U5教學(xué)設(shè)計(jì)課件

1、一、課題人教版高中英語新課標(biāo) 必修1 第5單元Nelson Mandela -a modern hero 第二課時(shí) “伊萊亞斯的故事” （Reading Eliasstory )二、教材內(nèi)容分析 人教版高中英語新課標(biāo)必修1共有五個(gè)單元，每個(gè)單元圍繞一個(gè)主要話題開展聽、說、讀、寫活動(dòng)。本單元的話題是“現(xiàn)代英雄曼德拉”，本課時(shí)是本單元的第二課時(shí),內(nèi)容包括引入（Leadingin)，閱讀(Reading)，理解(Comprehending)和討論（Discussion）四個(gè)部分。其中閱讀部分提供了本單元的主要閱讀語篇，篇幅最長，載有本單元話題“現(xiàn)代英雄”的重要信息，且呈現(xiàn)了本單元的大部分的詞匯和主要

2、語法結(jié)構(gòu)，是本單元學(xué)習(xí)的重點(diǎn)。三、教學(xué)目標(biāo)設(shè)計(jì) 1. 知識與技能：掌握快速閱讀的方法，使學(xué)生了解黑人青年Elias的故事展示了黑人在不公平待遇下生活的艱難，并著重于對比Elias在得到曼德拉幫助后生活的改善和所受的精神影響來體現(xiàn)曼德拉為人類走向更加平等自由而作出的偉大犧牲與貢獻(xiàn)。充分利用多媒體技術(shù)，培養(yǎng)學(xué)生組織語言、運(yùn)用語言的能力。2. 過程與方法：培養(yǎng)學(xué)生篩選局部和整體信息的能力及獨(dú)立閱讀的能力，通過自主學(xué)習(xí)、協(xié)作學(xué)習(xí)來獲取信息和處理信息的能力。培養(yǎng)學(xué)生的質(zhì)疑意識，提高學(xué)生分析問題和解決問題的能力。 3. 情感價(jià)值觀： 通過本節(jié)課的學(xué)習(xí), 使學(xué)生感受偉人魅力，學(xué)習(xí)他們身上的優(yōu)良品質(zhì)，鼓勵(lì)學(xué)生

3、勇于承擔(dān)社會(huì)責(zé)任，樹立遠(yuǎn)大理想。四. 教學(xué)重點(diǎn)、難點(diǎn)教學(xué)重點(diǎn)：（輸入）對課文內(nèi)容的整體把握。（輸出）學(xué)生組織和運(yùn)用語言的能力。 教學(xué)難點(diǎn)：學(xué)生組織語言和運(yùn)用語言的能力。 五. 教學(xué)方法 演示法：把制作的課件、圖片等顯示給學(xué)生看，便于學(xué)生對微觀知識的把握，并從舊知識中獲得啟迪，從而達(dá)到解決問題的目的。任務(wù)驅(qū)動(dòng)教學(xué)法：將所要學(xué)習(xí)的新知識隱含在一個(gè)或幾個(gè)問題之中，學(xué)生通過對所提的任務(wù)進(jìn)行分析、討論，并在老師的指導(dǎo)和幫助下找出解決問題的方法，最后通過任務(wù)的完成而實(shí)現(xiàn)對所學(xué)知識的意義建構(gòu)。 六、教學(xué)過程設(shè)計(jì)Step 1. Warming-up and Lead-in （熱身與導(dǎo)入）Step 2. Rea

4、ding for information （信息閱讀）Step 3. Reading for comprehension （深層次閱讀）Step 4 Sum up the text （課文總結(jié)概括）Step 5 Discussion （鞏固運(yùn)用）Step 6 Homework （作業(yè)）Step 1. Warming up and Leading-in“熱身”(Warming Up)播放錄音與幻燈片，錄音為曼德拉原聲，內(nèi)容來自曼德拉自傳漫漫自由路，并加以圖片加深印象，由此引入文章主題。Goal：傾聽錄音內(nèi)容，并不要求學(xué)生聽懂每一個(gè)字句，而是在于通過曼德拉低沉穩(wěn)重的嗓音感受自由之路的漫長。觀看圖片

5、，使學(xué)生說出自己已有的對曼德拉的了解。Unit 5 Nelson Mandela -a modern hero Step 2. Reading for information 1.Skimming for the main idea. (略讀) 略讀就是以盡可能快的速度進(jìn)行閱讀。其目的是讓學(xué)生快速瀏覽文章，歸納文章或各段落主題和大意。這個(gè)教學(xué)環(huán)節(jié)我設(shè)計(jì)了兩個(gè)任務(wù)活動(dòng)： Task1 (任務(wù)1）通過瀏覽文章題目和文章首段及 最后一段簡要了解文章大致內(nèi)容和人物關(guān)系。 Task2 (任務(wù)2）通過瀏覽整篇課文 找出幾個(gè)具體時(shí)間點(diǎn)來排列事件發(fā)生順序。 Nelson MandelaElias ?Who is

6、 Elias? Introduce him briefly.Whats the connection between them?Pre-readingprediction Time line: please find out what happened in Elias life in the following years?19401946194819521963Elias was born.Elias began school.Elias left school.Elias was 12 and met Mandela, who opened his law firm.Elias help

7、ed blow up some government buildings.2.Scanning for details (尋讀) 尋讀是快速閱讀的另外一種方式，它要求教師設(shè)計(jì)好需要查找的信息和具體的事實(shí)。形式可以采用回答問題、正誤判斷、單項(xiàng)選擇、關(guān)鍵詞填空等。然后讓學(xué)生帶著問題去快速瀏覽，從材料中迅速找到這些特定的信息和具體的事實(shí)。結(jié)合本篇文章，我給學(xué)生設(shè)計(jì)了六個(gè)正誤判斷題,來訓(xùn)練學(xué)生快速獲取信息的能力。我要求學(xué)生獨(dú)立閱讀,尋找這些問題的答案。然后找同學(xué)回答問題，核對答案。通過略讀學(xué)生初步掌握文章整體后，學(xué)生再進(jìn)行尋讀，捕捉具體信息細(xì)節(jié)，加深對文章的理解。Elias met Nelson Ma

8、ndela when he was in trouble.Elias was unable to read or write because he was lazy.Nelson Mandela helped him keep his job.Elias was happy to help blow up government buildings.Nelson Mandela believed that black people were being treated as well as white people in South Africa.Nelson Mandela thought v

9、iolence was a good way to help black people.TFTTFDecide whether they are true or false. FStep 3. Reading for comprehension 閱讀理解能力的素質(zhì)主要體現(xiàn)在兩個(gè)方面:一是快速閱讀,二是準(zhǔn)確理解。兩者缺一不可。因此，教師應(yīng)該設(shè)計(jì)一些幫助學(xué)生深刻把握課文要旨（message）的問題。該步驟問題設(shè)計(jì)我用了問題回答和填表格的形式，這些都能夠迫使學(xué)生回到課文信息本身，進(jìn)行分析、歸納、推理、組織語言等高級思維活動(dòng)，即，學(xué)生必須非常準(zhǔn)確地理解所有的信息才能做出正確和全面的回答。1、Why d

10、id Elias visit Mandela?2、What did Mandela do to help black people?3、What was Elias attitude towards the unfair situation black people faced? How do you know?4、Why did Mandela turn to violence to make black and white people equal?Elias life before meeting MandelaBlack peoples problemsElias life after

11、 meeting MandelaFill in the blanksInformation of EliasElias problemThey had no .They couldnt get they wanted.They had to live in .Mandelas helpsupport for MandelaHe was a poor worker.He needed to get a because he wanted to continue doing his work.Mandela told him the correct papers so that he could

12、keep his job.He joined . He helped Mandela some government buildings.blackpassbookvotejobsthe poorest areashow to getthe ANC Youth Leagueblow upStep 4 Sum up 學(xué)生通過閱讀獲得了信息的輸入，而運(yùn)用所輸入的信息來完成某項(xiàng)語言任務(wù)是鞏固其閱讀效果，內(nèi)化其學(xué)習(xí)內(nèi)容，轉(zhuǎn)化其學(xué)習(xí)能力的必要途徑。復(fù)述課文、和課堂討論是訓(xùn)練學(xué)生運(yùn)用所輸入的信息進(jìn)行信息加工和信息輸出的一個(gè)重要環(huán)節(jié)，采用適當(dāng)?shù)姆椒▽W(xué)生進(jìn)行復(fù)述課文的訓(xùn)練，既能幫助學(xué)生深入理解課文，掌握課文

13、的要點(diǎn)，又能提高學(xué)生的口頭表達(dá)能力，同時(shí)為提高學(xué)生英語書寫的能力打下基礎(chǔ)。這個(gè)教學(xué)環(huán)節(jié)我設(shè)計(jì)了兩個(gè)任務(wù)活動(dòng)，一個(gè)是復(fù)述課文活動(dòng)，一個(gè)是討論活動(dòng)。Retell the passage with the help of the following hints:Eliasblack workerSouth Africalittle educationdifficultiesat the age of 12Mandelawith sbs helpmovedkindnessElias timelife for the blackshard rightschoose unequallyANC Youth

14、Leagueequal rights joinpeaceful waylaw not allowviolence with violencedream Elias was a black worker in South Africa. He just received little education when he was young. So he had some difficulties in his work. When he was at the age of 12, he met Mandela and solved his problems with his help. He w

15、as greatly moved by his kindness. During Elias time, life for the blacks was hard. They had no rights to choose and were treated unequally. So when Mandela organized the ANC Youth League to fight for the equal rights of the blacks, Elias joined it as soon as he could. At first they tried some peacef

16、ul way to break the law but it was not allowed. As a result, they had to answer violence with violence to realize their dream of making black and white people equal.Thinking furtherWhat qualities can we learn from Mandela?Can you list some other people who made great contributions to humans improvement in the world?Sun Yat-senAbraham LincolnMartin Luther KingRead the passage more and get your favorite sentences and difficult sentences.Finish comprehending exercise on page36. Homework 七、教學(xué)反思1.本單元主要是學(xué)習(xí)人物介紹,因此如果能在教學(xué)過程中抓住一切時(shí)機(jī)對人物進(jìn)行分析,挖掘人物個(gè)性特點(diǎn),以及促使他們成功的因素,將有助于提高學(xué)生透過現(xiàn)象看本質(zhì)的能力.同時(shí)也是