高中英语_unit1 book5教学设计学情分析教材分析课后反思
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人教版Elias’ Story教学设计Part 1 Teaching objects:1. Knowledge objects:(1) The students can understand Elias’s story.(2) The students can locate the detailed information.(3) The students can understand and use the new vocabulary, like equal; violence and so on .2. Ability objects:(1) Students develop their abilities of reading, speaking and listening.(2) The students improve their reading skills, especially guessing word meaning according to the context.(3) The students can develop teamwork through activities.3. Emotion objects:Through reading, the students will understand the story of Elias and can express their feelings about a great person.Part 2 Teaching Methods:“Communicative” Approach and “Task-based” language teaching .Part 3 Teaching aidsMulti-media ppt, videos, music, learning sheets, textbooks, blackboard and chalk.Part 4 Teaching ProceduresI.Pre-readingLead in---A video about Mandela’s birthdayII. While-reading1.Fast-readingTask 1 What is the passage mainly about?A. The poor life of black people in South Africa.B. The life of Mandela.C. Elias’ life and how Mandela helped black people.D. How Elias met Mandela.Task 2 Complete the frame to know the organization of the passage.Part I: Paragraph __1__-----_______ The life of Elias before he met Elias’ lifeMandela.Part II: Paragraph ____ ----________ The changes of Elias’ life after he metMandela and what Mandela did.2.Careful-reading1.why did Elias feel worried about his life?(1)He had ___ education 2)couldn’t pay ______and_____3)couldn’t____ or ____ 4)had no ______Black people’s life (para 4)1.Analyze the sentence“ 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.”Part 2 The change of Elias’ life after he met Mandela.1.How did Mandela help them?①He helped Elias get the passbook.②He offered guidance to poor black people.③He joined the Youth league and became hopeful about their future.④He first attacked the unfair laws in a peaceful way.⑤He decided to answer violence with violence when there is no other ways.⑥Elias helped blow up some govenment buildings.A. ①②③B.①②③④⑥C. ①②④⑤2.What can we learn from Mandela?3.what changes happened to Elias’ life with Mandelas’ help?IV SummaryWork in groups ,one acts as Elias and the others as reporters.Reporters try to ask questions about Elias’ life.A: a news reporter B:EliasA: Nice to meet you, Elias.I’m …B: Nice to meet you, too.A: May I ask you a few questions？B: Of course, I’d like to answer them.A: Can you tell me about your life before you met Mandela?B：…A: I heard that Nelson Mandela had helped you a lot. Would you please say something about that？B: …A:were you afraid when you helped Mendela blow up the buildings?B:……A:Thank you for taking this interview.V. DiscussionIn our daily life, what should we do to make the world equal?politics:Daily life :Job hunting（找工作）…GovernmentThe colored race(有色人种)VI. Homework1.Find out all the attributive clauses in the text .2.Read The Rest of Elias’ Story on page 38.3.Surf the Internet for more information about Mandela.学情分析本次晒课用的是高一普通班的学生，通过高一上半学期的学习，学生已经适应了高中的教学节奏、模式和规律，学生的阅读技巧已有了解，但是还有待继续培养其能力，提升其情感，所以很有必要充分利用本单元的话题，帮助学生通过理解篇章来陶冶情操，让学生在学习中学会灵活运用，在启发式教学中学会自主探究学习，在小组活动中学会互相合作，共同促进，这也有利于学生英语素养的整体提升。
效果分析通过对于必修一第五单元reading的学习，促使学生熟悉Mandela，能用英语简要介绍曼德拉的事迹，整理有关的词汇。
并使学生掌握一些阅读技巧，比如快速找寻文章细节信息，归纳和总结。
通过lean to use 和group work来看，学生在这一方面有了长足的进步，学生能够通过当堂记忆的知识灵活运用。
虽说偶尔也会出现不流畅的现象，但是通过回扣课堂、学案和课堂笔记，学生对于这一块有了明显的进步，为下一步的语言点的讲解打下了良好的基础。
该堂课恰当地运用现代教学手段，声情并茂地再现情境，注重启发式和参与式教学方法，调动了学生的思维，为我们英语课改指明了方向。
教材分析本套教材为人民教育出版社出版的《普通高中课程标准试验教科书》，旨在发展学生的自主学习能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。
因此课程设计意在体现课程标准规定的课程性质和理念。
根据学生的个性特征和发展的需要，为他们提供丰富的选择机会和充分的表现空间。
通过高中英语课程的学习，使学生的语言运用能力进一步得到提高,为他们的为未来发展和终身学习奠定良好的基础。
人教新课标版必修一第五单元围绕“Modern hero”这个题材开展多种教学活动。
本节课是本单元的重点，主要介绍Modern hero的故事，进一步加强学生对现代英雄的认识，强化爱国意识。
同时通过操练，进一步提高学生听、说、读、写综合素质能力。
本节课旨在通过教学使学生了解modern hero，从而培养学生对英雄的进一步的认识并培养学生向英雄学习的意识。
评测练习11.Learn to use.Instructions：S1 begins with a sentence and others add extra and different information using the attributive clause.Example:S1: Tai’an No.1 High School is very beautiful.S2: Tai’an No.1 High School (where I met many excellent students) is very beautiful.S3: Tai’an No.1 High School (where you have been studying for two months) is very beautiful.S4: Tai’an No.1 High School (where you have got a lot of outstanding teachers) is very beautiful.评测练习2Work in groups ,one acts as Elias and the others as reporters.Reporters try to ask questions about Elias’ life.A: a news reporter B:Elias）A: Nice to meet you, Elias.I’m …B: Nice to meet you, too.A: May I ask you a few questions？B: Of course, I’d like to answer them.A: Can you tell me about your life before you met Mandela?B：…A: I heard that Nelson Mandela had helped you a lot. Would you please say something about that？B: …A:were you afraid when you helped Mendela blow up the buildings?B:……评测练习3In our daily life, what should we do to make the world equal?课后反思这是一节整体阅读课，主要引导学生在阅读的过程中提高英语语言能力，突出了“以学生为主体”的课程理念。
