高一英語（上）必修一unit 5 單元整體教學設計教案

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1、NSEFC 1 Unit 5 Nelson Mandela-a modern hero 單元整體教學設計 一、教材內(nèi)容與教學對象分析 （一） 教材內(nèi)容 本單元以Nelson Mandela- a modern hero為話題，目的在于使學生了解一個偉大的人應具備怎樣的品質，學會表達自己的觀點，并用所學的句型來描寫一個偉人。 1．Warming up 利用圖表的形式讓學生判斷一下自己是哪種類型的人，由此得出一個偉人應具備怎樣的品質。 2．Pre-reading 給學生提供了六個名人的圖片，要求利用圖片下面標注的人物的重要事跡以及學生對他們的了解，來判斷這六個人誰是偉人，誰是重要的人但

2、不是偉人。 3．Readinmg介紹Elias的生平，向學生展示Nelson Mandela是一個怎樣的人。這是一篇記敘文，讓學生學會利用時間順序描述一個人一生的主要活動。 4．Comprehending利用判斷正誤和時間順序來整體理解課文。 5．Learning about language分詞匯和語法兩部分。其中Discovery useful wordsandexpressions是根據(jù)課文語境在運用中掌握詞匯，是有關關系副詞引導定語從句的用法，并通過練習加以鞏固。 6．Using language分為三部分，一是Listening, 練習聽力可配合P72的Listening T

3、ask進行。二是Reading,這也是一篇精讀文章，更詳細的了解Mandela。三是Writing, 要求寫一封信。注意信的格式。 本單元重點、難點： （二）教學對象 本校本級學生基礎一般，課堂氣氛較活躍，能開口講，但缺乏學習刻苦性與毅力，單詞遺忘率較高，書面表達能力不高。 二、教學目標 （一）認知目標 學習本單元詞匯、語法及句型，并加深理解其用法。 （二）思想情感目標 1）了解Nelson Mandela的生平事跡，認識偉人所應具備的優(yōu)秀品質，向他們學習，以提高自身的素質。 2）樹立正確人生觀，學習在艱苦環(huán)境下為人類做貢獻，不追求享樂。 （三）發(fā)展智力目標---培養(yǎng)學

4、生自學能力，尤其是口頭表達、閱讀、書面表達能力。 1）拼讀單詞的能力 2）運用正確的閱讀技巧進行閱讀的能力 3）書面表達能力 三、教學活動過程的設計 （一）課時安排：6課時 Period 1---Words, Warming-up, Pre-reading Period 2---Reading Period 3---Language learning Period 4---Listening, speaking and writing Period 5---Listening, reading Period 6---Summary （二）教學流程圖(見附表) （三）具

5、體教學過程 A. The first period Teaching goals 1. Encourage students to learn words by themselves. 2. Arouse students’ interest to great people. 3. Get students to learn great people’s qualities and evaluate their own qualities. Teaching procedures & ways Pre-class task: 1.Preview new vocabulary

6、of Unit 5. 2. In groups, find out the information about six men :Nelson Mandela, William Tyndale, Norman Bethune, Sun Yat-sen, Gandhi, Neil Armstrong (nationality, career, important events, etc.) Step 1 Word competition Part 1: Each group get 5 words to read. Ten points for each.

7、 Group A : hero, accept, period, equal, violence Group B: peaceful, terror, leader, continue, position Group C: prison, degree, reward, active, educated Group D: advise, blanket, youth, principle, quality Part 2: The quickest to read out the word correctly can get 20 points for his/ her gro

8、up, but if the answer is wrong, 10 points will be lost. And the students in other groups have a chance to try. invader, republic, nationalism, livelihood, cruelty, criminal, president, sincerely, Nelson Mandela, William Tyndale, Bible, Gandhi, Elias Part 3: Ss in any group can participa

9、te it. The quickest who gives the correct Chinese/ English meaning of each phrase will get extra 10 points. The wrongs won’t lose points. lose heart, in trouble, out of work, Youth League, blow up, as a matter of fact, put…in prison, come to power Step 2 Warming up 1. Ask Ss to name some g

10、reat people. 2. T shows some great people’s pictures. 3. Ask Ss to discuss what qualities a great person should have. (smart, modest, unselfish, warm-hearted, confident, determined, active, honest, brave, persistent, As a great person, Should he/she help others? Should he/she get on well with

11、 others? Should he/she be willing to do public service? Should he/she be active in society activities? Should he/she never lose heart when he/she is in great trouble? (As a great person, he/she should help others, get on well with others, be willing to do public service, be active in society act

12、ivities and never lose heart when he/she is in great trouble and so on..) 4. Ask Ss to decide “What kind of person are you? Do you have the qualities to be a great person?” by finishing the questionnaire on P33. Step 3 Pre-reading 1. Ask Ss to present some information about six men (Nelson Mand

13、ela, William Tyndale, Norman Bethune, Sun Yat-sen, Gandhi, Neil Armstrong) 2. Ask Ss to discuss “Are they great people? Why?” 4. Go through the information about six men on P33-34. Step 4 Talking (on P69) Step 5 Homework 1. Review new words and expressions of Unit 5, and get ready for the dict

14、ation. 2. Do SB P35-36 Ex. 1. 2. The second period Teaching goals 1. Get the main idea and detail information in the reading. 2. Improve the reading ability. 3. Arrange and organize the information and then retell Teaching procedurse & ways Step 1 Dictation (10 words) Step 2 Homework c

15、hecking Step 3 Introduction and lead-in Re-talk about Nelson Mandela. Step 4 Reading comprehension Read the text 1st time: Read the text while listening to the tape and get the general idea of the passage Q: How many parts can we divide the text into? What’s the main idea of each part? Pa

16、rt 1 (Para 1-2): The life of Elias before he met Nelson Mandela. Part 2 (Para3-5): The change of Elias’ life after he met Nelson Mandela and what Mandela did. 2nd time: Read the text again carefully to obtain some details. Finish Ex 1,2 on P35. ( Ex1: true 2,4 Ex2: 1940 He was born. 1946 He b

17、egan school. 1948 He left school. 1952 Nelson Mandela opened his law firm.) Step 5 Discussion Pair work, discuss 1. How the ANC Youth League fights the government? 2. What can we learn from the text about Nelson Mandela? (1. At first, the ANC Youth League fought against the government in

18、 a peaceful way. But when they failed, they began to use violence. (2. From the text, we can learn from Mandela the qualities of bravery, persistence, kindness and determination.) Step 6 Retelling Retell the text part by part Step 7 Extensive reading Ask Ss to learn more about Nelson Mandela.

19、 1st time: Read the text while listening to the tape. 2nd time: Read the text again carefully to obtain some details. 1) Finish Ex on P38 ( D D B A) 2) Answer the questions: When did Elias lose his job? ( In 1973) Does Elias like his present work? (Yes. Now at 51 I am pro

20、ud to…) Step 8 Homework 1. Read “ Notes to the text” for U5 ( P84-86) 2. Do WB P70 Ex. 1 3. Do SB P37 Ex. 1. 2. The Third Period---Language focus B. Teaching goals 1. Target language a. Useful words and expressions in Warming up and Reading fight, advise, accept, educated, in prison, st

21、op…from doing sth. b. Difficult sentences *The last thirty years have seen the greatest number of laws stopping our rights and progress *Only then did we decide to answer violence with violence. *But I was happy to help because I knew it was to realize our dream of making black and white people

22、equal. *I felt bad the first time I talked to a group. *We read books under our blankets and used anything we could find to make candles to see the words. *As they were not cleverer than me, but did pass their exams. c. Grammar: Attributive Clause(II) *The time when I first met Nelson Mandela w

23、as a very difficult period of my life. *The school where I had studied only two years was three kilometers away. *We were put in a position in which we had either to accept we were less important, or fight the Government. 2. Ability goals a. Make sentences and express ideas using the expressions

24、 that are learned. b. Learn the Attributive Clause with where, when, why and介詞+which/whom C. D. Teaching procedures & ways Step 1 Revision Check the students’ homework Workbook P70. 1---Go through the passage, check the answers, explain some expressions and sentences if necessary. After that,

25、ask students to describe Charles Babbage’s contributions to human and his qualities of being a great man. Step 2 Learn about language 1. Learn useful words and expressions in Warming-up and Reading. 1) fight vt. 和…戰(zhàn)斗, 和…打 eg. English fought Germany. vi. 作戰(zhàn)，戰(zhàn)斗 *fight for… 為…而戰(zhàn)斗 eg. He told

26、the workers to fight for their rights. *fight against/with… 為反對…而斗爭, 和…作斗爭 eg. You will have to fight against/with difficulties. England fought against/with Germany in the war of 1941-1948. *fight with… 和…一起作戰(zhàn) eg. They fought with the Italians in the last war. 2) advise v. *advise sb on st

27、h 就…給某人出主意 eg. I have advised you on that subject. The teacher advised me on how to learn English. *advise sb to do sth 建議某人干… eg. The teacher advises me to practise more spoken English. *advise that sb (should) do sth eg. I advise that you (should) not eat this kind of fruit. advice n.[u

28、] a piece of advice give sb advice on… 關于….給某人建議 eg. In one of his books, Marx gave some advice on how to learn English. 3) prison *be in prison 坐牢 be in the prison 在監(jiān)獄里，可能坐牢，可能工作 eg. He told me that he had been in prison for three years. *put sb in prison 把…投入監(jiān)獄 The robber has been put

29、in prison. *sb be kept/held prisoner 被囚禁 4) accept 接受，指的是主觀上接受了 receive 收到，指客觀上收到，不一定接受 eg. I received his invitation, but I didn’t accept it. 5) stop…(from) doing sth 阻止...做某事 eg. You must stop him (from) telling his father. I really want to stop you (from) smoking. 6) educated adj. 受

30、過教育的，有教養(yǎng)的 better educated 是well educated的比較級 2. Analyze difficult sentences and learn useful sentence structures. 1) The last thirty years have seen the greatest number of laws stopping our rights and progress see在此句意為見證、目睹；為某事發(fā)生之時，主語常為時間 eg. Yesterday saw a terrible car accident in front of o

31、ur school. 2) only then did we decide to answer violence with violence. 只有在這時，我們才決定用暴力反抗暴力。 這是一個倒裝句。結構：Only + 狀語 + 部分倒裝 狀語：由副詞，介詞短語或狀語從句構成 *部分倒裝用一般疑問句的語序 eg. Only yesterday did his father tell him the truth. Only by shouting was he able to make people hear him. Only when his father ca

32、me back did he go to bed. *only引導的詞不是狀語不用倒裝 eg. Only he can work out this problem. 3) But I was happy to help because I knew it was to realize our dream of making black and white people equal. was to do 在此處意為注定將會… eg. You were to regret your decision later. 4)I felt bad the first time

33、 I talked to a group. 第一次給旅行團作講解時，我的心情很不好。 the first time 起連詞的作用，引導時間狀語從句 eg. The first time I met him, I thought him nice. 5) We read books under our blankets and used anything we could find to make candles to see the words. we could find 是定語從句，修飾anything to make candles及to see the w

34、ords 是目的狀語 6) As they were not cleverer than me, but did pass their exams. did pass 是強調(diào)結構，強調(diào)謂語動詞時，在動詞原形前do / does / did eg. I do hope you have a nice trip. He does speak English well. 3. Learn Attributive Clause with when, where ,why and 介詞+which/whom. a. Discuss the meanings of the follo

35、wing sentences with an attributive clause, and compare when, where, why with that, which, whose. *The time when I first met Nelson Mandela was a very difficult period of my life. *The school where I had studied only two years was three kilometers away. *We were put in a position in which we had e

36、ither to accept we were less important, or fight the Government. b. Practice---P36. Ex.1, 2, 3 Step 3 Using language 1. Translate the following into English using what were learned just now. 1) 士兵與村民共同與敵人戰(zhàn)斗。 2) 爸爸建議我多讀英語報紙。 3) 我們應盡力阻止這種事再次發(fā)生。 4) 只有在那時，他才意識到他錯了。 5) 我第一次聽這首歌就喜歡它了。 6) 我昨天確實見到了

37、Mike。 7) 他昨天沒有上學的原因是他病了。 8) 我永遠不會忘記我見到Mandela的那天。 Keys: 1)The soldiers fought with the villages against the enemies. 2)Dad advised me to read more English newspapers. 3)We should try to stop such a thing (from) happening again. 4)Only then did he realize that he was wrong. 5)The first time I

38、 heard the song, I liked it. 6)I did see Mike yesterday. 7)The reason why he didn’t come to class is that he was ill. 8)I will never forget the day when I saw Mandela. 2. Find out the other expressions in Warming up and Reading and make sure of their meanings.(Students should try to finish the t

39、ask first by themselves, and then check their work with a neighbour. In this way , they can learn from each other. The teacher can give help if necessary.) 7 Step 4 Writing---Textbook P39 1. Ask students to say something about Nelson Mandela. (a fearless fighter; the former president of Sou

40、th Africa …) 2. Get more details about Mandela’s life on P39. 3. Explain the writing task: Write a letter to the President of South Africa asking him to free Mandela, who is in prison. Tell students in order to persuade someone to do something, they should choose proper facts to support their idea

41、s and show them a sample. 4. Ask students to finish the writing following the steps in the textbook.. Step 5 Homework 1. Finish the writing. 2. Do WB P71. 2 Translation. The Fourth Period---Listening , Speaking and Writing E. Teaching goals 1. Achieve the students’ ability to get informatio

42、n by listening. Develop students’ ability to use English to express themselves both orally or in a written form. 2. Motivate students to learn from the good qualities of the great people. Teaching procedures & ways Step 1 Check the students’ homework Ask two students to read out their writings

43、 (P39). Step 2 Listening and speaking---P37 1. Tell students they will learn more about Elias’ story by listening. Then ask them to read the questions and multiple answers to find out the listening points first. 2. Listen to the tape two times and finish Part 1 and check the answers. 3. Discuss

44、the two questions in Part 2. Step 3 Listening---P69 Tell students they will learn about another great person. Before listening, students should read all the questions first. Step 4 Speaking---Summarize the qualities of the great people mentioned in this unit. 1. Show the qualities by asking som

45、e questions. For example, did they learn a lot? When they met difficulties, did they give up at once? (intelligent, determined, generous, kind, unselfish, hard-working, brave, confident …) 2. Ask students to choose the most important four qualities and explain why. Step 5 Writing---P75. Writing Ta

46、sk and Project Ask students to choose a great person they admire. Tell them this great person need not be famous. If he can give up something to help others, he’s great. Students are encouraged to write about a great person around them. After they find someone to write about, ask them to arrange th

47、eir writing following the outline in the Writing Task. Step 6 Homework 1. Finish the writing. 2. Do the listening in this class again after class. The Fifth Period---Listening and Reading F. Teaching goals 1. Develop students’ ability in listening, reading and speaking. 2. Students learn t

48、o think about a person or a situation in different respects. Teaching procedures & ways Step 1 Check the students’ homework Ask students to share their writings in a group and choose the best one. Then ask several groups to read out their best. Step 2 Listening---P72 Finish all the tasks in t

49、his part. Ask students to read the questions before listening. Another purpose of the listening is to show students there may be more than one way of looking at things. Step 3 Reading---P73 1. Ask students to express their own ideas about Bill Gates in a group. They can use this sentence: I think

50、Bill Gates is/ is not a great man because ___________________________________________. 2. Read the passage and finish all the three tasks on P74. 3. Ask students if they will change their minds after reading more about him. Why or why not? Step 4 Homework Look up some other information about Bil

51、l Gates and his career after class. The Sixth Period---Summary G. Teaching goals After learning this unit, students should know how well they did and how they can improve themselves. They should learn how to evaluate themselves. Teaching procedures & ways Step 1 Check yourself Ask students

52、 to check themselves by finishing the chart. 自評項目 優(yōu) 良 中 差 理解和運用生詞和短語 理解和運用語法結構 對偉人,重要人物,著名人物 的理解和判斷 課前預習和信息收集的完成情況 課堂中的參與情況(聽說讀寫) 課后練習的完成 課后復習情況 完成聽的任務 完成說的任務 完成讀的任務 完成寫的任務 對照偉人的品質

53、,分析自己的特點 提出努力方向 What qualities do you have now? What qualities do you want to achieve in the future? Step 2 A Quiz(略) Step 3 Check the answers to the quiz and explain some difficult points if necessary. Step 4 Homework---Go over the whole unit. 單位：湖北省荊門　姓名：李國　E_mail：liguo619@