Unit5 Nelson Mandela[上学期]
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| 名称 | Unit5 Nelson Mandela[上学期] |  | |
| 格式 | rar | ||
| 文件大小 | 39.5KB | ||
| 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 | 2006-10-20 15:30:00 | ||
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文档简介
Unit 5 Nelson Mandela---- a modern hero
南平市第五集备组
Contents Teaching and Learning Requirements
Items Teaching and Learning Requirements
Topics Enable students to understand some events in the lives of great people by reading and listening
Enable students to inform others of some great people events
Enable students to understand what makes a great person
Enable students to realize what qualities they have, both strong points and weak points
Strategies Able to list details to support ideas
Able to persuade someone by writing a letter
Able to identify the topic and main idea of a paragraph
Able to describe a person objectively
Function Enable students to express their viewpoints about a famous person
Enable students to understand others’ viewpoints about famous people
Grammar Enable students to describe places or times with a where-clause, when-clause or why-clause
Enable students to understand descriptions of places, times or reasons with where, when and why clauses
Vocabulary hero, quality, willing, active, republic, principle, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold, youth league, stage, vote, position, accept, violence, equal, blanket, degree, guard, educated, terror, fear, cruelty, reward, right(n.), criminal, leader, president , sentence(v.), sincerely lose heart, in trouble, worry about, out of work, Youth League, as a matter of fact, blow up, put… in prison, come to power, set up, be sentenced to
This unit focuses on the following:
Topics: the qualities of a great person; the lives of some great people
Functional items: giving opinions and making comments
Grammar: the Attributive Clause (where, when, why, prep. + which/whom)
Reading: Elias’s story, The rest of Elias’ story, Two ideas about Bill Gates
Persuasive writing: letter
According to the contents, we divide this unit into seven periods:
The first period: Warming-up & Speaking
The second period: Reading---Elia’s story
The third period: Language Points
The forth period: Grammar
The fifth period: Using Language(Reading &Listening)
The sixth period: Listening and Reading
The seventh period: Writing Task
The first period:
warming-up & speaking
Teaching goals:
. Enable the students to talk about qualities they find in great persons to improve the students speaking abilities.
Enable the Ss to learn about the expressions of some famous people
Enable the students to learn how to talk about the famous great people.
Understand the qualities great people have in common and learn the fine qualities from them.
Develop the students’ moral quality.
Teaching important and difficult points:
Enable Ss to get the general idea .
Develop the Ss’ speaking ability
Enable Ss to have a thorough idea of qualities great people have in common
Teaching methods:
Task-based method, Cooperative method
Teaching aids
Slide projector, Tape-recorder, computer
Teaching procedures
Step 1 Warming_up
T :Do you understand yourself What quality do you have
S1 :….
S2:….
……
(several minutes later )
T: Open your books at Page 33 ,.Let’s discuss the topic What kind of person are you
T:Can you get a general idea about yourself
Step 2 Learning
Show some pictures of famous people on the screen (on Page 33 and 69 of students’book)
Background about some characters
William Tyndale ( 1484- 1536 ),Britain
William Tyndale was a 16th century priest and scholar who translated the Bible into an early form of Modern English. Besides translating the Bible, he also held and published views which were considered heretical. His translation was banned by the authorities, and he himself was burned at the stake in 1536.
Norman Bethune (1890-1939) ,Canada
He fought against the German Nazis and Japanese invaders during World War Ⅱ.Besides，he worked in China as a doctor and saved many Chinese soldiers. Finally he lost his life for the liberation of Chinese people .
Sun Yat-sen(1866-1925), China
Sun Yat-sen, the first president of the Chinese Republic and the great pioneer of Chinese democratic revolution, who founded the first Republic in China in 1911 after many years’fighting. He strongly believed in three principles: nationalism; people’s rights; people’s livelihood.
Gandhi (1869- 1948), India
Gandhi was called “Bapu” –the father of the Indian nation of the twentieth century. He gave up riches and power for his ideas and fought for the freedom of his nation in a peaceful way. He helped bring about India’s independence from British rule and often stated his values were simple: truth and non –violence.
Neil Alden Armstrong ( Aug, 5 1930 ),USA
Neil Alden Armstrong ( Aug, 5 1930 ) is an American pilot , astronaut, and the first person to walk on the moon .In July ,1967, he landed on the moon. “That’s one small step for a man, one giant leap for mankind.” With these historic words, man’s dream of the ages was fulfilled.
Nelson Mandela(1918-- ),South Africa
Nelson Mandela is known as the leader of the African National Congress, which was banned from 1948, when apartheid was legalized in South Africa. He was imprisoned for more than 30 years, and in 1990, he was freed by white government. He shared the1993 Nobel peace prize with South Africa's president, F.W. de Klerk . In 1994, he was elected president of South Africa, then he retired as president and returned to live in his hometown in the Transkei, South Africa in 1999.
Step 3 Discussion
T: What personal qualities do you think they have
S :intelligent determined generous gentle unselfish responsible hard-working brave confident active ,etc .
Step 4 Speaking
T:We learned so many famous people and so much about them in this period .Now please express your opinion about them and these questions may help you .
Who is your hero/heroine
Why do you like him/her so much
Did he/she do anything for others
What are his/her best qualities
Is an important person a great person Why &Why not
T:While you are speaking ,these words and expressions may be helpful
Good idea!
That’s an excellent idea!
I agree / don’t agree. I prefer….
I’m afraid……
In my opinion,….
I think /I don’t think……
Why do you think so
What’s your opinion
What do you think of….
Step 4 Homework
Preview Elia’s story and find out phrase .
The Second Period Reading -----Elia’s Story
Teaching aims and demands:
Get the Ss to learn about important persons and great persons
Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
Encourage Ss to think and talk in English through communicative tasks and provide Ss with chances of cooperation.
Enable Ss to further understand the great man-- Nelson Mand
Ability goals:
Enable Ss to describe a great person with the order of time
Teaching important and difficult points:
Enable Ss to get the general idea of the text.
Develop the Ss’ reading skills of summarizing scanning and skimming
Enable Ss to have a thorough idea of qualities great people have in common
Teaching methods:
Task-based method, Cooperative method, Skimming method etc
Teaching aids
Slide projector, Tape-recorder, computer
Teaching procedures
Step 1 Lead in
T: In the last period, we talked about heroes and heroines, many great persons and important persons. Also we learned about what good qualities they should have. Today we are going to learn sth. more about a great person, a modern hero. Who is he Let’s watch the video and enjoy a song “Mandela Day”
(play the video and the song “Mandela Day”)
It was 25 years they take that man away
Now the freedom moves in closer every day
Wipe the tears down from your saddened eyes
They say mandela's free so step outside
Oh oh oh oh mandela day
Oh oh oh oh mandela's free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
It was 25 years ago this very day
Held behind four walls all through night and day
Still the children know the story of that man
And i know what's going on right through your land
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
25 years ago
Na na na na mandela day
Oh oh oh mandela's free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
If the tears are flowing wipe them from your face
I can feel his heartbeat moving deep inside
It was 25 years they took that man away
And now the world come down say nelson mandela's free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
Oh oh oh oh mandela's free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
The rising suns sets mandela on his way
Its been 25 years around this very day
From the one outside to the ones inside we say
Oh oh oh oh mandela's free
Oh oh oh set mandela free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
Na na na na mandela day
Na na na na mandela's free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
25 years ago
What's going on
And we know what's going on
Cos we know what's going on
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
T: What kind of person do you think he is
S Nelson Mandela, a great man, a freedom fighter
T：Very good. Now，who can tell us something about Nelson Mandela？
S：He was the first black president in South Africa from 1994 to 1999.He was born in 1918 and worked for the equal rights for the blacks of South Africa for many years. As early as in 1940，while he was still at university，he took his first actions. In 1944，he helped to found the ANC Youth League. During the 1950s，he led many peaceful actions. His enemies hated him and he had been kept a prisoner from 1962 to 1989，but he never gave up the struggle for the freedom of all the blacks，so he received the Nobel Peace Prize in 1993.
T：Very good. You know a lot about him. Who can explain in which way struggle was an important part in the lives of him？
S：I think struggle for the equal rights of all the blacks was an important part in the lives of him
Step 2 Fast Reading
. T: Just now we talked sth about Nelson Mandela. Do you want to know more information about him？OK. Let’s read the passage “Elias’ story”.After you read the passage，I think you will learn a lot from it. Now read the passage quickly and decide which of the sentences on the screen are true or false and why.(comprehending1-p35)
Step 3 Reading and understanding
T：Now，read the text again and make a timeline of Elias’ life until he met Nelson Mandela. Work out the year in which he was born and then fit in the other event in his life till he was fourteen.
（Show the following on the screen.）
－1940 －1948
－1942 －1950
－1944 －1952
－1946 －1954
（Students practise for a few minutes and the teacher may join in their discussion and help them. Finally ask some students to answer them one by one.）
Step.4 Main ideas of the passage
( Get the students to read the passage carefully while listening to the passage. Then the students discuss the main idea of the passage in groups.)
T：To help you better understand the passage，please read the passage after the tape. And then answer the following questions：
Q1：How many parts can we divide the text into？
Q2：What’s the main idea of each part？
Part 1 （para 1-2）The life of Elias before he met Nelson Mandela.
Part 2 （para 3-5） The change of Elias’ life after he met Nelson Mandela and what Mandela did.
Step5 Read the text carefully and fill in the blanks
Step 6 Understanding ideas
1.Why did Elias support Nelson Mandela
2. What problems did Elias have
3. Why did he support violence when he did not agree with it
4.How did the ANC Youth League fight the government？
Step 7 Discussion of ideas
Q：What can we learn from the text about Nelson Mandela？
We can learn from Mandela the qualities of bravery，persistence，kindness and determination.
Step 7.Interview
T：Very good. Now suppose you are Elias and your partner is a newspaper reporter. He is interviewing you. Please work in pairs.
（The pair acts out their dialogue.）
Possible dialogue：
（A; a newspaper reporter B; Elias）
A：Elias，may I ask you a few questions？
B：Of course，I’d like to answer them.
A：What’s life in South Africa like？
B：It’s much better now. Since Nelson Mandela became the first black president of South Africa in 1994，we have had the same right as the whites；I hope it will be like this forever.
A：What were some of the problems that black people had？
B：There were some problems. Our life was harder than the whites because we could not go to the same school as the whites in the past and therefore we couldn’t get a higher position in the factories and companies. Even there was a time when one had got to have a passbook to live in Johannesburg. But things are different now. I’m sure we will live a better life in the future.
A：I think so. I heard that President Nelson Mandela helped you. Would you please say something about that？
B：I’m glad to. I met him in 1952 when I was twelve years old. The time when I met him was a very difficult period of my life. I worked in a gold mine. But I did not have a passbook because I was not born in Johannesburg. So I was worried about whether I would be out of work.
A：So he helped you？
B：Yes. He was so kind to help me. He told me how to get the correct papers so it was one of the happiest days of my life.
A：You’re very lucky.
B：I think so. I thanked him very much and I never forgot how kind he was and when he organized the ANC Youth League，I joined it as soon as I could.
A：So from then on，you fought together against the government to get the same rights as the whites.
B：Right.
A：Thank you for answering my questions. Wish you every success.
Step 8 Summary
T：Today，we’ve learnt a text “Elias’ story”. I think you have got a lot of information about racial discrimination and the qualities great people have in common.
Step 9 Homework
1. Read the passage more and get your favorite sentences and difficult sentences.
2.Finish Ex 1，Ex 2 on SB.P35-36.
The Third Period
Language Input
Teaching goals
Target language
a. Important words and expressions
period, law, advise…on, continue, fee, fare, gold/golden, be worried about,
out of work, stage, vote, position, accept/receive, violence, as a matter of fact,
blow up, put in prison, equal, make+O+adj.
b. Important sentences
The time when I first met Nelson Mandela was a very difficult period of my life.
It was in 1952 and he had opened a black law firm to advise poor black people on their problems.
The school where I studied only two years was three kilometers away.
The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.
The parts of town where they lived were places decided by white people.
… we were put in a position in which we had either to accept we were less important, or fight the Government.
We first broke the law in a way which was peaceful; when this was not allowed… only then did we decide to answer violence with violence.
But I was happy to help because I knew it was to realize our dream of making black and white people equal.
Ability goals
Enable the Ss to analyze the long sentences.
Learn the Attributive Clause with prep + the Relative Pronouns and the Relative Adverbs: where and when initially.
Learning goals
Help the Ss to learn and use the important words, expressions and sentences.
Teaching important points
Help the Ss learn: advise + O, out of work, position, accept/ receive, violence, as a matter of fact, blow up, put in prison, make +O+adj. and the important sentences.
Teaching difficult points
How to analyze the long sentences and know how to use where, when as well as prep + the Relative Pronouns in the Attributive Clause.
Teaching methods
Explanation, study independently and practice.
Teaching aid
A recorder and a blackboard.
Teaching procedures & ways
Step 1 Revision
Go over the old lessons Ss learned yesterday and check the homework.
Step 2 Listening to the tape without opening the book
T plays the tape of the reading passage for Ss to listen without opening the book and asks Ss to pay attention to the pronunciations of the new words and the intonations of the sentences.
Step 3 Read and explanations of the language points
After listening to the tape, let Ss open the books and turn to page34.
T asks Ss to read paragraphs one by one and then go on to learn the language points.
T asks Ss to find out sentences as follows and think about the structures of them:
1) The time when I first met Nelson Mandela was a very difficult period of my life.
The school where I studied only two years was three kilometers away.
The parts of town where they lived were places decided by white people.
Learn the Attributive Clause with the Relative Adverbs: where and when initially. eg.:
There was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.
I shall never forget the day when we first visited the beautiful island.
The room where my grandfather once lived is not far from here.
There can be few streets in London where you cannot buy books.
2) … we were put in a position in which we had either to accept we were less important, or fight the Government.
Learn the Attributive Clause with prep + the Relative Pronouns. eg.:
Could you have let behind your wallet in the restaurant in which you had
dinner with me yesterday
The wrong you have done him is terrible, for which you should make an apology to him, I think.
The official to whom we applied for a visa was very kind.
3) It was in 1952 and he had opened a black law firm to advise poor black people on their problems.
Learn the usage of advise:
advise + sb.+ on +sth. eg.:
The English teacher advises me on how to learn English well.
advise + Noun/ Pronoun/ V-ing, eg.:
The doctor advised (me) taking more exercise.
advise + sb.+ to do sth., eg.:
Our monitor advises us to keep our classroom clean.
advise + that-clause, eg.:
I advise that you (should) drink more water and eat more fruit in future.
advice (Un.N.)
a piece of advice/ pieces of advice
give sb. advice on
4) The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.
see: witness; to be the time when (an event) happens, eg.:
Yesterday saw a terrible car accident in front of our school.
This year sees the hundredth anniversary of the composer’s death.
Nanjing saw the cruel killing of the Japanese soldiers in China in the 1930s.
5) We first broke the law in a way which was peaceful; when this was not allowed… only then did we decide to answer violence with violence.
Learn one of the principles of Inversion: only + adverbial +inversion, eg.:
Only then did I realize that I was wrong.
Only with hard work can we succeed in future.
Only when he came back did he find that his house was broken into.
6) It was very dangerous because if I was caught I could be put in prison for years.
Learn some phrases about the word “prison”:
put sb. in prison = throw sb. into prison = send sb. to prison
把（某人）投入监狱
be in prison 坐牢
be held/ kept prisoner 被监禁
be taken prisoner 被俘
7) But I was happy to help because I knew it was to realize our dream of making black and white people equal.
a. be to do
表示注定将会
eg.: Chaplin’s own manner of acting was to become world-famous.
表示预先安排好的计划或约定
I’m to meet Mr. Brown at ten o’clock this morning.
There is to be a concert on Sunday evening.
表示命令，常用于父母让子女或上级要下级去干某事
You are to finish your homework before you watch TV.
b. … making black and white people equal …
Learn the structure: make + O + adj.
Step 4 Discovering useful words and expressions
1.Look at the reading passage again to find words that mean the same.
Alternative expressions Words and expressions from the text
group of people organized for a special purpose league
feel hopeless lose heart
lose one’s job out of work
brave man hero
in fact as a matter of fact
have some difficult problems in trouble
be taken to prison put in prison
some time period
be ready to willing
money paid for going to school fees
tell somebody what to do advise
go on continue
always doing new things active
what people do in a war fight
a yellow metal for making a ring gold
agree to take accept
go against a law break the law
quiet and calm peaceful
2. Complete the passage with some of the words above.
When Elias lost his job and was out of work, his wife was very unhappy. She knew this meant he was in trouble when all she wanted was a peaceful life with enough money every month. She tried to advise him not to fight the government as she thought it was better to accept that in South Africa black people were not as important as white people. But he was willing to continue the fight and help Nelson Mandela win equal rights for black people. For a period of time she felt helpless and lost heart, but Elias encouraged her with stories of how good life would be when white and black people worked and played together.
Step 5 Homework
1. Recite the key sentences in the text.
2. Finish Ex.1 & Ex.2 in Using words and expressions on pages 70& 71.
3. Preview Discovering useful structures on pages 36 & 37.
The Fourth Period Grammar
Teaching goals
Learn the Attributive Clause with prep +the Relative Pronouns and the Relative Adverbs :where when why
Help the students learn how to use the relative Adverb ti unite an Attributive Clause .
Teaching important points
The use of the Attributive Clause : where when and why
Teaching difficult points
The difference between where when why and that which
Teaching methods
Explanation ,study independently and practice
Teaching aids
Slide projector, Tape-recorder, computer
Teaching procedures
Step 1 Discovering useful structures
Four sentences for the Ss to lead in
1) He is a famous scientist.
2) Who is that girl in red
3) I have read all the books that you lent me.
4) I have lost my pen , which I like.
(2 minutes later )
T: Now please turn to P36, do Ex1.2
(5 minutes later)
Check the answers together. Ss are asked to pay attention to the Relative Adverbs.
Step 2 playing a game
In this part ,Ss will learn more and better by playing the game on P37.
T: Now, we will play a game. You should play the game as follows :
EXAMPLE:
S1: The school was very large.
S2: The school where I learned judo was very large.
S3: The school where I studied for six years was very large.
S4: The school where I was so unhappy was very large.
Let the students play the game until everyone has a go.
Step 3 Practice and consideration
In this part, Ss will do more exercises , so they can understand the Attributive Clause better.
Exercises:
1. I know the reason ( why\ for which) he came late.
2. This is the reason(that\which) he told me.
3. Do you know the woman ,(whose)son went to college last year.
4. The house (whose) color is red is John”s.
5. This is the best film (that) I have ever seen.
6. That is the town (where\in which) he worked.
7. I still remember the town (which\that) I visited last year.
8. I will never forget the day (when\on which) I join the League.
9. I will never forget the day (which\that) I spent in the town.
10The woman (to whom) my brother spoke just now is my teacher.
Step4 Grammar Presentation ( Learning by doing! Please refer to the powerpoint presentation of this part! Let your students find the rule by observing and practicing!)
In this part Ss will learn some basic concepts about the Attributive Clause and do some exercise.
:概念
1.在句子中修饰名词或代词,定语从句在句中充当定语.
2.定语有先行词,并尽量靠近先行词.
3.在定语从句中,关系词在从句中充当成分.
（1）关系代词引导的定语从句在从句中承担主语、宾语、定语。指人:who(主格),whom(宾格),whose(所有格)指物:which(主格,宾格),whose(所有格)指人或物:that
（2）关系副词也可以引导定语从句关系副词在从句中分别表示时间、地点或原因。关系副词when在从句中充当时间状语，where 充当地点状语，why充当原因状语。
先行词有下列情况或附有下列修饰语时,通常用关系代词that
1)先行词是all,no none,everyone, something, much, little等
2)先行词前有序数词,形容词最高级,the last, the same,the only等.
3)如果先行词中既含有表示人的名词又有表示物的名词时.
4)若主句中有疑问代词who,which 为了避免重复, 关系代词不要再用
who,which.
A : Complete the sentences with suitable relatives.
1.I know the reason he came late.
2.This is the reason he told me.
3.Do you know the woman， son went to college last year？
4.The house color is red is John’s.
5.This is the best film I’ve ever seen.
6.That is the town he worked in 1987.
7.I still remember the town I visited last year.
8.I’ll never forget the day I joined the League.
9.I’ll never forget the day I spent in the town.
10.The woman my brother spoke just now is my teacher .
“介词＋关系代词“是一个普遍使用的结构
（1）“介词＋关系代词”可以引导限制性定语从句，也可以引导非限制性定语从句。“介词＋关系代词”结构中的介词可以是 in，on，about，from，for，with，to，at，of，without 等，关系代词只可用whom或 which，不可用 that。
（2）像listen to，look at，depend on，pay attention to，take care of等固定短语动词，在定语从句中一般不宜将介词与动词分开。
This is the boy whom she has taken care of.
介词﹢关系代词引导的定语从句,关键是判断介词的选择,方法一是看从句谓语部分缺少什么介词(习惯搭配),再则可以通过整个句子整体含义来判断,结合生活实际来判断.
B : Complete the sentences with suitable prepositions.
1.The speed ____which you drive your car mustn’t
too high.
2.In the park there are many flowers ,the colour ____
which is bright and nice.
3.The little girl is reading a book ,_____which there
are many pictures.
4.What were the things _______which he was not too sure
5.They held a meeting ,____which the hospital
director made a speech.
6.The book, _____which he paid 6 yuan , is worth
reading.
7.Is this the man ____whose house the police found
the lost colored TV
8.The villagers dug along tunnel ______which they
could go to the fields without being found by the
Japanese soldiers.
9.Wu Dong ,_____whom I went to the concert,
enjoyed it very much.
10.The stories about Long March ,_____which this
is one example ,are well written
限制性定语从句与非限制性定语从句
（1）二者差异比较
限制定语从句紧跟先行词，同先行词之间一般不加逗号，仅修饰先行词，可以由关系代词、关系副词或that来引导。非限制性定语从句仅作补充或说明，用逗号与主句隔开，既可修饰先行词，又可修饰整个主句，不可用that引导。
（2）关系代词和关系副词的选择依据
弄清代替先行词的关系词在从句中作什么成分，作状语的应选用关系副词，作主语、宾语或表语的可选用关系代词。
（3）先行词与定语从句隔离。定语从句一般紧跟在先行词之后，但定语从句与先行词之间有时也会插入别的成分，构成先行词与定语从句的隔离。
He was the only person in this country who was invited.
as在定语从句中的用法
⑴ 引导限制性定语从句和非限制性定语从句
①as多与such 或the same连用，可以代替先行词是人或物的名词。
② as 也可单独使用，引导非限制性定语从句，作用相当于which。
The elephant’s nose is like a snake，as anybody can see.
③ the same... that与 the same...as在意思上是不同的。
⑵ as引导的非限制性定语从句的位置。as引导的非限制性定语从句位置较灵 活，可以位于主句前面、中间或后面，一般用逗号与主句隔开，但which所引导的非限制性定语从句只能放在主句之后。
As is expected，the England team won the football match.
The earth runs around the sun，as is known by everyone.
C : Multiple choice
1.This is all ____I know about the matter.
A. that B. what C. who D. whether
2 . Is there anything else _____you require
A . which B .that C .who D .what
3.The last place _____we visited was the Great Wall.
A . which B .that C .where D .it
4.He talked happily about the men and books_____
interested him greatly in the school.
A . which B .that C .it D .whom
5.There is no dictionary _____you can find everything.
A .that B .which C .where D .in that
6.This is one of the best books_______.
A. that have ever been written C .that has written
B . that has ever been written D .that have written
7.He wrote a letter to me ,telling me everything__ _ __
he saw on the way to the Paris.
A. what B .that C. which D. where
8.Is oxygen the only gas _____helps fire burn
A . that B./ C. which D .it
9.Is there anything _____to you
A. that is belonged B .that belongs
C. which belongs D. that belong
10.The scientist and his achievements ______you told
me about are admired by us all.
A. which B. that C. who D. whose
11.Which of the books ______were borrowed from
him is the best
A. which B. what C .that D .whose
12.Do you know who lives in the building ______there
is a well A. in front of it B. in front of whose
C. in front of which D .in front which
13.I’ll never forget the day ____I joined the League.
A. on which B .in which C. which D .at which
14.The woman _____my brother spoke just now is my
teacher. A. who B .to whom C. to who D whom
15.Jeanne was her old friend ,____she borrowed a
necklace. A .from who B .from whom
C to that D. to whom
16.His glasses ,_____he was like a blind man ,fell to
the ground and broke its leg.
A. which B. with which C .without which D .that
17.she is a teacher of much knowledge ,_____much can
be learned. A. who B.that C. from which D. from whom
18.He built a telescope _____he could study the skies.
A. in which B .with that C. through which D. by it
19.Do you know the reason ____he was late
A . that B. which C. for what D. for which
20.I have bought two ballpens ,____ writes well.
A. none of which B .neither of which
C. none of them D. neither of them
Step 5 Summary
Knowing the concepts , the Ss should keep rules above in mind and they should be asked to associate the rules with examples, so they can use them better.
Step6 Homework
1. Review the Attributive Clause in Unit4.5.
2. Finish the Ex1.2 on P71.
The Fifth Period
Using Language(Reading &Listening)
Teaching goals:
Review the Attributive Clause by using them.
Get more information about Nelson Mandela..
Help students improve listening skill.
Teaching aids
A recorder
Teaching procedures
Step I Greetings and Revision
Greet the whole class as usual.
Review the Attributive Clause.
Retell the text “Elias’ story”.
Step 2 Listening
We have learned that Elias joined the ANC Youth League as soon as he could when Nelson Mandela organized it. Do you want to know why Elias joined the ANC Youth League Please open your books and turn to page 37. Before you listen to the tape, please read fast the questions and multiple answers to find out your listening points. Pay much attention to these important points while listening. While you are listening, you’d better make Part 1 notes of the listening points like this:
Passbook: a book with your name, age, address and birthplace.
Underground: black South Africans
Surface: ….the white workers
Live: ….large rooms placed like the desks in a classroom
1 what is a passbook
A. A book to help you pass exams. B. A book to show your identity.
C. A book to tell you where to live. D. A book to tell you how to live.
2. Why is it important
A. For traveling outside South Africa. B. For showing where you were born.
C. For traveling inside South Africa. D. For getting a job.
3. What job did Elias want to do
A. To work with other black workers. B. To work as a cleaner.
C. To teach in a primary school. D. To work in the mines.
4. Who worked underground
A. The white workers. B. The black and white workers.
C. The white workers. D. Foreign workers.
6. Where did Elias live
A. In a classroom. B. In a home of his own.
C. In a large room with beds. D. With his family.
Now let’s listen to the tape and find out the reason. I’ll play the tape twice. Please listen carefully and pay much attention to the important points. You may choose the best answers while listening for the second time.
Check the answers together. 1. B. 2. C. 3. D. 4. C. 5. C. 6. C
T: Listen to the tape for a third time and answer the following two questions:
1. Do you think Elias was right to join the ANC Youth League Give your reason.
2. Imagine you are Elias, what would you do Give your reason.
Ask some students to answer them.
P lay the tape once again if necessary and explain some words or sentences that the students find difficult to understand. For example:
1. When I left school, I wanted to work in a gold mine, where black people are well paid.
Pay: To give sb. money for work, goods, services, etc.
My company pays well (=pays high salaries)我们公司给的工资很高。
I ‘m paid 100 dollars a day. 我每天工资100元。
2．We had to live in large rooms with beds placed like the desks in a classroom.→
We had to live in large rooms and the beds in the room were placed like the desks in a classroom. It suggests that there were many people living in a room.
Step 3.Reading
Now lets learn more about Elias’ story on page 38.: the REST OF ELIAS’ STORY. The purpose of this reading is to finish the story of Elias and explain what happened to him after he was sent to Robben Island. Please read the passage quickly and finish the multiple choice on page 38.
Choose the best answer to complete each sentence.
1 Elias was unhappy in the prison because____.
A he was kept with the criminals B the prison guards studied with him
C. he had to study D he could not study for a degree
2. Nelson Mandela showed how good a leader he was because _____.
A. he fought the guards in prison
B. he refused to let the guards study in his school
C. he let the guards study in his school but not take the exams
D. he let the guards study even though the prisoners could not take the exams
3. Life for Elias was not too bad in prison because ____.
A He had to study B .He could study with the guards
C. He wanted to study D. He could study and get a degree
4. As leader of South Africa, Nelson Mandela helped prisoners of Robben Island by ____.
A. giving them an education B. giving them money
C. putting the guards in prison D. giving them a job
A few minutes later, check the answers with the whole class.
T: please skim the text and answer the two questions on the blackboard.
1. When did Elias lose his job
2. Does Elias like his present work
Two minutes later. Check the answers with the students.
Ss: 1. in 1973.
3. Yes, he does.
Step 4. scanning
Get the students to read the passage carefully while listening to the passage. Then the students discuss the main idea of the passage in groups.
T. Now it’s time for you to ask questions or let me explain the sentences that hinder your understanding of the text.
Students ask questions freely.
T: Now let’s deal with some language points. Let’s look at the sentence :It was a prison from which no one escaped. It is a sentence with an attributive clause. Please pay attention to the preposition “from”. We can change the sentence into two sentences : it was a prison and no one escaped from the prison. we read books under our blankets and used anything we could find to make candles to see the words→ In order to see the words clearly, we made candles by using anything that we could find.
As they were not cleverer than me , but did pass their exams, I knew I could get a degree too→They were not cleverer than me ,but they really passed exams, so I knew I could get a degree too. The word “did” here is used as an emphasis. For example:
Do come tomorrow.明天一定来.
He does want to learn English well.他确实想学好英语.
I did not work for twenty years until Mr. Mandela and the ANC came to power in 1993.→power,(U) political control of a country or an area.
To take/seize /lose power掌握/夺取/失掉政权
Eg, The present regime has been in power for two years.现政权已经执政两年了.
The party came to power at the last election.这个政党是在上次大选中当选执政的
I felt bad the first time I talked to a group.→I felt bad when I talked to a group for the first time.
All the terror and fear of that time came back to me.→I remembered all the terror and fear of that time when I was in prison.
So now at 51 I am proud to show visitors over the prison, for I helped to make our people free in our own land. →show sb.over sth. Phr v :especially BrE to guide through.
eg: The director showed the Prime Minister over the new production plant.厂长陪同首相到新的生产车间参观.
Play the tape again and get the students to read aloud and pay attention to the pronunciation and intonation.
Step 5.Assignment
1.Retell the text.
2.Finish the exercises 1&2 in page70-71.
3.Preview “listening” on page 69 and “listening task” on page 72 and preview the READING TASK on page 73.
The Sixth Period : listening and reading
Teaching goals
Help the students learn to get information by listening, and cultivate the listening ability.
Teaching procedures
Step1. Reading (WB)
T: As we know, most of the great people are also important and famous, but are important people the great ones
S:
(Show some pictures of Bill Gates, his software and his company).
T: Do you know who he is
S:
T: What else do you know about him
S: CEO of software
T: Great, so many of you know him. He is really so famous. But is he a great man
S1: I think Bill Gates is / is not _____________, because ________________________________.
S2:
T: You see, so you have different ideas. Let’s have a look at him in the two passages. Let’s read the passage quickly and fill in the information sheet.
INFORMATION ON BILL GATES
Job Chief Executive Officer of a computer company
Achievements Produced software that is used all over the world
What did he give up for his beliefs None
Generosity Gave money to causes for children’s education and health
Why does he have enemies Other people are jealous of his success
Why attacked by the government They thought he was too big and too powerful and that is unfair to his competitors
T: What does the follower of Bill Gates think of him
Why does he think Bill is great
What about Bill’s competitor
Why
Please read the passage again more carefully and find out the evidence to support each point. Lets’ have a debate. The following chart may help you.
Great Man Not a Great Man
He has his own company and software. No one can compete with his software.
He fits his software free in every computer. His software is not the best but used most widely.
He gives money to causes for children’s education and health. He tries hard to stop others making better software so that he may be a computer bully.
(T can ask Ss to finish the chart first, and then ask them to give a short report to tell us the reason why Bill Gates is a great man or why not.)
T: Thank you for your excellent report. In a word, a great man should be the one who has followed his/her ideas and sacrificed something so that they could be realized. If he/she has not gone through struggles and difficulties for their noble cause, they can’t be called a great person. From your report, we find that different people have different ideas, not only on this affair, but also on some common things in our daily life. Here is the same example which happened in our listening text.
Step 2. Listening (WB)
(Show Ss some pictures of William Tyndale and his English Bible)
T: It might surprised you to know that William Tyndale is not well know in Britain, but his Bible is very much loved. Look at the questions before you listen to the test. Try to get the gist of the informaton
.(Ask the Ss to listen to the tape and check the answers)
T: Since Bible has had a very important influence on the English language, We can say that William Tyndale is a grate man.
In this unit, we talked a lot about great men, and most of them are famous people. What about ordinary people Are they just ordinary Can they become great men
Step 3. Further discussion
(Show a short video of “Move China”)
T: Do you know him Is he as ordinary as us But is he a great man Why
(T can ask Ss to discuss some detailed questions and then show their ideas.)
1) Who is he What happened to him
2) Do you think he is a great man Why do you think so
(Ss may give a conclusion: he is really a great person. T can get Ss into a heated discussion, and let
them have a free talk.)
1) Can you list any other ordinary people who you think they are great
2) Are there any teachers you admire a lot Why
3) And what about your friends Your schoolmates
T: Important people may be great. But when we think about a person or a situation in different respects, maybe we can open another window. We can describe a person we think is a great person because of what this person does for the community and others. Judging from these flashing qualities, they are loved and admired by the people around them. They are the great people in our heart.
Step 4. Homework
1. Write a little composition with the following topics:
“Bill Gates, A Great Man” ;
“Bill Gates, Not A Great Man”.
2. Review the whole unit.
The Seventh Period Writing Task
Teaching goals
Enable the students to write a short passage about a great man
Help the students to learn how to write a short passage about a great man
Teaching important and difficult points
Let the students know how to choose a great person in their eyes and write a short passage
Teaching methods
Task-based teaching cooperative learning
Teaching aids
A blackboard and a projector
Teaching procedures
Step 1 Lead –in
T: We have learned about Nelson Mandela in last periods .What have you learned in this unit
S1:He is the first black president of South Africa.
S2:He helped the black people to realize the dream of making black and white people equal.
S3:In order to make the black people get the freedom , he fought many years and was put in prisin for thirty years.
S4: ….
T: What good qualities can we learn from the great man
Ss :. bravery ,confidence ,persistence,kindness, determined
(While the students are answering the questions ,the teacher writes down the information on the blackboard.)
T:When we learn so much about Nelson Mandela ,we have got the idea that he is a great man.
Step 2 Discussion
If you want to write about a great person who is unknown by many people ,it is your job to write to tell everyone about his /her good qualities and how he /she helped others . Now please open your books at page 73 ,and read the part A FOLLOWER OF BILL GATES .Then find out how many parts the passage can be divided into .(teamwork)
(Some minutes later ,get some groups to report their findings and write them on the blackboard .)
A FOLLOWER OF BILL GATS
I have been a friend of Bill Gates for a long time .I know him when he was a student at Harvard University .But he was the clever one !He is very good at writing computer languages and almost all computers now use Microsoft software .The program “Word ” is used from Britain to China!Of course he has made a lot of money and that makes people very jealous .They want to stop his success .Even the government is against him and has tried to break his company into two parts .They say that he is unfair to other people who want to sell similar software .Because he fits his new software free in every new computer ,the government says he is stopping other companies from selling their programs. This is not fair. Everyone should be able to do what they can to make their company bigger.Bill Gates has only done what he can to stop other competitors.He is very rich , but he is generous .He has given millions of dollars to help the education and health
of many children around the world .You could not meet a better man than Bill Gates .
Part 1 Personal information
Part 2 His hard work and achievements
Part 3 His good qualities
Part 4 Your opinion
T :The findings will be helpful when you are writing .
Step 3 Writing
T: According to what we talked about just now ,please write a short passage about Mother Teresa . Here are some information about her on the screen.(You can do it in groups .)
Mother Teresa
August 27 ,1910 Born in Yugoslavia
1930 Began to be a teacher
1946 Left school and trained to be a nurse
Then Began her work helping the poor and comforting the dying in the streets of
The city ;her work spread to other part of India
1979 Given the Nobel Peace Price for the lifetime of love and service she had given
To the poor
(Ten minutes later , show a possible version on the screen to the class. Help them to compare their passage with the sample .)
. One possible version :
Mother Teresa was born in Yugoslavia, on August 27 ,1901 .When she was 20 years old , she went to India , where she began to be a teacher .However , although she loved teaching ,in 1946 Mother Teresa left the school and trained to become a nurse I ,and then began her work helping the poor and comforting the dying in the streets of the city . Slowly others came to help her ,and her work spread to other parts of India .She became a well –known person .Because of her hard work ,kindness and persistence, she made the great achievements and was given the Nobel Peace Prize for the lifetime of love and service she had given to the poor .I think she is well worth it .We should learn from her to serve the people heart and soul
Step 4 Homework
A great person need not be famous .So your task is to look around your hometown and see if you can find anyone who has given up something (like time or money )to help others .Then write a short report about your research .
附件 ：（相关网址）
http://mp3./m f=ms&tn=baidump3&ct=134217728&lf=&rn=&word=Mandela+&lm=-1 ( http: / / mp3. / m f=ms&tn=baidump3&ct=134217728&lf=&rn=&word=Mandela+&lm=-1" \t "_parent )
http://www./watch v=FFnJmz5pWc4
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com / " \t "_parent )
http://www./watch v=FFnJmz5pWc4
Elias’ life before meeting Mandela
Black people’s problems
Elias’ life after meeting Mandela
Information of Elias
Elias’ problem
They had no vote . .
They couldn’t get jobs they wanted.
They had to live the poorest areas . .
Mandela’s help
support for Mandela
He was a poor black worker.
He needed to get a passbook because he wanted to continue doing his work.
Mandela told him how to get the correct papers so that he could keep his job.
He joined .the ANC Youth League .
He helped Mandela blow up some government buildings.
南平市第五集备组
Contents Teaching and Learning Requirements
Items Teaching and Learning Requirements
Topics Enable students to understand some events in the lives of great people by reading and listening
Enable students to inform others of some great people events
Enable students to understand what makes a great person
Enable students to realize what qualities they have, both strong points and weak points
Strategies Able to list details to support ideas
Able to persuade someone by writing a letter
Able to identify the topic and main idea of a paragraph
Able to describe a person objectively
Function Enable students to express their viewpoints about a famous person
Enable students to understand others’ viewpoints about famous people
Grammar Enable students to describe places or times with a where-clause, when-clause or why-clause
Enable students to understand descriptions of places, times or reasons with where, when and why clauses
Vocabulary hero, quality, willing, active, republic, principle, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold, youth league, stage, vote, position, accept, violence, equal, blanket, degree, guard, educated, terror, fear, cruelty, reward, right(n.), criminal, leader, president , sentence(v.), sincerely lose heart, in trouble, worry about, out of work, Youth League, as a matter of fact, blow up, put… in prison, come to power, set up, be sentenced to
This unit focuses on the following:
Topics: the qualities of a great person; the lives of some great people
Functional items: giving opinions and making comments
Grammar: the Attributive Clause (where, when, why, prep. + which/whom)
Reading: Elias’s story, The rest of Elias’ story, Two ideas about Bill Gates
Persuasive writing: letter
According to the contents, we divide this unit into seven periods:
The first period: Warming-up & Speaking
The second period: Reading---Elia’s story
The third period: Language Points
The forth period: Grammar
The fifth period: Using Language(Reading &Listening)
The sixth period: Listening and Reading
The seventh period: Writing Task
The first period:
warming-up & speaking
Teaching goals:
. Enable the students to talk about qualities they find in great persons to improve the students speaking abilities.
Enable the Ss to learn about the expressions of some famous people
Enable the students to learn how to talk about the famous great people.
Understand the qualities great people have in common and learn the fine qualities from them.
Develop the students’ moral quality.
Teaching important and difficult points:
Enable Ss to get the general idea .
Develop the Ss’ speaking ability
Enable Ss to have a thorough idea of qualities great people have in common
Teaching methods:
Task-based method, Cooperative method
Teaching aids
Slide projector, Tape-recorder, computer
Teaching procedures
Step 1 Warming_up
T :Do you understand yourself What quality do you have
S1 :….
S2:….
……
(several minutes later )
T: Open your books at Page 33 ,.Let’s discuss the topic What kind of person are you
T:Can you get a general idea about yourself
Step 2 Learning
Show some pictures of famous people on the screen (on Page 33 and 69 of students’book)
Background about some characters
William Tyndale ( 1484- 1536 ),Britain
William Tyndale was a 16th century priest and scholar who translated the Bible into an early form of Modern English. Besides translating the Bible, he also held and published views which were considered heretical. His translation was banned by the authorities, and he himself was burned at the stake in 1536.
Norman Bethune (1890-1939) ,Canada
He fought against the German Nazis and Japanese invaders during World War Ⅱ.Besides，he worked in China as a doctor and saved many Chinese soldiers. Finally he lost his life for the liberation of Chinese people .
Sun Yat-sen(1866-1925), China
Sun Yat-sen, the first president of the Chinese Republic and the great pioneer of Chinese democratic revolution, who founded the first Republic in China in 1911 after many years’fighting. He strongly believed in three principles: nationalism; people’s rights; people’s livelihood.
Gandhi (1869- 1948), India
Gandhi was called “Bapu” –the father of the Indian nation of the twentieth century. He gave up riches and power for his ideas and fought for the freedom of his nation in a peaceful way. He helped bring about India’s independence from British rule and often stated his values were simple: truth and non –violence.
Neil Alden Armstrong ( Aug, 5 1930 ),USA
Neil Alden Armstrong ( Aug, 5 1930 ) is an American pilot , astronaut, and the first person to walk on the moon .In July ,1967, he landed on the moon. “That’s one small step for a man, one giant leap for mankind.” With these historic words, man’s dream of the ages was fulfilled.
Nelson Mandela(1918-- ),South Africa
Nelson Mandela is known as the leader of the African National Congress, which was banned from 1948, when apartheid was legalized in South Africa. He was imprisoned for more than 30 years, and in 1990, he was freed by white government. He shared the1993 Nobel peace prize with South Africa's president, F.W. de Klerk . In 1994, he was elected president of South Africa, then he retired as president and returned to live in his hometown in the Transkei, South Africa in 1999.
Step 3 Discussion
T: What personal qualities do you think they have
S :intelligent determined generous gentle unselfish responsible hard-working brave confident active ,etc .
Step 4 Speaking
T:We learned so many famous people and so much about them in this period .Now please express your opinion about them and these questions may help you .
Who is your hero/heroine
Why do you like him/her so much
Did he/she do anything for others
What are his/her best qualities
Is an important person a great person Why &Why not
T:While you are speaking ,these words and expressions may be helpful
Good idea!
That’s an excellent idea!
I agree / don’t agree. I prefer….
I’m afraid……
In my opinion,….
I think /I don’t think……
Why do you think so
What’s your opinion
What do you think of….
Step 4 Homework
Preview Elia’s story and find out phrase .
The Second Period Reading -----Elia’s Story
Teaching aims and demands:
Get the Ss to learn about important persons and great persons
Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
Encourage Ss to think and talk in English through communicative tasks and provide Ss with chances of cooperation.
Enable Ss to further understand the great man-- Nelson Mand
Ability goals:
Enable Ss to describe a great person with the order of time
Teaching important and difficult points:
Enable Ss to get the general idea of the text.
Develop the Ss’ reading skills of summarizing scanning and skimming
Enable Ss to have a thorough idea of qualities great people have in common
Teaching methods:
Task-based method, Cooperative method, Skimming method etc
Teaching aids
Slide projector, Tape-recorder, computer
Teaching procedures
Step 1 Lead in
T: In the last period, we talked about heroes and heroines, many great persons and important persons. Also we learned about what good qualities they should have. Today we are going to learn sth. more about a great person, a modern hero. Who is he Let’s watch the video and enjoy a song “Mandela Day”
(play the video and the song “Mandela Day”)
It was 25 years they take that man away
Now the freedom moves in closer every day
Wipe the tears down from your saddened eyes
They say mandela's free so step outside
Oh oh oh oh mandela day
Oh oh oh oh mandela's free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
It was 25 years ago this very day
Held behind four walls all through night and day
Still the children know the story of that man
And i know what's going on right through your land
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
25 years ago
Na na na na mandela day
Oh oh oh mandela's free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
If the tears are flowing wipe them from your face
I can feel his heartbeat moving deep inside
It was 25 years they took that man away
And now the world come down say nelson mandela's free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
Oh oh oh oh mandela's free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
The rising suns sets mandela on his way
Its been 25 years around this very day
From the one outside to the ones inside we say
Oh oh oh oh mandela's free
Oh oh oh set mandela free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
Na na na na mandela day
Na na na na mandela's free
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
25 years ago
What's going on
And we know what's going on
Cos we know what's going on
(From: http://cn.clyric.com ) ( http: / / cn.clyric.com" \t "_blank )
T: What kind of person do you think he is
S Nelson Mandela, a great man, a freedom fighter
T：Very good. Now，who can tell us something about Nelson Mandela？
S：He was the first black president in South Africa from 1994 to 1999.He was born in 1918 and worked for the equal rights for the blacks of South Africa for many years. As early as in 1940，while he was still at university，he took his first actions. In 1944，he helped to found the ANC Youth League. During the 1950s，he led many peaceful actions. His enemies hated him and he had been kept a prisoner from 1962 to 1989，but he never gave up the struggle for the freedom of all the blacks，so he received the Nobel Peace Prize in 1993.
T：Very good. You know a lot about him. Who can explain in which way struggle was an important part in the lives of him？
S：I think struggle for the equal rights of all the blacks was an important part in the lives of him
Step 2 Fast Reading
. T: Just now we talked sth about Nelson Mandela. Do you want to know more information about him？OK. Let’s read the passage “Elias’ story”.After you read the passage，I think you will learn a lot from it. Now read the passage quickly and decide which of the sentences on the screen are true or false and why.(comprehending1-p35)
Step 3 Reading and understanding
T：Now，read the text again and make a timeline of Elias’ life until he met Nelson Mandela. Work out the year in which he was born and then fit in the other event in his life till he was fourteen.
（Show the following on the screen.）
－1940 －1948
－1942 －1950
－1944 －1952
－1946 －1954
（Students practise for a few minutes and the teacher may join in their discussion and help them. Finally ask some students to answer them one by one.）
Step.4 Main ideas of the passage
( Get the students to read the passage carefully while listening to the passage. Then the students discuss the main idea of the passage in groups.)
T：To help you better understand the passage，please read the passage after the tape. And then answer the following questions：
Q1：How many parts can we divide the text into？
Q2：What’s the main idea of each part？
Part 1 （para 1-2）The life of Elias before he met Nelson Mandela.
Part 2 （para 3-5） The change of Elias’ life after he met Nelson Mandela and what Mandela did.
Step5 Read the text carefully and fill in the blanks
Step 6 Understanding ideas
1.Why did Elias support Nelson Mandela
2. What problems did Elias have
3. Why did he support violence when he did not agree with it
4.How did the ANC Youth League fight the government？
Step 7 Discussion of ideas
Q：What can we learn from the text about Nelson Mandela？
We can learn from Mandela the qualities of bravery，persistence，kindness and determination.
Step 7.Interview
T：Very good. Now suppose you are Elias and your partner is a newspaper reporter. He is interviewing you. Please work in pairs.
（The pair acts out their dialogue.）
Possible dialogue：
（A; a newspaper reporter B; Elias）
A：Elias，may I ask you a few questions？
B：Of course，I’d like to answer them.
A：What’s life in South Africa like？
B：It’s much better now. Since Nelson Mandela became the first black president of South Africa in 1994，we have had the same right as the whites；I hope it will be like this forever.
A：What were some of the problems that black people had？
B：There were some problems. Our life was harder than the whites because we could not go to the same school as the whites in the past and therefore we couldn’t get a higher position in the factories and companies. Even there was a time when one had got to have a passbook to live in Johannesburg. But things are different now. I’m sure we will live a better life in the future.
A：I think so. I heard that President Nelson Mandela helped you. Would you please say something about that？
B：I’m glad to. I met him in 1952 when I was twelve years old. The time when I met him was a very difficult period of my life. I worked in a gold mine. But I did not have a passbook because I was not born in Johannesburg. So I was worried about whether I would be out of work.
A：So he helped you？
B：Yes. He was so kind to help me. He told me how to get the correct papers so it was one of the happiest days of my life.
A：You’re very lucky.
B：I think so. I thanked him very much and I never forgot how kind he was and when he organized the ANC Youth League，I joined it as soon as I could.
A：So from then on，you fought together against the government to get the same rights as the whites.
B：Right.
A：Thank you for answering my questions. Wish you every success.
Step 8 Summary
T：Today，we’ve learnt a text “Elias’ story”. I think you have got a lot of information about racial discrimination and the qualities great people have in common.
Step 9 Homework
1. Read the passage more and get your favorite sentences and difficult sentences.
2.Finish Ex 1，Ex 2 on SB.P35-36.
The Third Period
Language Input
Teaching goals
Target language
a. Important words and expressions
period, law, advise…on, continue, fee, fare, gold/golden, be worried about,
out of work, stage, vote, position, accept/receive, violence, as a matter of fact,
blow up, put in prison, equal, make+O+adj.
b. Important sentences
The time when I first met Nelson Mandela was a very difficult period of my life.
It was in 1952 and he had opened a black law firm to advise poor black people on their problems.
The school where I studied only two years was three kilometers away.
The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.
The parts of town where they lived were places decided by white people.
… we were put in a position in which we had either to accept we were less important, or fight the Government.
We first broke the law in a way which was peaceful; when this was not allowed… only then did we decide to answer violence with violence.
But I was happy to help because I knew it was to realize our dream of making black and white people equal.
Ability goals
Enable the Ss to analyze the long sentences.
Learn the Attributive Clause with prep + the Relative Pronouns and the Relative Adverbs: where and when initially.
Learning goals
Help the Ss to learn and use the important words, expressions and sentences.
Teaching important points
Help the Ss learn: advise + O, out of work, position, accept/ receive, violence, as a matter of fact, blow up, put in prison, make +O+adj. and the important sentences.
Teaching difficult points
How to analyze the long sentences and know how to use where, when as well as prep + the Relative Pronouns in the Attributive Clause.
Teaching methods
Explanation, study independently and practice.
Teaching aid
A recorder and a blackboard.
Teaching procedures & ways
Step 1 Revision
Go over the old lessons Ss learned yesterday and check the homework.
Step 2 Listening to the tape without opening the book
T plays the tape of the reading passage for Ss to listen without opening the book and asks Ss to pay attention to the pronunciations of the new words and the intonations of the sentences.
Step 3 Read and explanations of the language points
After listening to the tape, let Ss open the books and turn to page34.
T asks Ss to read paragraphs one by one and then go on to learn the language points.
T asks Ss to find out sentences as follows and think about the structures of them:
1) The time when I first met Nelson Mandela was a very difficult period of my life.
The school where I studied only two years was three kilometers away.
The parts of town where they lived were places decided by white people.
Learn the Attributive Clause with the Relative Adverbs: where and when initially. eg.:
There was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.
I shall never forget the day when we first visited the beautiful island.
The room where my grandfather once lived is not far from here.
There can be few streets in London where you cannot buy books.
2) … we were put in a position in which we had either to accept we were less important, or fight the Government.
Learn the Attributive Clause with prep + the Relative Pronouns. eg.:
Could you have let behind your wallet in the restaurant in which you had
dinner with me yesterday
The wrong you have done him is terrible, for which you should make an apology to him, I think.
The official to whom we applied for a visa was very kind.
3) It was in 1952 and he had opened a black law firm to advise poor black people on their problems.
Learn the usage of advise:
advise + sb.+ on +sth. eg.:
The English teacher advises me on how to learn English well.
advise + Noun/ Pronoun/ V-ing, eg.:
The doctor advised (me) taking more exercise.
advise + sb.+ to do sth., eg.:
Our monitor advises us to keep our classroom clean.
advise + that-clause, eg.:
I advise that you (should) drink more water and eat more fruit in future.
advice (Un.N.)
a piece of advice/ pieces of advice
give sb. advice on
4) The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.
see: witness; to be the time when (an event) happens, eg.:
Yesterday saw a terrible car accident in front of our school.
This year sees the hundredth anniversary of the composer’s death.
Nanjing saw the cruel killing of the Japanese soldiers in China in the 1930s.
5) We first broke the law in a way which was peaceful; when this was not allowed… only then did we decide to answer violence with violence.
Learn one of the principles of Inversion: only + adverbial +inversion, eg.:
Only then did I realize that I was wrong.
Only with hard work can we succeed in future.
Only when he came back did he find that his house was broken into.
6) It was very dangerous because if I was caught I could be put in prison for years.
Learn some phrases about the word “prison”:
put sb. in prison = throw sb. into prison = send sb. to prison
把（某人）投入监狱
be in prison 坐牢
be held/ kept prisoner 被监禁
be taken prisoner 被俘
7) But I was happy to help because I knew it was to realize our dream of making black and white people equal.
a. be to do
表示注定将会
eg.: Chaplin’s own manner of acting was to become world-famous.
表示预先安排好的计划或约定
I’m to meet Mr. Brown at ten o’clock this morning.
There is to be a concert on Sunday evening.
表示命令，常用于父母让子女或上级要下级去干某事
You are to finish your homework before you watch TV.
b. … making black and white people equal …
Learn the structure: make + O + adj.
Step 4 Discovering useful words and expressions
1.Look at the reading passage again to find words that mean the same.
Alternative expressions Words and expressions from the text
group of people organized for a special purpose league
feel hopeless lose heart
lose one’s job out of work
brave man hero
in fact as a matter of fact
have some difficult problems in trouble
be taken to prison put in prison
some time period
be ready to willing
money paid for going to school fees
tell somebody what to do advise
go on continue
always doing new things active
what people do in a war fight
a yellow metal for making a ring gold
agree to take accept
go against a law break the law
quiet and calm peaceful
2. Complete the passage with some of the words above.
When Elias lost his job and was out of work, his wife was very unhappy. She knew this meant he was in trouble when all she wanted was a peaceful life with enough money every month. She tried to advise him not to fight the government as she thought it was better to accept that in South Africa black people were not as important as white people. But he was willing to continue the fight and help Nelson Mandela win equal rights for black people. For a period of time she felt helpless and lost heart, but Elias encouraged her with stories of how good life would be when white and black people worked and played together.
Step 5 Homework
1. Recite the key sentences in the text.
2. Finish Ex.1 & Ex.2 in Using words and expressions on pages 70& 71.
3. Preview Discovering useful structures on pages 36 & 37.
The Fourth Period Grammar
Teaching goals
Learn the Attributive Clause with prep +the Relative Pronouns and the Relative Adverbs :where when why
Help the students learn how to use the relative Adverb ti unite an Attributive Clause .
Teaching important points
The use of the Attributive Clause : where when and why
Teaching difficult points
The difference between where when why and that which
Teaching methods
Explanation ,study independently and practice
Teaching aids
Slide projector, Tape-recorder, computer
Teaching procedures
Step 1 Discovering useful structures
Four sentences for the Ss to lead in
1) He is a famous scientist.
2) Who is that girl in red
3) I have read all the books that you lent me.
4) I have lost my pen , which I like.
(2 minutes later )
T: Now please turn to P36, do Ex1.2
(5 minutes later)
Check the answers together. Ss are asked to pay attention to the Relative Adverbs.
Step 2 playing a game
In this part ,Ss will learn more and better by playing the game on P37.
T: Now, we will play a game. You should play the game as follows :
EXAMPLE:
S1: The school was very large.
S2: The school where I learned judo was very large.
S3: The school where I studied for six years was very large.
S4: The school where I was so unhappy was very large.
Let the students play the game until everyone has a go.
Step 3 Practice and consideration
In this part, Ss will do more exercises , so they can understand the Attributive Clause better.
Exercises:
1. I know the reason ( why\ for which) he came late.
2. This is the reason(that\which) he told me.
3. Do you know the woman ,(whose)son went to college last year.
4. The house (whose) color is red is John”s.
5. This is the best film (that) I have ever seen.
6. That is the town (where\in which) he worked.
7. I still remember the town (which\that) I visited last year.
8. I will never forget the day (when\on which) I join the League.
9. I will never forget the day (which\that) I spent in the town.
10The woman (to whom) my brother spoke just now is my teacher.
Step4 Grammar Presentation ( Learning by doing! Please refer to the powerpoint presentation of this part! Let your students find the rule by observing and practicing!)
In this part Ss will learn some basic concepts about the Attributive Clause and do some exercise.
:概念
1.在句子中修饰名词或代词,定语从句在句中充当定语.
2.定语有先行词,并尽量靠近先行词.
3.在定语从句中,关系词在从句中充当成分.
（1）关系代词引导的定语从句在从句中承担主语、宾语、定语。指人:who(主格),whom(宾格),whose(所有格)指物:which(主格,宾格),whose(所有格)指人或物:that
（2）关系副词也可以引导定语从句关系副词在从句中分别表示时间、地点或原因。关系副词when在从句中充当时间状语，where 充当地点状语，why充当原因状语。
先行词有下列情况或附有下列修饰语时,通常用关系代词that
1)先行词是all,no none,everyone, something, much, little等
2)先行词前有序数词,形容词最高级,the last, the same,the only等.
3)如果先行词中既含有表示人的名词又有表示物的名词时.
4)若主句中有疑问代词who,which 为了避免重复, 关系代词不要再用
who,which.
A : Complete the sentences with suitable relatives.
1.I know the reason he came late.
2.This is the reason he told me.
3.Do you know the woman， son went to college last year？
4.The house color is red is John’s.
5.This is the best film I’ve ever seen.
6.That is the town he worked in 1987.
7.I still remember the town I visited last year.
8.I’ll never forget the day I joined the League.
9.I’ll never forget the day I spent in the town.
10.The woman my brother spoke just now is my teacher .
“介词＋关系代词“是一个普遍使用的结构
（1）“介词＋关系代词”可以引导限制性定语从句，也可以引导非限制性定语从句。“介词＋关系代词”结构中的介词可以是 in，on，about，from，for，with，to，at，of，without 等，关系代词只可用whom或 which，不可用 that。
（2）像listen to，look at，depend on，pay attention to，take care of等固定短语动词，在定语从句中一般不宜将介词与动词分开。
This is the boy whom she has taken care of.
介词﹢关系代词引导的定语从句,关键是判断介词的选择,方法一是看从句谓语部分缺少什么介词(习惯搭配),再则可以通过整个句子整体含义来判断,结合生活实际来判断.
B : Complete the sentences with suitable prepositions.
1.The speed ____which you drive your car mustn’t
too high.
2.In the park there are many flowers ,the colour ____
which is bright and nice.
3.The little girl is reading a book ,_____which there
are many pictures.
4.What were the things _______which he was not too sure
5.They held a meeting ,____which the hospital
director made a speech.
6.The book, _____which he paid 6 yuan , is worth
reading.
7.Is this the man ____whose house the police found
the lost colored TV
8.The villagers dug along tunnel ______which they
could go to the fields without being found by the
Japanese soldiers.
9.Wu Dong ,_____whom I went to the concert,
enjoyed it very much.
10.The stories about Long March ,_____which this
is one example ,are well written
限制性定语从句与非限制性定语从句
（1）二者差异比较
限制定语从句紧跟先行词，同先行词之间一般不加逗号，仅修饰先行词，可以由关系代词、关系副词或that来引导。非限制性定语从句仅作补充或说明，用逗号与主句隔开，既可修饰先行词，又可修饰整个主句，不可用that引导。
（2）关系代词和关系副词的选择依据
弄清代替先行词的关系词在从句中作什么成分，作状语的应选用关系副词，作主语、宾语或表语的可选用关系代词。
（3）先行词与定语从句隔离。定语从句一般紧跟在先行词之后，但定语从句与先行词之间有时也会插入别的成分，构成先行词与定语从句的隔离。
He was the only person in this country who was invited.
as在定语从句中的用法
⑴ 引导限制性定语从句和非限制性定语从句
①as多与such 或the same连用，可以代替先行词是人或物的名词。
② as 也可单独使用，引导非限制性定语从句，作用相当于which。
The elephant’s nose is like a snake，as anybody can see.
③ the same... that与 the same...as在意思上是不同的。
⑵ as引导的非限制性定语从句的位置。as引导的非限制性定语从句位置较灵 活，可以位于主句前面、中间或后面，一般用逗号与主句隔开，但which所引导的非限制性定语从句只能放在主句之后。
As is expected，the England team won the football match.
The earth runs around the sun，as is known by everyone.
C : Multiple choice
1.This is all ____I know about the matter.
A. that B. what C. who D. whether
2 . Is there anything else _____you require
A . which B .that C .who D .what
3.The last place _____we visited was the Great Wall.
A . which B .that C .where D .it
4.He talked happily about the men and books_____
interested him greatly in the school.
A . which B .that C .it D .whom
5.There is no dictionary _____you can find everything.
A .that B .which C .where D .in that
6.This is one of the best books_______.
A. that have ever been written C .that has written
B . that has ever been written D .that have written
7.He wrote a letter to me ,telling me everything__ _ __
he saw on the way to the Paris.
A. what B .that C. which D. where
8.Is oxygen the only gas _____helps fire burn
A . that B./ C. which D .it
9.Is there anything _____to you
A. that is belonged B .that belongs
C. which belongs D. that belong
10.The scientist and his achievements ______you told
me about are admired by us all.
A. which B. that C. who D. whose
11.Which of the books ______were borrowed from
him is the best
A. which B. what C .that D .whose
12.Do you know who lives in the building ______there
is a well A. in front of it B. in front of whose
C. in front of which D .in front which
13.I’ll never forget the day ____I joined the League.
A. on which B .in which C. which D .at which
14.The woman _____my brother spoke just now is my
teacher. A. who B .to whom C. to who D whom
15.Jeanne was her old friend ,____she borrowed a
necklace. A .from who B .from whom
C to that D. to whom
16.His glasses ,_____he was like a blind man ,fell to
the ground and broke its leg.
A. which B. with which C .without which D .that
17.she is a teacher of much knowledge ,_____much can
be learned. A. who B.that C. from which D. from whom
18.He built a telescope _____he could study the skies.
A. in which B .with that C. through which D. by it
19.Do you know the reason ____he was late
A . that B. which C. for what D. for which
20.I have bought two ballpens ,____ writes well.
A. none of which B .neither of which
C. none of them D. neither of them
Step 5 Summary
Knowing the concepts , the Ss should keep rules above in mind and they should be asked to associate the rules with examples, so they can use them better.
Step6 Homework
1. Review the Attributive Clause in Unit4.5.
2. Finish the Ex1.2 on P71.
The Fifth Period
Using Language(Reading &Listening)
Teaching goals:
Review the Attributive Clause by using them.
Get more information about Nelson Mandela..
Help students improve listening skill.
Teaching aids
A recorder
Teaching procedures
Step I Greetings and Revision
Greet the whole class as usual.
Review the Attributive Clause.
Retell the text “Elias’ story”.
Step 2 Listening
We have learned that Elias joined the ANC Youth League as soon as he could when Nelson Mandela organized it. Do you want to know why Elias joined the ANC Youth League Please open your books and turn to page 37. Before you listen to the tape, please read fast the questions and multiple answers to find out your listening points. Pay much attention to these important points while listening. While you are listening, you’d better make Part 1 notes of the listening points like this:
Passbook: a book with your name, age, address and birthplace.
Underground: black South Africans
Surface: ….the white workers
Live: ….large rooms placed like the desks in a classroom
1 what is a passbook
A. A book to help you pass exams. B. A book to show your identity.
C. A book to tell you where to live. D. A book to tell you how to live.
2. Why is it important
A. For traveling outside South Africa. B. For showing where you were born.
C. For traveling inside South Africa. D. For getting a job.
3. What job did Elias want to do
A. To work with other black workers. B. To work as a cleaner.
C. To teach in a primary school. D. To work in the mines.
4. Who worked underground
A. The white workers. B. The black and white workers.
C. The white workers. D. Foreign workers.
6. Where did Elias live
A. In a classroom. B. In a home of his own.
C. In a large room with beds. D. With his family.
Now let’s listen to the tape and find out the reason. I’ll play the tape twice. Please listen carefully and pay much attention to the important points. You may choose the best answers while listening for the second time.
Check the answers together. 1. B. 2. C. 3. D. 4. C. 5. C. 6. C
T: Listen to the tape for a third time and answer the following two questions:
1. Do you think Elias was right to join the ANC Youth League Give your reason.
2. Imagine you are Elias, what would you do Give your reason.
Ask some students to answer them.
P lay the tape once again if necessary and explain some words or sentences that the students find difficult to understand. For example:
1. When I left school, I wanted to work in a gold mine, where black people are well paid.
Pay: To give sb. money for work, goods, services, etc.
My company pays well (=pays high salaries)我们公司给的工资很高。
I ‘m paid 100 dollars a day. 我每天工资100元。
2．We had to live in large rooms with beds placed like the desks in a classroom.→
We had to live in large rooms and the beds in the room were placed like the desks in a classroom. It suggests that there were many people living in a room.
Step 3.Reading
Now lets learn more about Elias’ story on page 38.: the REST OF ELIAS’ STORY. The purpose of this reading is to finish the story of Elias and explain what happened to him after he was sent to Robben Island. Please read the passage quickly and finish the multiple choice on page 38.
Choose the best answer to complete each sentence.
1 Elias was unhappy in the prison because____.
A he was kept with the criminals B the prison guards studied with him
C. he had to study D he could not study for a degree
2. Nelson Mandela showed how good a leader he was because _____.
A. he fought the guards in prison
B. he refused to let the guards study in his school
C. he let the guards study in his school but not take the exams
D. he let the guards study even though the prisoners could not take the exams
3. Life for Elias was not too bad in prison because ____.
A He had to study B .He could study with the guards
C. He wanted to study D. He could study and get a degree
4. As leader of South Africa, Nelson Mandela helped prisoners of Robben Island by ____.
A. giving them an education B. giving them money
C. putting the guards in prison D. giving them a job
A few minutes later, check the answers with the whole class.
T: please skim the text and answer the two questions on the blackboard.
1. When did Elias lose his job
2. Does Elias like his present work
Two minutes later. Check the answers with the students.
Ss: 1. in 1973.
3. Yes, he does.
Step 4. scanning
Get the students to read the passage carefully while listening to the passage. Then the students discuss the main idea of the passage in groups.
T. Now it’s time for you to ask questions or let me explain the sentences that hinder your understanding of the text.
Students ask questions freely.
T: Now let’s deal with some language points. Let’s look at the sentence :It was a prison from which no one escaped. It is a sentence with an attributive clause. Please pay attention to the preposition “from”. We can change the sentence into two sentences : it was a prison and no one escaped from the prison. we read books under our blankets and used anything we could find to make candles to see the words→ In order to see the words clearly, we made candles by using anything that we could find.
As they were not cleverer than me , but did pass their exams, I knew I could get a degree too→They were not cleverer than me ,but they really passed exams, so I knew I could get a degree too. The word “did” here is used as an emphasis. For example:
Do come tomorrow.明天一定来.
He does want to learn English well.他确实想学好英语.
I did not work for twenty years until Mr. Mandela and the ANC came to power in 1993.→power,(U) political control of a country or an area.
To take/seize /lose power掌握/夺取/失掉政权
Eg, The present regime has been in power for two years.现政权已经执政两年了.
The party came to power at the last election.这个政党是在上次大选中当选执政的
I felt bad the first time I talked to a group.→I felt bad when I talked to a group for the first time.
All the terror and fear of that time came back to me.→I remembered all the terror and fear of that time when I was in prison.
So now at 51 I am proud to show visitors over the prison, for I helped to make our people free in our own land. →show sb.over sth. Phr v :especially BrE to guide through.
eg: The director showed the Prime Minister over the new production plant.厂长陪同首相到新的生产车间参观.
Play the tape again and get the students to read aloud and pay attention to the pronunciation and intonation.
Step 5.Assignment
1.Retell the text.
2.Finish the exercises 1&2 in page70-71.
3.Preview “listening” on page 69 and “listening task” on page 72 and preview the READING TASK on page 73.
The Sixth Period : listening and reading
Teaching goals
Help the students learn to get information by listening, and cultivate the listening ability.
Teaching procedures
Step1. Reading (WB)
T: As we know, most of the great people are also important and famous, but are important people the great ones
S:
(Show some pictures of Bill Gates, his software and his company).
T: Do you know who he is
S:
T: What else do you know about him
S: CEO of software
T: Great, so many of you know him. He is really so famous. But is he a great man
S1: I think Bill Gates is / is not _____________, because ________________________________.
S2:
T: You see, so you have different ideas. Let’s have a look at him in the two passages. Let’s read the passage quickly and fill in the information sheet.
INFORMATION ON BILL GATES
Job Chief Executive Officer of a computer company
Achievements Produced software that is used all over the world
What did he give up for his beliefs None
Generosity Gave money to causes for children’s education and health
Why does he have enemies Other people are jealous of his success
Why attacked by the government They thought he was too big and too powerful and that is unfair to his competitors
T: What does the follower of Bill Gates think of him
Why does he think Bill is great
What about Bill’s competitor
Why
Please read the passage again more carefully and find out the evidence to support each point. Lets’ have a debate. The following chart may help you.
Great Man Not a Great Man
He has his own company and software. No one can compete with his software.
He fits his software free in every computer. His software is not the best but used most widely.
He gives money to causes for children’s education and health. He tries hard to stop others making better software so that he may be a computer bully.
(T can ask Ss to finish the chart first, and then ask them to give a short report to tell us the reason why Bill Gates is a great man or why not.)
T: Thank you for your excellent report. In a word, a great man should be the one who has followed his/her ideas and sacrificed something so that they could be realized. If he/she has not gone through struggles and difficulties for their noble cause, they can’t be called a great person. From your report, we find that different people have different ideas, not only on this affair, but also on some common things in our daily life. Here is the same example which happened in our listening text.
Step 2. Listening (WB)
(Show Ss some pictures of William Tyndale and his English Bible)
T: It might surprised you to know that William Tyndale is not well know in Britain, but his Bible is very much loved. Look at the questions before you listen to the test. Try to get the gist of the informaton
.(Ask the Ss to listen to the tape and check the answers)
T: Since Bible has had a very important influence on the English language, We can say that William Tyndale is a grate man.
In this unit, we talked a lot about great men, and most of them are famous people. What about ordinary people Are they just ordinary Can they become great men
Step 3. Further discussion
(Show a short video of “Move China”)
T: Do you know him Is he as ordinary as us But is he a great man Why
(T can ask Ss to discuss some detailed questions and then show their ideas.)
1) Who is he What happened to him
2) Do you think he is a great man Why do you think so
(Ss may give a conclusion: he is really a great person. T can get Ss into a heated discussion, and let
them have a free talk.)
1) Can you list any other ordinary people who you think they are great
2) Are there any teachers you admire a lot Why
3) And what about your friends Your schoolmates
T: Important people may be great. But when we think about a person or a situation in different respects, maybe we can open another window. We can describe a person we think is a great person because of what this person does for the community and others. Judging from these flashing qualities, they are loved and admired by the people around them. They are the great people in our heart.
Step 4. Homework
1. Write a little composition with the following topics:
“Bill Gates, A Great Man” ;
“Bill Gates, Not A Great Man”.
2. Review the whole unit.
The Seventh Period Writing Task
Teaching goals
Enable the students to write a short passage about a great man
Help the students to learn how to write a short passage about a great man
Teaching important and difficult points
Let the students know how to choose a great person in their eyes and write a short passage
Teaching methods
Task-based teaching cooperative learning
Teaching aids
A blackboard and a projector
Teaching procedures
Step 1 Lead –in
T: We have learned about Nelson Mandela in last periods .What have you learned in this unit
S1:He is the first black president of South Africa.
S2:He helped the black people to realize the dream of making black and white people equal.
S3:In order to make the black people get the freedom , he fought many years and was put in prisin for thirty years.
S4: ….
T: What good qualities can we learn from the great man
Ss :. bravery ,confidence ,persistence,kindness, determined
(While the students are answering the questions ,the teacher writes down the information on the blackboard.)
T:When we learn so much about Nelson Mandela ,we have got the idea that he is a great man.
Step 2 Discussion
If you want to write about a great person who is unknown by many people ,it is your job to write to tell everyone about his /her good qualities and how he /she helped others . Now please open your books at page 73 ,and read the part A FOLLOWER OF BILL GATES .Then find out how many parts the passage can be divided into .(teamwork)
(Some minutes later ,get some groups to report their findings and write them on the blackboard .)
A FOLLOWER OF BILL GATS
I have been a friend of Bill Gates for a long time .I know him when he was a student at Harvard University .But he was the clever one !He is very good at writing computer languages and almost all computers now use Microsoft software .The program “Word ” is used from Britain to China!Of course he has made a lot of money and that makes people very jealous .They want to stop his success .Even the government is against him and has tried to break his company into two parts .They say that he is unfair to other people who want to sell similar software .Because he fits his new software free in every new computer ,the government says he is stopping other companies from selling their programs. This is not fair. Everyone should be able to do what they can to make their company bigger.Bill Gates has only done what he can to stop other competitors.He is very rich , but he is generous .He has given millions of dollars to help the education and health
of many children around the world .You could not meet a better man than Bill Gates .
Part 1 Personal information
Part 2 His hard work and achievements
Part 3 His good qualities
Part 4 Your opinion
T :The findings will be helpful when you are writing .
Step 3 Writing
T: According to what we talked about just now ,please write a short passage about Mother Teresa . Here are some information about her on the screen.(You can do it in groups .)
Mother Teresa
August 27 ,1910 Born in Yugoslavia
1930 Began to be a teacher
1946 Left school and trained to be a nurse
Then Began her work helping the poor and comforting the dying in the streets of
The city ;her work spread to other part of India
1979 Given the Nobel Peace Price for the lifetime of love and service she had given
To the poor
(Ten minutes later , show a possible version on the screen to the class. Help them to compare their passage with the sample .)
. One possible version :
Mother Teresa was born in Yugoslavia, on August 27 ,1901 .When she was 20 years old , she went to India , where she began to be a teacher .However , although she loved teaching ,in 1946 Mother Teresa left the school and trained to become a nurse I ,and then began her work helping the poor and comforting the dying in the streets of the city . Slowly others came to help her ,and her work spread to other parts of India .She became a well –known person .Because of her hard work ,kindness and persistence, she made the great achievements and was given the Nobel Peace Prize for the lifetime of love and service she had given to the poor .I think she is well worth it .We should learn from her to serve the people heart and soul
Step 4 Homework
A great person need not be famous .So your task is to look around your hometown and see if you can find anyone who has given up something (like time or money )to help others .Then write a short report about your research .
附件 ：（相关网址）
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http://www./watch v=FFnJmz5pWc4
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http://www./watch v=FFnJmz5pWc4
Elias’ life before meeting Mandela
Black people’s problems
Elias’ life after meeting Mandela
Information of Elias
Elias’ problem
They had no vote . .
They couldn’t get jobs they wanted.
They had to live the poorest areas . .
Mandela’s help
support for Mandela
He was a poor black worker.
He needed to get a passbook because he wanted to continue doing his work.
Mandela told him how to get the correct papers so that he could keep his job.
He joined .the ANC Youth League .
He helped Mandela blow up some government buildings.