人教版 (新课标)必修1&2必修1Unit 5 Nelson Mandel -- a modern hero教学设计及反思

这是一份人教版 (新课标)必修1&2必修1Unit 5 Nelson Mandel -- a modern hero教学设计及反思，共5页。

Reading
Teaching gals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
perid, , cntinue, fee, fare, gld/glden, be wrried abut, ut f wrk, stage, vte, psitin, accept, vilence, as a matter f fact, blw up, put in prisn, equal, make +O +adj., , in ne way, blankets, degree, allw sb. t d sth., guard, , educated, cme t pwer, beg fr, terrr, fear, cruelty, reward, rights, be prud t d/be prud f
b. 重点句子
It was in 1952 and he had pened a black law firm t advise pr black peple n their prblems. P34
After trying hard, I gt a jb in a gld mine. P34
He tld me hw t get the crrect papers s I culd stay in Jhannesburg. P34
I jined it as sn as I culd. P34
The last thirty years have seen the greatest number f laws stpping ur rights and prgress... P34
We were put in a psitin in which we had either t accept we were less imprtant, r fight the Gvernment. P34
But I was happy t help because I knew it was t realize ur dream f making black and white peple equal. P34
It was a prisn frm which n ne escaped. P38
When I gt there Nelsn Mandela was als there and in ne way it helped me. P38
2. Ability gals 能力目标
Enable the students t describe a great persn with the rder f time.
3. Learning gals 学能目标
Help the Ss hw t describe a great persn.
Teaching imprtant pints 教学重点
The general idea f the text.
Teaching difficult pints 教学难点
The characteristic f the writing in this unit.
Teaching methds 教学方法
Skimming methd.
Task-based methd.
Explaining methd.
Teaching aids 教具准备
A recrder, a prjectr and sme slides.
Teaching prcedures and ways 教学过程和方式
Step I Revisin
Check the hmewrk f Unit 4.
Step II Reading
Get the students t cmprehend the passage quickly and accurately, and meanwhile help the students t frm a gd habit f reading. Read the passage n page 34 t get the answers t the exercises f Cmprehending.
T: S much fr the hmewrk f Unit 4. Bys and girls, I’d like t ask yu sme questins: Wh d yu admire greatly? Why?
Sa: Ya Ming. In my pinin, he is the best basketball player in ur cuntry.
Sb: Lu Xun. He is a great writer and revlutinary. He wrte many excellent articles.
Sc: Newtn. He is an English great physicist, mathematician and astrnmer. He discvered the law f universal gravitatin, develped calculus (微积分) and discvered that white light is cmpsed f every clr in the spectrum (光谱).
Sd: Chairman Ma. He is the greatest persn in my eyes. He led the peple f China t get the freedm, build up ur wn cuntry and make us lead a happy life.
T: Yu are all right. The persn whm I admire is a mdern her — Nelsn Mandela. He is the frmer Suth African president, wh realized the dream f making black and white peple equal.
At the same time, shw the picture f him n the slide.
T: Let’ s cme t Unit 5. It is abut Nelsn Mandela— a mdern her. After learning this lessen yu will knw him very well.
T: Nw, first let’s listen t the tape. While listening, pay mre attentin t the crrect prnunciatin and try t get the main idea. (Six minutes later) Then read the text again by yurselves t get the answers t Part 1 and Part 3 f Cmprehending n Page 35.
Three minutes later.
T: Let’s check yur wrk f Part 1 tgether.
Suggested answers:
1. True. Because Elias met Nelsn Mandela at wrk
2. False. Because his family culd nt cntinue t pay the schl fees and the bus fare.
3. True. Because Mandela tld Elias hw t get the crrect papers s he culd stay in Jhannesburg.
4. True.
5. False. Because at first they brke the law in a way which was peaceful, but when they failed, they decided t answer vilence with vilence.
6. False. Because at first they brke the law in a way which was peaceful, but when they failed, they decided t answer vilence with vilence.
T: Let’s cme t Part 3 f Cmprehending. Read the text again and try t finish the timeline f Elias’ life.
Five minutes later.
Suggested answers
— 1940 was brn.
— 1942 He was a tw years ld baby.
— 1944 He was fur years ld.
— 1946 He began schl.
— 1948 He left schl.
— 1950 Nelsn Mandela pened his law firm.
— 1952 He was 12 and met Mandela.
— 1954 He was furteen and encuraged by Mandela.
T: Accrding t the timeline, we can better understand the life f Elias.
T: Nw please skim the passage fast t btain a general understanding f the whle passage. While reading, see hw many parts the text can be divided int, and give the general idea f each part.
Five minutes later.
Suggested answers
Part I Paragraph 1——2 The Life f Elias’ life befre he met Nelsn Mandela.
Part II Paragraph 3——5 The change f Elias’ life after he met Nelsn Mandela and what Mandela did.
T: In rder t better understand the text, please answer the fllwing questins in Ex 2. Wrk in pairs please.
Three minutes later.
T: Let’s check the answers tgether.
Step III Extensive Reading
Get the students t learn mre abut Nelsn Mandela.
T: S much fr the text. D yu want t knw mre abut Nelsn Mandela?
Ss: Yes.
T: Let’s cme t Reading n Page 38: The REST OF ELIAS’ STORY. Please listen t the tape.
Three minutes later.
T: Please read the text carefully, and d the exercise ne n Page 39.
Tw minutes later.
T: Let’s check yur wrk.
Check the answers with the students tgether.
Suggest answers
Gd things
He became a gd student.
He felt gd abut himself.
Bad things
He was nt allwed t study fr his degree.
T: Please discuss the tw questins n the slide with yur partner.
1. What wuld yu have dne if yu were Elias?
2. Hw d yu think his wife and family felt when he was in prisn?
Fur minutes later.
T: Wh’d like t tell us yur answer t Questin ne?
S1: If I were Elias, I wuld have make mre effrts t study fr my degree
T: Then the secnd?
S2: I think his family may feel very sad, but a bit cmfrted that he culd be educated in prisn.
T: Gd, thanks!
Step IV Listening and Explanatins f sme language pints
T: Listen t the tape paying attentin t pauses in the lng sentences.
After listening,
T: Nw let’s deal with sme language pints. Turn t Page 34. Let’s lk at the sentences. The first: The last thirty years have seen the greatest number f laws stpping ur rights and prgress, until tday we have reached a stage where we have almst n rights at all. In this sentence, see means be the time when (an event) happens; witness. Fr example: This year sees the tercentenary f Handel’s birth. (今年是韩德尔诞辰三百周年) where we have an attributive clause, which is used t mdify a stage. Fr example: This is the ld huse where my grandfather lived ten years ag.
Then the secnd: We were put int a psitin in which we had either t accept we were less imprtant, r fight the gvernment. We chse t attack the laws. We first brke the law in a way which was peaceful; when this was nt allwed… nly then did we decide t answer vilence with vilence. Frm these sentences we knw that they had tried t gain their equal rights in peaceful way, but it was in vain. S they turned t vilence. In this sentence, in which we had either t accept…is an attributive clause, which is used t mdify a psitin. And which was peaceful…is als an attributive clause, which is used t mdify a way. Anther example: I dn’t like the way in which he talks.
Step V Hmewrk
1. Recite the key sentences in the tw texts.
2. Preview Warming up and Pre-reading n Pages 33.