Unit5 Ne i son mande a- a modern hero教案 教学目标 【知识目标】 Students will be able to learn the unfair situations that black faced in south Africa from the 1940s to the 1950s Students will be able to find out what he lp had Nelson Mandela offered to Elias from the text Students will conc lude the good qualities the nelson mandela had 【能力目标】 Students will improve their reading skills of finding the gist and specific information of the text Students will be able to show the structure of text with a mind-map 【情感目标】 Students will learn the good qualities of Nelson Mandela and elias. 教学重难点 【教学重点】 Understand the main idea and specific information of the text 【教学难点】 Know the structure of the text and draw a mind -map of the text. 【考点同步解读】 、重点词汇 1. selfish自私的 selfless无私的 2. devote oneself to…致力于;献身于
Unit 5 Nelson Mandela- a modern hero 教案 教学目标 【知识目标】 Students will be able to learn the unfair situations that black faced in South Africa from the 1940s to the 1950s. Students will be able to find out what help had Nelson Mandela offered to Elias from the text. Students will conclude the good qualities the Nelson Mandela had. 【能力目标】 Students will improve their reading skills of finding the gist and specific information of the text. Students will be able to show the structure of text with a mind-map. 【情感目标】 Students will learn the good qualities of Nelson Mandela and Elias. 教学重难点 【教学重点】 Understand the main idea and specific information of the text. 【教学难点】 Know the structure of the text and draw a mind-map of the text. 【考点同步解读】 一、重点词汇 1. selfish 自私的 selfless 无私的 2. devote oneself to… 致力于；献身于
3. fight against对抗,反对 fight for为…而战 4. principle原则 principal校长;主要的 5. offer guidance to…给…提供指导 6. out of work失业 7.join加入(组织,俱乐部,成为其中一员) Join in参加(活动) take part in 参加(活动) 8.as+adj+ as one can尽可能…=as+adj.+ as possible 9. as a matter of fact事实上(= in fact) 10. blow up爆炸,炸掉 11. set up建立 ; set about着手,开始做( set about doing sth.) set off出发,动身; set out开始,出发( set out to do sth.) 12. be sentenced to被判 13. be equal to与…相等;胜任 14. be proud of为…感到自豪 15. give out分发( give off散发出(气味)) 16. die for为…而死 die of死于(自身原因,如疾病) die from死于(外在原 因,如车祸) 17. realize one’ s dream of…实现..的梦想 18.only位于句首时,要主谓倒装 、语法一定语从句 1.关系副词when的用法 关系副词when在定语从句中作时间状语 2.关系副词 where在定语从句中的用法
3. fight against 对抗，反对 fight for 为… 而战 4. principle 原则 principal 校长；主要的 5. offer guidance to …给…提供指导 6. out of work 失业 7. join 加入（组织，俱乐部，成为其中一员）join in 参加（活动） take part in 参加（活动） 8. as + adj +as one can 尽可能…= as + adj. +as possible 9. as a matter of fact 事实上（=in fact） 10. blow up 爆炸，炸掉 11. set up 建立 ; set about 着手，开始做（ set about doing sth.） set off 出发，动身 ; set out 开始，出发（set out to do sth.） 12. be sentenced to 被判… 13. be equal to 与…相等；胜任 14. be proud of 为…感到自豪 15. give out 分发 （give off 散发出（气味）） 16. die for 为…而死 die of 死于（自身原因，如疾病） die from 死于（外在原 因，如车祸） 17. realize one’s dream of … 实现..的梦想 18. only 位于句首时，要主谓倒装 二、语法----定语从句 1. 关系副词 when 的用法 关系副词 when 在定语从句中作时间状语 2. 关系副词 where 在定语从句中的用法
关系副词 where在定语从句中做地点状语 3.关系副词why在定语从句中的用法 关系副词why在定语从句中作原因状语 【核心素养聚焦】 1. Enable the students to learn some important adjectives and expressions to describe famous people and great people 2. Enable the students to learn the difference between famous people and great people and to describe a great person 3. Enable the students to read about some great people s achievements and great deeds. Students will learn the good qualities from all the great people and follow their examples 教学媒体 Tape recorder, Multimedia 教学过程 Stepl. Revision Get students to take out what they have found from the internet and share with the whole class: Who else do you think are also great? Why? 【设计意图】 这个环节是检查前一天的作业,让学生分享他们所致的伟人故事,丰富学生单元话 题的背景知识。 Step2. Warming up (1) Show pictures of Nel son Mandela and get students to tell what they know
关系副词 where 在定语从句中做地点状语 3. 关系副词 why 在定语从句中的用法 关系副词 why 在定语从句中作原因状语 【核心素养聚焦】 1. Enable the students to learn some important adjectives and expressions to describe famous people and great people. 2. Enable the students to learn the difference between famous people and great people and to describe a great person 3. Enable the students to read about some great people's achievements and great deeds. 4. Students will learn the good qualities from all the great people and follow their examples. 教学媒体 Tape recorder, Multimedia 教学过程 Step1. Revision Get students to take out what they have found from the internet and share with the whole class: Who else do you think are also great? Why? 【设计意图】 这个环节是检查前一天的作业，让学生分享他们所致的伟人故事，丰富学生单元话 题的背景知识。 Step2. Warming up （1）Show pictures of Nelson Mandela and get students to tell what they know
about him (2) Show a picture of Elias, and get students to guess the relationship between them (3) Predict the main idea of the text 【设计意图】 此环节让学生说说他们对纳尔逊曼德拉的了解,猜猜伊莱亚斯和曼德拉的关系,然后 预测课文大意,目的在于激发学生兴趣和好奇心,投入到新课的学习 Step3. Reading 1. Get students to skim the text and check whether their prediction is correct 2. Get students to divide the text into 2 parts and find out the main idea of each part. Part I Paragraphl-2 The life of elias' before he met nelson mandela Part 2 Paragraph3-5 The change of Elias life after he met Ne lson mande la and what mandela did. 1. Get students to work in groups and find out: How is elias's life before and after meeting Nelson mandela? 2. Get students to draw a mind-map to show the relationship be tween Ne lson Mandela and elias as well as the influence mandela had on elias's life 3. Get some students to share their mind-map with the whole class 【设计意图】 本环节是读中活动,首先让学生带着自己的预测区阅读文章,检测自己的预测是否 正确;接着让学生根据文章大意将文章分成两部分:遇见曼德拉之前及之后的生活
about him. （2）Show a picture of Elias, and get students to guess the relationship between them. （3）Predict the main idea of the text. 【设计意图】 此环节让学生说说他们对纳尔逊曼德拉的了解,猜猜伊莱亚斯和曼德拉的关系，然后 预测课文大意，目的在于激发学生兴趣和好奇心，投入到新课的学习。 Step3. Reading 1. Get students to skim the text and check whether their prediction is correct. 2. Get students to divide the text into 2 parts and find out the main idea of each part. Part 1 Paragraph1-2 The life of Elias’ before he met Nelson Mandela. Part 2 Paragraph3-5 The change of Elias’ life after he met Nelson Mandela and what Mandela did. 1. Get students to work in groups and find out: How is Elias’s life before and after meeting Nelson Mandela? 2. Get students to draw a mind-map to show the relationship between Nelson Mandela and Elias as well as the influence Mandela had on Elias’s life. 3. Get some students to share their mind-map with the whole class. 【设计意图】 本环节是读中活动，首先让学生带着自己的预测区阅读文章，检测自己的预测是否 正确；接着让学生根据文章大意将文章分成两部分：遇见曼德拉之前及之后的生活
变化;然后让学生通过思维导图展示文章的大意,曼德拉和伊莱亚斯的关系及相互 的影响;主要目的是提高学生的获取文章大意和寻找细节信息的能力,同时培养学 生分析文章细节信息之间的关联、将所获取的信息通过图文并茂的方式绘制思维导 图的能、以及在此将思维导图中的信息分享给同学。这既有助于提高学生的阅读技 能、提高学生的思辨能力,也有助于提高学生语言表达的能力。 Step4. Post-Reading Do you think Nelson Mandela is great? Why? What are the good qualities Nelson mandela had? Why do you think so? 【设计意图】 让学生回归文本,尝试对纳尔逊曼德拉进行评价,引导学生就本单元的重点话题进 一步展开讨论,进一步熟悉并运用话题词汇。 Step5. Homework Finish ex1、2、3 on page34. 【设计意图】 巩固本节课所学,并为下一节的词汇学习做准备
变化；然后让学生通过思维导图展示文章的大意，曼德拉和伊莱亚斯的关系及相互 的影响；主要目的是提高学生的获取文章大意和寻找细节信息的能力，同时培养学 生分析文章细节信息之间的关联、将所获取的信息通过图文并茂的方式绘制思维导 图的能、以及在此将思维导图中的信息分享给同学。这既有助于提高学生的阅读技 能、提高学生的思辨能力，也有助于提高学生语言表达的能力。 Step4. Post-Reading Do you think Nelson Mandela is great? Why? What are the good qualities Nelson Mandela had? Why do you think so? 【设计意图】 让学生回归文本，尝试对纳尔逊曼德拉进行评价，引导学生就本单元的重点话题进 一步展开讨论，进一步熟悉并运用话题词汇。 Step5. Homework Finish Ex 1、2、3 on page 34. 【设计意图】 巩固本节课所学，并为下一节的词汇学习做准备