高中英语-Unit 5 Nelson Mandela教学设计学情分析教材分析课后反思

Unit5NelsonMandela-amodernheroReading:Elias’Story教学设计：Teachingobjectives:Tohelpstudentsgetathroughunderstandingogthereadingmaterialinthisunit.Tohelpstudentsknowthebackgroundandthedevelopmentofthestory.Tohelpstudentsimprovetheirreadingskillssuchusskimmingandscanning.Tohelpstudentsgettoknowsomedifficultandimportantsentencestructures.Keypoints:Enablestudentstomasterthereadingskillssuchasskimmingandscanning.EnablestudentstolearnwhathappenedtoEliasandhowMandelahelpedhim.Enablestudentstofutherunderstandsomenewwordsandexpressionsinthispassageandhelpstudentsunderstandsomespecialsentencestructures.Difficultpoints:Letstudentsfindoutthedevelopmentofthestoryandgraspthedetailsofthetwocharacters.Getstudentstounderstandthestructuresandmeaningofsomedifficultsentences.“Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.”“......onlythendidwedecidetoanswerviolencewithviolence.”Teachingprocedures:Step1Lead-inAskingaquestion:Whataregreatpeopleandwhatarefamouspeople?AndthenshowapictureofNelsonMandelatoleadinthetopictoday.Pleaselookatthepicturesonthescreen.Whoistheperson?Whatdoyouknowabouthim?Information:外文名：NelsonRolihlahlaMandela中文名：纳尔逊.罗利赫拉赫拉.曼德拉别名：FatherofSouthAfrica(南非国父)国籍：SouthAfrica(南非)出生日期：1918.7.18逝世日期:2013.12.5职业：PresidentofSouthAfrica(南非总统)(1994.4)主要成就：NobelPeacePrize(诺贝尔和平奖（1993年）)南非历史上首位黑人总统终身致力于推翻南非白人种族主义（racism）统治Step2ReadingSkimming(Purpose:leadstudentstolookthroughthepassageandgetsomebasicinformationandknowtherelationshipbetweenthecharacters.)Readthroughthepassagequicklyandthenfinishthemultiplechoice.Q.:What'stherelationshipbetweenEliasandNelsonMandela?A.Strangers.B.Helperandsupporter.C.Fatherandson.D.Teacherandstudent2.Scanning(Purpose:leadstudentstoreadthepasssagecarefullyandgetthebasicinformationofeachparagraphtounderstandthepassage.)A:Readthroughpara.1quicklyandthencompletethechart.CharacterJobTimeWhatHowEliasNelson

MandelaB:Readthroughpara.2quicklyandthenanswerthefollowingquestions.Q.1.WhydidEliasleaveschoolsoearly?___________________________________________________________Q.2.WhatproblemdidEliashavetokeephisjob?____________________________________________________________C:Readthroughpara.3-5quicklyandfillintheblanks.Q.1HowdidNelsonMandelahelpElias?Mandelatoldhimhowtoget______________________sothathecouldstayinJohannesburgandthereforehebecamemore_____________abouthisfuture.Q.2HowdidEliassupportMandela?Hejoined_____________________________.HehelpedMandela_________________somegovernmentbuildings.Q.3WhatproblemsdidtheblackpeoplelikeEliashaveatthattime?Theycouldnot______________________________.Theycouldn'tget_____________theywanted.Theyhadtolivein___________________.Q.4WhydidEliassupportviolencewhenhedidnotlikeit?Becauseheknewitwouldhelp_____________________________________.D:MakeatimelineofElias'life.___________________________________________19401946194819521963__________________________________CrackingthedifficultpointsUnderlinethesentencesbelowinyourtextandobservethemcarefully.Thenhaveadiscussioninpairs.TrytounderstandthestructuresandtranslatethemintoChinese.S.1“Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.”_______________________________________________________________________Notes:see,find,witness等词的主语可以用时间或地点名词，一拟人手法增添语言色彩，see可译为（在某段时期）发生（某情况），经历，经受。定语从句中，当先行词是stage,point,spot,position,situation,case,method等，并且它们在从句中充当状语时，引导词用where或介词+which。S.2“......onlythendidwedecidetoanswerviolencewithviolence.”_______________________________________________________________________Notes:only修饰状语（副词，介词短语，从句等）放在句首加强语气时，主句要用部分倒装。(正常语序：主语+谓语倒装：谓语+主语)Step3Consolidation(purpose:leadstudenstoconsolidatetheirunderstandingofthewholepassageandprepareforthelearningandusingofEnglish.)Finishthefollowingpassageaccordingtothetextandtrytoretellthestory.WhenEliasfirstmetMandela,hewasinadifficult_________ofhislife.Afterhegotajob,hewasworriedaboutbeing_______________becausehedidn'thaveapassbook.ThenMandelawhooffered__________topoorblackpeopleontheirlegalproblems,toldhimwhattodoandhelpedhim.Atthattime,blackpeoplecouldn't_________orchoosetheirleaders,getthejobsthey_________orlivedinthepartsoftownwhichweredecidedbywhitepeople.WiththehelpofMandela,theychoseto_________thelaws,foughtagainstthewhitepeoplewith_________.In1963hehelped___________________somegovernmentbuildings.Itwasdangerousforhim,butheknewitwasto__________theirdreamofmakingblackandwhitepeople__________.Step4Groupwork(Purpose:basedontheunderstandingofthepassage,helpstudentstounderstandingitbetterandintegratetheinformation.What’smore,helpstudentslearntouseEnglish)Workingroupsandthinkaboutsomewordstogivetotheblackpeopletoencouragethemtofightagainstunfairnessinthelaws.Step5Summary(purpose:leadstudentstohaveareviewandsummaryoftheclassandhelpthemtoconsolidatewhattheyhavelearned.)Whathaveyoulearnedinthisclass?Step6Homework(purpose：stimulatestudentstoreviewandconsolidatetheirunderstandingofthepassage.)1.Readthepassageoncemoreandtrytoretellit.2.Summarizethewordstoencouragetheblackpeopletofightforrightsinthelawsandwritethemdown.3.PreviewlanguagepointsofUnit5.Unit5NelsonMandela-amodernheroReading:Elias’Story学情分析：1.教学对象为高一学生,他们有自己的观点,擅于提出不同看法,认知能力较初中阶段有所提高;通过初中三年的英语学习,已经积累了一定量的英语词汇和语法知识;经过前几个单元的学习,也初步形成了对定语从句的概念。这些都为学生能学好这一课提供了基础。但是因为他们思维活跃,仅仅通过教师教学生学的教学方式已经不能满足他们的学习需要,因此在教学过程中要激发学生的学习积极性,让学生积极主动地参与到课堂活动中去,让他们主动学习,学有所获。2.前一节课对伟人的品质已经有了一些接触,因此在教本课前,布置学生通过网络了解相关的背景信息,在课堂教学中努力激发学生参与课堂教学活动的热情,积极思考、相互讨论。在前一个单元(即Unit4Earthquakes)已经介绍了由关系代词that、which、who、whose引导的定语从句的基本知识,在本课时的课文中出现了由关系代词引导的定语从句是个难点,因此要在这些方面加以关注。3.本课学生可能采用的学习策略有:阅读策略,讨论策略,调控策略和资源策略。Unit5NelsonMandela-amodernheroReading:Elias’Story效果分析：在课中我主要运用以下几点来进行教学达成效果。1,、注重知识的衔接与复习，用问题激发学生的兴趣，讨论的方式导入，不仅让学生复习以前的内容更注重了表达能力的发展，真正体现学生是课堂的主人，谈话内容与学生的知识体系都有联系。2、培养学生的兴趣，兴趣是学生最好的老师，在课堂上适当运用讨论法，激发学生学习英语的兴趣，进而促使学生由兴趣发展到产生要学好它的志趣。教师通过创设情境，把学生带到了情境中，鼓励学生多开口，用英语表达自己的思想和感受。在调动学生积极性和主动性方面，我采用了小组讨论法，让全班参与其中，形成师生互动，提高教学效果。3、多方面的融合.阅读课教学的重要任务是阅读理解的培养，但也要关注其他教学目标的落实。有些东西是一个日常教学都要做的东西。比如如何进行新词的教学。此外在阅读的过程中要有口语的训练，在教学的过程中根据学生情况可以落实一些句型和书写的目标。4、多样方式处理文本。本文虽然是阅读课型，内容以阅读为主，在文本处理中，以整体到局部的方式进行教学，先通过skimming让学生整体感知课文，带着问题任务去感知，然后把文本中人物关系弄清楚，通过scanning掌握文中细节，从而整体感知。Consolidation环节引导学生巩固所学。Group-work部分进行语言的运用，并且锻炼学生的交际能力，培养合作意识，激发学生学习兴趣。Unit5NelsonMandela-amodernheroReading:Elias’Story教材分析：1.本单元内容的组成部分:本课时为人教版高中英语Module1Unit5Reading,学生在前一节课学习了warmingup和pre-reading之后,对伟人应具有的品质已经有了一定的了解。本课时(Elias’story)着重由伊莱亚斯以第一人称向我们介绍曼德拉,使学生对曼德拉的生平有一个初步的了解。本课时从伟人所应具有的素质入手,以伊莱亚斯眼中的曼德拉为主线,并且以黑人领袖的伟大为主题进行衍生和拓展。2.本课内容与初中教材的联系:初中《新目标英语》中提到了关于做人的一些品质,但未提到作为伟人所应具备的品质,本单元所呈现的中心话题纳尔逊.曼德拉学生应该有所耳闻,但是并未了解其伟大品质,因此该话题应该是能吸引学生的。Unit5NelsonMandela-amodernheroReading:Elias’Story评测练习：Ⅰ.单词拼写1.Theyoungheiresswasso(大方的)thatshegaveallhermoneyawayinacoupleofyears.2.Everybodyknowsthatourdirectorisvery_________(忠诚的)tohiswife.3.Tokeepfit,heisainallkindsofsports.4.Asweallknow,thePeople’sRofKoreaisourneighbor.5.Itissaidthatheholdsanimportantpinthegovernmentoffice.6.Thegoodsofthiscompanyareofgood(质量).Itisnowondertheysellsowell.7.Allthe(领导)ofourcitypaymuchattentiontoeducation.8.Asweallknow,fightingisanactof(暴力).9.Thebeautifulgirlisverygentle,whichshowssheisan(有教养的)girl.10.Hiseffortswere(奖赏)withsuccess.Ⅱ.用方框内所给单词或短语的适当形式填空advise/continue/educate/accept/loseheart/worryabout1.Aneducatormustfirsthimself.2.I’vereceivedagiftfromhim,butI’mnotgoingto_________________it.3.Don’tyourtestscorebecauseyouhavedoneyourbest.4.Thedoctormetotakemoreexercise.5.Theteamhadwonnogamesandit.6.Accordingtotheweatherreport,theweatherwill__________________finetillthisweekend.Ⅲ.完成句子1.Hewill(被判死刑)forrobbingabankofourcity.2.Thenewmayorofourcitywill_______________________(上台)atth