優秀英語教案
nelsonmandela英語教案篇一：Unit5NelsonMandela教學設計
Unit5NelsonMandela
--AModernHero
Teachingaims
1.Knowledge：
Learnandmasterthenewwordsandexpressionsinthisperiod.
2.Ability：
�。�1）Talkaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.
�。�3）Learntothinkaboutapersonorasituationindifferentrespects.
3.Emotion：
�。�1）Learnaboutsomegreatpeopleandqualitiestheyhaveincommon.
�。�2）Developthestudents’moralquality.
Importantteachingpoints
Haveadiscussionaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.
Difficultpoints
Howtoexpresstheirownopinionsandideasusingthelearnedwordsandexpressionsinpropersituation.
Teachingprocedures:
Step1Warmingup
Introducethetopicbyaquestion.
Whoisyourfavoritestar?Thenintroducesomepeople
YaoMing
JayChow
SunYat-sen
NormanBethune
目的：學生對本單元的主人公可能沒有太多了解，通過猜名人來引出曼德拉，使得講解顯得自然承接，不突兀。
step2Pre-reading
HowmuchdoyouknowaboutNelsonMandela?
目的：讓學生通過小組合作的方式討論關于曼德拉的信息，在上課之前對主人公做好了解，為課堂做好鋪墊，便于學生更好的理解課文。
step3While-reading
Task1fastreading
1..Whatisthegeneralideaofthestory?
Thestoryisabout__________.
A.thepoorlifeofblackpeopleinSouthAfrica.
B.thelifeofMandela.
C.howMandelahelpedblackpeople.
D.howEliasmetMandela.
2.Thegeneralideaofeachparagraph,pleasematchthem:(段意連線)
Para1:helpgetcorrectpapers.
Para2:Eliasblewupgovernmentbuildings
Para3:helpknowaboutthepositionofblackpeople.
Para4:tellthetrouble
Para5:meet
3.Howmanypartscanthetextbedividedinto?Givethegeneralideaofeachpart.Part1:Paragraph1-2ThelifeofElias’________hemetNelsonMandela.
Part2:Paragraph3-5ThechangeofElias’life________hemetNelsonMandelaandwhatMandeladid.
目的：快速閱讀的目的就是讓學生迅速抓住文章大意以及每段的中心含義，這樣設計題目的目的就是幫助學生準確抓住文章大意。
Task2carefulreading
Part2.(para3-5)
1.WhatkindofunfairsituationdidblackpeopleinSouthAfricaface?
⑴Blackpeoplecouldnot__________orchoosetheirleaders.
�、艬lackpeoplecouldnotgetthe______theywanted.
⑶Theplacewheretheylivedwere____________________.
�、萒heycouldn’t_______________there.
2.AtimelineofElias’slife.
1940—
1946—
1948—
1952—
1954—
1963---
3.HowdidtheANCYouthLeaguefightagainstthegovernment?
A.Theyfoughtagainstthegovernmentinapeacefulway.
B.Theyshootthegovernmentofficials.
C.Theydecidedtoanswerviolencewithviolence.
4.WhydidEliashelpMandelablowupsomegovernmentbuildings?
A.Becausehelikedviolence.
B.Becauseitwasnotdangerous.
C.Becausehethoughtitwasawaytomakeblackpeopleandwhitepeopleequal.
D.Becausehewantedtobefamous.
4.WhydidElias’lifechange?
A.Eliaschangedhimself.
B.NelsonMandelahelpedhimwhenhewasintrouble.
C.NelsonMadela’squalitiesinfluencedhimalotandmadehimrealizetomakeblackandwhiteequal.
D.BothBandC.
目的：仔細閱讀的目的就是讓學生對文章里的細節進行定位，搜索和挖掘。這樣設計題目就是讓學生更好的'到原文中去尋找文章的線索。
5.Fillintheblanksandretellthestory
MynameisElias.ThetimewhenIfirstmetNelsonMandelawasaverydifficult____ofmylife.Mandelawastheblack____towhomIwentforadvice.Heofferedguidancetopoorblackpeopleontheir____problems.IneedhishelpbecauseIhadlittle______.Ibeganschoolatsix.Twoyearslater,Ihadtoleavebecausemyfamilycouldnotcontinueto____theschool______.However,thiswasatimewhenonehadgottohavea_____toliveinJohannesburg.SadlyIdidnothaveoneandI_______aboutwhetherIwouldbecome______work.Hetoldmetogetthe_____paperssoIcouldstay.Ibecame________aboutmyfuture.Inever_____howkindhewas.Whenhe_____theANCYouthLeague,I____itassoonasI____.
目的：通過設計文章復述，對整篇文章進行回顧，再從整體上對文章進行深層次理解。
Step4After-reading
Roleplay:
situation:Inthestreet,areportorofCCTVaskapassengersomequestions,suchas"Whichgreatpeopledoyouadmiremost?"
"Howdoyouknowhim/her?"
"Canyoutellmeastoryofhim/her?"
"Whatqualitycanyoulearnfromhim/her?",
makeadialoguebetweenthem.
目的：通過角色扮演，最主要的目的就是讓學生對所學知識進行鞏固應用，實現真正的學以致用。
Homework:
Readthepassage:"TheRestofElias'Story"andfinishtheexercisesonpage39.
目的：通過閱讀剩余的故事，把它將第一部分結合起來，從整體上對曼德拉進行分析，從而得出這位偉人身上的品質，最后學習其優秀品質。
nelsonmandela英語教案篇二：NelsonMandela課堂教案
Unit5NelsonMandela----amodernhero
Reading------------Elias’story
I.閱讀目標:
1.EnablethestudentstoreadElias’story.
2.GuidethestudentstoknowthequalitiesofNelsonMandelaasagreatleader.
II.能力目標：
1.Developthestudents’readingskills,suchasscanning(略讀),word--guessing(猜詞),closereading(細讀)andsummarizing(總結)
2.Improvethestudents’comprehensionability.
III.情感目標：
1.Understandthequalitiesgreatpeoplehaveincommonandlearnthefinequalitiesfromthem.
2.Developthestudents’moralquality
Step1.Fastreading
Para1Blackpeople’srights
Para2Elias’Self-introduction
Para3MandelahelpedElias
Para5Elias’truefeelingandactions
Para7Elias’trouble–Pooreducationandjob
Pare4and6Mandela’sspeeches
Thetextcantbedividedintotwoparts?Whatarethey(Discussion),andthengivethegeneralideaofeachpart.PartI:_____________________________________________________________.
PartII
__________________________________________________________________.
Whatisthegeneralideaofthestory?
Thestoryisabout__________.
A.thepoorlifeofblackpeopleinSouthAfrica.
B.thelifeofMandela.
C.ThelifeofElias’changedbeforeandafterhemetNelson.
D.howEliasmetMandela.
Step2.Listening:
PleaselistentothepassagecarefullyandtrytofinishthetimelineofElias’life.
1940….
1946….
1948….
1952….
1963….
Comprehending
Decidewhethertheyaretrueorfalseandgiveareason.
1.EliaswenttoseeNelsonMandelawhenhewasintrouble.
2.Eliasleftschoolbecausetheschoolwastoofarfromhishome.
3.NelsonMandelahelpedhimkeephisjob.
4.EliastrustedNelsonMandelaandhejoinedtheANCYouthLeague.
5.Eliaswaswillingtoblowupgovernmentbuildings.
6.NelsonMandelathoughtviolencewasagoodwaytohelpblackpeople.
Step3.IntensiveReading:Readthispassagecarefullyandanswerthefollowingquestions:
Questions:(para1-2)
1.WhenwasEliasborn?
In1942B.In1940C.In1946D.In1920
2.WhendidthewriterreceivetheguidancefromNelsonMandela?
In1954B.WhenEliaswas6yearsold.
C.In1952D.WhenEliaswas8yearsold.
Part2.(para3-5)
1.WhatkindofunfairsituationdidblackpeopleinSouthAfricaface?
�、臖lackpeoplecouldnot______orchoosetheirleaders.
⑵Blackpeoplecouldnotgetthe______theywanted.
⑶Theplacewheretheylivedwere______________.
�、萒heycouldn’t__________there.
2.WhydidEliashelpMandelablowupsomegovernmentbuildings?
_________________________________________________________________.
3.HowdidtheANCYouthLeaguefightagainstthegovernment?
A.Theyfoughtagainstthegovernmentinapeacefulway.
B.Theyshootthegovernmentofficials.
C.Theydecidedtoanswerviolencewithviolence.
D.Theyignoredtheruleofthegovernment.
4.WhydidEliashelpMandelablowupsomegovernmentbuildings?
A.Becausehelikedviolence.
B.Becauseitwasnotdangerous.
C.Becausehethoughtitwasawaytomakeblackpeopleandwhitepeopleequal.
D.Becausehewantedtobefamous.
5.WhichofthefollowingstatementsisNOTthewriter’spurposeofthepassage?
A.ToletusknowthelivingsituationoftheblacksinSouthAfricaatthattime.
B.TotellushowgreatNelsonMandelawas.
C.ToletusknowthelivingsituationoftheblacksinSouthAfricaatthattime.
D.Totellusaninterestingstory.
6.Itcanbeinferredfromthepassagethat:
A.NelsonMandelahelpedEliastokeephisjob.
B.Eliaswashappytoblowupthegovernmentbuildings
C.thegovernmentwashappywithNelsonMandelaandtheANC.
D.EliasmetNelsonMandelaatschool.
Step4.Detailunderstanding:
Fillintheblankswithproperwords,ifnecessary,youcanrefertothetext.
Blackpeople’sproblems:
Theycouldn’tgetthe______theywanted.Theyhadtoliveinthe________partofSouthAfrica.
Elias’life:
BeforemeetingMandela
Apool______workerinSouthAfrica.Hedidn’thavea________toliveinJohannersburg,Sohewouldprobablybecomeoutof_____.
AftermeetingMendela:
Mandelatoldhimhowtogetthecorrect___Sothathecould____inJohannesburg.He____theANCYouthLeague.HehelpedMandala____upsomegovernment______.
Summary:課文縮寫填空：
EliasfirstmetNelsonMandelawhenhewastwelveyearsold.Atthattime,Mandelawasablack_________whooffered_________topoorblackpeopleabouttheirlegalproblem.
EliasneededNelson’shelpbecausehehadverylittle_________.Hegotajobinagoldmine.SadlyhedidnothaveapassbooktoliveinJohannesburgandhe________aboutwhetherhewouldbecome__________ofwork.MandelatoldEliashowtogetthe___________paperssohecouldstayinJohannesburg.EliasneverforgothowkindofMandelawas.WhenMandela_______theANCYouthLeagur,Elias________itassoonaspossible.In1963,EliashelpedMandela________up
somegovernmentbuildings.Thoughitwasdangerous,Eliaswasvery__________tohelp.
Homework:
1.composition:writeashortsummaryofthispassage.
2.reviewthewordsandexpressionsofthisunit.
3.previewthetext:TherestofElias’story.
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