 in our textbooks.T: Now please read the whole passage carefully to get more information about how Elias life changed owing to Nelson Mandela. Then fill in the chart and finish Ex1 in out textbooks.Elias story (Part 1):life before meeti

16、ng Nelson MandelaElias information1940, 1942, 1944, 1946, 1948, 1950, 1952, 1954Elias problem1. How did he make a living?2. What problem did he have to keep his job?3. Why did he visit Nelson Mandela?4. What did Nelson Mandela do to help black people?Elias story (Part 2):life after meeting Nelson Ma

17、ndelaNelson Mandelas helpWhat did he tell me to do to stay in Johannesburg?Black peoples problemsHow was black peoples situation?Nelson Mandelas support1. How did Nelson Mandela lead the ANC Youth League to fight for the equal rights?2. What was Elias attitude towards the unfair situation black peop

18、le faced?3. Why did Nelson Mandela turn to violence to make black and white people equal?(Answers: Part 1: 1940: He was born. 1942: He was a two years old baby. 1944: He was four years old. 1946: Elias began school. 1948: He left school. 1950: Nelson Mandela opened his law firm. 1952: He was 12 and

19、met Mandela. 1954: He was fourteen and encouraged by Mandela. He got a job in a gold mine; He didnt have a passbook to live in Johannesburg and would probably become out of job; Because he needed Nelson Mandelas help; By offering guidance to them on legal problems. Part 2: He told him how to get the

20、 correct papers so he could stay in Johannesburg; They had almost no rights at all they could not vote or choose their leaders; They decided to answer violence with violence; He felt very angry about the unfair situation and in 1956 he helped Nelson Mandela blow up some government building; Nelson M

21、andela turned to violence because the peaceful way was not allowed.)【設(shè)計(jì)說明：學(xué)生通過朗讀課文，進(jìn)一步了解主人公的生活如何發(fā)生改變，同時(shí)培養(yǎng)他們關(guān)注細(xì)節(jié)的能力；利用表格方式，使學(xué)生更加直觀理清文章的脈絡(luò)，也幫助學(xué)生降低了難度。課后的判斷正誤題也加深了學(xué)生對本篇課文的印象，這樣，就為下一環(huán)節(jié)復(fù)述做好了充分準(zhǔn)備?！縎tep 5 Retelling (6 mins)Ask the students to retell the passage to help them master the passage and the use o

22、f some expressions as well according to the chart above.T: We have known what happened between Elias and Nelson Mandela. Please try to retell the passage using your own words based on the chart.(A sample: Elias is a black worker in South Africa. His family was so poor that he had to drop out of scho

23、ol at the age of eight. Later on, he was able to work as a gold miner in Johannesburg. But as he hadnt got a required passbook which helped 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 pap

24、ers. After that, he began to know more Mandela and his political ideas. He agreed with Mandelas 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 h

25、eart and soul.)【設(shè)計(jì)說明：鼓勵(lì)學(xué)生復(fù)述課文，不僅進(jìn)一步熟悉理解課文，還可以使學(xué)生處在積極思考之中，有利于強(qiáng)化語篇中出現(xiàn)的語言知識的學(xué)習(xí)和運(yùn)用。那么，我們能從Nelson Mandela身上學(xué)到什么呢，他是什么樣的一個(gè)人，進(jìn)入下一環(huán)節(jié)討論?！縎tep 6 Discussion (5 mins)Ask the students about what they learn from the text about Nelson Mandela. Besides, have a discussion about what kind of person he is, trying to f

26、ind some adjectives to describe him and find out some facts to support the ideas, using attributive clauses.T: We have got so much about Nelson Mandela. What can we learn from the text about Nelson Mandela? What kind of person do you think he is? Try to find some adjectives to describe him. At the same time, find out some facts in the passage to support your ideas. (Possible answ