人教版高中英语必修一第五单元阅读课教学设计

一、整体设计思路、指导依据说明

《高中英语课程标准》强调高中英语教学应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。

高中英语课程还强调要使学生通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法和风格。

同时，高中英语课程关注学生的情感，引导学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。

基于以上说明，本课将Warming-up和Reading进行整合，旨在帮助学生提高阅读能力，帮助学生更好地、更全面地了结伟人的优秀品质，并进一步学习曼德拉作为领袖人物的非凡魅力，提高自身的品格修养；同时，本课设计了各种活动，让学生进行自我探究和分组合作，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力，最终达到提高学生自主学习能力的目的。

二、教学背景分析

本单元是人教版新课程标准试验教材中必修第一册的第五单元，中心话题是“伟人的品格”。本课内容是“伊莱亚斯的故事”，借穷苦的黑人工人伊莱亚斯的口吻，叙述发生在他身边的纳尔逊・曼德拉的故事。这样的写法有别于惯常所采用的平铺直叙式，因此在教学过程中，要让学生能从伊莱亚斯普通的话语中感受曼德拉的伟大。课文是词汇、语法和文化的载体，文章中大量定语从句的出现，也给初步学生留下了直观的印象，为后面的语法学习奠定了良好的基础。

学生们对曼德拉都有所了解。因此，教师要利用学生的已知引出更多的未知，并通过对文章的分析，引导学生从更深的层次去理解曼德拉的伟大之处。

三、教学目标分析

1. Help students learn the structure and the content of the reading.

Help students learn and understand some difficult sentences：

a. The last thirty years have seen the greatest number of laws stopping our rights and progress.

b. We were put into a position in which we had either to accept we were less important， or fight the government.

2. Instruct the students to understand long and difficult sentences in two ways：

a. finding the new meaning of a learned word

b. breaking down a long sentence with an attributive clause into two short sentences

Instruct the students to learn the hidden messages through careful reading.

3. Instruct students to observe， experience， think and explore using task-based teaching.

Instruct students to learn the historical background from plain statement and think about the root of problems.

4. Under the guidance of the teacher， the students must first be willing to learn.

Students should learn the good qualities of Mandela and apply them to daily life.

四、教学重点、难点分析

（一）教学重点

Some difficult sentences in the reading.

How to analyse and understand the article.

（二）教学难点

1. How to analyse a long and difficult sentence.

2. The strategies of understanding an article.

五、教学过程设计

步骤1：学习目标展示（30’’）

Learning aims：

1. To learn about Elias’ life and great qualities of Mandela.

2. To understand long and difficult sentences in the passage.

设计意图：展示学习目标，让学生明确学习任务，有助于提高学生的学习效率。

步骤2：导入（4’30’’）

Show some pictures of famous or great people. The students are free to choose any person they like， say whether he is famous or great and present the reasons.

Show the students a sentence structure to help them：

In my opinion， he is a famous/ great person， because…

After the students’ presentation， show them a picture of another great person-Nelson Mandela. Ask them what they know about him and show some information about him.

He spent 67 years struggling for the equal rights of the black， including 27 years in prison.

He won the Nobel Peace Prize in 1993.

He was the first black president of South Africa.

July， 18th every year is International Nelson Mandela Day.

设计意图：用几幅学生熟知的人物图片导入文章，有助于激发学生的学习兴趣和好奇心。

步骤3：阅读理解（30’）

1. Read paragraph 1 and predict the general idea of the passage：

A. Mandela’s growing experience.

B. Elias’ working experience.

C. How Elias changed with Mandela’s help.

设计意图：通过读第一段预测大意的任务，让学生了解多数情况下文章的结构，以及如何快速获取文章大意。学生们读完第一段后，并不给出答案，让学生带着问题继续学习。

2. Read paragraph 2 quickly and find out the topic sentence：

Answer： I needed his help because I had very little education.

From Elias’ bad situation， draw a conclusion that black people’s situation was bad.

Show some pictures about black people’s life and introduce more.

设计意图：在利用主题句来总结此段段意的同时，让学生了解伊莱亚斯的状况；在此基础上，让学生进一步了解在斗争胜利前整个黑人群体的悲惨遭遇，从而从侧面理解曼德拉的伟大。

3.Read paragraph 3&4 carefully and fill in the form.

There are many long and difficult sentences in these two paragraphs. Before reading the two paragraphs， help the students learn how to analyse long and difficult sentences.

设计意图：这两段中的长难句比较多，因此在学生阅读前应该先指导学生如何分析长难句，为阅读扫清障碍。

a. The last thirty years have seen the greatest number of laws stopping our rights and progress， …

Paraphrase this sentence： In the last thirty years， there have been a great number of laws stopping our rights and progress， …

Exercises：

（1） The golden week has seen a sharp increase in tourists.

答案：In the golden week， there has been a sharp increase in tourists.

（2） Last thirteen years has seen big changes of Han Han.

答案：In last thirteen years， there have been big changes of Han Han.

设计意图：旧词新意是学生无法理解句子的关键原因。在这里不仅要讲解词义，关键是要把含有该词的句子变为另外一个简单的句式，使学生更容易接受。通过看图片变句式的情景训练让学生学以致用，进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。

b. We were put into a position in which we had either to accept we were less important or fight the government.

Sentence one： We were put into a position.

Sentence two： In that position we had to accept we were less important or fight the government.

Exercieses：

（1） Shijiazhuang No.1 Middle School is a school in which many famous people studied.

答案：Sentence one： Shijiazhuang No. 1 Middle School is a school.

Sentence two： Many famous people studied in this school.

（2） November 11 will be the lucky day when Guo Jingjing and Huo Qigang will get married.

答案：Sentence one： November 11 will be the lucky day.

Sentence two： On that day Guo Jingjing and Huo Qigang will get married.

设计意图：用拆分法将含有定语从句的长难句分成两个单独的句子可以使句子变得容易理解。通过看图片变句式的情景训练让学生学以致用，进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。

After reading the two paragraphs， let the students fill in the form.

What Mandela did good qualities

1. He told Elias how to get correct _____. generous， kind

2. He organized _______________. ？

3. He decided to _____ the laws and took _____ when peaceful ways were useless. ？

答案：

1. papers

2. the ANC Youth League； active， brave， wise

3. attack； violence； brave， determined

设计意图：让学生从曼德拉的话语和做法里体会曼德拉的美好品质。

4. Read paragraph 5 carefully and fill in the blanks.

Why did Elias help Mandela to blow up buildings？ Because he knew it would help them _____ ____ _____ of making black and white people ______.

答案：achieve their dream； equal

5. Complete the chart （group work）.

determined to change a loyal follower and

the unfair situation fighter

After finishing the chart， draw a conclusion：

Elias changed from a ____， _____， _____ worker into a _____ fighter with Mandela’s help. And check the students’ prediction.

答案：poor， worried， helpless； determined

设计意图：有了前面对每一段含义的理解作铺垫，学生可以更好地从整体上文章的内容，有助于学生更深层地理解文章，以及曼德拉所起的作用和他个人的品质。

步骤4：语言总结输出（5’ ）

What kind of person is Nelson Mandela？ What can we learn from him？

Some adjectives will be offered to help the students： determined； wise； active； generous； brave； selfless； devoted； active.

设计意图：语言表达部分是本节课的升华部分。首先，播放潘基文在曼德拉国际日发表的演讲，让学生回顾曼德拉一生感人的事迹；然后通过这节课的学习，让学生说出自己对曼德拉的认识，以及自已的收获。目的是：

1.把语言知识和励志教育结合在一起。激励学生要有远大理想，胸怀国家，并为理想努力拼搏。

2.指导学生积累语言知识。

步骤5：布置作业（1’）

1. Must： Retell the story of Elias using the third person.

Tips：

Who was Elias？

How did he meet Nelson Mandela？

What did he do later？

Why did he do that？

2. Optional： Make a poster about Mandela by yourself using what we’ve learnt.

设计意图：必做作业的目的是为了总结和巩固课内所学知识，力求将所学知识内化为实际的语言运用能力。选做作业是为那些学有余力的学生准备的，扩大并加深他们对曼德拉的认识。

六、教学评价设计

评价内容：学生在课上所表现出来的文章理解的具体情况；学生对曼德拉伟大品质的理解情况，以及能否具体清楚的表达出来；学生是否发挥了主体意识，学习任务的完成度、小组活动的参与度以及表达交流能力。

评价方法：课堂过程中教师对学生的评价，学生之间的评价，学生的自我评价。