高中英语必修1（人教版）Unit 5 Nelson Mandela-a modern hero 学案
文档属性
| 名称 | 高中英语必修1（人教版）Unit 5 Nelson Mandela-a modern hero 学案 |  | |
| 格式 | zip | ||
| 文件大小 | 98.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2016-07-10 09:40:35 | ||
图片预览
文档简介
Unit
5
Nelson
Mandela
—
a
modern
hero
Aims
To
talk
about
people’s
qualities
To
read
about
enable
people’s
life
story
To
study
The
Attribu
( http: / / www.21cnjy.com )tive
Clause
(where,
when,
why,
prep.＋
which/
whom)
To
learn
to
write
letters
Procedures
I.
Warming
up
Warming
up
by
describing
Boys
and
girls,
this
( http: / / www.21cnjy.com )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
Give
the
students
one
minute
to
answer
the
questions.
Ask
some
students
to
( http: / / www.21cnjy.com )talk
about
their
own
qualities
according
to
their
answers.
Have
a
discus
( http: / / www.21cnjy.com )sion
with
the
whole
class
and
help
them
to
sum
up
the
qualities
that
a
great
person
has.
(Suming
up:
A
great
( http: / / www.21cnjy.com )
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.)
( http: / / www.21cnjy.com )
Warming
up
by
brainstorming
Boys
and
girls,
i
( http: / / www.21cnjy.com )n
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
d
( http: / / www.21cnjy.com )escribing
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
( http: / / www.21cnjy.com )
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.
( http: / / www.21cnjy.com )
II.
Pre-reading
1.
Now,
look
( http: / / www.21cnjy.com )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.
( http: / / www.21cnjy.com )
2.Speaking
t
( http: / / www.21cnjy.com )ask:
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
( http: / / www.21cnjy.com )
to
use
the
following
expressions
for
giving
and
asking
for
opinions:
I
think/
I
don’t
th
( http: / / www.21cnjy.com )ink…;
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
s
( http: / / www.21cnjy.com )o.
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.
Wil
( http: / / www.21cnjy.com )liam
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
tal
( http: / / www.21cnjy.com )ked
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.)
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:
( http: / / www.21cnjy.com )1940—Elias
was
born.
1948—Elias
left
school.1942—Elias
was
two
( http: / / www.21cnjy.com )years
old.
1950—Nelson
Mandela
opened
his
law
firm1944—Elias
was
( http: / / www.21cnjy.com )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:
How
did
the
white
peo
( http: / / www.21cnjy.com )ple
stop
the
black
people
from
being
treated
fairly
Why
did
Elias
support
Mandela
Why
did
he
support
violence
when
he
did
not
agree
with
it
Suggested
answers:
( http: / / www.21cnjy.com )Through
unfair
laws.There
are
thre
( http: / / www.21cnjy.com )e
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.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
What
do
you
learn
about
Nelson
Mandela
from
ELIAS’
STORY
Do
you
like
the
way
Elias
tells
his
story
Give
a
reason.
Suggested
answers:a
( http: / / www.21cnjy.com ).
I
know
that
Mand
( http: / / www.21cnjy.com )ela
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
( http: / / www.21cnjy.com )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
l
( http: / / www.21cnjy.com )earn
about
attributive
clause
introduced
by
when,
where,
why,
and
prep.+
which/
whom
To
help
students
di
( http: / / www.21cnjy.com )scover
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
( http: / / www.21cnjy.com )do
exercises
No.
1
and
2.
Check
your
answers
against
your
classmates’.
II.
Learning
about
grammar
1.Reading
and
thinking
Turn
to
page
34.
( http: / / www.21cnjy.com )Read
the
text
of
ELISA’
STORY
and
find
out
all
the
attributive
clauses.
Think
over
this
qu
( http: / / www.21cnjy.com )estion:
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
t
( http: / / www.21cnjy.com )ime
when
I
fir
( http: / / www.21cnjy.com )st
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
N
( http: / / www.21cnjy.com )elson
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
( http: / / www.21cnjy.com )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
( http: / / www.21cnjy.com ).
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.
The
government
building
where
we
voted
was
very
grand.
The
government
buildin
( http: / / www.21cnjy.com )g
which/
that
we
paid
a
visit
to
yesterday
was
very
grand.
The
government
building
in
which
we
voted
was
very
grand.
In
sentence
a)
( http: / / www.21cnjy.com ),
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:
The
date
when
I
arrived
was
the
5th
August.
The
date
which/
that
he
told
me
was
the
5th
August.
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
The
reason
why
I
got
a
job
was
because
of
my
hard
work.
The
reason
that/
whic
( http: / / www.21cnjy.com )h
he
gave
for
getting
the
job
was
because
of
his
hard
work.
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:
Attr
( http: / / www.21cnjy.com )ibutive
clause:
An
attributive
clause
is
a
clause
modifying
a
noun
or
pronoun
in
a
compound
sentence.
Antecedent:
The
( http: / / www.21cnjy.com )word
being
modified
by
an
attributive
clause
is
called
the
antecedent.
Relative:
The
word
( http: / / www.21cnjy.com )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
p
( http: / / www.21cnjy.com )lays
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,
T
( http: / / www.21cnjy.com )he
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
r
( http: / / www.21cnjy.com )elatives
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:
relati
( http: / / www.21cnjy.com )ves
can
be
omitted
if
they
serves
as
the
objects
in
the
attributive
clauses.
If
a
relative
fu
( http: / / www.21cnjy.com )nctions
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
( http: / / www.21cnjy.com )
“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
tur
( http: / / www.21cnjy.com )ned
out
to
be
very
good,
____
was
more
than
we
could
expect.
A.
what
B.
which C.
that D.
it
2.After
living
i
( http: / / www.21cnjy.com )n
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
boug
( http: / / www.21cnjy.com )ht
an
ancient
Chinese
vase,
_____
was
very
reasonable.
A.
which
pric
( http: / / www.21cnjy.com )e C.
the
price
of
which
C.
its
price
D.
the
price
of
whose
5.He
lived
in
L
( http: / / www.21cnjy.com )ondon
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
th
( http: / / www.21cnjy.com )e
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
ne
( http: / / www.21cnjy.com )ither
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
stud
( http: / / www.21cnjy.com )ents
to
use
the
language
by
reading,
listening,
speaking
and
writing
Procedures
I.
Warming
up
and
listening
So
far
we
have
rea
( http: / / www.21cnjy.com )d
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.
Re
( http: / / www.21cnjy.com )ad
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
( http: / / www.21cnjy.com )
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
finishe
( http: / / www.21cnjy.com )d
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
g
( http: / / www.21cnjy.com )et
to
know
Nelson
Mandela Elias:
It
was
in
1950.
( http: / / www.21cnjy.com )
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
yo
( http: / / www.21cnjy.com )u
explain
to
me
some
of
Nelson
Mandela’s
political
ideas
or
beliefs Elias:
Yes.
He
fo
( http: / / www.21cnjy.com )und
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,
( http: / / www.21cnjy.com )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
c
( http: / / www.21cnjy.com )ruel.
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
dur
( http: / / www.21cnjy.com )ing
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
( http: / / www.21cnjy.com )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
letter
Read
the
information
a
( http: / / www.21cnjy.com )bout
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
lib
( http: / / www.21cnjy.com )rary
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
descr
( http: / / www.21cnjy.com )iption
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
ho
( http: / / www.21cnjy.com )w
Nelson
Mandela
helped
the
black
people
through
his
own
experience
Topic
sentence
of
1st
paragraph
The
time
when
I
firs
( http: / / www.21cnjy.com )t
met
Nelson
Mandela
was
a
very
difficult
period
of
my
life.
Topic
sentence
of
2nd
paragraph
Sadly
I
did
not
h
( http: / / www.21cnjy.com )ave
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
Nels
( http: / / www.21cnjy.com )on
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
thirt
( http: / / www.21cnjy.com )y
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
t
( http: / / www.21cnjy.com )he
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)
III.
A
retold
passage
of
the
text
Elias
is
a
black
w
( http: / / www.21cnjy.com )orker
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.
( http: / / www.21cnjy.com )
The
name
Madiba
is
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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.”
( http: / / www.21cnjy.com )
III.
ANC
and
ANC
Youth
League
The
ANC
is
a
( http: / / www.21cnjy.com )
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.
( http: / / www.21cnjy.com )
The
ANC
Youth
( http: / / www.21cnjy.com )
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.
( http: / / www.21cnjy.com )
Section
3:
Words
and
expressions
I.
Words
for
warming
up
quality
n.
something
typ
( http: / / www.21cnjy.com )ical
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
read
( http: / / www.21cnjy.com )y
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
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )上，喜欢上
She
lost
her
heart
to
him
as
soon
as
she
saw
the
handsome
soldier.
trouble
n.麻烦：in
tro
( http: / / www.21cnjy.com )uble
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
( http: / / www.21cnjy.com )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
g
( http: / / www.21cnjy.com )iven
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:
cont
( http: / / www.21cnjy.com )inue
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
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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
e
( http: / / www.21cnjy.com )xpress
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
wh
( http: / / www.21cnjy.com )ere
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
re
( http: / / www.21cnjy.com )ceived
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
( http: / / www.21cnjy.com )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:
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
a
prison
for
some
crime
or
while
waiting
to
be
tired.
put
in
prison:
If
yo
( http: / / www.21cnjy.com )u
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
( http: / / www.21cnjy.com )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
(
( http: / / www.21cnjy.com )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.
te
( http: / / www.21cnjy.com )rrorist
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
t
( http: / / www.21cnjy.com )hat
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
o
( http: / / www.21cnjy.com )ut;
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
( http: / / www.21cnjy.com )
exam
and
finally
got
his
Master’s
degree.
The
temperature
today
is
two
degrees
hotter
than
yesterday.
reward
n.
(sth.
give
( http: / / www.21cnjy.com )n
or
gained
as)
return
for
work
or
service:
The
police
are
offering
a
reward
for
information
about
the
robbery.
v.
to
give
a
reward
to:
He
rewarded
the
boy
for
bring
back
the
dog.
sentence
n.
a
punishment
f
( http: / / www.21cnjy.com )or
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
to:
He
was
sentenced
to
three
years
in
prison.
be
sentenced
to
death;
be
sentenced
for
thief
black
worker
difficult
period
law
firm
information
of
Elias
Elias’
life
before
meeting
Mandela
six
leave
not
pay
gold
mine
passbook
worried
about
Elias’s
problem
tell
help
correct
papers
forget
join
Mandela’s
help
Elias’
story
no
rights
vote
live
job
poorest
areas
not
grow
food
black
people’s
problems
Elias’
life
after
meeting
Mandela
position
accept
fight
peacefully
blow
up
put
in
prison
realize
equal
support
to
Mandela
5
Nelson
Mandela
—
a
modern
hero
Aims
To
talk
about
people’s
qualities
To
read
about
enable
people’s
life
story
To
study
The
Attribu
( http: / / www.21cnjy.com )tive
Clause
(where,
when,
why,
prep.＋
which/
whom)
To
learn
to
write
letters
Procedures
I.
Warming
up
Warming
up
by
describing
Boys
and
girls,
this
( http: / / www.21cnjy.com )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
Give
the
students
one
minute
to
answer
the
questions.
Ask
some
students
to
( http: / / www.21cnjy.com )talk
about
their
own
qualities
according
to
their
answers.
Have
a
discus
( http: / / www.21cnjy.com )sion
with
the
whole
class
and
help
them
to
sum
up
the
qualities
that
a
great
person
has.
(Suming
up:
A
great
( http: / / www.21cnjy.com )
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.)
( http: / / www.21cnjy.com )
Warming
up
by
brainstorming
Boys
and
girls,
i
( http: / / www.21cnjy.com )n
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
d
( http: / / www.21cnjy.com )escribing
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
( http: / / www.21cnjy.com )
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.
( http: / / www.21cnjy.com )
II.
Pre-reading
1.
Now,
look
( http: / / www.21cnjy.com )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.
( http: / / www.21cnjy.com )
2.Speaking
t
( http: / / www.21cnjy.com )ask:
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
( http: / / www.21cnjy.com )
to
use
the
following
expressions
for
giving
and
asking
for
opinions:
I
think/
I
don’t
th
( http: / / www.21cnjy.com )ink…;
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
s
( http: / / www.21cnjy.com )o.
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.
Wil
( http: / / www.21cnjy.com )liam
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
tal
( http: / / www.21cnjy.com )ked
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.)
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:
( http: / / www.21cnjy.com )1940—Elias
was
born.
1948—Elias
left
school.1942—Elias
was
two
( http: / / www.21cnjy.com )years
old.
1950—Nelson
Mandela
opened
his
law
firm1944—Elias
was
( http: / / www.21cnjy.com )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:
How
did
the
white
peo
( http: / / www.21cnjy.com )ple
stop
the
black
people
from
being
treated
fairly
Why
did
Elias
support
Mandela
Why
did
he
support
violence
when
he
did
not
agree
with
it
Suggested
answers:
( http: / / www.21cnjy.com )Through
unfair
laws.There
are
thre
( http: / / www.21cnjy.com )e
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.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
What
do
you
learn
about
Nelson
Mandela
from
ELIAS’
STORY
Do
you
like
the
way
Elias
tells
his
story
Give
a
reason.
Suggested
answers:a
( http: / / www.21cnjy.com ).
I
know
that
Mand
( http: / / www.21cnjy.com )ela
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
( http: / / www.21cnjy.com )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
l
( http: / / www.21cnjy.com )earn
about
attributive
clause
introduced
by
when,
where,
why,
and
prep.+
which/
whom
To
help
students
di
( http: / / www.21cnjy.com )scover
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
( http: / / www.21cnjy.com )do
exercises
No.
1
and
2.
Check
your
answers
against
your
classmates’.
II.
Learning
about
grammar
1.Reading
and
thinking
Turn
to
page
34.
( http: / / www.21cnjy.com )Read
the
text
of
ELISA’
STORY
and
find
out
all
the
attributive
clauses.
Think
over
this
qu
( http: / / www.21cnjy.com )estion:
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
t
( http: / / www.21cnjy.com )ime
when
I
fir
( http: / / www.21cnjy.com )st
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
N
( http: / / www.21cnjy.com )elson
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
( http: / / www.21cnjy.com )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
( http: / / www.21cnjy.com ).
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.
The
government
building
where
we
voted
was
very
grand.
The
government
buildin
( http: / / www.21cnjy.com )g
which/
that
we
paid
a
visit
to
yesterday
was
very
grand.
The
government
building
in
which
we
voted
was
very
grand.
In
sentence
a)
( http: / / www.21cnjy.com ),
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:
The
date
when
I
arrived
was
the
5th
August.
The
date
which/
that
he
told
me
was
the
5th
August.
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
The
reason
why
I
got
a
job
was
because
of
my
hard
work.
The
reason
that/
whic
( http: / / www.21cnjy.com )h
he
gave
for
getting
the
job
was
because
of
his
hard
work.
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:
Attr
( http: / / www.21cnjy.com )ibutive
clause:
An
attributive
clause
is
a
clause
modifying
a
noun
or
pronoun
in
a
compound
sentence.
Antecedent:
The
( http: / / www.21cnjy.com )word
being
modified
by
an
attributive
clause
is
called
the
antecedent.
Relative:
The
word
( http: / / www.21cnjy.com )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
p
( http: / / www.21cnjy.com )lays
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,
T
( http: / / www.21cnjy.com )he
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
r
( http: / / www.21cnjy.com )elatives
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:
relati
( http: / / www.21cnjy.com )ves
can
be
omitted
if
they
serves
as
the
objects
in
the
attributive
clauses.
If
a
relative
fu
( http: / / www.21cnjy.com )nctions
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
( http: / / www.21cnjy.com )
“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
tur
( http: / / www.21cnjy.com )ned
out
to
be
very
good,
____
was
more
than
we
could
expect.
A.
what
B.
which C.
that D.
it
2.After
living
i
( http: / / www.21cnjy.com )n
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
boug
( http: / / www.21cnjy.com )ht
an
ancient
Chinese
vase,
_____
was
very
reasonable.
A.
which
pric
( http: / / www.21cnjy.com )e C.
the
price
of
which
C.
its
price
D.
the
price
of
whose
5.He
lived
in
L
( http: / / www.21cnjy.com )ondon
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
th
( http: / / www.21cnjy.com )e
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
ne
( http: / / www.21cnjy.com )ither
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
stud
( http: / / www.21cnjy.com )ents
to
use
the
language
by
reading,
listening,
speaking
and
writing
Procedures
I.
Warming
up
and
listening
So
far
we
have
rea
( http: / / www.21cnjy.com )d
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.
Re
( http: / / www.21cnjy.com )ad
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
( http: / / www.21cnjy.com )
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
finishe
( http: / / www.21cnjy.com )d
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
g
( http: / / www.21cnjy.com )et
to
know
Nelson
Mandela Elias:
It
was
in
1950.
( http: / / www.21cnjy.com )
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
yo
( http: / / www.21cnjy.com )u
explain
to
me
some
of
Nelson
Mandela’s
political
ideas
or
beliefs Elias:
Yes.
He
fo
( http: / / www.21cnjy.com )und
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,
( http: / / www.21cnjy.com )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
c
( http: / / www.21cnjy.com )ruel.
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
dur
( http: / / www.21cnjy.com )ing
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
( http: / / www.21cnjy.com )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
letter
Read
the
information
a
( http: / / www.21cnjy.com )bout
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
lib
( http: / / www.21cnjy.com )rary
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
descr
( http: / / www.21cnjy.com )iption
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
ho
( http: / / www.21cnjy.com )w
Nelson
Mandela
helped
the
black
people
through
his
own
experience
Topic
sentence
of
1st
paragraph
The
time
when
I
firs
( http: / / www.21cnjy.com )t
met
Nelson
Mandela
was
a
very
difficult
period
of
my
life.
Topic
sentence
of
2nd
paragraph
Sadly
I
did
not
h
( http: / / www.21cnjy.com )ave
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
Nels
( http: / / www.21cnjy.com )on
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
thirt
( http: / / www.21cnjy.com )y
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
t
( http: / / www.21cnjy.com )he
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)
III.
A
retold
passage
of
the
text
Elias
is
a
black
w
( http: / / www.21cnjy.com )orker
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.
( http: / / www.21cnjy.com )
The
name
Madiba
is
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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.”
( http: / / www.21cnjy.com )
III.
ANC
and
ANC
Youth
League
The
ANC
is
a
( http: / / www.21cnjy.com )
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.
( http: / / www.21cnjy.com )
The
ANC
Youth
( http: / / www.21cnjy.com )
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.
( http: / / www.21cnjy.com )
Section
3:
Words
and
expressions
I.
Words
for
warming
up
quality
n.
something
typ
( http: / / www.21cnjy.com )ical
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
read
( http: / / www.21cnjy.com )y
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
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )上，喜欢上
She
lost
her
heart
to
him
as
soon
as
she
saw
the
handsome
soldier.
trouble
n.麻烦：in
tro
( http: / / www.21cnjy.com )uble
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
( http: / / www.21cnjy.com )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
g
( http: / / www.21cnjy.com )iven
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:
cont
( http: / / www.21cnjy.com )inue
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
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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
e
( http: / / www.21cnjy.com )xpress
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
wh
( http: / / www.21cnjy.com )ere
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
re
( http: / / www.21cnjy.com )ceived
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
( http: / / www.21cnjy.com )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:
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
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
( http: / / www.21cnjy.com )
a
prison
for
some
crime
or
while
waiting
to
be
tired.
put
in
prison:
If
yo
( http: / / www.21cnjy.com )u
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
( http: / / www.21cnjy.com )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
(
( http: / / www.21cnjy.com )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.
te
( http: / / www.21cnjy.com )rrorist
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
t
( http: / / www.21cnjy.com )hat
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
o
( http: / / www.21cnjy.com )ut;
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
( http: / / www.21cnjy.com )
exam
and
finally
got
his
Master’s
degree.
The
temperature
today
is
two
degrees
hotter
than
yesterday.
reward
n.
(sth.
give
( http: / / www.21cnjy.com )n
or
gained
as)
return
for
work
or
service:
The
police
are
offering
a
reward
for
information
about
the
robbery.
v.
to
give
a
reward
to:
He
rewarded
the
boy
for
bring
back
the
dog.
sentence
n.
a
punishment
f
( http: / / www.21cnjy.com )or
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
to:
He
was
sentenced
to
three
years
in
prison.
be
sentenced
to
death;
be
sentenced
for
thief
black
worker
difficult
period
law
firm
information
of
Elias
Elias’
life
before
meeting
Mandela
six
leave
not
pay
gold
mine
passbook
worried
about
Elias’s
problem
tell
help
correct
papers
forget
join
Mandela’s
help
Elias’
story
no
rights
vote
live
job
poorest
areas
not
grow
food
black
people’s
problems
Elias’
life
after
meeting
Mandela
position
accept
fight
peacefully
blow
up
put
in
prison
realize
equal
support
to
Mandela