英语优秀教学案（人教版）：必修一 Unit 5　Nelson Mandela—a modern hero Period 5　Extensive Reading and Speaking).doc

1、学生学习的方案，教师备课的设计Unit 5Nelson Mandelaa modern heroPeriod 5Extensive Reading and Speaking整体设计从容说课This is the fifth teaching period of this unit. As usual, the teacher should check the students homework and offer chances for the students to go over what they learned in the last period at the beginning o

2、f the class.In this period, the teaching emphasis will be put on developing the students reading ability by reading extensively and getting them learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can just find those the students fe

3、el most difficult and help them to understand. Thats enough here.We will deal with two parts:Reading and discussing on Pages 38-39 and Reading Task on Pages 73-74. The purpose of Reading and discussing on Pages 38-39 is to finish the story of Elias and explain what happened to him after he was sent

4、to Robben Island. This proved to be a very hard time in his life and he never worked again until Nelson Mandela and his government came into power. At that point ANC supporters who had suffered like Elias were given jobs and pensions by the government to make up for the years of suffering. In order

5、to lead in the topic of this passage, the teacher can first talk about and discuss something mentioned in Elias Story. Then ask the students to find the answers by skimming and to locate particular information by scanning. While checking their answers with the whole class, deal with language problem

6、s the students cant work out by themselves. For Reading Task on Pages 73-74, it provides an opportunity for the students to think about a person or a situation in different respects. This is very important as a lot of university work and research needs students who can look at different points of vi

7、ew and come to a good conclusion. In addition, it means that they must also give reasons for their choice and possibly argue that one side or the other is wrong. Students are asked to give their views of Bill Gates before reading. This is to see what viewpoints they have already. Most will probably

8、think Bill Gates is a good man because they have only heard good things about him. In the two passages they will read both good and bad things about Bill Gates. Do these readings change their minds or do students remain unmoved by them? After reading, ask the students for their reactions again. They

9、 should give a reason for any change of mind or for staying with the same opinion. This is one of the most important exercises in this unit and it should be treated seriously.As to Speaking Task on Page 74, its purpose is for the students to re-examine what qualities they think makes a great person.

10、 It is an informal assessment of whether they have understood the point of the unit. It also provides them with the opportunity to consider what priorities they think are important in a person. Remind the students to use the expressions set out in Talking. In order to finish this part, have a debate

11、 on whether Bill Gates is a great man or not.教学重点Develop the students reading skills by extensive reading.教学难点1. Enable the students to learn to express their own opinions and ideas.2. Get the students to learn to grasp the main idea of a text or a passage.教学方法1. Task-based teaching and learning2. C

12、ooperative learning3. Discussion教具准备A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the new words and expressions:blanket, degree, guard, educated, terror, fear, cruelty, reward, criminal, leader, come to power2. Get the students to learn some important

13、 sentence patterns:1)I felt bad the first time I talked to a group.2)We read books under our blankets and used anything we could find to make candles to see the words.3)As they were not cleverer than me, but did pass their exams.Ability aims:1. Develop the students reading skills by extensive readin

14、g.2. Enable the students to learn to express their own opinions and ideas.3. Get the students to learn to grasp the main idea of a text or a passage.Emotional aims:1. Enable the students to know about some great people and learn their noble qualities.2. Develop the students moral quality.教学过程Step 1

15、Revision1. Check the homework exercises.2. Ask some students to talk about their heroes or heroines.Step 2 Lead-inTalk and discuss with the students:As we know, in order to support Mandela, Elias helped him blow up some government buildings. Can you imagine what would happen to him if he was caught?

16、 Today we are going to read another passage The Rest of Elias Story. After reading, youll know what actually happened to him.Step 3 Reading1. Skimming for the answers:What happened to Elias?Can you describe Robben Island?Give the students 3 minutes to read the passage fast. Then check the answers wi

17、th the class.2. Scanning for detailed informationGive the students 6 minutes to read the passage again, and make notes about what happened to Elias in prison. Fill in the form.Good tingsBad thingsMandela started a school in the prison.He was beaten.Several minutes later, check the answers with the w

18、hole class and deal with any language problems that students cant understand.3. Discuss the questions in pairs.1)What would you have done if you were Elias?2)How do you think his wife and family felt when he was in prison?4. Some important language points:1)I felt bad the first time I talked to a gr

19、oup.the first time在句子中起连词的作用，引导时间状语从句，可译为“第一次的时候”，the second time, the third time. . . 依此类推。The first time I met her, I believe her nice.2)We read books under our blankets and used anything we could find to make candles to see the words.we could find是省略了关系代词that的定语从句，修饰anything。to make candles和to se

20、e the words是动词不定式，作目的状语。Lincolns stepmother did all she could to help him.3)As they were not cleverer than me, but did pass their exams.did pass在这里表示强调。在表示肯定的陈述句或祈使句中，可以用助动词do或does, did放在谓语动词前表示强调。I do hope you have a nice trip.Do come to see your parents often.4. Retelling (Choose one of them to re

21、tell. )1)Suppose you were Nelson Mandela, retell the story.2)Suppose you were Elias wife, retell the story.Give the students several minutes to prepare, and then ask them to come to the front to retell the story.Step 4 Role-play (An interview)Tell the students:Suppose you are Elias and work as a tou

22、r guide on Robben Island. Your partner is a tourist who is interested in the island and Nelson Mandelas life. He is now asking you the following questions.How did you get to know Nelson Mandela?What did he do to help you keep your job in a gold mine?Can you explain to me some of Nelson Mandelas poli

23、tical ideas or beliefs?What was Nelson Mandelas way of fighting?Why did he change to violence?What was life like on Robben Island?Where did you learn to read and write?Why did you become a tour guide?What do you think of your present job?Give the students several minutes to practice their interviews

24、. The teacher can walk around the classroom and see whether the students need some help. Then ask some students to perform in the front of the class.Sample:Tourist: How did you get to know Nelson Mandela?Elias: It was in 1950. I was working as a miner in Johannesburg but I hadnt a passbook to live t

25、here. So I went to Mandelas law firm to ask for advice.Tourist: Can you explain to me some of Nelson Mandelas political ideas or beliefs?Elias: Yes. He found that we black people were not treated as equally as the white people and he would fight for our rights. However, he said that we should fight

26、in a peaceful way. Only when this was not allowed did we decide to answer violence with violence.Tourist: How did he help you through your life?Elias: First, he helped me to get the correct papers to stay in Johannesburg and keep my job as I mentioned above. Then he taught me to read and write when

27、I was in prison. This is very important to me because it enables me to get more job opportunities. Later he gave me my present job.Tourist: What was life like on Robben Island?Elias: Miserable and cruel. The guards and soldiers treated us badly, beat us violently for no reasons and insulted us in di

28、fferent ways.Tourist: How did you manage to study on Robben Island?Elias: We studied during the lunch breaks and the evenings when we should have been asleep. We read books under our blankets and used anything we could find to make candles to see the words.Tourist: What kinds of job have you ever do

29、ne?Elias: A miner, an office worker and now a tour guide.Tourist: What do you think of your present job?Elias: I like it very much. And I am proud to show visitors over the prison, for I helped to make our people free in our own land.Step 5 Reading task1. Lead-inAsk the students: As we know, most of

30、 the great people are also important and famous, but are important or famous people the great ones?(Show some pictures of Bill Gates, his software and his company. )Do you know who he is?What else do you know about him?Is he a great man?(Show the sentence on the screen. )I think Bill Gates is/is not

31、 a great man because_.Possible version:1)I think Bill Gates is not a great man because he didnt change the world and made the world fairer.2)I think Bill Gates is a great man because he will change the world by helping the education and health of many children around the world.2. Ask the students to

32、 read through the two passages on Page 73 and fill in the following information sheet.INFORMATION ON BILL GATESJobAchievementsWhat did he give up for his beliefs? GenerosityWhy does he have enemies? Why attacked by the government? Suggested answers:INFORMATION ON BILL GATESJobChief Executive Officer

33、 of a computer company.AchievementsProduced software that is used all over the world.What did he give up for his beliefs? None.GenerosityGave money to help childrens education and health.Why does he have enemies? Other people are jealous of his success.Why attacked by the government? They thought he

34、 was too big and too powerful and that is unfair to his competitors.3. Having a debateWhat does the follower of Bill Gates think of him? Why does he think Bill is great?What about Bills competitor? Why?Please read the passage again more carefully and find out the evidence to support each point. Fill

35、 in the chart.Great ManNot a Great Man(The teacher can ask students to finish the chart first, and then ask them to give a short report to explain the reason why Bill Gates is a great man or why not. )Suggested answers:Great ManNot a Great ManHe has his own company and software.No one can compete wi

36、th his software.He fits his software free in every computer.His software is not the best but used most widely.He gives money to help childrens education and health.He tries hard to stop others making better software so that he may be a computer bully.4. SummaryIn a word, a great man should be the on

37、e 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 cant be called a great person.Step 6 Homework1. Finish off the Workbook exercises.2. Go to the library or get online to coll

38、ect more information about Bill Gates.板书设计Unit 5Nelson Mandelaa modern heroExtensive Reading and SpeakingRole-playQuestions that may help you:How did you get to know Nelson Mandela?What did he do to help you keep your job in a gold mine?Can you explain to me some of Nelson Mandelas political ideas o

39、r beliefs?What was Nelson Mandelas way of fighting?Why did he change to violence?What was life like on Robben Island?Where did you learn to read and write?Why did you become a tour guide?What do you think of your present job?活动与探究Go to the library or get online to collect as much information as possible about Bill Gates. Then hold a class debate on whether Bill Gates is a great man or not.本卷第6页（共6页）