Unit 5 Nelson Mandela教案

Unit 5 Nelson Mandela

--a modern hero

Contents 目录

一、单元教学目标和要求(Teaching aims and demands)

二、教材内容分析（Analysis of the teaching materials）

三、教学安排(Teaching arrangements)

四、单元预习任务(Pre-unit Activities: Preview Task)

五、教学步骤(Teaching procedures)

六、背景参考资料(Background knowledge)

七、评价与反思(Assessment and reflection)

一、教学目标和要求(Teaching aims and demands)

根据课程标准实验教材（英语必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。1．语言知识（Knowledge）

词汇（Vocabulary）：

能理解、内化、运用以下生词---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, g old，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right（n.），criminal，leader，president，sentence（v.），sincerely

短语(Phrases and expressions)：lose heart, in trouble ,worry about, out of work, Youth League, as a matter of fact, blow up, put ... in prison, come to power , set up , be sentenced to

功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：

1．发表意见（Giving opinions）

Why do you think so? What do you think of ...? What's you opinion?

agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid ....

2．评论（Making comments）

Good idea! That's an excellent idea．

语法(Grammar)：定语从句（II）（由where, when, why, 介词+ which, 介词+ whom引导的定语从句）

扩展词汇：

negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, Bible（圣经）, revolution （革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign （从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott（联合抵制）。

2. 语言技能(Skills)

听：在本单元的课文及练习册听力教学中，能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。

说：在本单元的课文及练习讨论时，能恰当使用I think/ I don’t think/ in my opinion/That’s an excellent idea等对英雄、伟人的品质恰当地发表意见，进行讨论。

读：能在阅读中使用不同的阅读策略，迅速地从阅读材料中获取主要信息，根据上下文线索预测故事发展，根据上下文猜测词义并通过不同渠道如报刊、音像、网络等了解更多伟人的情况。

写：能用恰当的语言简单地描述人物，并简单地表达自己的意见。

3.学习策略(Strategy)：

1．在听和读的训练中，学会借助情景和上下文猜测词义或推测段落大意，借助图表等非语言信息进行理解和表达。

2．主动制定本单元学习计划，客观评价自己的学习效果，在课内外活动中积极用英语交流，有效地使用词典、图书馆、网络等媒体资源来获得更多的有关伟人的英语信

息。

4.情感态度和价值观（Affect and Values）

了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，并向他们学习，以提高自身素质，树立正确的人生观，学习他们在艰苦的环境下为人类做贡献、不追求享乐的高尚精神。同时也学会一分为二的态度客观看待事物。

二、教材内容分析（Analysis of the teaching materials）

本单元的中心话题是当代英雄纳尔逊·曼德拉。故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这有别于惯常采用的直叙手法，尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。为了让学生完成写作任务，教科书又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。“热身”（Warming Up）部分要求小组讨论伟人应具有的品质，并通过一组问题让学生了解彼此的特点与看法。“读前”（Pre-reading）部分提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并判断他们中谁能称得上是伟大的人。“语言学习”（Learning about Language）部分突出了词汇和语法的学习与训练。本单元的语法是when, where, why,介词+ which，介词+ whom 引导的定语从句。“语言运用”（Using Language）部分中包括了听、读、写三个部分的内容，是本单元主要阅读篇章故事的延续。学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。其中“写作”（Writing）部分是训练学生选取和组织材料，写出具有说服力的书信。练习册的写作要求学生学写有关伟人或名人的生平。“学习建议”（Learning Tip）指导学生收集、

选择和分析有关名人的材料，了解人们对这些名人的评论，以学会正确地评价人物。

三、教学安排(Teaching arrangements)

Period 1: Reading I (Elias’ story +the rest of Elias’ story)

Period 2: Reading II (review +listening (sb)+language points)

Period 3: More language input (reading task (wb) + listening (wb))

Period 4: Language Practicing (grammar)

Period 5: Writing

本教学安排根据“LARA教学原则”，对教材进行大胆的删除（L – leave out）、修补（A – Amending）、替换（R – Replace）、增添（A – Add），灵活的将教材为我所用。新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。但新教材也应与学生的实际相结合，我们不能全盘照搬。同时在教学过程中，为了对教学有及时的反馈和有效的改进，我们还进行了“形成性评价”,体现了学生的主体地位。

本单元的语言技能和语言知识几乎都围绕“当代英雄”这一中心话题设计的。我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student’s Book)和作业本(Workbook)有机结合。

根据本单元的教材的特点，按照任务型教学与大容量输入与输出的教学理念，整个单元的设计思路如下：输入“英雄”的概念，先是学生的自由讨论，更通过曼德拉的事迹向学生展示何为当代伟人，以及伟人所要具备的一些品质。在这基础上，第二步要学生辨别伟人与名人的不同，以及体会一分为二的辩证唯物主义。最后我们回到生活中，生活中也有不少平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的英雄，伟人。由此我们从书本回归到生活，也成功升华，延伸了英雄的概念。通过学习语言点、语法还有写作，学生在内化吸收了知识后，进行了输出。

第一课时是人物传记式的阅读课，但是文章的写作角度比较特别，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉，这样的写法比较客观可信。伊莱亚斯的故事与遭遇同时也成为本文与本课的一条贯穿总线。课文有关中心话题的有三个部分，第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。考虑到故事发展与情节展开的连续性与关联性以及课堂时间，在这个课时，把第一篇阅读短文与第三篇阅读短文整合起来完成，听力则放在第二课时。首先我们以一首英文经典歌曲“hero”作为课前的英语氛围的营造与课内的导入，以老师问学生答的有效互动形式自由谈论他们所喜爱的hero并说明理由，提高了“说”的能力。然后是Workbook “talking”部分的四幅人物图像的呈现，以图片展示的形式激励学生用英语进行语言实践活动，然后归纳出英雄的一个模糊标准，为课文学习做好铺垫。之后正式人物曼德拉的登场，进入主题伊莱亚斯眼中的曼德拉。快速阅读部分训练学生的快速阅读能力并让学生对文章的梗概有所了解，对中心人物与背景有一定的印象。在细读过程中，根据课文的内容，问题设计以伊莱亚斯的人生发展为贯穿总线，同时以曼德拉给予他的影响为副线，环环相扣，层层递进，检查学生对文章的理解程度。在学生掌握课文内容并有了一定量的信息输入之后，给学生创造情

境，让学生将所学的知识真实地运用到情境交际中，达到巩固知识与信息输出的目的。在此，依据学生的认知水平，我们设计两个不同难度系数的任务。任务1：Suppose you were Nelson Mandela or Nelson Mandela’s wife, would you like to tell us something impressive? 这里我们希望学生从伊莱亚斯外的角度来述说事情的发展过程，与文章的写作手法呼应，并巩固所学知识。任务2：四人小组活动，一个导游与三个游客之间的交流活动。相对任务1，任务2情境更加生动，更加开拓思维，能够把交际实践与阅读有机结合起来并培养了学生的合作精神。作业的布置一个是让学生在复习课文的同时找出好词好句，另一个是让他们以四人为一个小组，课外用各种媒体工具去找有关曼德拉更多的资料，也是为下节课做准备。

第二课时是第一课时阅读的巩固，延伸，升华。先通过对错问答检测对课文内容的熟悉程度，然后通过寻找好词好句来呈现词汇与表达，并通过短文填空对词汇进行运用与内化。巩固了上一堂课的内容，进入延伸部分——一篇听力短文：伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。为了让学生进入听的状态，先为学生营造语境，由熟悉的passbook引出话题，通过问题的形式先让学生预测当时的情景，这样能激发学生用英语进行实践活动并为听力作好准备，然后再自然过渡到听力部分。这样学生在听的时候就有个心理准备，作好了铺垫。到此关于曼德拉的故事基本接近尾声，那么我们可以从中学习到什么呢？学生在这个环节进一步熟悉并巩固了课文。开放式讨论后，我们把目光从曼德拉身上投到其他伟人那里，在这里我们有选择的利用了课文pre-reading部分的四位伟人的图片，讨论四个不同领域的伟人后，思考“What qualities do you think are needed to make a great person?”至此我们总结了伟人应具备的一些品质和所拥有的共同点。那么，这些优秀品质里，你最欣赏哪些？你身边有拥有这样品质的人吗？又是怎么体现的呢？这个讨论把书本与我们的生活又结合起来，让学生明白拥有这些品质并不是伟人所特有的，通过树立正确的人生观，提高自我素质，我们也可以做的到。作业的布置是让学生收集更多伟人的事迹，复习的同时并预习好练习册里的阅读。构建知识框架，形成完整的知识系统性。

第三课时的安排是作为整个单元阅读的一个升华。在上一堂课里应用了课文Pre-reading 的一部分，明白了伟人应具备的一些品质，但是我们还遗留了一个问题：是不是名人就是伟人呢？综观这个单元的素材，发现练习册中的阅读部分非常适合这个环节，因此这里我们用比尔.盖茨这个同样具有争议的人代替Pre-reading中的阿姆斯特朗，至此对Pre-reading进行了拆分，并与阅读有机组合在一起。首先老师以问题“As we know, most of the great people are also important and famous, but are important people the great ones?”进行过渡与引起注意。然后导入比尔.盖茨的图片，先在没有任何输入的状态下，让学生用已学的表达方式来表达他们对这个人物的看法，操练巩固“Expressing ideas”的语言功能，其实这也是大脑风暴的热身过程。之后，依次呈现两篇基于不同立场与角度的有关比尔.盖茨文章，利用阅读技巧搜索有用信息后，形成表格进行对比，再让学生debate whether he is a great man, 这里让学生能有条理地表达个人的见解，培养他们独到的见解。老师最后总结出成为伟人的必备条件，而显然比尔.盖茨并不具备。第二环节是练习册中的“L istening task”, 从上一环节学生对比尔.盖茨的不同看法上升到人们从不同角度看问题会产生不同的看法的理论高度。在训练听的能力的同时也锻炼辩证的思维能力。最后的环节也是本课时的高潮部分，首先以一段“感动中国”中洪战辉的事迹的影音视频进行导入，讨论他是不是感动大家，为什么？是不是符合了“great man”的定义？那么我们身边有没有类似的人呢？在这里，“great man”的定义得到了延伸与扩展，生活中那些平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的“great man”。作业是让学生写一个计划，考虑怎样才能进一步向心目中的“great man”的标准靠拢。这个作业的布置是人性化的，具有弹性的，开拓了学生的发散性思维，同时也是对学生自身品质的一次自我审查。

第四课时本课时的重点是语法定语从句的关系副词（when, where, why）和介词+关系代词。因为在第四单元已经对定语从句有了基本的了解，所以在这里我们要做的是遵循学生的认知规律，难度适中，循序渐进的进行语法的教学，加深理解，提高实际运用能力。首先以基于阅读课文的问答式引出课文中出现的四句很具有代表性的定语从句，复习了课文也引出了本单元的重点语言现象——定语从句。然后展示一个有关定语从句的Flash动画，形象生动，活跃气氛。接下来通过一组练习来同时复习一下上个单元的语法项——关系代词，起到承上启下的作用。再导入两个例句1. We were put in a position in which we had either to accept we were less important, or fight the government．2. The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.让学生观察这两个句子与其他句子的不同，并通过一组练习，让学生知道介词是怎么产生的和怎么挑选合适的介词。那么怎么解决这三个关系副词呢？根据学生的认知规律，我们设计了三个句子为一组，分别体现which----at/ in /on which----when; which----in which----where; which----for which----why 的演变过程。接下来进行有针对性的练习操练，练习的设计也是从易到难循序渐进，先是连线题，再是补充定语从句部分，最后的练习是用定语从句把两个单句组成一句话，让学生的学习能力阶梯式的加强。学习的最终目的是输出，也是应用于交际中，所以本课时的最后给学生设计了一个输出的任务——四人一组活动，应用定语从句，谈谈你生活中的五件印象最深刻的事情，人物，地点，时间等。这个活动贴近学生的生活实际，内容丰富，让学生有话可讲。作业布置：1.把最后一个活动再继续深化，编为一篇短文。2. 完成课本里大量丰富的相关练习，此时是学生巩固的最好机会。

第五课时是写作课，响应新课程对写作的重视，我们特别在本学期强调了写作的教学。在本课时中，首先通过对上一堂课作业——定语从句短文的展示，既检查了作业，又巩固了语法，也过渡到人物写作这个中心话题。整堂课是按照作文的组成部分为线索展开的，先是关注写作里词汇的处理，注重选词对文章的印象，在这里我们充分利用了练习册第70页的这篇文章填空，在两个相似词汇之间的选择，让学生明白了措辞的重要性。之后，让学生回答在本单元习得的有用词汇，通过71页的翻译句子运用这些刚学的新词汇。如果说词汇是文章的血肉，那么结构与提纲就是骨架。回到70页的这篇数学家的介绍，通过师生问答，让学生归纳出这篇文章的提纲，然后给学生机会尝试写一个介绍曼德拉的提纲。因本单元中出现信的写作，为了把书本与练习册两个写作结合起来，我们设计了如下的任务：Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century, will you write a letter to support Nelson Mandela? 这样学生既实际练习了写信，也学会怎么介绍与描述一个人。最终我们期望学生能把新学的词汇、句型与语法运用到作文里面，把整个单元的学习很好地加以输出。

补充：考虑到每个学校每个班级教学与学生的差异，我们没有对语言点进行单独备课，但是给大家准备了“Language supermarket”，里面资料详尽，供各位老师根据教学实际情况自由选择。

四、单元预习任务（Pre-unit Activities: Preview Task）

1、根据本单元教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。

2、预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用

法。鼓励学生勤查字典。

3、多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。推荐网址：

4、做好每课时的课前具体预习任务。

第一课时前：

1、根据教学目标和要求，了解本课时的话题和任务，预习课文的语言知识，包括

词汇表里的词汇和短语，以及课外提供的扩展词汇，掌握词义、发音、词性以

及基本用法。鼓励学生勤查字典。

2、预习阅读材料，掌握文章的中心思想和基本脉络。

3、通过报刊、杂志、网络等途径，多渠道查阅并了解与阅读材料相关的信息资料

和背景知识，做好充分的课前预习工作。

推荐网址：https://www.sodocs.net/doc/0e1627200.html,.za/people/mandela.html

https://www.sodocs.net/doc/0e1627200.html,/billgates/bio.asp

（学生可以通过以下问题来自我检查预习情况）

Questionnaire:

Q1: What qualities do you think you should have? And how can we improve ourselves?

Q2: Can you name some famous people? But are they great men?

Q3: How much do you know about South Africa and Nelson Mandela?

Q4: What’s the relationship between Nelson Mandela and Elias?

Q5: What can we learn from those great ones?

第二课时前：

1、复习阅读课文，预习所给的词汇、相关背景知识等材料。

2、预习课文Listening。

第三课时前：

1、预习所给的词汇，和相关知识。

2、预习练习册里的阅读与听力。

第四课时前：

1、预习语言点和语法点。

第五课时前：

1.、复习上一课时所学的语言点和语法。

2.、搜索有关曼德拉详细信息与写信的格式。

五、教学步骤(Teaching procedures)

Period 1：Reading I

Teaching goals

1.To talk about people’s qualities and inspire the students to discover the value of

the great man’s work.

2.To read on capable people’s life stories and know more information about Nelson

Mandela.

3.Enable the students to express their ideas logically.

Procedures

Step 1. Warming up

(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)

T: Well, for a beautiful song, do you know what it is about?

S :Hero

Q: Who is your hero/heroine?/ Who do you admire in your heart?

Ss: …

Q: Why?

S: …

Q: Do you think he is a great man?

S: …

Q: Does he do anything for others? / What contributions does he make to society? S: …

(Show 4 pictures in talking part one by one)

Q: How about this person? Do you admire him? Is he another hero in your heart? What do you know about him?

(Give background knowledge)

Conclusion: Let Ss say: so a great man is a man______________________________________

(Show a picture of. Nelson Mandela)

Q: What do you know about him? Is he a great man? Why?

(Get into Brainstorming)

T: It seems you know Nelson Mandela a little. Do you want to know more about him? Let’s read the following story and see what Elias thinks of Nelson Mandela.

Step 2.Fast Reading

Q: What does he think of Nelson Mandela?

Why?

What happened between Elias and Nelson Mandela?

Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .

Step 3Careful reading

T: Here is your first impression about NM according to the Elias’ story. If you look through the story carefully, you’ ll find more. Ok, why not read these two passages and finish the following chart by answering these questions?

Q1: When and where was Elias born? What was he?

( 1940, born, black worker )

Q2: Was he educated? When? How long?

( 1946( six), educated, two years )

Q3: Why did he leave school so early?

( not continue the fee )

Q4: So what was the result? Could he get a job? What job? Was he happy then? Why?

( get, worried about, out of work, no passbook )

Q5.Who helped him? What did Nelson Mandela do at that time?

( Nelson Mandela, opened, advise )

Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life?

( get …)

Q7. What did Nelson Mandela organize? Why did he organize it? / What was the situation at that time?

( ANC, no vote, not choose )

Q8: Where did they live?

( poorest )

Q9: What did Nelson Mandela say?

( accept, fight )

Q10: How to attack the law?

( broke, peacefully )

Q11: But did they answer violence with violence? Why?

( answer with violence, not allowed )

Q12: Did Elias like violence? Did he join the ANC Youth League? Why?

( realize his dream, make equal )

Q13: So how did they do?

(blow up )

Q14: What would be the result if they were caught?

( be put in prison )

Q15: Later, he was put in prison. What is the prison? Why were they so afraid of hearing of its name?

( Robben island, not escaped )

Q16: It was the hardest time of his life, right? But at this moment who appeared? Did he help him? How?

( began, taught )

Q17: Did Elias study hard? How?

( under…make candles..)

Q18: As a result, he became a good student. Did he want to study further? Was he allowed to do that? What idea did Nelson Mandela think of?

( allowed… not stopped…)

Q19: Could Elias get the degree? Why did he feel good about himself?

（not cleverer ）

Q20: Was Elias always staying in the prison? How long did he stay? Can he get a job?

What job? Why?

( four, educated )

Q21: Could he do this job long? Why? So he lost the job. How long was he out of work? When did he find a job again? How?

(found out, twenty years, came to power, helped again )

Q22: Was Elias happy to accept this job? Did he give up this job? Why?

( bad, came back to , encourage, said,)

Q23: What did he think of this job now,? Why?

( am proud to…)

Q24: What’s the purpose of writing this story? How does the writer tell? How many parts was the whole story divided? / How many times did Nelson Mandela offer help to Elias?

Ss: The purpose of writing this story is to … . The writer tells…by….

Step4 Retelling

T: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elia s’ wife, would you like to tell us something impressive? Retelling (Choose one of them to retell )

1.Suppose you were Nelson Mandela, retell the story.

2.Suppose you were Elia s’ wife, retell the story.

Step5. Role play (an interview )

T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’turn to tell us some stories. One of you act as Elias, who is the tour guide on Robben Island. And the other three, you are tourists and you can ask questions that you want

like this:

Tourist: How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine?)

Step6. Homework

1.Try to find out some useful expressions and phrases.

2.Work in four to find more information about Nelson Mandela.

Period 2：Reading II

Step 1.Lead-in

T: Do you still remember some details about what we learned yesterday? Now let me have a check.

Step 2. Review two readings

1. ( T or F )

1. Elias met Nelson Mandela at school. ( F )

2. Nelson Mandela was a black lawyer. ( T )

3. Nelson Mandela believed that black people were being treated as well as white people in South Africa. ( F )

4. Nelson Mandela thought violence was a good way to help black people. ( F )

5. Nelson Mandela helped Elias keep his job. ( T )

6. The government were happy with Nelson Mandela and the ANC. ( F ) 2. Listening and learning about language points

(Discover useful words and expressions, and then complete the passage with some of the words above)

(go on, some time, feel hopeless, lose one’s job, brave man, in fact, be ready to, agree to take, go against a law, quiet and calm, be taken to prison, tell somebody what to do, what people do in a war, always doing new things, have some difficult problems, money paid for going to school, a yellow metal for making a ring, group of people organized for a special purpose)

T: Let’s listen to the whole story. Would you please find out the similar expressions in the text to the ones on the screen? Then complete the passage with some of the words.

Step 3. Listening

T: We know, at that time, Elias was in a difficult situation and the background was very different from today’s. With what you have known, can you predict some?

T: Will your answers be all right? Now listen to one statement of Elias.

1 What is a passbook? ( B )

A. A book to help you pass exams

B. A book to show your identity

C. A book to tell you where to live

D. A book to tell you how to live

2. Why is it important? ( C )

A. For traveling outside South Africa

B. For showing where you were born

C. For traveling inside South Africa

D. For getting a job

3. What job did Elias want to do? ( D )

A. To work with other black workers

B. To work as a cleaner

C. To teach in a primary school

D. To work in the mines

4. Who worked underground? (C )

A The white workers B. The black and white workers

C. The black workers

D. Foreign workers

5. Who worked on the surface? ( C )

A. The black workers

B. The black and white workers

C. The white workers

D. Foreign workers

6. Where did Elias live? ( C )

A. In a classroom

B. In a home of his own

C. In a large room with beds

D. With his family

Q: Why did Elias join the ANC Youth League?

( He wanted to be the same and equal to the white people in their own land.)

Q: Why did he support violence when he did not agree with it ?

( Because it was only with violence that they could get the equal right. )

Step4. Further Discussion

T: So to Elias, Nelson Mandela is a great man and he is important in Elias’ life, and he changed his life.

And what have you learned from Nelson Mandela? For what quality do you admire him most?

(Show 4 pictures in Pre-reading: William Tyndale, Norman Bethune, Sun Yat-sen, and Gandhi )

T: Are they great people too? What qualities do they have? What qualities do you think are needed to make a great person?

?Conclusion: A great person is one who has followed his/ her ideas and

sacrificed something so that they could be realized. He/ She has qualities as follows:intelligent, determined, generous, kind, unselfish, brave, hard-working, confident, persistent, modest, one who has an idea, helps others, unselfishly gives up something to achieve his/her goal).

?Look at the list of the qualities that are set out above. You are going to choose

four that you consider are the most important for a great person. While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it.

Step5. Homework

1.Review two readings

2.Recite good sentences from the readings

3.Preview the next reading in WB.

附板书设计:（Blackboard Design）

Language points :

1. Do you ask for help when you think it necessary?

ask for要求得到

Every time he gets home, he asks for money.

ask for sb.找某人，要求见某人

A Mr. Simpson form Sydney is asking for the manager.

2. Are you willing to do public service work without pay?

be willing to愿意做某事

willing adj. 乐意的，自愿的

I’m willing to help you.

I’m quite willing for your brother to join us.

3. Do you easily lose heart when you are in trouble? lose heart灰心，丧失信心

Please don’t lose heart; you still have more chances.

lose one’s heart爱上，喜欢上

She lost her heart to him as soon as she saw the handsome soldier.

in trouble有麻烦，处于不幸中

He never came except when he was in trouble.

4. He died for his ideas but his work was later used in the Bible.

他为了自己的思想而献身，但他的成果后来应用于《圣经》。

die for 为……而死

They died for the people. Their death is weightier than Mount Taishan.

I am dying for a cup of water.

die for 也意为“渴望，切望”（只用于进行时态）

5. He fought against the German Nazis and Japanese invaders during World War II. 二战时期他抵抗德国纳粹和日本侵略者。

fight (fought, fought)

fight for为……而战

fight against与……作斗争

We will have to fight against difficulties.

They told the workers to fight for their rights.

6. He founded the first Republic in China in 1911 after many years’ fighting.

经过多年斗争他于1911在中国创建了第一个共和国。

found (founded, founded)建立，创建

find (found, found)

The hospital was founded in 1920.

Have you found your missing pen?

7. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.

他坚信三条原则：民族，民权，民生。

believe in信任，信仰

Do you believe in God?

We believe in our government.

believe sb. = believe what sb. says 相信某人的话

believe in sb.信任某人

I believe what he said because I believe in him.

8. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.

他为了他的思想而放弃了富裕生活，并且用和平方式为他的国家摆脱英国而进行了战斗。

give up表示主动放弃或屈服

He has decided to give up smoking.

give in表示被动屈服或认输，后面不带宾语

You can’t win the game, so you may as well give in.

free from 摆脱（不好的东西）的，无……的

Keep the children free from harm.

You should try to write sentences free from mistakes.

9. He fought for the black people and was in prison for thirty years.

他为黑人而战且坐过三十年监狱。

be in prison在狱中，被监禁

He has been in prison for five years.

put…in prison= send…to prison = throw …into prison把……投入监狱

The car thieves have been put in prison.

He was sent to prison for ten years.

10. The time when I first met Nelson Mandela was a very difficult period of my life.

period期间，时期，学校的一节课，周期

Let’s finish this period and have a break.

a period of rotation 自转周期the time when其中when 引起定语从句

This was a time when you had got to have a passbook to live in Johannesburg.

Do you still remember the time when we first met?

the time可用于引起时间状语从句，这时一般不加when。

I recognized him the time I saw him.

11. It was in 1952 and he had opened a black law firm to advise poor black people on

their problems.

1) advise ab. on sth.就……给某人出主意

I have advised you on that subject.

2) advise sb. to do sth.建议某人干……Our monitor advises me to practice more spoken English.

3) advise that +(should) do

I advise that you (should) not eat fruit that isn’t ripe.

12. Sadly I did not have this passbook because I was not born there and I was worried

about whether I would be out of work.

be worried about = worry about担心

She worries about her health.

= She is worried about her health.

out of work失业

Jim has been out of work for months.

13. The last thirty years have seen the greatest number of laws stopping our rights and

progress, until today we have reached a stage where we have almost no rights at all. 过去三十年里出现了最多的法律来剥夺我们的权利, 阻挡我们的进步,直到今天我们已经到了几乎没有任何权力的地步.

see 在此句意为“见证，目睹”；(在某段时期)发生(某情况),经历,经受; 为某事发生之时，主语为时间

The last few months have seen more and more traffic accidents.

The city has seen many changes.

14. …only then did we decide to answer violence with violence.

只是在那时我们才决定以暴力对暴力。

only then 此处引起倒装句，当only修饰状语位于句首时，句子采用部分倒装的结构。

Only by practicing a few hours every day will you be able to master English.

only 修饰主语时，句子不倒装。

Only he knew how to solve the problem.

15. As a matter of fact, I do not like violence…but in 1936 I helped him blow up some government buildings. 事实上我不喜欢暴力……但在1963年我帮他炸了一些政府大楼.

as a matter of fact = in fact

As a matter of fact, I don’t know the truth.

16.But I was happy to help because I knew it was to realize our dream of making

black and white people equal.

be equal to等于，相当于

I’m not equal to the position.

Women demand equal pay for equal work.

17.You cannot imagine how the sound of the name of Robben Island made us afraid. 你想象不到听到罗本岛这个名字令我们多么害怕。

imagine n./doing sth./sb.+doing/that…Can you imagine life without electricity?

I did n’t imagine becoming a writer in my childhood.

I can’t imagine her marrying him.

Imagine that you are a bird.

18. He taught us during the lunch breaks and the evening when we should have been

asleep.

在午餐的休息时间和晚上我们本应该睡觉的时候他教授我们。

should do & should have done

He should have come earlier.

You should come earlier tomorrow.

You should have written to your mother.

My teacher said I should study harder.

I should have studied harder when I was young.

should do表示应该做，一般指现在或将来的动作，指过去的动作时应站在过去的角度。

should have done表示本应该做而没有做的。站在现在的角度上评说过去的事情。

19.asleep, sleep & sleepy--Is he still sleeping?

--Yes, he is fast asleep.

I was too sleepy to hear the end of her talk.

I usually sleep seven hours a day.

asleep是表语形容词，意为“睡着的”。

sleep是动词或名词，意为“睡觉”。

sleepy 是形容词，意为“打盹的”。

20. As they were not cleverer than me, but did pass their exam, I knew I could

get a degree too.

由于他们不如我聪明而又确实通过了考试，我知道我也能获得学位。

did pass为强调结构，强调谓语动词时，在动词原行前加do, does, did.

Do be careful!

I do hope you have a merry Christmas!

He does speak English well!

21. I did not work for twenty years until Mr. Mandela and the ANC came to power in

1993.

come to power = come into power 执政

in power当权，执政

Things have changed a lot since he came to power.

How long has he been in power?

22. All the terror and fear of that time came back to me.

terror n.恐怖，可怕的人或事

The murder was a terror to the people in the town.

fear n.恐惧，可怕

vt.恐惧，害怕+ n./to do /that…Do you fear death?

She fears to speak in our presence.

I fear that we can’t protect ourselves.

for fear of …& for fear that… 担心He left an hour earlier for fear of missing the train.

She worried for fear that the child would be hurt

23. I remembered the beatings and the cruelty of the guards and my friends who had

died and I felt I would not be able to do it.

beating n. 打、输

They gave him a good beating.

They gave our team quite a beating.

beat n.敲击，跳动

We heard the beat of a drum.

Can you hear the beat of my heart?

24. They said that the job and the pay from the new South African government was

my reward after working all my life for equal rights for the Blacks.

reward n.报酬，奖金

He worked hard but without much reward.

vt. 酬谢，给以报答

He rewarded me with a prize.

in reward作为报酬

She got nothing in reward for her kindness.

1．period （n）

1）length or portion of time一段时间；时期。

There were long periods when we had no news of him．好长一段时间我们都没有他的消息。

Tomorrow's weather will be cloudy with sunny periods．明天阴天间晴。

His son is going through a difficult period now．他的儿子正处于困难时期。

2）（time allowed for a）lesson in school课时；一节课。

three periods of chemistry a week 一个星期三节化学课。

2．advise

advise sb.to do sth.劝告/建议某人做某事advise sb not to do sth= advise sb. against doing sth劝告/建议某人不要做某事

1) They advised her not to act in haste. = They advised her against acting in haste。他们劝她不要匆忙行事。

2) He will advise you what to do 他会建议你（们）怎么办。

3) 可以说advise doing,但不可以说advise to do，如：

She advised holding an English party at the weekend.（正）

She advised to hold an English party at the weekend.（误）

4) advise后可以引导一个宾语从句，从句的谓语动词用虚拟语气，即，should+ 动词原形，should可以省略。如：

I advised that he (should) come at once.

5) advise sb. of sth 把某事通知某人，如：

We advised them of the arrival of goods

6) advise with sb on/about sth.与某人商量某事，如：

She advised with me on the travel to Europe.

3．see （v.）

see除了用来表示“看见”以外，还可表示“遇见”、“会晤”、“理解”、“发觉”、“经历”等意义。在本句中，它的意思是to be the time when （an event）happens。witness 为（某事）发生之时；目睹。

This year sees the hundredth anniversary of the composer's death．今年是那位作曲家逝世一百

4．position

1.表示“位置，姿势，职位，立场”时，是可数名词，前常加介词“in”如：

1). The house has a good position.

2). He is lying in a very uncomfortable position.

3). My sister has got a position as a nurse.

4). Both sides made their positions clear.

2.表示“地位”时，是不可数名词，有时可加不定冠词，如：

She is a woman of high position

3. in a position to do sth.处于能够做某事的地位，如：

I’m sorry, I am not in a position to help you now.

4. in/ out of position在/（不在）适当的位置，如：

This chair is out of position. Put it back in position.]

5. Take up the position that…主张…如：

He took up the position that the meeting should be postponed until /to next week.

6. accept

1. 表示“接受，同意”后面可接名词，代词或that引导的宾语从句，如：

1) Did you accept the invitation?

2) It is generally accepted that smoking causes bad health

2.区别accept 和receive

accept指乐意接受或考虑后同意接受，强调其主观意愿。如：

1) We must accept the criticism.

2) I accepted this plan in principle

receive表示“接到，收到”，指“接，收”这一动作或事实。

1).He received several baskets full of cards, letters and telegrams of congratulations.

2).He received the present, but he didn’t accepted it.

accept后不可接不定式。

1). She accepted to go with me.（误）

2). She agreed to go with me.（正）

7. reward.

1) 作动词，表示“报酬，酬金，报答，奖赏”，接介词for表示“缘故”，接介词with表示“奖赏的东西”。如：

1) I rewarded you for your help.

2) She rewarded him with a smile.

2. 作名词，表示“报酬，奖赏，报答，酬谢”如：

1) She was given a reward for passing the examination.

2) She worked hard all her life but without much reward.

3. as a reward for,作为……奖赏，为……酬谢in reward of（以……）酬谢，如：

1). He was rewarded with a gold watch as a reward for his services.

2) He was presented with a gold watch in reward of his services.

4.in reward 作为。。。报答。如：

1) We got nothing in reward for our kindness.

5．表示“好处，回报”时，常用名词的复数形式，如：

1) The rewards of arts are not to be measured in money.

2) The financial rewards of teaching are not among its attractions.

8. We first broke the law in a way which was peaceful; when this was not allowed ... only then did we decide to answer violence with violence．首先我们用和平的方式来破坏法律；而当这种方式也得不到允许时，……只有到这个时候我们才决定用暴力反抗暴力。

in a way which was peaceful = in a peaceful way。

Only then did we decide to answer violence with violence．注意did we decide的局部倒装结构，当only 修饰副词或状语置于句首时，句子要局部倒装。如：Only after the lesson did she discover that she had lost her handbag．下了课她才发现自己丢了手提包。

Only recently have I thought of them．直到最近我才想起他们。

如果置于句首的由only引导的词语不是状语就不用倒装。试比较：

Only some of the children seemed to have understood it．似乎只有一部分孩子明白。

Period 3: more language input

Teaching goals

1.Help the students learn to get information by listening, and cultivate the listening

ability.

2.Get the students to talk about their various opinions freely in English.

Step1. Reading (WB)

T: As we know, most of the great people are also important and famous, but are important people the great ones?

S:

(Show some pictures of Bill Gates, his software and his company).

T: Do you know who he is?

S:

T: What else do you know about him?

S: CEO of software

T: Great, so many of you know him. He is really so famous. But is he a great man?

S1: I think Bill Gates is / is not _____________, because ________________________________.

S2:

T: You see, so you have different ideas. Let’s have a look at him in the two passages.

Why does he think Bill is great?

What about Bill’s competitor?

Why?

Please read the passage again more carefully and find out the evidence to support each

us the reason why Bill Gates is a great man or why not.)

T: Thank you for your excellent report. In a word, a great man should be the one who has followed his/her ideas and sacrificed something so that they could be realized. If he/she has not gone through struggles and difficulties for their noble cause, they can’t be called a great person. From your report, we find that different people have different ideas, not only on this affair, but also on some common things in our daily life. Here is the same example which happened in our listening text.

Step 2. Listening (WB)

(Show Ss a picture of an accident)

T: What happened in the picture? If you witness the accident, what will you do? Ss: Call 120. / Tell policeman the truth. / …

T: If the policeman asks you to describe what you have witnessed, what will you say? S1: …

T: What’s your point of view?

S2: …

T: You see, on this accident, you two have different views. Usually, after an accident, the police will not just ask one person. Can you guess why? What about listening to the tape to find out the reason?

(Ask the Ss to listen to the tape.)

T: So why will the police not just ask one person?

S: …

T: Instead, what will the police do?

S: He will ask everyone present.

T: But sometimes, people will tell different stories after an accident, just as what you did just now. Do you know why? So listen to the tape again and find out the answers to these two questions:

Q1: Why will people tell different stories after an accident?

Q2: What does “a point of view” mean?

(Check the answers.)

T: You see, when you look at people or things, you may have a different point of view from others. On this accident, two people have different points of views. Please listen to the tape once again, and take some notes of the information on the accident by person A and person B.

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高中英语必修二unit5-music-阅读教案

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一、热身/复习（Warm-up/Revision）1. Free talk. 2. Review some words about jobs: teacher, doctor, farmer … 二、呈现新课（Presentation）1. 导入： Look! This is my father. What does he do? Guess! He is a head teacher. He works in a driver school. 导入doctor, farmer进行复习。 2. Listen and circle Let’s try Today is Parents’ Day. Who will come? Sarah’s mother can/can’t come today. Her father is a doctor/teacher/taxi driver. 3. Present the talk (1) We know Sarah’s mother can’t come on Parents’ Day. How about Oliver’s parents? Where is his father? And what does his father do? Open the book and read silently. Then answer the questions. ①Where is Oliver’s fat her? ②What does Oliver’s father do? Learning tips: You can underline or circle the key words and the key sentences. (2) Watch and answer What does Oliver’s mother do? (3) Read the talk ①Follow to the tape. ②English dubbing. 对话趣配音。 三、趣味操练（Practice）1. 学生同桌结对，学生A拿一套家庭成员卡，学生B 拿一套职业卡片。两名学生各取一张卡片，学生A根据卡片上的家庭成员向学生B提问：What does … do? 学生B根据自己手中卡片信息回答：He’s/She’s…

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高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.