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111Unit 5 Nelson Mandela a modern heroPart One: Teaching Design (第一部分：教学设计)Period 1: A sample plan for reading(ELIAS STORY)AimsTo talk about peoples qualitiesTo read about enable peoples life storyTo study The Attributive Clause (where, when, why, prep. which/ whom)To learn to write lettersProceduresI. Warming up Warming up by describing Boys and girls, this morning well take up Unit 5 in which well learn to describe people. Now lets describe ourselves first. The questions in the warming up part will help you find out what qualities you have. Then tell me what kind of a person do you think you are. Do you think you have the qualities to be a great person? What qualities do you think we should find in a great person?a. Give the students one minute to answer the questions.b. Ask some students to talk about their own qualities according to their answers.c. Have a discussion with the whole class and help them to sum up the qualities that a great person has.(Suming up: A great person should be determined, hard-working, unselfish, and generous. He should follow his ideas and never lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc.)Warming up by brainstormingBoys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who fights for the rights of the black people. When talking about a person, what adjectives can you think of to describe his or her qualities? What are the qualities you should find in a great person?(Adjectives for describing a person: kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-minded, determined,)Warming up by expressionsBoys and girls, we are going to learn about some great people in Unit 5. Can you name some great people? Now discuss in groups of four: Who do you admire most? What kind of person is he/she? What are the qualities that great people have in common?Sun Yat-sen (November 12, 1866March 12, 1925) was a Chinese revolutionary leader and statesman who is considered by many to be the “Father of Modern China”. He had a significant influence in the overthrow of the Qing Dynasty and establishment of the Republic of China. A founder of the Kuomintang, Sun was the first provisional president of the Republic of China in 1912 and de facto leader from 1923 to 1925. He developed a political philosophy known as the Three Principles of the People. Sun is uniquely admired by most Chinese. Yet, his life was one of constant struggle and frequent exile as few of his visions for his country materialized. II. Pre-reading1. Now, look at the six people in the pre-reading part. Can you recognize them? Do you think they are important people? (Yes. Because they have done something really important to benefit the world or a country. ) But do you think all of them are great people? William Tyndale (sometimes spelled Tindale) (ca.1484 - October 6, 1536) was a 16th century priest and scholar who translated the Bible into an early form of Modern English. Although numerous partial and complete English translations had been made from the 7th century onward, Tyndales was the first to take advantage of the new medium of print, which allowed for its wide distribution. 2.Speaking task: Students read the information of each of the six persons and discuss in pairs to find out whether he is a great person or not according to the criteria they worked out in the previous step.Remind the students to use the following expressions for giving and asking for opinions: I think/ I dont think; in my opinion; Im afraid; I agree/ dont agree; I prefer; Whats your opinion? Why do you think so? What do you think of? A sample dialogue: A: Do you think William Tidal is a great person?B: Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work. A: Yes. I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now, lets come to Norman Bethune. What do you think of him?B: .III. Reading1. Skimming for general ideaSo far we have talked a lot about great people. Do you want to know more about them and learn from them? Well, this morning we are going to read about Nelson Mandela, who was considered as a modern hero. Now open your books to page 34 and read the title of the text. What kind of writing is the text, can you guess? Yes. A story is usually a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story? (He tells about his life, how Mandela helped him and how he supported Mandela.)2. Listening and scanning for detail informationa. Listen to the text again and do Comprehending Ex. 1.True: 2, 4 False: 1, 3, 5, 6, 7, 8b. Scan the text and do Comprehending Ex. 2.Suggested answers:1940Elias was born. 1948Elias left school.1942Elias was two years old. 1950Nelson Mandela opened his law firm1944Elias was four years old. 1952Elias was 12 and met Nelson Mandela.1946Elias began school. 1954Elias was 14 and encouraged by Mandela.3.Questions for further understandingDiscuss the following questions in groups of four:a. How did the white people stop the black people from being treated fairly?b. Why did Elias support Mandela?c. Why did he support violence when he did not agree with it?Suggested answers:a. Through unfair laws.b. There are three reasons for this. Firstly, Mandela once helped him and he thought Mandela kind and generous. Secondly, he agreed with Mandelas political ideas. For example, he agreed with his explanation of how the black people were not treated fairly. He also sided with him on his view of peaceful fighting. Thirdly, he knew that what Mandela fought for was to make black and white people equal.c. Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.IV. Closing downClosing down by discussinga. What do you learn about Nelson Mandela from ELIAS STORY?b. Do you like the way Elias tells his story? Give a reason.Suggested answers:a. I know that Mandela is a great leader who fought for equal rights for the black people all through his life. He organized the ANC Youth League which fought against the government. He is in favor of peaceful fighting. He is kind, helpful, generous, brave, and determined.b. Various answers are possible. For reference: I like the way Elias tells the story. Elias is a black worker with only a little education, so he uses some simple and short sentences to describe his experiences and his contact with Mandela, and thus makes the whole story more real-like and close to the readers. The quoted speech in the story objectively reveals Mandelas political views through which some aspects of Mandelas qualities are shown clearly.Closing down by retellingRetell the story according to the following clues: introduction of Elias problem; Mandelas help; Elias supportClosing down by an interviewAsk the student to do an interview in pairs. A journalist is interviewing Elias with the following questions:When did you first meet Mandela?Can you tell me more about how he helped you?Can you tell me about the problems that the black people are facing?How do you like his idea of peaceful fighting?What do you think of him?What will you do to support him in the future?Period 2: A sample plan for Learning about Language(The Attributive Clause: where, when, why, prep.which/ whom) AimsTo help students learn about attributive clause introduced by when, where, why, and prep.+ which/ whomTo help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1 and 2. Check your answers against your classmates. II. Learning about grammar1.Reading and thinkingTurn to page 34. Read the text of ELISA STORY and find out all the attributive clauses.Think over this question: On what circumstance do we use when/ where/ why to introduced an attributive clause? (“Where” is used when the antecedent refers to a place, and “when” is used for time. “Why “ is used when the antecedent is “why”.)For reference: The time when I first met Nelson Mandela was a very difficult period of my life.The school where I studied only tow years was three kilometers away.This was a time when you had got to live in Beijing.The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.We have reached a stage where we have almost no rights at all.The parts of town where they lived were places decided by white people.The places where they were sent to live were the poorest areas in South Africa.2.Comparing and discoveringTurn to page 36. Do Ex. 1. Then compare the following sentences and find out why we use different words to introduce the attributive clauses while the antecedents are the same.a. The government building where we voted was very grand.b. The government building which/ that we paid a visit to yesterday was very grand.c. The government building in which we voted was very grand.In sentence a), a relative adverb “where” is used because it refers to “in the government building” which serves as the adverbial in the attributive clause. “in which” can also be used as in sentence c) because it also means “in the government building” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the government building” which serves as the object of the predicate “visited” in the attributive clause.Compare another three sentences:a. The date when I arrived was the 5th August.b. The date which/ that he told me was the 5th August.c. The date on which I arrived was the 5th August.In sentence a), a relative adverb “when” is used because it refers to “on that date” which serves as the adverbial in the attributive clause. “in which” can also be used as in sentence c) because it also means “on that date” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the date” serving as the object of the predicate “told” in the attributive clause.Read the following sentence and find out a. The reason why I got a job was because of my hard work.b. The reason that/ which he gave for getting the job was because of his hard work.c. The reason for which I got a job was because of my hard work.In sentence a), a relative adverb “why” is used because it refers to “for this reason” which serves as the adverbial in the attributive clause. “for which” can also be used as in sentence c) because it also means “for this reason” in the attributive clause. While in sentence b), a relative pronoun “which/that” is used as it refers to “the reason” serving as the object of the predicate “gave” in the attributive clause.III. Ready used materials for attributive clauseDefinitions: Attributive clause: An attributive clause is a clause modifying a noun or pronoun in a compound sentence.Antecedent: The word being modified by an attributive clause is called the antecedent.Relative: The word that is used to introduce an attributive clause is called a relative. There are two kinds of relatives, i.e. relative pronouns including which, that, who, whom, whose, as, etc. and relative adverbs including where, when and why, etc.Note: Relatives plays three important roles in an attributive clause, i.e. introducing an attributive clause, replacing the antecedent in meaning, and functioning as a sentence element in the attributive clause.e.g.: The girl who is talking to Mr. Li over there is my sister.In the sentence, The girl is the antecedent and who is used to introduce the attributive clause as the antecedent is a person. It (who) refers to the girl and functions as the subject in the attributive clause.The choice of the relatives is the most difficult in learning the attributive clause. However, there are some rules that can help us choose the correct relatives. Usually, which relative to choose depends on what the antecedent is and what sentence element the relative functions in the attributive clause as shown in the following chart:Antecedent RelativeSentence elementpeoplewho thatsubject objectwhomobjectthingswhich thatsubject objecttimewhich that subject objectwhen prep.+ whichadverbialplace which that subject objectwhere prep.+ whichadverbialreasonwhy prep.+ whichadverbialNote: relatives can be omitted if they serves as the objects in the attributive clauses.If a relative functions as the object of a preposition in the attributive clause, the preposition can usually be placed before the relative. In this situation, we use “which” for things and “whom” for people, and they can never be omitted. However, if the preposition and a verb form a set phrase in the attributive clause, they should not be separated:The school (which/ that) he once studied in is very famous.The school in which he once studied is very famous.This is the girl (who/ whom) I went to the Great Wall with.This is the girl with whom I went to the Great Wall.The sentence “This is the watch (which/ that ) you are looking for.” can not be changed into “This is the watch for which you are looking.” because “look for ” is a set phrase.Now turn to page 36 and lets do Ex.2 and 3.IV. Closing down by doing a quizTo end the period you are going to take a quiz on attributive clause.Choose the best answer:1.The weather turned out to be very good, _ was more than we could expect.A. what B. whichC. thatD. it2.After living in Pairs for fifty years he returned to the small town _ he grew up as a child.A. which B. where C. thatD. when3.The house _ we live is not large.A. which B. in which C. on which D. at which4.Recently I bought an ancient Chinese vase, _ was very reasonable.A. which priceC. the price of which C. its price D. the price of whose 5.He lived in London for 3 months, during _ time he learned some English.A. thisB. whichC. at which D. some6.I will never forget the day _ he came to see me.A. thatB. whichC. at which D. when7.The visitor asked the guide to take his picture _ stands the famous tower.A thatB. whereC. whichD. there8.The students _ department Ms King worked ten years ago look down upon women.A. in whichB. in thatC. in whoseD. whose9. I dont like _ you speak to her.A. the wayB. the way in thatC. the way whichD. the way of which10. I had neither a raincoat nor an umbrella. _ I got wet through .A. Its the reasonB. Thats why C. Theres why D. Its howPeriod 3: A sample lesson plan for Using Language (THE REST OF ELIAS STORY)AimsTo help students read the passage THE REST OF ELIAS STORYTo help students to use the language by reading, listening, speaking and writingProceduresI. Warming up and listeningSo far we have read a story about Elias. Do you remember why it was difficult for him to get a job? (because he hadnt a passbook) what is a passbook? Why is it important? Lets listen to a short passage and find out.Turn to page 37. Read the questions and choose the best answer after listening.Discuss the questions in Ex. 2.II. Guided reading1. Reading and answering questionsAs we know, in order to support Mandela, Elias helped him blow up some government buildings. Can you imagine what would happen to him if he was caught? Actually, he was caught and put into a prison on Robben Island. However, he was lucky enough to get help from Mandela even when he was in prison.Turn to Page 38, read the passage quickly and find out: How did Mandela helped Elias when he was on Robben IslandHow did Mandela help Elias after he came to power?2. Reading and doing exercises Read the passage again and do the exercise on Page 38.3. Task (a text dialogue)Now we have finished the story about Elias. Next we are going to do a group activity. We will do it in groups of four. Suppose one of you is Elias and works as a tour guide on Robben Island. The other three of you are tourists who are very interested in the island and Mandelas life and asking the tour guide the following questions. Elias must answer them.Tourist: How did you get to know Nelson Mandela?Elias: It was in 1950. I was working as a miner in Johannesburg but I hadnt a passbook to live there. So I went to Mandelas law firm to ask for advice.Tourist: Can you explain to me some of Nelson Mandelas political ideas or beliefs?Elias: Yes. He found that we black people were not treated as equally as the white people and he would fight for our rights. However, he said that we should fight in a peaceful way. Only when this was not allowed did we decide to answer violence with violence.Tourist: How did he help you through your life?Elias: First, he helped me to get the correct papers to stay in Johannesburg and keep my job as I mentioned above. Then he taught me to read and write when I was in prison. This is very important to me because it enables me to get more job opportunities. Later he gave me my present job.Tourist: What was life like on Robben Island?Elias: Miserable and cruel. The guards and soldiers treated us badly, beat us violently for no reasons and insulted us in different ways.Tourist: How did you manage to study on Robben Island?Elias: We studied during the lunch breaks and the evenings when we should have asleep. We read books under our blankets and used anything we could find to make candles to see the words.Tourist: What kinds of job have you ever done?Elias: A miner, an office worker and now a tour guide.Tourist: What do you think of your present job?Elias: I like it very much. And I am proud to show visitors over the prison, for I helped to make our people free in our own land.III. Guided writing 1. Preparation for writing Imagine now Mr Mandela is in prison. You are going to write a letter to the President of South Africa asking him to free Nelson Mandela. Do you remember the format of a letter? What should be the main content of this letter? (The reasons for freeing Mandela) How would you try to persuade the president? (You must make your reasons persuasive.)2. Writing a letterRead the information about Mandela. Discuss with your partner and collect ideas for the letterWriter down the ideas and put them into a good and logical order.Write the letter.IV. Further applying 1. Finding informationGo to the library to read or get online to search for more information on Nelson Mandela. Take notes of your finding and do an oral presentation next period. 2. Writing a description Write a description of Nelson Mandela using the information you have found.V. Closing down by sharing Share your letter with your partners and make necessary changes.Share your letter with the class by reading it aloud.Part 2: Teaching resources（第二部分：教学资源） Section 1: A text structure analysis of ELIAS STORYI. Type of writing and summary of the idea Type of writingThis is a piece of narrative writing.Main idea of the passageEli
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