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1、教案Unit 5Nelson Mandelaa modern heroPeriod 3Extensive Reading and Speaking整体设计从容说课This is the fifth teaching period of this unit. As usual, the teacher should check the students homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.I
2、n this period, the teaching emphasis will be put on developing the students reading ability by reading extensively and getting them learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can just find those the students feel most diffi
3、cult and help them to understand. Thats enough here.We will deal with two parts:Reading and discussing on Pages 38-39 and Reading Task on Pages 73-74. The purpose of Reading and discussing on Pages 38-39 is to finish the story of Elias and explain what happened to him after he was sent to Robben Isl
4、and. This proved to be a very hard time in his life and he never worked again until Nelson Mandela and his government came into power. At that point ANC supporters who had suffered like Elias were given jobs and pensions by the government to make up for the years of suffering. In order to lead in th
5、e topic of this passage, the teacher can first talk about and discuss something mentioned in Elias Story. Then ask the students to find the answers by skimming and to locate particular information by scanning. While checking their answers with the whole class, deal with language problems the student
6、s cant work out by themselves. For Reading Task on Pages 73-74, it provides an opportunity for the students to think about a person or a situation in different respects. This is very important as a lot of university work and research needs students who can look at different points of view and come t
7、o a good conclusion. In addition, it means that they must also give reasons for their choice and possibly argue that one side or the other is wrong. Students are asked to give their views of Bill Gates before reading. This is to see what viewpoints they have already. Most will probably think Bill Ga
8、tes is a good man because they have only heard good things about him. In the two passages they will read both good and bad things about Bill Gates. Do these readings change their minds or do students remain unmoved by them? After reading, ask the students for their reactions again. They should give
9、a reason for any change of mind or for staying with the same opinion. This is one of the most important exercises in this unit and it should be treated seriously.As to Speaking Task on Page 74, its purpose is for the students to re-examine what qualities they think makes a great person. It is an inf
10、ormal assessment of whether they have understood the point of the unit. It also provides them with the opportunity to consider what priorities they think are important in a person. Remind the students to use the expressions set out in Talking. In order to finish this part, have a debate on whether B
11、ill Gates is a great man or not.教学重点Develop the students reading skills by extensive reading.教学难点1. Enable the students to learn to express their own opinions and ideas.2. Get the students to learn to grasp the main idea of a text or a passage.教学方法1. Task-based teaching and learning2. Cooperative le
12、arning3. Discussion教具准备A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the new words and expressions:blanket, degree, guard, educated, terror, fear, cruelty, reward, criminal, leader, come to power2. Get the students to learn some important sentence pat
13、terns:1)I felt bad the first time I talked to a group.2)We read books under our blankets and used anything we could find to make candles to see the words.3)As they were not cleverer than me, but did pass their exams.Ability aims:1. Develop the students reading skills by extensive reading.2. Enable t
14、he students to learn to express their own opinions and ideas.3. Get the students to learn to grasp the main idea of a text or a passage.Emotional aims:1. Enable the students to know about some great people and learn their noble qualities.2. Develop the students moral quality.教学过程Step 1 Revision1. Ch
15、eck the homework exercises.2. Ask some students to talk about their heroes or heroines.Step 2 Lead-inTalk and discuss with the students:As we know, in order to support Mandela, Elias helped him blow up some government buildings. Can you imagine what would happen to him if he was caught? Today we are
16、 going to read another passage The Rest of Elias Story. After reading, youll know what actually happened to him.Step 3 Reading1. Skimming for the answers:What happened to Elias?Can you describe Robben Island?Give the students 3 minutes to read the passage fast. Then check the answers with the class.2. Scanning for detailed informationGive the students 6 minutes to read the passage aga
