高一英語(yǔ)人教版必修1《Unit5NelsonMandela-amodernhero》教案：Period2

TeachingPlanUnit5NelsonMandelaamodernheroTopic:greatpersonsTeachingaimsLanguageknowledge1.四會(huì)詞匯quality,mean,active,generous,self,selfish,selfless,selflessly,devote,devoted,found,republic,principle,peaceful,mankind,lawyer,guidance,legal,fee,hopeful,youth,league,stage,vote,attack,violence,equal,willing,unfair,African,escape,blanket,educate,educated,beg,relative,terror,cruelty,reward,sentence,anti-anti-black,president,opinion2.詞組outofwork,YouthLeagueasamatteroffactblowupintroubleturntoloseheartcometopowersetupbesentencedto3.語(yǔ)法TheAttributiveClause(2)—where,when,whyLanguageskills了解一個(gè)偉大的人應(yīng)具備怎樣的品質(zhì)，學(xué)會(huì)表達(dá)自己的觀點(diǎn)，并用所學(xué)的句型來(lái)描寫(xiě)一個(gè)偉人。根據(jù)已知信息推測(cè)將要聽(tīng)取的材料內(nèi)容。提高閱讀技能和用英語(yǔ)進(jìn)行思維、推理、判斷的能力。掌握長(zhǎng)難句朗讀的技巧，總結(jié)長(zhǎng)句朗讀時(shí)停頓的規(guī)律。學(xué)會(huì)利用時(shí)間順序描述一個(gè)偉人一生的主要活動(dòng)Culturalconsciousness了解NelsonMandela的生平事跡并認(rèn)識(shí)以前南非黑白人不平等的社會(huì)地位，啟發(fā)學(xué)生和不公正的社會(huì)現(xiàn)象作斗爭(zhēng)的意識(shí)。Affect&Attitude學(xué)習(xí)偉人的優(yōu)秀品質(zhì)，并向他們學(xué)習(xí)，以提高自身素質(zhì)，樹(shù)立正確的人生觀，學(xué)習(xí)他們?cè)谄D苦的環(huán)境下為人類做貢獻(xiàn)、不追求享樂(lè)的高尚精神。Learningstrategies認(rèn)知策略:繼續(xù)學(xué)習(xí)定語(yǔ)從句的語(yǔ)言規(guī)律并加以運(yùn)用。交際策略:運(yùn)用定語(yǔ)從句來(lái)提高信息傳達(dá)的準(zhǔn)確度調(diào)控策略:培養(yǎng)小組合作學(xué)習(xí)的能力資源策略:指導(dǎo)學(xué)生通過(guò)各種渠道如報(bào)紙、雜志、圖書(shū)館和網(wǎng)絡(luò)等資源查找有關(guān)素材，培養(yǎng)學(xué)生收集查找資料的能力。Teachingkeypoints本單元重點(diǎn)詞匯、句型的用法。定語(yǔ)從句的使用。了解納爾遜·曼德拉的生平事跡。TeachingperiodsPeriod1Warmingup,pre-readingPeriod2Reading,ComprehendingPeriod3Importantlanguagepoints,LearningaboutlanguagePeriod4DiscoveringusefulstructuresPeriod5UsingLanguage:listeningPeriod6UsinglanguagereadinganddiscussionPeriod7speakingandwritingPeriod2TextReadingandComprehendingTeachingaimsTeachingproceduresactivityObjectives(設(shè)計(jì)意圖)interactiontimeStep1LeadinginShowthepictureofEliasandMandelaandanswerthequestionbelow:What’stheconnectionbetweenthem?ToarouseSs’interestinlearningaboutthetextGroupworkStep2ReadingFastreadingWhilereadingthroughthetext,preferablythefirstandlastsentencesofeachparagraphandthengetageneralideaofthepassageParagraph1Paragraph2Paragraph3Paragraph4Paragraph5Suggestanswers:1.Self-introduction2.Elias’strouble-schoolingandjob3.ImpressionofMandelaandhisinfluence4.RealizationofthesituationwiththehelpofMandela5.TruefeelingandactionTogetabriefunderstandingofthetext.提高歸納概括段落大意的能力修改與備注：Step3SkimmingReadthetextquicklyandtrytogetsomedetailsfromthetext.Workinpairsandtrytotellwhichofthefollowingstatementsaretrueandwhicharefalseandwhy.1.EliaswenttoseeNelsonMandelawhenhewasintrouble.2.Eliasleftschoolbecausetheschoolwastoofarfromhishome.3.NelsonMandelahelpedhimkeephisjob.4.EliastrustedNelsonMandelaandhejoinedtheANCYouthLeague.5.Eliaswaswillingtoblowupgovernmentbuildings.6.NelsonMandelathoughtviolencewasagoodwaytohelpblackpeople.SuggestedAnswers:1.T2.F3.T4.T5.F6.FTogetSstohavesomedetailsinthetext.Individualwork修改與備注：Step4ScanningReadthetextcarefullyandtrytofindmoredetailsfromthetextthenmakeatimelineofElias’slife,accordingtothetimebelow.19401942194419461948195019521954Suggestedanswers:1940:Eliaswasborn.1942:Eliaswasatwoyearsoldbaby.1944:Eliaswasfouryearsold.1946:Eliasbeganschool.1948:Eliasleftschool.1950:NelsonMandelaopenedhislawfirm.1952:Eliaswas12