【教案】Unit+5+reading+教学设计人教版高中英语必修一.docx

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1、（ 高一英语学科）教学设计模板基本信息名称unit5 Nelson Mandela-a modern hero 执教者张洋课时Period2 Reading所属教材目录人教版必修1 unit5 Eliasstory教材分析This lesson is the reading part of unit5. According to Elias telling, our students can think about what kind of person Mandela is. Furthermore, they can develop their reading ability and al

2、so learn the great qualities of Nelson Mandela. 学情分析As Senior One students, they are curious about everything but at different levels. Some of them dare not express their opinions for their bad English ability,so they are not active in class. Therefore, I arrange different levels of activities to ar

3、ouse their interest and courage.教学目标(1) Knowledge aims（知识目标）a. Words：equal，generous,lawyer,guidance, legal.b.Phrases：blow up, out of work，as a matter of fact.c. Sentences：Only then did we decide to answer violence with violence.the Attributive Clause introduced by relative adverbs and preposition+wh

4、ich/whom(2) Ability aims (能力目标) （1）Enable the students to use the new words and expressions to make a poster and a simple speech.（2）Develop the students reading ability and encourage the students to learn from famous person.(3) Emotionalaims（情感目标）Further understand the bad experience of the blacks i

5、n South Africaand build up correct outlook on life. 教学重难点重点Overt plot: By using the proper reading skills and mind map to guide the students to understand the whole passage .Covert plot: Try to guide students talk about the qualities of great people and understand the real meaning of a hero.难点 Enabl

6、e students to understand the clues of the passage:overt plot and covert plot.Enable students to participate in the class actively and consolidate the language structures and skills effectively.教学策略与设计说明Teaching methods:In order to achieve the teaching aims and break through the key and difficult poi

7、nts mentioned above, choose the following methods as the main teaching approach. Explanation and practice.A taskbased method(3) A studentcentred method(4)cooperativecommunication approach.Learning methods:Encourage students to use different learning methods. Such as:1. Discovering learning2.Cooperat

8、ive learning 3.Autonomic learning教学过程教学环节（注明每个环节预设的时间）教师活动学生活动设计意图Step1Greetingandleading-in (1min)Greet the class.The teacher introduces the African independent movement is a long history and they experience a tough time.Free talk.To motivate Ss learning interestand to get to know some great people

9、.引出话题。激发学生兴趣和好奇心,使学生自然而然地进入新地教学中。Step2Pre-reading (4min)Some great people appear during this period, and some student make the presentation of Gandhi, Martin Luther King and Nelson Mandela.Then teacher shows some pictures of Nelson Mandela and Elias.By the telling of Elias to describe their experien

10、ce. On the basis of these,help Ss understand the the topic . In this way Ss can learn some basic information of Mandela.By the telling of Elias to describe the difficulties of Africans and young Mandela to old Mandela. What they experiences together.Deepen the understanding of Mandela and African so

11、 as to lead in the new passage.通过学生对影响非洲种族平等作出贡献的三位伟人的展讲和老师对曼德拉和伊莱亚斯的引入让学生在语境中感知本节课话题，为新课的学习做铺垫。Step3While-Reading(20min)1.Skimming：After the teacher shows some pictures of Mandela and teaching aims. Try to lead Ss to finish two tasks on the basis of the skimming skills.1.Match the idea of each para

12、graph.2.Divide the text into two parts and experience the changes of Elias life before and after he met Nelson Mandela.Read quickly.Try to find the first and the last sentence of each paragraph and get the general idea.By dividing the passage into two parts and some pictures to understand the whole

13、structure.了解全文，以读促知。教师侧重培养学生略读通过查找每一段中心句和整体文本结构的部分划分来了解文章整体结构。2.Scanning：The teacher will lead Ss to get some detail information by scanning skills:1.Read para.1-para.2 Elias first met Mandela. According Mandela help Elias, finish the timeline and close reading. The teacher will give an example of a

14、 word to describe Mandelas quality. And lead Ss to speak more.Begin to draw a mind map.2.Guide Ss to read para.3, Play the tape and answer 2 questions by finding the key words to understand why Mandela organize ANC Youth League and conclude the qualities of Mandela. Fill more words in the mind map.3

15、.The teacher shows some pictures of unfair situation between Africans and the white people. Guide Ss to read para.4, Play the tape and lead Ss to find unfair situation in South Africa. And put forward a question:Who stood out to call for all the black to fight for their rights?Then by listening to s

16、peech, get some words to describe Mandelas determination and so on. Lead Ss to speak more.Fill more words in the mind map.4.Guide Ss to read para.5. at last, Mandela decided to answer violence with violence.What did Elias help? Why? At last ,the teacher lead Ss to draw a complete mind map. 3. Furthe

17、r readingThe teacher lead Ss read carefully to find some specific and detailed information to understand the passage deeply.Answer 4 questions and a summary. Teach Ss pay attention to some words changes.1.Ss read the text again.By finding the key time words and inferring ability to finish the timeli

18、ne and close reading. The most important is Ss will conclude some words to describe Mandelas help to Elias.Dictate some useful new words and expressions in this unit:lawyer, guidance, legal.2.Ss read the para.3 again.And answer 2 questions:1.How did Nelson Mandela help Elias?2.Why did Mandela organi

19、ze the ANC Youth LeagueAccording to the understanding of para.3 to get some other words to describe why Mandela organize the ANC. What qualities it embodies.Dictate some useful new words and expressions in this unit:where.3.Ss read the para.4 again and find unfair situation in South Africa.Share it

20、in the class. And answer the question:Who stood out to call for all the black to fight for their rights?Then try to conclude more words to describe Mandelas brave speech. And experience what Elias feeling to Mandela.Meanwhile, dictate some useful new words and expressions in this unit:peaceful, viol

21、ence, only, preposition+which.4. Ss read the para.5 again and answer.What did Elias help? Why?Dictate some useful new words and expressions in this unit:blow up.Get some students to tell the answers. And then Ss can finish the whole mind map of Mandelas quality and the the clue of event.Lead Ss to r

22、ead more deeply to answer 4 questions and a summary to improve Ss reading ability. At the same time, strengthen Ss understanding of the passage deeply to cultivate the Ss deep learning.通过思维导图梳理文章脉络，理解细节，同时，找出文章中含有目标语言和目标词汇的句子，并加以总结，通过梳理可进一步帮助学生深入理解该语法项目的具体应用。了解文章写作方法和行文方式明暗两条线索。从而很好地掌握语篇内容，进一步熟悉课文，培

23、养学生的探究能力和记忆能力。Step4Post-readingRetellShow a complete mind map of the text to the Ss to make the Ss get the structures clearly and definitely.Encourage Ss to retell this text making use of the mind map to cultivate the concluding thoughts.内化语篇内容。根据关键词、明暗两条线索进行口头复述，既检查学生对所学内容的掌握情况，锻炼其篇章组织能力，又使学生学习运用语篇

24、中的语言，为下面活动输出做好准备。Step5Group work Lead Ss to work together. According to what have learned in the class, encourage Ss to make a poster of equality and a speech of Elias.Encourage Ss to work in a group cooperatively:1.S1&S2&S3:Make a poster to show the eager for equality and freedom.2.S4&S5:write down

25、 Elias speech.3.S6:To be a speaker.Try to use your body language and voice to make your speech powerful. 灵活运用本节课目标语言，完成输出任务，达成教学目标。真正达成学用结合、学以致用。小组合作完成任务，体现了合作与互助，面向了全体学生，人人有表现的机会。Step6 Summary Sum up the mind map, the language points and show a video of Mandelas life to appreciate.Review it with th

26、e teacher. And enjoy Mandelas video to cultivate the precious quality of the great people.小结的设置让学生能够整体把握本节课的重点内容。Step7Homework1.Try to draw the mind map and retell the passage in your own words.2.Find more information about Nelson Mandela http:/www. news. xinhuanet. com3. Finish the workbook-Reading

27、作业的布置兼顾说、写、语用等技能的培养。板书设计教学设计流程图1.Greeting and leading-in2. Pre-reading 3.While-Reading4.Post-reading 7.Homework 6.Summary 5.Group work教学反思一、本节课的“亮点”（一）把握课容量，突出本课时重点依据课标要求和教材的结合，围绕本课的目标语言和听、说、读、写等语言技能训练进行教学设计，力求突出重点，有效突破难点。（二）努力创设相对完整真实的语境，让学生在“学中用”“用中学”依据高一学生认知特点和心理特点，以非洲伟人的活动和品质两条明暗线索为话题背景，让学生在这个语境中去学习，在各个教学环节实施中，即是新知呈现，学生感知理解的过程，又是学生不断体会和运用新知的过程；同时学生的各方面能力也得到了有效的训练。（三）更加关注学生的学，即“怎么学”本节课是一节阅读课，要特别关注学生阅读能力的指导，如读前的激趣、读中引导学生根据任务捕捉关键信息，同时感知目标语言在整个语篇中的运用。在提炼阅读技巧的同时，注意学生思维能力的培养，在本节课最后，学生能以思维导图为基点，输出一个完整的情景演讲，并对文本脉络有个整体的把控，达到学以致用。二、本节课的“不足”：三、针对本节课的不足，拟定的改进措施：