人教版必修一 Unit 5 Nelson Mandela-a modern hero 教学设计+课件 （2份打包）

   教学准备 1.   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. 2.   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. 3.   教学用具 4.   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