NSEFC 1 Unit 5 Nelson Mandela-a modern hero單元整體教學(xué)設(shè)計(jì)一、教材內(nèi)容與教學(xué)對(duì)象分析（一） 教材內(nèi)容本單元以Nelson Mandela- a modern hero為話題，目的在于使學(xué)生了解一個(gè)偉大的人應(yīng)具備怎樣的品質(zhì)，學(xué)會(huì)表達(dá)自己的觀點(diǎn)，并用所學(xué)的句型來(lái)描寫(xiě)一個(gè)偉人。1Warming up 利用圖表的形式讓學(xué)生判斷一下自己是哪種類(lèi)型的人，由此得出一個(gè)偉人應(yīng)具備怎樣的品質(zhì)。2Pre-reading 給學(xué)生提供了六個(gè)名人的圖片，要求利用圖片下面標(biāo)注的人物的重要事跡以及學(xué)生對(duì)他們的了解，來(lái)判斷這六個(gè)人誰(shuí)是偉人，誰(shuí)是重要的人但不是偉人。3Readinmg介紹Elias的生平，向?qū)W生展示Nelson Mandela是一個(gè)怎樣的人。這是一篇記敘文，讓學(xué)生學(xué)會(huì)利用時(shí)間順序描述一個(gè)人一生的主要活動(dòng)。4Comprehending利用判斷正誤和時(shí)間順序來(lái)整體理解課文。5Learning about language分詞匯和語(yǔ)法兩部分。其中Discovery useful wordsandexpressions是根據(jù)課文語(yǔ)境在運(yùn)用中掌握詞匯，是有關(guān)關(guān)系副詞引導(dǎo)定語(yǔ)從句的用法，并通過(guò)練習(xí)加以鞏固。6Using language分為三部分，一是Listening, 練習(xí)聽(tīng)力可配合P72的Listening Task進(jìn)行。二是Reading,這也是一篇精讀文章，更詳細(xì)的了解Mandela。三是Writing, 要求寫(xiě)一封信。注意信的格式。本單元重點(diǎn)、難點(diǎn)：（二）教學(xué)對(duì)象本校本級(jí)學(xué)生基礎(chǔ)一般，課堂氣氛較活躍，能開(kāi)口講，但缺乏學(xué)習(xí)刻苦性與毅力，單詞遺忘率較高，書(shū)面表達(dá)能力不高。二、教學(xué)目標(biāo)（一）認(rèn)知目標(biāo)學(xué)習(xí)本單元詞匯、語(yǔ)法及句型，并加深理解其用法。（二）思想情感目標(biāo)1）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)，向他們學(xué)習(xí)，以提高自身的素質(zhì)。2）樹(shù)立正確人生觀，學(xué)習(xí)在艱苦環(huán)境下為人類(lèi)做貢獻(xiàn)，不追求享樂(lè)。（三）發(fā)展智力目標(biāo)-培養(yǎng)學(xué)生自學(xué)能力，尤其是口頭表達(dá)、閱讀、書(shū)面表達(dá)能力。1）拼讀單詞的能力2）運(yùn)用正確的閱讀技巧進(jìn)行閱讀的能力3）書(shū)面表達(dá)能力三、教學(xué)活動(dòng)過(guò)程的設(shè)計(jì)（一）課時(shí)安排：6課時(shí)Period 1-Words, Warming-up, Pre-readingPeriod 2-ReadingPeriod 3-Language learningPeriod 4-Listening, speaking and writingPeriod 5-Listening, readingPeriod 6-Summary（二）教學(xué)流程圖(見(jiàn)附表)（三）具體教學(xué)過(guò)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介詞+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. 和戰(zhàn)斗, 和打eg. English fought Germany. vi. 作戰(zhàn)，戰(zhàn)斗*fight for 為而戰(zhàn)斗eg. He told the workers to fight for their rights.*fight against/with 為反對(duì)而斗爭(zhēng), 和作斗爭(zhēng)eg. You will have to fight against/with difficulties. England fought against/with Germany in the war of 1941-1948.*fight with 和一起作戰(zhàn)eg. They fought with the Italians in the last war.2) advise v.*advise sb on sth 就給某人出主意eg. I have advised you on that subject. The teacher advised me on how to learn English.*advise sb to do sth 建議某人干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 關(guān)于.給某人建議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 在監(jiān)獄里，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 把投入監(jiān)獄The robber has been put in prison.*sb be kept/held prisoner 被囚禁4) accept 接受，指的是主觀上接受了 receive 收到，指客觀上收到，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. 受過(guò)教育的，有教養(yǎng)的better educated 是well educated的比較級(jí)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在此句意為見(jiàn)證、目睹；為某事發(fā)生之時(shí)，主語(yǔ)常為時(shí)間eg. Yesterday saw a terrible car accident in front of our school.2) only then did we decide to answer violence with violence. 只有在這時(shí)，我們才決定用暴力反抗暴力。 這是一個(gè)倒裝句。結(jié)構(gòu)：Only + 狀語(yǔ) + 部分倒裝 狀語(yǔ)：由副詞，介詞短語(yǔ)或狀語(yǔ)從句構(gòu)成 *部分倒裝用一般疑問(wèn)句的語(yǔ)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引導(dǎo)的詞不是狀語(yǔ)不用倒裝 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 在此處意為注定將會(huì) eg. You were to regret your decision later.4)I felt bad the first time I talked to a group. 第一次給旅行團(tuán)作講解時(shí)，我的心情很不好。 the first time 起連詞的作用，引導(dǎo)時(shí)間狀語(yǔ)從句 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 是定語(yǔ)從句，修飾anything to make candles及to see the words 是目的狀語(yǔ)6) As they were not cleverer than me, but did pass their exams.did pass 是強(qiáng)調(diào)結(jié)構(gòu)，強(qiáng)調(diào)謂語(yǔ)動(dòng)詞時(shí)，在動(dòng)詞原形前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 介詞+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) 士兵與村民共同與敵人戰(zhàn)斗。2) 爸爸建議我多讀英語(yǔ)報(bào)紙。3) 我們應(yīng)盡力阻止這種事再次發(fā)生。4) 只有在那時(shí)，他才意識(shí)到他錯(cuò)了。5) 我第一次聽(tīng)這首歌就喜歡它了。6) 我昨天確實(shí)見(jiàn)到了Mike。7) 他昨天沒(méi)有上學(xué)的原因是他病了。8) 我永遠(yuǎn)不會(huì)忘記我見(jiàn)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.自評(píng)項(xiàng)目?jī)?yōu)良中差理解和運(yùn)用生詞和短語(yǔ)理解和運(yùn)用語(yǔ)法結(jié)構(gòu)對(duì)偉人,重要人物,著名人物的理解和判斷課前預(yù)習(xí)和信息收集的完成情況 課堂中的參與情況(聽(tīng)說(shuō)讀寫(xiě))課后練習(xí)的完成課后復(fù)習(xí)情況完成聽(tīng)的任務(wù)完成說(shuō)的任務(wù)完成讀的任務(wù)完成寫(xiě)的任務(wù)對(duì)照偉人的品質(zhì),分析自己的特點(diǎn)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.單位：湖北省荊門(mén)姓名：李國(guó)E_mail：liguo619