Teaching Plan for ELIAS’ STORY

                  NSEFC SBIA unit 5 period 2 Reading

                                   (东阳市顺风高中  韦海宁)

一．Type  (教学课型) ： Reading (阅读课)

本文以 Elias 的口吻，讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争历史。同时还提到了他与 Nelson Mandela的一段交往，从侧面向学生展示Nelson Mandela的高贵品质。教材设计的目的是在训练学生阅读技能的基础上，让他们认识到南非黑人争取自由和平等权利而付出的艰辛努力。文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。

二．教材分析

1.    教材处理

 在本单元的Warming up 部分，学生通过图表判断自己是哪种类型的人，了解了一个伟人应具备怎样的品质。为熟悉本课的内容作了铺垫。虽然学生对一些伟人已经有一点的背景知识，但是对 Nelson Mandela 有些陌生。本节课的目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高他们的语言运用能力。课后，让学生阅读练习册的补充材料及写一篇Nelson Mandela的短文。提高学生的听、说、读、写能力。

2．Teaching Aims(教学目标):

①To learn the differences between an important person and a great person.(能力)

②Do reading practice to improve students’ reading abilities. (能力)

③Learn about some great people and qualities they have in common. (情感)

④Develop the students’ moral quality. (情感)

 

3．Teaching Key Points(教学重点)：

①Learn to give a right definition of a great man.

②Learn to grasp the main idea of the text.

 

4．Teaching Difficult Points(教学难点)：

Learn how to tell the differences between an important person and a great person.

①How to grasp the main idea of a text.

②Learn to write something about Nelson Mandela.

 

5．Teaching method(教学方法)：Task-based teaching approach(任务型教学)

 

6.Teaching Aids( 教具准备)： The multimedia and the recorder.

         三．教学设计

1.      总体思路

 笔者将本堂课的主要内容分为四大部分，Pre-reading(阅读前活动) ,while –reading（阅读中活动） ,post-reading （阅读后活动）以及discussion (讨论)。其中阅读前活动通过看图说话，旨在让学生熟悉课文主题。阅读活动由略读

、跳读，细读，归纳大意环节组成，教师根据学生的认知和情感规律的特点，遵循循序渐进的教学原则，活动和所设计的问题由浅入深，层层深入，着眼于提高学生的阅读能力，是学生理解课文的关键环节。读后活动的评价性问题和讨论旨在培养学生的综合语言运用能力，激发学生的发散性思维。同时引导学生向伟人的高贵品质学习，提高自身素养。

2．Teaching Procedures(教学过程)：

Step 1. Revision （复习）

Teacher: Good Morning, everyone. Yesterday we talked about what qualities should a great man have. Now work in pairs and try to give as many words as you can to describe a great person’s qualities.

Students give different answers: helpful, hard working, active, wise, kind, brave...

设计说明：通过复习学生心目中伟人的素质标准，导入阅读前关于伟人和重要人物区别的讨论。

Step 2. Pre-reading

Ask the students to look at the pictures of 6 persons on the PowerPoint and ask students if they know anything about the men.

Student 1: William Tyndale wrote the Bible in English so all could read it. He was put in prison and died for his ideas but his work was later used in the Bible.

Student 2: Norman Bethune worked in China as a doctor and he saved many Chinese soldiers during the second World War.

Student 3: Sun Yat-sen founded the first Republic in China. He strongly believed  in the three principles: nationalism; people’s rights; people’s livelihood.

Student 4: Gandhi gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.

Student 5: Nelson Mandela spent 30 years in prison fighting for equality for black people in South Africa. He was the former president of the Republic of South Africa.

Student 6: Neil Armstrong is the one who worked hard to be the first man on the moon in July 1969.

 

Teacher: Now in pairs decide which of them are great men and which are just important men. Give your reasons for your decision.

Result: The first five can be called great persons except the last one. Neil Armstrong is the one who worked hard to be the first man on the moon but did not sacrifice anything to do this so he should not be viewed as a great man.

       设计说明：通过组织学生讨论William Tyndale等六人的主要事迹引起学生对文章内容的思考，使学生能用英语阐述自己的意见，培养学生的观察能力和语言表达能力，为正文学习做好准备。

Teacher: Now can you tell me what a great person is ?

Student: A great person is one who has followed his/her ideas and sacrificed something so that they could be realized. An important person may be well-known but if he/she has not gone through struggles and difficulties for their noble cause, they cannot be called a great person.

 

Step 3. While-reading

Task1.Ask students to skim the text and answer the following questions while the teacher plays the tape for students to listen to:

   ① What’s the name of the writer?

   ② When did he first meet Mandela?

   ③ When was Elias born?

   ④ When did Nelson Mandela open a black law firm?

   ⑤ When did Elias go to school?

   ⑥Did black people have vote at that time?

   ⑦ As a matte of fact, does Elias like violence?

设计说明：这部分的阅读是浅层次的，问题设计由表及里，层层深入，帮助学生逐步加深对课文的理解。

 Task2.Ask students to scan the text and tell whether the following statements are true or false and why.

① Elias met Nelson Mandela at school. (  F )

② Nelson Mandela was a black lawyer. (  T   )

③ Elias was unable to read or write because he was lazy. (  F   )

④ Nelson Mandela helped him keep his job. (  T  )

. ⑤  Elias was happy blowing up government buildings. (   F  )

⑥ Nelson Mandela believed that black people were being treated as well as white people in South Africa. (   F  )

⑦ Nelson Mandela thought violence was a good way to help black people. (   F   )

  ⑧ The government were happy with Nelson Mandela and the ANC. (  F   )

这部分问题设计属于中等层次的，学生对每个句子做出是非判断且说明理由，在辨别过程中，学生加深对课文的理解。

Task3. Ask students to read the text again and make a timeline of Elias’ life until he met Nelson Mandela, using the reading to help you. Work out the year in which he was born and then fit in the other events in his life till he was fourteen.

Note: Not all years will have information to be added.

After 5 minutes, check the answer with the whole class

In 1940	Elias was born.
In 1946	Elias began school
In 1948	Elias left school.
In 1952	Elias was twelve years old and met Mandela .
In 1963	Elias helped Mandela blow up some government building

设计说明：本文是一篇记叙文，指导学生学会利用时间顺序描述一个人一生的主要活动。本题属信息采集题，考查了学生阅读理解能力中的细节理解能力。.

Teacher: to help you better understand the text, please read the text again and answer the following question.

This passage is made up of five paragraphs and it can be divided into three parts. Can you match each part with its main idea?

Parts	Paragraphs	Answers	A. What I did to help Nelson Mandela and the blacks in South Africa B. What Nelson Mandela did and said to help me and the blacks C. What a miserable life I was living
1. Part 1	Paragraphs(s)
2. Part 2	Paragraphs(s)
3. Part 3	Paragraphs(s)

设计说明：归纳段落大意是对学生理解语篇结构能力的考察。笔者根据学生的实际水平，降低了难度，以选择题形式让学生找到课文每部分大意，便于学生理解和做笔记。

Step 4. Post-reading

① What disadvantages did Elias have in finding a job?

                ②  In Elias’ eye, what kind of person was Mandela?

                ③ What was Elias’ feeling about his action? Why?

     设计说明：这部分问题是较高层次的，学生通过课文所提供的材料以及自己对课文的理解，说出自己的看法。

Step 5. Discussion

① What shall we learn from the great people to improve ourselves?

② Suppose you are Elias, you will be asked to talk about your life story and give some introductions on how Mandela influenced you in your attitude towards violence.

  设计说明：讨论环节，对于提高学生的口语能力起到了积极作用。如第2题，学生可根据课文的信息材料进行课文复述，有助于学生当堂进一步巩固课文。

Step 6. Homework

① Ask students to finish reading comprehension about “Nelson Mandela-----Biography(练习册A----P39)

② Ask students to write a story about Nelson Mandela.

    设计说明：通过阅读课外材料，让学生对Nelson Mandela进一步了解。作业里我设计了写作，因为阅读与写作密不可分，阅读是写作的基础，笔者尝试将写作与阅读结合起来，这样能更有效的利用教材，写作不仅强化了学生对课文的理解，还为学生创造了运用语言的机会。它也是阅读教学有效的延伸。

Step 7. Blackboard design(板书设计)

Unit 5 Nelson Mandela- a modern hero

The second period---ELIAS’ STORY

 

一．Questions about the text

二．T or F questions

三．

In 1940
In 1946
In 1948
In 1952
In 1963

                   四．Main idea of each paragraph

Parts	Paragraphs	Answers	A. What I did to help Nelson Mandela and the blacks in South Africa B. What Nelson Mandela did and said to help me and the blacks C. What a miserable life I was living
1. Part 1	Paragraphs(s)
2. Part 2	Paragraphs(s)
3. Part 3	Paragraphs(s)