高一英语unit5NelsonMandela——amodernhero编制时间:2010年10月22日郭艳芳审核人:罗晟1Unit5NelsonMandela——amodernhero话题Thequalitiesofagreatperson;thelivesofsomegreatpeople词汇提示:1、词汇分类没有做(也就是理解词汇是哪些、基础写作词汇是哪些、中高级写作词汇是哪几个等)。2、本单元的词汇教学主要是构词法教学,但是注意不要拓展太多,适可而止为好。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,opinionoutofwork,asamatteroffactblowupintroubleturntoloseheartcometopowersetupbesentencedto功能句式1.征求意见(askforopinions)Whatdoyouthinkof….?What’syouropinion?Whatareyourideas?Doyouhaveanythoughtsonthat?Howdoyoufeelaboutthat?Whydoyouthinkso?提示:上述征求意见的功能句子,要注意常用和不常用的提示。比如,Doyouhaveanythoughtsonthat?就是不常用的,不需要学生会用,能读懂即可。2.发表意见(givingopinions)Ithink/Idon’tthink…Ibelieve/Idon’tbelieve(that)…Inmyopinion…Tomyunderstanding,Iamwithyou.Ifeelthat…/Idon’tfeelthat…语法定语从句(以when,where,why,介词+which,介词+whom引导的定语从句)TheschoolwhereIstudiedforonlytwoyearswasthreekilometersaway.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.ThereasonwhyIgotajobwasbecauseofmyhardwork.高一英语unit5NelsonMandela——amodernhero编制时间:2010年10月22日郭艳芳审核人:罗晟2Wewereputintoapositioninwhichwehadeithertoacceptwewerelessimportant,orfightthegovernment.MandelawastheblacklawyertowhomIwentforadvice.Hewasgenerouswithhistime,forwhichIwasgrateful.提示:1、定语从句是初高中的重要语法项目,也是学生较为容易理解的项目。2、鉴于高考专门测试定于从句主要是在多项选择题题型中,而且是出现在较为简单的句型中,因此,建议不要将此部分的讲解难度提高,而是注重学生对于主要定于从句经典句型的快速理解、大声朗读和意群朗读上去。至于教材中的定语从句难句,学生都能够理解并朗读即可。Thefirstperiod------warmingup教材分析:本单元以NelsonMandela——amodernhero为话题,目的在于使学生了解一个伟大的人应具备怎样的品质,学会表达自己的观点,并用所学的句型来描写一个伟人。提示:1、本单元从warm-up开始,到最后的writing,都是以第三人称的角度来进行描述的,因此,教学中要注意这种人称的前后一致,否则无法前后一致的引导学生进行学习和表达。2、Reading部分侧重于理解,以及理解基础上的summary,这为最后的writing做好的铺垫和积累(尤其是关键单词、句型和结构的积累),最后的writing要是前面阅读后的仿写(当然能力较强的学生也可以不受限制的开展写作)。3、如何激发学生学习关于这些伟人的文章,是需要教师思考的:这些伟人学生会感兴趣吗?学生了解多少关于这几位伟人的伟大业绩?从哪些角度来导入会让学生更加的感兴趣?4、教学目标建议增加:通过学习文章和相关素材,进一步了解伟人的生平事迹,尤其是如何才能成为伟人。培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表达和基础写作能力。Teachingaims:1.ToarouseSs’interestinlearningaboutheroesinhistory2.TodevelopSs’listeningandspeakingability.Teachingprocedures:Step1warmingupDescribeyourselvesFirstwhatkindofpersonareyou?(shy,outgoing,fun,mean,immature,nice,kind,honest,brave,loyal,happy,wise,smart,friendly,warm,cheerful,popular,generous,hard-working,diligent,weak,stupid,lazy,dishonest,tense,cold,unkind,miserable,dull,strong-minded,determinedetc.)Discussion(Encouragestudentstogivefiveorsixqualitiesthattheythinkgreat高一英语unit5NelsonMandela——amodernhero编制时间:2010年10月22日郭艳芳审核人:罗晟3personshave,andgivetheirreasons.)提示:Whatkindofgreatpersons?Politicians,scientists,or?Differentkindsofgreatpersons,differentqualities.Question1:Whodoyouthinkarethegreatestmeninyourmind?Canyounamesome?Question2:Inwhatwaydoyouconsideramanisagreat?Whatisyourstandard?Lookatpage33andthenasktheSsifthesefamouspeoplearegreatpeople.Conclusion:Agreatpersonisapersonwhohasfollowedhisorherideasandsacrificed(牺牲)somethingsothattheycouldberealized.Apopsingermaybeverypopularwiththeyoungpeople,buthe/sheisnotagreatman/woman.Afamouspersonmaybewell-knownbutifheorshehasnotgonethroughstrugglesanddifficultiesfortheirnobleaims,theycannotbecalledagreatperson.Step2languagepoints:1.devotevtoneselfto献身于、致力于。。。devoteone’slife/one’stimeto….把生命、时间献给。。。…to…把。。。用于。。。E.g.Hedevotedhislifetopromotingworldpeace.Hedevotedhislifetothepromotionofworldpeace.devotedadj忠实的,深爱的bedevotedto对…忠实,对…深爱adevotedfriendSheisdevotedtoherhusband.即学即练Themanagerdevotesallhissparetime______theviolin.BA.topractiseB.topractisingC.inpractisingD.forpractising2.fightfor为……而战fightagainst与……作斗争;与…作战fightwith同…并肩作战;与…作战E.g.Wewillhavetofightagainstdifficulties.I’llfightwithyou,inotherwords,I’llsupportyou.Slaveswerefightingforfreedom.3.giveup表示主动放弃或屈服e.g.Hehasdecidedtogiveupsmoking.givein表示被动屈服或认输,后面不带宾语。如果接宾语用giveintoe.g.Youcan’twinthegame,soyoumayaswellgivein.Thesecondperiod-----extensivereadingTeachingaims:高一英语unit5NelsonMandela——amodernhero编制时间:2010年10月22日郭艳芳审核人:罗晟41)TohaveSslearnaboutsomeinformationaboutNelsonMandelaandthesituationwheretheblackwasbadlyorunfairlytreated.2)TogetSstolearnaboutreasonwhyNelsonMandelahelpedtheblackpeopletogetthesamerightaswhitepeople.Teachingprocedures:Step1makeprediction:Readthetitleofthetextandguesswhatkindofwritingthetextis.(Narrativewriting)Step2scanning:readthetextquicklyandthendecidehowmanypartsthistextcanbedividedintoandthengivethemainideasofeachpart.Part1(Para.1---2)ThelifeofElias’beforehemetNelsonMandelaPart2(Para.3---5)ThechangeofAliaslifeafterhemetNelsonMandelaandwhatMandeladid.Step3skimming:Scanthetestspecificinformationtofinishcomprehendingpart.Step4Let’sgooverthetextoncemoretomakeadiagramofitwithkeywordsofeachparagraphplacedinthebox.Homework1.Gooverthe“Reading”andfindouttheusefulexpressionsinit.Elias’lifebeforemeetingMandelaElias’lifeaftermeetingMandelaInformationofEliasElias’sproblemElias’storyMandela’shelpBlackpeople’s