新人教版高中英语必修1 unit5 Nelson Mandela教案设计.doc

人教版必修一 Unit 5 Nelson Mandela-a modern heroWarming up & ReadingRuijin No 1 High School Xiong Ruihong设计思想 高中英语课程指出：“高中英语课程的设计与实践要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习能力”这节阅读课的设计由易到难，环环相扣，运用任务型教学途径，积极开展小组合作学习和促进自主学习的课堂活动，强调合作探究和独立思考相结合，激发学生学习英语的兴趣，充分调动学生的学习积极性，达到有效阅读，最后实现从语言输入到语言输出中听、说、读、写综合能力的提高。教学目标语言知识：通过对本文的阅读，学生能正确地理解本文内容；通过讨论，解决难点，认识Nelson Mandela作为伟人的品质和为人类自由献身的伟大精神。语言技能：通过Guessing persons, Predicting, Skimming, Scanning, Detailed reading等阅读技能的训练，提高学生的自主性阅读理解能力，同时加强听、说、读、写综合能力的培养。学习策略：通过小组自主性阅读，互问互答，训练学生自主探究和合作学习的学习策略。情感态度：通过竞争性地参与课堂任务型活动，激发学习热情，产生学习英语的浓厚兴趣，加深对伟人品质的认识，提高自身素质。文化意识：通过课文学习，了解南非黑人在为争取自由和公平中的曲折道路，以及Mandela为人类和平所做出的巨大贡献。教学重点与难点教学重点：训练学生的Predicting, Skimming, Scanning, Detailed reading等的阅读技能，提高学生听、说、读、写综合技能。教学难点： Task 8中对Mandela 品质概括和Task 9中对课文的Elias故事的复述是本节课的难点。教学过程设计Step 1 Pre-readingTask 1 Playing a game【学情预设】Play the game group by group.T:Lets play a game.Ill give you some sentences about a person and you should guess who heshe is.【设计意图】这个活动是为了激发学生对人物描写探究的兴趣，并以小组竞争的方式给后面的各项任务的竞争开个好头。Task 2 Watching a video【学情预设】Watch the video about South Africa and Mandela .And ask them to fill in the blank.T:What do you know about Nelson Mandela?And what society did Mandela live in?For decades, South Africa was a _ country . Mandela is the man who injected the country with _,_and_.And this is one man who gave_to the nation and the world.Keys:stricken,freedom,tolerance,justice,hope【设计意图】本段视频是学生学习伟人Mandela的一个铺垫，了解当时南非的社会状况，也学习了与本单元话题相关的生词。Task 3 Predicting【学情预设】Ask students to predict the general idea of the passage according to the title and the video.T：After glancing at the title and watching video,what do you think the passage is about?Students give their own answers.【设计意图】Predicting 有助于学生更好地理解即将要阅读的文章，同时也培养了学生阅读预测的能力。Step 2 While-readingTask 4 Skimming【学情预设】First,ask students to skim the text and get main idea of the passage.Then,ask students to think of more questions of this kind.T:Read the passage as quickly as you you can and get main idea of the passage.Can you think of any other questions of this kind?Keys:The passage is about how Mandela helped black people.Para 1:Elias self-introductionPara 2:Elias troublePara 3:Mandela helped EliasPara 4:Black peoples rightsPara 5:Elias true feeling and action【设计意图】学生通过略读，找出文章大意，从整体上把握文章内容，且帮助学生如何在归纳主旨大意时找出关键词。Task 5 Detailed reading【学情预设】First,give some questions about paragraph 1 and answer the questions together with the help of pictures.Next, ask students to ask and answer some questions one paragraph after another in detail.Para 1:When was Elias born?What was he?Why did Elias went to Mandela for advice?What was Elias grateful for?Para 2:Para 3:Para 4:Para 5:【设计意图】先指导并帮助学生如何针对文段设问和回答。接着，让学生默读课文，进行互相问答，有助于他们深层次地进行理解文章。这一任务的设计充分体现了“以学生为主体”的教学理念，为Post-reading后的阅读理解和复述课文即语言输出做好铺垫。Task 6 Scanning【学情预设】Ask the students to scan the passage and fill in the blanks according to it.About Elias1.He was only in school for_years and left school because his family couldnt continue to pay_and _.2.He didnt have a(n) _ in Johannesburg and was afraid of _ his job and _.3.He_ Mandela for help and later joined the _.4.He helped Mandela to _some government_to help achieve their dream.AboutNelson Mandela5.He used to be a(n) _who gave help to _ on their_.6.He set up the ANC Youth League and called on the black to fight for _.About the black7.They couldnt _or choose_.8.They could not get _they wanted and were sent to live in _ of South Africa.9.They had almost no _at all.10.They had to answer_. Keys:two,the school fees,the bus fees,passbook to leave,losing,leaving there,turned to,ANC Youth league,blow up,buildings,black lawyer,poor black people,legal problems,equal rights,vote,their leaders,the jobs,the poorest parts right,Violence with violence【设计意图】学生个人通过查读，快速找到特定信息，然后小组成员交流各自答案。不仅让学生进一步了解文章的具体内容，而且培养学生快速阅读的能力和互帮互助的团队合作精神。Task 7 Telling true or false【学情预设】Ask students to do Ex1 on Page 35.Keys:T,F,T,T,F,F【设计意图】学生通过以上略读，查读和细读等几个教学环节，已经抓住了文章的脉络，也对课文有了更深层次的理解。这个环节设计的目的是训练学生的阅读记忆能力。Task 8 Personality【学情预设】Play the tape and ask students to find sentences to show Mandelas personality,and find the words to describe.T:Now listen to the tape and find sentences to show Mandelas personality,and find the words to describe.【设计意图】这个活动以竞赛的形式进行，一组找到体现人物性格的句子，下一组用学过的词语概括人物品质。这个活动是对教材要求的寻找facts & opinion 的再次操练。Step 3 Post-readingTask 9 Reading memory【学情预设】Ask students to retell the Elias story with the help of the pictures.【设计意图】这一教学环节是在学生充分理解课文的程度上，让学生复述课文内容，实现语言输入到语言输出的过程。Task10 Discussion【学情预设】Watch a video and discuss what we can learn from Mandela.And ask students to recite the poem.I thank whatever gods may be,for my unconquerable soul.I have not winced nor cried aloud.My head is bloody, but unbowed.I am the master of my fate .I am the captain of my soul.【设计意图】学生通过对Mandela监狱生活片段的观看，进一步了解和学习Mandela不屈灵魂的伟大精神。这个环节是对学生情感态度的升华，体现素质教育中人文精神的培养。Step 4 Assessment【学情预设】Ask students to work out the result of each group.Then congratulate the winners.Group 1Group 2Group 3Group 4Task 1Task 2Task 3Task 4Task 5Task 6Task 7Task 8Task 9Task 10Total【设计意图】这一过程体现了形成性评价，有助于提高学生学习兴趣，促进学生的发展。Step 5 Homework【学情预设】1.Ask students to write a summary about Elias story. 2.Fill in the form “Check Yourself”Check YourselfWrite down good words & expres