模块一Unit5 Nelson Mandela Grammar 教学设计 (1).docx

模块一Unit5 Nelson Mandela Grammar 教学设计一、教学内容概述：本节课为Module1 Unit5 Nelson Mandela语法学习课。内容整合了教材Discovering Useful structures及Using Language中的Speaking and Writing的内容。虽然是语法的教学，但是内容围绕Nelson Mandela的生平及当时南非黑人的不公正待遇进行展开，把语法学习与读、说等技能紧密结合。二、学习目标分析1. 知识技能方面（1）通过阅读与观察，学生能说出非限定性定语从句“介词+关系代词”所指代的内容及含义。（2）通过练习，学生能语境中为定语从句选择正确的“介词+关系代词”。（3）通过阅读与讨论，学生能把两个简单句整合成一个定语从句。（4）通过学习，学生能理解定语从句的功能对所描述的人或物的信息进行补充说明，并能在对话中使用定语从句。（5）通过对话练习，学生能够利用具体的事例来证明自己的观点。2. 过程与方法（1）学生能观察、发现定语从句，并通过讨论探究定语从句的形式、意义及功能。（2）学生能积极参与小组讨论与课堂小组竞争活动。3. 情感态度价值观（1）通过阅读与图片，学生能体会并说出南非黑人的不公正待遇，进一步了解种族歧视的问题。（2）通过讨论，学生能在对话中说出Nelson Mandela作为伟人的品质。三、学习者特征分析1. 学习能力：学生生源在全市属于中等水平，因此教学活动的选择与设计由易到难，较难的活动，包括最后的speaking都注意给学生搭建一定的语言支架，使得活动能顺利开展。2. 学习进度：通过Unit4的定语从句的学习，学生对定语从句的结构有了初步的了解，本节课主要是针对介词+关系代词引导定语从句这一结构进行学习与巩固。四、教学策略分析小组探究、小组合作五、教学过程Step1 Free-talkWhat things do you think were unfair in South Africa?设计意图：回顾上节阅读课所学内容，引入新课话题。Step2 Read and answer the following questions.Unfair situations in South AfricaIt was a time when the black were less important in South Africa. The black people were badly treated or even beaten by the white. The black children were only allowed to go to church schools, where they still couldnt enjoy the same rights as white children. The place where black people could live was decided by the white. A famous photo shows that a black man got on a whites-only bus by mistake, for which he became very nervous. Truly they had reached a situation in which the black had almost no right at all. Thats the reason why there appeared lots of brave fighters, among whom Nelson Mandela was the most famous one.Questions:1. What was the blacks situation at that time?It was a time _.2. How were the black children treated in church schools?The black children were only allowed to go to church schools, _.3. How would a black man feel if he got on a white-only bus?A black man got on a white-only bus by mistake, _.4. What kind of situation do the black reached?Truly they have reached a situation _5. Who is the most famous one among those brave fighters? There appeared lots of brave fighters, _6. Thinking: What do you think of South Africa at that time? (根据文章自由发表看法）It was a country where _.设计意图：结合历史图片呈现当时南非黑人所受的不公平待遇，激发学生兴趣。同时，所呈现的内容结合本单元的语法结构定语从句，通过进一步阅读与回答问题对目标语法结构有更直接的理解。Step3 Observe and discover the useful structure 1. 它们都是什么从句？_ 关系词是代词还是副词？ _2. What does the underlined part refer to? 划线部分指代的是什么？(1) It was a time when the black were less important in South Africa, during the time(2) The black children were only allowed to go to church schools, where they still couldnt enjoy equal rights as the white children. _(3) A black man got on a whites-only bus, for which he was very nervous. _(4) Truly they had reached a situation in which the black had almost no right at all. _(5) There were lots of great fighters, among whom Nelson Mandela was the most famous one. _设计意图：通过观察、发现与小组探究，学生讨论 “介词+关系代词”在非限定性定语从句中的运用及其指代意义，了解目标语法结构的形式及意义。Step 4 Complete the paragraph which was adapted from Mandelas Speech in 1964. It is a time _ all Africans should stand together. Africans want to be allowed to live in places _ they work, and not be driven out because they were not born there. Above all, we want equal political rights, _ (没有同等权利）our disaster will last forever. Thats the reason _ I have devoted myself to this struggle my whole life. I have cherished the ideal(理想） of a free society _ all persons live together in harmony with equal opportunities. If needs be, it is an ideal _ I am prepared to die.设计意图：从内容上看，此段落改编自Nelson Mandela在1964年发表的演讲，话题上承上启下，由黑人所面临的境遇转向对Nelson Mandela生平事迹过渡。从语法结构来看，本环节是对定语从句“介词+关系代词”进行操练，结合语境判断介词的选择，是关注形式和意义上的练习。Step5 Guessing game about cities or people 猜谜Tips：1. The students who describe the city or person must use attributive clauses.2. The students who tells the riddles(谜语) should give the information about the city sentence by sentence, trying not to let others get the answer directly.Example: Its a city where/ which/ that.what city is it? He is a man who/ whose/ that.Who is he? 设计意图：通过游戏猜谜，加强小组合作与组间互动，活跃课堂气氛。同时，让学生运用定语从句，体会定语从句的功能-对所描述事或物提供更多的信息。Step6. Life of Nelson Mandela Read the passage on Page 39 and try to combine the sentences using attributive clauses.1. It was 1940.He completed law degree at the university._2. He set up a law office.Many poor people come to the office for legal advice._3. He attacked anti-black laws. The law office was closed by law office for attacking the anti-black laws._4. He was sentenced to five years hard labor in 1962.After that, the ANC began to blow up buildings._5. He made great contribution to the equal rights between the black and white in a peaceful way.He won Nobel Peace Prize for that._.6. Nelson Mandela died in 2013. People throughout the world felt sad for his death. _设计意图：引导学生对Using Language部分Nelson Mandela的生平事迹进行阅读，并选取部分简单句进行语法结构的操练。把两个简单句整合成一个定语从句，既是对该结构形式、意义上的操练，更是促进学生在篇章中使用该结构，并提高使用的准确度。Step 6 Make a dialogue What qualities does Mandela have? Why do you think so? word bank: well-educated hard-working friendly warm-hearted mean determined wise active generous easy-going reliable brave selfless stubborn devoted honest famous calm lovelyExample 1S1: What do you think of Nelson Mandela?S2: Well, I think he is a _ man. S1: Why do you think so?S2: _, thats the reason why I think he is _S1：I think so. In my opinion, he is also_. _.（举一个含有定语从句的事例）S2: I am with you.Example 2S1: The death of Nelson Mandela last year was really disappointing.S2: Yes, it was a great loss. He was so _.S1: Do you know something about him?S2: Yes. _. Thats why I think he is _.S2: Quite right. Besides, I think he was a _man. _. （举一个含有定语从句的事例）S1: He is really a great man. I cant agree with you more.设计意图：本环节针对本节课所学习的内容黑人不公正待遇与Nelson Mandela生平事迹设置口语练习。让学生谈论Nelson Mandela的品质，并用本节课所学事例加以说明。同时要求学生使用定语从句，加强定语从句在篇章中的灵活运用。考虑到部分学生水平有限，教师搭建了两个框架，为学生提供语言支架，同时也鼓励程度较好的同学按照自己的想法来编对话。Step8 HomeworkWrite a short paragraph titled Nelson Mandela-a brave fighter