Unit 5 Nelson Mandela — a modern hero
Part One: Teaching Design (第一部分：教学设计)
Period 1: A sample plan for reading
(ELIAS’ STORY)
Aims
To talk about people’s qualities
To read about enable people’s life story To study The Attributive Clause (where, when, why, prep.＋ which/ whom)
To learn to write letters
Procedures
I. Warming up
Warming up by describing
Boys and girls, this morning we’ll take up Unit 5 in which we’ll learn to describe people. Now let’s 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 brainstorming
Boys 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 expressions
Boys 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, 1866–March 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-reading
1. 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, Tyndale’s 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 don’t think…; in my opinion; I’m afraid…; I agree/ don’t agree…; I prefer…; What’s 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, let’s come to Norman Bethune. What do you think of him?
B: ….
III. Reading
1. Skimming for general idea
So 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 information
a. Listen to the text again and do Comprehending Ex.... 1.
True: 2, 4 False: 1, 3, 5, 6, 7, 8
b. Scan the text and do Comprehending Ex. 2.
Suggested answers:
1940—Elias was born. 1948—Elias left school.
1942—Elias was two years old. 1950—Nelson Mandela opened his law firm
1944—Elias was four years old. 1952—Elias was 12 and met Nelson Mandela.
1946—Elias began school. 1954—Elias was 14 and encouraged by Mandela.
3.Questions for further understanding
Discuss 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 Mandela’s 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 down
Closing down by discussing
a. 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 Mandela’s political views through which some aspects of Mandela’s qualities are shown clearly.
Closing down by retelling
Retell the story according to the following clues:
introduction of Elias’ problem; Mandela’s help; Elias’ support
Closing down by an interview
Ask 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)
Aims
To help students learn about attributive clause introduced by when, where, why, and prep.+ which/ whom
To help students discover and learn to use some useful words and expressions
To help students discover and learn to use some useful structures
Procedures
I. Warming up
Warming up by discovering useful words and expressions
Turn to page 35 and do exercises No. 1 and 2. Check your answers against your classmates’.
II. Learning about grammar
1.Reading and thinking
Turn 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 discovering
Turn 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 clause
Definitions: 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
Relative
Sentence element
people
who that
subject object
whom
object
things
which that
subject object
time
which that
subject object
when prep.+ which
adverbial
place
which that
subject object
where prep.+ which
adverbial
reason
why prep.+ which
adverbial
Note: 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 let’s do Ex.2 and 3.
IV. Closing down by doing a quiz
To 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. which C. that D. it
2.After living in Pairs for fifty years he returned to the small town ____ he grew up as a child.
A. which B. where C. that D. when
3.The house ______ we live is not large.A. which B. in which C. on which D. at which
4.Recently I bought an ancient Chinese vase, _____ was very reasonable.
A. which price C. 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. this B. which C. at which D. some
6.I will never forget the day _____ he came to see me.
A. that B. which C. at which D. when
7.The visitor asked the guide to take his picture _____ stands the famous tower.
A that B. where C. which D. there
8.The students ____ department Ms King worked ten years ago look down upon women.
A. in which B. in that C. in whose D. whose
9. I don’t like _____ you speak to her.
A. the way B. the way in that C. the way which D. the way of which
10. I had neither a raincoat nor an umbrella. _______ I got wet through .
A. It’s the reason B. That’s why C. There’s why D. It’s how
Period 3: A sample lesson plan for Using Language
(THE REST OF ELIAS’ STORY)
Aims
To help students read the passage THE REST OF ELIAS’ STORY
To help students to use the language by reading, listening, speaking and writing
Procedures
I. Warming up and listening
So far we have read a story about Elias. Do you remember why it was difficult for him to get a job? (because he hadn’t a passbook) what is a passbook? Why is it important? Let’s 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 reading
1. Reading and answering questions
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? 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 Island
How 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 Mandela’s 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 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 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 letter
Writer down the ideas and put them into a good and logical order.
Write the letter.
IV. Further applying
1. Finding information
Go 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’ STORY
I. Type of writing and summary of the idea
Type of writing
This is a piece of narrative writing.
Main idea of the passage
Elias describes how Nelson Mandela helped the black people through his own experience
Topic sentence of 1st paragraph
The time when I first met Nelson Mandela was a very difficult period of my life.
Topic sentence of 2nd paragraph
Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work.
Topic sentence of 3rd paragraph
The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life.
Topic sentence of 4th paragraph
The last thirty years have seen the greatest number of laws stopping our rights and progress until today we have reached a stage where we have almost no rights at all.
Topic sentence of 5thparagraph
We first broke the law in a way which was peaceful; when this was not allowed … only then did we decide to answer violence with violence.
II. A tree diagram
(with key words of each paragraph placed in each box)
Elias’ life before meeting Mandela
Elias’ life after meeting Mandela
information of Elias
Elias’s problem
Mandela’s help
black people’s problems
support to Mandela
black worker difficult period law firm
six leave not pay gold mine passbook worried about
Elias’ story
tell help correct papers forget join
no rights vote live job poorest areas not grow food
position accept fight peacefully blow up put in prison realize equal
III. A retold passage of the text
Elias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in Johannesburg. But as he hadn’t got a passbook which was required if one wanted to live in Johannesburg. He was worried about being dismissed. However, he was lucky enough to get some help from Nelson Mandela and managed to get the correct papers. After that, he began to know more Mandela and his political ideas. He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.
Section 2: Background information on Nelson Mandela and others
I. Nelson Mandela
Nelson Rolihlahla Mandela, (born 18 July 1918), before becoming President of South Africa, was one of its chief anti-apartheid activists, and was also an anti-apartheid saboteur. He is now almost universally considered to be a heroic freedom fighter. He spent his childhood in the Thembu chiefdom before embarking on a career in law.
The name Madiba is an honorary title adopted by older male members of Mandela's clan; however, in South Africa the title is synonymous with Nelson Mandela.
II. Courtroom quotes by Nelson Mandela
“I have fought against white domination and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die.”
“Why is it that in this courtroom I am facing a white magistrate, confronted by a white prosecutor, escorted by white orderlies? Can anybody honestly and seriously suggest that in this type of atmosphere the scales of justice are evenly balanced? Why is it that no African in the history of this country has ever had the honor of being tried by his own kind, by his own flesh and blood?...I am a black man in a white man’s court. This should not be.”(Finlayson 84).
“Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud... We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender, and other discrimination. Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another... The sun shall never set on so glorious a human achievement.”
III. ANC and ANC Youth League
The ANC is a national liberation movement. It was formed in 1912 to unite the African people and spearhead the struggle for fundamental political, social and economic change. For nine decades the ANC has led the struggle against racism and oppression, organising mass students resistance, mobilising the international community and taking up the armed struggle against apartheid. Membership of the ANC is open to all South Africans above the age of 18 years, irrespective of race, colour and creed, who accept its principles, policies and programmes.
The ANC Youth League was founded in 1944. The league propagated “Africanism” and its motto was “Africa’s cause must triumph.” It was radical and militant. The members of it rejected the idea of “foreign” leadership and argued that black Africans must provide their own leadership and rely upon themselves.
Section 3: Words and expressions
I. Words for warming up
quality
n. something typical of a person or material: Kindness is his best quality. She shows qualities of leadership.
willing
adj. ready (to do sth.): Are you willing to help?
active
adj. able or ready to take action: Although he is over 70; he is still active. An active member of the club is sure to attend every meeting.
lose heart灰心，丧失信心I used to work in the garden every week. But I lost heart when all the plants died. Don’t lose heart; you still have more chances.
lose one’s heart爱上，喜欢上 She lost her heart to him as soon as she saw the handsome soldier.
trouble n.麻烦：in trouble 有麻烦，处于困境中；get into trouble 陷入困境；make trouble 制造麻烦；ask for trouble自找麻烦；have trouble (in) doing sth. 做某事有困难
II. Words for Reading
advise
v. to tell what one thinks should be done：advise sth.; advise doing sth.; advise sb. to do sth.; advise that sb. (should) do sth.; I advise waiting until the teacher comes. The doctor advised a week’s rest/ taking a week’s rest. I advised (him) that he should take a rest. I advised him not to drive/ against driving. What do you advise me to do?
advice
n. opinion given by one person to another on how that other should behave or act: give some advice to sb.; five sb. some advice; follow sb’s advice
continue
vi & vt. go on: continue to do sth/ doing sth; continue (with)sth.; go on doing sth. / with sth. / to do sth. The sports meet continued for 3 days. He continued to study/ studying as if nothing had happened. We must continue our journey until we find water.
worry
n. & v. to be or make anxious：worry sb.，worry about…; bbe worried about…; You don’t have to worry about your health if you keep a balanced diet. Our parents must be worrying because we are coming back late. Her sick students worried me. What he said added to her worries.
stage
n. a period a in a course of events; the raised floor on which plays are performed in a theater: stage direction; stage director; put sb. on the stage; at an early stage in our history
vote
v. & n. to express one’s choice officially from among the possibilities offered ; an act of making a choice or decision on a matter by means of voting: vote for/ against sb. Most students voted for Jim as they thought him capable and honest. Most people voted against the former leader because of rumor about him. I gave my vote to Li Gao. The new leader was elected through a secret vote.
position
n. the place where someone or something is or should be; a particular place or rank in a group: What I know about him was that he is in a high position in the company. Can you tell me the position of your city on the map?
accept
v. to take something offered willingly
receive
v. to get: I received some roses from Jack on Valentines’ Day but I didn’t accept them. Have you accepted the job they offered you? He received many presents on his birthday.
violence
n. use if bodily force to hurt or harm; very great force in action or feeling
violent
adj. Violence in the media has influenced teenagers a lot.
as a matter of fact: in fact; actually: As a matter of fact, he discover the truth quite by accident. As a matter of fact, I felt extremely nervous when I was giving the speech.
blow
v. blow up: blow up the building/ bridge/ dam; blow up the tire; blow off; blow out
prison
n. a place where criminals are kept locked up as a punishment
prisoner
n. a person kept in a prison for some crime or while waiting to be tired.
put in prison: If you continue doing those kinds of things, you will end up in prison. They were put in prison for blowing up the government building.
equal
adj. the same in size; number; value; rank; etc.; having enough strength; ability; etc.: All men were born equal. Cut the cakes into three equal pieces. Women demand equal pay for equal work. Bill is equal to the job of running the office. n. person who is equal ( to another or to oneself): The teacher is popular because he treats the children as his equals.
III. Words for Using Language
imagine
v. to form (a picture or idea) in mind: imagine sth.; imagine doing sth.; imagine sb. doing sth.; imagine that …; Can you imagine life without electricity? I cannot imagine Lily cooking dinner for twenty people? You cannot imagine what life was like on Robben Island.
power
n. political power; super power; come to/ into power; in power
terror
n.( terrible adj. terrorist n. terrorism n.) She trembled with terror when the thief pointed a knife at her. She screamed with terror on hearing the explosion. The murder case was a terror to everybody in the small town.
fear
n.& v the feeling that one has when danger is near; to be afraid: fear sth; fear to do sth; fear that…; for fear that…; for fear of
escape
v.& n. find a way out; get out; the act of escaping: a narrow escape; fire escape; escape death punishment/ being punished; escape from prison / reality; escape out of a burning building. The bird has escaped from the cage. The bird has escaped being shot.
degree
n. He passed the exam and finally got his Master’s degree. The temperature today is two degrees hotter than yesterday.
reward
n. (sth. given or gained as) return for work or service: The police are offering a reward for information about the robbery. v. to give a reward t He rewarded the boy for bring back the dog.
sentence
n. a punishment for a criminal found guilty in court: The sentence was ten years in prison. a heavy sentence; a life sentence; under the sentence of death; serve one’s sentence v. to give a punishment t He was sentenced to three years in prison. be sentenced to death; be sentenced for thief
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