【#第一文档网# 导语】以下是®第一文档网的小编为您整理的《人教版高中英语必修一《Unit 5 Nelson Mandela》阅读课教学设计》，欢迎阅读！
Nelson Mandela教学设计 云南省昆明市五华区龙泉路昆明八中 艾 莺 1.整体设计思路、指导依据说明 根据高中学生对语言，特别是英语的认知规律，该课在设计时注重从易到难，循序渐进，螺旋式提高。从学生感兴趣的人物话题开始，吸引住学生，从最简单的问题出发，一步一步加深问题的难度，同时逐渐加大任务的难度，始终以学生为课堂的中心，让他们在轻松愉快的氛围里学习英语。 2.教学背景分析 教学内容分析： 该课时在本单元中非常重要，因为它是“导入课”也是“阅读课”，能决定学生对本单元的学习兴趣，学习动机，将对本单元学习的成败起举足轻重的作用，同时能很大程度上影响学生的道德观念。这一单元的中心话题是“伟人的品格、几位伟人的生平”，而主要内容是围绕当代英雄“Nelson Mandela”展开的。这一课时主要分为下面几部分：“热身”，引导学生思考伟人应具有的品格，开展讨论，这一部分体现了本单元的功能项目—发表意见和评论。“读前”让学生进行小组深入讨论古今中外的伟大人物，并发表意见，让学生进一步了解伟大人物的伟大品格。“阅读”部分从预测开始，引导学生读“Elias”的故事，由“Elias”向我们叙述“Nelson Mandela”的故事，时间是从1952年到1963年。通过使用Skimming，Scanning和Close reading等阅读策略来帮助学生理解文章。“读后”部分着重于学生语言知识的拓展，因而让学生进一步讨论关于“Nelson Mandela”的伟大品格。 （注：含本课时在本单元的教学定位分析） 学生情况分析： 昆明八中高一的学生英语基础属于中等，对英语学习的兴趣也不如外国语学校之类的学生。因而在课堂设计方面要注重基础和趣味性。 3.教学目标分析 本课注重达到以下目标； Knowledge aims: 知识目标 Words：quality，willing，self，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，lawyer，guidance，legal，fee，hopeful，passbook，ANC，youth，league，stage，vote，unfair，attack，violence，equal Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison Ability aims: 能力目标 （1）Talk about people’s qualities and inspire the students to discover the value of the great man’s work （2）Do reading practice to improve the students’ reading abilities. Emotional aims: 情感目标 （1）Learn about some great people and qualities they have in common. （2）Develop the students’ moral quality. 4.教学重点、难点分析 教学重点： （1）Talk about the fine quality of great people to improve the students’ speaking ability. （2）Enable the students to grasp the main idea of the passage. （3）Improve the students’ reading ability. 教学难点： （1）How to express their own opinions and ideas. （2）How to grasp the main idea of a text or a passage. 5.教学过程设计 (中文为主 + 所教学科目标语言） 步骤1：Warming up Show pictures of Jay Zhou and Lincoln Questions: Who are they? Are they famous? Did/Does he help a lot of people? Did/Does he make a great contribution to the society？ Are these famous people also great people? Famous people: and make a huge success. Great people: others. are those who are well-known and work harder are those who devote their life to helping 设计意图：让学生在轻松愉快的氛围中来进入英语语言的学习，以学生熟悉的人物周杰伦和林肯引起话题，使学生能在思考后很容易的对比出Famous people与Great people的区别，顺利导入课堂。 步骤2：Pre-reading Show the students pictures and divide them into groups to discuss if they are / were great men. 设计意图：充分利用时间，通过小组讨论让学生更加了解Famous people与Great people，以更好地进入课文的学习，也为课后思考做好铺垫。 步骤3：Reading Prediction: What is Nelson Mandela like in Elias’ eyes? Skimming: 1. Who was Elias? 2. Where did the story happen? 3. When did he meet Nelson Mandela? Scanning: Please find out what happened in Elias’ life in the following years? 1940: Elias was born. 1946: Elias began school. 1948: Elias left school. 1952: Elias went to Nelson Mandela for advice. 1963: Elias helped Nelson Mandela blow up some government buildings. Close reading: 1. Decide how many parts this text can be divided into and then give the main ideas of each part. Part 1(Para. 1---2) The life of Elias’ before he met Nelson Mandela Part 2(Para.3---5) The change of Alias life after he met Nelson Mandela and what Mandela did. 2. Answer the questions according to part one and part two. Part one: Information about Mandela: He was a black lawyer. He offered guidance to poor black people on their legal problems. He was generous with his time. Information of Elias: He was a poor black worker who worked in a gold mine. He had little education, so he could not read or write well. Elias’ problem: He needed to get a passbook because he wanted to continue doing his work. Part two: What unfair situation did black people face in South Africa? 1) They couldn’t vote or choose their leaders. 2) They couldn’t get the jobs they wanted. 3) They lived in the poorest parts of South Africa. 3. True or False 1). Elias went to see Nelson Mandela when he was in trouble. 2). Elias left school because the school was too far from his home. 3). Nelson Mandela helped him keep his job. 4). Elias trusted Nelson Mandela and he joined the ANC Youth League. 5). Elias was willing to blow up government buildings. 设计意图：利用Prediction引发学生对课文的兴趣，同时让学生克服畏难情绪，以准备好的心情去进行学习。通过Skimming 阅读策略使学生对文章大意有通篇的了解。在掌握了全文大意后，用Scanning 的阅读策略让学生熟悉文章中重要的年份，学生也更加了解Elias的具体情况。Close reading 能进一步帮助学生理解全文，深入地学习课文，更好地掌握新的词汇和短语，充分提高英语阅读技巧和能力。 步骤4：Post reading Discuss whether Nelson Mandela is a great person and give reasons in groups. 设计意图：通过小组讨论让学生利用文章中所学充分表达自己的观点和想法，最大程度的延伸语言学习的效果，同时理解并学习 “伟人”的高贵品质。 步骤5：Homework 让学生通过完成作业来巩固课堂上所学的语言知识，阅读技巧，同时开阔眼界。 （注意：每一教学步骤后要说明设计意图） 6.教学评价设计 评价内容： 该课重点评价“说”与“读”：学生能用自己的语言以及本课所学语言来谈论“伟人的事迹，品格”等，并发表自己的观点。学生能利用不同的阅读策略进行阅读从而理解整篇文章。 评价方法： 1. 通过观察学生的眼神，肢体语言。 2. 通过小组讨论，并让学生自由发表观点，教师聆听。 3. 在阅读部分设计有测试性评价，查看学生的答案。 本文来源：https://www.dywdw.cn/96f3a658f142336c1eb91a37f111f18582d00c56.html
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2022-04-24
