新人教版unit5-Nelson-Mandela參賽教案設(shè)計(jì).doc

新人教版-英語(yǔ)-必修一- Unit 5 Nelson Mandelamodern hero 教案設(shè)計(jì)-A sample plan for Warming up and ReadingNo1 High School of Ruijin Xiao Cong教師：江西瑞金一中 肖聰 年級(jí)：高一課題名稱(chēng)：新人教版-英語(yǔ)-必修一Unit 5 Nelson Mandelamodern hero教學(xué)內(nèi)容：Warming up and Reading一教材分析： 本節(jié)課的教學(xué)內(nèi)容是必修一第五單元的Warming-up和Reading，以Reading為主。本課例是高一第五單元的Warming up 和Reading 部分。 熱身部分列出了一些形容詞，要求學(xué)生從中選擇一些來(lái)描述偉人，引導(dǎo)學(xué)生思考偉人應(yīng)具有的品格，這樣的安排既突出了本單元的主題偉人的品格，又體現(xiàn)了本單元的功能項(xiàng)目發(fā)表意見(jiàn)與評(píng)論。 閱讀課文的主要內(nèi)容是圍繞當(dāng)代英雄南非前總統(tǒng)曼德拉展開(kāi)的。課文借窮苦的黑人工人Elias的口吻講述了南非黑人所受到的不公正待遇以及他們爭(zhēng)取種族平等的斗爭(zhēng)情況，介紹了19521963年期間的曼德拉，從側(cè)面向?qū)W生展示了他的高貴品質(zhì)。這樣的寫(xiě)法有別于慣常所采用的平鋪直敘，雖然只反映出曼德拉的一個(gè)側(cè)面，但讀起來(lái)卻更親切感人，引人入勝，還留給學(xué)生更多的思考空間。 本篇閱讀課文圍繞“ Nelson Mandela-a modern hero 為話題，目的在于使學(xué)生了解一個(gè)偉人應(yīng)具備怎樣的品質(zhì)，要求學(xué)生掌握閱讀方法和技巧，在有限的時(shí)間里最大限度地獲取信息，讓學(xué)生嘗試“ 自主學(xué)習(xí)、主動(dòng)思考、樂(lè)于協(xié)作”。二 教案設(shè)計(jì)Teaching aims:Knowledge aims:1. Get the students to learn to learn the following words to describe a person: kind, brave, determined, diligent, wise, friendly, warm, hard-working, strong-minded, generous, cheerful;2. Get the students to know the qualities of a great person;3. Get the students to learn about Nelson Mandela.Ability aims:1. Develop the students reading ability and let them learn different reading skills;2. Get the students to learn to grasp the main idea of a text or a passage.Emotional aims:1. Enable the students to know about some great people and learn their noble qualities.2. Get the students to learn from Nelson Mandela to develop their moral qualityTeaching important points:Get the students to know about the qualities a great person should haveEnable the students to learn about Nelson Mandela;Get the students to learn different reading skills.Teaching difficult points:Develop the students reading ability;Enable the students to grasp the main idea of a text and learn how to describe a person;Enable the students to be clear about the structure of a passage.Teaching methods:1. 演示法：把制作的課件、圖片、視頻等顯示給學(xué)生看，激發(fā)學(xué)生的學(xué)習(xí)興趣，并從中體會(huì)相關(guān)的文化背景，體會(huì)語(yǔ)言的魅力，達(dá)到更好理解課文的目的；2. 任務(wù)驅(qū)動(dòng)教學(xué)法：Task-based teaching and learning將所要學(xué)會(huì)的閱讀技能設(shè)計(jì)在一個(gè)接一個(gè)的閱讀任務(wù)中，學(xué)生通過(guò)完成閱讀任務(wù)訓(xùn)練閱讀能力；3. Cooperative learning：合作學(xué)習(xí)Teaching aids: 1. The multimedia and the Internet;2. Other normal teaching tools.Teaching procedures:教學(xué)過(guò)程Step1: Lead-in：導(dǎo)入Step2: warming-up: 熱身Step3:Pre-reading: 讀前Step4:Reading: 閱讀Step5: After-reading: 讀后Step6: Consolidation: 鞏固Step7: Homework: 作業(yè)Step8: Enjoyment: 欣賞Step1: Lead inLet the students enjoy a song “Hero”, showing a MV and the lyrics on the screen, make the students enjoy the words:Theres a hero If you look inside your heart You dont have to be afraid Of what you are Theres an answer If you reach into your soul And the sorrow that you know Will melt away And then a hero comes along With the strength to carry on And you cast your fears aside And you know you can survive So when you feel like hope is gone Look inside you and be strong And youll finally see the truth That a hero lies in you Then ask the students to discuss the question “Who is hero?” Step2: Warming up: Guessing Game First, show some sentences describing some famous or great people to ask the students to guess who they are. Second, play a game. Show them some pictures of persond and adjectives to describe these persons, asking a student from each group to guess who they are while others in groups are describing the persons. Third, discuss some questions in groups, showing the following questions: Are famous people also great people? Are great people also famous people? The result of the discussion: Great people are important in a long history; famous people are important in a certain time.Step3: Pre-reading1. Let the students enjoy video about how Nelson Mandela spent his life in Robben Island and make the students enjoy and learn the poet:Out of the might that covers me,Black as the pit from pole to pole,I thank whatever gods may be,For my unconquerable soul.In the fell clutch of circumstance,I have not winced nor cried aloud.Under the bludgeonings of fate,My head is bloody,but unbowed.Beyond this place of wrath and tears,Looms but the horrors of the shade,And yet the menace of the years,Finds ,and shall finds,me unafraid.It matters not how strait the gate,How charged with punishment the scroll,I am my master of my fate,I am the captain of my soul.Then ask the students the question: what qualities should a great person have?2. Show some brief information about Nelson Mandela.Step4: Reading1. Ask the students to read the title of the passage and ask them to guess the relationship between Elias and Nelson Mandela.(Answer: Friends)2. Fast reading: Task1: Listen to the tape and try to get the general idea of the text.Task2: ask the students to read the passage as quickly as they can and find out how to divide the passage into two parts and get main idea of each part：Part 1: Paragraph(1-2) the life of Eliaslife before he met Nelson Mandela. Part 2: Paragraph (3-5) the life of Eliaslife after he met Nelson Mandela and what Mandela did.Task3: Matching the main idea of each paragraph.3. Careful reading: Give the students five minutes, ask them to read the text carefully to locate particular information and then finish the following tasks:Task1: Finish Exercise1 on P35Task2: Do the exercise on the screen: ask the students to read the first part and find the information about Elias:1940_1946_1948_1952_1963_（Answers:1940 He was born .1946 He began school. 1948 He left school. 1952 He was 12.He met Nelson Mandela. 1963:Elias helped Mandela blow up some government buildings.）Step5: After-reading: Task1:DiscussionQuestion1: What can we learn from Nelson Mandela?Question2: How to be a great person?Task2: Read and recite “were put into a position in which we had either to accept we were less important, or fight the government. We chose to attack the laws. We first broke the law in a way which was peaceful; when this was not allowedonly then did we decide to answer violence with violence.”Step6: Consolidation: summary.Show a short passage on the screen and ask the students to fill in the blanks:Nelson Mandela was the first black president of South Africa. He _all his life to making black and white people _. In 1952, he _a law office to offer _ to the poor black people on their _ problems. Elias was helped by him when he was _ and then he became more _ about his life. Later when Mandela organized the ANC _ he joined it as soon as possible and fought together for the equal rights. They first broke the law in a _ way. Only when that was not allowed _decide to answer violence with_._, Elias didnt like violence, but he was happy to help _ some of the government buildings because of their dream.(Answers: devoted; equal; set up; guidance; legal; in trouble; hopeful; Youth League; peaceful; did they; violence; As a matter of fact; blow up)Step7: Homework1. Find out useful words and expressions in the text;2. A writing task：Try to retell Elias story, using the following words:Before meeting Mandela: born, began school, leave got a job, worried about, out of work;After meeting Mandela: get, stay, joined the ANC Youth League, blow up, put in prison happy, realize the dream.Step8: Enjoy a video about a song “Glories Days” by Huang Jia Ju, telling them that the song was written for Nelson Mandela. 欣賞黃家駒的“光輝歲月”這首歌，告訴學(xué)生這首歌是黃家駒在1993年曼德拉活得諾貝爾和平獎(jiǎng)時(shí)所寫(xiě)，從歌詞和畫(huà)面中感受到世界人民對(duì)曼德拉的敬意。三 教學(xué)反思（一）：教學(xué)成功之處：1. 教學(xué)環(huán)節(jié)，學(xué)習(xí)任務(wù)的設(shè)計(jì)環(huán)環(huán)相扣，貼近學(xué)情。 課堂導(dǎo)入自然新穎，以一首“Hero” 的MV 開(kāi)始引入本單元話題: 曼德拉一個(gè)當(dāng)代英雄，引導(dǎo)學(xué)生欣賞期中的歌詞 “So when you feel like hope is gone ，look inside you and be strong，and youll finally see the truth , that a hero lies in you.”,也自然地引出一個(gè)問(wèn)題 “Who is the hero in your mind”, 以此來(lái)活躍學(xué)生的思維，帶著這樣的思考進(jìn)入到下一個(gè)教學(xué)環(huán)節(jié)。 課文閱讀分成三部分：讀前，閱讀，讀后。讀前兩個(gè)活動(dòng): 一是觀看曼德拉在羅本島的牢獄生活的一段視頻，引導(dǎo)學(xué)生理解并體會(huì)曼德拉的兩句話：Im the master of my fate; Im the captain of my soul. 在欣賞的過(guò)程中去體驗(yàn)學(xué)習(xí)曼德拉在困境中依然堅(jiān)定自己的信念，堅(jiān)持自己的夢(mèng)想，不屈不撓的精神。二是展示曼德拉的信息，讓學(xué)生進(jìn)一步了解曼德拉。課文閱讀設(shè)計(jì)了兩個(gè)過(guò)程：一時(shí)略讀，二是細(xì)讀。略讀設(shè)計(jì)了三個(gè)學(xué)習(xí)任務(wù)：文章大意，文章結(jié)構(gòu)，各段大意。三個(gè)任務(wù)層層遞進(jìn)，逐步展開(kāi)。細(xì)讀設(shè)計(jì)了兩個(gè)學(xué)習(xí)任務(wù)：判斷正誤（既課本P35練習(xí)）和時(shí)間事件連線。這兩個(gè)任務(wù)設(shè)計(jì)都是訓(xùn)練學(xué)生在有限時(shí)間里最大限度獲取和處理信息的閱讀微技能。讀后也設(shè)計(jì)了兩個(gè)任務(wù)：一是