2019-2020年人教版高中英語必修1《Unit5NelsonMandela.doc

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2019-2020年人教版高中英語必修1《Unit5NelsonMandela (1) 課題：Nelson Mandela---a modern hero (2) 教材分析與學(xué)生分析： 本單元以Nelson Mandela---a modern hero為話題，目的在于使學(xué)生了解一個偉大的人應(yīng)具備怎樣的品質(zhì)，學(xué)會表達(dá)自己的觀點(diǎn)，并用所學(xué)的句型來描寫一個偉人。Warming Up部分利用圖表的形式讓學(xué)生判斷一下自己是哪種類型的人，由此得出一個偉人應(yīng)具備怎樣的品質(zhì)；Pre-Reading部分給學(xué)生提供了六個名人的圖片，要求利用圖片下面標(biāo)注的人物的重要事跡以及學(xué)生對他們的了解，來判斷這六個人誰是偉人； Reading部分介紹Elias的生平，向?qū)W生展示Nelson Mandela是一個怎樣的人。這是一篇記敘文，讓學(xué)生學(xué)會利用時間順序描述一個人一生的主要活動。prehending部分利用判斷正誤和時間順序來整體理解課文。Learning about Language分詞匯和語法兩部分其中Discovery useful words and expressions是根據(jù)課文語境在運(yùn)用中掌握詞匯，Grammar部分是有關(guān)關(guān)系副詞where, when, why引導(dǎo)定語從句的用法，并通過練習(xí)加以鞏固；Using Language部分，一是listening, 練習(xí)聽力可配合p72的listening task 進(jìn)行。二是reading，這也是一篇精讀文章，更詳細(xì)地了解曼德拉。三是writing，要求寫一封信。注意信的格式。 (3) 課時安排：The first period: Reading The second period: speaking The third period: Grammar The fourth Period：Extensive reading The fifth period: Listening The sixth period: Writing (4)教學(xué)目標(biāo)： ① 知識與技能：了解Nelson Mandela的生平事跡，認(rèn)識偉人所應(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)。掌握和運(yùn)用本單元的新詞匯和短語以及由when, where, why,介詞加which\ whom 引導(dǎo)的定語從句。學(xué)會發(fā)表評論和表達(dá)自己的看法。 ② 過程與方法：充分利用Warming up 提供的問卷調(diào)查表，讓學(xué)生分組進(jìn)行活動。教師可根據(jù)班級的情況讓學(xué)生適當(dāng)再增加一些問題，如：Are you ready to help others? Do you always try your best to get along well with your classmates? What qualities do you have? What qualities do you think you should have? ③ 情感態(tài)度與價值觀：對Neil Armstrong等六人是偉人還是重要人物的判斷，理解偉人與重要人物的區(qū)別和聯(lián)系；對照偉人的品質(zhì)，提高自身素養(yǎng)。 (5) 教學(xué)重點(diǎn)和難點(diǎn)： 詞匯：hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee stage vote violence accept blanket degree guard terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely 短語：lose heart in trouble worry about out of work as a matter of fact blow up put…into prison e to poverty set up be sentenced to 重點(diǎn)語法項(xiàng)目：由where, when, why, 介詞加which\ whom引導(dǎo)的定語從句. 難點(diǎn)： 1. The characteristic of the writing of this unit 2. How to tell an important person from a great person. 3. The differences between where\when\why\and that\which. 4. Let the students know how to choose a great person in their eyes and write a short passage. (6) 教學(xué)策略：Task-based teaching, listening and fast reading, asking and answering, explaining and practicing, reading and discussing, careful reading Asking and answering activity to check the student’s understanding of the text. Individual, pair or group work. (7) 教學(xué)煤體設(shè)計：A projector and a tape recorder. (8) 教學(xué)過程：詳見以下分課時教學(xué)設(shè)計。 (9) 課堂練習(xí)與課外作業(yè)設(shè)計：穿插于分課時教學(xué)設(shè)計中 (10) 教學(xué)反思或值得改進(jìn)的地方：見每個課時最后部分。 The First Period Reading Aims: Talk about great people Express your points of view Understand the real meaning of the hero / heroine Teaching procedures and ways 教學(xué)過程 Step 1 Revision Go over what has been learned in the last period. Who do you admire greatly? Yao ming Luxun Newton Step 2 Background about some characters William Tyndale William Tyndale ( 1484-1536 ) was a 16th century priest and scholar who translated the Bible into an early form of Modern English. Although numerous partial and plete English translations had been made from the 7th century onward, Tyndale’s was the first to take advantage of the new medium of print, which allowed for its wide distribution. Beside translating the Bible, he also held and published views which were considered heretical, first by the Catholic Church, and later by the Church of England which was established by Henry VIII. Because his Bible translation also include notes and mentary promoting these views. His translation was banned by the authorities, and he himself was burned at the stake in 1536, at the instigation of agents of Henry VIII and the Anglican Church . Gandhi Gandhi ( Oct,2 1869- Jan, 30, 1948 ) was one of the founding fathers of the modern Indian state and an influential advocate of pacifism as a means of revolution. He helped bring about India’s independence from British rule, inspiring other colonial peoples to work for their own independence and ultimately dismantle the British Empire and replace it with the monwealth .His principle of satyagraha , often roughly translated as “ way of truth ”, has inspired generations of democratic anti-racist activities including Martin Luther King , Jr and Nelson Mandela . He often stated his values were simple: truth and non –violence. Neil Alden Armstrong Neil Alden Armstrong ( Aug, 5 1930 ) is an American pilot , astronaut, and the first person to walk on the moon .He was born in Wapakoneta , Ohio and served in the Korean War as a jet fighter pilot for the US. Navy. He attended Purdue University, where he was a member of a fraternity, Phi Delta Theta , and received a Bachelor of Science degree in 1955. The he became a civilian test pilot for NASA and piloted the 4000 mi/h X-15 rocket plane. From 1960 to 1962 he was a pilot involved in the cancelled U.S During the actual mission, he took manual control of the Lunar Module Eagle and piloted it away from a rocky area to a safe landing. Several hours later he climbed out of the LM and became the first person to flub line on the moon, with the words “That’s one small step for a man, one giant leap for mankind.” Abraham Lincoln President Abraham Lincoln, the sixteenth president of the United States (1861- 1865 ) Albert Einstein Albert Einstein is one of the greatest scientists of the century in the world. He was born in Germany. His theory in physics helped the world to know more about the universe. So he was given the Noble Prize in 1921. However , in 1930s , because of Hitler’s rule, he was forced to leave his homeland and go to the U.S.A. He lived the rest of his life there and died in 1955, at the age of 76. Marie Curie Marie Curie ( 1867- 1934 ) , Polish scientist , ws born in Warsaw , on Nov 7th , 1867 , and died in France, on 4th July 1934. She graduated in Mathematics and Physical Science and got married in 1895 with the French physicist , Pierre Curie. During her work , the Curie couple discovered a new radioactive element named polonium in honor to Marie’s homeland . Together with Becquerel, she obtained the Noble Prize for Physics in 1903. She founded the Radium Institute of Paris , and was the main responsible until her death. In 1911 she was awarded the Noble Prize for Chemistry. Sun Yatwen Sun Yatwen ( Sun Yixian , Sun Zhongshan , SunWen 1866- 1925 ) is considered the founding father of modern China. Born in a peasant family . He was accorded the appellant of “ pioneer of the revolution ” Qian Xuesen He is widely considered as the “ father of the Chinese space program ”. As one of the leading rocket engineers at the California Institute of Technology. In the 1990s , he , who had worked on top-secret projects all his life, bee one of the most well – known intellectuals. Step 3 Reading Get the students to prehend the passage quickly and accurately, and meanwhile help the Ss to form a good habit of reading. Read the passage on P34 to get the answers to Part 1 and Part 2 of prehending. Silent reading Read the text through in 3 mins, and then try to find the main idea of the text: It tells us sth. that happened before Read the passage on Page 34 to get the answers to Part 1 and Part 2 of prehending. ( 5 mins ) Understanding ideas 1. Why did Elias support Nelson Mandela? 2. What problems did Elias have? 3. Why did he support violence when he did not agree with it? 4. What would you have done if you were Elias? Discussion of ideas Here are some possible questions students could talk about: 1. Why did the white people not treat black people fairly in South Africa? 2. How do you think the white people stopped the black people from being treated fairly? 3. Is it right for some people in one country to treat other people in the same country differently? Give a reason Read the text again and summarize the main idea of each part. (work in group of four). Ask the Ss to pay attention to the first sentence of each paragraph. How many parts can this text be divided into? (2 parts ) Give the main idea of each paragraph Part 1: (Para. 1----2 ) The life of Elias’ life before he met Nelson Mandela. Part 2: ( Para. 3 and 5) The change of Elias life after he met Nelson Mandela and what Mandela did. Do Exercises 1, 2 and 3 Careful study Read the text again carefully, after that, answer the following questions Step 4 Extensive Reading Get the Ss to learn more about Nelson Mandela from P38 Finish the related exercise Who do you think is a great person? What do you think I should do then? Which food do you think is healthy and which is unhealthy? Choose the answer which you think is correct in the following. Are you willing to do public service work without pay? Step 5 Speaking & talking Talk about your hero/heroine Discuss in pairs to talk about the qualities great people have. Sa: In my opinion, a great person is someone who should be hardworking, determined, unselfish and generous. If he/she works hard, no matter how great the difficulty he/she meets, he/she will try to deal with it. If he/she is unselfish and generous, he/she will help others without pay and get respect from others. If he/she is determined /she will never lose heart when he/she is in trouble. Sb: As far as I know, a great person is someone who should be kind, brave, determined and confident. As a great person, he first should be kind-hearted. Only when he is kindhearted, he can help others when they are in trouble. Second, he should be brave. When he is facing danger, fear or terror, he would no be afraid. And he should be determined and confident. When he has confidence he will never lose heart in front of failure. T: I think both of you said are very good, thank you. Step 6 Language points 1. be willing to do sth be willing for sb. to do sth. will n. 意志, 意愿 wish n. 心愿, 愿望 I’m willing to help you. I’m quite willing for your brother to join us. Where there is a will, there is a way. It’s my best wish to you ! 2. Do you easily lose heart when you are in trouble? lose heart ( 不可數(shù) ) 灰心, 泄氣 lose one’s heart to 愛上, 喜歡 Please don’t lose heart, you still have more chances. She lost her heart to him as soon as she saw the handsome soldier. at heart 從內(nèi)心來說 heart and soul 全心全意 break one’s heart 心碎 put one’s heart into 把全部心思放在 learn / know by heart記熟 3. in trouble ask for trouble 自尋麻煩 make trouble 制造麻煩 take trouble to do sth. 費(fèi)心做某事 get into trouble 遇到麻煩 have trouble (in) doing sth. 做某事有困難 save / spare trouble 省事 1) He never came except when he is __________ ( 有麻煩 ) 2) Don’t imagine that you’re the only person _________ ( 不幸 ) 3) The boy _______ ( 出事了 ) when he left home to live in London. 4) That’s none of your business. Please don’t _______ (自尋麻煩) Keys: 1. in trouble 2. in trouble 3. got into trouble 4 ask for trouble 4. he fought against the German Nazis and Japanese invaders during World War fight +n. 與------ 作戰(zhàn) / 打架 fight for 為了----- 而戰(zhàn) fight against 與------作戰(zhàn) / 斗爭 fight with 與------作戰(zhàn) / 并肩作戰(zhàn) fight back 還擊, 忍住 fight a battle. 戰(zhàn)斗 fight one’s way back ( out ) 費(fèi)很大勁恢復(fù), 打回去 They told the workers to fight for their rights. We will have to fight against difficulties. If the enemy es, we’ll fight back. 5. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way. give up 放棄 give in 讓步 She has given up her life to nursing the sick. Don’t give up halfway. You can’t win the game, so you may as well give in. 6. He fought for the black people and was in prison for thirty years. be in prison 在獄中 go to prison 入獄 put ----- in prison send ---- to prison throw ---- into prison 把 ----- 投入監(jiān)獄 be taken to prison 被關(guān)進(jìn)監(jiān)獄 They broke into prison and set free the soldiers who had been imprisoned. He has thrown in prison for five years and you may see him at home nest year. 注意: 以上短語prison前不帶冠詞,若表示在監(jiān)獄工作或去辦事,就要加冠詞 7….only then did we decide to answer violence with violence. 當(dāng)修飾狀語位于句首時, 句子采用部分倒裝的結(jié)構(gòu),而修飾主語時句子不用. Only by practicing a few hours every day will you be be able to master English. Only when the war was over was he able to return home Only in this way can you hope to make improvement in the operating system. 8. advise vt. advise + n. advise sb. to do advise doing advise sb. on sth. advise + wh- + to do advise + that ( should ) + do that----- a piece of advice 1. We are often advised _____ notes in class, but few do so. A. taking B. take C. to take D. took 2. My sister advised me that I ______ accept the job. A. would B. might C. could D. should 3. The old man often advised the young workers on ______ the machine and they learned quickly. A. to operate B. how operate C. how operating D. how to operate 4. I advised _____ until the right time but they wouldn’t listen . A. to wait B. waiting C. waited D. on wait Keys : CDDB 9. We choose to attack the law. choose + n . 選中 choose from / between 從------選擇 choose sb. + as / for 選某人當(dāng)----- choose sb. sth. = choose sth. for sb. 為某人選物 choose + wh- + to do cannot choose but do 只好做---- 1. Some people say that they _______ to live in the countryside. A. enjoy B. feel like C. choose D. don’t to 2. No doubt her husband could have told her , but he didn’t ______ . A. choose B. choose to C. choose from D. choose to do 3. There are five pairs _______ , but I’m at a loss which to buy. A. to be chosen B. to choose from C. to choose D. for choosing Keys : CBB Step 7: Homework Exercise 1 and 2 on page 71 Copy the left new words and expressions 課后反思：新課標(biāo)強(qiáng)調(diào)學(xué)生自主探究學(xué)習(xí)，合作學(xué)習(xí)，教師在課堂的活動如果只是單純的照本宣科，唱獨(dú)角戲，機(jī)械的照搬教材內(nèi)容，那么學(xué)生的學(xué)習(xí)方式就很難改變。因此，在上課時，要努力達(dá)到新課標(biāo)的要求，在快讀細(xì)讀的環(huán)節(jié)中培養(yǎng)學(xué)生自主探究的能力，通過討論難點(diǎn)和討論曼德拉的優(yōu)秀品質(zhì)等活動來培養(yǎng)學(xué)生的合作精神。不足之處是由于內(nèi)容太多，時間比較緊迫，因此有中意猶未盡的感覺。 The Second Period Speaking Aims: How to express one’s point of view Enable the students to tell what a great person is and help the students develop a good quality. 教學(xué)過程（teaching procedures） Step 1 Revision Check the homework exercise Have a dictation of the following sentences. 1. The time when I met Nelson Mandela was a very difficult period of my life. 2. Mandela had opened a black law firm to advise poor black people on their problems. 3. I was worried about whether I would be out of work. 4. we were put in a position in which we had either to accept we were less important, or to fight the government. 5. it was very dangerous because if I was caught I could be put in prison for years. 6. I knew it was to realize our dream of making black and white people equal. Step II Warming-up Pair-based activity Ss work in pairs to ask each other the questions shown on the screen. They should give each other marks according to the answers, one Yes one point, No no point. Finally everyone’s mark will be shown on the screen. The higher the better. The highest 5 will be the heroes. Step III Pre-reading Show the pictures of some important or great persons to the whole class. Each group will describe what they see. Collect as much information as possible. Sometimes hint is necessary. Then discuss: are they all great people? Why? Step IV Talking (p69) 1. In groups talk about your hero/heroine. Some pictures provided for choice. Use the following questions to help. Who is your hero/heroine? Why do you like him/her so much? What are his/her best qualities? 2. share some of their stories together. Step V Speaking task (p74) Maybe great people have some of the following qualities. intelligent determined generous kind unselfish hard-working brave confident Discuss in pairs to choose 4 necessary qualities that great people should have and explain why. Step V Homework Preview ELIAS’ STORY and finish prehending ex 課后反思：本課能比較好地完成教學(xué)目標(biāo)，訓(xùn)練了學(xué)生說的能力，懂得如何表達(dá)自己的思想和意見。還使學(xué)生懂得偉人應(yīng)該具備什么樣的優(yōu)秀品質(zhì)。 The Third Period Grammar Aims: Knowledge aim: Learn the attributive clauses by Where, When and Why. Ability Aim: Let the students learn how to use the relative adverbs. 教學(xué)過程（Teaching Procedures）: Step 1 Revision Revise what we have learnt about the attributive clause by asking questions. Step 2 Lead-in Show the students the sentence structure of the attributive clause by when, where and why. Ask the students to discover how to join two simple sentences into a pound sentence with when, where and why. Step 3 Explanation The teacher explain to the students how and why we choose a relative adverbs. 關(guān)系副詞有when, where, why 關(guān)系副詞when,where,why 分別表示時間，地點(diǎn)和原因，在定語從句中起狀語的作用。 如：He told me the date when the meeting would be held. ( 相 當(dāng)on which) This is the place where he works.( 相當(dāng)于at which) No one knows the reason why he suddenly died. ? 注意：如果先行詞是reason，關(guān)系詞為why, that 或省略。 The reason why/that/ he changed his mind is not clear. The reason why/that/she didn’t get the job was that her English was not good. Step 4 Practice Show the students the exercises of the attributive clause “Choose the right answers” on the screen. 選擇 : 1. Is that the house __ you bought last year? A. where B. Which 2. Is that the picture__ you are laughing at? A. Which B. where 3. It is the most interesting book __ I’ll ever read. A. which B. that 4. The street----is to the park is very narrow. A. where B. which 5. The person __finds my watch will get a reward. A. who B. when 6. This is the room__ we listened to the lecture. A. which B. where 7. The boy __mother is ill can not e to the party. A. Who B. Whose 8. Tell me the reason__ you are late. A. which B. why Key: 1.B 2.A 3.B 4.B 5.A 6.B 7.B 8.B 翻譯：1. 他指給我看他丟錢包的地方. 2. 你記不記得我們到這兒的那一天? 3. 這就是我丟失錢包的公園。 Keys: 1. He showed me the place where he lost his wallet. 2. Do you remember the day when we arrived here? 3. This is the park where I lost my wallet. Step 5 Homework Do the Exercise 1, 2 on Page 71. 課后反思：本節(jié)課是語法課，能以學(xué)生為主體，通過指導(dǎo)學(xué)生觀察、體驗(yàn)探究、合作等積極主動的學(xué)習(xí)方式，發(fā)現(xiàn)語言的規(guī)律并運(yùn)用到各種語言實(shí)踐活動中。做到精講多練，使學(xué)生區(qū)分關(guān)系代詞和關(guān)系副詞的用法。 The fourth period: Extensive Reading Aims: Integrating skills on reading Help the Ss to prehend the text through different ways of reading skills. Get the students to learn the rest life of Elias and more about Nelson Mandela. Teaching important points: 1. The general idea of the text. 2. Enlarge the knowledge of the different great people in different field. 3. Let the Ss talk about the great people in different fields. Teaching methods: Skimming, fast reading and prehension, task-based, explaining. 教學(xué)步驟 Teaching procedure: Step I. Greetings Step II. Extensive Reading 1. Lead-in question: What do you think the people in the prison will do? Have a discussion in groups. 2. Get the students to learn more about Nelson Mandela. Read the text on Page38, then do the exercises and check it out. 3. Answer some questions about Elias. 1). How did Mr. Mandela help Elias in the prison? 2). When did Elias lose his job? 3). Does Elias like his present work? Step III. Leading in. Get the Ss to know whether Bill Gates is a great man or not. Show the pictures of Bill Gates on the screen, ask the Ss whether they know and what they know about the man on the screen. Ask the Ss to answer whether he is a great man or not. Step IV. Reading Task. Whether Bill Gates is a great man or not, let the Ss keep their idea and read the passage carefully in page 73. After reading the passage, finish the information sheet. Five minutes later, check the answers together. Step V. Afterthoughts Ask the Ss to think about the question again, whether Bill Gates is a great man or not in their eye after the reading of two evidence giving. Step VI. Homework. 1. Recite the key sentences in the text. 2. Find more information about Bill Gates after c