Learning about Language全国优秀课堂实录

单元主题语境（theme context）: 名人伟人的品质与人生

本课课型（lesson type）: 以伟人的事迹扩展知识，聚焦导图阅读

教材内容（content）：必修一第五单元

Reading 教学时间（time of teaching）: 一个课时（45分钟）

设计者

(designer)：李恺

I.

教材分析与教学理念

This teaching passage is from Book1 unit5, and from the title of the unit, Nelson Mandela-a modern hero, we can obviously concluded that this unit mainly focuses on the deeds of the great men, also some biographies of great heroes. And from the whole passage we can gain some main qualities of those people, from whom we may learn something. The most importantly, we can accumulate some knowledge to help our daily reading and speaking,even writing. I believe that the students will obtain more reading strategies and abilities after they finished this kind of reading materials. The teaching theory of this kind of reading materials is to find the clear clue of the whole passage, and then draw different maps of the passage by using the key words to describe the main idea. All the process is under the various parts of the passage, what you need to do is to find the apparent connection between the mindmap and the content of the passage. The reason why we adopt this kind of strategy is that we can make students adapt to the learning of different articles by using the mindmap. All we do is to enhance the students’ flexible thinking abilities and methods.

II.

学情分析

The students who are kind of puzzled about the English learning in senior high school, because they have irregular basic knowledge and impassive learning, some of then even don’t have favorable habits.However, they are creative, energetic and well plastic, they are eager to explore the English world in their way, the most essential part is they can always find something new in their learning process. For this lesson, it’s a bit difficult for students to understand the learning strategies by using mindmap, but I reckon that with time going by, students will gradually adjust to this king of learning procedure. III.

教学目标

At the end of the class, students will be able to: 1.

Identify the connection between useful information and the mindmap of the passage and able to answer different questions by using the information from mindmap.

2.

find the key points to fill in the blanks in mindmap, and attain some useful perspectives during the reading part through several phases;

(比较、分析、总结能力) 3.

apply the tips concluded in class into opinion speaking or writing（知识迁移）

4.

learn to develop critical thinking ability（思维能力）;

5.

learn some basic information about great men or heroes, increase their understandings of the cultures in different historical phases. (文化意识)

IV.

教学重难点

1

Teaching key points Difficult points To understand the reading material and draw the mind map(思维导图) of the passage. The study-reading(研读) V.

教学方法

Teaching method: Task-based language teaching

Learning method: Cooperative&Exploratory learning by reading, mind mapping,

discussing and study-reading VI.

教学环节

教学环节

教学活动

活动目的

教学时间

Intention (设计意图)

3’

It’ s intended to make students interested in the topic of this passage by watching the video. Able to express their own ideas about the questions.

Step1

1.

Is this man a great man or hero? Why? 2.

What is your hero? Why?

Step2

1.

Who are the main characters of this passage? 2.

Can you use some key words to describe them?

Step3

7’

Intention(设计意图):

Students can get the basic comprehension of the passage and find the beginning part of the passage, that is the core of passage.The mindmap will be drawn from the main characters of the passage.

Intention(设计意图):

15Find out the answers of the following questions.

’

1.

Why did Mr Elias visit Mr Mandela? What its about? Critical thinking is 2.

What is your understanding of the sentence “The last thirty one of

the essential years......at all”?

elements throughout 3.

What are the rights that black people don’t have?

the whole English teaching process.

2

1. What was Elias’ attitude towards the unfair situation black Step 4 people faced?

Discussion 2. Why did Nelson Mandela turn to violence to make black and Critical white people equal?

thinking

3. If you were Mandela or Elias, what will you do? Why?

Step5 Study reading

Blackboard design

Individual work:

Please have a comprehension of the last sentence in the passage. What is your attitude of making people in the world equal?Is Nelson Mandela a great man? What is the definition of a great man?

Intention(设计意图):

15' Discussion is intended to connect the critical thinking and personal ideas about these questions. And let students have a free talk to express their opinions

Intention(设计意图):

2’

Study reading is the focus of the reading core, and students can have a deeper understanding of whole passage. It also may make us comprehend the key points better.

3’

Assignment

After class try to draw your own mind map of the passage and to use your own mind map to retell the passage.

课后反思

本节课以名人伟人的人生轨迹为线索，探究他们的人生轨迹和思维品质，以思维导图的形式展现英语学科阅读理解的学习，整篇文章以黑人领袖曼德拉的事迹为基础，以不同的问题构造为框架，用问题的形式来完成思维导图的构建，在此基础上聚焦于学生们的3

思维创新和批判精神，更重要的是多以开放式的问题为基础，结合文章的大意来完成对于文章的基础学习。此外，整堂课最终将注意力集中在名人伟人的品质和习惯上，在这一点上或许对同学们有些难度，课堂上同学们的反应就略显迟疑，这时候老师就更加要勤于引导同学们主动思考，积极交流，说出自己的内心想法。在本节课的最后部分涉及到了关于人类不同种族间的人与人平等的问题，本以为会比较难回答，没想到同学们非常的积极，踊跃回答问题，表达自己的观点。最后将整堂课的学习体现在每个同学的手绘思维导图上，虽然略有生涩，但我相信随着不断地练习，同学们一定会越来越棒！

同课头评课

对于这样一堂阅读课组内的其他老师也给出了不同的见解和建议：

樊老师：整体的构思非常流畅，在课堂上的执行也在预期效果内，同学们在深入学习阅读的同时，也有效的提升了自己的文化意识和思维品质，尤其是结合特定的主题，对口语的练习，但是在处理关于文章的问题时，课堂上时间有限，要灵活多变，以课堂主线为准。

李云老师：课堂流畅，同学们反应积极，主动高效的完成了对于问题的思考和准备，在有限的时间内学到了应该学习的材料。但是老师在引导学生们绘画思维导图的同时，注意自己在黑板上的呈现。

来引姣老师：课堂容量大，课程与新课标的结合很密切。但是在组织同学们阅读和回答问题的方式应当更加多样一些，让同学们不单单是阅读与回答问题的结合，更多的是课堂形式多样化的展现。

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