【正文】 ir opinions to the all the classmates. Step 4. Listening (Workbook) Purposes: 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? Suggested answer: He wrote the Bible in English 2) 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 answers together. Step 5. Talking Purpose: To get the Ss to talk about their hero/heroine. 1) Prespeaking: 1) Individual work Ask the Ss to think about these questions and then present their views to all the classmates 1. Who is you hero/heroine? 2. Why do you like him/ her so much? 3. Did he/she do anything for others? 2) Pair work Discuss 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, what difficulties should they overe? 2. Whilespeaking Purpose: 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 personal safety. 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 nonviolent action. He led marches and showed the white people of the southern states that black people wanted the same rights. S2: But black people have the vote in America, don39。 Using Words and Expressions 第六課時(shí) ： Using language 第七課時(shí) ： Listening 第八課時(shí) ： Speaking amp。 Talking 第二、三課時(shí) ： Prereading, Readingamp。 2）學(xué)會發(fā)表評論和表達(dá)自己的看法。 曼德拉的生平事跡。 2） 掌握運(yùn)用由 when, where, why,介詞 ＋ which, 介詞 ＋ whom的定語從句。 Learning Tip 部分指導(dǎo)學(xué)生收集盡可能多的有關(guān)名人的材料；通過閱讀獲取基本的信息，并以此為依據(jù)分析這些人，從而得出正確的有關(guān)名人的評論。 Summing Up 部分引導(dǎo)學(xué)生從內(nèi)容、詞匯和語法三個(gè)方面進(jìn)行總結(jié)。伊萊 亞斯的描述，可以使學(xué)生從中了解南非黑人當(dāng)時(shí)的生活狀況以及他們不平等的社會地位，從而進(jìn)一步了解曼德拉。閱讀部分是本單元主要閱讀篇章故事的延續(xù)。語法部分緊扣 “ when, where, why，介詞＋ which，介詞＋ whom 引導(dǎo)的定語從句”這一語法項(xiàng)目，重點(diǎn)學(xué)習(xí)如何選擇合適的引導(dǎo)詞，通過填空以及舉例的形式進(jìn)行綜合操練。 Learning about Language 部分主要著重于詞匯和語法的學(xué) 習(xí)與訓(xùn)練。 Comprehending 部分分別從不同層面引導(dǎo)學(xué)生進(jìn)行閱讀。通過討論區(qū)分偉人和重要人物，理解偉人 、重要人物之間的區(qū)別和聯(lián)系，判斷他們中誰能稱得上是偉大的人。這部分的詞匯都與學(xué)生的日常生活和學(xué)習(xí)有關(guān)，所以能調(diào)動學(xué)生討論的積極性，同時(shí)了解學(xué)生的特點(diǎn)， 達(dá)到熱身的效果。這樣的寫法盡可能剔除作者的主觀看法，留給學(xué)生更多的思考空間，啟發(fā)學(xué)生自己去思考，主動地表述對自己心目中英雄人物的看法。第二篇聽力短文伊萊亞斯講述了他為了爭取與白人有平等的權(quán)利而參加了曼德拉的非洲國民大會青年聯(lián)盟。有別于一般故事的直敘手法，本單元采用窮苦的黑人工人伊萊亞斯 敘述他 眼中的曼德拉的 手法，從不同的側(cè)面反映 故事的主題內(nèi)容。Unit 5 Nelson Mandela—— a modern hero 教材分析 I．教學(xué)內(nèi)容分析 本單元的中心話題是當(dāng)代英雄納爾遜曼德拉。第一篇閱讀短文伊萊亞斯向我們介紹 19521963年期間的曼德拉。第三篇閱讀短文伊萊亞斯說到他在羅本島監(jiān)獄得到了曼德拉的幫助，非國大（ ANC)掌權(quán)后 ，伊萊亞斯又回到羅本島監(jiān)獄擔(dān)任導(dǎo)游。 Warming up 部分 通過學(xué)生的討論，了解彼此及對偉人的品質(zhì)看法。 Prereading 部分提供了六個(gè)重要的歷史人物，這可以作為對學(xué)生知識面開闊與否的考察；同時(shí)借助有效的文字信息，要求學(xué)生讀懂每個(gè)人的基本情況。 Reading 部分是伊萊亞斯介紹的 19521963 年期間的曼德拉：開設(shè)黑人律師事務(wù)所，為遇到麻煩的窮苦黑人提供咨詢服務(wù)；以和平的方式來獲取黑人應(yīng)有的權(quán)利。通過判斷正誤，檢測學(xué)生對閱讀篇章的表層來理解程度；通過小組討論，回答問題；根據(jù)不同的時(shí)間，分別列出曼德拉和伊萊亞斯的經(jīng)歷，要求學(xué)生充分的把握文章的結(jié)構(gòu)。詞匯學(xué)習(xí)部分主要通過詞語釋義、缺詞填空等形式的練習(xí)，幫助學(xué)生熟悉重點(diǎn)詞匯和短語。 Using Language 部分綜合訓(xùn)練聽、說、讀、寫的能力。伊萊亞斯繼續(xù)敘述他眼中的曼德拉，伊萊亞斯說到他在羅本島監(jiān)獄得到了曼德拉的幫助，非國大（ ANC)掌權(quán)后，伊萊亞斯又回到羅本島監(jiān)獄擔(dān)任導(dǎo)游?！皩懽鳌?(Writing）部分重點(diǎn)指導(dǎo)學(xué)生如何選取和組織材料，來描述偉人。對于如何制作學(xué)習(xí)計(jì)劃，對于提高學(xué)習(xí)策略水平有很大的幫助。 II．教學(xué)重點(diǎn)和難點(diǎn) 1．教學(xué)重點(diǎn) 1）本單元的生 詞和短語。 3) 了解納爾遜 2．教學(xué)難點(diǎn) 1）認(rèn)識偉人所應(yīng)具備的優(yōu)秀品質(zhì)，向他們學(xué)習(xí)，以提高自身的素質(zhì)。 3）學(xué)寫有關(guān)偉人或名人的生平 III．教學(xué)計(jì)劃 本單元分五課時(shí)： 第一課時(shí) ： Warming up, Listening amp。 prehending 第四、五課時(shí) ： Learning about Language amp。 Writing IV． 教學(xué)步驟 ： Period 1 Warming up, Listening amp。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 it peacefully 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 it peacefully 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 in prison. S2: Was that the end? S1: No. He wrote a letter from prison telling people that they must break the law peacefully if the law 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 of a 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 in but in a way that is peaceful and nonviolent. Step 7. Homework 1. Continue to discuss your hero/heroine with your partner. 2. Ask the Ss to get on the line and prepare something for Nelson Mandela Periods 2 amp。 Comprehending Teaching Goals: 1. To learn about Nelson Mandela 2. 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. Prereading Purpose: To arouse Ss’ interest in learning about Nelson Mandela. Group work: Show some parsons’ pictures, and en