Learning about Language国家优质课一等奖

课题

Unit 5 Nelson Mandela-a modern hero

1.

Ask the students to read “The rest of Elias’ story”

课型

Using language: word-guessing in context 教学

目标

重点

难点

2.

Help students basically know how to guess the meaning of some words or expressions in context. Enable the students to gain some word-guessing skills in context and apply them to practice. The reading passages in Using Language

are

usually designed for extensive reading. It’s the same with The rest of Elias’ story. Though it’s an easily-understood passage, there 教材

分析

are some new words and expressions in this text. With the ability of guessing words required for the students, I intend to design this period into a word-guessing lesson in order to enable the students to find some clues. By doing so, I also hope to help them gain some word-guessing skills in context and improve their reading comprehension. With more than half-term passing by, the students have already gained some reading skills such as skimming, scanning and so on. However, most of the students are still weak 学生

分析

in reading comprehension, especially those students who have a small vocabulary. Therefore, it’s necessary for them to learn how to guess the meaning of some words or expressions according to the context clues. And this period is designed to help them improve that skill. 教具

准备

Multi- media and the blackboard 课时

安排

1 period 教学方法、教学手教学过程与教学内容

段与学法、学情

Step I Greetings Step II Presentation

After greetings, a student will make a presentation in front of the students. He or she will usually tell a story or read a passage, and then ask the rest of the class a question according to what he or she shares. This part is to help the students practice their reading aloud and listening ability, and I will also correct their pronunciation errors. Step III Revision 

Have the students review Elias’ Story with filling-in blanks. Elias, a black worker, _________(求助于) Nelson Mandela, a black lawyer, for help when he worried about he would become ___________(失业). Later, Elias _________(加入) the ANC Youth League as soon as Mandela organized it. _______________(为了) help make black and white people __________(平等的), Summarizing, Elias____________(炸掉) some government buildings. 

Suggested answers: turned to

out of work

joined

In order to

equal

blew up

Explanation: A passage with some missing words will be shown to the students, which is aimed to help the students review the first passage in this unit, titled Elias’ story. I think by doing so, the students will make preparations for understanding the following passage.

Step IV Reading-The rest of Elias’ story

1.

Skimming:

1)

What was Robben Island? 2)

What are the two paragraphs about? 2.

Scanning: What happened to Elias when he was in and out of the prison? In the prison: He was beaten by the guards and taught by Nelson Mandela. Out of the prison: He got a good job at first but lost it because of what he had practicing, group work, co-operation and interaction

done before. After Nelson Mandela came to power, he was offered a job as a guide. Explanation: Since this passage is designed for extensive reading, I’ll ask the students to do skimming and scanning and it’ll be enough for them to get a main idea of this story.

While skimming, they are expected to find out two answers to two questions, which are: What was Robben Island? and What are the two paragraphs about? Scanning is to ask the students to find out what happened to Elias when he was in and out of the prison, which is also designed to help the students gain the main idea for each paragraph. Some tips will also be presented to help the students get the main idea if they have any difficulty in understanding the passage.

Step V Word-guessing 1. Finding clues Clue1: Context

and life experience (根据上下文的语言环境以及生活常识) 1). It was a prison from which no one escaped. (Line1-2) 2). He taught us during the lunch breaks and the evenings when we should have been asleep. We read books under our blankets and used anything we could find to make candles to see the words. (Line4-5) 

More examples: 1). So I lost my

job. I did not work again…All that time my wife and children had to beg for food and help from relatives and friends. (Line13-14) 2). They said that the job and the pay from the new South African government were my reward after working all my life for equal rights for the Blacks. (Line17)

Clue2: Word formation (构词法：派生词、合成词、转化法)

All the terror

and fear of that time came back to me. I remembered all the cruelty of the guards and my friends who had died. (Line16-17) 

More examples:

1). It’s illegal to drive through a red light. 2). I have sleepless nights worrying about her. enrich/enlarge

midnight/mid-autumn natural/cultural

reliable/valuable

cyclist/artist

careless/hopeless

Clue3: Cause and effect (因果关系) 1). Since I was better educated, I got a job working in an office. (Line10) 2). I did not work again for twenty years until Mr. Mandela and the ANC came to power in 1994. (Line12-13) 

More examples: 1). The river is so turbid that it is impossible to see the bottom even when it is shallow(浅的). 2). Mary didn't notice me when I came into the classroom, because she was completely engrossed in her reading.

2. New words and expressions escape

blanket

educate

educated

come to power

beg

relative

terror

cruelty

reward Explanation: This part is the important but difficult point of this lesson, which is word-guessing in context. Sentences with some new words and expressions will be picked out from the passage, and then I’ll show them how to find out the clues of word-guessing in context. I am going to share with them three kinds of clues of word-guessing, which are context and life experience, word formation as well as cause and effects. After finding each clue, more examples will also be given to help the students to practice. By doing so, the students can apply the skill to practice as soon as possible so that they can have a better understanding of this skill..

Later, the new words and expressions will be shown to them and ask the [来源学_科_网]

students to read them after me.

Step VI Summary 

Sum up the clues they have learnt in this period. Clue1: Context and life experience Clue2: Word formation Clue3: Cause and effect Explanation: Clues will be summed up to help them have a clear idea of what clues have been found out in this period. [来源:Zxxk.Com]

Step VII Practice makes perfect 

Guess the following underlined words using those clues mentioned above. 1). Metal(金属) expands when heated and contracts when cooled. 2). When the little boy was finished, his father was speechless. 3). All his attempts to unlock the door were futile, because he was using the wrong key. 4). Birds fly with their wings...and then eat them with their beaks... 5). The homeless people may have become jobless and then been unable to pay their rent and so no longer have a roof over their heads. 

In paragraph2, "a roof over their heads" most probably means _________. A. a cap

B. a car

C. a home

D. a covering 6). I am moved by the story of this boy. We need the courage to face death, and we should also feel the thankfulness for those who help us. A.感恩

B. 宽容

C. 诚信

D.奉献

Explanation: I believe practice makes perfect, so more sentences with new words and expressions will be shown to them to apply the clues. Group work is also required in this part. After group discussion, anyone who knows the answer can stand up, give the right answer, and the whole group will gain scores. The winner group will ask one of the three other groups to sing an English song.

Group work and discussion can not only help the students develop a sense of co-operation, but also give a chance to the group members to learn to each other.

Step VIII Homework 1. Go over what we learned in this period and try to apply these clues while reading. 2. Finish off the additional exercises. 3. Preview B2U1. Explanation: The first two assignments is to consolidate what they have learnt in this period and the last one is to make preparations for a new lesson.

B1U5 Using Language

G1

G2

G3

G4学科网ZXXK][来源:Zxxk.Com][来源

1. Reading Para.1: in the prison Para.2: out of the prison 2. Word-guessing 板

书

Clue1: Context and life experience Clue2: Word formation Clue3: Cause and effect Explanation: With this design of the writing on the blackboard, I will show a clear picture of the main points, also the important and difficult points of this lesson to the students so that they will have a better understanding of this lesson. The results of group work are also presented on the blackboard to encourage the students to work cooperatively.