Learning about Language教学设计(第二课时)

Unit 5

Nelson Mandela——a modern hero Using Language Part 1

Analysis of the teaching material

A.

Teaching material

The topic of this unit is the qualities of great persons. In this part, students will come into comprehensive practice, including Listening, Reading and discussing, and Speaking and writing.

Based on the analysis of the teaching material, and students’ learning condition, I set the following learning objectives。

B. Teaching aims 1 Knowledge and ability aims

Language aims

a. To understand the main idea and details of what they hear and read. b. To use the attributive clauses and some words and expressions to discuss and express their own opinions flexibly.

Learning strategies a. To improve the students’ comprehensive ability of listening, reading, speaking and writing. b. Cognitive strategies, self-regulation and communicative strategies with the students as the real

master while the teacher acts as the guide. 2 Teaching Procedures ♥

Lead-in

♥Task 1 Listening:

①Listening for the main idea ②Listening for the details

Task 2 Reading and discussing:

①Skimming

②Reading in detail

Task 3 Speaking and writing

①Retell the story of Elias

②Role play ♥

Summary ♥

Homework 3 Moral objectives：

a.

The students will be able to affected by the great persons, and learn something from them. b. Encourage the students to pay more attention to self-learning ,get self-confidence and learn to

cooperate. c. To make them interested in English by means of some creative activities . C Key and difficult points Teaching Key points b. To understand the main idea and details of what they hear and read.

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b. How to discuss the qualities of great people. Teaching difficult points

a.

Get the detail information from the listening material. b.

How to use the attributive clauses in practice and make a dialogue. Part 2 The characteristics of the students

The students of the Grade One are in lack of vocabulary, though they have got some ability of using English during their junior school’s study. So they are not active in the English class and also are afraid of making mistakes. After all, they are in the first grade during the senior school. So the teacher should use more encouraging words make the activities easier. Part 3 Teaching and studying methods

Just as Tao Xingzhi once said,

“good teachers teaches students how to learn rather than give them knowledge directly.”

So I imply the “ inducing, thinking and exploring(诱思探究)” method. 1. Think over questions by themselves

2.

Discuss in groups and exchange ideas 3.

Show their work

4.

Comment and conclusion

These methods go through every step below. 1 Listening 2 Reading 3 Role play

All of them reflect the modern social communication teaching theories(现代社会交际教学理论)

1 Situational language teaching method 2 “Communicative” approach (交际教学法) 4“Task-based” language teaching method(任务教学法)

They help develop students’ independence, cooperation and exploration.

Teaching aids PPT and a computer. Part 4 Teaching procedures

Step 1

Listening ♥Lead-in：

①Show a picture”fighting” and ask”Why did the black people begin to fight?”

②Suppose you are Elias. Let’s recall their struggling life together through some pictures,

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③Brainstorming: Discuss the unfair things between white people and black people.

Part A. Listening(The time) first

Write down the main idea

The three reasons why Elias

joined the ANC Youth League.

Listening(The time) second

PartB.

Listen to Para. 1: Find out the key words(equal rights, three reasons);

Listen to para. 2: True(T) or False(F)?

and Why?

Elias had better carry a passbook but it was not necessary. (F) Because it was necessary.

Listen to Para.3: Pay attention to the different places where white and black people live and work.

Listen to Para.4: Divide the land between white people and black people.

Ask: Who owned the best hospitals, schools and made the laws? Step 2

Reading and discussing ♥Lead-in：What happened next?

unequal

fight

prison Brainstorming: Imagine the life

in prison. (hard, terrible, miserable, sad......) Part A.

Skimming(2m)

Find out the main idea of each paragraph. Para

1

Elias' life in prison The story

Para

Elias' life out of prison

2

3

Aim：Practice the ability of skimming and also get the general idea about the text at first.. Part B. Reading in detail

Read Para.1 : Choose the best answer.

1．Why did Robben Island make Elias afraid?_________

A．Because there were many black prisoners in Robben Island.

B．Because it was far from South Africa.

C．Because Elias had suffered much terror and fear in it.

2. Life for Elias was not too bad in prison because _________

A. he had to study.

B. he could study with the guards.

C. he wanted to study.

D. he could study and get a degree.

Read Para.2 :

♣

Fill in the blanks.

a job

lost the job

a job

blowing up government

Buildings

reason

reason

♣ Recall the bad memory(afraid, beatings, cruel, died......) Step 3 Speaking and writing Part A.

Retell the story of Elias

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These key words may help you. Life

in prison:

spent the hardest time of; Mandela; school; taught; read books; used …

to make candles; became a good student

Life after he finished the 4 years in prison:

got a job; lost the job for; didn’t work until; took tourists around; proud to show

Part B

Role-play(An interview)

Scene：Elias told Lily his life in prison and out of prison.

Roles：Elias and Lily

Task: One student(Lily), One student(Elias) and exchange roles. Preparation:

♣

What expressions can we use to talk about great people? Asking for opinions: What do you think of ...? What’s your opinion? Do you have any thoughts on that? How do you feel about that? Why do you think so? Giving opinions: I think/I don’t think...... I believe/ I don’t believe (that)...... In my opinion...... To my understanding,...... I’m with you. I feel that..../I don’t feel that...... ♣

Reference Q1：你怎么看待曼德拉这个人？

Q2：你为什么认为他是个乐于助人的人？（helpful）

Q3：那个令人恐怖的监狱叫什么名字？

(frightening/terrible/horrible)

Q4：当时曼德拉是怎么帮助你的？

Q5：出狱后你找到工作了吗？为什么你能找到这个好工作？

Q6：你现在做什么工作？

为什么？

♥

Summary: What did we get?

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♥

Homework

My hope 1. Watch “最美孝心少年" and try to become a great person. 2. Write a passage, describing how to help other people around you.

Step III Listen

and

Divide The story:

Para. 1-2 Elias’ life before he met Nelson Mandela

Para 3-5The change of Elias’ life after he met Nelson Mandela, and what Mandela did.

Aim：Practice the ability of listening and summarizing. Step IV Deep reading

Four small tasks ：

1True or false

2 A timeline of Elias

3 Discussion

4 Observing

A True or false?

Why?

1 Elias met Nelson Mandela when he was in trouble. T 2 Elias left school because the school was too far from his home. F 3 Nelson Mandela helped him keep his job. T 4 Elias trusted Nelson Mandela and he joined the ANC Youth League. T 5 Elias was willing to blow up government buildings. F 6 Nelson Mandela thought violence was a good way to help black people. F

B The time of order

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1940…

He was born.

1946…

He began school.

1948…

He left school.

1952…

He was 12 and

met Nelson Mandela.

1963…

He helped Mandela blow up buildings.

C Discussion 

Why did Elias visit Nelson Mandela?



What did Mandela do to help black people?



What was Elias’ attitude towards the unfair situation black people faced? How do you know?



Why did Nelson Mandela turn to violence to make black and white people equal?

Aim：Understand the detailed and deep information

D

Observing

1 Find out the great qualities of Mandela according to the passage. He had opened a black law firm to advise poor black people on their problems.

helpful

He told me how to get the correct papers

so I could stay in Johannesburg. kind and intelligent

2

What can we learn from the text about Nelson Mandela?

Bravery Helpfulness Kindness

Determination Persistence

Step V

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Read and study

猜

Guess the meaning of the underlined words according to the context and try to express

it in English.

收获

a good method to deal with new words when reading

寻

●从文中找出以where, when, why, 介词+which/ whom引导的定语从句，并观察其结构。

Step VI Grammar exploring

观察句子、提炼句型、合作探究、辨别差异

、句子变身、寻句大赛

、创造新句

辨别差异

强调句

定语从句

观察句子，提炼句型

◆

回答问题

What kind of employees are more motivated?

Employees

are more motivated.

What kind of seminars do they offer?

We offer seminars

.

. ◆引导学生自己观察句子，两人合作提炼从句，并标签。

Employees (who are given training and development opportunities are more

先行词

关系代词

定语从句

motivated).

We offer seminars（which run for a full or half day）.

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先行词

关系代词

定语从句

结构比喻：①关系词如月老或丘比特，连接主从句。

②名词如礼品，从句如礼盒。

理清关系：通过比喻，学生明白了从句和名词是修饰和被修饰的关系。

辨别差异：who

whom

先行词是人

which

先行词是人或物

that

whose

先行词是人或物

小心陷阱

Am I an emphatic sentence or an attributive clause? 1. It is this street in which I happened to meet him.

2. It is in this street that I happened to meet him.

利用还原法：

1. I happened to meet him this street.

（句子成分不完整，为定从）

2. I happened to meet him in this street.

（句子成分完整，为强调句）

Translation 1 飞机被发现了。

2 失联的飞机被发现了。

3 失联二十多天的飞机被发现了。

Create new sentences To improve students' creativity and self-confidence.Read them 规则

1 Read sentences in one's own group. 2 Each group chooses 3 good ones and show them in class.

Step VII

Role

Play Suppose

you are a reporter and your desk mate is Elias.

You are interviewing Elias:

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1. What was black people’s life like then?

2.When did you first meet Mandela?

3. How did he help you?

4. What do you think of him?

……

……

VIII Summary 1. The characteristics of Nelson Mandela 2. The differences between a famous person and a great person. 3.How to use the attributive clause. IX Homework

1.Search some information about the great persons in the past 100 years and compare them. 2. Choose the one you admire the most and try to describe him or her with the help of the

words and expressions we learnt.

The design of the blackboard

Para 1-2

Para 3-5

Elias’ Story

Time line The blackboard design can help students master the content of the text more easily.

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