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 To talk about people's qualiti To study The Attributive Clause(where, when, why, prep. t which/ whom) To learn to write letters L. Warming up 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 ave the qualities to be a great person? What qualities do you think we should find in a great 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 ha (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
- 1 - 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
ights 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, heerful, 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 IL 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 th 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 us 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
- 2 - 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 dont think., in my opinion; I'm afraid. . I agree/ dont agree., I prefer What's your opinion? Why do you think so? What do you think of...? A 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? lIL. Reading l 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
- 3 - 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
Irue: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 Mandelas political ideas. For example, he greed 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
- 4 - 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 t which/ whom To help students learn about attributive clause introduced by when, where, why, and prep. which/ 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 L Warming u Warming up by discovering useful words and expressions Turn to page 35 and do exercises No. I and 2. Check your answers against your classmates IL. Learning about grammar l Reading and thinking
- 5 - 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 ar 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 here I studied only tow years was three kilometers away This was a time hen you had got to live in Beijing The 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 here they lived were places decided by white people The places herd 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 hich 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 pronounwhich" is used as it refers to"the government building" which serves as the object of the predicate"visited""in the attributive claus 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 a the adverbial in the attributive clause. in which"can also be used as in sentence c) because it
- 6 - 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 Ill. 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, ie 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 ant nt 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
- 7 - 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 which that subject object when prep. which adverbial place which that subject object The prep. t 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 d. However, if the preposition and a verb form a set phrase 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 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 as a child A which B where C that d when 3.The house we live is not large
- 8 - 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 d 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 dont like 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. 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 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 L. 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 IL Guided reading I Reading and answering questions As we know, in order to support Mandela, Elias helped him blow up some government buildings
- 9 - 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 nd do the exercise on Page 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 entioned 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 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? 10
- 10 - 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?