unin 14 Roots-Lesson 55-（精选4篇）
unin 14 Roots-Lesson 55- 篇1
教学设计方案Lesson 55
Step 1 Revision
1 Check the homework exercises.
2 Get Ss to work in groups of four and tell the story of the previous lesson. One S pretends to be the writer Alex Haley telling the story of his search for his roots. The other three Ss may interrupt and ask as many questions as they like. The S who is Haley may invent any details which are necessary in order to reply to the questions. Demonstrate this activity with one group in front of the class first.
Step 2 Grammar study
SB Page 11, Part 1. Go through the Grammar
study section with the class, getting students to translate the sentences. Do not spend time revising the simpler structures, as students should know these. Draw attention to any difficult points suggested below. If students have difficulty, do not spend too much time explaining. Instead, prepare a short revision exercise and produce it in class when you revise the grammatical category in the next lesson.
6 Point out the structure (emphatic use of it )
It is/was + the emphasized part + that/who ….
7 Point out that with people you can use who(m) or that.
8 Point out that when whom / that is in the object position, it can be omitted.
9 Point out that where cannot be used instead of that.
Step 3 Practice
SB Page 11,Part 2.Get Ss to work through the whole exercise in pairs.Check the answers at the end.
Answers：
1 It seemed impossible for him to get back home.
2 It was worthwhile to search for his “roots”./Itwas worthwhile searching for his “roots”.
3 It was unknown whether they would be lilledor not.
4 It was obvious that his ancestor taught his younger generation little of his own language.
5 It was a secret at first how so many black Africans were sold to America.
Step 4 Grammar practice
SB Page 11, Part 3. Get the Ss to rewrite the sentences.
This exercise can be set as homework. Answers：
1 It was my ancestor (who) I decided to find out about.
2 It was Gambia that I first suggested travelling to.
3 It was in the east of the country that he found his “roots” in a small village.
4 It was the newspaper that provided Haley with some money for the research.
5 It was after talking for half an hour that the old man mentioned the name of Kunta Kinte.
Step 5 Workbook
Wb Lesson 55, E. 1 - 2.
Ex. 1 should be done individually and check the answers with the whole class. Get some Ss to read aloud the complete sentences.
Ex. 2 should be done in class. Get Ss to translate the sentences into Chinese and give the answers.
Homework
Finish off the Workbook exercises.
教学设计方案Lesson 56
Step 1 Revision
Check the homework exercises.
Step 2 Preparation for listening
SB Page 12, Part 1. Wb Listening, Unit 14. Tell the Ss We're going to listen to an interview with the writer Alex Haley. Then read the introduction aloud and read through the questions in Ex. 1 and make sure the Ss understand what to do.
Step 3 Listening
Listening Cassette Unit 14. Do each exercise in turn. Play the tape., then let Ss discuss their answers in pairs. Play the tape again if necessary, then check the answers with the whole class.
Step 4 Speaking
SB Page 12 , Part 2. Check the forms for intentions and wishes. Go through the expressions and check that Ss know how to form complete sentences. Write up some cues on the Bb： go/travel/see/visit;richlolder; a lot of money/plenty of time/read three books this week / stay at home / visit a friend / go to the cinema / leave / do some shopping. Ask Ss to complete the expressions given in the tables. Point out that wish to is mainly used in formal writing.
Pairwork. Demonstrate this activity by getting different Ss to ask you the first three questions. You can reply like this：
1 I want to go to university.
2 I would like to work as a doctor in a children's hospital.
3 I'd like to visit Yunnan Province. I hope to go there next summer.
Point out that intend is a formal/serious word, and that mean is commonly used in the past tense to express intentions, e.g. I meant to collect the tickets but I forgot. I didn't mean to get angry. Situation： Demonstrate this activity by talking about your own plans. If you like, you can say：I'm going to tell you about my plans for the weekend. I don't intend to do any work this coming weekend at all. I feel like having a rest instead. I'd like to go for a walk, but I don't know what the weather will be .like. As for Sunday, I'd rather not tell you what my plans are. It's a secret! Then put the Ss in pairs and let them practise.
Step 5 Workbook
Wb Lesson 56, E. 1-2.
Before starting to do Ex. 1, Ss should revise the expressions about wishes and intentions. Get the Ss to work in pairs. Then collect the answers from the Ss. Put them down on the Bb.Before doing Ex. 2, make sure the Ss understand the meaning of the phrases in bold. Then ask Ss to read and translate the sentences into Chinese.
Step 6 Checkpoint
Go through the Grammar study section in the previous lesson. Revise the use of “it”, especially if any Ss had difficulties, and deal with any language points that you or the Ss wish to raise.
Step 7 Test
Give the Ss the following test to practise the use of “it”.
Complete these sentences in a suitable way.
1 It was … I had ever seen.
2 What was the weather like in Shanghai? It ….
3 It was only…that I realized I had no money on me.
4 It…ot me.
5 It was about … that she came to visit me.
6 It is … who decides such things, not me.
7 It … that they caught Kunta.
8 It was after about three hours ….
9 It is a problem that ….
10 It is obvious that ….
The test may include the following dictation. To make, the dictation easier, the Ss may be given the passage with blanks. Ask the Ss to fill in the blanks with the italicized words after they hear them.
One day *while Kunta Kinte was cutting down a tree *in a forest, he was suddenly hit on the head by .some men *and then put in chains. *Then he was sent to America *as a slave. *There he and his younger generations suffered a lot. Now one of his great grandson became a writer. *He made up his mind to find out his “roots”. *He collected letters and made copies of people's diaries. *He went to Africa *and visited people in Gambia. *As a result of his hard work, he finally found out *where his ancestor came from.*
Step 8 Writing
SB Page 12, Part 3. The aim of this writing task is to practise writing a narrative using the different narrative tenses correctly. Prepare for the writing task in the following way. First let Ss decide which story they want to tell. Then let the Ss practise orally in groups of four. Finally get them to write their compositions for homework. Let them exchange them later for comment and correction.
Homework
Finish writing the composition.
Revise the story about “Roots”.
unin 14 Roots-Lesson 55- 篇2
Step 1 Revision
1 Check the hom ework exercises.
2 Get Ss to have a dialogue like the one in Part 2 of Lesson 52, in pairs, with their books shut.
Step 2 Presentation
SB Page. 7, Part 1. Write the word slavery on the Bb and ask the Ss how much they know about this topic. Make sure that Ss understand that slaves were caught in Africa and were taken to America where they were sold, as this is the key to the story. Put any useful notes and key words that arise out of this discussion on the Bb. Get Ss to talk about the picture and describe what they can see.
Step 3 Reading for general understanding
Say to the Ss You are going to read a story about a man who lived in the eighteenth century. His name was Kunta. Read aloud the task and the two questions. Allow the Ss enough time to read the text and write down the answers. Put them in pairs to discuss their answers, then collect the answers from the class. (1 He was caught in a forest in Africa, put in chains and sent by ship to .America. 2 About a third of the black people on the ship died during the journey.)
Step 4 Reading
Wb Lesson 53, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class. This is a good time to deal with any language problems. See if the Ss can guess the meaning of softly, hopeless.
Step 5 Comprehension
Explain that Ss have to read the text again and put the events into the correct order. Make the Ss do this task individually, then check their answers in pairs. Answers：
1 Long ago, people in Africa said it was dangerous to walk alone in the forest near the coast.
2 Kunta was caught in the forest one day.
3 He was hit on the head.
4 He was tied up and carried to a small boat.
5 He was then chained up in a castle.
6 He heard some women and children crying.
7 A few days later he was put on a sailing ship.
8 He was chained up in the ship.
9 The ship sailed for two months.
10 The ship arrived in a port.
11 About a third of the black people had lost their lives.
Step 6 Discussion
SB Page 8, Part 3. The purpose of this task is to get Ss to think about and interpret what they have just read. Get the Ss to discuss these questions in pairs or groups of four. Ask for some answers from the class at the end. Possible answers：
1 Where he was being taken, why he was being taken, what was going to happen to him, etc.
2 No, because of the phrase “Another, whoselanguage Kunta understood”. (There are hundreds of different African languages.)
3 He was caught and carried away by black men whom he expected would usually help him.
4 To catch black men.
5 If women were caught and became slaves as well as men, they would produce babies (young slaves).
6 So that they could not try to jump off the ship.
7 Terrible ---- no light; food and water once a day only; nothing to lie on except hard boards; diseases and death.
8 To carry upstairs the bodies of people who had died and to throw them into the sea over the side of the ship.
9 Kunta thought that the sailors came down to carry sick men upstairs for treatment.
10 About 94. A third of the original 140 black people had died. In fact the exact number of black people who arrived in America on this ship alive was 98.
Step 7 Reading aloud
Speech Cassette Lesson 53. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. Pay attention to stress and intonation, and the sentence stress of longer sentences.
Step 8 Workbook
Wb Lesson 53, E. 2 - 3.
Both the exercises are based on the reading passage. Divide the class into groups of four and ask the Ss to discuss in groups. Then collect answers from the groups.
Step 9 Consolidation
Get Ss to tell each other the story of Kunta in pairs.
Homework
Read the passage again.
Finish off the Workbook exercises.
教学设计方案Lesson 54
Step 1 Revision
1 Check the homework exercises.
2 Get Ss to tell each other the story of Kunta in pairs. One S starts the story, then the partner continues, and so on.
Step 2 Presentation
SB Lesson 54, Part 1,. Get Ss to talk about the pictures and describe what they can see. Teach the new word ancestor and the phrase in his youth (=when he was a young man).
Step 3 Reading for general understanding
Read aloud the task and the two questions. Allow the Ss enough time to read the text and discuss their answers in pairs, then collect the answers from the class. (1 Gambia. 2 Information about his ancestors.)
Step 4 Reading
Wb Lesson 54, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer thequestions, working in pairs or small groups. Check the answers with the whole class. This is a good time to deal with any language problems.
Step 5 Comprehension
Wb Lesson 54, Ex. 2. Explain that Ss have to read the text again and put the events into the correct order. Make the Ss do this task individually, then check their answers in pairs.
Step 6 Reading aloud
Speech Cassette Lesson 54. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. Pay attention to stress and intonation, and the sentence stress of longer sentences.
Step 7 Story telling
SB Page 10, Part 2. Allow the Ss some time tolook at the pictures and construct the story in their own words. With a weak class, the following cue words may be given on the Bb.
1 Kunta Kinte / born in Gambia / a free and strong man / fond of music;
2 one day / Kunta / cut a tree in a forest near the coast / make a drum / hit on the head;
3 Kunta Kinte / wake up / caught by some black men / reason with them / sent to a castle on the coast;
4 a few days later / taken and put on a tall sailing ship / in chains / unable to / stand up / the sea journey / 60 days and nights;
5 the ship / arrive in a port in America / see in daylight / a third of the black people missing;
6 at a market / Kunta and some other Africans /sold to farmers / work in the fields / badly treated / try to run away / cut off part of his foot.
Get the Ss to tell the story in groups first. Then call out some of them to describe the pictures in class. Either the present tense or the past tense, can be used when telling the story, but it should be consistent.
Step 8 Interview
SB Page 10, Part 3. Get Ss to prepare their questions in pairs, then check these with the whole class. If necessary, using the following as hints：
How / first / learn / about your African ancestor?
Where / ancestor / come from?
Why / interested / in your “roots”?
What / you do / to find out more?
Why / you go / to Gambia?
How / get enough money / go to Gambia?
What / you discover / when / get to Gambia?
How / find out / about Kunta's disappearance?
Then get Ss to work in pairs and do the role play.
Get them to change roles and do it again. If you wish, you can get one or two pairs to act out the interview in front of the class.
Step 9 Workbook
Wb Lesson 54, Ex. 3.
Let the Ss go over the sentences and the answers.
They should do the exercise independently. Then check the answers with the whole class.
Homework
Read the passage again.
Finish off the Workbook exercises.
Lesson54 教学设计方案
------把54课当作听力课
Step I: Listen for the first time and answer:
1. What did he find when he travelled around the USA?
2. Why did he go to Africa?
3. In most parts of Africa, how did people keep the record of the family history?
Step II:Listen for the second time and answer:
1. Kunta Kinte travelled into the forest alone _D___.
A. to hunt animals and gather some food
B. to help the white men catch the black men
C. to work in the fields
D. to cut down a tree to make a drum
2. When Alex Haley became a writer he decided to___B_____.
A. travel around the USA
B. look for information about his ancestors
C. find out the word for “root” in his own language
D. find out who had caught his ancestor as a slave
3. Alex Haley did NOT find out ___C____ until he came to Gambia.
A. where his ancestors died and were buried
B. how many children his ancestors had had
C. which part of Africa his ancestor had come from
D. what the words for “river” and “guitar” meant
4. Alex Haley’s “roots” were ___B_____.
A. in the east of Africa
B. in the west of Africa
C. in the east of Gambia
D. in the west of Gambia
5. Which of the following statements is WRONG? [D]
A. Gambia is a small country on the west coast of Africa.
B. most of the people in Gambia can read and write.
C. In most parts of Africa stories are passed on by word of mouth.
D. Haley was financially supported by his boss, who shared the same family name — Kinte.
StepIII.Listen to the last paragraph and fill in blanks.
Paragraph7:
One day, a young man named Kunta Kinte went off into the forest to cut down a tree as he wanted to make a drum. He was never seen again. Haley jumped up and cried, “That was my ancestor”.He had found his family,and his “roots” at last!
StepIV.Reading comprehension:
France, England and Spain were the three European powers in the New World. Each had come for different purposes.
The first Spanish came to the New World searching for wealth, power, and glory. In their search they explored(探验) and conquered much of North, South, and Central America. The English, on the other hand, generally came to build new lives in the new land. They built settlements(殖民地) along the coast.
Different from both Spain and English, the French were less interested in conquest(征服) than in trade. Their first settlements were trading posts(贸易区) where they sold cloth, knives, and guns to the Indians for the skin of the beaver (河狸). Like the Spanish, they seldom brought their families. Unlike the English, they didn’t fight against the Indians for the possession of the land.
Because there were far fewer French than English in America, they did not Threatened(威胁) the Indian way of life as the English did.
1. “The New World” refers to ________.
A. Europe B. India C. Africa D. America
2. Which of the following is true according to the passage?
A. The first Spanish explored much of North America.
B. The first Spanish explored much of South America.
C. The first Spanish explored much of Central America.
D. All of the above.
3. We can infer from the passage that ________.
A. the English always fought against the Indians because of land
B. the French always fought against the Indians for land
C. the English didn't fight against the Indians for land
D. the Indians gave up their land to English
4. What is the main purpose of the French coming to the New World?
A. To search for power.
B. To search for glory.
C. To do business with the Indians.
D. To make friends with the Indians.
5. Which of the following is NOT mentioned(提及) in the passage?
A. France, England and Spain were powerful in the New World.
B. France, England and Spain all came to build new lives in the new land.
C. The French was different from Spain and England.
D. The French seldom brought their families to the New World.
答案：1-5 DDACB
unin 14 Roots-Lesson 55- 篇3
Step 1 Revision
1 Check the hom ework exercises.
2 Get Ss to have a dialogue like the one in Part 2 of Lesson 52, in pairs, with their books shut.
Step 2 Presentation
SB Page. 7, Part 1. Write the word slavery on the Bb and ask the Ss how much they know about this topic. Make sure that Ss understand that slaves were caught in Africa and were taken to America where they were sold, as this is the key to the story. Put any useful notes and key words that arise out of this discussion on the Bb. Get Ss to talk about the picture and describe what they can see.
Step 3 Reading for general understanding
Say to the Ss You are going to read a story about a man who lived in the eighteenth century. His name was Kunta. Read aloud the task and the two questions. Allow the Ss enough time to read the text and write down the answers. Put them in pairs to discuss their answers, then collect the answers from the class. (1 He was caught in a forest in Africa, put in chains and sent by ship to .America. 2 About a third of the black people on the ship died during the journey.)
Step 4 Reading
Wb Lesson 53, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer the questions, working in pairs or small groups. Check the answers with the whole class. This is a good time to deal with any language problems. See if the Ss can guess the meaning of softly, hopeless.
Step 5 Comprehension
Explain that Ss have to read the text again and put the events into the correct order. Make the Ss do this task individually, then check their answers in pairs. Answers：
1 Long ago, people in Africa said it was dangerous to walk alone in the forest near the coast.
2 Kunta was caught in the forest one day.
3 He was hit on the head.
4 He was tied up and carried to a small boat.
5 He was then chained up in a castle.
6 He heard some women and children crying.
7 A few days later he was put on a sailing ship.
8 He was chained up in the ship.
9 The ship sailed for two months.
10 The ship arrived in a port.
11 About a third of the black people had lost their lives.
Step 6 Discussion
SB Page 8, Part 3. The purpose of this task is to get Ss to think about and interpret what they have just read. Get the Ss to discuss these questions in pairs or groups of four. Ask for some answers from the class at the end. Possible answers：
1 Where he was being taken, why he was being taken, what was going to happen to him, etc.
2 No, because of the phrase “Another, whoselanguage Kunta understood”. (There are hundreds of different African languages.)
3 He was caught and carried away by black men whom he expected would usually help him.
4 To catch black men.
5 If women were caught and became slaves as well as men, they would produce babies (young slaves).
6 So that they could not try to jump off the ship.
7 Terrible ---- no light; food and water once a day only; nothing to lie on except hard boards; diseases and death.
8 To carry upstairs the bodies of people who had died and to throw them into the sea over the side of the ship.
9 Kunta thought that the sailors came down to carry sick men upstairs for treatment.
10 About 94. A third of the original 140 black people had died. In fact the exact number of black people who arrived in America on this ship alive was 98.
Step 7 Reading aloud
Speech Cassette Lesson 53. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. Pay attention to stress and intonation, and the sentence stress of longer sentences.
Step 8 Workbook
Wb Lesson 53, E. 2 - 3.
Both the exercises are based on the reading passage. Divide the class into groups of four and ask the Ss to discuss in groups. Then collect answers from the groups.
Step 9 Consolidation
Get Ss to tell each other the story of Kunta in pairs.
Homework
Read the passage again.
Finish off the Workbook exercises.
教学设计方案Lesson 54
Step 1 Revision
1 Check the homework exercises.
2 Get Ss to tell each other the story of Kunta in pairs. One S starts the story, then the partner continues, and so on.
Step 2 Presentation
SB Lesson 54, Part 1,. Get Ss to talk about the pictures and describe what they can see. Teach the new word ancestor and the phrase in his youth (=when he was a young man).
Step 3 Reading for general understanding
Read aloud the task and the two questions. Allow the Ss enough time to read the text and discuss their answers in pairs, then collect the answers from the class. (1 Gambia. 2 Information about his ancestors.)
Step 4 Reading
Wb Lesson 54, Ex. 1. Go through the exercise and make sure the Ss know what to do. Let them read the whole passage carefully and answer thequestions, working in pairs or small groups. Check the answers with the whole class. This is a good time to deal with any language problems.
Step 5 Comprehension
Wb Lesson 54, Ex. 2. Explain that Ss have to read the text again and put the events into the correct order. Make the Ss do this task individually, then check their answers in pairs.
Step 6 Reading aloud
Speech Cassette Lesson 54. Play the tape of the passage for the Ss to listen and follow. Play the tape of part of the passage once more; this time the Ss listen and repeat. Pay attention to stress and intonation, and the sentence stress of longer sentences.
Step 7 Story telling
SB Page 10, Part 2. Allow the Ss some time tolook at the pictures and construct the story in their own words. With a weak class, the following cue words may be given on the Bb.
1 Kunta Kinte / born in Gambia / a free and strong man / fond of music;
2 one day / Kunta / cut a tree in a forest near the coast / make a drum / hit on the head;
3 Kunta Kinte / wake up / caught by some black men / reason with them / sent to a castle on the coast;
4 a few days later / taken and put on a tall sailing ship / in chains / unable to / stand up / the sea journey / 60 days and nights;
5 the ship / arrive in a port in America / see in daylight / a third of the black people missing;
6 at a market / Kunta and some other Africans /sold to farmers / work in the fields / badly treated / try to run away / cut off part of his foot.
Get the Ss to tell the story in groups first. Then call out some of them to describe the pictures in class. Either the present tense or the past tense, can be used when telling the story, but it should be consistent.
Step 8 Interview
SB Page 10, Part 3. Get Ss to prepare their questions in pairs, then check these with the whole class. If necessary, using the following as hints：
How / first / learn / about your African ancestor?
Where / ancestor / come from?
Why / interested / in your “roots”?
What / you do / to find out more?
Why / you go / to Gambia?
How / get enough money / go to Gambia?
What / you discover / when / get to Gambia?
How / find out / about Kunta's disappearance?
Then get Ss to work in pairs and do the role play.
Get them to change roles and do it again. If you wish, you can get one or two pairs to act out the interview in front of the class.
Step 9 Workbook
Wb Lesson 54, Ex. 3.
Let the Ss go over the sentences and the answers.
They should do the exercise independently. Then check the answers with the whole class.
Homework
Read the passage again.
Finish off the Workbook exercises.
Lesson54 教学设计方案
------把54课当作听力课
Step I: Listen for the first time and answer:
1. What did he find when he travelled around the USA?
2. Why did he go to Africa?
3. In most parts of Africa, how did people keep the record of the family history?
Step II:Listen for the second time and answer:
1. Kunta Kinte travelled into the forest alone _D___.
A. to hunt animals and gather some food
B. to help the white men catch the black men
C. to work in the fields
D. to cut down a tree to make a drum
2. When Alex Haley became a writer he decided to___B_____.
A. travel around the USA
B. look for information about his ancestors
C. find out the word for “root” in his own language
D. find out who had caught his ancestor as a slave
3. Alex Haley did NOT find out ___C____ until he came to Gambia.
A. where his ancestors died and were buried
B. how many children his ancestors had had
C. which part of Africa his ancestor had come from
D. what the words for “river” and “guitar” meant
4. Alex Haley’s “roots” were ___B_____.
A. in the east of Africa
B. in the west of Africa
C. in the east of Gambia
D. in the west of Gambia
5. Which of the following statements is WRONG? [D]
A. Gambia is a small country on the west coast of Africa.
B. most of the people in Gambia can read and write.
C. In most parts of Africa stories are passed on by word of mouth.
D. Haley was financially supported by his boss, who shared the same family name — Kinte.
StepIII.Listen to the last paragraph and fill in blanks.
Paragraph7:
One day, a young man named Kunta Kinte went off into the forest to cut down a tree as he wanted to make a drum. He was never seen again. Haley jumped up and cried, “That was my ancestor”.He had found his family,and his “roots” at last!
StepIV.Reading comprehension:
France, England and Spain were the three European powers in the New World. Each had come for different purposes.
The first Spanish came to the New World searching for wealth, power, and glory. In their search they explored(探验) and conquered much of North, South, and Central America. The English, on the other hand, generally came to build new lives in the new land. They built settlements(殖民地) along the coast.
Different from both Spain and English, the French were less interested in conquest(征服) than in trade. Their first settlements were trading posts(贸易区) where they sold cloth, knives, and guns to the Indians for the skin of the beaver (河狸). Like the Spanish, they seldom brought their families. Unlike the English, they didn’t fight against the Indians for the possession of the land.
Because there were far fewer French than English in America, they did not Threatened(威胁) the Indian way of life as the English did.
1. “The New World” refers to ________.
A. Europe B. India C. Africa D. America
2. Which of the following is true according to the passage?
A. The first Spanish explored much of North America.
B. The first Spanish explored much of South America.
C. The first Spanish explored much of Central America.
D. All of the above.
3. We can infer from the passage that ________.
A. the English always fought against the Indians because of land
B. the French always fought against the Indians for land
C. the English didn't fight against the Indians for land
D. the Indians gave up their land to English
4. What is the main purpose of the French coming to the New World?
A. To search for power.
B. To search for glory.
C. To do business with the Indians.
D. To make friends with the Indians.
5. Which of the following is NOT mentioned(提及) in the passage?
A. France, England and Spain were powerful in the New World.
B. France, England and Spain all came to build new lives in the new land.
C. The French was different from Spain and England.
D. The French seldom brought their families to the New World.
答案：1-5 DDACB
unin 14 Roots-Lesson 55- 篇4
教学设计方案Lesson 55
Step 1 Revision
1 Check the homework exercises.
2 Get Ss to work in groups of four and tell the story of the previous lesson. One S pretends to be the writer Alex Haley telling the story of his search for his roots. The other three Ss may interrupt and ask as many questions as they like. The S who is Haley may invent any details which are necessary in order to reply to the questions. Demonstrate this activity with one group in front of the class first.
Step 2 Grammar study
SB Page 11, Part 1. Go through the Grammar
study section with the class, getting students to translate the sentences. Do not spend time revising the simpler structures, as students should know these. Draw attention to any difficult points suggested below. If students have difficulty, do not spend too much time explaining. Instead, prepare a short revision exercise and produce it in class when you revise the grammatical category in the next lesson.
6 Point out the structure (emphatic use of it )
It is/was + the emphasized part + that/who ….
7 Point out that with people you can use who(m) or that.
8 Point out that when whom / that is in the object position, it can be omitted.
9 Point out that where cannot be used instead of that.
Step 3 Practice
SB Page 11,Part 2.Get Ss to work through the whole exercise in pairs.Check the answers at the end.
Answers：
1 It seemed impossible for him to get back home.
2 It was worthwhile to search for his “roots”./Itwas worthwhile searching for his “roots”.
3 It was unknown whether they would be lilledor not.
4 It was obvious that his ancestor taught his younger generation little of his own language.
5 It was a secret at first how so many black Africans were sold to America.
Step 4 Grammar practice
SB Page 11, Part 3. Get the Ss to rewrite the sentences.
This exercise can be set as homework. Answers：
1 It was my ancestor (who) I decided to find out about.
2 It was Gambia that I first suggested travelling to.
3 It was in the east of the country that he found his “roots” in a small village.
4 It was the newspaper that provided Haley with some money for the research.
5 It was after talking for half an hour that the old man mentioned the name of Kunta Kinte.
Step 5 Workbook
Wb Lesson 55, E. 1 - 2.
Ex. 1 should be done individually and check the answers with the whole class. Get some Ss to read aloud the complete sentences.
Ex. 2 should be done in class. Get Ss to translate the sentences into Chinese and give the answers.
Homework
Finish off the Workbook exercises.
教学设计方案Lesson 56
Step 1 Revision
Check the homework exercises.
Step 2 Preparation for listening
SB Page 12, Part 1. Wb Listening, Unit 14. Tell the Ss We're going to listen to an interview with the writer Alex Haley. Then read the introduction aloud and read through the questions in Ex. 1 and make sure the Ss understand what to do.
Step 3 Listening
Listening Cassette Unit 14. Do each exercise in turn. Play the tape., then let Ss discuss their answers in pairs. Play the tape again if necessary, then check the answers with the whole class.
Step 4 Speaking
SB Page 12 , Part 2. Check the forms for intentions and wishes. Go through the expressions and check that Ss know how to form complete sentences. Write up some cues on the Bb： go/travel/see/visit;richlolder; a lot of money/plenty of time/read three books this week / stay at home / visit a friend / go to the cinema / leave / do some shopping. Ask Ss to complete the expressions given in the tables. Point out that wish to is mainly used in formal writing.
Pairwork. Demonstrate this activity by getting different Ss to ask you the first three questions. You can reply like this：
1 I want to go to university.
2 I would like to work as a doctor in a children's hospital.
3 I'd like to visit Yunnan Province. I hope to go there next summer.
Point out that intend is a formal/serious word, and that mean is commonly used in the past tense to express intentions, e.g. I meant to collect the tickets but I forgot. I didn't mean to get angry. Situation： Demonstrate this activity by talking about your own plans. If you like, you can say：I'm going to tell you about my plans for the weekend. I don't intend to do any work this coming weekend at all. I feel like having a rest instead. I'd like to go for a walk, but I don't know what the weather will be .like. As for Sunday, I'd rather not tell you what my plans are. It's a secret! Then put the Ss in pairs and let them practise.
Step 5 Workbook
Wb Lesson 56, E. 1-2.
Before starting to do Ex. 1, Ss should revise the expressions about wishes and intentions. Get the Ss to work in pairs. Then collect the answers from the Ss. Put them down on the Bb.Before doing Ex. 2, make sure the Ss understand the meaning of the phrases in bold. Then ask Ss to read and translate the sentences into Chinese.
Step 6 Checkpoint
Go through the Grammar study section in the previous lesson. Revise the use of “it”, especially if any Ss had difficulties, and deal with any language points that you or the Ss wish to raise.
Step 7 Test
Give the Ss the following test to practise the use of “it”.
Complete these sentences in a suitable way.
1 It was … I had ever seen.
2 What was the weather like in Shanghai? It ….
3 It was only…that I realized I had no money on me.
4 It…ot me.
5 It was about … that she came to visit me.
6 It is … who decides such things, not me.
7 It … that they caught Kunta.
8 It was after about three hours ….
9 It is a problem that ….
10 It is obvious that ….
The test may include the following dictation. To make, the dictation easier, the Ss may be given the passage with blanks. Ask the Ss to fill in the blanks with the italicized words after they hear them.
One day *while Kunta Kinte was cutting down a tree *in a forest, he was suddenly hit on the head by .some men *and then put in chains. *Then he was sent to America *as a slave. *There he and his younger generations suffered a lot. Now one of his great grandson became a writer. *He made up his mind to find out his “roots”. *He collected letters and made copies of people's diaries. *He went to Africa *and visited people in Gambia. *As a result of his hard work, he finally found out *where his ancestor came from.*
Step 8 Writing
SB Page 12, Part 3. The aim of this writing task is to practise writing a narrative using the different narrative tenses correctly. Prepare for the writing task in the following way. First let Ss decide which story they want to tell. Then let the Ss practise orally in groups of four. Finally get them to write their compositions for homework. Let them exchange them later for comment and correction.
Homework
Finish writing the composition.
Revise the story about “Roots”.