人教版高一unit5 Nelson Mandela說(shuō)課稿

1、Unit5 Nelson Mandelaa modern hero說(shuō)課稿  各位老師： 大家好！我是XX號(hào)考生顧雨，來(lái)自河南財(cái)經(jīng)政法大學(xué)成功學(xué)院。我今天所說(shuō)的課題是高中一年級(jí)英語(yǔ)上冊(cè)第5單元Nelson Mandelaa modern hero。我說(shuō)課的內(nèi)容包括五部分，包括教材分析，學(xué)生分析，教學(xué)方法，教學(xué)過(guò)程和板書設(shè)計(jì)。   一、教材分析 1.教材內(nèi)容分析 今天我說(shuō)課的內(nèi)容是高一英語(yǔ)必修1第五單元Nelson Mandelaa

2、0;modern hero.，本單元討論的話題是“great people”介紹了幾位偉人的生平和偉人身上的品質(zhì)，主要內(nèi)容是圍繞當(dāng)代英雄納爾遜 曼德拉展開的。通過(guò)學(xué)習(xí)本單元內(nèi)容，學(xué)生學(xué)習(xí)偉大人物的優(yōu)秀品質(zhì)，不斷提高自身的品格修養(yǎng)。 2、教學(xué)目標(biāo)分析 新課標(biāo)提出了立體三維教學(xué)目標(biāo)，本課我設(shè)計(jì)的教學(xué)目標(biāo)如下： 1）知識(shí)目標(biāo)： 熟悉本課的一些新單詞,短語(yǔ)和句型。語(yǔ)法方面掌握語(yǔ)法方面掌握以where，when,why,介詞+which，介詞+whom引導(dǎo)的定語(yǔ)從句 2）能力目標(biāo)： 訓(xùn)練學(xué)生的閱讀技巧（略讀、尋讀等

3、），形成用英語(yǔ)獲取信息、處理分析信息的能力。并鼓勵(lì)學(xué)生開口說(shuō)英語(yǔ)。 3）情感態(tài)度目標(biāo)： 通過(guò)學(xué)習(xí)激發(fā)學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的濃厚興趣； 使學(xué)生在領(lǐng)會(huì)語(yǔ)言豐富多彩性的同時(shí)學(xué)習(xí)偉大人物的優(yōu)秀品質(zhì)，不斷提高自身的品格修養(yǎng)。 通過(guò)對(duì)課文學(xué)習(xí)的小組討論等形式，幫助學(xué)生養(yǎng)成團(tuán)結(jié)、協(xié)作的品質(zhì)。 3、教學(xué)重點(diǎn)、難點(diǎn)： 1）教學(xué)重點(diǎn)：讓學(xué)生熟悉與本話題相關(guān)的一些重點(diǎn)單詞、短語(yǔ)。 提高學(xué)生的閱讀能力，掌握多種閱讀方法，如尋讀，精讀，理解等。 2）教學(xué)難點(diǎn)：對(duì)閱讀中所獲取的信息進(jìn)行加工學(xué)習(xí)，形成有效的學(xué)習(xí)策略。鼓勵(lì)學(xué)生開口說(shuō)英語(yǔ)。 二

4、、學(xué)生分析 高一年級(jí)的學(xué)生已經(jīng)在初中階段的英語(yǔ)學(xué)習(xí)中,已經(jīng)積累了一定的詞匯基礎(chǔ),并掌握了一些簡(jiǎn)單的學(xué)習(xí)策略和技巧,具有初步的英語(yǔ)聽說(shuō)讀寫能力。但學(xué)生的英語(yǔ)水平參差不齊，教學(xué)既要進(jìn)一步培養(yǎng)尖子的學(xué)習(xí)能力又要保證能力稍弱的學(xué)生能聽懂，調(diào)動(dòng)他們的積極性，使他們?cè)敢鈱W(xué)，在學(xué)習(xí)的過(guò)程中享受到樂(lè)趣。雖然對(duì)英語(yǔ)有一定的興趣但其學(xué)習(xí)主動(dòng)性仍有待提高，未能積極主動(dòng)地通過(guò)其他渠道獲取信息，自主學(xué)習(xí)、探究學(xué)習(xí)的能力還有待于提高。本節(jié)課的話題較貼近生活，可以引導(dǎo)學(xué)生在原有的知識(shí)經(jīng)驗(yàn)基礎(chǔ)上通過(guò)合作探究學(xué)習(xí)構(gòu)建新的知識(shí)經(jīng)驗(yàn)和信息輸入。 三、教學(xué)方法 1.首先說(shuō)教法，從學(xué)生的實(shí)際情況出發(fā)，我主

5、要采用以下教法: 任務(wù)教學(xué)法：結(jié)合學(xué)生的生活經(jīng)驗(yàn)和興趣設(shè)計(jì)相當(dāng)?shù)娜蝿?wù)值，讓學(xué)生在完成任務(wù)的過(guò)程中學(xué)習(xí)到應(yīng)有的知識(shí)并提高語(yǔ)言的溝通能力。同時(shí)讓學(xué)生帶著問(wèn)題去閱讀，找出相關(guān)答案，并分析整理形成自己的觀點(diǎn)。 情景教學(xué)：通過(guò)舉例以及觀看相關(guān)視頻讓學(xué)生了解偉人的生平事跡，并談?wù)勛约旱母惺堋?#160;多媒體教學(xué)：充分利用英語(yǔ)教學(xué)資源，如使用錄音機(jī)，電腦多媒體等，拓展學(xué)生的學(xué)習(xí)渠道，激發(fā)學(xué)習(xí)興趣，提高教學(xué)效果。 2，其次說(shuō)學(xué)法。教育家指出，“教是為了不教”自主合作探究是適應(yīng)時(shí)代需要和行之有效的學(xué)習(xí)方式，應(yīng)該激勵(lì)學(xué)生的自主學(xué)習(xí)意識(shí)，加強(qiáng)互助學(xué)習(xí)與練習(xí)，使學(xué)生收獲成功的樂(lè)趣，增強(qiáng)

6、學(xué)習(xí)英語(yǔ)的自信心。 四、教學(xué)過(guò)程 According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading. Step1 Warming-up&

7、#160;and pre-reading(It includes 2tasks)熱身與讀前活動(dòng) Task1: Ss choose the adjectives on page 33 and discuss which of them can be used to describe the great person. Task2:give 

8、studens a video about famous people,and let them Look at the blankform below and Discuss the questions in pre-reading part :are these famous people also great people?

9、0;then report their result to the whole class. 設(shè)計(jì)意圖：這幾個(gè)問(wèn)題對(duì)接下來(lái)閱讀板塊的學(xué)習(xí)提供了很好的鋪墊，學(xué)生在閱讀過(guò)程中可以將自己的觀點(diǎn)和文章內(nèi)容進(jìn)行對(duì)比。達(dá)到閱讀前的充分準(zhǔn)備。 Step2 While-reading (This step includes 4 tasks)閱讀 Task1 Scanning Scan the passge

10、0;and do exx.1,2 by individual work and pair work. Meanwhile get the ss to find out the main idea of each paragrah.              &

11、#160;                                                 &

12、#160;                      Unit 5 3 設(shè)計(jì)意圖：訓(xùn)練學(xué)生掃讀抓文章主旨大意的能力。 Task2Careful and Study reading Get the students to read and s

13、tudy the passage to find out the difficult sentences and then try to analyze them. and give them some questions. 設(shè)計(jì)意圖：利用精讀的形式讓學(xué)生對(duì)文章的內(nèi)容進(jìn)行更深層次的理解。訓(xùn)練學(xué)生獲取和處理信息的能力。 Task3 Listening and 

14、reading aloud Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next 

15、;step: post-reading. Step3 postreading(It includes 2tasks) Task1 Writing Get the ss to write a summry of this passage, using the useful expression and sentence patterns they&#

16、160;have learnt in this unit. Task2 discussing I will ask the Ss to discuss in groups and to describe what they have leaned from Mandela and how to be a

17、60;great person like him.And let students to choose an example of one great person in their mind view then discribe his or her life and story. 設(shè)計(jì)意圖：讓學(xué)生在學(xué)完這篇文章后對(duì)所學(xué)知識(shí)進(jìn)行及時(shí)的輸

18、出和鞏固，并對(duì)新學(xué)的課文形成有效的自我評(píng)價(jià)。 Step4 Homework Finish off the reading task on workbook and preview the tasks in learning about language.And collect more information about famous and great&#

19、160;people and share it to class next time. 五.板書設(shè)計(jì) 1. Blackboard design: 1) Key words and sentences 2)Questions for reading 3) The main idea for each paragraph. (直觀形

20、象性，高度概括性，藝術(shù)性) Hello, Everyone! Its my great honor to present my lesson plan here. You see, The material is the reading part in Unit 5 Nelson Mandela a modern hero The Topic of this unit is great people. And this reading passage titled Eliastory,inicates how Nelson Mandela try to fight for the e

21、quality of the black and the white,in the view of a poor black worker Elias. 教材分析It is the first period, but as my students have previewed before ,there may be little difficulties in comprehending the whole passage and catch the main idea.However, as this article is mainly about Nelson Mandela, they

22、 will probably be dull and dizzy with almost knowing nothing about the person. Therefore, its quite a necessity for them to search on the Internet for more information about Nelson Mandela in advance to form the first impression of him. Based on the analysis of the teaching material, the learning co

23、ndition, I set the following learning objectivesThe students will be able to describe a person ,especially about his quality. Their vocabulary in this part will be enlarged. The students will be able to affected by the great men,learn something from them.The students will be able to grasp the usage

24、of attribute clause, try to use it as often as they can. (教學(xué)目標(biāo)) You see ,the definition of “great people” is quite abstract for my student to understand, which increase the difficulties to tell the difference between famous people and great people. As for grammar, this passage contains a lot of attr

25、ibute clause, it may cause some difficulties for my students to understand andanalyse. (重點(diǎn)、難點(diǎn)分析)(教學(xué)步驟）In order to achieve the objectives above, several activities are designed in the three stages.In pre-reading stage, there are two activities within 7 minutes. Activity 1 is describing.Ill show some

26、famous people photoes for them to identify and encourage them to use as much adjectives as possible to describe their qualities and achievements.In this way,students can be forced to use those words and share with others so that they can all learn some new words. Activity2 is judging. Students shoul

27、d distinguish whether those famous people are great men and list out their reasons. It may be an effective way to help them understand the difference between these two definitions. Whats more, there may raise some arguments and the atmosphere can be activated.In while-reading stage, I designed four

28、activities which will spend 30 minutes. Firstly, students skim the whole passage to conclude the life experience of Elias.Activity 2 is reading the passage again and answering three questions: What can of difficulties did Elias meet as an African? Why and how did Elias help Nelson Mandela? What may

29、Eliass life be like in the latter years? Activity3 is talking about Nelson Mandelas qualities implied from this passage. Activity 4 is find out all the attribute clauses in the passage and try to sort them.The last stage, post-reading stage needs the final 8 minutes. One activities is designed.Stude

30、nts just imagine that they were the black and try to what obstacles did they meet and what changes happened when they met Nelson Mandela ,so that they can express their own impressions on Nelson Mandela.At the end of the class, I will present homework-write an short article to introducetheir own ido

31、ls ,try to use many adjectives and the reason of their admiration.Unit 5  Nelison Mandela                  -a modern hero .Teaching aims:  1. teaching 

32、;materials: This unit is concerned with teaching students about what makes a great person.And this text is a story about Nelison Mandela writted by Elias. 2. Teaching

33、0;Goals: Get the students master the reading skills such as fast-reading, intensive reading and discuss with classmates. 3. The Emotion Target: It is that to learn the

34、60;qualities of the great person and how to be a great person. .Teaching Methods:  1. Situation Teaching.  2. Task- Based Language Teaching.  3. Encouragement and

35、60;Evaluation.  .Studying Methods:    1. Fast-reading, intensive reading and give a summary of the passage. 2. Cooperating with partner . . Teaching steps: Step1. Re

36、view the new words and phrases   For exam: be in trouble. fee. out of work. break the law. continue. equal . This can help the students understand the 

37、;new passage. Review the great persons. Lead to the Eliasstory and Mandela. Step2. Fast reading           Let the students read the text quickly&

38、#160;and divided the text into two parts and summarized the main idea of each part. Then answer the following questions: 1.How old was Elias when he first met Mandela? 2.what was mandela at that time ? 3.what did mandela do to hel