王某某教学设计

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Unit 5 Nelson Mandela—a modern hero

Reading

***学 王某某

一、教学分析

1. 教学内容分析

本课选自高一第一学期的学习内容 --- 人教版《英语》必修一第五单元Nelson Mandela- a modern hero, 本节课为“阅读和理解”(Reading) 中的“听和读”(Listening and reading)部分，是这一单元的第二课时。

本课使用的文本材料为一篇故事。本单元的中心话题是当代英雄纳尔逊XXXXX曼德拉。故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。伊莱亚斯向我们介绍1952-1963年期间的曼德拉。这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。本课中，学生通过阅读理解伊莱亚斯的故事，进一步认识纳尔逊XXXXX曼德拉的高贵品质以及作为领袖人物的非凡魅力。学生通过阅读这篇记叙文，更能深刻地思考自己所需要具备的高贵品质，老师也能帮助学生树立自信、自强、乐于助人等人格素养。

2. 学情分析

授课对象为省级示范性高中临漳一中的高一年级学生，英语语言功底不太扎实，因此在整体阅读环节教师必须给与适当的引导，通过针对性的活动使学生体会略读的方法，在复述环节应提供足够的语言支撑和思维层面的引导，激发学生的表达欲望，通过关键短语的提示，帮助学生更好地把握文章大意，师生共同努力，教学相长，预计能够较好地完成本节课预期的学习任务。

3. 教学目标

基于对教学内容和学情分析在本课学习结束时，学生能够：

1）在语境中理解一些重点词的意思并初步认识本课中的一些语法结构。

2）进一步训练学生略读、猜测词义、细读、归纳复述等阅读技巧，把握文章中心意思，获取关键信息，并且能针对阅读内容表达自己的观点。

3）引导学生进一步认识纳尔逊XXXXX曼德拉的高贵品质。

4）唤起学生丰富的情感体验，努力提升自身的人格素养。

二、教学设计思路

该文本的体裁属于叙事类，就叙事类的文章而言，时间、人物、地点、情节等要素是阅读过程中必须关注的焦点。（何某某，2010）虽然课堂中我没有单独把时间、人物、地点、情节作为一条线单独列出，但是在不同的环节中，这条线都有体现。本节课是听读课，重点在阅读，学生通过略读、细读、归纳复述等阅读技巧，以及通过角色扮演更好地体会曼德拉的高贵品质以及作为领袖人物的非凡魅力。

复习部分通过图表形式，更直观地回顾昨天所学内容，进一步了解伟人所具有的品质，同时也为后面总结曼德拉所具有的高贵品质做了铺垫。

导入部分向学生展示了关于曼德拉的一个视频短片，以视觉、听觉的冲击激发学生的学习热情，帮助学生集中注意力，更好地投入到课堂中来。教师在教学过程中应该帮助学生拓展信息获得的途径，引导学生借助文字、图像、图形、色彩等多种手段，调动多种感官参与认知。

（童某某，2009）。导读部分还利用伊莱亚斯和曼德拉的两张图片，让学生初步预测他们的关系，进一步激发学生的学习积极性。

快速阅读部分设计了两个活动：概括文章的主旨大意和每一段的段落大意，采取的方式是略读和听读，对于文章大意的概括，基于学生的当前水平，我给出了一些提示，降低了学生的概括难度。每段的段落大意也是通过连线的方式进行，这样学生在短时间能完成这项任务，也能初步了解这篇文章的内容。如果学生水平高一些，可让其自行概括文章的主旨大意，教师引导即可。阅读教学应该也必须以阅读技能的培养和提高为重点。在具体的阅读过程中，由于阅读文本的体裁、题材、文本特征等不同，学生本身的语言水平、认知能力等不同，阅读的方法也不尽相同。（Francoise Grellet: Developing Reading Skills）

细读部分设计了三个活动：判断正误，小组讨论并回答问题，填写图表。学生用五分钟时间细读课文并完成课后第一个判断正误练习题，训练学生快速阅读以找到文本中的具体信息的能力。小组讨论并回答问题，帮助学生深层次理解文章，同时锻炼学生自主学习和合作学习相结合的能力。填写图标环节，学生通过找读来完成以“时间”和“事件”为内容的表格，通过完成这一表格，学生不仅找读技能得到训练，而且对文本内容的理解也立体化起来。

读后部分设计了复述和角色扮演两个活动，这也是本节课的高潮部分。学生利用提示词并模仿教师准备复述活动，这能调动小组内互相讨论学习的积极性。角色扮演则将小组活动推向高潮。锻炼学生积极参与活动、善于展示自己的能力。

在总结环节，老师引导学生回顾曼德拉的高贵品质，鼓励学生向曼德拉学习，树立自己的人格信条。

整节课的教学活动流程如下

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三、教学过程

Step 1: Revision and lead-in (3mins)

1.、教师通过多媒体展示一张图表，请同学们一起回顾上节课所学伟人们所具有的品质，为课文总结曼德拉的高贵品质做铺垫。师生对话如下：

T: So far we have learnt a lot about great people. Can you still remember the good qualities great people have?

S: Yes. Kind, helpful, generous, determined, confidentXXXXX

T: Good. Great people are kind, generous, determined, confident, leadership and so on. And today we are going to learn about a great person.

2、教师播放一个关于曼德拉的视频短片，导入新课。师生对话如下：

T: Please look at a short video about Mandela. Do you want to know more about Nelson Mandela?

S: Yes.

T: Today we’ll focus on the Elias’ Story. We can know more about Mandela through the story of Elias.

[设计意图]

复习学生所学知识，与即将学习的知识交相呼应，加深学生对高尚品质的理解。视频导课以视觉、听觉的冲击激发学生的学习热情，帮助学生集中注意力，更好地投入到课堂中来。

Step 2: Skimming (11mins)

1、学生快速浏览全文，并完成练习。师生对话如下：(4mins)

T: You have three minutes to skim the passage and try to get the main idea of this passage.

S: Yes.

T: The story is about the change in Elias’ life _______and _________he met Nelson Mandela, and what Mandela did to help Elias and other black people in ____________.?

S:Before, after and South Africa.

T: Excellent! The story is about the change in Elias’ life before and after he met Mandela, and what Mandela did to help Elias and other black people in South Africa.

2、听录音并给每段选择段落大意。师生对话如下：(5mins)

T: Please listen to the tape carefully and think about the main idea of each paragraph.

You have three minutes to do this part.

T: You can think about this question and then discuss your answers with your partner.

T: Time is up. Let’s deal with the question.

S: Para 1 mainly talks about Elias’ information.

Para 2 mainly tells us Elias’ trouble.

Para 3 talks about Mandela’s help.

Para 4 mainly talks about Black people’s situation.

Para 5 mainly tells us Elias’ support

3、 教师引导学生把文章分成三部分，同时书写板书。师生对话如下：(2mins)

T: How many parts can we divided this passage into?

S: Three.

T: Why? The first part may conclude?

S: The first and the second paragraph.

T: What does this part mainly talk about?

S: Elias’ information.

Elias’ background.

XXXXX

T: Elias was a black worker and he had no passbook. He was so afraid he would be out of work that he went to Mandela for help. So this was the first time he met Mandela, yes?

S: Yes.

T: The second part may include?

S: The third paragraph.

T: Right. What does this part mainly talk about?

S: Mandela helped Elias.

T: Excellent. This part is easy to conclude. Then the last part includes the last two paragraphs. What does this part talk about?

S: Black people’s bad situation and Elias helped Mandela blow up some government buildings. Their answers may vary from each other.

T: Good. We may conclude it to be “Elias helped Mandela”,yes?

S: Yes.

[设计意图]

学生迅速浏览文章，对文章的主旨大意有初步了解，把握文章中的人物关系，同时也锻炼学生快速阅读把握中心大意的能力；通过听录音感受语言的魅力，提升学生对语言的感知能力，同时也帮助学生找到部分基本信息，培养他们快速准确捕捉信息的能力。

Step 3 Scanning(15mins)

学生细读课文并完成课后练习一（判断正误）。师生对话如下：(5mins)

T: You have five minutes to read the passage with the help of the first question on page 35. First please look at the questions. Then read the text.

T: Time is up. Please think about these questions and then discuss your answers in your group. Try to find the correct answers.

1）Elias went to see Nelson Mandela when he was in trouble.

2）Elias left school because the school was too far from his home.

3）Nelson Mandela helped him keep his job.

4）Elias trusted Nelson Mandela and he joined the ANC Youth League.

5）Elias was willing to blow up government buildings.

6） Nelson Mandela thought violence was a good way to help the black people.

T: Have you got the answers?

S: Yes.

T: All right. Who can tell me your idea? Volunteer?

Ss:

Elias went to see Nelson Mandela when he was in trouble.It’s true.

Elias left school because the school was too far from his home. It’s false.

T: Why is it false? What’s wrong with it?

S: Because his family could not continue to pay the school fees and the bus fare.

T: Quite right. Do you know the difference between fee and fare?

fee fare

school ________

The lawyer gave advice to the poor for a very small ___.

bus/taxi ______

S: fees; fee; fare

T: Good. You did a good job.

Ss: 3. Nelson Mandela helped him keep his job.It’s true.

4. Elias trusted Nelson Mandela and he joined the ANC Youth League. It’s true.

5. Elias was willing to blow up government buildings.It’s false.

T: Why? What’s wrong with it?

S: As a matter of fact, Elias didn’t like violence.

T: Very good. Let’s go on.

S: 6. Nelson Mandela thought violence was a good way to help the black people.It’s false.

T: Can you read the original sentence in the passage?

S: 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.

T: Excellent. What does sentence mean? Do you know?

S: We decided to use violence only when our peaceful way was not allowed.

T: Yes. What a smart boy/girl. Please remember when we put “only plus an adverbial” before a sentence, we will put do, does, did, have, must and so on before the subject of the sentence. Are you clear? OK, read the sentence and see which answer is right.

Only when you realize the importance of foreign languages___ them well.

You can learn B. can you learn C. you learned D. did you learn

T: Have you got the answer?

S: B.

T: Quite right.

[设计意图]

学生仔细阅读文章，培养他们准确捕捉信息的能力。同时，就相关信息中涉及的难词、难句进行简单的解释和复用，初步扫除学生的阅读障碍。

2、小组讨论，设计深层次的问题供学生讨论，以加深对学生对文章的理解。师生对话如下：(7mins)

T: Now you have five minutes to read the passage loudly and think about the four questions. You can discuss your answers in groups. Are you clear?

1. Why did Elias visit Nelson Mandela?

2. What did Mandela do to help black people?

3. What kind of unfair situation did black people in South Africa face?

4. Why did he support violence when he did not agree with it ?

S: Yes.

T: Have you finished it? OK, let’s have a check.Volunteer?

S1: Elias needed Mandela’s help.

S2: Mandela offered guidance to poor black people.

S3: Black people could not vote or choose their leaders.They could not get the jobs they wanted >>>>>>内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。<<<<<< 拉的事迹，使故事更真实可信。在设计导课时，犹豫了好几种方法，最后选择了一段视频。录过之后觉得，如果用光辉岁月的视频来导课，让学生猜测这首歌的主人公，应该也是一个不错的选择。

2. 课堂设计注重整体性和连贯性，每一环节过渡都自然流畅，承上启下，具有逻辑性。整体设计循序渐进，由浅入深；从输入到输出，通过丰富的内容和活动，教师引领学生逐步了解曼德拉的伟大人格。对于语言点的处理，视频中没能体现出来，因为都是在学生的回答中引出的语言点讲解，如果在视频中体现出来会更好。

3. 本节课教师基本能用清晰、流畅的语言组织教学活动，但也有些许口误，实属不该。授课过程中，教师注重与学生的情感交流，不失时机地对学生进行鼓励，让学生做课堂的主人，引领他们感受阅读的魅力。但由于第一次录制学生不在场的视频，有些学生的措辞也被我给替代了，并且最后的分组活动忘记总结了，这是很大的失误，我本能做得更好！

4. 相信学生的自主学习能力和创作潜力。让学生成为课堂的主角，通过教师的引导和鼓励，学生的积极性被充分调动，学生所展示的创造力令老师惊叹不已。真正做到以学生为中心，提升学生的思维品质和文化品格，培养学生的英语核心素养。

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