-
教学设计
中学英语
题目:
Unit 5
Nelson Mandela-a modern
hero(reading)
作者姓名:
巨艳妮
工作单位:
周至中学
区
县:
周至县
联系电话:
邮政编码:
710400
Teaching Plan for
ELIAS
’
STORY
Module 1
Unit 5
Nelson
Mandela-a modern hero
Reading-
ELIAS’
STORY
一.
Type
教学课型:
Reading
阅读课
本文以
Elias
的口吻,
讲述了南非黑人
所受到的不公正待遇以及他们争取种族平等的斗争
历史。同时还提到了他与
Nelson
Mandela
的一段交往,从侧面向学生展示
Nelson
Mandela
的
高贵品质。教材设计的目的是在训练学生阅读
技能的基础上,让他们认识到南非黑人争取自
由和平等权利而付出的艰辛努力。文章的主
题有利于培养学生坚强的意志,树立正确的人生
观与世界观。
二.
Analysis of the textbook
教材分析
教材借穷苦的黑人工人伊莱雅斯之口,叙述发生在他身边的纳
尔逊曼德拉的故事,时间是
从
1952
年到
1963
年。伊莱雅斯初遇曼德拉时还是一个年仅
12
岁的黑人少年,正处于人生的
一个非常困难
时期。当时曼德拉开办了专为黑人服务的侓师事务所,帮助黑人解决问题。伊
莱雅斯正是
在曼德拉的帮助下获得了在约翰内斯堡工作的合法权利,在曼德拉的教育下,伊
莱雅斯开
始体会到人生的快乐和希望。曼德拉亲切和蔼的态度、宽容博大的襟怀让他深深感
到,永
生难忘。因此,伊莱雅斯第一时间加入了曼德拉领导的非洲人国民大会青年联盟,聆
听曼
德拉的演讲,积极参加他组织的反政府活动,为争取获得与白人平等的权利而斗争。这
样
的写法有别于惯常所采用的平铺直叙,虽然只反映出曼德拉的一个侧面,但读起来却更加
亲切感人,引人入胜,还留给了学生更多的思考空间。
在本单元的
Warming up &pre-reading
部分,学生通过图片了解了一个伟人应具备怎样的品
质。
为熟悉本课的内容作了铺垫。
虽然学生对一些伟人已经有一点的背景知
识,
但是对
Nelson
Mandela
并非完全了解。本节课的目的是让学生通过阅
读,从语言材料中获取相关信息,并
通过对信息的加工和处理,提高他们的语言运用能力
。
1. Teaching
Aims
教学目标
1
)
Knowledge objectives
ts will
be able to learn the useful new words and
expressions in this part:
Hero,quality,
republic,principle,nationalism,livelihood,fight,yo
uth,peaceful,prison,legal,equal,
law,ad
vise,continue,gold,passbook,ANC,league,stage,vote,
position,accept,violence,devote,
vote,
guidance, blow up, in trouble
b. Enable
the students to read Elias’ story
c. Guide the students to know the
qualities of Nelson Mandela as a great leader
2)
Ability objectives
a.
Develop the students
’reading skills, such as fast reading ,careful
reading and summarizing
b.
Improve the students’
comprehension ability
3)
Emotion objectives
a,Understand the qualities great person
have in common and learn the fine qualities from
them
p the students’ moral
quality
ng important
points
教学重点
a.
Enable the students to
read Elias’ story and Learn to grasp the main idea
of the text.
students to
talk about the fine qualities of great
people,especially Nelson Mandela
c.
Improve the students’
reading ability
ng difficult
points
教学难点
to
grasp the main idea of the text.
to
help develop students’ reading ability
to help students learn from Nelson
Mandela
ng methods
教学方法
t-centered
-based teaching
method(
任务型教学
)
sion
ng methods
学习方法
Individual
or pair work and group work
ng Aids
教具准备
The multimedia
三.教学设计
1.
总体思路
本堂课的主要内容分为四大部分,
Pre-
reading(
阅读前活动
)
,while
–
reading
p>
(阅读中活
动)
,post-reading
(阅读后活动)以及
discussion(
讨论
) and
role play
。其中阅读前活动通过
看图说话,旨在让
学生熟悉课文主题。阅读活动由略读、细读、归纳大意环节组成,教师根
据学生的认知和
情感规律的特点,遵循循序渐进的教学原则,活动和所设计的问题由浅入深,
层层深入,
着眼于提高学生的阅读能力
,是学生理解课文的关键环节。读
后活动的评价性问
题和讨论旨在培养学生的综合语言运用能力,激发学生的发散性思维。
同时引导学生向伟人
的高贵品质学习,提高自身素养。
2
.
Teaching
procedures
教学过程:
Step 1. Revision
Recitation
(经典背诵)
Teacher: Good Morning, everyone.
Yesterday I gave you the assignment, do you still
remember ?
Yes/No
,now
I’d
like
to
check
the
recitation
of
the
passage.
ok!
Who’d
like
to
have
a
try?
Good!
Recite the passage
together. Yeal! You do a good job.
经典背诵
At this point, when all the children
were willing to share their experiences, I began
to
learn how to teach. The music
allowed me to learn that teaching is about sharing
and respect, tears
and smiles, the
knowing and the unknown and, most of all, an
understanding of each
other.(2015
安
徽
完型填空
)
设计意图:
经典背诵篇是
2015
湖南高考完型节选部分,
p>
语句简短,
朗朗上口,
而且寓意深刻,
p>
既培养学生英语语感,又复习所学词汇,还培养语言学习兴趣提高学生人生价值观。同时让<
/p>
学生很快进入学习状态。
Step
2. Warming up and pre-reading
T:
Guessing
game
for
prediction,
show
three
pictures
of
great
person,
let
Ss
guess
who
it
is
according
to
the
description
of
the
great
person.
Ask
the
students
to
look
at
the
pictures
of
2
persons on the PowerPoint
and ask students if they know anything about them.
Q: who is this person? Is he great? Why
do you think so ? Do you admire him? Why do you
like him
so much? Did he do anything
for others? What are /were his best qualities?
T: Now can you tell me what a great
person is?
S:A great person is someone
who is bravehelpfuldevoted to helping others .
T: Show another picture of Nelson
Mandela?
It seems you know Nelson
Mandela a little .Do you want to know more about
him ?Let’s read the
following story and
see what Elias thinks of Nelson Mandela.
设计意图:
通过组织学生讨论
Sun
Yat-sen
等四人的主要事迹热身引起学生对文章内容的思考,
使学生能用英语阐述自己的意见,培养学生的观察能力和语言表达能力,引起学生对阅读的
< br>兴趣,为学习正文做好准备。
Step 3
While-reading
Task1: Fast
reading
1.
Match
each paragraph with the main idea
Para 1
a.
Black people’s rights
Para 2
b.
Elias
’
self-
introduction
Para 3
c.
Mandela helped Elias
Para 4
d.
Elias
’
true
feeling and actions
Para 5
e.
Elias
’
trouble
—
Poor
education and job
2.
Divide the text into two parts
Part
I
(
1-2
)
Elias’ life before he met Nelson
Mandela.
Part II
(
3-5
)
Elias’ life
after he met Nelson Mandela and what Mandela
did.
设计意图
:快速阅读是学生
在阅读英语文章时应掌握的一项基本阅读能力。学生通过快速阅
读能迅速找到文章大意。
归纳段落大意是对学生理解语篇结构能力的考察,但当学生读前,
老师要给学生一点相应
的指导,比如快读就是迅速浏览文章,大意一般在每段的句首、句末
或文章中反复出现的
关键词等。我根据学生的实际水平,降低了难度,以连线形式让学生找
到课文每部分大意
,便于学生理解和做笔记。通过快读训练了学生获取文章大意的能力。
Task2: Careful reading
did he leave school?
couldn
’t he get a job in a gold mine?
(
p>
difficulty
)
did he meet Mandela?
difficulties did black people have in South
Africa?
did Mandela help Elias and
other black people?
(
cha
nge
)
设计意图:
细读是学生在阅读英语文章时应掌握的另一项基本阅读能力,通过细读让学生进
一步理解文章结构以及人物关系,学生用英语获取信息、处理信息、分析和解决问题的能力,
问题设计由表及里,层层深入,帮助学生逐步加深对课文的理解。最终达到提高学生自主学
< br>习能力的目的。
Step 4. Listening
The
time line of Elias' life
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