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1、教育資源 Unit 5 Nelson Mandela—a modern hero 教學(xué)設(shè)計(jì) 廣東省東莞中學(xué) 陳宇明等 【單元重點(diǎn)內(nèi)容與教學(xué)目標(biāo)】 本單元的中心話題是南非民族解放運(yùn)動(dòng)領(lǐng)袖納爾遜·曼德拉，通過一個(gè)窮苦黑人眼中的曼德拉來表現(xiàn)這位偉人的品格。本單元旨在通過教學(xué)培養(yǎng)學(xué)生用英語發(fā)表意見和評(píng)論的語言能力和技巧；學(xué)習(xí)由 where, when, why, 介詞 + which, 介詞 + when 引導(dǎo)的定語從句；通過對(duì)曼德拉的一些事跡的學(xué)習(xí)加深學(xué)生對(duì)種族歧視的了解和認(rèn)識(shí)，使他們對(duì)種族歧視的不公平性和不合理性有自己的思考和理解；讓學(xué)生了解作為偉人所應(yīng)該具備的優(yōu)秀品質(zhì)，并以此激勵(lì)

2、學(xué)生向英雄看齊，提高自身素質(zhì)，努力成為品德高尚、有所作為的人。 教學(xué)方式 討論式學(xué)習(xí)，任務(wù)型教學(xué) 教材重組 第一課時(shí) 聽說課 “熱身”部分要求小組討論偉人應(yīng)有的品質(zhì);“讀前”提供了一些重要的歷史人物，要求學(xué)生通過聽來獲取信息。 第二課時(shí) 精讀課 在學(xué)生不預(yù)習(xí)的前提下，給他們一定的時(shí)間閱讀篇章并完成文章后的 comprehending 練習(xí)和老師設(shè)計(jì)的關(guān)于文章理解的問題，以此培養(yǎng)學(xué)生的閱讀能力，提高閱讀速度。 第三課時(shí) 語言學(xué)習(xí)課 師生一起共同討論文章中出現(xiàn)的重點(diǎn)難點(diǎn)詞匯和本單元重點(diǎn)學(xué)習(xí)語法并一起完成 Learning about language 中的練習(xí)。 第

3、四課時(shí) 泛讀課 第二篇閱讀與課后練習(xí)中的 reading task 都很有趣，可讀性強(qiáng)，可放在一起成為一節(jié)泛讀課。一篇繼續(xù)講述 Elias 的故事，一篇介紹不同的關(guān)于比爾·蓋茨的觀點(diǎn)。 第五課時(shí) 聽力 把 Using language 和課后的 Listening task 結(jié)合起來可成為一節(jié)聽力課，培養(yǎng)聽的能力。 第六課時(shí) 表達(dá)課（說寫） 把 wring 和 Project 整合起來可定位為一節(jié)表達(dá)課，學(xué)生通過寫和說來表達(dá)自己的觀點(diǎn)和想法。 第七課時(shí) 總結(jié) 適當(dāng)講解本單元的配套練習(xí)，師生共同總結(jié)本單元所學(xué)知識(shí)。 第一課時(shí) Warming up 第一步：通過問學(xué)生一

4、些問題引入本課的話題: 1. Who do you think is the most powerful student in you class?(以身邊同學(xué)為例，引發(fā)學(xué)生興趣，調(diào)動(dòng)學(xué)生對(duì)該話題的討論積極性) 2. What qualities do you think he has? Or can you use some adjectives to describe him/her? (回憶所學(xué)過的關(guān)于描述人的形容詞:honest, humorous, hard-working, quick-minded, co-operative, smart, tall, handsome, e

5、asy-going, ready to help others, etc) 3. Can we say that he/she is a great person? Why?(通過討論，引發(fā)學(xué)生對(duì)偉人所具品質(zhì)的思考); 第二步：個(gè)人活動(dòng)，完成問卷調(diào)查表。教師可酌情自己加一些問題，如： Do you love your parents? Do you always do housework at home? Are you ready to help others anytime anywhere? Do you always try your best to get along

6、 well with the people around you? Do you easily give up doing some difficult tasks? 第三步：兩人活動(dòng)，交流以上問卷調(diào)查中的個(gè)人資料后總結(jié)，教師可用以下問題提示： What qualities does your partner have? Is he/she a great person? Will he/she be a great person in the future? 第四步：個(gè)別學(xué)生向全班介紹同伴的品質(zhì)。 Pre-reading 第一步：學(xué)生合上書本，教師展示一些名人圖片，如

7、Abraham Lincoln， Bill Clinton 等，讓學(xué)生猜他們分別是誰； 第二步：教師念一些名人身平事跡，再讓學(xué)生把這些事跡與人物對(duì)應(yīng)； 第三步：學(xué)生看書上名人的照片并閱讀書上的人物介紹，不懂的地方向老師請(qǐng)教，教師酌情講解一些詞匯，如 principle, fight等； 第四步：學(xué)生兩人討論：在所有這些人物中，你認(rèn)為哪些是偉人，哪些是重要人物，并談?wù)勀愕膮^(qū)分標(biāo)準(zhǔn); 第五步：聯(lián)系身邊的實(shí)際情況，學(xué)習(xí)討論偉人和重要人物的區(qū)別，如重要人物班長(zhǎng)和偉大人物白求恩之間的區(qū)別。 Great person: has a great idea; always helps others;

8、 unselfishly gives up something to achieve his/her goal, etc. Important person: plays an important role in some field, organizations or great events. Homework 1. Pre-view Reading on page 34; 2. Underline the new words and phrases and some parts you find difficult to understand. 第二課時(shí) Reading

9、 & Comprehending 第一步：學(xué)生瀏覽 Exercise 1 的題目，以對(duì)本文的主要內(nèi)容有一定了解； 第二步：學(xué)生閱讀課文，完成 Exercise 1； 第三步：老師與學(xué)生一起討論 Exercise 1 的答案，了解學(xué)生對(duì)文章的理解，遇到 False 的題，讓個(gè)別學(xué)生解釋為什么不對(duì)并改正； 第四步：學(xué)生閱讀全文，完成 Exercise 2（老師告訴學(xué)生關(guān)于一些年代的信息，如 1942，1944，1950 和 1954 課本中是沒有的）并要求學(xué)生記憶相關(guān)的信息，隨后要向大家介紹 Elias 的生平）； 第五步：師生一起討論 Exercise 2，并邀請(qǐng)一些學(xué)生向大家簡(jiǎn)要介

10、紹一下本文主人公； 第六步：學(xué)生根據(jù)自己的理解劃分課文段落，并概括段落大意。 Suggested Answer: Part I paragraph 1-2 The life of Elias' before he met Nelson Mandela. Part II paragraph 3-5 The change of Elias' life after he met Nelson Mandela and what Mandela did. Homework: 1. Learning about language on page 35; 2. Using words

11、and expressions on page 70, workbook. 第三課時(shí) Learning about language Discovering useful words and expressions 第一步：核對(duì)表格內(nèi)容和填空練習(xí)的答案； 第二步：兩人活動(dòng)，一個(gè)同學(xué)說出單詞的英文解釋，另一同學(xué)說出相對(duì)應(yīng)的單詞； 第三步：填空題由學(xué)生念出答案。以列為單位，一人念一句，這樣不僅可以調(diào)動(dòng)同學(xué)們的課堂參與積極性，還可以培養(yǎng)他們斷句的能力，加強(qiáng)寫作中的銜接意識(shí)； Discovering useful structures 第一步：學(xué)生讀下列句子并找出規(guī)律：

12、The mines where I got a job were 9km from my home. The reason why I got a job was because of my hard work. The time when I joined the ANC Youth League was late at night. The government building where we voted was very grand. The date when I arrived was the 5th August. 五句中關(guān)系副詞 where, why, when 都

13、可以用介詞加關(guān)系代詞來替換，如 The mines in which I got a job were 9km from my home. The reason for which I got a job was because of my hard work. The time at which I joined the ANC Youth League was late at night. The government building in which we voted was very grand. The date on which I arrived was the 5t

14、h August. 第二步：學(xué)生找出課文中的定語從句，并分析每句的關(guān)系代詞或關(guān)系副詞的使用情況，看看自己是不是對(duì)每句話的關(guān)系詞的選擇都無異議，如有問題，可跟同桌討論； 第三步：師生一起分析本文中出現(xiàn)的定語從句，挑出一些比較難理解句子一起探討。如： Today we have reach a stage where we have almost no rights at all. We were put in a position in which we had either to accept we were less important, or fight against the G

15、overnment. 第四步：教師指導(dǎo)學(xué)生歸納定語從句的語法，尤其是由關(guān)系副詞引導(dǎo)的定語從句；（可由關(guān)系代詞 who, that, which, whom；關(guān)系副詞where, when, how, why 等引導(dǎo)并簡(jiǎn)要概括何時(shí)用關(guān)系代詞何時(shí)用關(guān)系副詞） 第五步：學(xué)生完成 Exercise 2 并核對(duì)答案； 第六步：做 Exercise 3 的游戲，活躍課堂氣氛，以了解學(xué)生對(duì)定語從句的掌握程度。 Learning about vocabulary willing be/ seem/ look/ sound willing to do sth; E.g He seems willi

16、ng to help us. fight fight against; fight with; fight for E.g. This increased their determination to fight against that dirty war. They fought with each other against their enemies. They are fighting for freedom and independence. advise advise sb (not) to do sth; advise sb against doing sth

17、 E.g They advised her not to act in haste.=They advised her against acting in haste. advise doing sth E.g She advised holding an English party this weekend. advise that sb/sth (should) do E.g I advised that he (should) come at once.. position in a position to do sth E.g I'm not in a positio

18、n to help you right now. in/ out of position E.g This chair is out of position. Please put it back in position. fear for fear that/of E.g For fear of accidents, please drive slowly. She was worried for fear that the child would be hurt. reward in reward(of) E.g We got nothing in reward for

19、our kindness. He is presented with a gold watch in reward of his services. Homework: 1. Using structures on page 71, workbook; 2. Pre-view Reading on page 38. 第四課時(shí) Reading—The REST OF ELIA'S STORY 第一步：教師介紹一些有關(guān)羅本島的信息： 羅本島共關(guān)押過包括南非前總統(tǒng)曼德拉、現(xiàn)任總統(tǒng)姆貝基之父等3000多名黑人運(yùn)動(dòng)領(lǐng)袖和積極分子。因此，羅本島被視為南非黑人反對(duì)種族隔離、爭(zhēng)取民族自

20、由解放的象征。羅本島于1996年9月被政府宣布為國(guó)家博物館，成為著名的瞻仰地和旅游勝地。1999年12月，羅本島被聯(lián)合國(guó)教科文組織列為世界文化遺產(chǎn)。 第二步：學(xué)生先看課本的問題，然后在十分鐘內(nèi)讀完文章并完成練習(xí)； 第三步：師生一起討論分析答案; 第四步：學(xué)生回答問題： When did Elias lose his job? Does Elias like his present work？ 第五步：講解重要的詞匯，如: come to power, in reward, be proud to do sth E.g He came to power three years

21、 ago=He has been in power for 3years. I gave the boy 3 Yuan in reward. I'm proud to give you a speech. Reading task 第一步：?jiǎn)枌W(xué)生一些問題? Do you like Bill Gates? Do you think he is a great man? 第二步：規(guī)定學(xué)在一定時(shí)間內(nèi)閱讀文章，然后小組討論共同完成文章后的表格； 第三步：自由討論“the Bill Gates in my eye”； 第四步：學(xué)生自由發(fā)言。 Homework: 1. Translati

22、on sentences on page 71, workbook; 2. Write your own composition: the Bill Gates in my eye. 第五課時(shí) Listening Using language 第一步：學(xué)生閱讀練習(xí)的問題（教師可作簡(jiǎn)單的提示）,如 ANC Youth League 第二步：聽錄音，完成選擇題； 第三步：全班對(duì)答案或同桌之間討論答案； 第四步：精聽錄音，可重復(fù)學(xué)生認(rèn)為難的部分； 第五步：小組討論： 1. What disadvantages did Elias have in finding a job

23、? 2. Is it fair to treat others badly for things they cannot change, like sex, the colour of skin or eyes or the race one belongs to? 3. Are there any people in Guangdong Province that are not treated fairly? Why do you think they are looked down upon? As a high school student, what can you do to

24、change this situation? 第六步：個(gè)別同學(xué)與大家分享他們的想法。 Listening task 第一步：老師手持一手提袋(或身邊任意物品)問學(xué)生：What do you think of the handbag? Do you think it is beautiful? 第二步：教師提示：對(duì)相同的事物不同人有不同看法（Different people may have different point of view from others. Maybe that is why the police question different people to get

25、accurate evidence）； 第三步：學(xué)生先瀏覽要求課本題目，然后播放錄音，并提醒學(xué)生做筆記； 第四步：學(xué)生先討論問題答案，然后師生一起討論，教師不公布正確答案; 第五步：再次播放錄音。師生共同討論正確答案; 第六步：如學(xué)生對(duì)答案有異議，可再次播放錄音。 Homework: Summing Up on page 40. 第六課時(shí) Writing 第一步：學(xué)生討論問題： 1. What do you think is the purpose of this passage? 2. Do you think Elias tells his story well

26、? Give a reason. 3. What is the tone of Elias' story? Do you think you like him because of the way he tells his story? Give a reason. 通過對(duì)這些問題的討論，學(xué)生可對(duì)兩篇 reading passage 的篇章結(jié)構(gòu)，陳述的順序及語氣等有一定了解，這對(duì)他們之后的寫作有很大幫助; 第二步：學(xué)生討論已學(xué)的關(guān)于曼德拉的事跡并閱讀關(guān)于曼德拉的身平事跡( On page 39)； 第三步：小組活動(dòng)，討論：Imagine now Mr Mandela is in pri

27、son. As a high school student who is against racial discrimination, will you do something to save him? What can you do and what will you do to persuade the government to free him? 第四步：小組代表匯報(bào)討論內(nèi)容； 第五步：寫一封信給 The President of South Africa；先讓學(xué)生整理思路，列好提綱，做好寫作的準(zhǔn)備； 第六步：二十分鐘內(nèi)完成寫作；個(gè)別學(xué)生宣讀自己的作文，其余同學(xué)學(xué)習(xí)其中精彩的

28、部分。 學(xué)生范文 Dear President, I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free. As we all know, people with different colors should be equal. Nelson Mandela devoted all his life to realize this dream. I n1994, he founded the ANC Youth League to call

29、on people to struggle for their rights to vote. In 1952, he opened a law office to help the poor black people in Johannesburg on their problems. The black people loved him. In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to five ye

30、ars hard labor. One year later, as one of the leaders of the ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now. I think, what he did was for his people, his

31、 country, not for himself. He has an unselfish and brave heart. As he is a great man, you should set him free. Best wishes! Yours truly, Mary Smith Project 第一步：教師提問：Do you think there is a great person in your hometown? What did he or she do to make you believe that he or she is a great pers

32、on? Can you tell us something about him/ her?可提示列舉一些偉人以打開學(xué)生思路, 如王若飛（ 貴州），毛澤東（湖南）葉劍英（廣東）等； 第二步：分成四人小組討論寫下一份報(bào)告； 第三步：學(xué)生代表宣讀報(bào)告。 Homework: 1. Prepare for the words dictation; 2. Hand in your group report on the great person in our hometown. 第七課時(shí) Summary 第一步：老師先讓學(xué)生 brainstorm, 回憶本單元所學(xué)過的詞匯，學(xué)生

33、邊說老師邊把它們寫在黑板上，并分成四大組： Group 1: hero quality willing republic principle prisoner continue lose heart in trouble out of work Group 2: fee youth league stage vote position accept violence as a matter of fact blow up Group 3: equal blanket guard educated terror fear cruelty put… in prison come to po

34、wer Group 4: reward right(n.) criminal president sentence(v.) sincerely set up be sentenced to 第二步：要求每大組學(xué)生選一組詞匯在5分鐘內(nèi)寫一段話, 必須包括所分組里的所有詞匯; 第三步：組與組之間比賽，看哪組的代表說得快、準(zhǔn)、流利（一個(gè)同學(xué)說時(shí)，其他組的同學(xué)可做筆記記下他說得好或不好的地方； 第四步：學(xué)生互相評(píng)價(jià)，可以要求他們用上口語課上所學(xué)的句型，如： A. 發(fā)表意見 Why do you think so? What do you think of ...? What's yo

35、ur opinion? I agree/ don't agree. I think/don't think.... I prefer.... In my opinion....I'm afraid... B. 作評(píng)論 Good idea! That's an excellent idea. 第五步：老師根據(jù)實(shí)際情況決定冠軍組； 第六步：評(píng)講 workbook 中的練習(xí)。 Homework: Re-view what you learned in this unit. 教學(xué)反思 本單元的教學(xué)使學(xué)生了解作為偉人所應(yīng)該具備的素質(zhì)，激勵(lì)學(xué)生做品德高尚，有所作為的人，啟發(fā)學(xué)生自己

36、思考問題，主動(dòng)表述對(duì)自己心目中英雄人物的看法，學(xué)會(huì)了正確的評(píng)價(jià)人物，鍛煉了學(xué)生分析和總結(jié)問題的能力。 學(xué)生對(duì)教學(xué)過程中的所有活動(dòng)都非常感興趣，尤其是 warming-up 中的調(diào)查問卷（老師可根據(jù)實(shí)際需要由網(wǎng)上下載更多的調(diào)查問題），學(xué)生們分成四人小組一起討論，極大地調(diào)動(dòng)了學(xué)生的學(xué)習(xí)熱情。另外，在 pre-reading 中，根據(jù)實(shí)際把課本中的學(xué)生知之甚少的 William Tyndale 換成眾人皆知的 Bill Clinton 也是一個(gè)明智選擇。把簡(jiǎn)單的材料讀給學(xué)生聽，既鍛煉了他們的聽力水平，又能讓他們?nèi)褙炞⒂谡n堂內(nèi)容，一舉兩得。 在語法教學(xué)方面，由于定語從句，尤其是由關(guān)系副詞引導(dǎo)的定

37、語從句一直是高一階段語法學(xué)習(xí)的重點(diǎn)和難點(diǎn)，老師在講授這一部分時(shí)，一定要注意調(diào)動(dòng)學(xué)生發(fā)現(xiàn)問題的積極性。讓他們自己找出或總結(jié)出規(guī)律，讓他們自己發(fā)現(xiàn)問題，意識(shí)出影響自己正確理解的地方，即使他們總結(jié)的不正確，但對(duì)定語從句經(jīng)過積極思考的學(xué)生真正學(xué)起來時(shí)，你會(huì)發(fā)現(xiàn)，老師和學(xué)生都輕松了很多。 本單元的寫作練習(xí)，即課本第39頁的 Writing，經(jīng)過實(shí)踐后感覺其實(shí)可以換成 report 的形式，小組討論后由 group leader 或小組推選出的同學(xué)以 report 的方式把所了解的 Nelson Mandela 的事說出來，還可以談?wù)勛约旱恼J(rèn)識(shí)和看法等等。這樣不僅鍛煉了學(xué)生們的口頭表達(dá)能力，還加深了他們對(duì) Nelson Mandela 的認(rèn)識(shí)，這遠(yuǎn)比寫一篇類似傳記的小文章好的多。 教育資源