人教版高一unit5 Nelson Mandela说课稿

1、Unit5 Nelson Mandelaa modern hero说课稿  各位老师： 大家好！我是XX号考生顾雨，来自河南财经政法大学成功学院。我今天所说的课题是高中一年级英语上册第5单元Nelson Mandelaa modern hero。我说课的内容包括五部分，包括教材分析，学生分析，教学方法，教学过程和板书设计。   一、教材分析 1.教材内容分析 今天我说课的内容是高一英语必修1第五单元Nelson Mandelaa

2、0;modern hero.，本单元讨论的话题是“great people”介绍了几位伟人的生平和伟人身上的品质，主要内容是围绕当代英雄纳尔逊 曼德拉展开的。通过学习本单元内容，学生学习伟大人物的优秀品质，不断提高自身的品格修养。 2、教学目标分析 新课标提出了立体三维教学目标，本课我设计的教学目标如下： 1）知识目标： 熟悉本课的一些新单词,短语和句型。语法方面掌握语法方面掌握以where，when,why,介词+which，介词+whom引导的定语从句 2）能力目标： 训练学生的阅读技巧（略读、寻读等

3、），形成用英语获取信息、处理分析信息的能力。并鼓励学生开口说英语。 3）情感态度目标： 通过学习激发学生对英语学习的浓厚兴趣； 使学生在领会语言丰富多彩性的同时学习伟大人物的优秀品质，不断提高自身的品格修养。 通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。 3、教学重点、难点： 1）教学重点：让学生熟悉与本话题相关的一些重点单词、短语。 提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。 2）教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习策略。鼓励学生开口说英语。 二

4、、学生分析 高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。但学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。虽然对英语有一定的兴趣但其学习主动性仍有待提高，未能积极主动地通过其他渠道获取信息，自主学习、探究学习的能力还有待于提高。本节课的话题较贴近生活，可以引导学生在原有的知识经验基础上通过合作探究学习构建新的知识经验和信息输入。 三、教学方法 1.首先说教法，从学生的实际情况出发，我主

5、要采用以下教法: 任务教学法：结合学生的生活经验和兴趣设计相当的任务值，让学生在完成任务的过程中学习到应有的知识并提高语言的沟通能力。同时让学生带着问题去阅读，找出相关答案，并分析整理形成自己的观点。 情景教学：通过举例以及观看相关视频让学生了解伟人的生平事迹，并谈谈自己的感受。 多媒体教学：充分利用英语教学资源，如使用录音机，电脑多媒体等，拓展学生的学习渠道，激发学习兴趣，提高教学效果。 2，其次说学法。教育家指出，“教是为了不教”自主合作探究是适应时代需要和行之有效的学习方式，应该激励学生的自主学习意识，加强互助学习与练习，使学生收获成功的乐趣，增强

6、学习英语的自信心。 四、教学过程 According to the teaching aims, I divide the teaching procedures into 3steps, that is warming up and pre-reading, while-reading and post-reading. Step1 Warming-up&

7、#160;and pre-reading(It includes 2tasks)热身与读前活动 Task1: Ss choose the adjectives on page 33 and discuss which of them can be used to describe the great person. Task2:give 

8、studens a video about famous people,and let them Look at the blankform below and Discuss the questions in pre-reading part :are these famous people also great people?

9、0;then report their result to the whole class. 设计意图：这几个问题对接下来阅读板块的学习提供了很好的铺垫，学生在阅读过程中可以将自己的观点和文章内容进行对比。达到阅读前的充分准备。 Step2 While-reading (This step includes 4 tasks)阅读 Task1 Scanning Scan the passge

10、0;and do exx.1,2 by individual work and pair work. Meanwhile get the ss to find out the main idea of each paragrah.              &

11、#160;                                                 &

12、#160;                      Unit 5 3 设计意图：训练学生扫读抓文章主旨大意的能力。 Task2Careful and Study reading Get the students to read and s

13、tudy the passage to find out the difficult sentences and then try to analyze them. and give them some questions. 设计意图：利用精读的形式让学生对文章的内容进行更深层次的理解。训练学生获取和处理信息的能力。 Task3 Listening and 

14、reading aloud Now that the ss have fully understood the whole passage, I will get them to listen to the tape and read it aloud to prepare for the next 

15、;step: post-reading. Step3 postreading(It includes 2tasks) Task1 Writing Get the ss to write a summry of this passage, using the useful expression and sentence patterns they&#

16、160;have learnt in this unit. Task2 discussing I will ask the Ss to discuss in groups and to describe what they have leaned from Mandela and how to be a

17、60;great person like him.And let students to choose an example of one great person in their mind view then discribe his or her life and story. 设计意图：让学生在学完这篇文章后对所学知识进行及时的输

18、出和巩固，并对新学的课文形成有效的自我评价。 Step4 Homework Finish off the reading task on workbook and preview the tasks in learning about language.And collect more information about famous and great&#

19、160;people and share it to class next time. 五.板书设计 1. Blackboard design: 1) Key words and sentences 2)Questions for reading 3) The main idea for each paragraph. (直观形

20、象性，高度概括性，艺术性) Hello, Everyone! Its my great honor to present my lesson plan here. You see, The material is the reading part in Unit 5 Nelson Mandela a modern hero The Topic of this unit is great people. And this reading passage titled Eliastory,inicates how Nelson Mandela try to fight for the e

21、quality of the black and the white,in the view of a poor black worker Elias. 教材分析It is the first period, but as my students have previewed before ,there may be little difficulties in comprehending the whole passage and catch the main idea.However, as this article is mainly about Nelson Mandela, they

22、 will probably be dull and dizzy with almost knowing nothing about the person. Therefore, its quite a necessity for them to search on the Internet for more information about Nelson Mandela in advance to form the first impression of him. Based on the analysis of the teaching material, the learning co

23、ndition, I set the following learning objectivesThe students will be able to describe a person ,especially about his quality. Their vocabulary in this part will be enlarged. The students will be able to affected by the great men,learn something from them.The students will be able to grasp the usage

24、of attribute clause, try to use it as often as they can. (教学目标) You see ,the definition of “great people” is quite abstract for my student to understand, which increase the difficulties to tell the difference between famous people and great people. As for grammar, this passage contains a lot of attr

25、ibute clause, it may cause some difficulties for my students to understand andanalyse. (重点、难点分析)(教学步骤）In order to achieve the objectives above, several activities are designed in the three stages.In pre-reading stage, there are two activities within 7 minutes. Activity 1 is describing.Ill show some

26、famous people photoes for them to identify and encourage them to use as much adjectives as possible to describe their qualities and achievements.In this way,students can be forced to use those words and share with others so that they can all learn some new words. Activity2 is judging. Students shoul

27、d distinguish whether those famous people are great men and list out their reasons. It may be an effective way to help them understand the difference between these two definitions. Whats more, there may raise some arguments and the atmosphere can be activated.In while-reading stage, I designed four

28、activities which will spend 30 minutes. Firstly, students skim the whole passage to conclude the life experience of Elias.Activity 2 is reading the passage again and answering three questions: What can of difficulties did Elias meet as an African? Why and how did Elias help Nelson Mandela? What may

29、Eliass life be like in the latter years? Activity3 is talking about Nelson Mandelas qualities implied from this passage. Activity 4 is find out all the attribute clauses in the passage and try to sort them.The last stage, post-reading stage needs the final 8 minutes. One activities is designed.Stude

30、nts just imagine that they were the black and try to what obstacles did they meet and what changes happened when they met Nelson Mandela ,so that they can express their own impressions on Nelson Mandela.At the end of the class, I will present homework-write an short article to introducetheir own ido

31、ls ,try to use many adjectives and the reason of their admiration.Unit 5  Nelison Mandela                  -a modern hero .Teaching aims:  1. teaching 

32、;materials: This unit is concerned with teaching students about what makes a great person.And this text is a story about Nelison Mandela writted by Elias. 2. Teaching

33、0;Goals: Get the students master the reading skills such as fast-reading, intensive reading and discuss with classmates. 3. The Emotion Target: It is that to learn the

34、60;qualities of the great person and how to be a great person. .Teaching Methods:  1. Situation Teaching.  2. Task- Based Language Teaching.  3. Encouragement and

35、60;Evaluation.  .Studying Methods:    1. Fast-reading, intensive reading and give a summary of the passage. 2. Cooperating with partner . . Teaching steps: Step1. Re

36、view the new words and phrases   For exam: be in trouble. fee. out of work. break the law. continue. equal . This can help the students understand the 

37、;new passage. Review the great persons. Lead to the Eliasstory and Mandela. Step2. Fast reading           Let the students read the text quickly&

38、#160;and divided the text into two parts and summarized the main idea of each part. Then answer the following questions: 1.How old was Elias when he first met Mandela? 2.what was mandela at that time ? 3.what did mandela do to hel