9/9Unit5Reading優教教學設計（一）設計意圖Thisisthesecondteachingperiodofthisunit,aimingtohelpstudentsgetathoroughunderstandingofthereadingmaterialinthisunit.Theemphasisofthisperiodismainlyplacedonthebackgroundandthedevelopmentofthestoryandthereadingskillssuchasskimmingandscanning.Meanwhile,teachersshouldalsofocusonsomedifficultsentencestomakesurethatstudentscanunderstandthepassagethoroughly.教學重點1.Enablestudentstomasterthereadingskillssuchasskimmingandscanning.2.EnablestudentstolearnwhathappenedtoEliasandhowMandelahelpedhim.3.Enablestudentstolearntheblack’srightsandlife.4.Enablestudentstofurtherunderstandsomenewwordsandexpressionsinthispassageandhelpstudentsunderstandsomespecialsentencestructures.教學難點1.Letstudentsfindoutthedevelopmentofthestoryandgraspthedetailsofthetwocharacters.2.Getstudentstounderstandthestructuresandmeaningofsomedifficultsentences.l)Itwasin1952andMandelawastheblacklawyertowhomIwentforadvice.2)Hewasgenerouswithhistime,forwhichIwasgrateful.3)...onlythendidwedecidetoanswerviolencewithviolence.教學過程Step1Lead-in（設計意圖：通過播放《光輝歲月》視頻及對歌曲主人公的猜測和討論，帶領學生走近當代英雄——曼德拉，以調動學生的學習熱情，激活他們的思維并使他們能夠以飽滿的熱情快速投入到文本的研讀中去。）T:Hello,everybody!TodayIwillshowyouavediobyBeyond.ItsChinesenameis“光輝歲月”，Doyouknowaboutit?OK,someofyousayyes.Someofyousayno.Itdoesn’tmatter.Let’sfirstenjoyit。(Whileplayingthevideo,showpartofthelyric.)鐘聲響起歸家的訊號在他生命里仿佛帶點晞噓黑色肌膚給他的意義是一生奉獻膚色斗爭中年月把擁有變做失去疲倦的雙眼帶著期望今天只有殘留的軀殼迎接光輝歲月風雨中抱緊自由一生經過彷徨的掙扎自信可改變未來T:Canyouguesswhothissongisabout?Letmegiveyoumoreinformationabouthimonthescreen.Whocanreaditforus?S1:HewasthefirstblackPresidentofSouthAfrica.HewasformerPresidentofAfricanNationa1Congress（非洲人國民大會，簡稱ANC）.Hefoughtfortheblackpeopleandwasinprisonforthirtyyears.Hehelpedtheblackpeopletogetthesamerightsasthewhitepeople.T:Excellent.Hedevotedhislifetofightingforequalrightsfortheblack.ThereforeheoncewonNobelPeacePrize.Haveyougotanyidea?S2:NelsonMandela.T:Yes.Youguessedit.ItwasNelsonMandela.Todaywe’llreadastoryrelatedtoNelsonMandela.Pleaseopenyourbooksandturntopage34andlookatitstitle“ELIAS’STORY”.Ofcourse,Eliasisthenameofaperson.CanyouguesswhattherelationshipbetweenMandelaandEliasis?Ifyoucan’tgetacertainidea,itdoesn’tmatter.Readthepassagefast,andfindouttherelationshipbetweenthem．Step2Reading1.Skimming（設計意圖：引導學生快速瀏覽課文，把握文章中的人物關系，找到部分基本信息，并能就這些信息進行判斷和甄別，培養他們快速準確捕捉信息的能力。同時，就相關信息中涉及的難詞、難句進行簡單的解釋和復用，初步掃除學生的閱讀障礙。）What’stherelationshipbetweenthem?A.Strangers.B.Helperandsupporter.C.Fatherandson.D.Teacherandstudent.T:Haveyoufinished?Ifyoufindtheanswer,pleaseputupyourhands.Nowlet’scheckuptheanswer.S3:Bisright.T:Excellent.OK,class,inordertolearnmoreinformationfromthepassage,pleasereadthepassagefastagainandthendecidewhetherthefollowingstatementsaretrueorfalse.l)EliaswenttoseeNelsonMandelawhenhewasintrouble.2)Eliasleftschoolbecausetheschoolwastoofarfromhishome.3)NelsonMandelahelpedhimkeephisjob..4)EliastrustedMandelaandhejoinedtheANCYouthLeague.5)Eliaswaswillingtoblowupsomegovernmentbuildings.6)NelsonMandelathoughtviolencewasagoodwaytohelpblackpeople.T:Haveyougottheanswers?Ss:Yes.T:Allright.Whocantellmeyouridea?l)EliaswenttoseeNelsonMandelawhenhewasintrouble.It’sTrue.2)Eliasleftschoolbecausetheschoolwastoofarfromhishome.It’sFalse.3)NelsonMandelahelpedhimkeephisjob.It’sTrue.4)EliastrustedMandelaandhejoinedtheANCYouthLeague.It’sTrue.5)Eliaswaswillingtoblowupsomegovernmentbuildings.It’sFalse.T:Whyisitfalse?What’swrongwithit?S4:Asamatteroffact,Eliasdidn’tlikeviolence.T:Verygood.Let’sgoon.6)NelsonMandelathoughtviolencewasagoodwaytohelpblackpeople.It’sFalse.T:Canyoureadtheoriginalsentenceinthepassage?S4:Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence.T:Excellent.Whatdoesthissentencemean?Doyouknow?S4:Wedecidedtouseviolenceonlywhenourpeacefulwaywasnotallowed.T:Yes.Whatasmartboy/girl.Pleaserememberwhenweput“onlyplusanadverbial”beforeasentence,wewillputdo,does,did,have,mustandsoonbeforethesubjectofthesentence.Areyouclear?OK,readthesentenceandseewhichanswerisright.Onlywhenyourealizetheimportanceofforeignlanguagesthemwell.A.youcanlearnB.canyoulearnC.youlearnedD.didyoulearnT:Haveyougottheanswer?S5:B.T:Quiteright.Lookatthepictures.Canyoumakeseveralsentenceswith“introuble”and“bewillingtodosth.”?(Possiblesentences:Iamintrouble.Whocanhelpme?/Theyarealwayswillingtohelpotherstudentswhoareintrouble.)Ss:...T:Excellent.Thankyouforyourbeautifulsentences.2.Scanning（設計意圖：引導學生仔細閱讀課文，發現、梳理、整合各段的基本信息，同時，通過paraphrase和同義詞替代等方式解決部分難句，幫助學生真正理解課文。）A.ReadthroughParagroph.1carefullyandthencompletethechart.JobTimeWhatHowEliasNelsonMandelaT:Haveyoufinished?OK,let’shaveacheck.S1:…S2:…Suggestedanswers:ablackworker;ablacklawyer;in1952;wentforadvice;offeredguidanceonlegalproblems;begratefulfor;begenerouswithT:OK.Pleasereadaloudthefollowingsentences.Ss:1)Itwasin1952andMandelawastheblacklawyertowhomIwentforadvice.2)Hewasgenerouswithhistime,forwhichIwasgrateful.T:Well,howcanweexplaintheminEnglish?Discusswithyourpartnerandthenreportyouridea.S1:…S2:…Suggestedanswers:1)Mandelawasablacklawyer.Iwentto/turnedtohimforadvice.2)Hewasgenerousenoughtospendtimeofferingmehelp.Iwasthankfulforhisgenerosity.B.ReadthroughParagraph.2carefullyandanswerthetwoquestions:l)WhydidEliasleaveschoolsoearly?A.Becausehewasablackman.B.Becausehedidn’tstudyhardwhenhewasinschool.C.Becausehisschoolwastoofartogo.D.Becausehisfamilycouldnotaffordtheschoolfeesandthebusfare.2)WhatproblemdidEliashavetokeephisjob?T:Areyouready?Shallwechecktheanswers?Ss:Yes.S1:…S2:…Suggestedanswers:1)D2)HehadtohaveapassbooktoliveinJohannesburg.Buthedidn’thaveitbecausehewasnotbornthere.Therefore,heworriedaboutwhetherhewouldbecomeoutofwork.T:Quiteright.Butdoyouknowwhatapassbookis?ItisanIDcardandanon-whitepersonhadtouseinSouthAfrica.Areyouclear?OK.Asyoucansee,heworriedaboutwhetherhewouldbecomeoutofwork.Canyouuseaphrasetoreplace“becomeoutofwork”?Ss:Losehisjob.T:Quitegood.C.ReadthroughParagraphs3~5carefullyandanswerthefollowingquestions:1)HowdidNelsonMandelahelpElias?MandelatoldhimhowtogetsothathecouldstayinJohannesburgandthereforehebecamemoreabouthisfuture.2)HowdidEliassupportMandela?Hejoined.HehelpedMandelasomegovernmentbuildings.3)WhatproblemsdidtheblackpeoplelikeEliashaveatthattime?Theycouldnot.Theycouldn’tgetheywanted.Theyhadtolivein.4)WhydidEliassupportviolencewhenhedidnotlikeit?Becauseheknewitwouldhelp.T:OK,class,shallwechecktheanswers?S1:…S2:...S3:…S4:…Suggestedanswers:1)theecorrectpapers;hopeful2)theANCYouthLeague;blowup3)vote;thejobs;thepoorestparts4)achievetheirdreamofmakingblackandwhitepeopleequalD.AtimelineofElias’lifeT:Nowthatyouhavefinishedreadingthepassage,canyoutellmeinwhatorderthepassageisorganized?Ss:Inorderoftime.T:Right.CanyoudrawatimelinetoshowElias’life?AtimelineofElias’life19401946194819521963Suggestedanswers:Eliaswasborn;Eliasbeganschool;Eliasleftschool;Eliaswas12andmetMandela;EliashelpedMandelablowupsomegovernmentbuildingsStep3Consolidation（設計意圖：引導學生回歸課文，理順課文的核心信息，并以課文為依托，讓學生進行簡單的語言輸出，以此促進學生對課文的進一步理解，同時也是對課文詞匯和句式的進一步夯實，為下一步進行深層語言輸出做好準備。）T:TodaywereadapassageaboutMandelaandElias.Youhavedoneagoodjobinunderstandingit.Let’sgooverwhatwelearnt.AboutElias1)Hewasonlyinschoolforyearsandleftschoolbecausehisfamily1couldn’tcontinuetopayand.2)Hedidn’thavea(n)inJohannesburgandwasafraidofhisjob.3)HeMandelaforhelpandlaterjoinedthe.4)HehelpedMandelatosomegovernmenttohelpachievetheirdream.AboutNelsonMandela5)Heusedtobea(n)whogavehelptoontheir.6)HesetuptheANCYouthLeagueandcalledontheblacktofightforequalrightsinaway.Onlywhenthiswasnotalloweddidtheydecidetoanswer.Abouttheblack7)Theyhadalmostnoatall.8)Theycouldn’torchoose.9)TheycouldnotgettheywantedandweresenttoliveinofSouthAfrica.Suggestedanswers:1)two;theschoolfees;thebusfare;2)passbooktolive;losing;3)turnedto;ANCYouthLeague;4)blowup;buildings;5)blacklawyer;poorblackpeople;legalproblems;6)peaceful;violencewithviolence;7)rights;8)vote;theirleaders;9)thejobs;thepoorestpartsT:Verygood.Nowlet’sreadaloudtheinformationinthechart.Step4Post-reading（設計意圖：在全面深入理解課文的基礎上，讓學生進行更高一級的語言輸出，以此促進學生對文本的進一步理解和對課文信息的整合，同時為更高層次的語言輸出——寫作打下堅實的基礎。）T:Allright.Class.NowIhavetwotasksforyou.Youcanchooseoneofthem.Pleasediscussinpairs.ThenIwilla