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1、Teaching DesignBook1 (Unit5) ReadingNelson Mandelaa modern hero School: No.1 middle school of Fu Yuan Subject: English Name: Wu XiuyingTeaching Design Book1（Unit5）ReadingNelson Mandela a modern heroIntroduction (Analysis of the teaching material): The topic of this unit is about Nelson Mandelaa mode
2、rn hero. In this period, students will learn about Nelson Mandela and know about what qualities a great person should have. The reading passage is Eliass story . By learning the text, students will learn a lot from Nelson Mandela .Analysis of the students: In our school, a number of students are afr
3、aid to learn English. Among the subjects, English learning is on the top, especially for the boys. As a result, most of them lose interests in learning English even some of whom give it up. For this, the teachers must try their best to motivate the students interests to learn English through all kin
4、ds of methods.Teaching aims: Knowledge aims:a. Key words: hero quality willing active republic fight peaceful prison period fee youth league stage vote position violence equal Key phrases: lose heart in trouble worry about out of work as a matter of fact blow up putin prisonb. Key sentences:1. The t
5、ime when I first met Nelson Mandela was a very difficult period of my life.2. Sadly I did not have one because I was born there, and I worried about whether I would become out of work.3. The last 30 years have seen the greatest number of laws stopping our rights and progress, until today we have rea
6、ched a stage where we have almost no rights at all.4. We were put into a position in which we had either to accept we were less important, or fight the government.5. Only then did we decide to answer violence with violence.Ability aims:1. Train the students reading ability about the kind of the peop
7、le category2. Express your points of view and talk about great people with the expressions of persons. Emotional aims:1. Learn about some great people and qualities they have in common.2. Get the students to learn from Nelson Mandela to develop their moral qualities.Teaching important points:1. Mast
8、er the words and phrases appearing in the text. 2. Enable the students to understand the passage better.3. By the mode of top-down to improve the students reading ability about the kind of the people category.Teaching difficult points：1. How to express their own opinions and ideas.2. How to analyze
9、the long and difficult sentences to grasp the main idea of a text or a passage.Teaching methods:1. Going through some pictures about great and famous people to stimulate the students learning desire.2. Fast reading and careful reading to understand the text.3.Through explaining and discussing to mas
10、ter the difficult sentence patterns. Teaching procedures:Step1 Warming up -Class work (5minutes)Task1 Enjoy the song- Hero from American pop singer Mariah Carey and make students think Who is their heroes / heroines? Task2 Show some pictures of great and famous people and giving some words for descr
11、ibing them to prepare for the pre-reading:active devoted selfless generous diligent brave loyal honest wise popular charming determinedstrong-minded warm-hearted easy-going hard-working Step2 Pre-reading - Class work and individual workTask1 Learn the following new words and phrases appearing in the
12、 passage to overcome the difficulty of reading (5minutes)words: quality devote found vote attack violence equal willing cruelty equalphrases: out of work as a matter of fact in trouble lose heart come to power turn to Task2 Ask the students to read the title of the passage and guess the relationship
13、 between Elias and Mandela (1minutes)Step3 Fast reading Task1 Give the students three minutes, ask them to read the text fast and finish the following match: -individual work (5minutes)Topic sentence of Paragraph 1 ( E ) Topic sentence of Paragraph 2 ( C ) Topic sentence of Paragraph 3 ( B ) Topic s
14、entence of Paragraph 4 ( D ) Topic sentence of Paragraph 5 ( A )A. 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. B. The day when Nelson Mandela told me what to do and helped me was one of the happiest day
15、of my life.C. 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.D 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 al
16、l.E. The time when I first met Nelson Mandela was a very difficult period of my life.Task2 Conclude the general idea -individual work（3minutes）What is the general idea of the story? ( C ) A. the life of Mandela. B. the poor life of black people in South Africa. C. how Mandela helped black people. D.
17、 how Elias met Mandela.Step4 Careful readingTask1 Scanning -individual work（3minutes） Write out the right order according to what happened to Elias in the following years. So that students are familiar with the timeline once again.1. 1940 D A. Elias began school.2. 1942 F B. Elias was twelve years o
18、ld and met Mandela.3. 1946 A C. Elias left school.4. 1948 C D. Elias was born.5.1952 B E. Elias helped Mandela blow up some government buildings.6. 1963 E F. Elias was a two-year-old baby.Task2 Group discussion -Group work（5minutes） Discuss and decide if the statements are true or false. If false, a
19、nd give the reason. This exercise is to check the students understanding about details.1. Elias met Nelson Mandela at school. ( F )2. Nelson Mandela was a black lawyer. ( T )3. Nelson Mandela believed that black people were being treated as well as white people in South Africa. ( F )4. Nelson Mandel
20、a thought violence was a good way to help black people. ( F )5. Nelson Mandela helped Elias keep his job. ( T )6. The government were happy with Nelson Mandela and the ANC. ( F )Step5 Consolidation and feedback -Class work（5minutes） Finish the following blanks to understand the text better. Elias is
21、 a poor black worker in South Africa. When he first met Mandela he was in a difficult period of his life. He began school at six. But he had to leave because his family could not continue to pay the school fees. When he got a job, he was worried because he didnt have a passbook. Then Mandela told hi
22、m what to do and helped him. When Mandela organized the ANC Youth League, Elias joined it. At that time, black people had no vote and could not chose who ruled them. In 1963 he helped blow up some government buildings, though it was dangerous for him, he knew it was to realize their dream of making
23、black and white people equal.Step6 Language points (10minutes) Explain some difficult sentences and pay attention to the sentence patterns to improve students ability of analyzing the long and difficult sentence patterns.1. The time when I first met Nelson Mandela was a very difficult period of my l
24、ife. 本句是一个复合句，when引导定语从句，在句中作时间状语主干The time was a very difficult period of my life为一个主系表结构.拓展：注意辨别when引导的定语从句和状语从句的区别2. Sadly I did not have one because I was born there, and I worried about whether I would become out of work. 本句为一个并列句，其中because I was born there是because引导的时间状语从句，whether I would beco
25、me out of work是whether引导宾语从句。 通过该知识点让学生铭记whether和if引导宾语从句时的区别用法记忆口诀：主从表从同位从，discuss介词后，不定式与or not，全部只能用 whether, 宾从若是否定句，if发挥其功用。3. The last 30 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.句中 s
26、ee在此句意为“见证，目睹”；(在某段时期)发生(某情况),经历,经受; 为某事发生之时，主语为时间 The last few months has seen more and more traffic accidents. The city has seen many changes.拓展：某些动词(see, find, witness等)主语有时不是人而是物, 即拟人用法, 使句子生动。1) Dusk found a boy crying in the street.2) Oct 1,1949, saw/ witnessed the foundation of the Peoples Re
27、public of China.4. We were put into a position in which we had either to accept we were less important, or fight the government. 本句为一个主从复合句，主句We were put into a position（主系表结构） 从句引导词in which（介词+关系代词）在句中用来引导定语从句，作地点状语。且从句中含有一个either or “要么，要么”5. Only then did we decide to answer violence with violenc
28、e. 本句为only副词置于句首引起的部分倒装结构（即把主句的情态动词，系动词或助动词提到主语前面）Only when the teacher came in, did the students stop shouting. Only by practicing a few hours every day will you be able to master English.注意（1）如果句子为主从复合句，则主句部分倒装，从句不倒装。 （2）only修饰主语时，不用倒装。Only her mother can help her to solve the problem.Step7 Summar
29、y and emotional sublimation -Class work (3minutes) Enjoy the following sayings from Nelson Mandela to encourage students to overcome difficulty: To the youth of today, I also have a wish to make: Be the script writers of your destiny and feature yourselves as stars that showed the way towards a brig
30、hter future. 对年青人，我还想许个愿：掌握你们自己的命运，想象自己是天上的星星，照亮通往光明将来的大道。Step8 Homework After class, ask students to review the key words and imitate the important sentence patterns. Step9 Teaching reflection 1、By finish different exercises students can understand the passage better. 2、By learning this text students will have a whole concept about what kind of person is a great person. Make the students learn great peoples qualities and to be a useful person in the future.3、Encourage every student because chance is equal to everyone.7
