必修一Unit5NelsonMandela—amodernheroReading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NelsonMandela的一段交往，从侧面向学生展示NelsonMandela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．Analysisofthetextbook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Warmingup&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NelsonMandela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.TeachingAims教学目标1）Knowledgeobjectivesa.Studentswillbeabletolearntheusefulnewwordsandexpressionsinthispart:8\nHero,quality,republic,principle,nationalism,livelihood,fight,youth,peaceful,prison,legal,equal,law,advise,continue,gold,passbook,ANC,league,stage,vote,position,accept,violence,devote,vote,guidance,blowup,introubleb.EnablethestudentstoreadElias’storyc.GuidethestudentstoknowthequalitiesofNelsonMandelaasagreatleader2)Abilityobjectivesa.Developthestudents’readingskills,suchasfastreading,carefulreadingandsummarizingb.Improvethestudents’comprehensionability3)Emotionobjectivesa,Understandthequalitiesgreatpersonhaveincommonandlearnthefinequalitiesfromthemb.Developthestudents’moralquality2.Teachingimportantpoints教学重点a.EnablethestudentstoreadElias’storyandLearntograspthemainideaofthetext.b.Enablestudentstotalkaboutthefinequalitiesofgreatpeople,especiallyNelsonMandelac.Improvethestudents’readingability3.Teachingdifficultpoints教学难点a.Howtograspthemainideaofthetext.b.Howtohelpdevelopstudents’readingabilityc.HowtohelpstudentslearnfromNelsonMandela4.Teachingmethods教学方法a.Student-centeredb.Task-basedteachingmethod(任务型教学)c.Discussion5.Learningmethods学习方法Individualorpairworkandgroupwork6.TeachingAids教具准备Themultimedia三．教学设计1.总体思路8\n本堂课的主要内容分为四大部分，Pre-reading(阅读前活动),while–reading（阅读中活动）,post-reading（阅读后活动）以及discussion(讨论)androleplay。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．Teachingprocedures教学过程：Step1.RevisionRecitation（经典背诵）Teacher:GoodMorning,everyone.YesterdayIgaveyoutheassignment,doyoustillremember?Yes/No,nowI’dliketochecktherecitationofthepassage.ok!Who’dliketohaveatry?Good!Recitethepassagetogether.Yeal!Youdoagoodjob.经典背诵Atthispoint,whenallthechildrenwerewillingtosharetheirexperiences,Ibegantolearnhowtoteach.Themusicallowedmetolearnthatteachingisaboutsharingandrespect,tearsandsmiles,theknowingandtheunknownand,mostofall,anunderstandingofeachother.(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，语句简短，朗朗上口，而且寓意深刻，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。同时让学生很快进入学习状态。Step2.Warmingupandpre-readingT:Guessinggameforprediction,showthreepicturesofgreatperson,letSsguesswhoitisaccordingtothedescriptionofthegreatperson.Askthestudentstolookatthepicturesof2personsonthePowerPointandaskstudentsiftheyknowanythingaboutthem.Q:whoisthisperson?Ishegreat?Whydoyouthinkso?Doyouadmirehim?Whydoyoulikehimsomuch?Didhedoanythingforothers?Whatare/werehisbestqualities?T:Nowcanyoutellmewhatagreatpersonis?S:Agreatpersonissomeonewhoisbrave\helpful\devotedtohelpingothers.T:ShowanotherpictureofNelsonMandela?ItseemsyouknowNelsonMandelaalittle.Doyouwanttoknowmoreabouthim?Let’sreadthefollowingstoryandseewhatEliasthinksofNelsonMandela.设计意图：通过组织学生讨论Sun8\nYat-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，引起学生对阅读的兴趣，为学习正文做好准备。Step3While-readingTask1:Fastreading1.MatcheachparagraphwiththemainideaPara1a.Blackpeople’srightsPara2b.Elias’self-introductionPara3c.MandelahelpedEliasPara4d.Elias’truefeelingandactionsPara5e.Elias’trouble—Pooreducationandjob2.DividethetextintotwopartsPartI（1-2）Elias’lifebeforehemetNelsonMandela.PartII（3-5）Elias’lifeafterhemetNelsonMandelaandwhatMandeladid.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:Carefulreading1.Whydidheleaveschool?2.Whycouldn’thegetajobinagoldmine?（difficulty）3.WhydidhemeetMandela?4.WhatdifficultiesdidblackpeoplehaveinSouthAfrica?5.HowdidMandelahelpEliasandotherblackpeople?（change）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习能力的目的。Step4.ListeningThetimelineofElias'lifeNameElias8\nbirthplaceSouthAfricaProfession（职业)workerEducationStudiedforonly2yearsTimelineofElias’life1940:Hewasborn1946:Hebeganschool1948:Heleftschool1952:Hewas12andmetMandela设计意图：听、说、读、写也是我们学好英语必不可缺的环节，而听力也是高考的方向，略读、和细读后学生已经理解文章，本部分主要是通过听再次获取文章伊莱雅斯的信息，本文是一篇记叙文，指导学生学会利用时间顺序描述一个人一生的主要活动。图片加深对文章的理解，训练学生听力抓细节能力。Step5Classtest（当堂检测）Eliaswasa_____________inSouthAfrica.Hejustreceived_______educationwhenhewasyoung.Sohehadsome___________(difficulty)inhiswork.Whenhewasattheageof12,hemetMandelawhooffered_________onhis________problems.Hewasgratefulforhis_____________(kind).DuringElias’time,lifefortheblackswas______.Theyhadnorightsto_______andweretreated___________(equal)，SowhenMandelaorganizedtheANCYouthLeaguetofightfortheequalrightsoftheblacks,Elias______itassoonashecould.Atfirsttheytriedsome_________(peace)waytobreakthelawbutitwas____________(allow).Asaresult,theyhadto____________________________torealizetheirdreamofmakingblackandwhitepeople________.Key:blackworker,little,difficulties,guidance,legal,kindness,vote,unequally,joined,peaceful,notallowed,answerviolencewithviolence,equal.设计意图：通过当堂检测，巩固学生所学知识，也是查漏补缺，检查教学效果的一种方法，同时也训练了学生语法填空能力。Step6DiscussionandroleplayTask1:SupposeyouareareporterandyourclassmateisElias.YouareinterviewingElias.Maybethefollowingquestionswillhelpyou.WhendidyoufirstmeetMandela?8\nHowdidhehelpyou?★★Whatdoyouthinkofhim?Whatdidyoudotosupporthim?Whatwillyoudointhefuture?Key:1.helpfulOpenedablacklawfirm...2.kind&intelligentHetoldmehowtogetthecorrectpapers...3.Brave,Determined&UnselfishEithertoacceptorfightthegovernment.Answerviolencewithviolence.设计意图：这部分问题是较高层次的，讨论角色表演环节，对于提高学生的口语能力起到了积极作用。学生可根据课文的信息材料进行课文复述，有助于学生当堂进一步巩固课文。但同时学生还要根据课文内容对Mandela的英雄事迹进行评价。Task2:Howdoyouthinktobeagreatpersonasaseniorstudent?1.hard-workingWemustworkhardforourselves,parentsinordertoliveabetterlifeinthefuture.Successbelongstohard-workingpeople.2.determinedFollowourideas,nevergiveup.3.friendly&warm-heartedPeoplewhohelpotherswillgetothers'help.4.optimisticTheworldwillsmileatuswhenwearesmiling.设计意图：在老师总结时，老师适时的给学生提个实际问题，作为中学生怎么做才能成为一名伟人？把本节课推向高潮。Step7SummaryElias:apoorblackworkerinSouthAfrica.ThetexttellsusabouthowMandelahelpedElias’andotherblackpeople.8\n设计意图：再次回顾本节课所学。Step8Homework1.Readthetextfluentlyandtrytorecitethekeysentences.2.Thinkofapersonyouadmireandrespect!Writeapassagetodescribehimorherwiththetitle--“Myhero”.设计意图：1.本文定语从句比较多，熟读课文为语法奠定基础。2.阅读与写作密不可分，阅读是写作的基础。本文学习了Mandela的英雄事迹，让学生写他们心中的英雄，不仅强化了学生对课文的理解，还为学生创造了语言输出的机会,它也是阅读教学有效的延伸。Step9.Blackboarddesign板书设计Unit5NelsonMandela－amodernheroReadingELIAS’STORYWhydidheleaveschool?Whycouldn’thegetajobinagoldmine?Elias’lifebeforemeetingMandelaWhydidhemeetNelsonMandela?difficultyWhatdifficultiesdidblackpeoplehaveinSouthAfrica?Elias’storyElias’lifeaftermeetingMandelaChangeHowdidMandelahelpEliasandotherblackpeople?Step10.Teachingassessment教学评价Afterteaching,Ithinkwehaveachievedbothteachingaimsandlearningaimsbyprovidingvariouschancesforthestudentstopracticetheirlistening,speaking,readingandwritinginthisclass.Onetheonehandwhatimpressesmemostisthebrilliantperformanceofmystudents.Allofthemparticipatedactivelyinclassactivitiesandtheyreallydidagoodjob.Ontheotherhand，therelationshipbetweenthestudentsandmeisveryharmonious.Besides,withthehelpofthemultimedia,Icanmakemy8\nstudentsinterestedinmyclassandpresentmoreinformationinalimitedtime.Bytheway,whatIthinkshouldbeimprovedisthatsomestepsarenotperfectbecauseofthelimitedtime.Anyhow,thisclassisasuccessexceptforsomethingthatneedstobeimproved,Ithink.8
