新人教版unit5-Nelson-Mandela参赛教案设计

新人教版-英语-必修一-Unit 5 Nelson Mandela－ａmodern hero 教案设计

-------A sample plan for Warming up and Reading

No1 High School of RuijinXiao Cong

教师：江西瑞金一中肖聪年级：高一

课题名称：新人教版-英语-必修一Unit 5 Nelson Mandela－ａmodern hero

教学内容：Warming up and Reading

一．教材分析：

本节课的教学内容是必修一第五单元的Warming-up和Reading，以Reading为主。本课例是高一第五单元的Warming up 和Reading 部分。热身部分列出了一些形容词，要求学生从中选择一些来描述伟人，引导学生思考伟人应具有的品格，这样的安排既突出了本单元的主题——伟人的品格，又体现了本单元的功能项目——发表意见与评论。

阅读课文的主要内容是围绕当代英雄——南非前总统曼德拉展开的。课文借穷苦的黑人工人Elias的口吻讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争情况，介绍了1952—1963年期间的曼德拉，从侧面向学生展示了他的高贵品质。这样的写法有别于惯常所采用的平铺直叙，虽然只反映出曼德拉的一个侧面，但读起来却更亲切感人，引人入胜，还留给学生更多的思考空间。

本篇阅读课文围绕“ Nelson Mandela----a modern hero 为话题，目的在于使学生了解一个伟人应具备怎样的品质，要求学生掌握阅读方法和技巧，在有限的时间里最大限度地获取信息，让学生尝试“自主学习、主动思考、乐于协作”。

二．教案设计

Teaching aims:

Knowledgeaims:

1.Get the students to learn to learn the following words to describe a person: kind, brave, determined, diligent, wise, friendly, warm, hard-working, strong-minded, generous, cheerful;

2.Get thestudents to know the qualities of a great person;

3. Get the students to learn about Nelson Mandela.

Ability aims:

1.Develop the students’ reading ability and let them learn different reading skills;

2.Get the students to learn to grasp the main idea of a text or a passage.

Emotional aims:

1.Enable the students to know about some great people and learn their noble qualities.

2. Get the students to learn from Nelson Mandela to develop their moral quality

Teaching important points:

Get the students to know about the qualities a great person should have

Enable the students to learn about Nelson Mandela;

Get the students to learn different reading skills.

Teaching difficult points:

Develop the students’ reading ability;

Enable the students to grasp the main idea of a text and learn how to describe a person; Enable the students to be clear about the structure of a passage.

Teaching methods:

1. 演示法：

把制作的课件、图片、视频等显示给学生看，激发学生的学习兴趣，并从中体会相关的文化背景，体会语言的魅力，达到更好理解课文的目的；

2. 任务驱动教学法：Task-based teaching and learning

将所要学会的阅读技能设计在一个接一个的阅读任务中，学生通过完成阅读任务训练阅读能力；

3. Cooperative learning：合作学习

Teaching aids:

1. The multimedia and the Internet;

2. Other normal teaching tools.

Teaching procedures:教学过程

Step1: Lead-in：导入

Step2: warming-up: 热身

Step3:Pre-reading: 读前

Step4:Reading: 阅读

Step5: After-reading: 读后

Step6: Consolidation: 巩固

Step7: Homework: 作业

Step8: Enjoyment: 欣赏

Step1:Lead in

Let the students enjoy a song “Hero”, showing a MV and the lyrics on the screen, make the students enjoy the words:

There's a hero

If you look inside your heart

You don't have to be afraid

Of what you are

There's an answer

If you reach into your soul

And the sorrow that you know

Will melt away

And then a hero comes along

With the strength to carry on

And you cast your fears aside

And you know you can survive

So when you feel like hope is gone

Look inside you and be strong

And you'll finally see the truth

That a hero lies in you

Then ask the students to discussthe question“Who is hero?”

Step2:Warming up: Guessing Game

First, show some sentences describing some famous or great people to ask the students to guess who they are. Second, play a game. Show them some pictures of persond and adjectives to describe these persons, asking a student from each group to guess who they are while others in groups are describing the persons. Third, discuss some questions in groups, showing the following questions: Are famous people also great people? Are great people also famous people? The result of the discussion: Great people are important in a long history; famous people are important in a certain time.

Step3: Pre-reading

1. Let the students enjoy video about how Nelson Mandela spent his life in RobbenIsland and make thestudents enjoy and learn the poet:

Out of the might that covers me,

Black as the pit from pole to pole,

I thank whatever gods may be,

For my unconquerable soul.

In the fell clutch of circumstance,

I have not winced nor cried aloud.

Under thebludgeonings of fate,

My head is bloody,but unbowed.

Beyond this place of wrath and tears,

Looms but the horrors of the shade,

And yet the menace of the years,

Finds ,and shall finds,me unafraid.

It matters not how strait the gate,

How charged with punishment the scroll,

I am my master of my fate,

I am the captain of my soul.

Then ask the students the question: what qualities should a great person have?

2. Show some brief information about Nelson Mandela.

Step4: Reading

1. Ask the students to read the title of the passage and ask them to guess the relationship between Elias and Nelson Mandela.(Answer:Friends)

2. Fast reading:

Task1: Listen to the tape and try to get the general idea of the text.

Task2:ask the students to read the passage as quickly as they can and find out how to divide the passage into two parts and get main idea of each part：

Part 1: Paragraph(1-2) the life of Elias’life before he met Nelson Mandela.

Part 2: Paragraph (3-5) the l ife of Elias’life after he met Nelson Mandela and what Mandela did.

Task3: Matching the main idea of each paragraph.

3. Careful reading: Give the students five minutes, ask them to read the text carefully to locate particular information and then finish the following tasks:

Task1: Finish Exercise1 on P35

Task2:Do the exercise on the screen: ask the students to read the first part and find the

（Answers:1940 He was born .1946 He began school. 1948 He left school. 1952 He was 12.He met Nelson Mandela. 1963:Elias helped Mandela blow up somegovernment buildings.）

Step5: After-reading:

Task1:Discussion

Question1: What can we learn from Nelson Mandela?

Question2: How to be a great person?

Task2: Read and recite

“were put into a position in which we had either to accept we were less important, or fight the government. We chose to attack the laws. We first broke the law in a way which was peaceful; when this was not allowed…only then did we decide to answer violence with violence.”

Step6: Consolidation: summary.

Show a short passage on the screen and ask the students to fill in the blanks: Nelson Mandela was the first black president of South Africa. He ____all his life to making black and white people _____. In 1952, he ____a law office to offer ____ to the poor black people on their _____ problems. Elias was helped by him when he was ______ and then he became more _____ about his life. Later when Mandela organized the ANC ____ he joined it as soon as possible and fought together for the equal rights. They first broke the law in a ____ way. Only when that was not allowed ____decide to answer violence with_____._________, Elias didn’t like violence, but he was happy to help _____ some of the government buildings because of their dream.

(Answers:devoted; equal; set up; guidance; legal; in trouble; hopeful; Youth League; peaceful; did they; violence; As a matter of fact; blow up)

Step7: Homework

1.Find out useful words and expressions in the text;

2. A writing task：Try to retell Elias’ story, using the following words:

Before meeting Mandela: born, began school, leave got a job, worried about, out of work; After meeting Mandela: get, stay, joined the ANC Youth League, blow up, put in prison

happy, realize the dream.

Step8: Enjoy a video about a song“Glories Days” by Huang Jia Ju, telling them that the song was written for Nelson Mandela. 欣赏黄家驹的“光辉岁月”这首歌，告诉学生这首歌是黄家驹在1993年曼德拉活得诺贝尔和平奖时所写，从歌词和画面中感受到世界人民对曼德拉的敬意。

三．教学反思

（一）：教学成功之处：

1. 教学环节，学习任务的设计环环相扣，贴近学情。

①课堂导入自然新颖，以一首“Hero”的MV 开始引入本单元话题: 曼德拉——一个当代英雄，引导学生欣赏期中的歌词“So when you feel like hope is gone ，look inside you and be strong，and you'll finally see the truth , that a hero lies in you.”,也自然地引出一个问题“Who is the hero in your mind”, 以此来活跃学生的思维，带着这样的思考进入到下一个教学环节。

②课文阅读分成三部分：读前，阅读，读后。读前两个活动: 一是观看曼德拉在罗本岛的牢狱生活的一段视频，引导学生理解并体会曼德拉的两句话：I’m the master of my fate; I’m the captain of my soul. 在欣赏的过程中去体验学习曼德拉在困境中依然坚定自己的信念，坚持自己的梦想，不屈不挠的精神。二是展示曼德拉的信息，让学生进一步了解曼德拉。课文阅读设计了两个过程：一时略读，二是细读。略读设计了三个学习任务：