Using LanguageⅠppt课件配套教案内容

教学准备

教学目标 知识目

标 1. To help students fully understand the passage. 2. Encourage students to retell the story. 能力目

标 1. Improve students’ reading skills of skimming and scanning. 2. Encourage students to cooperate with others. 情感态度价值观 1. Help students to appreciate the qualities of Nelson Mandela and learn from him. 2. Develop students’ social responsibility. 教学重点/难点 重点

难点 1. Improve students’ reading skills of skimming and scanning. 2. Conclude and appreciate Nelson Mandela’s qualities. 1.Improve students’ reading skills of skimming and scanning. 2.Encourage students to retell the story. 教学用具

标签

教学过程 Step I: Warming up Listening to a song: You raise me up. 设计意图：通过课前一首歌，让学生明确当我们身处逆境的时候，我们都需要一个helper甚至是一个hero,引出modern hero曼德拉。

Step II: Pre-reading

Task 1.What is the writing style of the passage? A. Narrative（记叙文）B. Expository（说明文）C. argumentative（议论文）

Task 2.What is the writing order of the passage? A. Time order B. Space order Task 3.What is the relationship between Nelson Mandela and Elias?

设计意图：迅速引导学生思考本文的文体和写作顺序，

为下一环节的阅读做准备。引导学生根据题目大胆猜测，

旨在培养学生预测文章主题、把握中心的能力。

Step III：While – reading 1. Skimming

Task1. What is the main idea of the story? Task2. What is the structure of the story? (Para__——Para___)Part 1 main idea:_____________________________________ (Para__——Para___)Part 2 main idea:_____________________________________

设计意图：快速通读全文，把握文章主旨大意。着重培养学生快速了解文章大意把握文章脉络的能力。

2. Scanning

Para 1&2, Task 1: Timeline Elias’ life

1940 1946 1948

1948-1952 1952

Task2. Use an adjective to describe his feeling before he met Mandela. Why do you think so?

Para3-5

Task 1:.Answer the following questions: 1).What did Mandela do to help Elias? 2).What unfair stage did black people face in South Africa?

3).What did they do to fight against the government? Task2. What about his feeling after he met Mandela? Why do you think so? 设计意图：通过分段细读培养学生把握事实细节的能力，同时引导学生精确地把握作者的情感态度的变化，旨在培养学生在把握事实细节的同时理清文章脉络，把握整体的能力。

3. Appreciating the sentences. 1.“The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. 2.“…we were put in a position in which we had either to accept we were less important, or fight the Government. 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.”

设计意图：引导学生分析理解文章中的长难句，提高学生突破长难句的能力。

Step Ⅳ：Post-reading （Group work）

Task 1: Retelling the story in the third person. My grandfather was a poor black worker. ... ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Vocabulary and structure for you to refer to. the time when…, lawyer, went to ... for advice, offer guidance, generous, leave school, no passbook, out of work, hopeful, join, equal , a stage where…, be decided by ,

answer violence with violence, blew up ... achieve our dream of…,

Task 2.What qualities do you think Nelson Mandela have according the passage?

设计意图：在文章脉络及足够的事实细节输入之后，本活动为读后的输出部分。旨在引导学生回顾本课重点；同时对本课内容进行内化、拓展，以提高学生的语言运用能力。同时曼德拉品质的归纳，让学生明确为人所具备的品质，向伟人学习。

Step V: Assignment 1. Turn to the Internet or other materials for further information about Nelson Mandela. 2. Read the passage aloud to appreciate the important sentences and learn the new vocabulary.

设计意图：作业是课堂设计的延续和拓展，紧密结合本课所学内容，旨在培养课外阅读习惯和学以致用的能力。