教学难点

1. Develop the students’ reading ability.

2. Enable the students to learn how to give their opinions.

教学方法

1. Task-based teaching and learning

2. Cooperative learning

3. Discussion

教具准备

The multi-media and other normal teaching tools

三维目标

Knowledge aims:

1. Get the students to learn the following useful new words and expressions in this passage:hero　quality　willing　active　republic　fight　peaceful　prison prisoner　period?law　advise　continue　fee　gold　youth　league　stage vote　position accept violence equal　lose heart　in trouble　worry about　out of work　Youth League　as a matter of fact　blow up　put. . . in prison

2. Get the students to know the qualities of a great person.

3. Get the students to learn about Nelson Mandela.

Ability aims:

1. Develop the students reading ability and let them learn different reading skills.

2. Enable the students to learn how to give their opinions.

Emotional aims:

1. Get the students to learn noble qualities from great persons.

2. Get the students to learn from Nelson Mandela to develop their moral qualities.

教学过程

设计方案(一)

→Step 1 Warming up

Discuss the following questions to lead in the topic:the qualities a great person should have.

1. When talking about a person, what adjectives can you think of to describe his or her qualities?

2. What kind of a person are you? Do you think you have the qualities to be a great person?

3. What are the qualities you should find in a great person?

Ask the students first to brainstorm the questions, then to describe themselves. Tell them the adjectives in the box in the part Warming Up on Page 33 will help them find out what qualities they have. Finally have a discussion with the whole class and help them to sum up the qualities that a great person should have.

Suggested answers:

1. 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. . .

3. 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.

→Step 1 Pre-reading

1. Looking and answering

Look at the six people in the part Pre-reading and answer the following questions.

1)Can you recognize them? Who are they?

2)Do you think they are important people? Why or why not?

3)Do you think all of them are great people?

One minute for students to think them over. Then check with the whole class.

Suggested answers:

2)Yes, they are, because they have done something really important to benefit a country or the world.

3)No, I think not all of them are great people.

2. Discussing and speaking

Students read the information of each of the six persons, discuss in pairs what qualities make a great person and find out whether he is a great person or not.

When they are discussing, 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/I don’t agree. . . ; I prefer. . . ; What’s your opinion? Why do you think so? What do you think of. . . ?

Several minutes later, ask some pairs to act out their dialogues.

A sample dialogue:

A:What qualities do you think make a great man?

B:In my opinion, a great man is one who has followed his or her ideas and sacrificed something so that they could be realized.

A:What is the difference between a famous person and a great person?

B:A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble cause, they can not be called a great person.

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: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:. . .

→Step 3 While-reading

1. Lead-in and guessing

Tell the students:So far we have talked a lot about great persons. Do you want to know more about them and learn from them? Well, we are going to read about Nelson Mandela, a great leader who fights for the rights of the black people and is considered as a modern hero. Now open your books to Page 34 and read the title of the text. Can you guess what kind of writing the text is?

(A story is usually a piece of narrative writing. )

2. Skimming for topic sentences and general idea

Give the students three minutes, ask them to read the text fast and then fill in the form.

Topic sentence of Paragraph 1

Topic sentence of Paragraph 2

Topic sentence of Paragraph 3

Topic sentence of Paragraph 4

Topic sentence of Paragraph 5

Main idea of the passage

Several minutes later, check the answers with the whole class.

Suggested answers:

Topic sentence of Paragraph 1 The time when I first met Nelson Mandela was a very difficult period of my life.

Topic sentence of Paragraph 2 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 Paragraph 3 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 Paragraph 4 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 Paragraph 5 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.

Main idea of the passage Elias describes how Nelson Mandela helped the black people through his own experience

3. Scanning for detail information

1)Give the students five minutes, ask them to read the text carefully to locate particular information and then do Exercise 1 and Exercise 2 in the part Comprehending.

2)Choose the best answer according to the text.

(1)What disadvantages did Elias have in finding a job?

A. He helped Nelson Mandela blow up the government buildings.

B. He had poor education.

C. He was very young.

D. He didn’t want to live in Johannesburg.

(2)When was Elias born?

A. In 1952.   B. In 1940.   C. In 1964.   D. In 1920.

(3)Which of the following statements is not the purpose of the writer in writing the passage?

A. To tell us how great Nelson Mandela was.

B. To let us know why they had to fight for human rights with violence.

C. To tell us an interesting story.

D. To let us know the living situation of the blacks in South Africa at that time.

(4)It can be inferred from the passage that______________.

A. Nelson Mandela helped Elias to keep his job

B. Elias was happy to blow up the government buildings

C. Elias met Nelson Mandela at school

D. the government was happy with Nelson Mandela and the ANC

Several minutes later, check the answers with the whole class.

Suggested answers:(1)B　(2)B　(3)C　(4)A