四川省射洪县射洪中学高一英语《 Unit 5 Nelson Mandela—a modern hero Period 1 Warming up and Reading》学案
本单元的中心话题是当代英雄纳尔逊·曼德拉(Nelson Mandela—a modern hero)，阅读、听力等所选材料通过黑人工人Elias的叙述，主要介绍了纳尔逊·曼德拉的生平事迹，语言知识和语言技能等都是围绕这一中心话题展开的。通过对这一话题的探讨，旨在使学生了解纳尔逊·曼德拉的生平事迹，认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。
为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身(Warming Up)”部分利用问题的形式，要求学生分组进行活动，讨论伟人应具有的品质，引导他们注意提高自身的素质。
“读前(Pre-reading)”部分以表格的形式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，并分成两人小组讨论，判断他们中谁能称得上是伟人，谁仅仅是重要的人物，并说出理由。从学生的生活经验和兴趣出发，让学生用英语阐述自己的观点，目的是培养他们的观察能力和语言表达能力，引起他们对阅读文章的思考，为下面的阅读作好充分的准备。
“阅读(Reading)”部分Elias以第一人称向我们讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争情况，介绍了1952~1963 年期间的曼德拉，从侧面向学生展示了他的高贵品质。由于学生在学习“读前(Pre-reading)”部分时已对曼德拉有了初步的了解，可先让学生列出他们感兴趣的问题或想了解的信息，然后在阅读过程中，尝试找出答案。（若某些问题在课文中未能涉及，可让学生去图书馆或网上搜索有关资料。）同时，还可让学生找出课文中的定语从句以及其先行词和引导词，以便更好地掌握定语从句的用法。阅读完课文，还可让学生用一句话归纳全文或各段落的中心内容，文章的主题有利于培养学生坚强的意志，树立正确的人生观和世界观。
“理解(Comprehending)”部分设计了四个题目，目的是使学生在阅读的基础上整体理解课文。第一题为是非判断题，帮助学生逐步加深对课文的理解；第二题为回答问题；第三题为信息采集题，考查了学生的细节理解能力；第四题要求学生讨论并用自己的话解释曼德拉的语录，考查学生对长句、难句的理解。
“语言学习(Learning about Language)”部分突出了词汇和语法的学习与训练。词汇部分提供了三个题目：第一题要求学生在课文中找出与所给意思相同的单词；第二题要求学生用正确的后缀来构成新的单词；第三题要求用所给的单词填空来完成段落。本单元的语法是when, where, why, 介词+ which，介词+whom引导的定语从句。设计的练习紧密联系课文，能加深学生对文章的理解。
“语言运用(Using Language)”部分分为“听力 (Listening)”“阅读和讨论 (Reading and discussing)”和“说和写(Speaking and writing)”三个方面的内容。“听力 (Listening)”部分，Elias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，材料内容是阅读课文内容的延续，练习包括四个项目：第一题要求学生在听前讨论问题：What things do you think were unfair in South Africa? ；第二题要求写出大意；第三题要求填表比较当时白人和黑人的生活和工作情况；第四题讨论的两个问题是开放性题目，有利于培养学生用英语进行总结概括自己思想的能力。“阅读和讨论(Reading and discussing)”部分也是本单元主要阅读篇章故事的延续，Elias谈到他在罗本岛监狱得到了曼德拉的帮助，在非国大（ANC）掌权后他又回到罗本岛监狱担任导游。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。“说和写（Speaking and writing）”部分要求学生在前两部分的基础上，为曼德拉写生平简介或者写一篇短文谈谈对曼德拉的看法。为了让学生完成写作任务，教材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。目的是训练学生选取和组织材料，写出具有说服力的短文，这有助于提高他们的语言概括能力。
“小结(Summing Up)”部分是单元学习的检查和反馈，要求学生自我归纳本单元所学的语言知识以及从曼德拉身上所学到的高贵品质。
“学习建议(Learning Tip)”部分指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论和看法，以学会正确地评价人物。同时指导学生进一步提升阅读这类文章的技能和技巧。
此外，在整个单元的教学中，要始终注意培养学生的认知策略，引导他们进一步了解史实和事件，加深对种族及种族歧视、不同国家不同历史年代人物与事件的认识和理解。一方面，鼓励学生在课外利用网络和图书馆搜集有关资料，善于获得和充分利用网络资源；另一方面，着重培养学生的情感策略，激励学生热爱和平、自由、民主、平等、守法，鼓励他们积极上进，奋斗创新。
知识目标：
本单元需要学习的重点单词为：hero quality willing active republic fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right (n. ) criminal leader president sentence (v. ) sincerely
本单元需要学习的重点词组为：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
本单元需要学习的重点句型为：
1. Are you willing to do public service work without pay? (be willing to do. . . )
2. The time when I first met him was a very difficult period of my life. (the Attributive Clause)
3. It is a doctor’s job to advise patients on health problems. (It is+n. /adj. to do. . . )
4. After getting up, he always drinks a glass of water, which he believes is good for his health. (the Attributive Clause)
5. 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. (the Attributive Clause)
6. Only then did we decide to answer violence with violence. (Inversion)
7. The school where I studied only two years was three kilometers away. (the Attributive Clause)
8. The parts of town where they lived were places decided by white people. (the Attributive Clause; the past participle used as attribute)
9. Before he came to power, he was once put in prison for years. (sb. be put in prison for a period of time)
10. He was sentenced to three years in prison for stealing. (sb. be sentenced to. . . in prison)
11. He taught us during the lunch breaks and the evenings when we should have been asleep. (the Attributive Clause; should have done)
本单元需要掌握的交际功能用语为：
1. 发表意见(Giving opinions)
Why do you think so?
What do you think of. . . ?
What’s your opinion?
I 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.
本单元需要掌握的语法为：定语从句（Ⅱ）（由where, when, why, 介词+which, 介词+ whom引导的定语从句）
The school where I studied only two years was three kilometers away.
This was a time when you had got to have a passbook to live in Johannesburg.
The reason why I got a job was because of my hard work.
. . . we were put in a position in which we had either to accept we were less important, or fight the Government.
The person to whom
you should be grateful for a peaceful South Africa is Nelson Mandela.
能力目标：
1. 能听懂人物和事件以及它们的关系，抓住所听语段中的关键词，正确理解话语间的逻辑关系。
2. 能恰当地使用I think. . . /I don’t think. . . /In my opinion. . . /That’s an excellent idea等功能用语对英雄或伟人的品质发表意见，进行讨论。
3. 能使用不同的阅读策略（比如根据上下文猜测词义、根据已有线索预测故事发展、迅速地从阅读材料中获取主要信息等），通过不同渠道（比如报刊、音像、网络等）了解更多伟人的情况。
4. 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。
情感目标：
了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，学习他们在艰苦的环境下为人类作贡献、不追求享乐的高尚精神，以提高自身素质。
课时安排
This unit is concerned with teaching students about what makes a great person. It tells students the differences between a famous or rich person and a great one. It also tells something about Nelson Mandela. He was chosen as the example of a modern great man because of his fight for fairness in South Africa and his far-sighted and generous ideas to those white people who were against him. His idea on how to resolve conflicts can be found in the teachings of Gandhi, which he put into practice. After many years’ hard struggle he helped his people get the same rights as white people in his country. After studying this unit, students are expected to come to be truly aware of the qualities of a great person and know about the lives of some great people. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows:
Period 1:Warming up and Reading
Period 2:
Important language points
Period 3:
Grammar:the Attributive Clause (Ⅱ)
Period 4:
Listening and Talking
Period 5:
Extensive Reading and Speaking
Period 6:
Writing and Writing Task
Period 7:
Revision (Summing up and Learning tip)
Period 1 Warming up and Reading
整体设计
从容说课
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures of famous or great persons and talking about them.
As to Warming Up, students may have a discussion of the two questions in groups. This part should encourage the students to think what qualities they have. It can be used as an exercise on its own or can be continued into the Pre-reading section. After discussion, the teacher can help the students to sum up the qualities a great person should have.
Pre-reading is a key part of the unit. It is important because it is where the students examine the difference between a famous and a great person and think of the qualities that are needed to make a great person. The teacher can first collect from the students a list of five or six qualities that they think great persons have. Then ask the students to read the information of each of the six persons, discuss in pairs what qualities make a great person and find out whether he is a great person or not.
The reading passage titled Elias’ Story is to introduce students to the qualities and abilities that make Nelson Mandela such an interesting person to study. Not only was he able to inspire many to follow him despite many difficulties but he became an international symbol for fairness and justice. Many people in the world were so inspired by him that they followed the ANC call for a boycott of South African goods sent abroad for export. It was hoped that economic pressure from abroad would help to change the political system and make life fairer for all in South Africa. But it was the black people of South Africa who had to put the greatest pressure on the government to make changes. The story is told from their point of view. Elias tells the story so that students do not lose sight of the problems that so many black people had to face in South Africa before black majority rule. The parts in quotation marks are the words spoken by Nelson Mandela at his trial in Rivonia (1963)to explain his attitude to violence and justify his actions. This was an important speech because it helped other countries understand the situation in South Africa for black people. It gave them reasons for putting pressure on South Africa to change their policies. It took a very long time (till the 1990s)before the situation improved and South Africa had the vote for everyone and a black government led by Nelson Mandela—a black man. The teacher can first get the students to skim for topic sentences of each paragraph and general idea, and then scan for further understanding. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading the text, have a class discussion and play an interview game for the students to understand more about the text.
To consolidate the contents of the reading passage, the students should be required to retell the passage in their own words at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups.
教具重点
1. Get the students to know about the qualities a great person should have.
2. Get the students to learn about Nelson Mandela.
3. Get the students to learn different reading skills.
教学难点
1. Develop the students’ reading ability.
2. Enable the students to learn how to give their opinions.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
The multi-media and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the following useful new words and expressions in this passage:hero quality willing active republic fight peaceful prison prisoner periodlaw advise continue fee gold youth league stage vote position accept violence equal lose heart in trouble worry about out of work Youth League as a matter of fact blow up put. . . in prison
2. Get the students to know the qualities of a great person.
3. Get the students to learn about Nelson Mandela.
Ability aims:
1. Develop the students reading ability and let them learn different reading skills.
2. Enable the students to learn how to give their opinions.
Emotional aims:
1. Get the students to learn noble qualities from great persons.
2. Get the students to learn from Nelson Mandela to develop their moral qualities.
教学过程
设计方案（一）
→Step 1 Warming up
Discuss the following questions to lead in the topic:the qualities a great person should have.
1. When talking about a person, what adjectives can you think of to describe his or her qualities?
2. What kind of a person are you? Do you think you have the qualities to be a great person?
3. What are the qualities you should find in a great person?
Ask the students first to brainstorm the questions, then to describe themselves. Tell them the adjectives in the box in the part Warming Up on Page 33 will help them find out what qualities they have. Finally have a discussion with the whole class and help them to sum up the qualities that a great person should have.
Suggested answers:
1. Adjectives for describing a person:kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-minded, determined. . .
3. A great person should be determined, hard-working, unselfish, and generous. He should follow his ideas and never lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc.
→Step 1 Pre-reading
1. Looking and answering
Look at the six people in the part Pre-reading and answer the following questions.
1)Can you recognize them? Who are they?
2)Do you think they are important people? Why or why not?
3)Do you think all of them are great people?
One minute for students to think them over. Then check with the whole class.
Suggested answers:
2)Yes, they are, because they have done something really important to benefit a country or the world.
3)No, I think not all of them are great people.
2. Discussing and speaking
Students read the information of each of the six persons, discuss in pairs what qualities make a great person and find out whether he is a great person or not.
When they are discussing, remind the students to use the following expressions for giving and asking for opinions:
I think/I don’t think. . . ; in my opinion; I’m afraid. . . ; I agree/I don’t agree. . . ; I prefer. . . ; What’s your opinion? Why do you think so? What do you think of. . . ?
Several minutes later, ask some pairs to act out their dialogues.
A sample dialogue:
A:What qualities do you think make a great man?
B:In my opinion, a great man is one who has followed his or her ideas and sacrificed something so that they could be realized.
A:What is the difference between a famous person and a great person?
B:A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble cause, they can not be called a great person.
A:Do you think William Tidal is a great person?
B:Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work.
A:I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now, let’s come to Norman Bethune. What do you think of him?
B:. . .
→Step 3 While-reading
1. Lead-in and guessing
Tell the students:So far we have talked a lot about great persons. Do you want to know more about them and learn from them? Well, we are going to read about Nelson Mandela, a great leader who fights for the rights of the black people and is considered as a modern hero. Now open your books to Page 34 and read the title of the text. Can you guess what kind of writing the text is?
(A story is usually a piece of narrative writing. )
2. Skimming for topic sentences and general idea
Give the students three minutes, ask them to read the text fast and then fill in the form.
Topic sentence of Paragraph 1
Topic sentence of Paragraph 2
Topic sentence of Paragraph 3
Topic sentence of Paragraph 4
Topic sentence of Paragraph 5
Main idea of the passage
Several minutes later, check the answers with the whole class.
Suggested answers:
Topic sentence of Paragraph 1 The time when I first met Nelson Mandela was a very difficult period of my life.
Topic sentence of Paragraph 2 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.
Topic sentence of Paragraph 3 The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life.
Topic sentence of Paragraph 4 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.
Topic sentence of Paragraph 5 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.
Main idea of the passage Elias describes how Nelson Mandela helped the black people through his own experience
3. Scanning for detail information
1)Give the students five minutes, ask them to read the text carefully to locate particular information and then do Exercise 1 and Exercise 2 in the part Comprehending.
2)Choose the best answer according to the text.
(1)What disadvantages did Elias have in finding a job?
A. He helped Nelson Mandela blow up the government buildings.
B. He had poor education.
C. He was very young.
D. He didn’t want to live in Johannesburg.
(2)When was Elias born?
A. In 1952.
B. In 1940.
C. In 1964.
D. In 1920.
(3)Which of the following statements is not the purpose of the writer in writing the passage?
A. To tell us how great Nelson Mandela was.
B. To let us know why they had to fight for human rights with violence.
C. To tell us an interesting story.
D. To let us know the living situation of the blacks in South Africa at that time.
(4)It can be inferred from the passage that______________.
A. Nelson Mandela helped Elias to keep his job
B. Elias was happy to blow up the government buildings
C. Elias met Nelson Mandela at school
D. the government was happy with Nelson Mandela and the ANC
Several minutes later, check the answers with the whole class.
Suggested answers:(1)B (2)B (3)C (4)A
4. Further understanding
Give the students another several minutes to discuss the following questions. If they are not sure about the answers, they can read the text again. Encourage them to read the text with the questions in mind and try to find out the answers.
1)What disadvantages did Elias have in finding a job?
2)How did the white people stop the black people from being treated fairly?
3)How did the new government in South Africa treat the white people?
4)Why did Elias support Mandela?
5)Why did he support violence when he did not agree with it?
The teacher can join in students’ discussion or ask them to answer the questions individually and then check with the whole class.
Suggested answers:
1)Poor education; no permit to live in Johannesburg.
2)Through unfair laws.
3)They treated the white people as well as the black people.
4)There are three reasons:Firstly, Mandela once helped him and he considered Mandela kind and generous. Secondly, he agreed with Mandela’s political ideas. For example, he agreed with his explanation of how the black people were not treated fairly. He also sided with him on his view of peaceful fighting. Thirdly, he knew that what Mandela fought for was to make black and white people equal.
5)Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.
5. Language problems
While checking the answers with the whole class, ask students to find the new words, phrases and structures that they find most difficult, help them to understand and deal with any language problems.
6. Reading aloud to the recording
Play the tape of the text for the students to listen and follow. Then ask them to read the text aloud.
→Step 4 After-reading
1. Discussing and answering
Give the students several minutes to discuss the following questions and then ask them to answer them.
1)Do you think it is fair to treat others badly for things they cannot change, like the colors of skin or eyes or the race one belongs to? Give a reason.
2)What do you learn about Nelson Mandela from Elias’ Story?
3)Do you like the way Elias tells his story? Give a reason.
Several minutes later, discuss and check the answers with the whole class.
Suggested answers:
1)No, because there is nothing one can do to change or improve the situation.
2)I know that Mandela is a great leader who fought for equal rights for the black people all through his life. He organized the ANC Youth League which fought against the government. He is in favor of peaceful fighting. He is kind, helpful, generous, brave, and determined.
3)(Various answers are possible. )I like the way Elias tells the story. Elias is a black worker with only a little education, so he uses some simple and short sentences to describe his experiences and his contact with Mandela, and thus makes the whole story more real-like and close to the readers. The quoted speech in the story objectively reveals Mandela’s political views through which some aspects of Mandela’s qualities are shown clearly.
2. Playing an interview game
Ask the students to do an interview in pairs. Suppose one is a journalist, and the other is Elias. A journalist is interviewing Elias with the following questions.
1)When did you first meet Mandela?
2)Can you tell me more about how he helped you?
3)Can you tell me about the problems that the black people are facing?
4)How do you like his idea of peaceful fighting?
5)What do you think of him?
6)What will you do to support him in the future?
→Step 5 Consolidation
Give the students several minutes to prepare. Then ask them to retell the story according to the following clues:Elias’ problem; Mandela’s help; Elias’ support.
Sample retold passage:
Elias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in Johannesburg. But he hadn’t got a passbook which was required if one wanted to live in Johannesburg. He was worried about being dismissed. However, he was lucky enough to get some help from Nelson Mandela and managed to get the correct papers. After that, he began to know more Mandela and his political ideas. He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.
→Step 4 Homework
1. Finish off the related exercises in the textbook.
2. Read the text Elias’ Story again and try to retell it.
设计方案（二）
→Step 1 Warming up
Discuss some questions to lead in the topic: the qualities a great person should have.
1. When talking about a person, what adjectives can you think of to describe his or her qualities?
2. What kind of a person are you? Do you think you have the qualities to be a great person?
3. What are the qualities you should find in a great person?
→Step 2 Pre-reading
1. Looking and answering
Look at the six people in the part Pre-reading and answer some questions.
1)Can you recognize them? Who are they?
2)Do you think they are important people? Why or why not?
3)Do you think all of them are great people?
2. Discussing and speaking
Discuss in pairs what qualities make a great person and find out whether each of the six persons is a great person or not.
→Step 3 While-reading
1. Lead-in and guessing
Tell the students:We are going to read about Nelson Mandela. Look at the title of the text. Can you guess what kind of writing the text is?
2. Skimming for topic sentences and general idea
3. Scanning for detail information
Do Exercise 1 and Exercise 2 in the part Comprehending.
4. Further understanding
1)What disadvantages did Elias have in finding a job?
2)How did the white people stop the black people from being treated fairly?
3)How did the new government in South Africa treat the white people?
4)Why did Elias support Mandela?
5)Why did he support violence when he did not agree with it?
5. Language problems
While checking the answers with the whole class, deal with any language problems.
6. Reading aloud to the recording
→Step 4 After-reading
1. Discussing and answering
1)Do you think it is fair to treat others badly for things they cannot change, like the colors of skin or eyes or the race one belongs to? Give a reason.
2)What do you learn about Nelson Mandela from Elias’ Story?
3)Do you like the way Elias tells his story? Give a reason.
2. Playing an interview game
Work in pairs. Suppose one is a journalist, and the other is Elias. A journalist is interviewing Elias.
→Step 5 Consolidation
Ask the students to retell Elias’ Story according to the following clues:Elias’ problem; Mandela’s help; Elias’ support.
→Step 6 Homework
1. Finish off the related exercises in the textbook.
2. Read the text Elias’ Story again and try to retell it.
板书设计
Unit 5 Nelson Mandela—a modern hero Elias’ Story
Topic sentence of Paragraph 1 The time when I first met Nelson Mandela was a very difficult period of my life.
Topic sentence of Paragraph 2 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.
Topic sentence of Paragraph 3 The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life.
Topic sentence of Paragraph 4 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.
Topic sentence of Paragraph 5 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.
Main idea of the passage Elias describes how Nelson Mandela helped the black people through his own experience