高中英语必修一教学设计模板NelsonMendalaBook1Unit5.doc

Lesson Plan for
Unit 5 Nelson Mandela—a modern hero
(Warming up & ReadingⅠ)
T: Teacher
Ss: Students

Ø Teaching ideology
New Curriculum for English advocates quality-oriented education and all round learning. As for reading, it is an interactive process which involves not only the perceptions of graphic symbols but also the memory traces of the reader’s past verbal and nonverbal experiences. So in this period, T should follow the Ss-centered principle and act as the role of a guide, a helper and a facilitator of Ss.

Ø The analysis of teaching material
The reading material is taken from NSEFC Module 1 Unit 5. This unit focuses on the qualities of a great person and the contribution of a modern hero Nelson Mandela.
In Warming up, the qualities of a great person are discussed. In the reading part, the life of Mandela is shown through the story of a poor black worker Elias. Since Ss may not be so familiar with the background information, T should add some relevant material.

Ø The analysis of learning condition
The Ss are from Grade 1 in key Senior High School. They have achieved certain ability in English comprehension. Besides, they like to air their opinions, so discussion in groups is supposed to be carried out effectively.
However, Ss may not be so familiar with the hero Nelson Mandela and they may know little about his greatness, so T should well present the background information to lessen Ss’ comprehending difficulty.

Ø Learning objectives
Based on the analysis of the teaching ideology, the teaching material and the learning condition, the following objectives are set:
Language knowledge
By the end of the class, the Ss will be able to
(1) Grasp some useful words and expressions such as selfless, active, generous, active, devote one’s life to etc.
(2) Use the proper expressions to describe a person and to present their opinion.
Language skills
By the end of the class, my Ss will be able to
(1) Improve their listening and speaking skills through group discussion.
(2) Locate specific information by scanning.
(3) Grasp the outline of the passage.
Learning strategies
(1) Ss will improve their communicative skills such as using evidence to support their views through discussion and interviews.
(2) Ss will learn to search the Internet to get some useful information.
(3) Ss will learn to solve the problem individually and accomplish the task cooperatively.
Affects
(1) Ss will be more respectful to great people and learn their good qualities
(2) Ss will be aware of the importance of racial equality.
Cultural awareness
(1) Ss will know better about the suffering of black people
(2) Ss will get informed with the fighting between the white and the black.

Ø Language focuses and anticipated difficulties
Language focuses
(1) Understand the real meaning of a hero/heroine
(2) Talk about the fine quality of great people to improve the Ss’ speaking ability
(3) Improve the Ss’ reading ability, for instance, understanding the text by picking out the time clue.
Anticipated difficulties
(1) Express their own opinions and ideas, especially in interviews
(2) The time sequence of the passage is not so clear

Ø Teaching methods
Teaching methods
How to use
Three-stage model
Pre-reading. While-reading, Post-reading
Communicative
In Pre-reading stage, I’ll stimulate Ss to communicate in English.
Situational teaching
IN Post-reading stage, a situation will be created for Ss to improve their real communicative ability.
Task-based language teaching, cooperative and autonomous learning
Through the whole period, Ss will be offered with various tasks to work cooperatively and autonomously.
Ø Teaching aids
Teaching aids
Purpose
Multi-media devices, PPT document
To arouse Ss’ interest; to improve learning efficiency
Blackboard
To highlight the focuses and clues.

Ø Teaching procedures
Step One: Warming-up (10 mins)
1. Ask the Ss questions and have a short discussion.
Who is the most popular student in our class?
Can we say he/she is a great person? Why or why not?
2. T reads the descriptions of 6 people and let the Ss guess who they are.
(In this way, Ss can practice their listening.)
Then T demonstrates the pictures of those people and asks the Ss they are famous person or great person?
(T should try to encourage the Ss to conclude some qualities and personalities of great person, using some structures such as in my opinion, I think… etc. And help them notice that the most remarkable quality of great people is their spirit of devotion)

Step Two: Pre-reading (5mins)
1. Video-clicking
The Ss enjoy a short video about the misery of black people in history. Before watching, T should ask the Ss to pay much attention to the pictures appear in the video.
After watching, T should ask the Ss to say something about what they have seen.
T may conclude that the black had lived a poor life for hundreds of years.
2. Discussion
As we all know that the black have almost the same rights as the white right now. T may ask what altered the situation and who played an important role in that movement?
a. Martin Luther King Jr. (I Have a Dream)
b. Nelson Mandela (The president of South Africa who fought for the black people and was therefore imprisoned for thirty years. He helped the black people to get the same rights as the white people.)
Then T may ask the Ss whether Mandela is a great person or not, and the reason.

Step Three: While-reading (17mins)
Task 1: Get the Ss to read the text quickly and make a timeline of Elias’ life until he met Nelson Mandela.
1940 ______________
1942 _________________________
1946 _________________________
1948 _________________________
1952 _________________________

Task 2: Read the text again and find the answer.
a. Elias’ life before meeting Mandela
Information: _____________________________
His problem: _____________________________
b. Black people’s problem: _______________________________
c. Life after meeting Mandela
Mandela’s help: _________________________________
Support for Mandela: ________________________________

Task 3: Listen and get the main idea of each paragraph.
T divides the class into groups of four. The Ss take turns to read one paragraph and the other three write out the main idea in key words.
Compare what have been written with partners and choose the best ones.
Then report to the whole class.
Part 1 (Paras.1-2)
The life of Elias’ life before he met Nelson Mandela.
Part 2 (Paras.3-5)
The change of Elias’ life after he met Nelson Mandela and what Mandela did.

Task 4: In Elias’ story, what role did Mandela play and how did he change Elias’ life?
Suggested answer: They are friends and they helped each other. Mandela helped Elias get the passbook and the job while Elias helped Mandela blow up some government buildings.

Step 4 Post-reading (12 mins)
1. Pair work I: Interview I
Suppose one is the host of Dialogue (CCTV 9), and the other is Elias. Have a short interview between each other.
2. Pair work II: Interview II
T: After listening to Elias’ story, we all know that Mandela is Elias’ hero, but what about your story? Can you make another interview and share with us?
The person used to be the host in Interview I should talk about his/her story influenced by a great person. And the other one should be the host.

Step 5 Summary (1min)
A Modern Hero
Great/Famous Person
Mandela’s Devotion
Elias’ Story

Assignment
Using the Internet to search resources and write a composition. You can choose from the following two topics: A Great Person in My Eyes or An Important Person in My Life.
Ø Blackboard design
great
people
famous
people
Nelson Mandela
My “hero”
Teacher
Mother
Father
Friend
…
①devote to the racial movement
②help black people (Elias…)
③brave--violence
④persistent …
Unit5 Nelson Mandela—a modern hero