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111 Unit 5　Nelson Mandela—a modern hero Period 5　Extensive Reading and Speaking 整體設(shè)計(jì) 從容說(shuō)課 This is the fifth teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for the students to go over what they learned in the last period at the beginning of the class. In this period, the teaching emphasis will be put on developing the students’ reading ability by reading extensively and getting them learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can just find those the students feel most difficult and help them to understand. That’s enough here. We will deal with two parts:Reading and discussing on Pages 38-39 and Reading Task on Pages 73-74. The purpose of Reading and discussing on Pages 38-39 is to finish the story of Elias and explain what happened to him after he was sent to Robben Island. This proved to be a very hard time in his life and he never worked again until Nelson Mandela and his government came into power. At that point ANC supporters who had suffered like Elias were given jobs and pensions by the government to make up for the years of suffering. In order to lead in the topic of this passage, the teacher can first talk about and discuss something mentioned in Elias’ Story. Then ask the students to find the answers by skimming and to locate particular information by scanning. While checking their answers with the whole class, deal with language problems the students can’t work out by themselves. For Reading Task on Pages 73-74, it provides an opportunity for the students to think about a person or a situation in different respects. This is very important as a lot of university work and research needs students who can look at different points of view and come to a good conclusion. In addition, it means that they must also give reasons for their choice and possibly argue that one side or the other is wrong. Students are asked to give their views of Bill Gates before reading. This is to see what viewpoints they have already. Most will probably think Bill Gates is a good man because they have only heard good things about him. In the two passages they will read both good and bad things about Bill Gates. Do these readings change their minds or do students remain unmoved by them? After reading, ask the students for their reactions again. They should give a reason for any change of mind or for staying with the same opinion. This is one of the most important exercises in this unit and it should be treated seriously. As to Speaking Task on Page 74, its purpose is for the students to re-examine what qualities they think makes a great person. It is an informal assessment of whether they have understood the point of the unit. It also provides them with the opportunity to consider what priorities they think are important in a person. Remind the students to use the expressions set out in Talking. In order to finish this part, have a debate on whether Bill Gates is a great man or not. 教學(xué)重點(diǎn) Develop the students’ reading skills by extensive reading. 教學(xué)難點(diǎn) 1. Enable the students to learn to express their own opinions and ideas. 2. Get the students to learn to grasp the main idea of a text or a passage. 教學(xué)方法 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion 教具準(zhǔn)備 A tape recorder and other normal teaching tools 三維目標(biāo) Knowledge aims: 1. Get the students to learn the new words and expressions:blanket, degree, guard, educated, terror, fear, cruelty, reward, criminal, leader, come to power 2. Get the students to learn some important sentence patterns: 1)I felt bad the first time I talked to a group. 2)We read books under our blankets and used anything we could find to make candles to see the words. 3)As they were not cleverer than me, but did pass their exams. Ability aims: 1. Develop the students’ reading skills by extensive reading. 2. Enable the students to learn to express their own opinions and ideas. 3. Get the students to learn to grasp the main idea of a text or a passage. Emotional aims: 1. Enable the students to know about some great people and learn their noble qualities. 2. Develop the students’ moral quality. 教學(xué)過(guò)程 →Step 1 Revision 1. Check the homework exercises. 2. Ask some students to talk about their heroes or heroines. →Step 2 Lead-in Talk and discuss with the students:As 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? Today we are going to read another passage The Rest of Elias’ Story. After reading, you’ll know what actually happened to him. →Step 3 Reading 1. Skimming for the answers: What happened to Elias? Can you describe Robben Island? Give the students 3 minutes to read the passage fast. Then check the answers with the class. 2. Scanning for detailed information Give the students 6 minutes to read the passage again, and make notes about what happened to Elias in prison. Fill in the form. Good tings Bad things ·Mandela started a school in the prison. ·He was beaten. Several minutes later, check the answers with the whole class and deal with any language problems that students can’t understand. 3. Discuss the questions in pairs. 1)What would you have done if you were Elias? 2)How do you think his wife and family felt when he was in prison? 4. Some important language points: 1)I felt bad the first time I talked to a group. the first time在句子中起連詞的作用，引導(dǎo)時(shí)間狀語(yǔ)從句，可譯為“第一次……的時(shí)候”，the second time, the third time. . . 依此類(lèi)推。 The first time I met her, I believe her nice. 2)We read books under our blankets and used anything we could find to make candles to see the words. we could find是省略了關(guān)系代詞that的定語(yǔ)從句，修飾anything。to make candles和to see the words是動(dòng)詞不定式，作目的狀語(yǔ)。 Lincoln’s stepmother did all she could to help him. 3)As they were not cleverer than me, but did pass their exams. did pass在這里表示強(qiáng)調(diào)。在表示肯定的陳述句或祈使句中，可以用助動(dòng)詞do或does, did放在謂語(yǔ)動(dòng)詞前表示強(qiáng)調(diào)。 I do hope you have a nice trip. Do come to see your parents often. 4. Retelling (Choose one of them to retell. ) 1)Suppose you were Nelson Mandela, retell the story. 2)Suppose you were Elias’ wife, retell the story. Give the students several minutes to prepare, and then ask them to come to the front to retell the story. →Step 4 Role-play (An interview) Tell the students:Suppose you are Elias and work as a tour guide on Robben Island. Your partner is a tourist who is interested in the island and Nelson Mandela’s life. He is now asking you the following questions. How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine? Can you explain to me some of Nelson Mandela’s political ideas or beliefs? What was Nelson Mandela’s way of fighting? Why did he change to violence? What was life like on Robben Island? Where did you learn to read and write? Why did you become a tour guide? What do you think of your present job? Give the students several minutes to practice their interviews. The teacher can walk around the classroom and see whether the students need some help. Then ask some students to perform in the front of the class. Sample: Tourist: How did you get to know Nelson Mandela? Elias: It was in 1950. I was working as a miner in Johannesburg but I hadn’t a passbook to live there. So I went to Mandela’s law firm to ask for advice. Tourist: Can you explain to me some of Nelson Mandela’s 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 been 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. →Step 5 Reading task 1. Lead-in Ask the students: As we know, most of the great people are also important and famous, but are important or famous people the great ones? (Show some pictures of Bill Gates, his software and his company. ) Do you know who he is? What else do you know about him? Is he a great man? (Show the sentence on the screen. ) I think Bill Gates is/is not a great man because______________. Possible version: 1)I think Bill Gates is not a great man because he didn’t change the world and made the world fairer. 2)I think Bill Gates is a great man because he will change the world by helping the education and health of many children around the world. 2. Ask the students to read through the two passages on Page 73 and fill in the following information sheet. INFORMATION ON BILL GATES Job Achievements What did he give up for his beliefs? Generosity Why does he have enemies? Why attacked by the government? Suggested answers: INFORMATION ON BILL GATES Job Chief Executive Officer of a computer company. Achievements Produced software that is used all over the world. What did he give up for his beliefs? None. Generosity Gave money to help children’s education and health. Why does he have enemies? Other people are jealous of his success. Why attacked by the government? They thought he was too big and too powerful and that is unfair to his competitors. 3. Having a debate What does the follower of Bill Gates think of him? Why does he think Bill is great? What about Bill’s competitor? Why? Please read the passage again more carefully and find out the evidence to support each point. Fill in the chart. Great Man Not a Great Man (The teacher can ask students to finish the chart first, and then ask them to give a short report to explain the reason why Bill Gates is a great man or why not. ) Suggested answers: Great Man Not a Great Man He has his own company and software. No one can compete with his software. He fits his software free in every computer. His software is not the best but used most widely. He gives money to help children’s education and health. He tries hard to stop others making better software so that he may be a computer bully. 4. Summary In a word, a great man should be the one who has followed his/her ideas and sacrificed something so that they could be realized. If he/she has not gone through struggles and difficulties for their noble cause, they can’t be called a great person. →Step 6 Homework 1. Finish off the Workbook exercises. 2. Go to the library or get online to collect more information about Bill Gates. 板書(shū)設(shè)計(jì) Unit 5　Nelson Mandela—a modern hero Extensive Reading and Speaking Role-play Questions that may help you: How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine? Can you explain to me some of Nelson Mandela’s political ideas or beliefs? What was Nelson Mandela’s way of fighting? Why did he change to violence? What was life like on Robben Island? Where did you learn to read and write? Why did you become a tour guide? What do you think of your present job? 活動(dòng)與探究 Go to the library or get online to collect as much information as possible about Bill Gates. Then hold a class debate on whether Bill Gates is a great man or not. 111