人教新课标英语必修1 Unit 5 Nelson Mandela - a modern hero 教案1

2019-2020 年高中英语必修一 Unit 5 Nelson Mandela - a modern hero 教案 1 Introduction In this period, after the warming up, students will first know about the qualities of a great person, and know something about Nelson Mandela. And during the process of reading, the students could master some reading skills to help them to attain the knowledge about this unit. Objectives 1. Get the students to know the qualities of a great person. 2. Get the students to learn about Nelson Mandela. 3. Develop the students reading ability and let them learn different reading skills. Focus 1. Get the students to know about the qualities a great person should have. 2. Get the students to learn about Nelson Mandela. 3. Get the students to learn different reading skills. Aids Multimedia facilities, tape-recorder, photos, diagrams Procedures Step 1 Warming up Good morning, class. Today we will learn new unit. Firstly, let’s discuss the following questions: the qualities a great person should have. 1. When talking about a person, what adjectives can you think of to describe his or her qualities? 2. What kind of a person are you? Do you think you have the qualities to be a great person? 3. What are the qualities you should find in a great person? Ask the students first to brainstorm the questions, then to describe themselves. Tell them the adjectives in the box in the part Warming Up on Page 33 will help them find out what qualities they have. Finally have a discussion with the whole class and help them to sum up the qualities that a great person should have. The answers of the questions: 1. Adjectives for describing a person: kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-minded, determined… 2. Open. 3. A great person should be determined, hard-working, unselfish, and generous. He should follow his ideas and never lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc. Step 2 Pre-reading 1. Looking and answering: Look at the six people in the part Pre-reading and answer the following questions. 1) Can you recognize them? Who are they? 2) Do you think they are important people? Why or why not? 3) Do you think all of them are great people? One minute for students to think them over. Then check with the whole class. Suggested answers: 2) Yes, they are, because they have done something really important to benefit a country or the world. 3) No, I think not all of them are great people. 2. Discussing and speaking Students read the information of each of the six persons, discuss in pairs what qualities make a great person and find out whether he is a great person or not. When they are discussing, remind the students to use the following expressions for giving and asking for opinions: I think/I don’t think. . . ; in my opinion; I’m afraid. . . ; I agree/I don’t agree. . . ; I prefer. . . ; What’s your opinion? Why do you think so? What do you think of. . . ? Several minutes later, ask some pairs to act out their dialogues. A sample dialogue: A: What qualities do you think make a great man? B: In my opinion, a great man is one who has followed his or her ideas and sacrificed something so that they could be realized. A: What is the difference between a famous person and a great person? B: A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble cause, they cannot be called a great person. A: Do you think William Tidal is a great person? B: Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work. A: I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now, let’s e to Norman Bethune. What do you think of him? B: . . . Step 3 Reading 1. Lead-in and guessing Tell the students: So far we have talked a lot about great persons. Do you want to know more about them and learn from them? Well, we are going to read about Nelson Mandela, a great leader who fights for the rights of the black people and is considered as a modern hero. Now open your books to Page 34 and read the title of the text. Can you guess what kind of writing the text is? (A story is usually a piece of narrative writing.) 2. Skimming for topic sentences and general idea Give the students three minutes, ask them to read the text fast and then fill in the form. Topic sentence of Paragraph 1 Topic sentence of Paragraph 2 Topic sentence of Paragraph 3 Topic sentence of Paragraph 4 Topic sentence of Paragraph 5 Main idea of the passage Several minutes later, check the answers with the whole class. Suggested answers: Topic sentence of Paragraph 1 The time when I first met Nelson Mandela was a very difficult period of my life. Topic sentence of Paragraph 2 Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work. Topic sentence of Paragraph 3 The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life. Topic sentence of Paragraph 4 The last thirty years have seen the greatest number of laws stopping our rights and progress until today we have reached a stage where we have almost no rights at all. Topic sentence of Paragraph 5 We first broke the law in a way which was peaceful; when this was not allowed . . . only then did we decide to answer violence with violence. Main idea of the passage Elias describes how Nelson Mandela helped the black people through his own experience 3. Further understanding Give the students another several minutes to discuss the following questions. If they are not sure about the answers, they can read the text again. Encourage them to read the text with the questions in mind and try to find out the answers. 1) What disadvantages did Elias have in finding a job? 2) How did the white people stop the black people from being treated fairly? 3) How did the new government in South Africa treat the white people? 4) Why did Elias support Mandela? 5) Why did he support violence when he did not agree with it? The teacher can join in students’ discussion or ask them to answer the questions individually and then check with the whole class. Suggested answers: 1) Poor education; no permit to live in Johannesburg. 2) Through unfair laws. 3) They treated the white people as well as the black people. 4) There are three reasons: Firstly, Mandela once helped him and he considered Mandela kind and generous. Secondly, he agreed with Mandela’s political ideas. For example, he agreed with his explanation of how the black people were not treated fairly. He also sided with him on his view of peaceful fighting. Thirdly, he knew that what Mandela fought for was to make black and white people equal. 5) Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence. 4. Language problems While checking the answers with the whole class, ask students to find the new words, phrases and structures that they find most difficult, help them to understand and deal with any language problems. 5. Reading aloud to the recording Play the tape of the text for the students to listen and follow. Then ask them to read the text aloud. Step 4 After-reading 1. Discussing and answering Give the students several minutes to discuss the following questions and then ask them to answer them. 1) Do you think it is fair to treat others badly for things they cannot change, like the colors of skin or eyes or the race one belongs to? Give a reason. 2) What do you learn about Nelson Mandela from Elias’ Story? 3) Do you like the way Elias tells his story? Give a reason. Several minutes later, discuss and check the answers with the whole class. Suggested answers: 1) No, because there is nothing one can do to change or improve the situation. 2) I know that Mandela is a great leader who fought for equal rights for the black people all through his life. He organized the ANC Youth League which fought against the government. He is in favor of peaceful fighting. He is kind, helpful, generous, brave, and determined. 3) (Various answers are possible. )I like the way Elias tells the story. Elias is a black worker with only a little education, so he uses some simple and short sentences to describe his experiences and his contact with Mandela, and thus makes the whole story more real-like and close to the readers. The quoted speech in the story objectively reveals Mandela’s political views through which some aspects of Mandela’s qualities are shown clearly. 2. Playing an interview game Ask the students to do an interview in pairs. Suppose one is a journalist, and the other is Elias. A journalist is interviewing Elias with the following questions. 1) When did you first meet Mandela? 2) Can you tell me more about how he helped you? 3) Can you tell me about the problems that the black people are facing? 4) How do you like his idea of peaceful fighting? 5) What do you think of him? 6) What will you do to support him in the future? 1. Finish off the related exercises in the textbook. 2. Read the text Elias’ Story again and try to retell it.