Period 3 Learning about Language
(The attributive clause < where, when, why, pre. ＋which/ whom>)
Introduction
In this period students will be helped by the teacher first to discover useful words and expressions, and then to discover and use useful structures: The attributive clause < II> < where, when, why, pre.＋which/ whom>
Objectives
■ To help students learn to use attributive clauses introduced by where, when, why, and prep.+ which/ whom
■ To help students discover and learn to use some useful words and expressions
■ To help students discover and learn to use some useful structures
1.Learn Attributive Clause with when, where ,why and 介词+which/whom.
a. Discuss the meanings of the following sentences with an attributive clause, and compare when, where, why with that, which, whose.
*The time when I first met Nelson Mandela was a very difficult period of my life.
*The school where I had studied only two years was three kilometers away.
*We were put in a position in which we had either to accept we were less important, or fight the Government.
b. Practice---P36. Ex.1, 2, 3
Step 3 Using language
关系代词:
1. that可指人，可指物, 作主语或宾语 (作宾语可省略, 前面不能加介词。）
2. which 指物，作主语或宾语 (作宾语可省略, 若介词提前则不能省)
3. who指人, 作主语或宾语 (作宾语可省略, 前面不能加介词。）
4. whom 指人,作主语或宾语 (作宾语可省略, 若介词提前则不能省)
1.一般多用that的情况：
(1) 先行词为all, everything, nothing, something,anything, little, much 等不定代词时。
I am sure she has something (that) you can borrow.
(2)先行词被all, every, no, some, any, little, much等修饰时。
I’ve read all the books that are not mine.
(3)先行词被序数词或最高级修饰时。
This is the first book (that) he has read.
(4)先行词被the only, the very, the same, the last修饰时。
This is the very book that belongs to him.
(5) who或which的问句中。
Who is the girl that drove the car
Which is the book that you bought last week
(6) 主句以There be 引导时
There are 200 people that didn’t know the thing.
(7) 当先行词在定语从句中作be表语時
She isn’t the girl that she was 10 years ago.
2.关系代词之物时只用which不用that的情况
（1）关系代词在从句中作介词宾语并且介词提前至关系代词前时只用which，但当介词在从句句尾时，两者皆可。
This is the question about which we’ve had so much discussion.
= This is the question which / that we’ve had so much discussion about.
(2) 在非限定性定语从句中必须用which不能用that。
This is the book which/that I’m looking for.
They have invited me to visit their country, which is very kind of them.
当关系代词作look after, look for等不能拆开使用的及物动词性短语的宾语时，介词不可以提前。
关系副词的用法
（1）关系副词where之地点，在从句中作地点状语。
This is the house where he lived.
(2) 关系副词when指时间，在从句中作时间状语。
I’ll never forget the days when we played together.
(3) 关系副词why指原因，在从句中作原因状语。
He explained the reason why he was late.
关系副词有时可用介词+which来代替。如上句中where=in which; when=on which; why=for which。
关系副词where
This is the factory. I worked in the factory ten years ago.
This is the factory where I worked ten years ago.
The school is near a park. My son studies in this school.
The school where my studies is near a park.
关系副词when
They’ll never forget July 1. Hong Kong returned to its motherland on July 1.
They’ll never forget July 1 when Hong Kong returned to its motherland.
The days are gone forever. We used foreign oil during those days.
The days when we used foreign oil are gone forever.
when引导的定语从句修饰表示时间的名词,并在定语从句中作时间状语,相当于“介词+关系代词(which)”。
I’ll never forget the day when（on which） I joined the league.
We still remembered the days (in which) when we travelled together.
where引导的定语从句修饰表示地点的名词,并在定语从句中作地点状语, 相当于“介词+ 关系代词(which)”。
This is the house where I lived two years ago.
关系副词why
There are many reasons why people like traveling.
for the reasons =why
I don’t like the way that you speak.
in the way =that
关系副词实际上是介词＋先行词
先行词在定从中的不同成分, 引导词不同:
a. This is the place where he works.
This is the place which (that) we visited last year.
b. That was the time when he arrived.
Do you still remember the days that (which) we spent together
c. This is the reason why / for which he went.
The reason that (which) he gave us was quite reasonable.
总结
关系副词: where, when, why
“when” means “at that time”,
“where” means “at that place”,
“why” is used after the word “reason”.
时间 when = in / at / on / during which
地点 where = at/in/on which
原因 why = for which
Find out the attributive clauses in Reading.
Para.1
1.The time when I first met Nelson Mandela was a very difficult period of my life.
2. It was in 1952 and Mandela was the black lawyer to whom I went for advice.
3.He was generous with his time, for which I was grateful.
Para.2
4.The school where I studied for only two years was three km. away.
5. However, this was a time when one had got to have a passbook to live in Johannesburg.
Para.3
6. The day when Nelson Mandela helped me was one of my happiest.
7. …, until today we have reached a stage where we have almost no rights at all.
Para.4
8. They could not get the job they wanted.
9. The parts of town in which they had to live were decided by white people.
10. The places outside the towns where they were sent to live were the poorest parts of South Africa.
11. We were put into a position in which we had either to accept we were less important, or fight the government.
12. We first broke the law in a way which was peaceful.
1. Translate the following into English using what were learned just now.
1) 士兵与村民共同与敌人战斗。
2) 爸爸建议我多读英语报纸。
3) 我们应尽力阻止这种事再次发生。
4) 只有在那时，他才意识到他错了。
5) 我第一次听这首歌就喜欢它了。
6) 我昨天确实见到了Mike。
7) 他昨天没有上学的原因是他病了。
8) 我永远不会忘记我见到Mandela的那天。
Keys:
1) The soldiers fought with the villages against the enemies.
2) Dad advised me to read more English newspapers.
3) We should try to stop such a thing (from) happening again.
4) Only then did he realize that he was wrong.
5) The first time I heard the song, I liked it.
6) I did see Mike yesterday.
7) The reason why he didn’t come to class is that he was ill.
8) I will never forget the day when I saw Mandela.
Step4 Practice
T：Now，let”s turn to Page 70.Go through the passage and choose the words or expressions from the brackets to complete the passage below.Are you ready？
Step 5 Writing---Textbook P39
1. Ask students to say something about Nelson Mandela. (a fearless fighter; the former president of South Africa …)
2. Get more details about Mandela’s life on P39.
3. Explain the writing task: Write a letter to the President of South Africa asking him to free Mandela, who is in prison. Tell students in order to persuade someone to do something, they should choose proper facts to support their ideas and show them a sample.
4. Ask students to finish the writing following the steps in the textbook..
Step 6 Homework
Finish the writing.
PAGE
1Unit 5 Nelson Mandela--- a Modern Hero
The fourth period Extensive Reading
一. 教学目标 Teaching aims:
Integrating skills on reading
1. 教学内容 Teaching contents:
Page 38, Reading: The rest of Elias’ story.
Page 73, Reading task.
2. 能力目标 Ability aims:
Help the Ss to comprehend the text through different ways of reading skills.
3. 语言目标 Language aims:
1). Get the students to learn the rest life of Elias and more about Nelson Mandela.
2). According to the two persons’ words, guide the Ss to decide whether Bill Gates is a great man or not, help the Ss to look up useful information about him.
二．教学重难点 Teaching important points:
1. The general idea of the text.
2. Enlarge the knowledge of the different great people in different field.
3. Let the Ss talk about the great people in different fields.
三．教学方法 Teaching methods:
Skimming, fast reading and comprehension, task-based, explaining.
四．教具准备 Teaching aids:
A computer, a recorder, a projector and some slides.
五．教学步骤 Teaching procedure:
Step I. Greetings
Step II. Extensive Reading
1. Lead-in question: What do you think the people in the prison will do Have a discussion in groups.
2. Get the students to learn more about Nelson Mandela.
Read the text on Page38, then do the exercises and check it out.
3. Answer some questions about Elias.
1). How did Mr. Mandela help Elias in the prison
2). When did Elias lose his job
3). Does Elias like his present work
Step III. Leading in.
Get the Ss to know whether Bill Gates is a great man or not.
Show the pictures of Bill Gates on the screen, ask the Ss whether they know and what they know about the man on the screen. Ask the Ss to answer whether he is a great man or not.
Step IV. Reading Task.
Whether Bill Gates is a great man or not, let the Ss keep their idea and read the passage carefully in page 73. After reading the passage, finish the information sheet.
Five minutes later, check the answers together.
Step V. Afterthoughts
Ask the Ss to think about the question again, whether Bill Gates is a great man or not in their eye after the reading of two evidence giving.
Step VI. Homework.
1. Recite the key sentences in the text.
2. Find more information about Bill Gates after class.
Unit5 Nelson Mandela-------a modern hero
The Fifth Period Speaking
一、教学目标Teaching aims
Improve the students’ listening ability
1. 教学内容 Teaching contents
P37, P69, P72 Listening task.
2. 能力目标Ability aims
Tell the Ss’how to get the information about listening in advance.
According to the contents of listening, let the students get the skills of listening.
3. 语言目标 Language aims
a. 词组和短语
Elias, ANC, Youth league, underground, Bible.
b. 重点句子
What does a “point of view” mean
Why did the two speakers have different ideas about the cause of the accident
二、教学重难点Teaching important points
Listen to the three materials about Elias, Bible and Accidents and choose the correct answers.
Work together with partners and write down their reasons of accidents.
三、教学方法Teaching methods
Listening and cooperative learning
四、教具准备Teaching aids
A recorder, tapes & a projects
五、教学步骤Teaching procedures
Step I: Revision
Get the Ss’ to retell Elias’ story with their own words
Step II: Listening (P37)
Ss’ are asked to read the questions and multiple answers to find out the listening points first, then listen to the tape three times to choose the best answers and answer the two questions.
T: Please open your books and turn to Pages. Before you listen to the tape, please read first the questions and multiple answers to find out your listening points. Pay attention to these important points while listening. Now, 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 the second time.
Check the answers together.
T: Listen to the tape a third time and 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 Ss to answer them..
Step III: Listening
T: Let’s come to Page69, look at the questions before you listen to the text, and answer them..
Play the tape three times.
Step IV : Listening Task
Listen and answer the questions in Part1.
T: Now turn to Page72. .In the listening task, there are four questions. You should form the habit of going through the questions to get the important listening points. And make notes if necessary.
After listening, check the Ss’ work. The teacher gives the answers.
T: Now look at the two tables in Part2. I’ll play the tape a third time
.After listening, the Ss check their answers with their partners.
Step V: Homework:
Write down the cause of the accident.
Preview Writing
Unit 5 Nelson Mandela --- a modern hero
Period 6 writing
一、教学目标Teaching aims
1． 教学内容 （Teaching contents）
Writing on page 39 and page 75
2． 能力目标 Ability aims
1) Learn to write a short passage of a great man
2) Let them know how to choose a great person in their eyes and how to write a short passage.
3． 语言目标Language aims
1) Teach the Ss how to choose their words to write a short passage of a great man.
2) Teach them to know how to write a persuasion letter.
3) Use what they have learnt in this unit in their speaking and
writing.
二、教学重难点 Teaching important points
Let the students know how to choose a great person in their eyes and how to write a short passage .
三、教学方法Teaching methods
Task- based method, group work
四、教具准备 Teaching aids:
A projector and a computer
五、教学步骤Teaching procedures
Step I. Greeting:
Greetings
Step II. Lead in
Ask the students to play a game. （This will get the students to know how to describe a person.)
Show some pictures of some important or great people to the whole class.
Each group will choose one student standing with his back to
the blackboard. If he or she can guess the name of the person
by listening to other students’ description, he or she will get one point. (We can ask the students to choose only some of the pictures describe.)
Step III. Writing (p.39)
1. Tell the Ss some steps when writing:
Before writing you can follow these steps:
collect ideas for the letter
write them down in any order
Sort them out in an order
Put those idea into a form so that you can easily see them
Use the form to help you as you write.
2. Show them how to get some ideas before writing:
1) In this unit we have learned a lot about the modern hero--- Nelson Mandela. Can you give me some information about him
2) After the Ss give some information about Nelson Mandela with the
help of the text, the teacher may add some more information in a form.
3) Enjoy the sample letter.
Suggested answer
Jinan No. 1 Middle School
Shandong, China
May 27, 1989
Dear President,
I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free.
As we all know, people with different colors should be equal. Nelson Mandela devoted all his life to realize this dream. In 1944, he founded the ANC Youth League to call on people to struggle for their rights to vote. In 1952, he opened a law office to help the poor black people in Johannesburg on their problems. The black people loved him.
In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to 5 years hard labor. One year later, as one of the leaders of ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now.
I think, what he did was for his people, his country, not for himself. He has an unselfish and brave heart. As he is a great man, you should set him free.
Best whishes!
Yours truly,
Li Hua
4) After reading the sample, ask them to tell me how to write a persuasion letter.
5) Tell them the structure of a persuasion letter in general to make the writing easy.
Structure of such letters
Part 1. A small paragraph (Reason for the letter)
Part 2. Body paragraphs (reasons in detail )
Personal information
Hard work achievements
Good qualities
Part 3. Closing paragraph
( your opinion)
Step IV. Writing Task
Ask them to try to write a persuasion letter
1. Suppose you are going to write a letter to the senior organizers of the Nobel Prize to persuade them to give the Nobel Peace Prize to Mother Teresa.
2. Read the information given below.
Mother Teresa
Personal information Was born in Yugoslavia, on August 27, 1910, a nurse,
Hard work achievement Help the poor and comforting the dying in the street of the city; her work spread to other part of India
Good qualities hard-working, kind-hearted, persistent
Your opinion A well-known person, worth the prize
3. Pay attention to the structure of such letters .
4. Give them some time and ask to write the letter in groups.
5. Share their ideas with the class by reading their letters aloud.
6. Correct the writings together.
Suggested answers:
Dear senior organizers:
I am writing to ask you to give the Nobel Peace Prize to Mother Teresa. Here are some reasons why I think she should be given the prize.
Mother Teresa was born in Yugoslavia, on August 27, 1910. When she was 20 years old, she went to India, Where she began to be a teacher. After the training, she was sent to Calcutta, where she taught geography at a school and soon after she became headmistress.
However, although she loved teaching, in 1946 Mother Teresa left the school and trained to become a nurse in Patna, 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 Indian. She became a well-known person. When she travels the world, she opens many new schools and hospitals in poor countries.
She is known for many great achievements . because of her hard work, kindness and persistence. I think she is really a great person in my eyes. We should give her the Nobel Peace Prize.
Step V. Homework:
Read a passage about a great person or write a short passage about a great person in your hometown.Unit 5 Nelson Mandela
-a modern hero
Warming-up and pre-reading
The first period
Teaching goals
1. To talk about people’s qualities.
2. Get students to learn great people’s qualities and evaluate their own qualities.
3. To know information about Nelson Mandela
Teaching procedurse & ways
Step 1 warming up
Before class:
What kind of person are you
psychological(心理)test
If you get lost in the forest and need to drop one thing in order to release(减轻) your burden, which of the following will you leave behind
1.camera 2.tourist guide book 3.umbrella 4.credit card
1. Camera You are very kind to your friends and really popular. Although you can live alone, at the bottom of your heart, you are longing for others’ care and love.
2. Tourist guide book You have a strong sense of self-esteem(自尊). You are hard-working and try to build a world for yourself; even it will make you suffer from loneliness. You are very possible to become a successful career man in the future.
3. Umbrella You are independent from others. You have a strong mind to pursue your dream. There is always a gap between the reality and ideal(理想), but you still have the strength to go on and never give up.
4. Credit card Credit card stands for your social status. You are very generous. You care more about your family and career than money. You should be more confident in social activities.
Now do you understand yourself Just now we saw many adj. such as kind, hardworking, independent, and generous and so on to describe you. It’s about your qualities. OK! Look at more words about qualities. Let’s read together.
active 主动的,活跃的 careful 办事仔细的
confident 有信心的 easy-going 容易相处的
well-educated frank 直率的,真诚的
friendly 友好的 gentle 有礼貌的
strong-willed 意志坚强的 tireless 孜孜不倦的
hard-working 勤劳的 honest 诚实的
intelligent 理解力强的 warm-hearted 热心的
open-handed 慷慨的 reliable 可信赖的
responsible 负责的 self-conscious 自觉的
sincere 真诚的 willing to help 助人的
Till now all of you have got your own answer, can you guess which choice will I choose, camera,tourist guide book,umbrella orcredit card
Step 2 Pre-reading
Who are famous or great person See the photo on the page of 33
Yes ! All of them are famous. But some of them are great and some of them are important.
What’s the difference between important people and great people
Mr. Zhou is not only important but also great. However, Rain is only important but not great. Many years later, many people still remember Zhou Enlai, but Rain may be forgotten completely. So we say:
Most of the great people are also important people.
But important people may not be great people.
We also say:
Great persons are important in a long history.
Important persons are important in a certain time.
Can you name some great people
What are the qualities that great people have in common (PPT展示伟人的图片及具有的品质词汇)
As a great person,
Should he/she help others
Should he/she get on well with others
Should he/she be willing to do public service
Should he/she be active in society activities
Should he/she never lose heart when he/she is in great trouble
(As a great person, he/she 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,get on well with others and help others,etc)
Ask Ss to decide “What kind of person are you Do you have the qualities to be a great person ” by finishing the questionnaire on P33.
If we are going to talk about some great people, who will you think of first Why
In my opinion, …. is a great person, because he / she is strong-minded…
Ok!The great people are far away from us .
Let’s turn to our attention to the persons around us. A game: who is he/she A student comes to the front. He/she will describe a classmate in the classroom, and others guess who the classmate is. Try to use the following words or expressions.
He is a boy who is the strongest/ tallest…….
She is a girl who is very lovely/helpful………
He/She is the one whose face/hair…..
ambitious 有雄心壮志的； careful 办理仔细的；
competent 能胜任的； constructive 建设性的
efficient 有效率的； energetic 精力充沛的
frank 直率的，真诚的； generous 宽宏大量的
genteel 有教养的； gentle 有礼貌的
humorous 有幽默； industrious 勤奋的
modest 谦虚的； responsible 负责的
sweet-tempered 性情温和的
Talk person on the page of 33.
Now we know so many great people especially
the Former President of South Africa –Mandela we will learn in this unit. He is not only a great man but also a modern hero. We must learn from Mandela. Learn his qualities as a great man. Not everybody can be a great man, but everybody can have his idols.
Step 3 Talking (on P69)
In pairs talk about your idols(偶像)
Who is your idol
Why do you like him / her so much
Did he / she do anything for others
What are his / her best qualities
Step4 Homework
1. Review new words and expressions of Unit 5
2. Preview reading part.page34and p38
be willing to
Where there is a will , there is a way .
2).period
the period of the French Revolution
go through a difficult period
We have five periods of English a week .
3).prison
put ….in prison
throw ---into prison
send---to prison
be in prison
4).advise
We advised an early start.
We advised their starting early.
We advised them to start early .
We advised that they (should ) start early.
Step4. 课堂练习
1. Ask students to remember the words.
2. Ask students to make sentences with the words of fight , advise, reward , sentence
step5、布置作业：
1).copy the words three times
2).look up information about a famous person or
a great person you admire most .
Step6.课堂总结
1).In this class ,we know how to pronounce
the new words .
2).We know some phrases about the words.
Eg. reward…for /in reward for
fight…for /fight …against
板书设计： 1. read the new words.
2. explain the following words :
1).in reward for / reward sb. with sth. for
2).fight…for / fight …against
3).be sentenced to
4).advise sb. to do sth. / persuade sb. to do sth.
3.make sentences with the words above
教学反思：
PAGE
1The second period
Teaching goals
1. Get the main idea and detail information in the reading.
2. Improve the reading ability.
3. Arrange and organize the information and then retell
Teaching procedures & ways
Step 1 Homework checking
Step 2 Introduction and lead-in
1.Re-talk about Nelson Mandela.(Teacher asks students to guess a great person by just answering Yes or No.)
2 Skimming for general idea
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.)
Step 3 Reading comprehension
Elias’ Story
Elias: a poor black worker in South Africa.
The text tells us about his life and what he did with Nelson Mandela to fight for black people.
Black people’s life at that time:
no money no money
almost no rights at all
could not get the job they wanted
live in the poorest places where no one could grow food.
no right to vote
Fast reading
Questions:
1.What problems did Elias have at that time
2.What advice did Mandela give to Elias
1. He had no passbook and was worried about whether he would be out of work.
2. Mandela told Elias how to get the orrect papers so he could stay in Johannesburg.
3.What is the general idea of the story The story is about how Mandela helped black people. .
How many parts can the text be divided into Give the general idea of each part.
Paragraph 1-2 The way of Elias’ life before he met Nelson Mandela.
Paragraph 3-5 The change of Elias’ life after he met Nelson Mandela and what Mandela did.
It is a story so we should find out the essential items in a story.
Time: In the middle of 1900s
Place: South Africa
Characters: Elias and Mandela
Events: How Mandela helped Elias and black people in South Africa.
Time zone: please find out what happened in Elias’ life in the following years
1940 Elias was born.
1942 Elias was a two years old baby.
1944 Elias was four years old.
1946 Elias began school.
1948 Elias left school.
1950 Nelson Mandela opened his law firm.
1952 Elias was 12 and met Mandela.
1954 Elias was fourteen and encouraged by Mandela.
Comprehending questions
1.Why did Elias visit Nelson Mandela （ Para 2)
2. What did Mandela do to help black people (Four main points in Para1 、3、4、5）
3. What was Elias’ attitude towards the unfair situation black people faced How do you know （He agreed with Nelson Mandela. Para 4、5）
4. Why did Nelson Mandela turn to violence to make black and white people equal （Para 4 )
What was Elias’ change
I worried about whether I would become out of work.
I was happy to help because I knew it would help us achieve our dream of making black and white equal.
Why did Elias change
1. Nelson Mandela helped him when he was in trouble.
2. Nelson Madela’s qualities influenced him a lot and made him realize to make black and white equal.
How did Mandela help Elias and other black people
He opened a black law firm.
He organized the ANC Youth League.
He broke the law in a peaceful way first.
He blew up some government buildings
Finish Ex 1,2 on P35.
Step 4 Discussion
Pair work, discuss
What can we learn from the text about Nelson Mandela
bravery,
persistence (坚韧不拔）,
kindness,
determination，
belief… …
1. How the ANC Youth League fights the government
2. What can we learn from the text about Nelson Mandela
(1. At first, the ANC Youth League fought against the government in a peaceful way. But when they failed, they began to use violence.
(2. From the text, we can learn from Mandela the qualities of bravery, persistence, kindness and determination.)
Step 5 Retelling
Retell the text part by part
Step 6 Extensive reading
Ask Ss to learn more about Nelson Mandela.
1st time: Read the text while listening to the tape.
2nd time: Read the text again carefully to obtain some details.
Step7 Homework
1. Read the passage more.
2. Read “ Notes to the text” for U5 ( P84-86)
Third Period
1.devote vt.
devote…to… 奉献于；贡献于
He devoted all his efforts to his task.
be devoted to 热爱的；非常忠实的；全心全意
She is devoted to her children.
devote oneself to doing sth
Devotion n.
1)热爱，深爱
This is a mother’s devotion for her children.
2)忠心，专心
People admire him for his to his duty.
2.Mean adj. 吝啬的，自私的
Mean Vt. 想要，预定
Mean to do sth 想要/打算做某事
Mean doing sth 意味着做某事
Eg. I don’t like mean to hurt her,but saying like that means hurting her .
2.die for 为……而死
They died for the people; their death is weightier than Mount Taishan.
I am dying for a cup of water.
die for 也意为“渴望，切望”（只用于进行时态）
die of 死于内因(饿,寒冷,中毒,病,无聊,渴…)
die from 死于外因(受伤,事故,缺乏食物…)
3. fight (fought, fought)
fight for 为……而战
fight against 与……作斗争
fight with 与…..并肩作战
We will have to fight against difficulties.
They told the workers to fight for their rights.
4. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.
他坚信三条原则：民族，民权，民生。
believe in 信任，信仰 Do you believe in God We believe in our government.
believe，believe in
这一对词语都表示“相信不疑”的意思，但词意有细微的区别。
Believe表示“相信”、“信以为真”（to accept as true）之意，它是及物动词，其后直接跟宾语。例：
Do you believe his reports？你相信他的报告吗？
I could hardly believe my eyes．我几乎不能相信自己的眼睛。
In ancient times it was believed that the earth was flat．古时候，人们认为地球是扁平的。
Believe in则表示“信仰”、“信任”（to have faith in somebody or something）之意。其后的常用搭配语为：有关宗教、理论、原则、概念及可信任之人，如：a religion、ghosts、 fairies、 a theory、 a friend等词；例中的believe为不及物动词。如：
We do not believe in ghosts．我们不信鬼神。
He believes in getting plenty of exercise．他相信多锻炼身体就会有好处。
In the days of the French Revolution，people believed in liberty，equality and fraternity．
法国大革命时代的人们信奉自由、平等及博爱。
现在试比较下列两语的不同涵义：
I believe him．（=I believe what he says）我相信他（的话）。
I believe in him．（=I trust him ）我相信他是一个可以信得过的人。（即：我信任他）
在英美人的谈话中，经常可以听到这么一句口头禅——Believe me：这是一个用以表示希望对方相信自己谈话的口头语，它相当于I bet或 Take my word for it。例：
Believe me，you will get well very soon．你一定会很快就恢复健康的。
Believe me 可以根据不同的场合，译作“真的”、“我不骗你”、“一定会”或“请相信”。
5.He gave up a rich life for his ideas and fought for his country to be free from the UK in a
peaceful,way. 他为了他的思想而放弃了富裕生活，并且用和平方式为他的国家摆脱英国而进行了战斗。
give up 表示主动放弃或屈服
He has decided to give up smoking.
give in 表示被动屈服或认输， 后面不带宾语
You can’t win the game, so you may as well give in.
free from 摆脱（不好的东西）的，无……的
Keep the children free from harm.
You should try to write sentences free from mistakes.
6. The time when I first met Nelson Mandela was a very difficult period of my life.
period 期间，时期，学校的一节课，周期
Let’s finish this period and have a break.
a period of rotation 自转周期
the time when 其中when 引起定语从句
This was a time when you had got to have a passbook to live in Johannesburg.
Do you still remember the time when we first met
the time 可用于引起时间状语从句，这时一般不加when。
I recognized him the time I saw him.
7. It was in 1952 and he had opened a black law firm to advise poor black people on their problems.
1) advise sb. on sth. 就……给某人出主意
I have advised you on that subject.
2) advise sb. to do sth. 建议某人干……
Our monitor advises me to practice more spoken English.
3) advise that +(should) do
I advise that you (should) not eat fruit that isn’t ripe
4) advise doing sth
8.He was generous with his time , for which I was grateful .
generous adj.
慷慨的，大方的
be generous with sth
be generous to / towards sth
9. Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work.
be worried about = worry about 担心
She worries about her health.
= She is worried about her health.
out of work 失业
Jim has been out of work for months.
Out of breath 上气不接下气
Out of control 失去控制
10. 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.
过去三十年里出现了最多的法律来剥夺我们的权利, 阻挡我们的进步,直到今天我们已经到了几乎没有任何权力的地步. see 在此句意为“见证，目睹”；(在某段时期)发生(某情况),经历,经受; 为某事发生之时，主语为时间
The last few months has seen more and more traffic accidents.
The city has seen many changes.
11. . …only then did we decide to answer violence with violence.
只是在那时我们才决定以暴力对暴力。
only then 此处引起倒装句，当only修饰状语位于句首时，句子采用部分倒装的结构。
Eg.Only by practicing a few hours every day will you be able to master English.
Only in that way will we finish this task .
Only after the lesson did she discover that he had lost her handbag .
only 修饰主语时，句子不倒装。
Only he knew how to solve the problem.
Only some of the children seemed to have understood it.
12.It was very dangerous because if I was caught I could be put in prison for years
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
13.As a matter of fact, I do not like violence…but in 1936 I helped him blow up some government buildings.
事实上我不喜欢暴力……但在1963年我帮他炸了一些政府大楼.
as a matter of fact = in fact
As a matter of fact, I don’t know the truth.
blow up 吹涨;使膨胀;爆炸;炸毁
blow away 刮走;吹走
blow off 吹掉;将(热水,蒸汽等)放走
blow down (风)刮倒
blow out 吹熄;(电线)烧断;突然爆裂
14. But I was happy to help because I knew it was to realize our dream of making black and white people equal.
be to do
表示注定将会
eg.: Chaplin’s own manner of acting was to become world-famous.
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.
… making black and white people equal …
15.be equal to 等于，相当于 , 可以胜任
I’m not equal to the position.
I am equal to this task .
=I am equal to doing this task .
Women demand equal pay for equal work. (同工同酬)
16.be willing to 愿意做某事
willing adj. 乐意的，自愿的
I’m willing to help you.
I’m quite willing for your brother to join us.
Be willing +that 从句，从句应该用虚拟语气，
should +动词原形，Should 可省略
Are you willing that he (should) be allowed to use
your bike
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