Unit 5 Nelson Mandela——a modern hero
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 up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。
土豆英语怎么说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老年人玩的游戏 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；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。
Learning about Language部分主要着重于词汇和语法的学习与训练。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引导的定语从句”这一语法项目，重点学习如何选择合适的引导词，通过填空以及举例的形式进行综合操练。
Using 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。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，来描述伟人。
Summing 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大的帮助。
Learning 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）掌握运用由when, where, why,介词＋which, 介词＋whom的定语从句。
3) 了解纳尔逊·曼德拉的生平事迹。
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：
第一课时：Warming up, Listening & Talking
第二、三课时：Pre-reading, Reading& comprehending
第四、五课时：Learning about Language & Using Words and Expressions
第六课时：Using language
第七课时：Listening
嘴上的痣
第八课时：Speaking &Writing
IV．教学步骤：
Period 1 Warming up, Listening & Talking
Teaching Goals:
1. To arou Ss’ interest in learning about heroes in history
2. To develop Ss’ speaking ability.
Teaching Procedures:
Step 1 Lead-in
Purpo: To activate Ss’ and arou them to express their opinions about a person.
韩信打野思路Show the pictures about the historical persons like Churchill and Zhude. Ask the students what they did and what do they think of them. And e if they know some information about them and how to express their opinions about a person.
Step 2: Warming up
Purpo: 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 prent it before class.
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 more lf-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 their reasons.
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 so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman.
Step 3. Pre-listening
Purpo: To help Ss learn about the context of the listening part
Group work: Ask Ss to discuss with their partners in groups of four according to the pictures:
邹家拳1) Who was the person in the 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 possible and think what kind of person he was.
自己在家洗羽绒服正确洗涤方法After talking, ask students to prent their opinions to the all the classmates.
Step 4. Listening (Workbook)
侣组词
李恩珠
Purpos:
1 To get the main information in the listening part.
2 To develop Ss’ listening ability
3 To learn some information about William Tyndale.
1) Listen to the dialogue, focusing on the subjects mentioned in the passage, then answer the question:
What’s the relationship between William Tyndale and the Bible?
