福建省高一英语上册 第5单元Unit 5 Nelson Mandelaa modern hero 全套教案.docx
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福建省高一英语上册 第5单元Unit 5 Nelson Mandelaa modern hero 全套教案.docx
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福建省高一英语上册第5单元Unit5NelsonMandelaamodernhero全套教案
人教版高中一年级必修1表格版单元教案
Unit5NelsonMandela-amodernhero
●教学目标
本课时主要是通过学生对学案所给出的内容的学习,了解本课文中所出现的词汇,初步了解课文以及相关的背景知识,对下一堂课全面理解起到一个铺垫作用。
●教学地位
人物是阅读理解中常见的类型,学生通过本单元的学习,学会如何理解文章的主旨大意和细节分析,对阅读理解的提高很有帮助。
●新课导入建议
展示课前所搜集的图片,以竞猜的方式导入新课。
多媒体展示图片,设置问题,引发学生思考……
●教学流程设计
导入新课。
→学生阅读“美文阅读”与“诱思导学”(见学案第61页)。
→学生就“美文阅读”进行讨论,统一答案。
学生再次阅读课文(见课本第34页)并完成“语篇理解”(见学案第62页)。
←师生共同讨论并统一答案。
←让学生快速阅读课文(见课本第34页)并完成“篇章结构”(见学案第61页)。
↓
学生共同讨论,并让学生发表各自见解,最后统一答案。
→学生再次仔细阅读课文(见课本第34页)进行深度理解,并完成“课文缩写”(见学案第62页)。
→老师指导学生讨论,共同找出答案。
↓
让学生根据所给出的表格进行自我评估(见学案第62页)。
←学生讨论,并让学生代表发表他们讨论得出的答案。
老师予以更正。
←让学生完成“知识初探”部分(见学案第62页)。
↓
老师布置作业,让学生看课本第34页并完成课本第35页第1、2、3、4题,预习学案PeriodⅡ(见学案第63页)。
Unit5NelsonMandela-amodernheroPeriod1
(ELIAS’STORY)
Aims
Totalkaboutpeople’squalities
Toreadaboutenablepeople’slifestory
TostudyTheAttributiveClause(where,when,why,prep.+which/whom)
Tolearntowriteletters
I.Warmingup
Warmingupbydescribing
Boysandgirls,thismorningwe’lltakeupUnit5inwhichwe’lllearntodescribepeople.Nowlet’sdescribeourselvesfirst.Thequestionsinthewarminguppartwillhelpyoufindoutwhatqualitiesyouhave.Thentellmewhatkindofapersondoyouthinkyouare.Doyouthinkyouhavethequalitiestobeagreatperson?
Whatqualitiesdoyouthinkweshouldfindinagreatperson?
a.Givethestudentsoneminutetoanswerthequestions.
b.Asksomestudentstotalkabouttheirownqualitiesaccordingtotheiranswers.
Warmingupbyexpressions
Boysandgirls,wearegoingtolearnaboutsomegreatpeopleinUnit5.Canyounamesomegreatpeople?
Nowdiscussingroupsoffour:
Whodoyouadmiremost?
Whatkindofpersonishe/she?
Whatarethequalitiesthatgreatpeoplehaveincommon?
SunYat-sen(November12,1866–March12,1925)wasaChineserevolutionaryleaderandstatesmanwhoisconsideredbymanytobethe“FatherofModernChina”.
II.Pre-reading
1.Now,lookatthesixpeopleinthepre-readingpart.Canyourecognizethem?
Doyouthinktheyareimportantpeople?
(Yes.Becausetheyhavedonesomethingreallyimportanttobenefittheworldoracountry.)Butdoyouthinkallofthemaregreatpeople?
WilliamTyndale(sometimesspelledTindale)(ca.1484-October6,1536)wasa16thcenturypriestandscholarwhotranslatedtheBibleintoanearlyformofModernEnglish.
III.Reading
1.Skimmingforgeneralidea
Sofarwehavetalkedalotaboutgreatpeople.Doyouwanttoknowmoreaboutthemandlearnfromthem?
Well,thismorningwearegoingtoreadaboutNelsonMandela,whowasconsideredasamodernhero.Nowopenyourbookstopage34andreadthetitleofthetext.Whatkindofwritingisthetext,canyouguess?
…Yes.Astoryisusuallyapieceofnarrativewriting.Nowskimthetexttogetthegeneralidea:
WhatdoesEliastellaboutinhisstory?
Hetellsabouthislife,howMandelahelpedhimandhowhesupportedMandela.
2.Listeningandscanningfordetailinformation
a.ListentothetextagainanddoComprehendingEx....1.
True
:
2,4False:
1,3,5,6,7,8
b.ScanthetextanddoComprehendingEx.2.
3.Questionsforfurtherunderstanding
Discussthefollowingquestionsingroupsoffour:
a.Howdidthewhitepeoplestoptheblackpeoplefrombeingtreatedfairly?
b.WhydidEliassupportMandela?
c.Whydidhesupportviolencewhenhedidnotagreewithit?
IV.Closingdown
Closingdownbydiscussing
a.WhatdoyoulearnaboutNelsonMandelafromELIAS’STORY?
b.DoyoulikethewayEliastellshisstory?
Giveareason.
IknowthatMandelaisagreatleaderwhofoughtforequalrig
htsfortheblackpeopleallthroughhislife.HeorganizedtheANCYouthLeaguewhichfoughtagainstthegovernment.Heisinfavorofpeacefulfighting.Heiskind,helpful,generous,brave,anddetermined.
Closingdownbyretelling
Retellthestoryaccordingtothefollowingclues:
introductionofElias’problem;Mandela’shelp;Elias’support
Closingdownbyaninterview
Askthestudenttodoaninterviewinpairs.Ajournalist
isinterviewingEliaswiththefollowingquestions:
WhendidyoufirstmeetMandela?
Canyoutellmemoreabouthowhehelpedyou?
Canyoutellmeabouttheproblemsthattheblackpeoplearefacing?
Whatdoyouthinkofhim?
Unit5NelsonMandela-amodernheroPeriod2
(TheAttributiveClause:
where,when,why,prep.+which/whom)
Aims
Tohelpstudentslearnaboutattributiveclauseintroducedbywhen,where,why,andprep.+which/whom
Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions
Tohelpstudentsdiscoverandlearntousesomeusefulstructures
Unit5NelsonMandela-amodernhero
Period2
I.Warmingup
Turntopage35anddoexercisesNo.1and2.Checkyouranswersagainstyourclassmates’.
Warmingupbydiscoveringusefulwordsandexpressions
II.Learningaboutgrammar
1.Readingandthinking
Turntopage34.ReadthetextofELISA’STORYandfindoutalltheattributiveclauses.
Thinkoverthisquestion:
Onwhatcircumstancedoweusewhen/where/whytointroducedanattributiveclause?
(“Where”isusedwhentheantecedentreferstoaplace,and“when”isusedfortime.“Why“isusedwhentheantecedentis“why”.)
ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
TheschoolwhereIstudiedonlytowyearswasthreekilometersaway.
2.Comparinganddiscovering
Turntopage36.DoEx.1.Thencomparethefollowingsentencesandfindoutwhyweusedifferentwordstointroducetheattributiveclauseswhiletheantecedentsarethesame.
a.Thegovernmentbuildingwherewevotedwasverygrand.
b.Thegovernmentbuildingwhich/thatwepaidavisittoyesterdaywasverygrand.
c.Thegovernmentbuildinginwhichwevotedwasverygrand.
Insentencea),arelativeadverb“where”isusedbecauseitrefersto“inthegovernmentbuilding”whichservesastheadverbialintheattributiveclause.
III.Readyusedmaterialsforattributiveclause
Definitions:
Attr
ibutiveclause:
Anattributiveclauseisaclausemodi
fyinganounorpronouninacompoundsentence.
Antecedent:
Thewordbeingmodifiedbyanattributiveclauseiscalledtheantecedent.
Relative:
Thewordthatisusedtointroduceanattributiveclauseiscalledarelative.Therearetwokindsofrelatives,i.e.relativepronounsincludingwhich,that,who,whom,whose,as,etc.
Note:
Relativesplaysthreeimportantrolesinanattributiveclause,i.e.introducinganattributiveclause
IV.Closingdownbydoingaquiz
Toendtheperiodyouaregoingtotakeaquizonattributiveclause.
1.Theweather
turnedouttobeverygood,____wasmorethanwecouldexpect.
A.whatB.which C.that D.it
Homework
Unit5NelsonMandela-amodernheroPeriod3
Aims
TohelpstudentsreadthepassageTHERESTOFELIAS’STORY
Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting
●教学目标
(1)熟记学案中所列出的单词和短语。
(2)通过对学案中所给出的重点单词和重点短语的学习,让学生能够正确理解和使用这些单词和短语,能够运用这些单词和短语造句。
(3)通过对语法的教学让学生能够理解并能够运用由where,when,why及介词+which/whom引导的定语从句。
●教学地位
语法是学生感到比较难以掌握的东西。
让学生正确理解和掌握语法知识是让学生学好英语的关键,所以应给学生创设一个语境,让学生理解该语法的应用,而不要让学生死记硬背语法条文,应从理解的基础上去运用这些语法。
Unit5NelsonMandela-amodernhero
Period3
I.Warmingupandlistening
SofarwehavereadastoryaboutElias.Doyourememberwhyitwasdifficultforhimtogetajob?
(becausehehadn’tapassbook)whatisapassbook?
Whyisitimportant?
Let’slistentoashortpassageandfindout.
Turntopage37.Readthequestionsandchoosethebestanswerafterlistening.
DiscussthequestionsinEx.2.
TurntoPage38,readthepassagequicklyandfindout:
HowdidMandelahelpedEliaswhenhewasonRobbenIsland
II.Guidedreading
1.Readingandansweringquestions
Asweknow,inordertosupportMandela,Eliashelpedhimblowupsomegovernmentbuildings.Canyouimaginewhatwouldhappentohimifhewascaught?
Actually,hewascaughtandputintoaprisononRobbenIsland.However,hewasluckyenoughtogethelpfromMandelaevenwhenhewasinprison.
HowdidMandelahelpEliasafterhecametopower?
2.Readinganddoingexercises
ReadthepassageagainanddotheexerciseonPage38.
3.Task(atextdialogue)
NowwehavefinishedthestoryaboutElias.Nextwearegoingtodoagroupactivity.Wewilldoitingroupsoffour.SupposeoneofyouisEliasandworksasatourguideonRobbenIsland.TheotherthreeofyouaretouristswhoareveryinterestedintheislandandMandela’slifeandaskingthetourguidethefollowingquestions.Eliasmustanswerthem.
III.Guidedwriting
1.Preparationforwriting
ImaginenowMrMandelaisinprison.YouaregoingtowritealettertothePresidentofSouthAfricaaskinghimtofreeNelsonMandela.Doyouremembertheformatofaletter?
Whatshouldbethemaincontentofthisletter?
(ThereasonsforfreeingMandela)Howwouldyoutrytopersuadethepresident?
(Youmustmakeyourreasonspersuasive.)
2.Writingaletter
ReadtheinformationaboutMandela.Discusswithyourpartnerandcollectideasfortheletter
IV.Furtherapplying
1.Findinginformation
GotothelibrarytoreadorgetonlinetosearchformoreinformationonNelsonMandela.Takenotesofyourfindinganddoanoralpresentationnextperiod.
2.Writingadescription
WriteadescriptionofNelsonMandelausingtheinformationyouhavefound.
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