優(yōu)品課件之高一必修一ELIAS’STORY的

1、優(yōu)品課件 高一必修一 ELIAS STORY勺 Teachi ng Pla n for ELIAS STORY （東陽市順風(fēng)高中韋海寧） 一. Type （教學(xué)課型）：Reading （閱讀課） 本文以Elias 的口吻，講述了南非黑人所受到的不公正待遇以及他 們爭取種族平等的斗爭歷史。同時(shí)還提到了他與Nelson Mandela的 一段交往，從側(cè)面向?qū)W生展示 Nelson Mandela的高貴品質(zhì)。教材設(shè) 計(jì)的目的是在訓(xùn)練學(xué)生閱讀技能的基礎(chǔ)上，讓他們認(rèn)識到南非黑人爭 取自由和平等權(quán)利而付出的艱辛努力。 文章的主題有利于培養(yǎng)學(xué)生堅(jiān) 強(qiáng)的意志，樹立正確的人生觀與世界觀。 二. 教材分析 1. 教

2、材處理 在本單元的Warming up部分，學(xué)生通過圖表判斷自己是哪種類型的 人，了解了一個(gè)偉人應(yīng)具備怎樣的品質(zhì)。為熟悉本課的內(nèi)容作了鋪墊。 雖然學(xué)生對一些偉人已經(jīng)有一點(diǎn)的背景知識，但是對Nelso n Mandela有些陌生。本節(jié)課的目的是讓學(xué)生通過閱讀，從語言材料中 獲取相關(guān)信息，并通過對信息的加工和處理，提高他們的語言運(yùn)用能 力。課后，讓學(xué)生閱讀練習(xí)冊的補(bǔ)充材料及寫一篇Nelson Ma ndela 的短文。提高學(xué)生的聽、說、讀、寫能力。 2. Teachi ng Aims（教學(xué)目標(biāo)）: To lear n the differe nces betwee n an importa nt

3、pers on and a great person.（ 能力） Do reading practice to improve students reading abilities. （能力） Lear n about some great people and qualities they have in com mon.（情感） Develop the stude nts moral quality.（ 情感） 3. Teachi ng Key Poi nts（ 教學(xué)重點(diǎn)）： Learn to give a right definition of a great man. Lear n t

4、o grasp the main idea of the text. 4. Teachi ng Difficult Poi nts（ 教學(xué)難點(diǎn)）： Lear n how to tell the differe nces betwee n an importa nt pers on and a great pers on. How to grasp the main idea of a text. Lear n to write somethi ng about Nels on Man dela. 5. Teachi ng method（教學(xué)方法）:Task-based teachi ng ap

5、proach（任 務(wù)型教學(xué)） 6. Teaching Aids（教具準(zhǔn)備）:The multimedia and the recorder. 三. 教學(xué)設(shè)計(jì) 1. 總體思路 筆者將本堂課的主要內(nèi)容分為四大部分，Pre-reading（閱讀前活 動）,while- reading （閱讀中活動），post-reading（閱讀后活 動）以及discussion （討論）。其中閱讀前活動通過看圖說話，旨在 讓學(xué)生熟悉課文主題。閱讀活動由略讀 、跳讀，細(xì)讀，歸納大意環(huán)節(jié)組成，教師根據(jù)學(xué)生的認(rèn)知和情感規(guī)律 的特點(diǎn)，遵循循序漸進(jìn)的教學(xué)原則，活動和所設(shè)計(jì)的問題由淺入深， 層層深入，著眼于提高學(xué)生的閱讀能力

6、，是學(xué)生理解課文的關(guān)鍵環(huán) 節(jié)。讀后活動的評價(jià)性問題和討論旨在培養(yǎng)學(xué)生的綜合語言運(yùn)用能力， 激發(fā)學(xué)生的發(fā)散性思維。同時(shí)引導(dǎo)學(xué)生向偉人的高貴品質(zhì)學(xué)習(xí)，提高 自身素養(yǎng)。 2. Teachi ng Procedures（教學(xué)過程）： Step 1. Revisio n（復(fù)習(xí)） Teacher: GoodM orning, every one. Y esterday we talked about what qualities should a great man have. Now work in pairs and try to give as many words as you can to de

7、scribe a great person s qualities. Students give differentanswers: helpful, hard working, active, wise, kind, brave. 設(shè)計(jì)說明：通過復(fù)習(xí)學(xué)生心目中偉人的素質(zhì)標(biāo)準(zhǔn)，導(dǎo)入閱讀前關(guān)于偉 人和重要人物區(qū)別的討論。 Step 2. Pre-readi ng Ask the stude nts to look at the pictures of 6 pers ons on the PowerPoint and ask students if they knowanything about

8、the men. Stude nt 1: William Tyn dale wrote the Bible in En glish so all could read it. He was put in pris on and died for his ideas but his work was later used in the Bible. Stude nt 2: Norma n Bethu ne worked in Chi na as a doctor and he saved many Chi nese soldiers dur ing the sec ond World War.

9、Student 3: Sun Yat-sen founded the first Republic in China. He strongly believed in the three principles: nationalism; people s rights; people s livelihood. Student 4: Gandhi gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way. Stude nt 5: Nels on Ma

10、n dela spe nt 30 years in pris on fight ingfor equality for black people in South Africa. He was the former preside nt of the Republic of South Africa. Student 6: Neil Armstrong is the one who worked hard to be the first man on the moon in July 1969. Teacher: Now in pairs decide which of them are gr

11、eat men and which are just important men. Give your reasons for your decisi on. Result: The first five can be called great persons except the last one. Neil Armstrong is the one who worked hard to be the first manon the moon but did not sacrificeanything to do this so he should not be viewed as a gr

12、eat man. 設(shè)計(jì)說明：通過組織學(xué)生討論 William Tyndale等六人的主要事跡引 起學(xué)生對文章內(nèi)容的思考，使學(xué)生能用英語闡述自己的意見， 培養(yǎng)學(xué) 生的觀察能力和語言表達(dá)能力，為正文學(xué)習(xí)做好準(zhǔn)備。 Teacher: Now can you tell me what a great pers on is ? Stude nt: A great pers on is one who has followed his/her ideas and sacrificed somethi ng so that they could be realized. An importa nt pers

13、 on may be well-k nown but if he/she has not gone through struggles and difficulties for their noble cause, they cannot be called a great pers on. Step 3. While-readi ng Task1.Ask stude nts to skim the text and an swer the followi ng questi ons while the teacher plays the tape for stude nts to liste

14、n to: What s the name of the writer? When did he first meet Ma ndela? When was Elias born? Whe n did Nels on Man dela ope n a black law firm? Whe n did Elias go to school? Did black peopl e have vote at that time? As a matte of fact, does Elias like viole nee? 設(shè)計(jì)說明：這部分的閱讀是淺層次的，問題設(shè)計(jì)由表及里，層層深入， 幫助學(xué)生逐步加

15、深對課文的理解。 Task2.Ask stude nts to sca n the text and tell whether the followi ng stateme nts are true or false and why. Elias met Nels on Man dela at school. ( F ) Nels on Man dela was a black lawyer. ( T ) Elias was unable to read or write because he was lazy. ( F ) Nels on Man dela helped him keep h

16、is job. ( T ) . Elias was happy blowing up government buildings. ( F ) Nels on Man dela believed tha t black people were being treated as well as white people in South Africa. ( F ) Nels on Man dela thought viole nce was a good way to help black people. ( F ) The gover nment were happy with Nels on

17、Man dela and the ANC. (F ) 這部分問題設(shè)計(jì)屬于中等層次的，學(xué)生對每個(gè)句子做出是非判斷且說 明理由，在辨別過程中，學(xué)生加深對課文的理解。 Task3. Ask studentsto read the text again and make a timeline of Elias life un til he met Nels on Man dela, using the read ing to help you. Work out the year in which he was born and then fit in the other events in his

18、life till he was fourteen. Note: Not all years will have in formati on to be added. After 5 minu tes, check the an swer with the whole class In 1940 Elias was born. In 1946 Elias bega n school In 1948 Elias left school. In 1952 Elias was twelve years old and met Man dela . In 1963 Elias helped Man d

19、ela blow up some gover nment buildi ng 設(shè)計(jì)說明：本文是一篇記敘文，指導(dǎo)學(xué)生學(xué)會利用時(shí)間順序描述一個(gè) 人一生的主要活動。本題屬信息采集題，考查了學(xué)生閱讀理解能力中 的細(xì)節(jié)理解能力。. Teacher: to help you better un dersta nd the text, please read the text aga in and an swer the follow ing questi on. This passage is madeup of five paragraphs and it can be divided into thr

20、ee parts. Can you match each part with its main idea? Parts Paragraphs An swers A. What I did to help Nels on Man dela and the blacks in South Africa B. What Nels on Man dela did and said to help me and the blacks C. What a miserable life I was livi ng 1. Part 1 Paragraphs(s) 2. Part 2 Paragraphs(s)

21、 3. Part 3 Paragraphs(s) 設(shè)計(jì)說明：歸納段落大意是對學(xué)生理解語篇結(jié)構(gòu)能力的考察。筆者根 據(jù)學(xué)生的實(shí)際水平，降低了難度，以選擇題形式讓學(xué)生找到課文每部 分大意，便于學(xué)生理解和做筆記。 Step 4. Post-readi ng What disadva ntages did Elias have in finding a job? In Elias eye, what kind of person was Mandela? What was Elias feeling about his action? Why? 設(shè)計(jì)說明：這部分問題是較高層次的，學(xué)生通過課文所提供的材料

22、以 及自己對課文的理解，說出自己的看法。 Step 5. Discussi on What shall we lear n from the great people to improve ourselves? Suppose you are Elias, you will be asked to talk about your life story and give some introductions on how Mandela in flue need you in your attitude towards viole nee. 設(shè)計(jì)說明：討論環(huán)節(jié)，對于提高學(xué)生的口語能力起到了積極作用。如 第2題，學(xué)生可根據(jù)課文的信息材料進(jìn)行課文復(fù)述，有助于學(xué)生當(dāng)堂 進(jìn)一步鞏固課文。 Step 6. Homework Ask stude nts to fin ishreadi ng comprehe nsion about “ Nels