作业标题：个人教学设计 作业周期 : 2018-11-19 — 2019-03-31
发布范围：全员
作业要求： 在本次培训中，我们学习了学科专业知识的相关课程，也参加了相关交流研讨活动。要进一步做到“教学实践改进”，需要在课堂中真正去应用学到的知识。请您将本次培训所学融入到课堂中去，并完成一份个人教学设计提交至平台。 作业要求： 1．教学设计请参照模板要求填写；要体现应用了本次培训所学到的哪些学科专业知识； 2．要求原创，做真实的自己，如出现雷同，视为不合格； 3．字数不少于300字。 注：为方便批改，请尽量不要用附件的形式提交。（最好先在文档编辑器word软件里编辑好，再将内容复制到答题框提交，操作时间不要超过20分钟）
发布者：项目管理员
提交者:学员张瑜 所属单位:芒市第一中学 提交时间: 2019-03-07 22:20:41 浏览数( 0 ) 【举报】
个人教学设计 | |||||
课题名称：Unit 5 Nelson Mandela ---- a modern hero(Reading) | |||||
姓名 | 张瑜 | 工作单位 | 芒市第一中学 | ||
年级学科 | 高一英语 | 教材版本 | 人教新课标版 | ||
一、教学内容分析（简要说明课题来源、学习内容、知识结构图以及学习内容的重要性） | |||||
The central topic of this unit is "Nelson Mandela ---- a modern hero". By learning this unit, the students will know more about the great people’s life stories and learn some qualities of them. The reading part is a story about a black worker who got help from Nelson Mandela. | |||||
二、教学目标（从学段课程标准中找到要求，并细化为本节课的具体要求，目标要明晰、具体、可操作，并说明本课题的重难点） | |||||
1. Knowledge objective: learn some useful words and expressions about capable people’s life stories and know more information about Nelson Mandela. 2. Ability objective: develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and scanning. 3. Emotional objective: help students show respect to capable people for their achievements and learn from their great qualities. | |||||
三、学习者特征分析（学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情况，如何设计预习） | |||||
The students are in the first grade of senior high school, they have learnt some knowledge about English, including some words and expressions, but they can’t fully apply what they have learnt to the daily life and use the reading strategies to get information. | |||||
四、教学过程（设计本课的学习环节，明确各环节的子目标，画出流程图） | |||||
Step 1: Pre-reading Lead-in Brain storming.(watch a short video of the song Glory Days, and think about what you have known about Nelson Mandela as well as the situation in the 1950s in South Africa )
Step 2: While-reading ⅠLook at the title of the passage and guess what the passage will be about.
ⅡFast reading Read the passage quickly according to the tape and find out the main idea and essential items of the passage. Who: Elias and Mandela When: In 1952 and 1963 Where: South Africa What: How Mandela helped Elias and black people in South Africa. The text mainly tells us the poor black worker __ Elias got help and encouragement from Nelson Mandela. ⅢDetailed reading Task1: Read the text for the second time, and finish the timeline of Elias’ life.
1940 Elias was born 1946 Elias began to go to school 1948 Elias left school 1952 Elias met Mandela 1963 Elias helped Mandela blow up some government buildings Task2: Read the text again and find the answers to these questions. 1. According to the text, what was not the situation for black people in South Africa? A. Black people had no right to vote. B. They could choose where to live. C. They couldn’t get jobs they wanted. D. They were sent to the poorest areas where no one could grow food. 2. How did the ANC Youth League fight against the government at first? A. They fought against the government in a violent way. B. They shot the government officials. C. They decided to answer violence with non-violence. D. They decided to answer violence with violence. 3. Why did Elias help Mandela blow up some government buildings? A. Because he liked violence. B. Because it was not dangerous. C. Because he wanted to be famous. D. Because he thought it was a way to make black people and white people equal. Keys: BCD Step 3: Post-reading Fill in the blanks 1) He got to know Mandela ---In 1952, he met Mandela when Mandela was helping black people with legal (1) _______. 2) He was in need of help ---His family was too poor to pay his (2)_________ and the bus fare. He almost lost his job because he could not get his (3)_________. 3) Mandela helped him---Mandela helped him to (4)_________in Johannesburg. He (5)_________ the ANC Youth League. 4) Black people had no right ---They could not (6) _________. They could not get ideal (7) __________. White people decided (8)_________black people lived. They lived in the (9)_________places where no one could grow food. 5) He helped Mandela---In 1963, he helped Mandela (10)_________some government buildings. Keys: (1) problems; (2) school fees; (3) passbook; (4) stay; (5) joined; (6) vote; (7) jobs; (8) where; (9) poorest; (10) blow up Step 4: Summary Role play. Suppose that you were a reporter, and now you will interview Elias. Try to make a dialogue with the help of the textbook. The interviewer may begin your interview like this: Good morning, Mr. Elias. We know you are Mr. Nelson Mandela’s good friend. We all want to know about you and Mr. Nelson Mandela very much…… The interviewer may ask Elias: u Why did you visit Mandela in 1952? u How did Mandela help you? u Why did Mandela turn to violence to make black and white people equal? u What do you think of Mandela? And what qualities does he show? u Why did you support violence when you did not like it? And how did you support Mandela? ¼¼ | |||||
五、教学策略选择与信息技术融合的设计（针对学习流程，设计教与学的方式的变革，配置学习资源和数字化工具，设计信息技术融合点） | |||||
教师活动 | 预设学生活动 | 设计意图 | |||
播放《光辉岁月》视频
| 观看视频，并思考20世纪50年代南非黑人的处境 | 引入话题 | |||
展示细节题答案 | 电子白板解释答案 | 直观展示所选答案 | |||
抽学生投影展示小组讨论结果 | 展示小组讨论结果 | 快速展示，提高课堂效率 | |||
六、教学板书（本节课的教学板书） | |||||
如板书中含有特殊符号、图片等内容，为方便展示，可将板书以附件或图片形式上传。 Unit 5 Nelson Mandela ---- a modern hero Reading Who: Elias and Mandela When: In 1952 and 1963 Where: South Africa What: How Mandela helped Elias and black people in South Africa.
1940 Elias was born 1946 Elias began to go to school 1948 Elias left school 1952 Elias met Mandela 1963 Elias helped Mandela blow up some government buildings
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