高中英語人教版必修1教案： unit 5 Nelson Mandelaa modern hero Reading 教案 系列二 Word版精修版

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1、人教版英語精品資料（精修版） 必修一 Unit 5 Nelson Mandela —a modern hero Reading 一．Type 教學課型：Reading 閱讀課 本文以 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取種族平等的斗爭歷史。同時還提到了他與 Nelson Mandela的一段交往，從側面向?qū)W生展示Nelson Mandela的高貴品質(zhì)。教材設計的目的是在訓練學生閱讀技能的基礎上，讓他們認識到南非黑人爭取自由和平等權利而付出的艱辛努力。文章的主題有利于培養(yǎng)學生堅強的意志，樹立正確的人生觀與世界觀。 二．Analysis of t

2、he textbook 教材分析 教材借窮苦的黑人工人伊萊雅斯之口，敘述發(fā)生在他身邊的納爾遜曼德拉的故事，時間是從1952年到1963年。伊萊雅斯初遇曼德拉時還是一個年僅12歲的黑人少年，正處于人生的一個非常困難時期。當時曼德拉開辦了專為黑人服務的侓師事務所，幫助黑人解決問題。伊萊雅斯正是在曼德拉的幫助下獲得了在約翰內(nèi)斯堡工作的合法權利，在曼德拉的教育下，伊萊雅斯開始體會到人生的快樂和希望。曼德拉親切和藹的態(tài)度、寬容博大的襟懷讓他深深感到，永生難忘。因此，伊萊雅斯第一時間加入了曼德拉領導的非洲人國民大會青年聯(lián)盟，聆聽曼德拉的演講，積極參加他組織的反政府活動，為爭取獲得與白人平等的權利而

3、斗爭。這樣的寫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側面，但讀起來卻更加親切感人，引人入勝，還留給了學生更多的思考空間。 在本單元的Warming up &pre-reading部分，學生通過圖片了解了一個偉人應具備怎樣的品質(zhì)。為熟悉本課的內(nèi)容作了鋪墊。雖然學生對一些偉人已經(jīng)有一點的背景知識，但是對 Nelson Mandela 并非完全了解。本節(jié)課的目的是讓學生通過閱讀，從語言材料中獲取相關信息，并通過對信息的加工和處理，提高他們的語言運用能力。 1. Teaching Aims教學目標 1） Knowledge objectives a. Students w

4、ill be able to learn the useful new words and expressions in this part: Hero,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, blow up, in trouble b.

5、Enable the students to read Elias’ story c. Guide the students to know the qualities of Nelson Mandela as a great leader 2) Ability objectives a. Develop the students ’reading skills, such as fast reading ,careful reading and summarizing b. Improve the students’ comprehension ability 3) Emoti

6、on objectives a,Understand the qualities great person have in common and learn the fine qualities from them b.Develop the students’ moral quality 2.Teaching important points教學重點 a. Enable the students to read Elias’ story and Learn to grasp the main idea of the text. b. Enable students to talk

7、about the fine qualities of great people,especially Nelson Mandela c. Improve the students’ reading ability 3.Teaching difficult points 教學難點 a.How to grasp the main idea of the text. b.How to help develop students’ reading ability c.How to help students learn from Nelson Mandela 4.Teaching met

8、hods 教學方法 a. Student-centered b.Task-based teaching method(任務型教學) c.Discussion 5.Learning methods 學習方法 Individual or pair work and group work 6.Teaching Aids 教具準備 The multimedia 三．教學設計 1. 總體思路 本堂課的主要內(nèi)容分為四大部分，Pre-reading(閱讀前活動) ,while –reading（閱讀中活動） ,post-reading （閱讀后活動）以及discussion(討論) a

9、nd role play 。其中閱讀前活動通過看圖說話，旨在讓學生熟悉課文主題。閱讀活動由略讀、細讀、歸納大意環(huán)節(jié)組成，教師根據(jù)學生的認知和情感規(guī)律的特點，遵循循序漸進的教學原則，活動和所設計的問題由淺入深，層層深入，著眼于提高學生的閱讀能力 ，是學生理解課文的關鍵環(huán)節(jié)。讀后活動的評價性問題和討論旨在培養(yǎng)學生的綜合語言運用能力，激發(fā)學生的發(fā)散性思維。同時引導學生向偉人的高貴品質(zhì)學習，提高自身素養(yǎng)。 2．Teaching procedures 教學過程： Step 1. Revision Recitation（經(jīng)典背誦） Teacher: Good Morning, everyone.

10、 Yesterday I gave you the assignment, do you still remember ? Yes/No,now I’d like to check the recitation of the passage. ok! Who’d like to have a try? Good! Recite the passage together. Yeal! You do a good job. 經(jīng)典背誦 At this point, when all the children were willing to share their experiences, I

11、began to learn how to teach. The music allowed me to learn that teaching is about sharing and respect, tears and smiles, the knowing and the unknown and, most of all, an understanding of each other.(2015安徽 完型填空) 設計意圖：經(jīng)典背誦篇是2015湖南高考完型節(jié)選部分，語句簡短，朗朗上口，而且寓意深刻，既培養(yǎng)學生英語語感，又復習所學詞匯，還培養(yǎng)語言學習興趣提高學生人生價值觀。同時讓學生很快

12、進入學習狀態(tài)。 Step 2. Warming up and pre-reading T: Guessing game for prediction, show three pictures of great person, let Ss guess who it is according to the description of the great person. Ask the students to look at the pictures of 2 persons on the PowerPoint and ask students if they know anything a

13、bout them. Q: who is this person? Is he great? Why do you think so ? Do you admire him? Why do you like him so much? Did he do anything for others? What are /were his best qualities? T: Now can you tell me what a great person is? S:A great person is someone who is brave\helpful\devoted to helping

14、 others . T: Show another picture of Nelson Mandela? It seems you know Nelson Mandela a little .Do you want to know more about him ?Let’s read the following story and see what Elias thinks of Nelson Mandela. 設計意圖：通過組織學生討論Sun Yat-sen等四人的主要事跡熱身引起學生對文章內(nèi)容的思考，使學生能用英語闡述自己的意見，培養(yǎng)學生的觀察能力和語言表達能力，引起學生對閱讀的興趣

15、，為學習正文做好準備。 Step 3 While-reading Task1: Fast reading 1. Match each paragraph with the main idea Para 1 a. Black people’s rights Para 2 b. Elias’ self-introduction Para 3 c. Mandela helped Elias Para 4 d. Elias’ true feeling and actions Para 5 e. Elias’ troubl

16、e—Poor education and job 2. Divide the text into two parts Part I（1-2） Elias’ life before he met Nelson Mandela. Part II（3-5） Elias’ life after he met Nelson Mandela and what Mandela did. 設計意圖：快速閱讀是學生在閱讀英語文章時應掌握的一項基本閱讀能力。學生通過快速閱讀能迅速找到文章大意。歸納段落大意是對學生理解語篇結構能力的考察，但當學生讀前，老師要給學生一點相應的指導，比如快讀就是迅速

17、瀏覽文章，大意一般在每段的句首、句末或文章中反復出現(xiàn)的關鍵詞等。我根據(jù)學生的實際水平，降低了難度，以連線形式讓學生找到課文每部分大意，便于學生理解和做筆記。通過快讀訓練了學生獲取文章大意的能力。 Task2: Careful reading 1. Why did he leave school? 2. Why couldn’t he get a job in a gold mine? （difficulty） 3. Why did he meet Mandela? 4. What

18、difficulties did black people have in South Africa? 5. How did Mandela help Elias and other black people? （change） 設計意圖：細讀是學生在閱讀英語文章時應掌握的另一項基本閱讀能力，通過細讀讓學生進一步理解文章結構以及人物關系，學生用英語獲取信息、處理信息、分析和解決問題的能力，問題設計由表及里，層層深入，幫助學生逐步加深對課文的理解。最終達到提高學生自主學習能力的目的。 Step 4. Listening

19、 The time line of Elias' life Name Elias birth place South Africa Profession（職業(yè)) worker Education Studied for only 2 years

20、 Time line of Elias’ life 1940: He was born 1946: He began school 1948: He left school 1952:

21、 He was 12 and met Mandela 設計意圖：聽、說、讀、寫也是我們學好英語必不可缺的環(huán)節(jié)，而聽力也是高考的方向，略讀、和細讀后學生已經(jīng)理解文章，本部分主要是通過聽再次獲取文章伊萊雅斯的信息，本文是一篇記敘文，指導學生學會利用時間順序描述一個人一生的主要活動。圖片加深對文章的理解，訓練學生聽力抓細節(jié)能力。 Step 5 Class test （當堂檢測） Elias was a ______ _______in South Africa. He just received _______education when he was youn

22、g. So he had some ___________(difficulty) in his work. When he was at the age of 12, he met Mandela who offered _________ on his ________ problems. He was grateful for his_____________ (kind). During Elias’ time, life for the blacks was______. They had no rights to _______ and were treated________

23、___ (equal) ，So when Mandela organized the ANC Youth League to fight for the equal rights of the blacks, Elias ______it as soon as he could. At first they tried some _________(peace) way to break the law but it was____________ (allow) . As a result, they had to ____________________________ to realiz

24、e their dream of making black and white people________. Key: black worker, little, difficulties, guidance, legal, kindness, vote, unequally, joined, peaceful, not allowed, answer violence with violence, equal. 設計意圖：通過當堂檢測，鞏固學生所學知識，也是查漏補缺，檢查教學效果的一種方法，同時也訓練了學生語法填空能力。 Step 6 Discussion and role play

25、 Task1: Suppose you are a reporter and your classmate is Elias. You are interviewing Elias. Maybe the following questions will help you. When did you first meet Mandela? How did he help you? ★★What do you think of him? What did you do to support him? What will you do in the future? Key: 1.he

26、lpful Opened a black law firm ... 2.kind&intelligent He told me how to get the correct papers ... 3.Brave,Determined&Unselfish Either to accept or fight the government. Answer violence with violence. 設計意圖：這部分問題是較高層次的，討論角色表演環(huán)節(jié)，對于提高學生的口語能力起到了積極作用。學生可根據(jù)課文的信息材料進行課文復述，有助于學生當堂進一步鞏固課文。但同時學生還要根據(jù)課

27、文內(nèi)容對Mandela的英雄事跡進行評價。 Task 2: How do you think to be a great person as a senior student? 1.hard-working We must work hard for ourselves,parents in order to live a better life in the future. Success belongs to hard-working people. 2.determined Follow our ideas,never give up. 3.friendly &w

28、arm-hearted People who help others will get others' help. 4.optimistic The world will smile at us when we are smiling. 設計意圖：在老師總結時，老師適時的給學生提個實際問題，作為中學生怎么做才能成為一名偉人？把本節(jié)課推向高潮。 Step 7 Summary Elias: a poor black worker in South Africa. The text tells us about how Mandela helped Elias’ and other

29、black people . 設計意圖：再次回顧本節(jié)課所學。 Step 8 Homework 1.Read the text fluently and try to recite the key sentences. 2.Think of a person you admire and respect! Write a passage to describe him or her with the title --“My hero”. 設計意圖：1.本文定語從句比較多，熟讀課文為語法奠定基礎。 2.閱讀與寫作密不可分，閱讀是寫作的基礎。本文學習了Mandela的

30、英雄事跡，讓學生寫他們心中的英雄，不僅強化了學生對課文的理解，還為學生創(chuàng)造了語言輸出的機會,它也是閱讀教學有效的延伸。 Step 9. Blackboard design 板書設計 Unit 5 Nelson Mandela－a modern hero Reading ELIAS’STORY Why did he leave school? Why couldn’t he get a job in a gold mine?

31、 Elias’life before meeting Mandela Why did he meet Nelson Mandela? difficulty What difficulties did black people have in South Africa? Elias’ story Elias’life after meeting Mandela Change How did Mandela help Elias and other black people?

32、 Step 10. Teaching assessment 教學評價 After teaching, I think we have achieved both teaching aims and learning aims by providing various chances for the students to practice their listening, speaking, reading and writing in this class. One the one hand what impresses me most is

33、 the brilliant performance of my students. All of them participated actively in class activities and they really did a good job. On the other hand，the relationship between the students and me is very harmonious. Besides, with the help of the multimedia, I can make my students interested in my class and present more information in a limited time. By the way, what I think should be improved is that some steps are not perfect because of the limited time. Anyhow, this class is a success except for something that needs to be improved, I think.