NelsonMandela教學(xué)設(shè)計(jì)Word版

1、傳播優(yōu)秀Word版文檔 ，希望對您有幫助，可雙擊去除！Unit5 Nelson Mandela教學(xué)設(shè)計(jì)北城中學(xué) 姚雁 班級： 高一九班 時(shí)間：2017.11.151.高中英語教學(xué)現(xiàn)狀與新課標(biāo)要求:目前在高中英語教學(xué)中存在的問題主要表現(xiàn)如下：在高中英語的教學(xué)中還普遍存在著重知識(shí)、輕能力的現(xiàn)象。教學(xué)多以教師講解詞匯和語法知識(shí)為主，語言輸入量偏小，教學(xué)中忽視對學(xué)生提取信息和處理信息能力的培養(yǎng)，忽視對學(xué)生分析問題、解決問題能力的培養(yǎng)，單一的、滿堂灌的教學(xué)方法和被動(dòng)的學(xué)習(xí)方式難以使學(xué)生形成聽說讀寫的綜合語言運(yùn)用能力，難以發(fā)展學(xué)生的思維能力和分析問題、解決問題的能力。新課程標(biāo)準(zhǔn)的三維教學(xué)觀，具體到英語學(xué)科

2、就是要整合發(fā)展學(xué)生語言技能、語言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。指出：“教師在教學(xué)才過程中應(yīng)與學(xué)生積極互動(dòng)、共同發(fā)展。教師應(yīng)尊重學(xué)生的人格，關(guān)注個(gè)體差異，滿足不同學(xué)生的學(xué)習(xí)需要，創(chuàng)設(shè)能引導(dǎo)學(xué)生主動(dòng)參與的教育環(huán)境，激發(fā)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)學(xué)生掌握和運(yùn)用知識(shí)的態(tài)度和能力，使每個(gè)學(xué)生都能得到充分的發(fā)展。因此，本課的設(shè)計(jì)重點(diǎn)是：幫助學(xué)生形成自主、合作、探究的學(xué)習(xí)模式，掌握閱讀的一些基本技巧，讓每個(gè)學(xué)生在原有的基礎(chǔ)上都學(xué)有所得。2.教學(xué)背景分析教學(xué)內(nèi)容分析：本節(jié)課在本單元中非常重要，因?yàn)樗恰皩?dǎo)入課”也是“閱讀課”，能決定學(xué)生對本單元的學(xué)習(xí)興趣，學(xué)習(xí)動(dòng)機(jī)，

3、將對本單元學(xué)習(xí)的成敗起舉足輕重的作用，同時(shí)能很大程度上影響學(xué)生的道德觀念。這一單元的中心話題是“偉人的品格”，而主要內(nèi)容是圍繞當(dāng)代英雄“Nelson Mandela”展開的。這一課時(shí)主要分為下面幾部分：“熱身”，引導(dǎo)學(xué)生思考偉人應(yīng)具有的品格，開展討論，這一部分體現(xiàn)了本單元的功能項(xiàng)目發(fā)表意見和評論?！白x前”讓學(xué)生進(jìn)行小組深入討論古今中外的偉大人物，并發(fā)表意見，讓學(xué)生進(jìn)一步了解偉大人物的偉大品格?！伴喿x”部分從預(yù)測開始，引導(dǎo)學(xué)生讀“Elias”的故事，由“Elias”向我們敘述“Nelson Mandela”的故事，時(shí)間是從1952年到1963年。通過使用Skimming，Scanning和Car

4、eful reading等閱讀策略來幫助學(xué)生理解文章。旨在努力培養(yǎng)和提高學(xué)生的閱讀能力。每個(gè)閱讀環(huán)節(jié)緊扣課文，使學(xué)生熟讀，熟知課文內(nèi)容。在課文中關(guān)注本單元的重點(diǎn)單詞，短語及句型。學(xué)生情況分析：高一九班學(xué)生英語基礎(chǔ)差，對英語學(xué)習(xí)的興趣不高。因而在課堂設(shè)計(jì)方面要注重基礎(chǔ)和趣味性 。圍繞課文內(nèi)容培養(yǎng)和提高學(xué)生的聽，說，讀，寫等能力。努力激發(fā)學(xué)生們的英語學(xué)習(xí)興趣。3.教學(xué)目標(biāo)分析Teaching aims:Knowledge aims:1. Get the students to learn the following words to describe a person: selfless，dete

5、rmined，brave，hard-working，confident，easy-going，generous，kind，honest ,warm-hearted, helpful, responsible, devoted2. Get the students 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 differ

6、ent 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 quality4.教學(xué)重點(diǎn)、難點(diǎn)分析Teaching impor

7、tant points:1. Get the students to know about the qualities a great person should have2. Enable the students to learn about Nelson Mandela;3. Get the students to learn different reading skills.Teaching difficult points:1. Develop the students reading ability;2. Enable the students to grasp the main

8、idea of a text and learn how to describe a person;3. Enable the students to be clear about the structure of a passage.Teaching methods:Task-based teaching and learning，Cooperative learning，Discussion.Teaching aids: 1. The multimedia and the Internet;2. Other normal teaching tools.5.教學(xué)過程設(shè)計(jì)Teaching pr

9、ocedures:Step1： Warming up: Guessing GameFirst, show some sentences describing some famous or great people to ask the students to guess who they are. Show them some adjectives to describe these persons. Then ask the students the following questions: Are famous people also great people? Are great peo

10、ple also famous people? The result of the questions: Great people are important in a long history; famous people are important in a certain time.Famous people :Famous people are important in a certain time.Great people:Great people are important in a long history.設(shè)計(jì)意圖：讓學(xué)生在輕松愉快的氛圍中來進(jìn)入英語語言的學(xué)習(xí)，以學(xué)生熟悉的人物

11、周杰倫，姚明，白求恩，孫中山,曼德拉等引起話題，使學(xué)生能在思考后很容易的對比出Famous people與Great people的區(qū)別，順利導(dǎo)入課堂。Step2：Reading1.Prediction: Ask the students to read the title of the passage and ask them to guess the relationship between Elias and Nelson Mandela.2. Fast reading: Task1: Listen to the tape and try to get the general idea

12、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 life of Elias life after he met

13、Nelson Mandela and what Mandela did. 3. Scanning: Please find out what happened in Elias life in the following years?1940:（Elias was born .）1946: （Elias began school.）1948:（ Elias left school.）1952:（ Elias went to Nelson Mandela for advice.）1963: （Elias helped Nelson Mandela blow up some government

14、buildings.）Please read the text carefully and finish the True or False questions and tell why.The students can discuss in groups.4.Careful reading: Answer the questions according to part one and part two.Part one:Information about Mandela: He was a blacklawyer. He offered guidance to poor black peop

15、le on theirlegalproblems. He wasgenerouswith his time.Information of Elias: He wasa poor blackworker. It was in 1952 and Mandela was the black lawyer to whom I went for advice. He was generous with his time, for which I was grateful.Part two:1.Why did Elias leave school so early?2.What problem did E

16、lias have to keep his job?Part three-five: 1.How did Nelson Mandela help Elias ? 2.How did Elias support Mandela? 3. What problems did the black people like Elias have at that time?4.Why did Elias support violence when he did not like it?設(shè)計(jì)意圖：利用Prediction引發(fā)學(xué)生對課文的興趣，同時(shí)讓學(xué)生克服畏難情緒，以準(zhǔn)備好的心情去進(jìn)行學(xué)習(xí)。通過Skimming閱讀策略使學(xué)生對文章大意有通篇的了解。在掌握了全文大意后，用Scanning的閱讀策略讓學(xué)生熟悉文章中重要的年份，學(xué)生也更加了解Elias的具體情況。Careful reading能進(jìn)一步幫助學(xué)生理解全文，深入地學(xué)習(xí)課文，更好地掌握新的詞匯和短語，充分提高英語閱讀技巧和能力。Step3: Discussion:1.What can we learn from the text about Nelson Mandela?2.What qua