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2019-2020年高中英語 （Unit5 Nelson Mandela—a modern hero the 2nd period）課件 新人教版必修1 ●從容說課 This is the second period of this unit.In this period，students are expected to retell the contents of the reading passage.The purpose is to review the passage and further understand the bad experience of the blacks in South Africa.At the same time，students can have chance to practice their oral English.After that，it is very necessary to deal with the language points in the Warming up and reading passage，which helps the students to enlarge their vocabulary and strengthen their English basic skills.What’s more，there are some exercises designed to consolidate these words and expressions. ●三維目標 1.Knowledge： Learn and master the new words and expressions in this period. Words：fight，advise，prison，accept，receive Phrases：stop...（from） doing sth.，lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison Sentences： The last thirty years have seen the greatest number of laws stopping our rights and progress. Only then did we decide to answer violence with violence. 2.Ability： （1）Enable the students to talk about Elias’ experience in English. （2）Enable the students to use the new words and expressions freely. 3.Emotion： Further understand the bad experience of the blacks in South Africa. ●教學重點 （1）fight：fight for，fight against，fight with （2）advise：advise sb. on sth.，advise sb. to do sth.，advise that sb. （should） do sth. （3）prison：be in prison，be in the prison，put sb. in prison，sb. be kept/held prisoner （4）accept/receive （5）stop...（from） doing sth. ●教學難點 Help the students to master the grammar：inversion with Only＋adverbial. ●教具準備 The multimedia and the blackboard. ●教學過程 Step 1 Greetings Greet the whole class as usual. Step 2 Revision T：In the last period，we read a passage about Elias.From the passage，we’ve got a lot of information about racial discrimination in South Africa and Nelson Mandela.First，let’s go over the passage.I’d like to ask you two questions. （Show the following questions on the screen.） Q1：How did the ANC Youth League fight the government？ Q2：What can we learn from the text about Nelson Mandela？ T：Who’d like to have a try？Tom？ S1：Yes.At first，the ANC Youth League fought against the government in a peaceful way.But when they failed，they began to use violence. T：Well done.Who’d like to answer the second question？ S2：I have a try.I think we can learn from Mandela the qualities of bravery，persistence，kindness and determination. T：Very good.Now suppose you are Elias and your partner is a newspaper reporter.He is interviewing you.Please work in pairs. （Give several minutes for students to prepare.） T：Now，I’d like a pair to act out your dialogue.Which pair volunteers？ S3：We want a try. T：Good.Please begin. （The pair acts out their dialogue.） Possible dialogue： （A—a newspaper reporter B—Elias） A：Elias，may I ask you a few questions？ B：Of course，I’d like to answer them. A：What’s life in South Africa like？ B：It’s much better now.Since Nelson Mandela became the first black president of South Africa in 1994，we have had the same right as the whites；I hope it will be like this forever. A：What were some of the problems that black people had？ B：There were some problems.Our life was harder than the whites because we could not go to the same school as the whites in the past and therefore we couldn’t get a higher position in the factories and panies.Even there was a time when one had got to have a passbook to live in Johannesburg.But things are different now.I’m sure we will live a better life in the future. A：I think so.I heard that President Nelson Mandela helped you.Would you please say something about that？ B：I’m glad to.I met him in 1952 when I was twelve years old.The time when I met him was a very difficult period of my life.I worked in a gold mine.But I did not have a passbook because I was not born in Johannesburg.So I was worried about whether I would be out of work. A：So he helped you？ B：Yes.He was so kind to help me.He told me how to get the correct papers so it was one of the happiest days of my life. A：You’re very lucky. B：I think so.I thanked him very much and I never forgot how kind he was and when he organized the ANC Youth League，I joined it as soon as I could. A：So from then on，you fought together against the government to get the same rights as the whites. B：Right. A：Thank you for answering my questions.Wish you every success. Step 3 Language points T：Thank you.You gave us a wonderful performance.From the reading passage，we’ve discovered some useful words.Now，let’s deal with them one by one. （1）fight vt.和……戰(zhàn)斗，和……打 English fought Germany. vi.作戰(zhàn)，戰(zhàn)斗 *fight for... 為……而戰(zhàn)斗 He told the workers to fight for their rights. *fight against/with... 為反對……而斗爭，和……作斗爭 You will have to fight against/with difficulties. England fought against/with Germany in the war of 1941-1948. *fight with... 和……一起作戰(zhàn) They fought with the Italians in the last war. （2）advise v. *advise sb. on sth. 就……給某人出主意 I have advised you on that subject. The teacher advised me on how to learn English. *advise sb. to do sth. 建議某人干…… The teacher advises me to practise more spoken English. *advise that sb. （should） do sth. I advise that you （should） not eat this kind of fruit. advice n.［U］ a piece of advice give sb. advice on... 關(guān)于……給某人建議 In one of his books，Marx gave some advice on how to learn English. （3）prison *be in prison 坐牢 *be in the prison 在監(jiān)獄里，可能坐牢，可能工作 He told me that he had been in prison for three years. *put sb. in prison 把……投入監(jiān)獄 The robber has been put in prison. *sb. be kept/held prisoner 被囚禁 （4）accept 接受，指的是主觀上接受了 receive 收到，指客觀上收到，不一定接受 I received his invitation，but I didn’t accept it. （5）stop...（from） doing sth. 阻止……做某事 You must stop him （from） telling his father. I really want to stop you （from） smoking. T：Just now we learn useful words and expressions in Warming-up and Reading.Now let’s analyze difficult sentences together and learn useful sentence structures. （1）The last thirty years have seen the greatest number of laws stopping our rights and progress. see在此句意思為“見證、目睹”，為某事發(fā)生之時，主語常為時間。 Yesterday saw a terrible car accident in front of our school. （2）Only then did we decide to answer violence with violence. 只有在這時，我們才決定用暴力反抗暴力。 這是一個倒裝句。結(jié)構(gòu)：Only+狀語+ 部分倒裝 狀語：由副詞，介詞短語或狀語從句構(gòu)成。 *部分倒裝用一般疑問句的語序 Only yesterday did his father tell him the truth. Only by shouting was he able to make people hear him. Only when his father came back did he go to bed. *only引導的詞不是狀語不用倒裝 Only he can work out this problem. （3）But I was happy to help because I knew it was to realize our dream of making black and white people equal. was to do 在此處意思為“注定將會……”。 You were to regret your decision later. Step 4 Discovering useful words and expressions T：So much for the language points.Now，let’s look at the exercise on the screen.Please read the passage again to find words that mean the same. （Show the following form on the screen and allow the students enough time to finish them.） Alternative expressions Words and expressions from the text group of people organized for a special purpose feel hopeless lose one’s job brave man in fact have some difficult problems be taken to prison some time be ready to money paid for going to school tell somebody what to do go on always doing new things what people do in a war a yellow metal for making a ring agree to take go against a law quiet and calm Suggested answers： Alternative expressions Words and expressions from the text group of people organized for a special purpose league feel hopeless worry about lose one’s job out of work brave man hero in fact as a matter of fact have some difficult problems be in trouble be taken to prison be put in prison some time period be ready to willing money paid for going to school fee tell somebody what to do advise go on continue always doing new things active what people do in a war violence a yellow metal for making a ring gold agree to take accept go against a law attack quiet and calm peaceful T：Now，please turn to Page 36 and do Exercise 2plete the passage with some of the words above.Discuss the sentences with your partner to see which words should be chosen. （Allow the students a few minutes to prepare and then check the answers with the whole class.） Step 5 Using words and expressions T：Now look at the screen.Please translate the following sentences into English using what we learned just now. （1）士兵與村民共同與敵人戰(zhàn)斗。 （2）爸爸建議我多讀英語報紙。 （3）我們應(yīng)盡力阻止這種事再次發(fā)生。 （4）只有在那時，他才意識到他錯了。 （5）我第一次聽這首歌就喜歡它了。 （6）我昨天確實見到了Mike。 （7）他昨天沒有上學的原因是他病了。 （8）我永遠不會忘記我見到Mandela的那天。 Suggested answers： （1）The soldiers fought with the villagers against the enemies. （2）Dad advised me to read more English newspapers. （3）We should try to stop such a thing （from） happening again. （4）Only then did he realize that he was wrong. （5）The first time I heard the song，I liked it. （6）I did see Mike yesterday. （7）The reason why he didn’t e to class is that he was ill. （8）I will never forget the day when I saw Mandela. Step 6 Practice T：Now，let’s turn to Page 70.Go through the passage and choose the words or expressions from the brackets to plete the passage below.Are you ready？ Ss：Yes. T：OK.Let’s begin. （Allow the students a few minutes to prepare and then check the answers with the whole class.） Step 7 Summary T：In this period，we first go over the reading passage “Elias’ story” to do the oral practice.Then we deal with some important and useful language points.After that we do some consolidation exercises.Now I’m sure that you further understand the passage. Step 8 Homework 1.Do WB P71.Ex 2 Translation. Preview the attributive clause. ●板書設(shè)計 Unit 5 Nelson Mandela—a modern hero The Second Period （1）fight fight for... fight against fight with （2）advise v. advise sb. on sth. advise sb. to do sth. advise that sb. （should） do sth. advice n.［U］ a piece of advice give sb. advice on... （3）prison be in prison be in the prison put sb. in prison sb. be kept/held prisoner （4）accept receive （5）stop...（from） doing sth. ●活動與探究 This activity is designed to make a research into the racial discrimination in South Africa.Ask the students to search for some information about that after class in different ways，such as from the library or the Internet. ●備課資料 Charles Babbage Charles Babbage was one of the key figures of a great era of British history.Born as the industrial revolution was getting into its swing，by the time Babbage died Britain was by far the most industrialized country the world had ever seen.Babbage played a crucial role in the scientific and technical development of the period.Although born in London，Babbage came from an old Totnes family，and retained close links with the region all his life.The West Country，with its mining and engineering was particularly important in the early stages of the industrial revolution，and from the extraordinarily wealthy Totnes region，with its port at Dartmouth，came also Newen and Savery，pioneers of the steam engine.Babbage went up to Cambridge in 1810 and with some friends effected the crucial introduction of the Leibniz notation for the calculus，which transformed mathematics in Cambridge and thus throughout Britain.In 1814 Babbage married Georgiana Whitmore，from a landowning Shropshire family.Her half brother，Wolryche Whitmore，was the M.P.who rose year after year in the House of mons to move the repeal of the Corn Laws.He was also a leading member of the Political Economy Club，and played an important part in Babbage’s life.Babbage’s greatest achievement was his detailed plans for Calculating Engines，both the table-making Difference Engines and the far more ambitious Analytical Engines，which were flexible and powerful，punched-card controlled general purpose calculaters，embodying many features which later reappeared in the modern stored program puter.These features included：punched card control；separate store and mill；a set of internal registers （the table axes）；fast multiplier/divider；a range of peripherals；even array processing.It has often been asked whether Babbage’s Engines would have worked if they had been built.This may not be an entirely meaningful question：much can go wrong during such a project，while on the other hand new solutions may be found to any problems which might appear during construction.However the question can be put slightly differently：would it have been technically feasible for，say，Babbage and Whitworth to construct an Analytical Engine during the 1850s？Twenty five years ago，after a careful investigation，Anthony Hyman and the late Maurice Trask formed the opinion that construction of Babbage’s Engines would have been quite possible.The problems were financial and organizational，but technically the project in itself was perfectly feasible.They proposed a plan：first construct DE2 （the Second Difference Engine；then，if wished DE1，or a version of DE2 with “travelling platforms”；and finally a plete Analytical Engine，probably following plan 28A.After much work by many people，and particularly by Dr Allan Bromley，a team at the Science Museum led by Doron Swade built a plete version of DE2.It was a triumphant success，vindicating Babbage’s technical work.However，the far more ambitious task of constructing an Analytical Engine remains to be undertaken.Besides the Calculating Engines Babbage has an extraordinary range of achievements to his credit：he wrote a consumer guide to life assurance；pioneered lighthouse signalling；scattered technical ideas and inventions in magnificent profusion；developed mathematical codebreaking （Prof.Franksen has plausibly suggested that Babbage ran a private Bletchley Park for the British government in the middle of the 19th century）.Babbage was also an important political economist.Where Adam Smith thought agriculture was the foundation of a nation’s wealth；where Ricardo’s ideas were focused on corn：Babbage for the first time authoritatively placed the factory on centre stage.Babbage gave a highly original discussion of the division of labour，which was followed by John Stuart Mill.Babbage’s discussion of the effect of the development of production technology on the size of factories was taken up by Marx，and was fundamental to Marxist theory of capitalist socio-economic development.A case can also be made that Babbage had an influence on William Stanley Jevons，and was thus also a pioneer of marginal value theory.However，the latter remains to be proved.For twenty five years Charles Babbage was a leading figure in London society，and his glorious Saturday evening soires，attended by two or three hundred people，were a meeting place for Europe’s liberal intelligentsia.