Unit5 Nelson Mandela--period3教案

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高中英语新人教版精品教案《Unit 5 Nelson Mandela》

设计意图
Step1: Greetings
Step2: Ss read words and expressions in this unit together
Step3: Brainstorming
Step4:Lead-in
1.Present pictures ofdifferentpeople and get students to talk about them.
课后反思
1.Discuss:
(1)Are all famous people great people? Give examples to support your idea.
(2) What kind of person can becalled a great person?
Agreat person is someone who is devoted to helping others.
Step6：Pre-reading
Read the information about the six men and discuss if they were/are great men .Give reasons.
come to a conclusion about
the qualities of some great people
教学重点及分析
Let students learn about the qualities of some great people
教学难点及突破
Enable them to talk about the qualities of some great people
教学过程
教学环节
老师指导与学生活动

人教版高中英语必修一Unit 5《Nelson Mandela》教学设计

Teaching Aims1. To distinguish famous people and great people and stimulate students’ interest in reading.2. To know about Elias’ story.3. To improve students’ reading abilities (scanning, close reading, summarizing).4. To promote students’ own qualities according to Mandela’s qualities.Teaching ProceduresPre-reading1. Enjoy a video.2. Do you often help others?3. Can you distinguish famous people and great people?【设计意图】根据高中英语课程标准（2003）对本单元的话题要求。

通过图片展示，使学生区分什么是名人和伟人，引出伟人曼德拉怎样帮助别人的问题，激发学生阅读兴趣，导入新课。

Activity 1 Fast readingWhat’s the main idea of the passage?The story is about ____.A. the poor life of black people in South Africa.B. the life of Mandela.C. how Mandela helped Elias and other black people.D. how Elias met Mandela.【设计意图】根据课程标准阅读6级要求4．能根据阅读目的使用不同的阅读策略；以及本课阅读训练目标3. To improve the reading abilities (scanning, close reading, summarizing).特设计本题，训练学生scanning快速总结文章大意。

高中英语教学设计Unit5 Nelson Mandela

9. adj.忠实的；深爱的___________ 10. vt.建立；建设
11. n.共和国；共和政体___________ 12. n.法制；原则；原理
13. adj.和平的；平静的；安宁的___________ 14. n.人类
15. n.律师___________ 16. n.指导；领导
17. adj.法律的；依法律的___________ 18. n.会(学费);酬金
A. the story of Nelson Mandela
B. the story of Elias
C. the life of Black people
D. the fight of Black people
Step3. Fast-reading.
Part 1. (Para_____) Elias’ life before he met Nelson Mandela.
5.为……而斗争___________ 6.不受英国控制
7.以和平的方式__________ 8.坐牢
9.登陆_________________ 10.对……慷慨
27. adj.不公正的；不公平的___________
II. Preview (新知识预览)Reading
Step 1.Warming up.
Speaking task.
Summary:A great person should be determined, hard-working, unselfish and generous.
单词翻译
1.n质量；品质；性质___________ 2. adj.吝啬的；卑鄙的
3. adj.积极的；活跃的___________ 4. adj.慷慨的；大方的

Unit5NelsonMandela--period3教案

Period 3 lesson plan for using language(THE REST OF ELIAS’ STORY)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students not only listen but also read and write in English. The most attention goes to reading and writing.Objectives■To help the students listen about the same topic as is read in the first period■To help students read another passage about the same person covered in the first period■To help students write an imaginary letter making use of the learned words and structures Procedures1. Warming up by listeningWe have read a story about Elias. Do you remember why it was difficult for him to get a job? Yes, you are right. He didn’t have a passbook. But what is a passbook? Why is it imp ortant?Let’s listen to a short passage and find out. Now turn to page 38. Listen to the tape for the text.2. Reading and copyingOn page 38 you see a passage entitle THE REST OF ELIAS’ STORY. Go over it to find the sentences you can’t understand. And c opy down all the useful expressions at the same time.3. Acting a text dialogueNext 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. The other three of you are tourists who are very interested in the prison and Mandela’s life.4. Doing a guided writing task⑴Preparing for writingImagine now Mr Mandela is in prison. If you are going to write a letter to the President of South Africa asking him to free Nelson Mandela, what would be included? Do you remember the format of a letter? What should be the main content of this letter? How would you try to persuade the president?Now go over Life of Nelson Mandela on page 39 for any useful information.⑵Writing the letter5. Closing down by sharingTo end this period share your letter with your partners and make necessary changes.。

Unit5NelsonMandela词汇学习教案

Section 3 Words and expressions from Unit 5Nelson Mandela—a modern herodevotev. 投入于,献身1. He devoted himself entirely to music. 他将一生奉献给了音乐。

2. Please devote more time to your work. 请把更多的时间用于工作。

3. He started to study ecology and decided to devote his whole life to the science.他开始研究生态学，并决心将他的一生献身于这门科学。

4. The noblest ideal to which one can devote oneself is Communism.能为之献身的最崇高的理想是共产主义。

out of work失业1. He's been out of work for six months. 他已失业六个月了。

2. He must square up to the reality of being out of work. 他必须正视失业这一现实。

3. He was out of work for three years and did not qualify for state aid, so that he was practicallyon the bread line. 他失业3年了，没资格享受州政府用于地方公共事业的补助费，所以他实际上已在领取救济食品的行列之中。

4. Hundreds were thrown out of work. 数以百计的人失去了工作。

voten. 投票,表决v. 投票,选举,投票拥护1. At the end of the meeting, a vote was taken on the motion.会议结束前对该项提议进行了表决。

unit5NelsonMandela（教学设计）

unit5NelsonMandela（教学设计）Unit 5 Nelson Mandela-A Modern HeroDiscovering useful words & expressions教学设计Yidu No.1 Senior High School Liu Fen教师：宜都市一中刘芬年级：高一课题名称：新人教版英语必修－Unit 5 Nelson Mandela－A modern hero教学内容：Discovering useful words & expression教材分析：本节课的教学内容是必修一第五单元的Discovering useful words & expressions本课例是高一第五单元的第二课时。

“语言学习(Learning about Language)”部分突出了词汇和语法的学习与训练。

词汇部分提供了三个题目第一题要求学生在课文中找出与所给意思相同的单词；第二题要求学生用正确的后缀来构成新的单词；第三题要求用所给的单词填空来完成段落。

设计思路：“一切的语言输入必须是有意义的，词汇应放在不同的具体语境当中去教”（刘润清，1996）学生只有在真实的语境中才能真正理会词语的意义，根据这一理论，我把这节课的设计重点放在于结合课文，围绕本单元中心话题A Modern Hero“当代英雄”，创设不同的具体语境，让学生能学习，掌握并能运用重点词汇和短语。

Ⅰ. T eaching objectives:1. Knowledge objectives:1) All students know some great qualities of a great person through lead-in.2) All students learn proper ways to communicate with others by group work.3)All students know the pronunciation and remember the meaning and spelling of newwords: principle, willing, guidance, devoted, quality, hopeful, violence, attack, lawyer, generous, equal, selfless by individual and group work.2. Ability objectives:1）All students know the skills to enlarge their vocabulary by adding some prefixes and suffixes.2）Most students can communicate with others about their heroes or heroines in their hearts.3）Most students can make up some correct sentences using the following new phrases: be devoted to doing, be hopeful about/of, as a matter of fact, out of work, in trouble, turn to somebody for something by group work.3. Emotion objectives:1. Students will be interested in word study through many kinds of interesting pictures,exercises and games.2. Students will learn some noble qualities from different kinds of heroes. And they also willbe aware of the importance of cooperation and teamwork and the fact that everyone can be a hero.Ⅱ.T eaching important points:1. To teach them the new words and phrases by many kinds of interesting pictures, exercisesand games.2. To teach them how to use new words and phrases correctly.Ⅲ. T eaching difficult points:1. How to develop students’ skills needed in daily communication.2. How to make students fully understand the importance of learning some good qualities from heroes andtry to be heroes.Ⅳ. T eaching approac hes:1. Group work2. Task-based approach3. DiscussingⅤ. Teaching procedures:Step 1 Lead-inHave a free talk with students and introduce the topic-hero to them by showing them some interesting pictures.Step 2 W ord study1) Teach some new words and phrases by showing them some interesting pictures.2) Invite students to read the words after the teacher and review some new words andphrases included in the story by showing some relative interesting pictures.Step 3 Read & RememberAllow students about 2 minutes to read and remember the words and phrases and1) Encourage students to match the word with the meaning!1. guidance have difficulty in doing sth2. out of work not having a job3. devoted help and advice given to sb4. principle basic general truth5. generous having hope6. equal the same in value, number.7. in trouble showing great love8. attack try to hurt or damage9. lawyer a person who can offer help about law10. hopeful ready to give freely2) Invite students to fill in the blanks in El ias’ story using the given words.Elias’ StoryNelson Mandela was a black_____ who was _______to helping black people, offering _______ to them on problems in law. when they are_______. I often worried about my job, because I was not _____ to get _____work. Luckily, he was _______ with time, helping me to be more ______about my job and future.To make black and white people ____, he often ________the laws with_violence___. ______As a matter of fact___, it was not the best way. But He was put into a position where he had to. He was the ______of black people.3)Invite students to choose words and make up a short story about their heroes orgiven to them to learn and enjoy.Sample:The heroine in my heart is my mother, who is around me giving me more love t han others. As a matter of fact, she isn’t great in the way of a famous singer or a movie star and does nothing big. But from her, I learn a lot.She brought me up with care although she was once out of work. Whenever I am in trouble, she will always be willing to help me out of trouble,offering me guidance and trying to cheer me up. Besides, as a teacher, she is devoted to the progress of her dear students as well.My mother is a loving mother, a selfless teacher, and a real heroine in my heart. Step 5 Games & RevisionAfter learning the words and phrases and doing some relative exercises, it’s necessary for students to get relaxed, reviewing at the same time.1)Let me guess:(within 3 minutes)(one word, one point):Student A explain in English or use body languageStudent B guess1. lawyer2. guidance3. heroine4. attack5. devote6. out of work7. equal 8. active 9. violent 10.willing 11. hopeful 12. devoted13.in trouble 14. generous2) List at least 6 words or phrases learnt today3) Spell the words below①指导（n）②忠实的，深爱的（adj）③（怀）有希望的（adj）④原则（n）4)Translate the sentence using “ be devoted to…”事实上，那个律师一生都会致力于帮助别人.Step 6 Consolidation & SummaryAsk students to think about a question “Where a hero really lies?”, and then invite to enjoy and follow a song“hero”. After hearing, ask students the same question again to give students a moral lesson---The hero lies in you! Everyone can be a hero!( the lyrics of the song will be given to them before the class) It's a long road 漫漫长路When you face the world alone 当你独自面对世界No one reaches out a hand 没有人伸出手For you to hold 让你握住Y ou can find love 你一定能找到爱If you search within yourself 如果能在自己身上找到勇气And the emptiness you felt 你曾感到的空虚Will disappear 将会消失And then a hero comes along 会有一位英雄向你走来With the strength to carry on 带着继续奋斗的力量And you cast your fears aside 你会把恐惧抛开And you know you can survive 你知道自己能挺过来So when you feel like hope is gone所以当你感到希望似乎破灭Look inside you and be strong 审视自己，保持坚强And you'll finally see the truth 最终你将明白That a hero lies in___ 英雄气魄就在__身上Step 8 Assessment教学反思：1．在这节课上，始终围绕“当代英雄”这一话题，创设具体语境，把书本与我们的生活结合起来，让学生明白拥有这些品质并不是伟人所特有的，通过树立正确的人生观，提高自我素质。

unit5nelsonmandela教案

Unit 5 Nelson Mandela教案Unit 5 Nelson Mandela教案Unit 5 Nelson Mandela —a modPart One: Teaching Design (第一部分：教学设计)Period 1: A sample plaading(ELIAS’ STORY)ATo talk about people’s qualTo read about enable people’s lTo study The Attributive Clause (where, when, w＋ which/ whom)To learn to write lProceduI. Warming upWarming up by describingBoys and girlg we’ll take up Uwhich we’ll learn to d escribe people. Now let’s describe ourselvThe quwarming up part will help you find out what qualu have. Then tell me what kind of ado youu are. Do youu have the qualbe a grea? What qualities do you think we should find in a grea?a.Givudute to answer the qub.Audalk abouwn qualities accordinganswHave a discussion wwhole class and helum up the qualat a greaas.(Suming up: A greauld be dd, hard-working, unselfish, and generous. He should follow his ideasand never lose heart wuble. He usually gives ug to achieve his goals. He should be willing to do public service work without pay, be actival activities, gets on well wand hel)Warming up by bragBoys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who figgblack people. When talking about awhat adjectives can youdescribqualities? What are the qualu should find in a grea?(Adjectives for describing a person: kindbrave, loyal, happy, wise, smadly, waul, popular, generous, hard-working, diligent, weak, stupid, lazy, dald, unkind, miserable, dull, strong-minded, dd,)Warming up by exBoys and girls, we are going to learn about some great people in Uan you nagreat people? Now discuss in grouur: Who do you ad? What kind/she? What are the qualat great people hav? Sun Yat-sen (November 12, 1866–March 12, 1925) was avolutionary leader and statesman wdered by many to be the “Fada”. He had a significant influverthrowQing Dynasty and establRepubla. Afounduomintang, Sun wavisional presidRepubla in 1912 and de facto leader fro923 to 1925. He developed a political philwn as the Three PrinciplPeople. Sun is uniquely admired blife waant struggle and frequent exile as fewvuntry materializedII.Pre-readingNow, look ax peopl-reading part. Can you recog? Do youaant people? (Yes. Becauave dg reallant to bworld or a country. ) But do you think allare great people?William Tyndale (lled Tindale) (ca.1484 - Octob) was auand scholar who translated the Bible into an earldern English. Although numerous partial and complete English translations had been madury onward, Tyndale’s waake advantagw mediuwhich allowedwide distribution.2.Speaking task: Students readaaxand discuss in pad out wa greaaccordinga they worked ouviouRemind the studullowing exgiving and asking:I think/ I don’t think…;; I’m afraid…; I agree/ don’t agree…; I prefer…; What’s you? Why do you? What do you…?A sample dialogue:A: Do you think William Tidal is a grea?B: Yes. IHe had a strong belief that all people should be able to read the Bibllvanslated and printedglish although he was not allowed to do so. And later he diedwA: Yes. I agree. William Tyndale wugh a luggles and difficulties and even sacrificed his laldream. He is a greaat everybody wup the Bible muNow, let’Norman Bethune. What do you?B: ….III. Readingg for general ideaar we have talked a lot about great people. Do you waw more about them and lea? Wellg we are going to read about Nelson Mandela, who was considered as a modNowur bage 34 and readlxt. What kind of writingxt, can you guess? … Yes. Ausually aarrative writing. Nowxt to get the general idea: What does Elias tell abou? (He tells about his life, how Mandela helped him and how he supported Mandela.)2.Listening and scanning for detail informaa. Lxt again and dding ExTrue: 2, 4 False:b. Scaxt and dding Ex. 2.Suggested answers:0—Elias was b—Eliasll2—Elias was two years old. 1950—Nelson Mandela opened his law—Elias was four years old. 1952—Elias was 12 and met Nelson Mandela—Elias began school. 1954—Elias was 14 and encouraged by MandelaQuurther understandingDiscullowing qugrouur:a.How did the wlblack 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 aaFirstly, Mandelalped him and he thought Mandela kind and generoudly, he agreed with Mandela’s political ideas. For example, he agreed wxplanaw the black people wated fairly. He also sided wview of peaceful fighting. Thirdlw that what Mandela fought for was to make black and wle equalBecauaattack the law in a peaceful way failed. They had to answer violence with violIV. Closing down Closing down by discussinga.What do you learn about Nelson Mandela from ELIAS’ STORY?b.Do you lway Elias tell? Give a reauggested answers:a. I know that Mandela is a great leader who fougqual rigblack people all through his life. He organized the ANC Youth League which fought agagovHavaceful fighting. Hd, helpful, generous, brave, and dd.b. Various answers able. F: I lway Elias telllias is a black worker with only a little educaule anddescribe his exandact with Mandela, and thus mawholal-like and claders. The quotedbjectively reveals Mandela’s political views through waandel a’s qualities are shown clearllosing down by retellingRetellaccordingllowing clues:dulias’ problem; Mandela’s help; Elias’ sulosing down by an interviewAudent to do an interview in pairs. A journalviewing Elias wllowing questions:When did youandela?Can you tellabout how he helped you?Can you tell me aboublems that the black people are facing?How do you ldea of peaceful fighting?What do you?What will you do to suuture?Period 2: A sample plan for Learning about Language(The Attributive Clause: where, when, w＋which/ whom)ATo help students learn about attributive clauduced by when, where, why, and prep.+ which/ wTo help students discover and learn to uuseful words and exTo help students discover and learn to uuseful structuProceduI. Warming upWarming up by discovering useful words and exTurn to page 35 and do exNo. 1 and 2ur answers against your classmates’.II. Learning about grammaReading andg Turn to page 34. Read the text of ELISA’ STORY and find out all the attributive clauThink ovquestion: On what circumstance do we use when/where/ wduced an attributive clause? (“Where” is used wanteceda place, and “when” is used“Why “ is used wantecedent is “why”.)F:Twhen INelson Mandela was a very difficult period of my lTl where I studied only tow years walaway.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 waappiest dalWe have reached a stage where we have alghts at all.The pawn wlived were places decided by wle. The places wwlive wareas in South Africa.paring and discoveringTurn to page 36. Do Ex. 1. Tallowingand find out why we use dwordduce the attributive clauses while the antecedents aaa.The govbuilding where we voted was very grand.b.The govbuilding which/ that we paid a vday was very grandThe govbuilding in which we voted was very grand.Ia), a relative adverb “where” is used becau“in the govbuilding” wves as the adverbialattribu tive clause. “in which” can also be used a) because it also means “in the govbuilding”attributive clause. Whilb), a relative pronoun “which” is used a“the govbuilding” wves as the obdicate “visited”attributive clauare a: a.The date when I arrived waAugub.The date which/ that he told me waAuguThe date on which I arrived waAuguIa), a relative adverb “when” is used becau“on that date” wves as the adverbialattributive clause. “in which” can also be used a) because it also means “on thatdate”attributive cla use. Whilb), a relative pronoun “which” is used a“the date” serving as the obdicate “told”attributive clauRead the followingand find outa.The reason why I got a job was becauard wb.The reason that/ wgave for getting the job was becauard wThe reawhich I got a job was becauard wIa), a relative adverb “why” is used becau“ason” wves as the adverbialattributive clause. “for which”can also be used a) because it also means“ason”attributive clause. Whilb), a relative pronoun “which/that” is used a“the reason” serving as the obdicate “gave”attributive clauIII. Ready used materials for attributive clauseD: Attributive clause: An attributive clause is a clause modifying a nouun in a compoundAntecedent: The word being modified by an attributive clause is called the antecedRelative: The word that is usedduce an attributive clause is called a relative. There are two kinds of relativlative pronouns including wat, who, whom, whose, aand relative adverbs including where, when and wNote: Relatives plaant roles in an attributive clauducing an attributive clause, replacing the antecedaning, and fug as alattributive claug.: The girl who is talkingLi ovIThe girlantecedent and who is usedduce the attributive clause as the antecedent is aIt (who)girl and fuas the subattributive clauTlativdifficult in learning the attributive clause. Howevaules that can help ulatives. Usually, which relativdepends on what the antecedent is andwhallative fuattributive clause as showllowing chart:Antecedent Relativllewho thatsubject obwhomobgswhich thatsubject obwhich that subject obw+ whichadverbialplace which that subject obw+ whichadverbial reasonw+ whichadverbialNote: relatives can bdves as the obattributive clauIf a relative fuas the obaattributive clauan usually be placed blative. Iuation, we use “which”gs and “whom”le, and they can never bd. Howevand a verb form aaattributive clauuld not be separated:Tl (which/ that)udied in is very famous.Tl in wudied is very famous.Tgirl (who/ whom) I wGreat Wall wTgirl with whom I wGreat Wall.T“Twatch (which/ that ) you are looking for.” can not be changed into “Twawhich you are looking.” because “l” is aaNow turn to page 36 and let’s do Ex.2 andIV. Closing down by doing a quizTo endd you are going to take a quiz onattributive claubest answer:1.The weather turned out to be very good, ____ waan we could exA. what B. which C. that D. it2.After living in Paaurnedall town ____ he grew up as a child.A. whichB. wat D. when3.The house ______ we livlarge.A. whichB. in wwhich D. at which4.Recently I bought an avase, _____ was very reasonable.A. w w DwHe lived in Londduring____learnedglA. this B. which C. at which DI will never forget the day _____ he caA. that B. which C. at which D. wThe visitor asked the guide to taure _____ stands the famous towA that B. where C. which DThe students ____ depag worked ten years ago look down upon wA. in which B. in that C. in whose D. wI don’t like _____ you speaA. the way B. the way in that C. the way which D. the way of w0. I hada raincoat nor an umbrella. _______ I got wet througA. It’ason B. That’s why C. There’s why D. It’s howPeriod 3: A sample lesson plan for Using Language (THE REST OF ELIAS’ STORY)ATo help students read the passage THE REST OF ELIAS’ STORYTo help studuse the language by reading, listening, speaking and writingProceduI. Warming up and listeningar we have read a story about Elias. Do you remember why it was difficulget a job? (because he hadn’t a passbook) what is a passbook? Want? Let’s laassage and find out.Turn to page 37. Read the quandbest answer after listening.Discuss the qux. 2.II. Guided readingReading and answering quAs we know, in order to support Mandela, Elias helped him blow up some govbuildings. Can you imagine what would hawas caught? Actually, he was caught and put into aRobben Island. However, he was lucky enough to get helandela even when he waTurn to Pagad the passage quickly and find out:How did Mandela helped Elias when he was onRobben IslandHow did Mandela help Elias aawer?2. Reading and doing exRead the passage again and do the exPagTask (a text dialogue)Now we havdabout Elias. Next we are going to do a group activity. We will dgrouur. Suu is Elias and works as a tour guide on Robben Island. Tu are tourists who are vdland and Mandela’s life and asking the tour guidllowing qulias must answTourist: How did you gw Nelson Mandela?Elias: It wa0. I was working as aannesburg but I hadn’t a passbook to livI wandela’s lawask for advTourist: Can you explaNelson Mandela’s political ideas or beliefs?Elias: Yes. He found that we black people wated as equally as the wle and he would figur rights. Howevaid that we should fight in a peaceful way. Only wwas not allowed did we decide to answer violence with violTourist: How did he help you through your life?Elias: Flped me to gaaannesburg andb as Id above. Taugad and write when I waThis is vabecauablgbopportuLater he gavb.Tourist: What was life like on Robben Island? Elias: Miserable and cruel. The guards and soldated us badly, beat us violentlasons and insulted us in dwaTourist: 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 candlwords.Tourist: What kinds of job have you ever done? Elias: Aaworker and now a tour guide.Tourist: What do youub?Elias: I like it very much. And I am proud to show vvI helped to make our peoplur own land.III. Guided writingPreparawritingImagine now Mr Mandelau are going to write a lPresiduth Africa askingNelson Mandela. Do you remembat of a letter? What should be the maletter? (The reag Mandela) How would youuaddent? (You must make your reauasive.)2. Writing a lReadation about Mandela. Discusswith your partner and collect idealWriter down the ideas and pua good and logical ordWlIV. Further applyingFinding informaGlibraad or get onlaaNelson Mandela. Taur finding and do an oralation next period.2. Writing a dWrite a dNelson Mandela usingation you have found.V. Closing down by sharingare your letter with your partners and maary changare your letter wlass by reading it aloud.Part 2: Teaching resources（第二部分：教学资源）: A text structure analLIAS’ STORYI. Type of writing and summadeaType of writingThis is aarrative writing.Main ideaassageElias describes how Nelson Mandela helped the black people through his own exTaragraphTwhen INelson Mandela was a very difficult period of mylT2nd paragraphSadly I did not havassbook because I was not band I was worried about whether I would be out of wTd paragraphThe day when Nelson Mandela told me what to do and helped me waappiest dalTaragraphThe laars havgreatest number of lawg our rights andprogress until today we have reached a stage where we have alghts at all.TaragraphWblaw in a way which was peaceful; wwas not allo wed … only then did we decide to answer violence with violII. A tree diagram(wwords of each paragraph placed in each box) III. A retold passagxtElias is a black wuth Africa. His family waat he had to drop oul at the age of eight. Lawas able to wo rk as a goldannesburg. But as he hadn’t got a passbook which was requiredwanted to livannesburg. He was worried about being dismissed. However, he was lucky enough to glp from Nelson Mandela and managed to gapers. After that, he begaw more Mandela and his political ideas. He agreed with Mandela’s viewunfair laws agablack people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to figqual rigblack peoplupported him heart and soul2: Background informaNelson Mandela andI. Nelson MandelaNelson Rolihlahla Mandela, (buly 1918), before becoming Presiduth Africa, waanti-apartheidactivists, and was also an anti-apartheid saboteur. He is now almost universally considered to be adom fighter. HldhoodThembu chiefdom bbarking on a calaw. The name Madiba is an honorary title adopted by older male membandela's clan; howevuth Africalus with Nelson Mandela.II. Courtroom quotes by Nelson Mandela “I have fought against white domination and I have fought against black domination. I havd the ideal of a democratic andwhich alllive togarmony and with equal opportuIt is an ideal which Ilive for and to achieve. Buds ban ideal for which I am prepared to die.”“Waurtroom I am facing a white magistrad by a wud by white orderlies? Can anybodly and seriously suggest thaaales of justice are evenly balanced? Wat no Africauntry has ever hadbeing tried by his own kind, by his own flesh and blood?...I am a black man in a white man’s court. This should notbe.”(Finlayson 84).“Ouxan extraordinary human disaster that lasted too long, must be born awhich all humanitywill be proud... We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our peopluing bondage of poverty, deprivation, suffering, gender, and other dation. Never, never, and never again shall it be that this beautiful land will again exby aThe sun shall nevglorious a human achievement.”III. ANC and ANC Youth LeagueThe ANC is a national liberation movement. It was formed in 1912 to uAfrican people and spearheaduggle for fundamental political, social andange. Fdecades the ANC has leduggle against racism andganising mass studance, mobilisingational community and taking up the armed struggle against apartheid. MembANall South Africans above the agave of race, colour and creed, who ales, policies and programmes.The ANC Youth League was foundedThe league propagated “Africanism” andwas “Africa’s cause must triumph.” It was radical and militant. The membd the idea of “foreign” leadership and argued that black Africans must providwn leadership andrely ulv: Words and exI. Words for warming upqualg typical of aaterial: Kindbest qualws qualleadwillingadj. ready (to do sth.): Are you willing to help? activeadj. able or ready to take action: Althougver 70;ll active. An active memblub is sure to attend evg. lose heart灰心，丧失信心I used to wgarden every week. But I lost heart when all the plants died. Don’t lose heart; you still havalose one’s heart 爱上，喜欢上 She laas soon as she saw the handsome solduble n.麻烦：in trouble 有麻烦，处于困境中；guble 陷入困境；make trouble 制造麻烦；auble自找麻烦；have trouble (in) doing sth. 做某事有困难II. Words for Readingadvv. to tell whauld be done：adv; advise doing sth.; advise sb. to do sth.; advise that sb. (should) do sth.; I advise waiting until the teaThe doctor advised a week’s rest/ taking a week’I advised (him) thauld take a rest. I adviseddrive/ against driving. What do you advdo?advgiven baw thauld behave or act: give someadvb.; five sb. some advice; f ollow sb’s advue vi vt. go on: continue to do sth/ doing sth; continue (with)sth.; go on doing sth. / w/ to do sth. Tued for 3 days. Hued to study/ studying ag had happened. We muue our journey until we find waw v. to be or make anxious：worry sb.，wor ry about…; bbe worried about…; You don’t have to worry about your healu keep a balanced diet. Our parents must be worrying because we ag back late. Hudents worried me. What he said addedwaga period a in a couvents; the raised floor on which plays ad in a theater: stage d; stage director; put sbage; at an early stage in ouvv. x’ally from amongbild ; an act of making ada matter by means of voting: vote for/ against sbudents votedaugapable andle voted agaleader because of rumor about him. I gave my vote to Li Gao. The new leader was elected through avlace wguld be; a particular place or rank in a group: What I know about him was thaa higany. Can you telluap?av. to tag offered willinglvev. to get: I receivedack on Valentines’ Day but I didn’t aHave yo u accepted the jobd you? Hereceived mabirthday.violuse if bodilurt or harm; very greaaling violadj. Violdia has influenced teenagers a las a maact: in fact; actually: As a maact, he discovuth quite by accident. As a maact, I felt extremely nervous when I was givingblowv. blow up: blow up the building/ bridge/ dam; blow u; blow off; blow oua place wals alocked up as a puaawhile waiting to be tired.pu: If you continue doingdgs, you will end uThey were publowing up the govbuilding.equalada; number; value; rank; etc.; having enough strength; ability; etc.: All men were born equal. Cut the caqualWomen demand equal pay for equal work. Bill is equalb of runningwho is equal ( to alf): The teaular becaualdren as his equals.III. Words for Using Languagagv(a picture or idea) in mind: imag; imagine doing sth.; imagine sb. doing sth.; imagine that …; Can you imagine life without el? I cannot imagine Lilg dwle? You cannot imagine what life was like on Robben Islandwliticalpower; super power;/wer; in pow( terrible ad)bled wwd a knife aamed waring the explosion. The murder case was averybodall towa vling that one has when dangar; to be afraid: fear sth; fear to do sth; fear that…; for fear that…; for feaav. n. find a way out; get out; the aaping: a narrow escape;ape; escape death pu/ being punished; esca/ reality; escape out of a burning building. The bird has escapedage. The bird has escaped beingdegHe passed the exam and finally gaster’s degree. Tature today is two degadaward(sth. given or gained as) return for wvice: The police ag a rewardation aboubbery. v. to give a reward to: He rewarded the boy for bring back the doga pua criminal found guilurt: Twaaa heav; a l; unddeath; serve one’v. to give a pu: He wadabd to death; bd。

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Period 3 A sample lesson plan for Using Language
(THE REST OF ELIAS’ STORY)
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students not only listen but also read and write in English. The most attention goes to reading and writing.
Objectives
■To help the students listen about the same topic as is read in the first period
■To help students read another passage about the same person covered in the first period
■To help students write an imaginary letter making use of the learned words and structures Procedures
1. Warming up by listening
We have read a story about Elias. Do you remember why it was difficult for him to get a job? Yes, you are right. He didn’t have a passbook. But what is a passbook? Why i s it important?
Let’s listen to a short passage and find out. Now turn to page 38. Listen to the tape for the text.
2. Reading and copying
On page 38 you see a passage entitle THE REST OF ELIAS’ STORY. Go over it to find the sentences you can’t understan d. And copy down all the useful expressions at the same time.
3. Acting a text dialogue
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. The other three of you are tourists who are very interested in the prison and Mandela’s life.
4. Doing a guided writing task
⑴Preparing for writing
Imagine now Mr Mandela is in prison. If you are going to write a letter to the President of South Africa asking him to free Nelson Mandela, what would be included? Do you remember the format of a letter? What should be the main content of this letter? How would you try to persuade the president?
Now go over Life of Nelson Mandela on page 39 for any useful information.
⑵Writing the letter
5. Closing down by sharing
To end this period share your letter with your partners and make necessary changes.。