高中英語-Unit 5 Nelson Mandela教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

Unit5NelsonMandela—amodernheroContents:=1\*ROMANI.Teachinggoals=2\*ROMANII.Teachingimportantpointsanddifficultpoints.=3\*ROMANIII.Teachingmethods=4\*ROMANIV.Teachingaids=5\*ROMANV.Teachingprocedures=6\*ROMANVI.AssessmentandreflectionTheanalysisofthisclass:Thetopicofthisunitisaboutthemodernhero-NelsonMandela.Itwasdividedintothreeparts;oneistoldbypoorblackworkerEliashedescribedMandelainhisowneyes.ThenisalisteningmaterialaboutEliasjoinedANCYouthLeagueassoonashecouldwhenMandelaorganizedittostrugglefortheequalrighttothewhites.ThelastpartistalkedaboutwhenEliasinRobbenIslandhegotthehelpfromMandela,andafterANCcametopowerin1994,hereturnedtoRobbenIslandasaguider.Consideringtheacceptabilityofstudents,wedividedthewholeunitintofourclasshours.Inthefirstclasshour,wewilljustfinishthefirstpart,warming-upandpre-readingandreading.Forwarming-up,therearemanywordsaboutsomecharactersofmannomatterwhicharebadorgood.Weshouldletstudentsknowwhatqualitiesagreatmanshouldhave.Andthenofpre-reading,therearesomepicturesofgreatman,whichdemandstudentsfigureoutwhoisgreatman.Asforreading,whichtellsusthelifeofElias,throughit,wehaveaplainknowledgeofMandela.=1\*ROMANI.TeachinggoalsFigureoutwhatqualitiesagreatmanshouldhave,andthenimproveyourselves.Haveagoodknowledgeofthemodernhero-NelsonMandela,learnfromhim.Knowhowtoshowtheirownopinionsandaskothersopinionsinproperway.=2\*ROMANII.TeachingimportantpointsanddifficultpointsKeywords:heroheroinequalitymeanactivegenerousselfishselflessdevotefoundrepublicprinciplefightpeacefulprisonprisonerperiodlawyerguidancelegaladvisehopefulcontinuefeestagevoteviolenceblanketguardfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerelyUsefulphrase:inmyopinionformypartdieforfightagainstfightforfreefrombeinprisonoutofworkblowupAsamatteroffactUsefulsentences（givingopinions）:Whydoyouthinkso?Whatdoyouthinkof...?What'syouropinion?agree/don'tagree．Ithink/don'tthink...Iprefer...Inmyopinion...I'mafraid（makingcomments）Goodidea!That'sanexcellentidea．Difficultpoints:1)Howtotellanimportantpersonfromagreatperson.2)Letthestudentsknowhowtochooseagreatpersonintheireyesandwriteashortpassage.3)Thecharacteristicofthewritingofthisunit.=3\*ROMANIII.Teachingmethodstask-basedteachinglisteningandfastreadingaskingandanswering,explainingandpracticingreadinganddiscussingcarefulreading.Askingandansweringactivitytocheckthestudent’sunderstandingofthetext.Individual,pairorgroupwork.=4\*ROMANIV.TeachingaidsMultimediablackboard=5\*ROMANV.TeachingproceduresWarming-up:Learnsomeadjectivewordstodescribeaman.Pre-reading:Fromthesepicturesandtextsfindtheircommonpointsofagreatman.Reading:Studythispassage,knowingthestorybetweenMandelaandElias.ConcludedthecharacterofMandelainElias’sight.Post-reading:RetellthestoryandgivetheimpressionofMandela.Homework:Writingashortpassageofagreatmanintheireyes.Step1Warming-upGreetingLead-in:Ithinkallofyouhaveyourownidol(偶像，崇拜的人)，sonowpleasetellmewhoaretheyandwhat’shis/herjob?Whydoyoulikehe/she?(Therearemustallkindsofanswer,writedowntheadjectivesthestudentsusedonblackboard)Now,look,therearesomewords.Iwouldaddsomeotherwords;Ihopeyoucanclarifythesewords.hard-workinglazyfriendlycruelwarm-heartedmeandeterminedwiseactivegenerouseasy-goingreliableunkindbraveselfishstubbornselflessdevotedhandsomenicehonestfamouscalmlovelyGood…Bad…Goodjob!Andthenafterrecognizingthesewords,Discusswithyourpartnerwhatqualitiesdoesagreatmanhave?(Duringtheydiscussion,showsomepicturesonscreen)Step2Pre-readingNow,turnyoureyestothescreen,therearesomepicturesandreadthetextunderthepictures,thencanyoutellmewhatkindofpersontheyare,famouspeopleorgreatpeople?LeadtheSsusethesesentences:agree/don'tagree．Ithink/don'tthink...Iprefer...Inmyopinion...I'mafraidT:Doyouthinkallofthemaregreatperson?S…T:Whichsamequalitiesdoyouthinktheyhave?S…T:Whichqualitiesdoyouthinkisthemostimportant?Andthen,givetheusefulphrase.LetSsfamiliarwithit.(見ppt.)ThelastpictureisNelsonMandela.AddmoreinformationaboutMandela.(IfyouwanttoknowmoreaboutMandela,wewillstartournewclass-Eliasstories)Step3ReadingFastreadingGetthestudentstocomprehendthepassagequicklyandaccuratelyandmeanwhilehelptheSstoformagoodhabitofreading.ReadthepassageonP34togettheanswerstoPart1andPart2ofcomprehending.T:NowIwillgiveyouabout3minreadthepassagequickly,andfindhowmanypartsdoesthistextcanbedividedinto?Givethegeneralideaofeachpart.[Part1（Para.1-2）ThelifeofEliasbeforehemetNelsonMandela.Part2（Para3-5）ThechangeofElias’lifeafterhemetNelsonMandelaandwhatMandeladid.]T:Thenanother2minforyoupleasefinishtheexerciseonpage35ofexercises1and2.Aftertheexercise...2ExtensivereadingT:Pleasereadthefirstpartcarefully,andanswermyquestions.1.WhowasElias?Eliasisapoorblackworker2.Wheredidthestoryhappen?InSouthAfrica.3.WhendidEliasfirstmeetNelsonMandela?Whenhewastwelveyearsold.4.WhatdidMandeladotohelpblackpeople?Heofferedguidancetopoorblackpeopleontheirlegalproblems.5.WhydidEliashavetoleaveschool?Becausehisfamilycouldn'taffordtheschoolfeesandthebusfare.6.WhatkindofworkdidEliasget?Whydidheworryabouthiswork?Hegotajobinagoldmine.Becausehedidn’thaveapassbook.T:Andsameasthefirstpartreadthesecondpartcarefully,Iwillgiveyousomeexercisesofit,sofinishit.1.WhydidEliasbecomemorehopefulabouthisfuture?MandelahelpedhimgetthecorrectpaperssohecouldstayinJohannesburg.2.Accordingtothepart2,whatwasthesituationforblackpeopleinSouthAfrica?BlackpeoplehadnovoteTheycouldn’tgetjobstheywanted.Theyweresenttothepoorestareaswherenoonecouldgrowfood.3.HowdidtheANCYouthLeaguefightagainstthegovernment?First,theybrokethelawinapeacefulway,butthiswasnotallowed.Thentheydecidedtoanswerviolencewithviolence.T:Sonowyoumusthaveagoodknowledgeofthestory,andtellmewhodoyouthinkshouldbetheherointhispassage,EliasorMandela?Why?(LeadtheSsspeakthequalitiesofMandelainthispassage)Ss…T:SoallofyouthinkMandelaistheheroofthistext,becauseheiswarm-hearted,generous&friendly,easy-going&wise,kind,determined,brave.T:Mandelahassomanygoodqualities,whetherheisagreatperson?S…T:Letusmakeaconconclusionofthispassage.(板書)TherelationshipbetweenEliasandNelsonMandelaEliasMandelablackworkerofferededucated,twoyearsadviseoutofworkhappiestgetnovoteorganizenotchooseaccept/fightpoorestjoinbrokepeacefulblowuphelpputinprisonbeganhardesttaughtnotallowedallowed…toCanyouretellthestoryaccordingthewordsIhavegivenyouontheblackboard?LeadSsretellthestory.Goodjob!Step5post-readingTalkwithyourpartneraboutyourimpressionofMandela,andthenwhatshouldwelearnfromhim?Step6HomeworkAfterlearningthispassage,weknowMandelaisagreatperson.WhatyouhavelearnedfromthetextaboutNelsonMandela?Pleasewritedownashortpassage.=6\*ROMANVI.Assessmentandreflection學(xué)情分析學(xué)生為高一A層次學(xué)生，學(xué)生對(duì)曼德拉有所了解，但不夠熟悉。學(xué)生對(duì)閱讀技巧的掌握也不夠熟練。這個(gè)年齡的學(xué)生喜歡新事物，對(duì)這一話題也感興趣，于是我考慮借用大家感興趣的話題促進(jìn)學(xué)生的熱情，增強(qiáng)學(xué)習(xí)的效果。并通過閱讀訓(xùn)練提高學(xué)生的閱讀技巧。效果分析本節(jié)課是人教版必修一第5單元的閱讀課。重點(diǎn)是能在閱讀中使用不同的閱讀策略，迅速地從閱讀材料中獲取主要信息，根據(jù)上下文線索預(yù)測(cè)故事發(fā)展，根據(jù)上下文猜測(cè)詞義并通過不同渠道了解更多偉人的情況，能用恰當(dāng)?shù)恼Z言簡(jiǎn)單地描述人物，并簡(jiǎn)單地表達(dá)自己的意見。通過本節(jié)課的學(xué)習(xí)、觀察探究、學(xué)生們的合作探究及最后的測(cè)評(píng)練習(xí)可以看出，大部分學(xué)生已掌握了本單元的內(nèi)容，能比較熟練、準(zhǔn)確地使用這些關(guān)系代詞表達(dá)自己的意思和思想。整堂課目標(biāo)明確、學(xué)生參與度高，是一堂較為成功的閱讀課。教材內(nèi)容分析（Analysisoftheteachingmaterials）本單元的中心話題是當(dāng)代英雄納爾遜·曼德拉。故事的主題內(nèi)容分成三個(gè)部分，由窮苦的黑人工人伊萊亞斯敘述他眼中的曼德拉。這樣的寫法雖然只能反映出曼德拉的一個(gè)側(cè)面，但讀起來卻更為客觀可信，使學(xué)生對(duì)曼德拉有初步的了解。第一篇閱讀短文伊萊亞斯向我們介紹1952-1963年期間的曼德拉。第二篇聽力短文伊萊亞斯講述了他為了爭(zhēng)取與白人有平等的權(quán)利而參加了曼德拉的非洲國(guó)民大會(huì)青年聯(lián)盟。第三篇閱讀短文伊萊亞斯說到他在羅本島監(jiān)獄得到了曼德拉的幫助，非國(guó)大（ANC）掌權(quán)后，伊萊亞斯又回到羅本島監(jiān)獄擔(dān)任導(dǎo)游。這有別于慣常采用的直敘手法，盡可能剔除作者的主觀看法，留給學(xué)生更多的思考空間，啟發(fā)學(xué)生自己去思考，主動(dòng)地表述對(duì)自己心目中英雄人物的看法。為了讓學(xué)生完成寫作任務(wù)，教科書又提供了曼德拉的生平履歷表，讓學(xué)生對(duì)曼德拉有了一個(gè)更完整的認(rèn)識(shí)?！盁嵘怼保╓armingUp）部分要求小組討論偉人應(yīng)具有的品質(zhì)，并通過一組問題讓學(xué)生了解彼此的特點(diǎn)與看法。“讀前”（Pre-reading）部分提供了一些重要的歷史人物，要求學(xué)生讀懂每個(gè)人的基本情況，并判斷他們中誰能稱得上是偉大的人。“語言學(xué)習(xí)”（LearningaboutLanguage）部分突出了詞匯和語法的學(xué)習(xí)與訓(xùn)練。本單元的語法是when,where,why,介詞+which，介詞+whom引導(dǎo)的定語從句?！罢Z言運(yùn)用”（UsingLanguage）部分中包括了聽、讀、寫三個(gè)部分的內(nèi)容，是本單元主要閱讀篇章故事的延續(xù)。學(xué)生可從中了解南非黑人當(dāng)時(shí)的生活狀況以及他們不平等的社會(huì)地位，發(fā)現(xiàn)曼德拉的偉大之處。該部分提出的一些問題有利于培養(yǎng)學(xué)生獨(dú)立思考的能力和人文精神。其中“寫作”（Writing）部分是訓(xùn)練學(xué)生選取和組織材料，寫出具有說服力的書信。練習(xí)冊(cè)的寫作要求學(xué)生學(xué)寫有關(guān)偉人或名人的生平。“學(xué)習(xí)建議”（LearningTip）指導(dǎo)學(xué)生收集、選擇和分析有關(guān)名人的材料，了解人們對(duì)這些名人的評(píng)論，以學(xué)會(huì)正確地評(píng)價(jià)人物。評(píng)測(cè)練習(xí)1.(TorF)1.EliasmetNelsonMandelaatschool.(F)2.NelsonMandelawasablacklawyer.(T)3.NelsonMandelabelievedthatblackpeoplewerebeingtreatedaswellaswhitepeopleinSouthAfrica.(F)4.NelsonMandelathoughtviolencewasagoodwaytohelpblackpeople.(F)5.NelsonMandelahelpedEliaskeephisjob.(T)6.ThegovernmentwerehappywithNelsonMandelaandtheANC.(F)2.Listeningandlearningaboutlanguagepoints(Discoverusefulwordsandexpressions,andthencompletethepassagewithsomeofthewordsabove)(goon,sometime,feelhopeless,loseone’sjob,braveman,infact,bereadyto,agreetotake,goagainstalaw,quietandcalm,betakentoprison,tellsomebodywhattodo,whatpeopledoinawar,alwaysdoingnewthings,havesomedifficultproblems,moneypaidforgoingtoschool,ayellowmetalformakingaring,groupofpeopleorganizedforaspecialpurpose)T:Let’slistentothewholestory.Wouldyoupleasefindoutthesimilarexpressionsinthetexttotheonesonthescreen?Thencompletethepassagewithsomeofthewords.WhenEliaslosthisjoband