人教版高中英语必修1精品教案——unit 5 nelson mandela---a modern hero

UNIT5NELSONMANDELAAMODERNHEROWARMINGUP,PREREADINGANDREADING一、TEACHINGAIMS教学目标TEACHINGCONTAINSFROMPAGE33351TARGETLANGUAGE语言目标A重点词汇和短语PERIOD,ADVISEON,CONTINUE,FEE,FARE,GOLD,BEWORRIEDABOUT,OUTOFWORK,STAGE,VOTE,POSITION,ACCEPT,VIOLENCE,ASAMATTEROFFACT,BLOWUP,PUTINPRISON,EQUAL,MAKEOADJ,IMAGINE,INONEWAY,BLANKETS,DEGREE,ALLOWSBTODO,GUARD,STOPFROM,EDUCATED,COMETOPOWER,BEGFOR,TERROR,FEAR,CRUELTY,REWARD,RIGHTS,BEPROUDTODOB重点句子ITWASIN1952ANDHEHADOPENEDABLACKLAWFIRMTOADVISEPOORBLACKPEOPLEONTHEIRPROBLEMSP34AFTERTRYINGHARD,IGOTAJOBINAGOLDMINEP34HETOLDMEHOWTOGETTHECORRECTPAPERSSOICOULDINJOHANNESBURGP342ABILITYGOALS能力目标TALKABOUTGREATPEOPLEEXPRESSYOURPOINTSOFVIEWUSETHEATTRIBUTIVECLAUSEWITHPREPORTHERELATIVEADVERBSWHERE,WHEN,ANDWHYLEARNTOWRITEAPASSAGEABOUTAGREATPERSON3LEARNINGABILITYGOALS学能目标IMPROVETHESSABILITIESOFLISTENINGANDSPEAKINGENABLETHESSTOUNDERSTANDTHEIMPORTANTEVENTSCOMPLETELYENABLETHESSTOGETAGOODMASTERYOFSOMEWORDSANDEXPRESSIONSENABLETHESSTOLEARNABOUTTHEEXPRESSIONSOFSOMEFAMOUSPEOPLEENABLETHESTUDENTSTOLEARNHOWTOTALKABOUTTHEFAMOUSGREATPEOPLE二、TEACHINGIMPORTANTPOINTS教学重点UNDERSTANDTHEREALMEANINGOFTHEHERO/HEROINEWHOISYOURHERO/HEROINEWHYDOYOULIKEHIM/HERSOMUCH三、TEACHINGDIFFICULTPOINTS教学难点THEATTRIBUTIVECLAUSE2WHERE,WHEN,WHYUSETHEATTRIBUTIVECLAUSEWITHPREPORTHERELATIVEADVERBSWHERE,WHEN,ANDWHYLEARNTOWRITEAPASSAGEABOUTAGREATPERSON四、TEACHINGMETHODS教学方法FASTREADINGANDCAREFULREADINGASKINGANDANSWERINGACTIVITYTOCHECKTHESTUDENTSUNDERSTANDINGOFTHETEXTINDIVIDUAL,PAIRORGROUPWORKTOFINISHEACHOTHERDISCUSSION五、TEACHINGAIDS教具准备SLIDEPROJECTOR,TAPERECORDER,COMPUTER六、TEACHINGPROCEDURESANDWAYS教学过程STEP1REVISIONGOOVERWHATHASBEENLEARNEDINTHELASTPERIODWHODOYOUADMIREGREATLYYAOMINGLUXUNNEWTONSTEP2BACKGROUNDABOUTSOMECHARACTERSWILLIAMTYNDALEWILLIAMTYNDALE14841536WASA16THCENTURYPRIESTANDSCHOLARWHOTRANSLATEDTHEBIBLEINTOANEARLYFORMOFMODERNENGLISHALTHOUGHNUMEROUSPARTIALANDCOMPLETEENGLISHTRANSLATIONSHADBEENMADEFROMTHE7THCENTURYONWARD,TYNDALESWASTHEFIRSTTOTAKEADVANTAGEOFTHENEWMEDIUMOFPRINT,WHICHALLOWEDFORITSWIDEDISTRIBUTIONBESIDETRANSLATINGTHEBIBLE,HEALSOHELDANDPUBLISHEDVIEWSWHICHWERECONSIDEREDHERETICAL,FIRSTBYTHECATHOLICCHURCH,ANDLATERBYTHECHURCHOFENGLANDWHICHWASESTABLISHEDBYHENRYVIIIBECAUSEHISBIBLETRANSLATIONALSOINCLUDENOTESANDCOMMENTARYPROMOTINGTHESEVIEWSHISTRANSLATIONWASBANNEDBYTHEAUTHORITIES,ANDHEHIMSELFWASBURNEDATTHESTAKEIN1536,ATTHEINSTIGATIONOFAGENTSOFHENRYVIIIANDTHEANGLICANCHURCHGANDHIGANDHIOCT,21869JAN,30,1948WASONEOFTHEFOUNDINGFATHERSOFTHEMODERNINDIANSTATEANDANINFLUENTIALADVOCATEOFPACIFISMASAMEANSOFREVOLUTIONHEHELPEDBRINGABOUTINDIASINDEPENDENCEFROMBRITISHRULE,INSPIRINGOTHERCOLONIALPEOPLESTOWORKFORTHEIROWNINDEPENDENCEANDULTIMATELYDISMANTLETHEBRITISHEMPIREANDREPLACEITWITHTHECOMMONWEALTHHISPRINCIPLEOFSATYAGRAHA,OFTENROUGHLYTRANSLATEDAS“WAYOFTRUTH”,HASINSPIREDGENERATIONSOFDEMOCRATICANTIRACISTACTIVITIESINCLUDINGMARTINLUTHERKING,JRANDNELSONMANDELAHEOFTENSTATEDHISVALUESWERESIMPLETRUTHANDNONVIOLENCENEILALDENARMSTRONGNEILALDENARMSTRONGAUG,51930ISANAMERICANPILOT,ASTRONAUT,ANDTHEFIRSTPERSONTOWALKONTHEMOONHEWASBORNINWAPAKONETA,OHIOANDSERVEDINTHEKOREANWARASAJETFIGHTERPILOTFORTHEUSNAVYHEATTENDEDPURDUEUNIVERSITY,WHEREHEWASAMEMBEROFAFRATERNITY,PHIDELTATHETA,ANDRECEIVEDABACHELOROFSCIENCEDEGREEIN1955THEHEBECAMEACIVILIANTESTPILOTFORNASAANDPILOTEDTHE4000MI/HX15ROCKETPLANEFROM1960TO1962HEWASAPILOTINVOLVEDINTHECANCELLEDUSDURINGTHEACTUALMISSION,HETOOKMANUALCONTROLOFTHELUNARMODULEEAGLEANDPILOTEDITAWAYFROMAROCKYAREATOASAFELANDINGSEVERALHOURSLATERHECLIMBEDOUTOFTHELMANDBECAMETHEFIRSTPERSONTOFLUBLINEONTHEMOON,WITHTHEWORDS“THATSONESMALLSTEPFORAMAN,ONEGIANTLEAPFORMANKIND”ABRAHAMLINCOLNPRESIDENTABRAHAMLINCOLN,THESIXTEENTHPRESIDENTOFTHEUNITEDSTATES18611865ALBERTEINSTEINALBERTEINSTEINISONEOFTHEGREATESTSCIENTISTSOFTHECENTURYINTHEWORLDHEWASBORNINGERMANYHISTHEORYINPHYSICSHELPEDTHEWORLDTOKNOWMOREABOUTTHEUNIVERSESOHEWASGIVENTHENOBLEPRIZEIN1921HOWEVER,IN1930S,BECAUSEOFHITLERSRULE,HEWASFORCEDTOLEAVEHISHOMELANDANDGOTOTHEUSAHELIVEDTHERESTOFHISLIFETHEREANDDIEDIN1955,ATTHEAGEOF76MARIECURIEMARIECURIE18671934,POLISHSCIENTIST,WSBORNINWARSAW,ONNOV7TH,1867,ANDDIEDINFRANCE,ON4THJULY1934SHEGRADUATEDINMATHEMATICSANDPHYSICALSCIENCEANDGOTMARRIEDIN1895WITHTHEFRENCHPHYSICIST,PIERRECURIEDURINGHERWORK,THECURIECOUPLEDISCOVEREDANEWRADIOACTIVEELEMENTNAMEDPOLONIUMINHONORTOMARIESHOMELANDTOGETHERWITHBECQUEREL,SHEOBTAINEDTHENOBLEPRIZEFORPHYSICSIN1903SHEFOUNDEDTHERADIUMINSTITUTEOFPARIS,ANDWASTHEMAINRESPONSIBLEUNTILHERDEATHIN1911SHEWASAWARDEDTHENOBLEPRIZEFORCHEMISTRYSUNYATWENSUNYATWENSUNYIXIAN,SUNZHONGSHAN,SUNWEN18661925ISCONSIDEREDTHEFOUNDINGFATHEROFMODERNCHINABORNINAPEASANTFAMILYHEWASACCORDEDTHEAPPELLANTOF“PIONEEROFTHEREVOLUTION”QIANXUESENHEISWIDELYCONSIDEREDASTHE“FATHEROFTHECHINESESPACEPROGRAM”ASONEOFTHELEADINGROCKETENGINEERSATTHECALIFORNIAINSTITUTEOFTECHNOLOGYINTHE1990S,HE,WHOHADWORKEDONTOPSECRETPROJECTSALLHISLIFE,BECOMEONEOFTHEMOSTWELLKNOWNINTELLECTUALSSTEP3READINGGETTHESTUDENTSTOCOMPREHENDTHEPASSAGEQUICKLYANDACCURATELY,ANDMEANWHILEHELPTHESSTOFORMAGOODHABITOFREADINGREADTHEPASSAGEONP34TOGETTHEANSWERSTOPART1ANDPAR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ESTRICTIVEATTRIBUTIVECLAUSEANDTHENONRESTRICTIVEATTRIBUTIVECLAUSE（2）REVISETHEUSEOFRELATIVEPRONOUNSANDRELATIVEADVERBS2ABILITYEXPANDTHEKNOWLEDGEOFTHEATTRIBUTIVECLAUSE3EMOTIONDEVELOPTHESTUDENTSQUALITYOFOVERCOMINGDIFFICULTIESINSTUDY教学重点THEUSAGEOFTHERELATIVEPRONOUNSANDRELATIVEADVERBS教学难点HELPTHESTUDENTSTOMASTERTHEWAYOFCHOOSINGARELATIVEPRONOUNORARELATIVEADVERBCORRECTLY教具准备THEMULTIMEDIAANDTHEBLACKBOARD教学过程STEP1GREETINGSGREETTHEWHOLECLASSASUSUALSTEP2REVISIONANDLEADIN（TEACHERCHECKSTHEHOMEWORKEXERCISESFIRSTANDTHENSHOWSTHEFOLLOWINGONTHESCREEN）1HEISAFAMOUSSCIENTIST2WHOSTHATGIRLINRED3IVEREADALLTHEBOOKSTHATYOULENTME4IHAVELOSTMYPEN，WHICHILIKEVERYMUCHTNOWPAYSPECIALATTENTIONTOTHEUNDERLINEDPARTSISTHEREANYTHINGINCOMMONBETWEENTHEMSSYESTHEYALLIDENTIFYTHENOUNS，WHICHAREUSEDWITHTHEMEACHPARTTELLSUSWHICHTHINGORPERSONTHESPEAKERISTALKINGABOUTTTHATISTOSAY，THEFUNCTIONOFEACHUNDERLINEDPARTISTHESAMEEACHOFTHEMISUSEDASANATTRIBUTETODESCRIBEEACHNOUNWELL，ARETHEREANYDIFFERENCESBETWEENTHEMS1YESINTHEFIRSTSENTENCE，THEATTRIBUTEISANADJECTIVEANDPUTBEFORETHENOUN；THESECONDISAPREPOSITIONALPHRASEPUTAFTERTHENOUN；THETHIRDANDFOURTHSENTENCESAREFULLSENTENCESPUTAFTERTHENOUNSTYOUARERIGHT，WHATDOWECALLTHESENTENCESPUTAFTERTHENOUNSSTHEATTRIBUTIVECLAUSETQUITERIGHTINACOMPLEXSENTENCE，THECLAUSEMODIFYINGANOUNORAPRONOUNINTHEMAINCLAUSEISCALLEDANATTRIBUTIVECLAUSETHENOUNORPRONOUNISCALLEDANTECEDENTTHEWORDTHAT/WHICHINTRODUCESTHECLAUSE（BETWEENTHENOUN/PRONOUNANDTHECLAUSE）ISCALLEDRELATIVEPRONOUNORRELATIVEADVERBTHERELATIVEPRONOUNSORADVERBSDOTWOJOBSATONCETHEYCANBEUSEDASSUBJECTS，OBJECTS，ATTRIBUTESORADVERBIALS；INTHECLAUSE，ATTHESAMETIME，THEYJOINCLAUSESTOGETHERABOUTTHEUSEOFTHEM，WELLHAVEPARTICULARREVISIONAFTERAWHILENOWLOOKATTHESENTENCESONTHESCREEN（TEACHERSHOWSTHEFOLLOWINGONTHESCREEN）COMPLETETHESENTENCESWITHSUITABLERELATIVES1IKNOWTHEREASON_HECAMELATE2DOYOUKNOWTHEWOMAN，_SONWENTTOCOLLEGELASTYEAR3THEHOUSE_COLOURISREDISJOHNS4THISISTHEBESTFILM_IVEEVERSEEN5THATISTHETOWN_HEWORKEDIN1987TWHODLIKETOTELLMEWHATSHOULDBEFILLEDINTHEFIRSTSENTENCES2ITHINK“WHY”SHOULDBEFILLEDBECAUSETHEANTECEDENTIS“THEREASON”ANDTHERELATIVEISUSEDASTHEADVERBIALOFREASONINTHEATTRIBUTIVECLAUSETYESHOWABOUTTHESECONDSENTENCE（TEACHERGOESTOANOTHERSTUDENTANDASKSHER/HIMTOANSWER）S3IFILL“WHOSE”HEREBECAUSETHEANTECEDENTIS“THEWOMAN”ANDTHERELATIVEISUSEDASTHEATTRIBUTEINTHEATTRIBUTIVECLAUSETRIGHTSITDOWN，PLEASENOWLETSLOOKATTHETHIRDSENTENCESUGGESTEDANSWERS1WHY2WHOSE3WHOSE4THAT5WHERESTEP3SUMMARIZETHEUSEOFTHENONRESTRICTIVEATTRIBUTIVECLAUSETTHENONRESTRICTIVEATTRIBUTIVECLAUSEISACLAUSE，WHICHGIVESEXTRAINFORMATIONTOTHEANTECEDENTSOWEUSEACOMMATOINTERRUPTTHESENTENCEWHENTHENONRESTRICTIVEATTRIBUTIVECLAUSEISCUTOFF，THESENTENCESTILLHASAFULLMEANINGNOWLOOKATTHESENTENCESONTHESCREEN（SHOWTHEFOLLOWINGONTHESCREEN）1IHAVETWOBROTHERS，WHOAREBOTHSOLDIERS2NEXTWEEK，WHICHYOULLSPENDINYOURHOMETOWN，ISCOMING3IVETRIEDTWOPAIRSOFSHOES，NEITHEROFWHICHFITSMEWELLTPAYATTENTIONTOTHEUNDERLINEDPARTSTHEREARECOMMASTOINTERRUPTTHESENTENCESAND“THAT”CANNOTBEUSEDINTHENONRESTRICTIVEATTRIBUTIVECLAUSEYOUSHOULDPAYMOREATTENTIONTOTHESTRUCTURE“INDEFINITEPRONOUN/NUMBERS/NOUN/SUPERLATIVEOFWHICH/WHOM”ISOFTENUSEDINTHENONRESTRICTIVEATTRIBUTIVECLAUSESTEP4THEUSAGEOFTHERELATIVEPRONOUNSANDTHERELATIVEADVERBSTASWEKNOW，RELATIVEPRONOUNSORADVERBSPLAYIMPORTANTPARTSINTHEATTRIBUTIVECLAUSENOWLETSMAKEALISTOFTHEMONTHEBLACKBOARDFIRSTANDTHENREVISETHEIRUSAGEWITHTHEHELPOFTHEFORMSONTHESCREEN（BBTHERELATIVEPRONOUNSWHO，WHOM，THAT，WHOSE，WHICH；THERELATIVEADVERBSWHEN，WHERE，WHY）（TEACHERCOLLECTSTHEMFIRSTANDTHENSHOWSTHEFOLLOWING）FORM1THERELATIVEPRONOUNSREFERRINGTOFUNCTIONINTHECLAUSEWHOPEOPLESUBJECT/OBJECTWHOMPEOPLEOBJECTTHATPEOPLE/THINGSUBJECT/OBJECTWHICHTHINGSUBJECT/OBJECTWHOSEPEOPLE/THING（OFWHOM/WHICH）ATTRIBUTEFORM2THERELATIVEADVERBREFERRINGTOFUNCTIONINTHECLAUSEWHEN（AT/IN/ONWHICH）TIMEADVERBIALOFTIMEWHERE（IN/ATWHICH）PLACEADVERBIALOFPLACEWHY（FORWHICH）REASONADVERBIALOFREASON（TEACHEREXPLAINSTHETWOFORMSSEPARATELYANDADDSTHEFOLLOWINGWITHEXAMPLESONTHESCREEN）T1WHENARELATIVEPRONOUNISUSEDASASUBJECTINTHECLAUSE，THEVERBMUSTAGREEWITHTHEANTECEDENTINPERSONANDNUMBER1THOSEWHOWANTTOGOTOTHECINEMAMUSTBEATTHESCHOOLGATEBY330PM2HEWHODOESNTREACHTHEGREATWALLISNOTATRUEMAN2WHENTHEANTECEDENTISTHESTRUCTUREOF“ONEOFN（PL）”，THEVERBINTHECLAUSEMUSTBEPLURALTOAGREEWITHTHEPLURALFORMHOWEVER，IFTHEREIS“THE”OR“ONLY”BEFORE“ONE”，THEVERBINTHECLAUSEMUSTBESINGULAR，AGREESWITHTHEWORD“ONE”1SHEISTHEONLYONEOFTHEGIRLSWHOHASBEENTOBEIJING2HEISONEOFTHEBOYSWHOHAVESEENTHEFILM3WHENTHEANTECEDENTISANOUNFORTIMEORPLACE“WHEN”OR“WHERE”ISNOTALWAYSUSEDTOINTRODUCETHECLAUSEITDEPENDSONTHEFUNCTIONOFTHERELATIVEWORDINTHECLAUSE1THETIMEWHEN/THATIWENTTOTOKYOISIN19822ILLNEVERFORGETTHETIMEWHICH/THATISPENDATCOLLEGE3THESHOPTHATIBOUGHTISBIG4THESHOPWHERE/INWHICHIBOUGHTTHEBOOKISBIGSTEP5THEDIFFERENCEBETWEEN“THAT”AND“WHICH”TASWEKNOW，BOTH“THAT”AND“WHICH”CANBEUSEDFORTHINGS，BUTTHEUSEOFTHEMISNOTALWAYSTHESAMELETSLOOKATTHESENTENCESONTHESCREEN（SHOWTHEFOLLOWINGONTHESCREEN）1THISISTHESECONDARTICLETHATIHAVEWRITTENINENGLISH2ITISTHEBESTFILMTHATHEHASEVERSEEN3THISISTHEVERYBOOKTHATIWANTTOREAD4ALLTHATTHEYTOLDMESURPRISEDME5THEYTALKEDABOUTTH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