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《Warming up、Pre-reading、Reading、Comprehending》教案优质课下载
2. to communicate with others.情感目标1. to develop the students’ devotion to human rights.
2. to think about the ways to deal with conflicts.教学
重难点重点难点1. Learn how to express their ideas.
2. Improve their skimming and scanning.Learn to work in a team.教学方法task-based teaching , cooperative learning, group work, Mindmap teaching教学手段multi-media, a blackboard教学步骤Step I: Warming up
Share some latest news about the Long March with the students to lead in the key word of the topic in this period: freedom.
设计意图：导入本课。为课后讨论打下基础。
Step II: Preparation
Ask the students to divide the new vocabulary into different parts by using Mindmap.
设计意图：初次使用思维导图，预习词汇。为课文阅读扫清障碍，也为课后正确使用词汇做准备。
Step III：Reading---Skimming and scanning
Listen to two sections of the passage one by one to find the information about Elias, his problem, how Mandela helped Elias and how Elias supported Mandela on the basis of the changes of Elias’ feelings.
设计意图：快速通读全文，把握文章结构。着重培养学生快速了解文章大意的能力。通过分段细读培养学生理清文章脉络，把握整体的能力，以及把握事实细节的能力。
Step IV: Comprehension
1. Listening: Put some key words into use to review the story.
设计意图：在文章细节输入之后，本活动为读后的输出部分。旨在引导学生回顾本课重点；同时对本课内容词汇进行内化、拓展，以提高学生的听力和词汇运用能力。
2. Gap filling: Ss can freely use the correct forms of the key words or phrases to complete the passage.
3. Discussion: Based on the above passage, Ss should think about the qualities of great people and their way of getting freedom.
设计意图：本活动为本课提高部分，旨在指导学生正确使用本课重点词汇。同时，可使本课内容进一步拓展，引导学生向伟人学习，以及关于通过“暴力”与“非暴力/和平”获取自由的思考。指导他们正确选择方式去解决争端。
Step V: Homework
Write a short passage about your hero/heroine.
设计意图：作业是课堂设计的延续和拓展，紧密结合本课所学内容，旨在培养学生在运用所学词汇、文章的篇章结构写伟人故事。