Unit5-Reading-优教教学设计（一）

9/9Unit5Reading优教教学设计（一）设计意图Thisisthesecondteachingperiodofthisunit,aimingtohelpstudentsgetathoroughunderstandingofthereadingmaterialinthisunit.Theemphasisofthisperiodismainlyplacedonthebackgroundandthedevelopmentofthestoryandthereadingskillssuchasskimmingandscanning.Meanwhile,teachersshouldalsofocusonsomedifficultsentencestomakesurethatstudentscanunderstandthepassagethoroughly.教学重点1.Enablestudentstomasterthereadingskillssuchasskimmingandscanning.2.EnablestudentstolearnwhathappenedtoEliasandhowMandelahelpedhim.3.Enablestudentstolearntheblack’srightsandlife.4.Enablestudentstofurtherunderstandsomenewwordsandexpressionsinthispassageandhelpstudentsunderstandsomespecialsentencestructures.教学难点1.Letstudentsfindoutthedevelopmentofthestoryandgraspthedetailsofthetwocharacters.2.Getstudentstounderstandthestructuresandmeaningofsomedifficultsentences.l)Itwasin1952andMandelawastheblacklawyertowhomIwentforadvice.2)Hewasgenerouswithhistime,forwhichIwasgrateful.3)...onlythendidwedecidetoanswerviolencewithviolence.教学过程Step1Lead-in（设计意图：通过播放《光辉岁月》视频及对歌曲主人公的猜测和讨论，带领学生走近当代英雄——曼德拉，以调动学生的学习热情，激活他们的思维并使他们能够以饱满的热情快速投入到文本的研读中去。）T:Hello,everybody!TodayIwillshowyouavediobyBeyond.ItsChinesenameis“光辉岁月”，Doyouknowaboutit?OK,someofyousayyes.Someofyousayno.Itdoesn’tmatter.Let’sfirstenjoyit。(Whileplayingthevideo,showpartofthelyric.)钟声响起归家的讯号在他生命里仿佛带点晞嘘黑色肌肤给他的意义是一生奉献肤色斗争中年月把拥有变做失去疲倦的双眼带着期望今天只有残留的躯壳迎接光辉岁月风雨中抱紧自由一生经过彷徨的挣扎自信可改变未来T:Canyouguesswhothissongisabout?Letmegiveyoumoreinformationabouthimonthescreen.Whocanreaditforus?S1:HewasthefirstblackPresidentofSouthAfrica.HewasformerPresidentofAfricanNationa1Congress（非洲人国民大会，简称ANC）.Hefoughtfortheblackpeopleandwasinprisonforthirtyyears.Hehelpedtheblackpeopletogetthesamerightsasthewhitepeople.T:Excellent.Hedevotedhislifetofightingforequalrightsfortheblack.ThereforeheoncewonNobelPeacePrize.Haveyougotanyidea?S2:NelsonMandela.T:Yes.Youguessedit.ItwasNelsonMandela.Todaywe’llreadastoryrelatedtoNelsonMandela.Pleaseopenyourbooksandturntopage34andlookatitstitle“ELIAS’STORY”.Ofcourse,Eliasisthenameofaperson.CanyouguesswhattherelationshipbetweenMandelaandEliasis?Ifyoucan’tgetacertainidea,itdoesn’tmatter.Readthepassagefast,andfindouttherelationshipbetweenthem．Step2Reading1.Skimming（设计意图：引导学生快速浏览课文，把握文章中的人物关系，找到部分基本信息，并能就这些信息进行判断和甄别，培养他们快速准确捕捉信息的能力。同时，就相关信息中涉及的难词、难句进行简单的解释和复用，初步扫除学生的阅读障碍。）What’stherelationshipbetweenthem?A.Strangers.B.Helperandsupporter.C.Fatherandson.D.Teacherandstudent.T:Haveyoufinished?Ifyoufindtheanswer,pleaseputupyourhands.Nowlet’scheckuptheanswer.S3:Bisright.T:Excellent.OK,class,inordertolearnmoreinformationfromthepassage,pleasereadthepassagefastagainandthendecidewhetherthefollowingstatementsaretrueorfalse.l)EliaswenttoseeNelsonMandelawhenhewasintrouble.2)Eliasleftschoolbecausetheschoolwastoofarfromhishome.3)NelsonMandelahelpedhimkeephisjob..4)EliastrustedMandelaandhejoinedtheANCYouthLeague.5)Eliaswaswillingtoblowupsomegovernmentbuildings.6)NelsonMandelathoughtviolencewasagoodwaytohelpblackpeople.T:Haveyougottheanswers?Ss:Yes.T:Allright.Whocantellmeyouridea?l)EliaswenttoseeNelsonMandelawhenhewasintrouble.It’sTrue.2)Eliasleftschoolbecausetheschoolwastoofarfromhishome.It’sFalse.3)NelsonMandelahelpedhimkeephisjob.It’sTrue.4)EliastrustedMandelaandhejoinedtheANCYouthLeague.It’sTrue.5)Eliaswaswillingtoblowupsomegovernmentbuildings.It’sFalse.T:Whyisitfalse?What’swrongwithit?S4:Asamatteroffact,Eliasdidn’tlikeviolence.T:Verygood.Let’sgoon.6)NelsonMandelathoughtviolencewasagoodwaytohelpblackpeople.It’sFalse.T:Canyoureadtheoriginalsentenceinthepassage?S4:Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence.T:Excellent.Whatdoesthissentencemean?Doyouknow?S4:Wedecidedtouseviolenceonlywhenourpeacefulwaywasnotallowed.T:Yes.Whatasmartboy/girl.Pleaserememberwhenweput“onlyplusanadverbial”beforeasentence,wewillputdo,does,did,have,mustandsoonbeforethesubjectofthesentence.Areyouclear?OK,readthesentenceandseewhichanswerisright.Onlywhenyourealizetheimportanceofforeignlanguagesthemwell.A.youcanlearnB.canyoulearnC.youlearnedD.didyoulearnT:Haveyougottheanswer?S5:B.T:Quiteright.Lookatthepictures.Canyoumakeseveralsentenceswith“introuble”and“bewillingtodosth.”?(Possiblesentences:Iamintrouble.Whocanhelpme?/Theyarealwayswillingtohelpotherstudentswhoareintrouble.)Ss:...T:Excellent.Thankyouforyourbeautifulsentences.2.Scanning（设计意图：引导学生仔细阅读课文，发现、梳理、整合各段的基本信息，同时，通过paraphrase和同义词替代等方式解决部分难句，帮助学生真正理解课文。）A.ReadthroughParagroph.1carefullyandthencompletethechart.JobTimeWhatHowEliasNelsonMandelaT:Haveyoufinished?OK,let’shaveacheck.S1:…S2:…Suggestedanswers:ablackworker;ablacklawyer;in1952;wentforadvice;offeredguidanceonlegalproblems;begratefulfor;begenerouswithT:OK.Pleasereadaloudthefollowingsentences.Ss:1)Itwasin1952andMandelawastheblacklawyertowhomIwentforadvice.2)Hewasgenerouswithhistime,forwhichIwasgrateful.T:Well,howcanweexplaintheminEnglish?Discusswithyourpartnerandthenreportyouridea.S1:…S2:…Suggestedanswers:1)Mandelawasablacklawyer.Iwentto/turnedtohimforadvice.2)Hewasgenerousenoughtospendtimeofferingmehelp.Iwasthankfulforhisgenerosity.B.ReadthroughParagraph.2carefullyandanswerthetwoquestions:l)WhydidEliasleaveschoolsoearly?A.Becausehewasablackman.B.Becausehedidn’tstudyhardwhenhewasinschool.C.Becausehisschoolwastoofartogo.D.Becausehisfamilycouldnotaffordtheschoolfeesandthebusfare.2)WhatproblemdidEliashavetokeephisjob?T:Areyouready?Shallwechecktheanswers?Ss:Yes.S1:…S2:…Suggestedanswers:1)D2)HehadtohaveapassbooktoliveinJohannesburg.Buthedidn’thaveitbecausehewasnotbornthere.Therefore,heworriedaboutwhetherhewouldbecomeoutofwork.T:Quiteright.Butdoyouknowwhatapassbookis?ItisanIDcardandanon-whitepersonhadtouseinSouthAfrica.Areyouclear?OK.Asyoucansee,heworriedaboutwhetherhewouldbecomeoutofwork.Canyouuseaphrasetoreplace“becomeoutofwork”?Ss:Losehisjob.T:Quitegood.C.ReadthroughParagraphs3~5carefullyandanswerthefollowingquestions:1)HowdidNelsonMandelahelpElias?MandelatoldhimhowtogetsothathecouldstayinJohannesburgandthereforehebecamemoreabouthisfuture.2)HowdidEliassupportMandela?Hejoined.HehelpedMandelasomegovernmentbuildings.3)WhatproblemsdidtheblackpeoplelikeEliashaveatthattime?Theycouldnot.Theycouldn’tgetheywanted.Theyhadtolivein.4)WhydidEliassupportviolencewhenhedidnotlikeit?Becauseheknewitwouldhelp.T:OK,class,shallwechecktheanswers?S1:…S2:...S3:…S4:…Suggestedanswers:1)theecorrectpapers;hopeful2)theANCYouthLeague;blowup3)vote;thejobs;thepoorestparts4)achievetheirdreamofmakingblackandwhitepeopleequalD.AtimelineofElias’lifeT:Nowthatyouhavefinishedreadingthepassage,canyoutellmeinwhatorderthepassageisorganized?Ss:Inorderoftime.T:Right.CanyoudrawatimelinetoshowElias’life?AtimelineofElias’life19401946194819521963Suggestedanswers:Eliaswasborn;Eliasbeganschool;Eliasleftschool;Eliaswas12andmetMandela;EliashelpedMandelablowupsomegovernmentbuildingsStep3Consolidation（设计意图：引导学生回归课文，理顺课文的核心信息，并以课文为依托，让学生进行简单的语言输出，以此促进学生对课文的进一步理解，同时也是对课文词汇和句式的进一步夯实，为下一步进行深层语言输出做好准备。）T:TodaywereadapassageaboutMandelaandElias.Youhavedoneagoodjobinunderstandingit.Let’sgooverwhatwelearnt.AboutElias1)Hewasonlyinschoolforyearsandleftschoolbecausehisfamily1couldn’tcontinuetopayand.2)Hedidn’thavea(n)inJohannesburgandwasafraidofhisjob.3)HeMandelaforhelpandlaterjoinedthe.4)HehelpedMandelatosomegovernmenttohelpachievetheirdream.AboutNelsonMandela5)Heusedtobea(n)whogavehelptoontheir.6)HesetuptheANCYouthLeagueandcalledontheblacktofightforequalrightsinaway.Onlywhenthiswasnotalloweddidtheydecidetoanswer.Abouttheblack7)Theyhadalmostnoatall.8)Theycouldn’torchoose.9)TheycouldnotgettheywantedandweresenttoliveinofSouthAfrica.Suggestedanswers:1)two;theschoolfees;thebusfare;2)passbooktolive;losing;3)turnedto;ANCYouthLeague;4)blowup;buildings;5)blacklawyer;poorblackpeople;legalproblems;6)peaceful;violencewithviolence;7)rights;8)vote;theirleaders;9)thejobs;thepoorestpartsT:Verygood.Nowlet’sreadaloudtheinformationinthechart.Step4Post-reading（设计意图：在全面深入理解课文的基础上，让学生进行更高一级的语言输出，以此促进学生对文本的进一步理解和对课文信息的整合，同时为更高层次的语言输出——写作打下坚实的基础。）T:Allright.Class.NowIhavetwotasksforyou.Youcanchooseoneofthem.Pleasediscussinpairs.ThenIwilla