根据不同的时间，分别列出曼德拉和伊莱亚斯的
经历，要求学生充分的把握文章的结构oLearning ab。ut Language 部分主要
着重于词汇和语法的学习与练训。词汇学习部分主要通过词
语释义、缺词填空等形式的练习，帮助学生熟悉重点词汇和短语。语法部分“紧扣when, where, why，介词
＋which，介词＋whom引导的语定从句”这一语法项目，重学习点何选择合适如
的引导词，通过填空以及举例的形式进行综合操练gUsin。 Language 部分
综合训练听、说、读、写的能力。阅读部分是本单元主要阅读篇章故事的
延续。伊莱亚斯继续帮叙述他眼中的曼德拉，伊莱亚斯说到他在罗本岛监狱得到了曼德拉的助，非国大（ANC)掌权后，伊莱亚斯又回到罗本岛监狱担任导游。伊莱亚斯的
描述，可以使
学生从中了解南非黑人当时的生活状况以及他们不平等的社会地位，从而进一步“。了解曼德拉写作”(Writing）
部分重点指导学生如何选取和组织材料，来描u S述伟人。mming Up 部分引导学生从内容、词汇和
语法三个方面进行总结。对于如何制作学习计划，对于提
高学习策略水平有很iLearn大的帮助。ng Tip 部分
指导学生收集尽可能多的有关名人的材料；通过阅读获取基本的信息，并以此为
依据分析这些人，从而得出正确的有关名人的评论。 II．教学重点和
难点1．教学重点1）
本单元的生词和短语。2）掌
握运用nwhe由, where, why,介词＋whch, 介词＋whomi的定语从句) 曼德拉的生平事。了解纳尔逊·3
迹。2．教学
难点1）认
识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。2）
学会发表评论和表达自己的看法。3）
学写有关伟人或名人的生平III．教学
计划本单元分
五课时：第一
课s：Warming up, Li时tening & Talking第二、三
课i：Pre-reading, Read时ng& comprehending第
四、五课L：时earning about Language & Using Words and Expressions第六
课 ：Using时language第
七课t：Lis时ening第
八课 ：Speaking时& Writing第
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Unit 5 Nelson Mandela——a modern hero教材分析I．教学内容分析本单元的中心话题是当代英雄纳尔逊·曼德拉。有别于一般故事的直叙手法，本单元采用穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉的手法，从不同的侧面反映故事的主题内容。第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC)掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这样的写法尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。Warming u p 部分通过学生的讨论，了解彼此及对伟人的品质看法。这部分的词汇都与学生的日常生活和学习有关，所以能调动学生讨论的积极性，同时了解学生的特点，达到热身的效果。Pre-reading 部分提供了六个重要的历史人物，这可以作为对学生知识面开阔与否的考察；同时借助有效的文字信息，要求学生读懂每个人的基本情况。通过讨论区分伟人和重要人物，理解伟人、重要人物之间的区别和联系，判断他们中谁能称得上是伟大的人。Reading 部分是伊莱亚斯介绍的1952-1963年期间的曼德拉：开设黑人律师事务所，为遇到麻烦的穷苦黑人提供咨询服务；以和平的方式来获取黑人应有的权利。Comprehending 部分分别从不同层面引导学生进行阅读。通过判断正误，检测学生对阅读篇章的表层来理解程度；通过小组讨论，回答问题；


步骤：Period 1 Warming up, Listening & TalkingTeaching Goals: 1. To arouse Ss’ interest in learning about heroes in history2. To develop Ss’ speaking ability.Teaching Procedures:Step 1 Lead-inPurpose: To activate Ss’ and arouse them to express their opinions about a person.Show the pictures about the historical persons like Churchill and Zhude. Ask the students what theydid and what do they think of them. And see if they know some information about them and how toexpress their opinions about a person.Step 2: Warming up Purpose: To lead Ss to the topic of this unit through the questions in the form. 1. Pair work: Get the Ss to ask the questions each other, and then ask them to present it beforeclass. a. What kind of person is your partner?b. What qualities does your partner have?c. Do you think he or she will become a great person in the future?2. Group work: Get the Ss to divide into four groups and talk about the qualities they have. Ask students to have a discussion of the adjectives in groups, helping the students become moreself-aware. Collect some qualities that students think they have. 3. Discussion Question 1: Who do you think are the greatest men in your mind? Can you name some? Question 2: In what way do you consider a man is a great? What is your standard? Encourage students to give five or six qualities that they think great persons have, and give theirreasons.The teacher invites students to draw the outline of qualities that make a great person. Conclusion: A great person is a person who has followed his or her ideas and sacrificed(牺牲) something sothat they could be realized. A pop singer may be very popular with the young people, but he/she is nota great man/woman.Step 3. Pre-listeningPurpose: To help Ss learn about the context of the listening partGroup work: Ask Ss to discuss with their partners in groups of four according to the pictures:1)Who was the person in these pictures?2)What do you know about him?3)What were his achievements?Discussion: To get the Ss to talk about William Tyndale, try to get as much information as possibleand think what kind of person he was.After talking, ask students to present their opinions to the all the classmates. Step 4. Listening (Workbook)Purposes: 1To get the main information in the listening part.2To develop Ss’ listening ability3To learn some information about William Tyndale.1)Listen to the dialogue, focusing on the subjects mentioned in the passage, then answerthe question:What’s the relationship between William Tyndale and the Bible?Suggested answer: He wrote the Bible in English2)Listen to the tape and finish off the exercise in the workbook.3)Listen to the tape again and check the answers by yourselves, then check the answerstogether.Step 5. Talking第
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IV．教学


3 页
Purpose: To get the Ss to talk about their hero/heroine. 1) Pre-speaking:1)Individual workAsk the Ss to think about these questions and then present their views to all the classmates1. Who is you hero/heroine? 2. Why do you like him/ her so much?3. Did he/she do anything for others?2)Pair workDiscuss the question below with your desk mate and classmates.What kind of qualities should a great person have? If they want to succeed in their career, whatdifficulties should they overcome?2. While-speakingPurpose: To get the Ss to talk about their hero/heroine. Show some pictures for students as examples.Pair work: Ask them to discuss them, using the following words and phrases in the discussion. Good idea! I think/ don’t think …… That’s an excellent idea! I’m afraid…… I agree/don’t agree. Why do you think so? I prefer…… What do you think of……？ In my opinion…… What’s your opinion?After the discussion, ask some pairs to present their dialogue.Sample dialogue:S1: My hero is Martin Luther King, Jr. He was so brave and did not seem to worry about his personalsafety.S2: What did he do?SI: He led the movement for civil rights in America.S2: I suppose he encouraged fighting white people!S1: No. He always argued for non-violent action. He led marches and showed the white people of thesouthern states that black people wanted the same rights.S2: But black people have the vote in America, don't they?St: But the law said black people must eat and go to school in different places from white people.King stopped that.S2: Where did this happen?SI: The first place he stopped it was Montgomery, a town in Alabama State in 1955一1956. He did itpeacefully but he made a lot of white people upset.S2: What happened? S1: The first place he stopped it was Montgomery, a town in Alabama State in 1955一1956. He did itpeacefully but he made a lot of white people upset.S2: What happened?S1: When he went to Birmingham Alabama to do the same thing a few years later, he was put inprison.S2: Was that the end?S1: No. He wrote a letter from prison telling people that they must break the law peacefully if thelaw is wrong.S2: Is that he is most famous for?S1: No. His most famous speech is “I have a dream” which he gave in Washington in 1963. It talks ofa future when black and white people can live together peacefully and happily.S2: In that case I will make him my hero too. I really like people who fight for what they believe inbut in a way that is peaceful and non-violent.Step 7. Homework1. Continue to discuss your hero/heroine with your partner. 2. Ask the Ss to get on the line and prepare something for Nelson Mandela 第


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Periods 2 & 3 Pre-reading, Reading & ComprehendingTeaching Goals:1. To learn about Nelson Mandela2. To develop some basic reading skills.3. To arouse Ss’ interest in learning about the great person, the story and the quality.Teaching procedures:Step 1. Pre-readingPurpose: To arouse Ss’ interest in learning about Nelson Mandela. Group work: Show some parsons’ pictures, and encourage students to give as much information as possible William Tyndale (1494--1536) Norman Bethune(1890--1939) Britain