Roots

概要：6So that they could not try to jump off the ship.7Terrible no light; food and water once a day only; nothing to lie on except hard boards; diseases and death.8To carry upstairs the bodies of people who had died and to throw them into the sea over the side of the ship.9Kunta thought that the sailors came down to carry sick men upstairs for treatment.10About 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 shi

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　　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, Exx. 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.

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