资源描述
NSEFC 1 Unit 5 Nelson Mandela-a modern hero单元整体教学设计一、教材内容与教学对象分析（一） 教材内容本单元以Nelson Mandela- a modern hero为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。1Warming 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。2Pre-reading 给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人但不是伟人。3Readinmg介绍Elias的生平，向学生展示Nelson Mandela是一个怎样的人。这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。4Comprehending利用判断正误和时间顺序来整体理解课文。5Learning about language分词汇和语法两部分。其中Discovery useful wordsandexpressions是根据课文语境在运用中掌握词汇，是有关关系副词引导定语从句的用法，并通过练习加以巩固。6Using language分为三部分，一是Listening, 练习听力可配合P72的Listening Task进行。二是Reading,这也是一篇精读文章，更详细的了解Mandela。三是Writing, 要求写一封信。注意信的格式。本单元重点、难点：（二）教学对象本校本级学生基础一般，课堂气氛较活跃，能开口讲，但缺乏学习刻苦性与毅力，单词遗忘率较高，书面表达能力不高。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（一）课时安排：6课时Period 1-Words, Warming-up, Pre-readingPeriod 2-ReadingPeriod 3-Language learningPeriod 4-Listening, speaking and writingPeriod 5-Listening, readingPeriod 6-Summary（二）教学流程图(见附表)（三）具体教学过程A. The first periodTeaching goals1. Encourage students to learn words by themselves.2. Arouse students interest to great people.3. Get students to learn great peoples qualities and evaluate their own qualities.Teaching procedures & waysPre-class task: 1.Preview new vocabulary of Unit 5. 2. In groups, find out the information about six men :Nelson Mandela, William Tyndale, Norman Bethune, Sun Yat-sen, Gandhi, Neil Armstrong (nationality, career, important events, etc.)Step 1 Word competitionPart 1: Each group get 5 words to read. Ten points for each. Group A : hero, accept, period, equal, violenceGroup B: peaceful, terror, leader, continue, positionGroup C: prison, degree, reward, active, educatedGroup D: advise, blanket, youth, principle, qualityPart 2: The quickest to read out the word correctly can get 20 points for his/ her group, but if the answer is wrong, 10 points will be lost. And the students in other groups have a chance to try. invader, republic, nationalism, livelihood, cruelty, criminal, president, sincerely, Nelson Mandela, William Tyndale, Bible, Gandhi, EliasPart 3: Ss in any group can participate it. The quickest who gives the correct Chinese/ English meaning of each phrase will get extra 10 points. The wrongs wont lose points. lose heart, in trouble, out of work, Youth League, blow up, as a matter of fact, putin prison, come to powerStep 2 Warming up1. Ask Ss to name some great people. 2. T shows some great peoples pictures.3. Ask Ss to discuss what qualities a great person should have.(smart, modest, unselfish, warm-hearted, confident, determined, active, honest, brave, persistent,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 help others, get on well with others, be willing to do public service, be active in society activities and never lose heart when he/she is in great trouble and so on.)4. 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 Pre-reading1. Ask Ss to present some information about six men (Nelson Mandela, William Tyndale, Norman Bethune, Sun Yat-sen, Gandhi, Neil Armstrong)2. Ask Ss to discuss “Are they great people? Why?”4. Go through the information about six men on P33-34.Step 4 Talking (on P69)Step 5 Homework1. Review new words and expressions of Unit 5, and get ready for the dictation.2. Do SB P35-36 Ex. 1. 2. The second periodTeaching goals1. Get the main idea and detail information in the reading.2. Improve the reading ability.3. Arrange and organize the information and then retellTeaching procedurse & waysStep 1 Dictation (10 words)Step 2 Homework checking Step 3 Introduction and lead-inRe-talk about Nelson Mandela. Step 4 Reading comprehensionRead the text1st time: Read the text while listening to the tape and get the general idea of the passageQ: How many parts can we divide the text into? Whats 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.( Ex1: true 2,4Ex2: 1940 He was born.1946 He began school.1948 He left school.1952 Nelson Mandela opened his law firm.)Step 5 DiscussionPair 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 6 Retelling Retell the text part by partStep 7 Extensive readingAsk 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.1) Finish Ex on P38 ( D D B A)2) Answer the questions: When did Elias lose his job? ( In 1973) Does Elias like his present work? (Yes. Now at 51 I am proud to)Step 8 Homework1. Read “ Notes to the text” for U5 ( P84-86)2. Do WB P70 Ex. 1 3. Do SB P37 Ex. 1. 2. The Third Period-Language focusB. Teaching goals1. Target languagea. Useful words and expressions in Warming up and Readingfight, advise, accept, educated, in prison, stopfrom 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 goalsa. Make sentences and express ideas using the expressions that are learned.b. Learn the Attributive Clause with where, when, why and介词+which/whomC.D. Teaching procedures & waysStep 1 RevisionCheck the students homeworkWorkbook P70. 1-Go through the passage, check the answers, explain some expressions and sentences if necessary. After that, ask students to describe Charles Babbages contributions to human and his qualities of being a great man.Step 2 Learn about language1. Learn useful words and expressions in Warming-up and Reading.1) fightvt. 和战斗, 和打eg. English fought Germany. vi. 作战，战斗*fight for 为而战斗eg. He told the workers to fight for their rights.*fight against/with 为反对而斗争, 和作斗争eg. You will have to fight against/with difficulties. England fought against/with Germany in the war of 1941-1948.*fight with 和一起作战eg. They fought with the Italians in the last war.2) advise v.*advise sb on sth 就给某人出主意eg. I have advised you on that subject. The teacher advised me on how to learn English.*advise sb to do sth 建议某人干eg. The teacher advises me to practise more spoken English.*advise that sb (should) do stheg. I advise that you (should) not eat this kind of fruit. advice n.ua piece of advicegive 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.3) prison*be in prison 坐牢be in the prison 在监狱里，可能坐牢，可能工作eg. He told me that he had been in prison for three years.*put sb in prison 把投入监狱The robber has been put in prison.*sb be kept/held prisoner 被囚禁4) 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 didnt accept it.5) 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.6) educated adj. 受过教育的，有教养的better educated 是well educated的比较级2. Analyze difficult sentences and learn useful sentence structures.1) The last thirty years have seen the greatest number of laws stopping our rights and progresssee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 / dideg. I do hope you have a nice trip. He does speak English well.3. 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, 3Step 3 Using language1. 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 didnt come to class is that he was ill.8)I will never forget the day when I saw Mandela.2. Find out the other expressions in Warming up and Reading and make sure of their meanings.(Students should try to finish the task first by themselves, and then check their work with a neighbour. In this way , they can learn from each other. The teacher can give help if necessary.)7Step 4 Writing-Textbook P391. Ask students to say something about Nelson Mandela. (a fearless fighter; the former president of South Africa )2. Get more details about Mandelas 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 5 Homework1. Finish the writing.2. Do WB P71. 2 Translation.The Fourth Period-Listening , Speaking and WritingE. Teaching goals1. 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 & waysStep 1 Check the students homeworkAsk two students to read out their writings (P39).Step 2 Listening and speaking-P371. 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-P69Tell students they will learn about another great person. Before listening, students should read all the questions first. Step 4 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.Step 5 Writing-P75. Writing Task and ProjectAsk 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, hes 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.Step 6 Homework1. Finish the writing.2. Do the listening in this class again after class.The Fifth Period-Listening and ReadingF. Teaching goals1. Develop students ability in listening, reading and speaking. 2. Students learn to think about a person or a situation in different respects.Teaching procedures & waysStep 1 Check the students homeworkAsk students to share their writings in a group and choose the best one. Then ask several groups to read out their best.Step 2 Listening-P72Finish 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 3 Reading-P731. 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 4 HomeworkLook up some other information about Bill Gates and his career after class.The Sixth Period-SummaryG. Teaching goalsAfter 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 & waysStep 1 Check yourselfAsk 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-Go over the whole unit.单位：湖北省荆门姓名：李国E_mail：liguo619
展开阅读全文