Unit 5 Nelson Mandel -- a modern hero单元教案

Part 3 Teaching Assessment
I. Structure and vocabulary
1. The weather turned out to be very good, ____ was more than we could expect.
A. what B. which C. that D. it　　　　　　　　　　　　　　
2. After living in Pairs for fifty years he returned to the small town ____ he grew up as a child.
A. which B . that C. where D. when　　　　　　　　　　　　
3. The house ______ we live is not large.
A. in which B. which C. on which D. at which　　　　　　　　　　　　　　
4. Recently I bought an ancient Chinese vase, _____ was very reasonable.
A. which price B. its price C. the price of whose D. the price of which
5. He lived in London for 3 months, during ____ time he learned some English.
A. this B. which C. at which D. some
6. I will never forget the day _____ he came to see me.
A. that B. which C. at which D. when
7. The visitor asked the guide to take his picture _____ stands the famous tower.
A. where　B. that C. which D. there
8. The tallest building ______ I like most is the one ______ windows face the lake.
A./ ;which B./; that C. that; whose　D. which; whose
9. I don’t like _____ you speak to her.
A. the way B. the way in that　C. the way which　D. the way of which
10. What impressed me most was that they never ______.
A. lost hearts B. lost their heart C. lost heart D. lost their hearts
II. A cloze test
Nelson Mandela, b______ on July 18,1918, is the first black president of South Africa. He studied l______ after he entered university. In 1944 he f______ the ANC Youth League. Then in 1952 he set up a law o______ to help poor black people. Because of his fight a______ the government and anti-black laws, he was s______ to five years hard labor. Fighters from ANC began to b______ up buildings in 1963 and he was sentenced to life imprisonment on Robben Island. Twenty-seven years later, he was f______ by the white government,. In 1993 he was m______ president of South Africa and the government by and for black people was finally set up. Nelson Mandela is a g______ man.
Ⅲ. Translation
1.他总是乐于帮助那些处于困境中的人。(be willing to do in trouble)
2. 我建议立即采取措施。（advise）
IV. A multiple-choice test（高考试卷中关系副词when，where， why引导的定语从句专练）
1．We are living in an age ____ many things are done on computer. （2003北京春）
A. which B. that C. whose D. when
2. The film brought the hours back to me ____ I was taken good care of in that far away village. （2001）
A. until B. that C. when D. where
3. It was an exciting moment for these football fans this year, ____ for the first time in years their team won the World Cup. （2000北京、 安徽春）
A. that B. while 　 C. which 　 D. when
4. After living in Paris for fifty years he returned to the small town ____ he grew up as a child. （1996）
A. which B. where C. that D. when
5. We will be shown around the city: schools, museums, and some other places, ____ other visitors seldom go. （2002北京）
A. what B. which C. where D. when
6. I walked in our garden, ____ Tom and Jim were tying a big sign onto one of the trees.
（2005辽宁）
A. which B. when C. where D. that
7. We’re just trying to reach a point ____ both sides will sit down together and talk. （2006山东）
A. where B. that C. when D. which
Keys: Ⅰ. 1-5BCADB 6-10DACCC Ⅱ. born; law; formed; office; against; sentenced; blow; frees; made; great Ⅲ. He is always willing to help those (who are) in trouble. I advise that steps (should ) be taken at once. IV. 1. D 2. C 3. D 4. B 5. C 6. C 7. A
A selected English passage for recitation英文精选背诵短文
Become a heroYou may believe that you are not a hero. You may believe that your life is so mean, so low, so hopeless and full of drudgery, that you can never rise above it. But I, the Famous Adventurer of Silmaria, know differently.This is a special web site. It can only be accessed by the few, the proud, the True Heroes. If you were not a hero, you would not be here. No matter what your station, no matter how humble your life may be, now that you have found this web site you have only to bookmark it and follow the instructions contained herein, and you will soon be showered with unimaginable glory.But first, you must pay the price. Glory cannot be borrowed, and heroism cannot be stolen. Before you can be free to pursue that which you most secretly and passionately desire, you must be tested.Gather your courage. And when you are ready, brave adventurer... (162 words)Section 3 Words and expressions from Unit 5
Nelson Mandela—a modern hero
devote
v. 投入于,献身
1. He devoted himself entirely to music. 他将一生奉献给了音乐。
2. Please devote more time to your work. 请把更多的时间用于工作。
3. He started to study ecology and decided to devote his whole life to the science.
他开始研究生态学，并决心将他的一生献身于这门科学。
4. The noblest ideal to which one can devote oneself is Communism.
能为之献身的最崇高的理想是共产主义。
out of work
失业
1. He's been out of work for six months. 他已失业六个月了。
2. He must square up to the reality of being out of work. 他必须正视失业这一现实。
3. He was out of work for three years and did not qualify for state aid, so that he was practically on the bread line. 他失业3年了，没资格享受州政府用于地方公共事业的补助费，所以他实际上已在领取救济食品的行列之中。
4. Hundreds were thrown out of work. 数以百计的人失去了工作。
vote
n. 投票,表决
v. 投票,选举,投票拥护
1. At the end of the meeting, a vote was taken on the motion.
会议结束前对该项提议进行了表决。
2. Parliament voted the bill through without a debate. 国会未经辩论就投票通过了这项法案。
3. The show was voted a success. 大家一致认为表演很成功。
4. UK nationals get the vote at 18. 英国国民18岁始有选举权。
5. I vote (that) we stay here. 我建议我们留在这里。
6. I suggested putting the matter to a vote, but the chairman demurred to it.
我建议对此事投票表决，但主席表示反对。
7. A large vote was polled. 投票踊跃。
8. He became a citizen, thereby gaining the right to vote. 他成为公民，并因此获得了选举权。
attack
n. 攻击,评击
v. 攻击,动手,疾病发作
1. The enemy attacked us at night. 敌人在夜里向我们进攻。
2. It is reported that this disease attacks the central nervous system.
据报道说这种疾病破坏中枢神经系统。
3. The police are launching a major attack on drug dealers. 警方对毒品贩子发动大规模的攻击。
4. We must move more players into the attack. 我们要多调配运动员到攻球区。
5. They attacked their meal with gusto. 他们大吃大喝。
6. This piece of music needs to be played with more attack.
这段乐曲的开始部分要演奏得更加雄壮有力。
7. England's attack has been weakened by the injury of certain key players.
英格兰队某些主力运动员受伤而使攻球削弱。
8. Shall we attack the washing-up 咱们动手洗碗碟好吗
in trouble
处于困境
1. You are always getting yourself in trouble. 你总是给自己找麻烦。
2. His upset looking gave rise to rumors that he had got in trouble with police.
他不安的神色引发了谣传说他与警方发生了某些纠葛。
3. Nothing gives him more pleasure than helping someone in trouble.
没有一件事要比帮助陷入困境的人带给他更大的快乐。
4. Do as you're told, otherwise you'll be in trouble. 叫你怎么做就怎么做, 否则有麻烦。
5. They stole the car for a lark, but now they're in trouble.
他们偷了汽车原以为好玩, 现在可惹祸了。
6. If I cop you cheating again you'll be in trouble. 我要再发现你骗人, 决不轻饶。
7. You'll be in trouble if you don't watch your step. 你要是不谨慎从事就要倒霉了。
8. I'm in trouble with the police over drugs. 我因毒品事落入警方手中。
turn to
求助于,转向
1. The child turned to its mother for comfort. 那孩子向母亲寻求安慰。
2. We turned to and got the whole house cleaned in an afternoon.
我们起劲地干了起来, 一个下午就把整所房子打扫干净了。
3. The parish priest is someone to whom people can turn in difficult times.
牧区牧师是人们在困难时可以求助的人。
4. She has nobody she can turn to. 她求助无门。
5. The more depressed he got, the more he turned to drink. 他情绪越低落越是借酒浇愁。
6. I tried to stand on my own two feet rather than turned to my parents.
我设法自立而不求助于我的父母。
7. Turn to the left and you will find the post. 向左转，你会找到邮局的。
8. Follow the main road until it branches, and then turn to the right.
顺着这条大路走，在路的分岔口向右拐。
lose heart
丧失勇气,失去信心
1. He fail many times, but he do not lose heart. 他失败了许多次，但他并没有失去信心。
2. Difficulties were increasing. Even then we did not lose heart.
尽管困难在增加，但我们毫不灰心。
3. He failed many times, but he did not lost heart. 他失败了许多次，但他并没有失去信心。
4. No matter what you do, never lose heart. 不管你做什么千万不可泄气。
escape
n. 逃亡,避难设备
v. 逃脱,避开,溜走
[计算机] 换码
1. The thief jumped into a car and made his escape. 小偷跳上汽车逃走了。
2. The prisoner has escaped. 犯人逃走了。
3. Where can we go to escape the crowds 我们到哪里才能躲开这些人群
4. The fire-escape is at the back of the building. 太平门在建筑物的后面。
5. It won't have escaped your notice that I've been unusually busy recently.
你一定注意到了我最近一直忙得不得了。
6. There's gas escaping somewhere can you smell it 有什么地方漏煤气了，你闻到了吗
7. There have been few successful escapes from this prison. 没有什么人能从这座监狱逃走.
8. A lion has escaped from its cage. 有一头狮子从笼中逃走了.
educate
v. 教育,培养
vt. 教育
1. He had paid out good money to educate his daughter at a boarding school.
他花了很多钱让他的女儿在寄宿学校受教育。
2. She educated her younger daughter at home. 她在自己家里教育她的小女儿。
3. Where were you educated ie Which school(s), etc did you go to 你在哪（些）所学校学习过
4. The public should be educated in how to use energy more effectively.
公众应受到合理地利用能源的教育。
5. Parents should educate their children to behave well. 父母应当教育子女守规矩。
6. It is not easy to educate teenagers. 教育青少年不是件容易的事。
7. It is not the way to educate a child by making him do things against his will.
勉强他做事不是教育孩子的办法。
beg
v. 请求,乞求
1. I beg your pardon 对不起,你说什么？(正式场合用语)
2. The boy begged me not to tell his parents. 这个男孩请求我不要告诉他的父母。
3. He lives by begging. 他以行乞为生。
4. I beg leave to address the Council. 我请求允许向议会发表演说。
5. He knew he had hurt her and begged her to forgive him. 他自知伤了她的心而央求她原谅。
6. There are hundreds begging in the streets. 街上有数以百计的乞丐。
7. May I beg a favour (of you) 可以（请你）帮个忙吗
8. He begged (her) for forgiveness. 他请求（她）原谅。
reward
n. 报酬,酬谢,赏金
v. 奖赏,酬谢
1. They rewarded the winners with gifts of fruits and flowers.他们奖给优胜者水果和鲜花。
2. He got a reward for helping them. 他因帮助他们而拿到一笔酬金。
3. A 1000 reward has been offered for the return of the stolen painting.
悬赏1000英镑寻找失窃的画。
4. He grudges you your reward. 他很吝啬，不愿给你报酬。
5. She deserves a reward for her efforts. 她积极努力, 应得到奖赏.
6. You have received a just reward. 你已得到了应有的报酬。
7. By rights, half the reward should be mine. 按理说, 有一半奖赏应该是我的。
8. They promised to make it worth her while (ie pay or reward her) if she would take part.
他们许诺说她要是参加就一定给她报酬。
[词义辨析] award，reward这两个词都可以用作名词和动词，作名词时，意义相近，但不是同义词。作名词时，award的意思是“奖品”、“奖金”，其义与prize近似，两者都指因为作出杰出成就而受奖。例：The Olympic winner received a gold medal as an award．He won the second award of $ 2，000．而reward作名词时，其意为“赏金”、“酬金”或一些非金钱的报酬。例：We will offer a reward of ten thousand dollars for information about the case．如果有人提供有关案件的情报，我们愿意出一万元赏金。We don't expect substantial rewards．我们并不期望得到优厚的报酬。用作动词时，award的意思是“授与”、“颁发”、“判给”；reward则表示“报答”、“酬谢”之意。例：He was awarded the first prize for Outstanding Industrial Design．他获杰出工业设计一等奖。
set up
vi. 建立
1. The slump on Wall Street set up a chain reaction in stock markets around the world.
华尔街金融滑坡引起世界股票市场的连锁反应。
2. A hot drink will soon set you up. 你喝杯热饮料马上就精神了。
3. A fund will be set up for the dead men's families.
抚恤死难工人家属的基金会即将建立起来。
4. A week in the country will set her up nicely after her operation.
她手术后在郊外住上一个星期一定能复原。
5. He likes to set himself up as an intellectual. 他喜欢自命为知识分子。
6. How long will it take to set up the projector 把这个放映机安放好需要多长时间
7. Her father set her up in business. 她父亲出钱帮她创业。
8. His father set him up as a bookseller. 他父亲资助他做了书商。Unit 5 Nelson Mandela—a modern hero
Ｉ． 单元教学目标
技能目标GoalsTalk about great peopleExpress your points of views Use the Attributive Clause with prepositions or the Relative Adverbs: where, when and whyLearn to write a passage about a great person
II． 目标语言
功能句式 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？ I think ... because ... Good idea!That’s an excellent idea!I agree/don’t agree.I prefer...In my opinion, ...
词汇 1.四会词汇Quality, mean, active, generous, self, selfish, selfless, selflessly, devote, devoted, found, republic, principle, peaceful, mankind, lawyer, guidance, legal, fee, hopeful, youth, league, stage, vote, attack, violence, equal, willing, unfair, African, escape, blanket, educate, educated, beg, relative, terror, cruelty, reward, sentence, anti-anti- black, president, opinion2.认读词汇Nelson Mandela, William Tyndale, Bible, invader, nationalism, livelihood, Gandhi, Elias, passbook, Johannesburg, ANC, Robben Island, Transkei 3. 词组out of work, Youth League as a matter of fact blow up in trouble turn to lose heart come to power set up be sentenced to
语法 The Attributive Clause (2) — where, when, why
重点句子 The time when I first met Nelson Mandela was a very difficult period of my life. It was in 1952 and Mandela was the black lawyer to whom I went for advice The school where I studied for only two years was three kilometers away. I worried about whether I would become out of work. The last thirty years have seen the greatest number of laws stopping our rights and progress. …Only when did we decide to answer violence with violence. It was dangerous because if I was caught I could be put in prison. ... I knew it would help us achieve our dream of making black and white people equal.
III. 教材分析和教材重组
I. 教材分析
本单元以 Nelson Mandela —— a modern hero 为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。
1.1 Warming Up 利用图表的形式让学生判断一下自己是哪种类型的人，由此得出一个伟人应具备怎样的品质。
1.2 Pre-reading 给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人但不是伟人。
1.3 Reading 介绍Elias的生平，向学生展示Nelson Mandela是一个怎样的人。这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。
1.4 Comprehending 利用判断正误来整体理解课文。
1.5 Learning about Language 分词汇和语法两部分。其中Discovery useful words and expressions 是根据课文语境在运用中掌握词汇，Grammar 是有关关系副词where, when, why 引导定语从句的用法，并通过练习加以巩固。
1.6 Using Language 分为三部分，一是Listening，练习听力可配合P72的Listening Task进行。二是Reading，这也是一篇精读文章，更详细地了解曼德拉。三是Writing，要求写一封信。注意信的格式。
2. 教材重组
2.1 因本教材重点强调的是阅读能力，故将 Reading, Comprehending， Using Language 中的Reading合在一起设计成一节“阅读课”（一）（精读课）。
2.2 从训练目的上看，Warming up， Pre-reading，TALKING, SPEAKING TASK都是一致的，可将三者结合在一起，设计成一节“口语课”。
2.3 将Learning about language， USING STRUCTURES合在一起，设计成一节“语法课”（既有词汇又有语法）。
2.4 本教材除强调精读外，还特别重视泛读，故将READING TASK设计成一节“阅读课”（二）（泛读课），旨在从整体上理解课文。
2.5 将Using Language 中的Listening， LISTENING 和LISTENING TASK合成一节“听力课”。
2.6 将Using Language 中的Writing， WRITING TASK（P75）和PROJECT合成一节“写作课”。
3. 课型设计与课时分配 （经教材分析，根据学情，本单元可以用六课时教完）
1st period Reading
2nd period Speaking
3rd period Grammar
4th period Extensive Reading
5th period Listening
6th period Writing
IV. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
period, advise...on, continue, fee, fare, gold/golden, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal, make +O +adj., as...imagine, in one way, blankets, degree, allow sb. to do sth., guard, stop...from, educated, come to power, beg for, terror, fear, cruelty, reward, rights, be proud to do/be proud of
b. 重点句子
It was in 1952 and Mandela was the black lawyer to whom I went for advice P34
After trying hard, I got a job in a gold mine. P34
He told me how to get the correct papers so I could stay in Johannesburg. P34
I joined it as soon as I could. P34
The last thirty years have seen the greatest number of laws stopping our rights and progress... P34
We were put in a position in which we had either to accept we were less important, or fight the Government. P34
But I was happy to help because I knew it would help us achieve our dream of making black and white people equal. P34
2. Ability goals 能力目标
Enable the students to describe a great person with the order of time.
3. Learning goals 学能目标
Help the Ss how to describe a great person.
Teaching important points 教学重点
The general idea of the text.
Teaching difficult points 教学难点
The characteristic of the writing in this unit.
Teaching methods 教学方法
Skimming method.
Task-based method.
Explaining method.
Teaching aids 教具准备
A recorder, a projector and some slides.
Teaching procedures and ways 教学过程和方式
Step I Revision
Check the homework of Unit 4.
Step II Reading
Get the students to comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading. Read the passage on page 34 to get the answers to Part 1 and Part 2 of Comprehending.
T: So much for the homework of Unit 4. Boys and girls, I’d like to ask you some questions: Who do you admire greatly Why
Sa: Yao Ming. In my opinion, he is the best basketball player in our country.
Sb: Lu Xun. He is a great writer and revolutionary. He wrote many excellent articles.
Sc: Newton. He is an English great physicist, mathematician and astronomer. He discovered the law of universal gravitation, developed calculus (微积分) and discovered that white light is composed of every color in the spectrum (光谱).
Sd: Chairman Mao. He is the greatest person in my eyes. He led the people of China to get the freedom, build up our own country and make us lead a happy life.
T: You are all right. The person whom I admire is a modern hero — Nelson Mandela. He is the former South African president, who realized the dream of making black and white people equal.
At the same time, show the picture of him on the slide.
T: Let’ s come to Unit 5. It is about Nelson Mandela— a modern hero. After learning this lessen you will know him very well.
T: Now, first let’s listen to the tape. While listening, pay more attention to the correct pronunciation and try to get the main idea. (Six minutes later) Then read the text again by yourselves to get the answers to Part 1 and Part 2 of Comprehending on Page 35.
Three minutes later.
T: Let me check your work of Part 1 together.
T: Let’s come to Part 2 of Comprehending. Read the text again and try to finish the timeline of Elias’ life.
Five minutes later.
Suggested answers
— 1940 ........He was born.
— 1942 ....... He was a two years old baby.
— 1944 ....... He was four years old.
— 1946 ....... He began school.
— 1948 ....... He left school.
— 1950 ....... Nelson Mandela opened his law firm.
— 1952 ....... He was 12 and met Mandela.
— 1954 ....... He was fourteen and encouraged by Mandela.
T: According to the timeline, we can better understand the life of Elias.
T: Now please skim the passage fast to obtain a general understanding of the whole passage. While reading, see how many parts the text can be divided into, and give the general idea of each part.
Five minutes later.
Suggested answers
Part I Paragraph 1——2 The Life of Elias’ life before he met Nelson Mandela.
Part II Paragraph 3——5 The change of Elias’ life after he met Nelson Mandela and what Mandela did.
T: In order to better understand the text, please answer the two following questions Page 37.
1. How the ANC Youth League fights the Government
2. What can we learn from the text about Nelson Mandela
Three minutes later.
T: I will ask a student to answer them.
S1: At first, they fight against the government in a peaceful way. But when they failed, they began to use violence.
S2: From the text, we can learn the qualities of bravery, persistence, kindness and determination from Mandela.
Step III Extensive Reading
Get the students to learn more about Nelson Mandela.
T: So much for the text. Do you want to know more about Nelson Mandela
Ss: Yes.
T: Let’s come to Reading on Page 38: The REST OF ELIAS’ STORY. Please listen to the tape.
Three minutes later.
T: Please read the text, and do the exercises on Page 38.
Five minutes later.
T: Let’s check your work.
Check the answers with the Ss together.
T: Please skim the text and answer the two questions on the slide.
1. When did Elias lose his job
2. Dose Elias like his present work
Two minutes later.
Ss: 1. In 1973.
2. Yes, he dose.
Step IV Explanations of some language points
T: Now let’s deal with some language points. Turn to Page 34. Let’s look at the sentences. 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. In this sentence, see means be the time when (an event) happens; witness. For example: This year sees the tercentenary of Handel’s birth. (今年是韩德尔诞辰三百周年) where we have ....is a attributive clause, which is used to modify a stage. For example: This is the old house where my grandfather lived ten years ago.
Step V Homework
1. Recite the key sentences in the two texts.
2. Preview Warming up and Pre-reading on Pages 33—34.
The Second Period Speaking
Teaching goals 教学目标
1.Target language 目标语言
a. 重点词汇和短语
quality, get on well with, be willing to do, be active in, lose heart, in trouble, Bible, fight against/for/with, invader, the German Nazis, republic, principle, nationalism, livelihood, peaceful, prison, determined, generous, confident
b. 交际用语
Expressing points of view about great people
I think/ don’t think...
I’m afraid...
Why do you think so
What do you think of
What’s your opinion
I agree/don’t agree.
In my opinion,...
I think.... because....
2. Ability goals 能力目标
Enable the students to tell what a great person is and help the Ss develop a good quality.
3. Learning ability goals 学能目标
Help the students learn how to tell what a great person is.
Teaching important points 教学重点
Let the students learn to use the structures of expressing points of view.
Teaching difficult points 教学难点
How to tell an important person from a great person.
Teaching methods 教学方法
Looking at the diagram and pictures (individuals).
Pairs work to discuss (cooperative learning).
Teaching aids 教具准备
A computer and a projector.
Teaching procedures & ways 教学过程与方式
Step I Revision
Check the homework of last class.
T: Good morning/afternoon, boys and girls! Please let me check your homework of the last class. I will have a dictation and ask two students to write them down in the blackboard. Now, let’s begin.
The teacher speak them in Chinese, the Ss write them down in English.
1. The time when I first met Nelson Mandela was a very difficult period of my life.
2. Mandela had opened a black law firm to advise poor black people on their problems.
3. I was worried about whether I would be out of work.
4. We were put in a position in which we had either to accept we were less important, or fight the Government.
5. It was very dangerous because if I was caught I could be put in prison for years.
6. I knew it was to realize our dream of making black and white people equal.
T: So much for the dictation. Today we’ll have a speaking English class, let’s come to Warming up on Page 33.
Step II Warming up
Find out what qualities you have.
T: Look at the sentences on your book. Please answer the following questions and decide what kind of person you are.
Let the Ss discuss it. Five minutes later.
T: According to your answers, decide what kind of person you are. Now, according to the questions and answers, can you find out what qualities do the great persons have Who can answer it Volunteer!
Discussion
Sa: As a great person, he/she should help others.
Sb: He /she should get on well with others.
Sc: He /she never lose heart when he/she is in trouble.
Sd: He/she is always active in society activities.
Se: He /she should be willing to do public service work without pay.
...
T: Now, let’s have a summary. As a great person, he/she should help others, get on well with others, be willing to do public service, be active in society activities and never lose heart when he /she is in great trouble and so on.
Step III Pre-reading
T: Now, please look at the screen. Can you recognize who they are
Sa: Yes, they are William Tyndale, Norman Bethune, Sun Yat-sun, Gandi, Nelson Mandela and Neli Armstrong. They are all important people.
T: Are they all great people
Sb: No. In my opinion, Neli Armstrong is not a great person.
T: Why
Sb: Because he only landed on the moon, which is not only his work, but the work of many people.
T: Any other opinions
Sc: I agree with him.
T: Now, let’s discuss in pairs and decide who is a great man. Please give your reasons for your opinions.
Five minutes later.
T: Who can answer the questions voluntarily
Sa: I think Norman Bethune is a great man. He developed several innovative (革新的) surgical instruments which are still in use today. Norman Bethune is best known in China for his work as a field surgeon with the Eight Route Army from 1937-1939. During this time he invented mobile blood banks to provide blood transfusions to wounded soldiers in the field. Dr. Bethune died on November 12, 1939 in China. His sacrifice (牺牲) was commemorated by Mao Zedong in his essay "In Memory of Norman Bethune". Bethune’s spirit of service, courage and innovation continues to inspire Canada-China innovative partnerships today. He is a great internationalist.
Sb: I think William Tyndale is a great man. He gave us our English Bible. Forbidden to work in England, Tyndale translated and printed in English the New Testament and half the Old Testament between 1525 and 1535 in Germany and the Low Countries. He worked from the Greek and Hebrew original texts when knowledge of those languages in England was rare. But he was condemned as a heretic, Tyndale was strangled and burned outside Brussels in 1536.
Sc: I think Sun Yat-sen is a great man. He is the great pioneer of Chinese democratic (民主)revolution. Mr. Sun’s original name is Sun Wen and styled himself Yat-sen. When he took part in the revolutionary activities, he was respectfully and widely called Mr. Sun Zhongshan in China. He put forward the famous guiding principle — "driving the invaders out , restoring the sovereignty of China, establishing a republic and equalizing the land ownership" and the Three People’s Principle — "nationalism; people’s rights; people’s livelihood". He founded the first Republic in China in 1911 after many years’ fighting.
Sd: In my opinion, Gandi is a great man. He was called "Bapu", meaning "Father"— because he was the father of the Indian nation of the twentieth century. He formed an organization leading the Indians’ struggle for equal rights. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way. Gandhi was much more than a clever lawyer, a fine speaker, a determined fighter for human rights and a political leader. He was a model of a different kind of political leader. At the time of his death, Albert Einstein praised him as follows: Future generations, it may be, will hardly believe that such a person as this walked upon this earth.
Se: I think Nelson Mandela is a great man. He is the former South African president. In order to make the black people get the freedom, he fought many years and was put in prison for thirty years. He helped the black people to realize the dream of making black and white people equal.
Sf: In my view, Neil Armstrong is a great man. Neil Alden Armstrong is the first man to walk on the moon. As spacecraft commander for Apollo XI, the first manned lunar landing mission, Armstrong was the first man to walk 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.
T: According to what you said just now, I think all the people on our book are great people.
Step III Talking
Talk about your hero/ heroine.
T: Let’s come to Page 69. Please look at the four pictures and answer the following questions, you can talk about each other in pairs.
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
Five minutes later.
T: OK, I’ll ask fours students to speak.
Sa: Marie Curie is my heroine. She is a famous chemist and physicist and the first person to won two Nobel Prizes for her work on radioactivity and her discovery of polonium and radium. I like her because her discovery of radioactive elements laid the foundation for future discoveries in nuclear physics and chemistry. Her best qualities are persistence, determination and modesty.
Sb: Abraham Lincoln is my hero. He is one of the greatest presidents of the USA. He ended the slavery of the South America and united the South and the North America into a whole state. His best qualities are bravery, confidence and leadership.
Sc: Albert Einstein is my hero. He is one of the greatest scientists of the century in the world. He put forward the theories of relativity. His theory in physics helped the world to know more about the universe, so he was given the Nobel Prize in 1921. He proved that light does not travel in a straight line, but bends as it passes the sun.
Sd: My hero is Qian Xuesen who is "the father of China’s aerospace" and "king of rockets". He is also one of the pioneers of China’s apace science. Because of his contributions, China launched its first manned spacecraft ——the Shenzhen V.
Step IV Speaking Task
Get the students to work in pairs. Discuss in pairs to choose some qualities that they agree great people have. Explain the reason why they choose them.
T: OK, so much for the talking, let’s come to Speaking Task on Page 74. It’s time for you to do some oral practice. Read the following paragraph and choose some qualities that you agree great people have in your eyes. You may discuss in pairs to explain why you chose them.
Ten minutes later.
T: OK, are you ready Who’d like to try to tell us his /her choice
Sa: In my opinion, a great person is someone who should be hard-working, determined, unselfish and generous. If he/she works hard, no matter how great the difficulty he/she meets is, he/she will try to deal with it. If he/she is unselfish and generous, he/she will help others without pay and get respect from others. If he/she is determined, he/she will never lose heart when he/she is in trouble.
Sb: As far as I know, a great person is someone who should be kind, brave, determined and confident. As a great person, he /she first should be kind-hearted. Only when he /she is kind-hearted, he/she can help others when they are in trouble. Second, he/she should be brave. When he /she is facing the danger, fear or terror, he won’t be afraid. And he/she should be determined and confident. When he/she has confidence, he will never lose heart in front of failure..
T: I think what both of you said are very good, thank you.
Step V Homework
1. Tell the students to speak who is the great man in their eyes except the ones in our texts and give their reasons.
2. Preview Learning about language on Page 35.
The Third Period Grammar
Teaching goals 教学目标
1.Target language 目标语言
a. 重点词汇和短语
right away, attract, continue, come to power
b. 重点句子
The mines where I worked were 9 km from my house.
The reason why I got a job was because of my hard work.
The date when I joined the ANC Youth League was the 5th of August.
The person to whom Elias could turn for help is Nelson Mandela.
2. Ability goals 能力目标
Learn the attributive Clause with prep+ the Relative Pronouns. And the Relative Adverbs: Where, when and why.
3. Learning ability goals 学能目标
Let the Ss learn how to use the relative Adverb to unite an Attributive Clause.
Teaching important points 教学重点
The use of the Relative clause: where, when and why.
Teaching difficult points 教学难点
The differences between where /when/why and that/which.
Teaching methods 教学方法
Explanation, study independently, practice.
Teaching aids 教具准备
A blackboard.
Teaching procedures & ways 教学过程和方式
Step I Revision
Check the students’ homework.
T: Who can tell us a great man
S: Mark Twain is a great man in my eyes. He is an American writer, journalist, humorist, who won a worldwide audience for his stories of youthful adventures of Tom Sawyer and Huckleberry Finn. In Green Hills of Africa, Ernest Hemingway wrote: "All modern American literature comes from one book by Mark Twain called Huckleberry Finn..." His main works are TOM SAWYER, THE PRINCE AND THE PAUPER, LIFE ON THE MISSISSIPPI and HUCKLEBERRY FINN.
Step II Discovering useful words and expressions (P36)
Ask the students to finish the following form.
T: So much for the Speaking, now please open your books and turn to Pages 36. Let’s learn "Learning about Language". First let’s do Part 1 of Discovery Useful words and expressions.
T: Now, please read the passage on Page 34 again and finish the form.
Three minutes later.
T: Let me check your work.
Check the answers together.
T: I will give you three minutes to finish Part 2. OK, begin!
Three minutes later, check the answers together.
T: Now, please turn to Page 70-71, let’s do Part 1 and Part 2 of "Using words and expressions". Please finish it as soon as possible.
Five minutes later. The teacher checks the answers to the fist part together and than ask four Ss to write down the answers to the second part on the blackboard. Then check them.
Step III Discovering Useful Structures
T: Let’s come to Discovering Useful Structures on Page 37.
In this part, teacher should tell the Ss the usage of where, when, and why in attributive clause. In most cases, where, when and why can be changed into prep+which/whom.
T: Today we’ll learn the Attributive Clause with when, where and when.
关系副词where/when/why在定语从句中分别作地点状语、时间状语和原因状语。如：
I’ll never forget the time when we worked on the farm.
我将永远也忘不了我们在农场工作的日子。 （when = in which）
The factory where his father works is in the west of the city.
他父亲工作的工厂在城市的西边。 （where= in which）
This is the reason why he came late.
这就是他为什么迟到的原因。 （why= for which）
注意： 当先行词为时间、地点原因名词时， 若它们在定语从句中不作状语，而作主语或宾语时， 就要用关系代词which /that来引导定语从句。如：
The museum which/that he visited has a long history.
他参观的那个博物馆有很久的历史。（the museum 作了动词visited的宾语）
I will never forget the days that/ which I spent with your family. 我永远也忘不了与你的家人一起度过的时光。（the days 作了动词spent的宾语）
The reason that/ which he gave us was not reasonable.
他给我们的理由一点也不合理。（the reason 作了动词gave的宾语）
T: Let’s do the following exercises on Pages 37.
Lets the Ss do exercises individually. The Ss may have different answers. Eight minutes later, check the answers together and give the Ss examples.
Examples 1
S1: The factory is very large and modern.
S2: The factory where my factory us working is a large and modern.
S3: The factory where we visited its machine is a large and modern.
S4: The factory where you can see many tall buildings is large and modern.
Example 2
S1: The day was a very exciting time.
S2: The day when I met my old school friend in the street was a very exciting time.
S3: The day when the China football team beat the Japanese football team was a very exciting time.
S4: The day when I began school was a very exciting.
Step IV Using Structures
Let the students do Part 2. Join two simple sentences and make a complex sentence with an attributive clause.
T: Now, let’s turn to Using Structure on Page 71. There are exercises. Here we do Part 2, you can do Part 1 after class.
Step V Homework
1. Finish Part 1 on Page 71.
2. Remember the usage of the Attributive Clause with where/ when/ why.
3. Preview the Reading on Page 73.
The Forth Period Extensive Reading
Teaching goals 教学目标
Integrating skills on reading.
1. Target language 目标语言
a. 重点词汇和短语
criminal, leader, software, jealous, be against, break into, unfair, competitor, generous, bully
b. 重点句子
He is very good at writing computer languages and almost all computers now use Microsoft software.
Everyone should be able to do what they can to make their company bigger.
2. Ability goals 能力目标
According to what they said, decide whether Bill Gates is a great man or not.
3. Learning ability goals 学能目标
Help the Ss to comprehend the text about Bill Gates and look up useful information about him.
Teaching important points 教学重点
Different great people in different fields.
Teaching difficult points 教学难点
Let Ss tell different great people in different fields.
Teaching methods 教学方法
Listening and fast reading.
Teaching aids 教具准备
A recorder and a projector.
Teaching procedures and ways 教学过程与方式
Step I Revision
Check homework: Part 1 of Using Structure on Page 71.
Step II Reading Task P73
Get the students to know whether Bill Gates is a great man or not.
Show the pictures of Bill Gates on the screen.
T: Boys and girls, do you know who he is
Ss: Bill Gates.
T: Who can say something about him
Sa: Bill Gates set up his own company "Microsoft".
Sb: He makes most people in the world use the computer.
Sc: He makes us learn about the world at home.
...
T: Now, according to what you said just now, do you think Bill Gates is a great man
Sa: I think Bill Gates is a great man because he makes his own company "Microsoft" and makes his own software. He makes most of people use his software and we can keep in touch with each other wherever we are.
Sb: I think Bill Gates is a famous man, not a great man. Because he makes his own software and no one can compete with his software. He made much money out of them, but not all the people admire him.
T: Whether Bill Gates is a great man or not, please read the passage carefully on Page 73. Perhaps you get your own answer. Read the passage and finish the information sheet.
Five minutes later. Check the answers together.
T: According to the form, now you have to decide what you think of Bill Gates.
Suggested answers
I think Bill Gates is a great man because he set up the biggest Internet cooperation "Microsoft" in the world. He made a lot of money with his software and gave his millions of dollars to help the education and health of many children around the world. His cooperation also provide a lot of job chances.
Step III Homework
Look up some other information about Bill Gates after class.
The Fifth Period Listening
Teaching goals 教学目标
1. Target language 目标语言
a. 词汇和短语
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
2. Ability goals 能力目标
Tell the students how to get the information about listening in advance.
3. Learning ability goals 学能目标
According to the contents of listening, let the Ss get the skills of listening.
Teaching important points 教学重点
Listen to the three materials about Elias, Bible and Accident and choose the correct answers.
Teaching difficult points 教学难点
Work together with partners and write down their reasons of accident.
Teaching methods 教学方法
Listening and cooperative learning.
Teaching aids 教具准备
A recorder, three tapes.
Teaching procedures ways 教学过程和方式
Step I Revision
Check something else about Bill Gates.
T: Who can say something else about Bill Gates
S: I learn Eleven Rules of Bill Gates from the Internet. I take some sentences from it and share with my classmates.
1. Life is not fair, get used to it.
2. The world won’t care about your self-esteem. The world will expect you to accomplish something before you feel good about yourself.
3. If you think your teacher is tough, wait till you get a boss. He doesn’t have tenure (长期的).
4. If you are in trouble, it’s not your parents’ fault, so don’t complaint about our mistakes, learn from them 5. Your school may have done with winners and losers, but life has not. In some schools they have abolished failing grades; they will give you as many times as you want to get right answer. This doesn’t bear the slightest similar to anything in real life.
T: Thank you very much. Today we’ll have a listening class, please turn to Page 38.
Step II Using language — Listening
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 Page 38. Before you listen to the tape, please read first fast the questions and multiple answers to find out your listening points. Pay much attention to these important points while listening. While you listening, you’d better make part1 notes of the listening points like this:
Passbook: a book...
Underground: ...
Surface: ...
Live: ...
T: 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 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.
Step III Listening
T: Let’s come to Page 69, look at the questions before you listen to the text, and answer them.
Play the tape three times.
Step IV Listening Task (时间不足利用课后听力时间听)
Listen and answer the questions in Part 1.
T: Now turn to Page 72. In of the listening task, there are four questions; you should form the habit of going through the questions to get the important listening points. Yes And make notes if necessary. OK
Listening points
Mean: Not just ask one person: Different:
T: Please listen, I’ll play the tape twice.
After listening, check the students’ work.
T: let me check your work.
The teacher gives out the answers.
T: Now, look at the two parts in Part 1. I’ll play the tape a third time.
If time permits, ask two students to answer the questions. Who do you think caused the accident
Step V Homework
1. Do the listening again after class.
2. Write down the student’s our reasons of the accident . (P72)
3. Preview Writing.
The Sixth Period Writing
Teaching goals 教学目标
Integrating skills and goals.
1. Target Language 目标语言
a. 重点词汇和短语
in prison, president, set up, anti-black, be sentenced to
b. 重点句子
He was sentenced to five years hard labor for encouraging violence against anti-black laws.
2. Ability goals 能力目标
Enable the Ss to write a short passage of a great man.
3. Learning ability goals 学能目标
Help the Ss to learn how to write a short passage of a great man.
Teaching important points and difficult points 教学重点和难点
Let the Ss known how to choose a great person in their eyes and how to write a short passage.
Teaching methods 教学方法
Task-based teaching.
Teaching aids 教具准备
A blackboard and a projector.
Teaching procedures & ways 教学过程和方式
Step I Revision
Check the homework of last class.
Step II Writing
T: We have learned something about Nelson Mandela in last few classes. Who can say something about him
Sa: He is a fearless fighter for the freedom of South Africans.
Sb: He is the former president of South Africa.
T: Can you say some details about his life
At the same time, the teacher writes the useful information on the blackboard.
In 1944, he formed ANC Youth League.
In 1952, he set up law office to help poor black people in Johannesburg.
In 1952, he attacked anti-black laws.
In 1962, he encouraged violence against anti-black laws.
In 1963, he led ANC to blow up the government buildings.
T: Now, according to the details above, we can see that he is a great man and he had made great contributions to South Africans. But now, such a great man is still in prison. So I think we should write a letter to the President of South Africa and ask him to free Nelson Mandela. Please pay attention to the form of a letter.
Give Ss some time to do it.
Suggested answers
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 five years hard labor. One year later, as one of the leaders of the 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 wishes!
Yours truly,
Li Hua
Step III Writing Task
T: Now write a great person in your eyes.
Give the Ss some time to do it and show the slide.
A possible version.
Mother Teresa
Personal information Was born in Yugoslavia, on August 27, 1910, a nurse, got the Nobel peace Prize
Hard work and success Help the poor and comforting the dying in the street of the city, her work spread to others parts of India
Good qualities Hard-working, kind-hearted, persistent
Your opinion A well-known person, worth the prize
Suggested answers
Mother Teresa was born in Yugoslavia (南斯拉夫), 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 became headmistress (女校长).
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 India. She became a well-known person. When she travels the world, she opens many new schools and hospitals in poor countries. In 1979, she was given the Nobel Peace Prize for the lifetime of love and service she has given to the poor.
Because of her hard work, kindness and persistence, she made the great achievements and won the Prize. I think she is well worth it.
I think we should learn from her to serve the people heart and soul.
Step IV Project
Write a short report about a great person in your hometown.
T: In the former classes, we have learned about many great people, but a great person need not be famous. Do you notice around you there are many people who are great not famous Today we will write such a person.
One possible version
Our Good Teacher
Mr. Zhang is a teacher who is in charge of our class. As a teacher, he works very hard and he is always strict with us in out our study. He always requires us to really understand what we have learned and points our mistakes. Also, he has a wonderful way of making his class very interesting and live, so that all the students like listening to his lessons.
Mr. Zhang is more than our teacher, he is our good friend. After class, he has sports with us happily. When some student is in trouble, he is always ready to help him/her. He always gives his own money to help those whose families are too poor to study and live, which makes us respect him in our hearts. Although Mr. Zhang is not famous, in my personal opinion, he is a great person in our daily life.
Step V Homework
Go over the whole unit.
附 件
人物简介
William Tyndale
William Tyndale (1484-1536) was a 16th century priest and scholar who translated the Bible into an early form of Modern English. Although numerous partial and complete English translations had been made from the 7th century onward, Tyndale’s was the first to take advantage of the new medium of print, which allowed for its wide distribution. Besides translating the Bible, Tyndale also held and published views which were considered heretical, first by the Catholic Church, and later by the Church of England which was established by Henry VIII. Because his Bible translation also included notes and commentary promoting these views, Tyndale’s translation was banned by the authorities, and Tyndale himself was burned at the stake in 1536, at the instigation of agents of Henry VIII and the Anglican Church
Gandhi
Gandhi (October 2, 1869 - January 30, 1948) was one of the founding fathers of the modern Indian state and an influential advocate of pacifism as a means of revolution. He helped bring about India’s independence from British rule, inspiring other colonial peoples to work for their own independence and ultimately dismantle the British Empire and replace it with the Commonwealth. Gandhi’s principle of satyagraha, often roughly translated as "way of truth", has inspired generations of democratic and anti-racist activists including Martin Luther King, Jr and Nelson Mandela. He often stated his values were simple: truth, and non-violence.
Neil Alden Armstrong
Neil Alden Armstrong (born August 5, 1930) is an American test pilot, astronaut, and the first person to walk on the Moon. He was born in Wapakoneta, Ohio and served in the Korean War as a jet fighter pilot for the U.S. Navy. He attended Purdue University, where he was a member of a fraternity, Phi Delta Theta, and received a Bachelor of Science degree in Aeronautical Engineering in 1955. Armstrong then became a civilian test pilot for NASA and piloted the 4,000 mi/h (6,400 km/h) X-15 rocket plane. Armstrong was selected by NASA as an astronaut in 1962. From 1960 to 1962 he was a pilot involved in the cancelled U.S. Air Force Dyna-Soar orbital glider program. He commanded Gemini 8, which achieved the first docking of two orbiting spacecraft, in 1966. He served as commander of the backup crew for the Apollo 8 lunar orbital mission in 1968. In 1969, Armstrong commanded the Apollo 11 lunar landing mission. He narrowly escaped death during training in the crash of a lunar landing research vehicle (LLRV) on May 6, 1968, During the actual mission, he took manual control of the Lunar Module (LM) Eagle and piloted it away from a rocky area to a safe landing. Several hours later he climbed out of the LM and became the first person to walk on the Moon, and the first man to flub a scripted line on the moon, with the words, "That’s one small step for a man, one giant leap for mankind."
Abraham Lincoln
President Abraham Lincoln, the sixteenth president of the United States (1861-1865).
Albert Einstein
Albert Einstein is one of the greatest scientists of the century in the world. He was born in Germany. His theory in physics helped the world to know more about the universe. So he was given the Nobel Prize in 1921. However, in 1930s, because of Hitler’s rule, he was forced to leave his homeland and go to the U. S. A. He lived the rest of his life there. He died in 1955, at the age of 76.
Great spirits have often encountered violent opposition from weak minds. (Albert Einstein) 伟大心灵总是会遭到软弱头脑的强烈反对。
Marie Curie
Marie Curie (1867-1934), Polish scientist, was born in Warsaw, on November 7th, 1867, and died in France, on 4th July 1934. In Paris, Marie graduated in Mathematical and Physical Sciences. She got married in 1895 with the French physicist, Pierre Curie. In 1896, H. Becquerel suggested the theme of her Ph.D. thesis the study of natural radiation from uranium salts. During her work, the Curie couple discovered a new radioactive element named polonium in honor to Marie’s homeland. A few months later, they were able to discover radium for the first time. Together with Becquerel, she obtained the Nobel Prize for Physics in 1903. She founded the Radium Institute of Paris, and was the main responsible until her death. In 1911 she was awarded the Nobel Prize for Chemistry.
Sun Yatwen
Sun Yatsen (Sun Yixian, Sun Zhongshan, Sun Wen, 1866-1925) is considered the founding father of modern China, both in the People’s Republic and in the Republic of China (on Taiwan). Born in a peasant family in Cuiheng, Guangdong Province, Sun was sent to join his elder brother in Hawaii in 1879. He studied in a Christian boarding school there. After his graduation in 1882, he returned to Cuiheng, but was expelled from the family home. In Hong Kong, he continued his education. In 1886 he began with medical studies, and in 1893 he began to practice in Hong Kong. As a student, Sun began to take a serious interest in China’s political affairs and to entertain ideas of overthrowing the Qing-dynasty. In 1894, he organized his first revolutionary group, the Xing Zhonghui (Revive China society), mainly composed of members of secret societies. After a failed uprising, Sun had become a professional revolutionary; he had to leave Hong Kong and sought refuge in Japan.
From abroad, Sun tried to keep the revolutionary movement alive. He became a fundraiser for revolution, seeking support from overseas Chinese communities all over the world. During one of his trips, to England in 1896, he was kidnapped by agents of the Qing government and held captive in the Chinese legation. Due to the intervention of Dr. James Cantlie, a former professor of Sun’s, his release was affected. The incident gave Sun an international reputation as a notorious revolutionary. Sun, in the meantime, was setting up branch organizations in Europe. In 1905, Sun was elected the director of the Tongmenghui, a more centralized and carefully organized revolutionary league based in Tokyo. Students and young intellectuals formed the core. Then, Sun’s Three People’s Principles (Sanmin zhuyi), i.e. nationalism, democracy and the people’s livelihood, were incorporated into the league’s constitution.
When the Qing dynasty fell in 1911, instead of returning to China immediately to head the revolution, he went to Europe to explore diplomatic recognition of and foreign loans to the new government. Late December 1911 he arrived in Shanghai, and on 1 January 1912 he was inaugurated as provisional president of the Republic of China.
Early February 1912 Sun resigned in favor of Yuan Shikai, the former military strongman of the Qing. In an attempt to regain power through the newly active National Assembly, he revamped the Tongmenghui, together with other progressive parties, into a new political organization, the Nationalist Party (Guomindang, GMD). In 1914, he married Song Qingling, although his first marriage had not been officially annulled.
Given Yuan Shikai’s penchant for assassinations of political adversaries and Assemblymen, relations between him and Sun deteriorated. In 1917, Sun left for Canton, where he convened a rump parliament and established a military government. He was supported in this endeavor by the local warlord Chen Jiongming. But Chen and Sun fell out, and Sun was expelled from Canton in 1922. While in Canton, Sun had established contacts with the Moscow-based Comintern. After discussions with various Comintern representatives, including Henk Sneevliet (Maring), Chicherin and Adolf Joffe, Sun decided to align the GMD with the Soviet Union and the fledgling Chinese Communist Party, and to reorganize the GMD. This turned the GMD into a tightly disciplined party organized along Leninist principles; the Three People’s Principles remained the basic aims. The Soviet Union supplied money, weapons and advisers to render both military and political support to the GMD.
Sun died of cancer of the liver On 12 March 1925. After the GMD government was officially established in Nanjing in 1927, a personality cult of Sun soon pervaded the country. In 1929, Sun’s coffin was entombed in a massive marble mausoleum in Nanjing. In 1940, the GMD decreed that Sun should be revered as "father of the Republic" (Guofu). When the PRC was founded in 1949, Sun was accorded the appellation of "pioneer of the revolution".
Qian Xuesen
Qian Xuesen (born in 1911, Zhejiang Province) is widely considered as the "father of the Chinese space program". A former officer in the U.S. Army, he returned to China in the 1950s, after he had been expelled from the U.S., suspected of harboring Communist sympathies. As one of the leading rocket engineers at the California Institute of Technology, and more specifically the Jet Propulsion Lab in Pasadena, California, Qian was among the allied engineers who had studied German rocket technology immediately after the war. After his return in 1956, Qian became director of the Fifth Academy under the Ministry of National Defense and helped reverse-engineer a Soviet R-2 rocket, an improved version of the German V-2 developed by Werner von Braun that had been left behind by Soviet advisers. On the basis of the work Qian did under marshal Nie Rongzhen, head of the PLA military industrial complex, China’s first ICBMs were developed, which helped launch the first satellite in 1970. In the early 1990s, Qian, who had worked on top-secret projects all his life, became one of the most well-known intellectuals.
Charles Babbage
Charles Babbage was born in December 26, 1791 in Teignmouth, Devonshire UK and Known as the "Father of Computing" for his contributions to the basic design of the computer through his Analytical machine. His previous Difference Engine was a special purpose device intended for the production of tables.
Significant Events in His Life
1791: Born;
1810: Entered Trinity College, Cambridge;
1814: graduated Peter house;
1817 received MA from Cambridge;
1820: founded the Analytical Society with Herschel and Peacock;
1823: started work on the Difference Engine through funding from the British Government; 1827: published a table of logarithms from 1 to 108000;
1828: appointed to the Lucasian Chair of Mathematics at Cambridge (never presented a lecture);
1831: founded the British Association for the Advancement of Science;
1832: published "Economy of Manufactures and Machinery"; 1833: began work on the Analytical Engine;
1834: founded the Statistical Society of London;
1864: published Passages from the Life of a Philosopher;
1871: Died.
Other inventions:
The cowcatcher, dynamometer, standard railroad gauge, uniform postal rates, occulting lights for lighthouses, Greenwich time signals, heliograph ophthalmoscope. He also had an interest in cyphers and lock-picking, but abhorred street musicians.Unit 5 Nelson Mandela-a modern hero (全套教案)
Teaching plan of Unit 5 Nelson Mandela-a modern hero
Teaching aims:
1. Topic
The qualities of a great person;
The lives of some great people.
2. Useful words and expressions:
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
3. Functional items:
A. Giving opinions:
Why do you think so
What do you think of …
What’s your opinion
I agree/ don’t agree.
I think/don’t think….
I prefer….
In my opinion….
I’m afraid…
B. Making comments:
Good idea!
That’s an excellent idea.
4. Structures
The attributive clause (II)
由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
The school where I studied only two years was three kilometers away.
This was a time when you had got to have a passbook to live in Johannesburg.
The reason why I got a job was because of my hard work.
…we were put in a position in which we had either to accept we were less important, or fight the Government.
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
Teaching procedures
Period 1 (Reading)
Step 1. Warming up
1. Ask Ss some questions:
What are the qualities you should find in a great person
Who do you think is a great person
What qualities do you have
2. Ss finish the chart on page 33.
Step 2. Pre-reading
1. Show Ss some pictures about six great persons and let them guess who they are.
2. Ask Ss to tell why they are important persons in history.
Step 3. While-reading
1. First reading: Ss read the text and finish comprehending 1 on page 35.
2. Ss read again and make a timeline of Elias’ life until he met Nelson Mandela.
1940______________ 1942 ______________
1944 ______________ 1946 ______________
1948 ______________ 1950 _______________
1952 ______________ 1954 _______________
3. Ss read the whole passage and see how many parts the text can be divided into, and give the general idea of each part.
Suggested answers:
Part I paragraph 1-2
The life of Elias’ before he met Nelson Mandela.
Part II paragraph 3-5
The change of Elias’ life after he met Nelson Mandela and what Mandela did.
Step 4. After-reading
Ss discuss:
How the ANC Youth League fights the Government
What can we learn from the text about Nelson Mandela
Step 5. Extensive reading
Get the Ss to learn more about Nelson Mandela.
Ss read the passage: the rest of Elias’ story on page 38, and answer the following questions:
1. When did Elias lose his job
2. Does Elias like his present work
Homework
1. Recite the key sentences in the text.
2. Retell the text.
Period 2. (language learning and grammar)
Step 1. Revision
Ss try to retell the text, using their own words.
Step 2. Language points
1. The time when I first met Nelson Mandela was ….
2. advise…on
3. be …away
4. Less important than…
5. Only then did we decide to… (倒装句)
Step 3 discovering useful words and expressions
1. Ss read Elias’ story again and try to find words that mean the same in the form on page 35.
2. Ss read the passage on page 36, part 2 and try to complete it with proper words.
Step 4. Grammar: The attributive clause
1. Ss read the following sentences and try to find the rules.
The mines where I got a job were 9km from my home.
The reason why I got a job was because of my hard work.
The time when I joined the ANC Youth League was late at night.
The government building where we voted was very grand.
The date when I arrived was the 5th August.
2. Practice: Ss finish the sentences on page 36, part 2.
Step 5. Practice
1. Ss do Wb using structures: exercise 1.
2. Ss do the exercise 2 on page 71, join two sentences into an attributive clause.
Period 3. Speaking
Step 1. Revision
Dictation: The teacher speaks the following sentences in Chinese, the Ss write them down in English.
1. The time when I first met Nelson Mandela was a very difficult period of my life.
2. He offered guidance to poor black people on their legal problems.
3. I worried about whether I would become out of work.
4. We were put into a position in which we had either to accept we were less important, or fight the Government.
5. It was very dangerous because if I was caught I could be put in prison.
6. …I knew it would help us achieve our dream of making black and white people equal.
Step 2. Talking
1. Ss answer the question:
What are the qualities you should find in a great person
2. Ss in groups talk about their hero/heroine on page 69. When they discuss, try to use the following words:
Good idea!
That’s an excellent idea!
I agree/ don’t agree.
I prefer…
In my opinion…
I think/don’t think…
I’m afraid…
Why do you think so
What do you think of …
What’s your opinion
Step 3. Speaking task
Ss in groups and try to finish the speaking task on page 74.
1. Ss read the passage and get to know what they are going to do;
2. Ss in groups and begin to discuss;
3. Ss should take notes while they are talking;
4. Ss should choose one to give a talk to the class.
5.
Step 4. Debating
Ss divide into two parts and debate.
Topic: Mao Zedong is a great person in history.
Mao Zedong is not a great person in history.
Period 4. Extensive reading
Step 1. Pre-reading
Show some pictures and ask Ss to say something about Bill Gates.
T: Do you know who he is
S: Bill Gates.
T: Who can say something about him
S: Bill set up his own company “Microsoft”.
He makes most people in the world use the computer.
He makes us learn about the world at home.
T: Do you think Bill Gates a great man
Ss discuss and answer.
Step 2. Reading
Ss read the passage on page 73 and fill in the information sheet.
Information about Bill Gates
Job
Achievements
What did he give up for his beliefs
Why does he have enemies
Why attacked by the government
Step 3. Discussion
Ss in groups discuss what kind of person Bill Gates is.
Suggested answers:
I think Bill Gates is a great man because he set up the biggest Internet cooperation “Microsoft” in the world. He made a lot of money with his software and gave his millions of dollars to help the education and health of many children around the world. His cooperation also provides a lot of job chances.
Period 5. Listening
Step 1. Using language- listening
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.
Ask the Ss pay much attention to these important points while listening. And tell them to take notes like this:
Passbook: a book…
Underground;
Surface:
Live:
Step 2. Listening
Ss turn to page 69 and listen to the tape three times. Before they listen, ask them to read the questions first.
Step 3. Listening task
1. First listening: Ss turn to page 72 and try to answer the four questions of part 1.
2. Ss listen again and complete the tables of part 2.
3. After listening: if time permits, ask two Ss to answer the question:
Who do you think caused the accident
Period 6. Writing
Step 1. Pre-writing
1. Ask the Ss to say something about Nelson Mandela.
2. Ss read more about his life.
Step 2. While-writing
1. Ss collect their ideas for the letter. Write them down in order.
2. Ss begin the letter with their address and the date. They may begin like this:
Dear president,
I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free….
3. Finish the letter like this:
Yours sincerely,
(Your name)
4. Choose some Ss to read their letters.
Suggested answers
Jinan No.1 Middle School
Shandong, China
October 27, 2004
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. I n1994, 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 five years hard labor. One year later, as one of the leaders of the 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 wishes!
Yours truly,
Li Hua
Step 3. Writing task
Ask the Ss write a great person in their eyes.
Give the Ss a possible version after they finish it.
Mother Teresa
Personal information Was born in Yugoslavia, on August 27, 1910, a nurse, got the Noble Peace Prize
Hard work Achievement Help the poor and comforting the dying in the street of the city; her work spread to others parts of India
Good qualities Hard-working, kind-hearted, persistent
Your opinion A well-known person, worth the prize
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.Unit 5 Nelson Mandela——a modern hero
教材分析
I．教学内容分析
本单元的中心话题是当代英雄纳尔逊·曼德拉。有别于一般故事的直叙手法，本单元采用穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉的手法，从不同的侧面反映故事的主题内容。第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC)掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这样的写法尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。
Warming up部分通过学生的讨论，了解彼此及对伟人的品质看法。这部分的词汇都与学生的日常生活和学习有关，所以能调动学生讨论的积极性，同时了解学生的特点，达到热身的效果。
Pre-reading部分提供了六个重要的历史人物，这可以作为对学生知识面开阔与否的考察；同时借助有效的文字信息，要求学生读懂每个人的基本情况。通过讨论区分伟人和重要人物，理解伟人、重要人物之间的区别和联系，判断他们中谁能称得上是伟大的人。
Reading部分是伊莱亚斯介绍的1952-1963年期间的曼德拉：开设黑人律师事务所，为遇到麻烦的穷苦黑人提供咨询服务；以和平的方式来获取黑人应有的权利。
Comprehending 部分分别从不同层面引导学生进行阅读。通过判断正误，检测学生对阅读篇章的表层来理解程度；通过小组讨论，回答问题；根据不同的时间，分别列出曼德拉和伊莱亚斯的经历，要求学生充分的把握文章的结构。
Learning about Language部分主要着重于词汇和语法的学习与训练。词汇学习部分主要通过词语释义、缺词填空等形式的练习，帮助学生熟悉重点词汇和短语。语法部分紧扣
“when, where, why，介词＋which，介词＋whom引导的定语从句”这一语法项目，重点学习如何选择合适的引导词，通过填空以及举例的形式进行综合操练。
Using Language部分综合训练听、说、读、写的能力。阅读部分是本单元主要阅读篇章故事的延续。伊莱亚斯继续叙述他眼中的曼德拉，伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC)掌权后，伊莱亚斯又回到罗本岛监狱担任导游。伊莱亚斯的描述，可以使学生从中了解南非黑人当时的生活状况以及他们不平等的社会地位，从而进一步了解曼德拉。“写作”(Writing）部分重点指导学生如何选取和组织材料，来描述伟人。
Summing Up 部分引导学生从内容、词汇和语法三个方面进行总结。对于如何制作学习计划，对于提高学习策略水平有很大的帮助。
Learning Tip 部分指导学生收集尽可能多的有关名人的材料；通过阅读获取基本的信息，并以此为依据分析这些人，从而得出正确的有关名人的评论。
II．教学重点和难点
1．教学重点
1）本单元的生词和短语。
2）掌握运用由when, where, why,介词＋which, 介词＋whom的定语从句。
3) 了解纳尔逊·曼德拉的生平事迹。
2．教学难点
1）认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。
2）学会发表评论和表达自己的看法。
3）学写有关伟人或名人的生平
III．教学计划
本单元分五课时：
第一课时：Warming up, Listening & Talking
第二、三课时：Pre-reading, Reading& comprehending
第四、五课时：Learning about Language & Using Words and Expressions
第六课时：Using language
第七课时：Listening
第八课时：Speaking & Writing
IV．教学步骤：
Period 1 Warming up, Listening & Talking
Teaching Goals:
1. To arouse Ss’ interest in learning about heroes in history
2. To develop Ss’ speaking ability.
Teaching Procedures:
Step 1 Lead-in
Purpose: To activate Ss’ and arouse them to express their opinions about a person.
Show the pictures about the historical persons like Churchill and Zhude. Ask the students what they did and what do they think of them. And see if they know some information about them and how to express their opinions about a person.
Step 2: Warming up
Purpose: To lead Ss to the topic of this unit through the questions in the form.
1. Pair work: Get the Ss to ask the questions each other, and then ask them to present it before class.
a. What kind of person is your partner
b. What qualities does your partner have
c. Do you think he or she will become a great person in the future
2. Group work: Get the Ss to divide into four groups and talk about the qualities they have.
Ask students to have a discussion of the adjectives in groups, helping the students become more self-aware. Collect some qualities that students think they have.
3. Discussion
Question 1: Who do you think are the greatest men in your mind Can you name some
Question 2: In what way do you consider a man is a great What is your standard
Encourage students to give five or six qualities that they think great persons have, and give their reasons.
The teacher invites students to draw the outline of qualities that make a great person.
Conclusion:
A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman.
Step 3. Pre-listening
Purpose: To help Ss learn about the context of the listening part
Group work: Ask Ss to discuss with their partners in groups of four according to the pictures:
.
1) Who was the person in these pictures
2) What do you know about him
3) What were his achievements
Discussion: To get the Ss to talk about William Tyndale, try to get as much information as possible and think what kind of person he was.
After talking, ask students to present their opinions to the all the classmates.
Step 4. Listening (Workbook)
Purposes:
To get the main information in the listening part.
To develop Ss’ listening ability
To learn some information about William Tyndale.
1) Listen to the dialogue, focusing on the subjects mentioned in the passage, then answer the question:
What’s the relationship between William Tyndale and the Bible
Suggested answer: He wrote the Bible in English
2) Listen to the tape and finish off the exercise in the workbook.
3) Listen to the tape again and check the answers by yourselves, then check the answers together.
Step 5. Talking
Purpose: To get the Ss to talk about their hero/heroine.
1) Pre-speaking:
Individual work
Ask the Ss to think about these questions and then present their views to all the classmates
1. Who is you hero/heroine
2. Why do you like him/ her so much
3. Did he/she do anything for others
Pair work
Discuss the question below with your desk mate and classmates.
What kind of qualities should a great person have If they want to succeed in their career, what difficulties should they overcome
2. While-speaking
Purpose: To get the Ss to talk about their hero/heroine.
Show some pictures for students as examples.
Pair work:
Ask them to discuss them, using the following words and phrases in the discussion.
Good idea! I think/ don’t think ……
That’s an excellent idea! I’m afraid……
I agree/don’t agree. Why do you think so
I prefer…… What do you think of……？
In my opinion…… What’s your opinion
After the discussion, ask some pairs to present their dialogue.
Sample dialogue:
S1: My hero is Martin Luther King, Jr. He was so brave and did not seem to worry about his personal safety.
S2: What did he do
SI: He led the movement for civil rights in America.
S2: I suppose he encouraged fighting white people!
S1: No. He always argued for non-violent action. He led marches and showed the white people of the southern states that black people wanted the same rights.
S2: But black people have the vote in America, don't they
St: But the law said black people must eat and go to school in different places from white people. King stopped that.
S2: Where did this happen
SI: The first place he stopped it was Montgomery, a town in Alabama State in 1955一1956. He did it peacefully but he made a lot of white people upset.
S2: What happened
S1: The first place he stopped it was Montgomery, a town in Alabama State in 1955一1956. He did it peacefully but he made a lot of white people upset.
S2: What happened
S1: When he went to Birmingham Alabama to do the same thing a few years later, he was put in prison.
S2: Was that the end
S1: No. He wrote a letter from prison telling people that they must break the law peacefully if the law is wrong.
S2: Is that he is most famous for
S1: No. His most famous speech is “I have a dream” which he gave in Washington in 1963. It talks of a future when black and white people can live together peacefully and happily.
S2: In that case I will make him my hero too. I really like people who fight for what they believe in but in a way that is peaceful and non-violent.
Step 7. Homework
1. Continue to discuss your hero/heroine with your partner.
2. Ask the Ss to get on the line and prepare something for Nelson Mandela
Periods 2 & 3 Pre-reading, Reading & Comprehending
Teaching Goals:
1. To learn about Nelson Mandela
2. To develop some basic reading skills.
3. To arouse Ss’ interest in learning about the great person, the story and the quality.
Teaching procedures:
Step 1. Pre-reading
Purpose: To arouse Ss’ interest in learning about Nelson Mandela.
Group work:
Show some parsons’ pictures, and encourage students to give as much information as possible
William Tyndale (1494--1536) Norman Bethune(1890--1939)
Britain Canada
Sun Yat-sen(1866--1925) Gandhi(1869--1948)
China India
Nelson Mandela (1918- ) Neil Armstrong (1930- )
South Africa USA
Individual work:
Then show the names and the information about six men, and ask students to match them each other, and present it.
William Tyndale:
He wrote the Bible in English so all could read it. He died for his ideas but his work is still used in the official Bible today.
Norman Bethune:
He fought against the German Nazis and Japanese invaders during World War II. He worked selflessly in China as a doctor and saved many Chinese soldiers.
Sun Yat-sen:
He founded the first Republic in China in 1911 after many years’ fighting. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.
Mohandas Gandhi:
He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.
Nelson Mandela:
He fought for the black people and was in prison for almost thirty years. He helped black people get the same rights as white people.
Neil Armstrong:
He was the first man to land on the moon in July 1969. He said, “That’s one small step for (a) man, one giant leap for mankind.”
Discussion:
Let students work in pairs and decided which of them are great men and which are just important men. Give your reasons for you decision.
Step 2. Reading
Purpose: 1) To have Ss learn about some information about Nelson Mandela and the situation where the black was badly or unfairly treated.
2) To get Ss to learn about reason why Nelson Mandela helped the black people to get the same right as white people.
1. Leading in
Purpose: Arose students’ interest of the text and encourage students to imagine the contents of the text
Team work:
Answer the question below: What’s the connection between them
Step 3. Reading
1. Fast reading
Purpose: To get a brief understanding of the text.
Team work:
1) Ask the students if they are curious about the relationship between Nelson Mandela and the black people, esp. Elias, then ask the students to read the text. While reading through the text, preferably the first and last sentences of each paragraph and then get a general idea of the passage according to the following form.
Paragraphs Hints Details
1 Self-introduction
2 Elias’s trouble-schooling and job
3 Impression of Mandela and his influence
4 Realization of the situation with the help of Mandela
5 True feeling and actions
2) Try to analyze the structure of the passage.
Part Paragraph Main idea
1 Paragraph 1-2 The life of Elias’ life before he met Nelson Mandela.
2 Paragraph 3-5 The change of Elias’ life after he met Nelson Mandela and what Mandela did.
2. Skimming
Purpose: To get Ss to have some details in the text.
Individual work:
1) Read the text quickly and try to get some details from the text. Work in pairs and try to tell which of the following statements are true and which are false and why.
1. Elias went to see Nelson Mandela when he was in trouble.
2. Elias left school because the school was too far from his home.
3. Nelson Mandela helped him keep his job.
4. Elias trusted Nelson Mandela and he joined the ANC Youth League.
5. Elias was willing to blow up government buildings.
6. Nelson Mandela thought violence was a good way to help black people.
Ask individual students to give their answers, and their reasons.
Suggested answers:
1. T 2. F 3. T 4. T 5. F 6. F
3) Competition
Take a quiz below and according to the questions; see whether they can grasp the details of the text.
1. Why did Elias have to leave school
A. Because he didn't have a passbook.
B. Because his home was far from the school.
C. Because his family couldn't afford the school fees.
D. Because he couldn't read or write.
2. Nelson Mandela opened a black law firm in order to .
A. make money
B. help the poor black people with their problems
C. make himself famous
D. study law
3. How did Nelson Mandela help Elias keep his job
A. He talked with Elias' boss.
B. He helped him get the correct papers.
C. He lent him some money.
D. He asked him to go to court.
4. Why did Elias help Nelson Mandela blow up some government buildings
A. Because he liked violence.
B. Because it was not dangerous.
C. Because he thought it was a way to make black and white people equal.
D. Because he wanted to be famous.
5. What dream did Nelson Mandela have
A. To become the president of South Africa.
B. To win the Nobel Peace Prize.
C. To make black and white people equal.
D. To blow up some government buildings.
6. What does the word “leave” in the 3rd line of Para 2
A. go away from a place B. give up; stop
C. forget to take D. cause sb. to be in a certain condition
7. What can we infer from this part
A. Elias was a black worker in Johannesburg.
B. Elias received little education when he was young.
C. Mandela opened a law firm to help black to share their problems.
D. Black people in Johannesburg are not treated equally.
Suggested answers:
1. C 2. B 3. B 4. C 5. C 6. B 7. D
3. Scanning
Team work:
Read the text carefully and try to find more details from the text then make a timeline of Elias’s life, according to the time below.
1940 1942 1944 1946
1948 1950 1952 1954
Suggested answers:
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.
4. Retelling
According to the timeline of Elias’s life, use some important words and phrases to retell the text.
Retell the passage in third person with the help of the following hints:
Elias black worker South Africa little education difficulties
at the age of 12 Mandela with sb’s help moved kindness Elias’ time life for the blacks hard rights choose unequally
ANC Youth League equal rights join peaceful way law not allow violence with violence dream
Suggested answers:
Elias was a black worker in South Africa. He just received little education when he was young. So he had some difficulties in his work. When he was at the age of 12, he met Mandela and solved his problems with his help. He was greatly moved by his kindness.
During Elias’ time, life for the blacks was hard. They had no rights to choose and were treated unequally. So when Mandela organized the ANC Youth League to fight for the equal rights of the blacks, Elias joined it as soon as he could. At first they tried some peaceful way to break the law but it was not allowed. As a result, they had to answer violence with violence to realize their dream of making black and white people equal.
3. Listen to the tape and deal with the language points in groups.
Purpose: To train Ss’ listening ability and Ss language capacity. Listen to the tape and follow it in a low voice.
Group work: The students are divided into three groups. Each group is supposed to read through each part, and then find the following phrases.
a very difficult period of my life, be worried about, out of work, reach a stage，in fact，be put in a position, either…or, answer violence with violence, as a matter of fact, blow up, be put in prison, achieve one’s dream of doing sth.
4. Language study
Explain some important sentences:
The time when I first met Nelson Mandela was a very difficult period of my life.
It was in 1952 and Mandela was the black lawyer to whom I went for advice.
After trying hard, I got a job in a gold mine.
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.
We were put in a position in which we had either to accept we were less important, or fight the Government.
Only then did we decide to answer violence with violence.
6. Discussion
Group work:
Ask students discuss the following questions with their partners and give their own opinion.
1. What problems did the black people like Elias have
2. What do we call it when some people are badly treated because of their race and others
3. Is it fair to treat others badly for things they cannot change, like the color of skin or eyes or the race one belongs to Give a reason.
Possible answers:
1. Black people had no vote and could not choose who ruled them. The parts of town where they lived were places decided by white people. They could not get jobs they wanted. The places they were the poorest areas in South Africa. No one could grow food there.
2. Racialism
3. No. Encourage students to give their opinions.
Step6. Homework
1. Use the new words and expressions to make some sentences.
2. Try to write a short composition about the story of Nelson Mandela.
Period 4 &5 Language study and Using Words and Expressions
Goals: 1. To enable the Ss to master some new words and expressions
2. To get the Ss to have knowledge of this grammar point:
Attributive Clause(由where, when, why, 介词+which, 介词+whom引导的定语从句)
Teaching procedures:
Step 1. Word study
Purpose: To consolidate the words and phrases in the text.
Look at the reading passage again to find words that mean the same.
1 _________ group of people organized for a special purpose
2 _________ help and advice given to someone
3 ____________ not have a job
4 _________ showing great love for someone or something
5 __________ unkind; ungenerous
6 ________ a time or state that something reaches as it grows
7 ________ money paid for going to school
8 ________ basic general truth
9 ________ the human race
10 ________ period of being young
Suggested answers:
1 league,2 guidance,3 out of work,4. devoted,5. mean,6. stage,7. fee,8. principle,9. mankind,10. youth
二、
Adjective Noun
Kind kindness
calm calmness
selfish selfishness
ill illness
lonely loneliness
Noun Adjective Adverb
care careful carefully
hope hopeful hopefully
peace peaceful peacefully
beauty beautiful beautifully
success successful successfully
三. Complete the passage with some of the words above.
My name is Robert Sobukwe. Like Nelson Mandela I was a ______ who believed that all ________ is created ______. I hate _____ and tried to use ____ ways so that black people could ______ for their government. As I live in South Africa, the ______ of the South African ________ did not agree with me. They _______ me for encouraging the blacks to fight against the government and put me in prison. Nobody was allowed to talk to me for five long years and I lost the ability to talk. Before I went to prison, I had been ________ that things would change. After I was released I found the _______ of life for black people had got worse. I was _______________ my future., and soon I fell ill. Although I was not as successful as Nelson Mandela, many people remember me as one of the first _________ black fighters for human rights in South Africa.
Answer keys:
lawyer, mankind, equal, violence, legal, vote, officials, Republic, attacked, hopeful, quality, worried about, active
3. Using Words and Expressions (WB)
Purpose: 1) To enable the Ss to master some new words and expressions
2) To get some information about Charles Babbage
1) Group Work:
Show some pictures and ask students to talk about the person in the picture and his achievements.
2) Individual Work:
Choose the words or expressions from the brackets to complete the passage below, then read the story about Charles Babbage.
Charles Babbage was born in 1791 in Britain. He was in poor health in his ______ (young/youth) so he had to ______ (brought/be educated) at home. His mother (worried for/worried about) his health and she was＿＿＿＿(advised／begged) that he should not be (taught/ educating) too much. However, the boy showed an early interest in mathematics and worked hard at it. Later he was
(received／accepted) by Cambridge University.
Babbage began to work on a small difference engine（差分机）in 1819, which in a very short
（period/ while) of time could work out mathematical tables by itself. He ______ (released/completed) it in 1822. In 1827 he became a professor of mathematics and began his lifelong work on computing machines. He worked ______ (generously/selflessly). (At first \As a matter of fact), he often spent his own money on his invention. In 1834 he invented the Analytical Machine（分析机）which is the prototype（原型）of a computer. This was a great achievement. He _________ (devoted/gave in) a lot of his wealth and energy to his invention, but he never produced a real computer. Finally in 1871 he died＿＿＿＿(peaceful／peacefully). However his principles are still these on which computers are built. As a result, he is remembered as the “grandfather of computing”.
Suggested answers: youth; be educated; worried about; advised; taught; accepted; period; completed; selflessly; As a matter of fact; devoted; peacefully;
Step 3. Grammar
Purpose: To get the Ss to have knowledge of the grammar.
1) Individual wok:
Find out all the attributive clauses in Reading.
Line 1: The time when I first met Nelson Mandela was a very difficult period of my life.
Line 4: The school where I studied only two years was three kilometers away.
Line 6: This was a time when one could not read or write.
Line 9:The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.
Line 14: We have reached a stage where we have almost no rights at all.
倒数Line 10: The parts of town where they lived were places decided by white people.
倒数Line 8: The place where they were sent to live were the poorest areas in South Africa.
倒数Line 6: …we were put in a position in which we had either to accept we were less important.
倒数Line 5: We first broke the law in a way which was peaceful.
2) Grammar point
when, where, why引导定语从句
where 表示地点，只能跟在表地点或场合的名词后。
注意：where不在从句中做主语或宾语。
What is the name of the town where we stayed last night
Think of a place where we can go for dinner.
Please leave the book at the place where it was.
Please leave the book where it was
2. when表示时间，只能跟在表时间的名词后。
Tell me the time when the train leaves.
July, when (=in which) we can go home for a rest, is coming soon.
I will never forget the days that/which I spent with your family.
3. why表示原因，通常跟在reason后引导定语从句。
I don’t know the reason why he left here.
This is the reason why (= for which) he cried.
The teacher was surprised at the reason (that/which) he explained for being late.
Step 4. Activity
Purpose: To get the Ss to grasp grammar through exercise.
Individual Work:
Ex 2
Elias had some messages for his friends. Please help him complete sentences.
Suggested answers：
The mines where I worked were 9 km from my home.
The reason why I got a job was because of my hard work.
The time when I arrived was late at night.
The government building where we voted was very tall.
The date when I joined the ANC Youth League was the 5th of August.
2) Play the game
Divide the students into groups of four. The first person begins with a sentence and each person in the group adds extra and different information using the attributive clause.
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.
More versions
1) The factory is very large and modern.
The factory where my family work is very large and modern.
The factory where we visited is very large and modern.
The factory where you can see many tall buildings is very large and modern.
2) The day was a very exciting time.
The day when I met my old school friend in the street was a very exciting time.
The day when the China football team beat the Japanese football team was a very exciting time.
The day when I began school was a very exciting time.
Step 5. Practice
Purpose: To get the Ss to have knowledge of the grammar through exercise.
Group Work:
1. Complete these sentences using an attributive clause with when, where or why.
1) That was the reason and I could not go on my holiday to Britain.
2) Mary Brown moved to a place , so she could go swimming every day.
3) This was the time＿＿＿＿＿＿＿＿＿＿＿and everyone was cold and hungry.
4) It was the year＿＿＿＿＿＿＿＿and everybody had to cook their dinner by candlelight.
5) I went back to the town ，so I could see the house where I used to live.
6) He will never forget the park .
Suggested answers:
1 why I had to go to hospital for so long
2 where she was close to the sea
3 when the harvest failed three years in a row
4 when the electricity failed/ there was a power cut at Christmas
5 which I left when I was five years old
6 where he first met his wife
Individual Work:
2. Join two simple sentences to make a complex sentence with an attributive clause.
EXAMPLE: Wang An moved to the US from Shanghai in 1945. He was born in Shanghai．
Wang An moved from Shanghai, where he was born, to the US in 1945.
1. Harvard is a world-famous university. There Wang An got his Doctor's degree.
2. He arrived in America in 1945 as a young man. He had lost most of his family during the
Anti-Japanese War.
3. Wang An spent 3 years in Harvard University. There he studied applied physics（应用物理学）.
4. In 1951 Dr Wang founded his own company. Computers were made there.
5. He became a very successful entrepreneur（企业家）in the US in 1985. He made $3 billion.
6. Dr Wang died in the year 1990. At that time IT was developing rapidly all over the world.
7 This is Dr Wang. The computer company belonged to him.
Suggested answers:
1 Harvard is a world-famous university where／from which Wang An got his doctor's degree.
2 He arrived in America in 1945 as a young man who had lost most of his family during the Anti-Japanese War.
3 Wang An spent 3 years in Harvard University where／in which he studied applied physics.
4 In 1951 Dr Wang founded his own company where／in which computers were made.
5 He became a very successful entrepreneur in the US in 1985, when he made $3 billion.
6 Dr Wang died in 1990 when IT was developing rapidly all over the world.
7 This is Dr Wang to whom the computer company belonged.
3. Choose the best answers(高考连接)
He made another wonderful discovery, _______ of great importance to science.
A. which I think is B. which I think it is
C. which I think it D. I think which is
----How are you today
----Oh, I ____ as ill as I do now for a very long time.
A. didn’t feel B. wasn’t feeling
C. don’t feel D. haven’t felt
There was ______ time ______ I hated to go to school.
A. a; that B. a; when
C. the; that D. the; when
Someone is ringing the doorbell. Go and see _________ .
A. who is he B. who he is
C. who is it D. who it is
Suggested answers:
1. 答案A。解析：该题考查定语从句中加入插入语的用法，因插入语应位于引导词之后，所以D项不对，B、C两项无法构成正确结构。
2. 答案D。解析：由题意看出，此处表示持续到现在的一段时间的情况，需用现在完成时，句意为“我好长时间没感到想现在这样糟糕了”。
3. 答案B。解析：全句意为“曾经有一段时间我痛恨上学。”第一空不表示特指，第二空引起定语从句，且在句中作时间状语。
4. 答案D。解析：空格处应填入宾语从句，因从句不用疑问式，所以A、C可排除；当不知对方的身份或性别时，主语应用it。
Step 6.Homework.
1. Review the new words and phrases.
2. Summarize the rules of where/when/why attributive clauses.
3. Finish off exercise 2 on P71.
Period 6 Using Language
Goals: To get the Ss to learn more about the story of Elias
To get the Ss to know something about the qualities of Nelson Mandela
Teaching Procedures:
Step 1. Warming up
Purpose: To lead the Ss to the topic and arouse the Ss’ interest in reading.
Could you imagine the life of Mandela and Elias in prison Find some words to describe it.
Encourage students to give varieties of words.
Step 2. Reading.
Purpose: Read the text in the using language part and learn more about Nelson Mandela.
1. Scanning
Purpose: To get a brief understanding of the text.
Group Work: Scan the text in two minutes and ask the Ss to discuss the questions, then answer them in pairs.
(1)What did Elias do when he was in prison
(2) Finally, what did Elias take as his job Did he enjoy it
Suggested answers:
(1) He studied and was taught by Nelson Mandela when he was in prison.
(2) His job is taking the tourists round his old prison, at first he didn't enjoy his job but later he was proud to do this.
2. Detailed reading
Purpose: To get Ss to have some details in the text.
Individual Work:
Read the passage for a second time and 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 has 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
Suggested answers: 1. D 2.D 3.B 4.A
Step 3 Retelling
Retell the story of Mandela, according to the form
Step 4 Language study
Individual Work:
Ask students to go through the text, and find out the following sentences:
1. You cannot imagine how the name of Robben Island made us afraid.
2. He taught us during the lunch breaks and the evenings when we should have been asleep.
3. They were not cleverer than me, but they did pass their exams. So I knew I could get a degree too.
4. I did not work again for twenty years until Mr Mandela and the ANC came to power in 1994.
come to power = come into power 执政
in power 当权，执政
5. All the terror and fear of that time came back to me.
6. I remembered the beatings and the cruelty of the guards and my friends who had died. I felt I would not be able to do it.
7. They said that the job and the pay from the new South African government were my reward after working all my life for equal rights for the Blacks.
in reward 作为报酬
Step 5 Further Reading (Reading task WB)
1. Warming up
Group Work:
Now you are going to look at a famous man, Bill Gates. Do you know anything about him
Encourage students to give as much as possible.
2. Reading
Individual Work: Now read through the evidence and fill in the research note below. You must not add anything or leave anything out.
Information about Bill Gates
Job
Achievements
What did he give up for his beliefs
Generosity
Why does he have enemies
Why attacked by the government
Suggested answers:
Information about 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 cause for children’s education and the 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 competitor.
3. Discussion
Group Work: Divide the students into groups of the four to discuss the questions. Bill Gates is a successful and rich man but is he a great man Has he given up anything (not money) in his life to help other people and made things fairer in the world
Use the skills you have learned about expressing points of view and decide whether you think he is a great man. If you have an opinion about that already, please finish this sentence.
I think Bill Gates is / is not a great man because .
After the discussion, the representatives from each group present the discussion of their group.
A possible answer:
I don’t think Bill Gates is a great man because he has not suffered for his beliefs. He has always lived the life of a rich man.
Homework:
Go over these two passages.
Period 7 Listening
Purpose:
To get the main information in the listening part.
To develop Ss’ listening ability
To learn some information about William Tyndale and different point of view..
Part 1 Listening (Using language)
Step 1 Pre-listening
Group work: Ask Ss to discuss with their partners in groups of four according to the questions,
and try to predict the answers to the following questions
What is a passbook
Why is it important
What job did Elias want to do
Who worked underground
Who worked on the surface
Where did Elias live
Step2 Listening
Purpose: To help Ss learn about the context of the listening part
Listen to the tape and finish off the exercise in the text book.
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 black workers. D. Foreign workers.
5. Who worked on the surface
A. The black 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.
Listen to the tape again and check the answers by yourselves, then check the answers together.
Suggested answers:
1. B 2.C 3.D 4.C 5.C 6.C
Step 3 Discussion
1. Do you think Elias was right to join the ANC Youth League Give a reason.　
2. Imagine you are Elias, what would you do Give a reason.
Part 2 Listening Task
2.
1) What does a “point of view” mean
A point of view means one way of looking at things.
2 ) Why do the police not just ask one person who was there after an accident
Because one person may not have seen everything that happened.
3 ) Why do people tell different stories after an accident
Because they each may have a different idea of the accident. Because they were in different places when the accident happened, they saw things differently.
3. Table Filling
Group Work: Divide the students into 2 groups. One group is to fill in the table from the point of view of A. The other is from the point of view of B.
Information on a car accident by: A
Where did it happen
How many people in the accident
BEFORE THE ACCIDENT
Where was the boy
Where was the car
What happened
Who caused it
Information on a car accident by: B
Where did it happen
How many people in the accident
BEFORE THE ACCIDENT
Where was the boy
Where was the car
What happened
Who caused it
Suggested answers:
Information on a car accident by: A
Where did it happen On the road
How many people in the accident 2
BEFORE THE ACCIDENT
Where was the boy Walking along the road
Where was the car Coming up behind the boy
What happened The car was going too fast and did not look
Who caused it It hit the boy and hurt him. The car driver
Information on a car accident by: B
Where did it happen On the road
How many people in the accident 2
BEFORE THE ACCIDENT
Where was the boy Walking along the road
Where was the car Coming up behind the boy
What happened The boy moved farther into the road. The car tried to stop but it couldn’t and it hit the boy. The boy was hurt.
Who caused it The boy
3. Further Listening
Group Work: Divide the students into group of four and discuss the following questions.
Why did the two speakers have different ideas about the cause of the accident
Have you ever had the similar experience You friends and you have different points of views towards one thing
Step 3 Homework
Work in groups of four and make a dialogue. Suppose there is an accident, one is the police to take down the record. And the other are witnesses who have different points of view. You are expected to present your dialogue in the next class.
Period 8 Writing & Speaking
Part one Writing
Step 1 Prepare for information:
Purpose: Know more about the life of Nelson Mandela.
Individual Work: Skim the text and find out the answers to the following questions. See who can be the first to find out all the answers.
When did Nelson Mandela complete his law degree at the university
When was ANC Youth League formed
What did he set up in 1952
Why was it closed by government
Why was he sentenced to five year hard labor in 1962
What did the ANC do in 1963
Suggested answers:
In 1940
In 1944
Law office to help poor black people in Johannesburg.
Because he attacked anti-black laws.
For encouraging violence against anti-black laws.
The ANC began to blow up buildings.
Step 2 Speaking
Group Work: Divide the students into two groups to have a debate.
What do you think of Nelson Mandela
Part Two Speaking
Purpose: To reexamine what qualities they think makes a great person.
Step one: Warming up
Individual Work:
What qualities do you think are needed to make a great person Look at the list of qualities that are set out below. You are going to choose four that you consider are the most important for a great person.
intelligent determined generous kind
unselfish hard-working brave confident
Try to work out reasons so that your choice is not just your point of view.
Step two: Talking
While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it.
Remind the students to use the expressions set out in Talking.
Sample dialogue:
S1: Let's have a look at these qualities. I think a great person should certainly be determined and hard-working. We all know you get nowhere without hard work.
S2: Yes, I agree but what about being intelligent
S1: Maybe. I'm afraid that I don't agree. Kindness and generosity are far more attractive qualities.
S2: Yes, you are right, but you cannot be kind or generous until you are successful. You need intelligence to see what opportunities are available and work hard to use your knowledge to make a lot of money.
S1: What do you think of being brave and confident Surely you need those qualities before you are successful to make sure you can be successful
S2: Yes, and once you are successful you need other qualities to be great. That's why being unselfish, kind and generous is so important.
S1: Well, let us choose two qualities to make a successful person and two to make a great person. What about being intelligent, hard-working, generous and unselfish
S2: Yes, I agree. Now let's see what other groups think
Part 3. Assessment
Individual work for self-assessment
In this unit, you have learnt about Nelson Mandela. How comfortable do you feel doing each of the skills below
1= Not comfortable 2= Need more practice 3= Comfortable 4= Very comfortable
Comfortable Level
Talk about your hero/heroine. 1 2 3 4
Talk about the qualities of a great person. 1 2 3 4
Use the new words and new expressions 1 2 3 4
Tell the Attributive Clause 1 2 3 4
Write a composition about Nelson Mandela 1 2 3 4
Reflection
I learnt __________________________________________.
I would like to know about __________________________.
I’m still not sure about ______________________________.
Group work:
Group Assessment
姓 名
小组发言次数
全班发言次数
提出问题次数
解答问题次数
查找资料次数
与人合作次数
总 评 价
Homework
To my understanding, a great person is someone who Choose a great person you admire. Write a passage about him／her. If you want to write about a person who is not known by many people, it is your job to write to the newspaper and tell everyone about his／her good qualities and how he／she helped others.
Supplementary notes to Unit 5
He died for his ideas but his work is still used in the official Bible today.
他为了自己的思想而献身，但他的成果后来应用于《圣经》。
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）
2. He fought against the German Nazis and Japanese invaders during World War II. 二战时期他抵抗德国纳粹和日本侵略者。
fight (fought, fought)
fight for 为……而战
fight against 与……作斗争
We will have to fight against difficulties.
They told the workers to fight for their rights.
3. He founded the first Republic in China in 1911 after many years’ fighting. 经过多年斗争他于1911在中国创建了第一个共和国。
found (founded, founded) 建立，创建
find (found, found)
The hospital was founded in 1920.
Have you found your missing pen
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 sb. = believe what sb. says 相信某人的话
believe in sb. 信任某人
He believe what he said because I believe in him.
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. He fought for black people and was in prison for almost thirty years. 他为黑人而战且坐过三十年监狱。
be in prison 在狱中，被监禁
He has been in prison for five years.
put…in prison = send…to prison = throw …into prison 把……投入监狱
The car thieves have been put in prison.
He was sent to prison for ten years.
7. 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.
8. It was in 1952 and Mandela was the black lawyer to whom I went for advice.
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.
9. Sadly I did not have it because I was not born there, and I worried about whether I would become 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.
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。
Only by practicing a few hours every day will you be able to master English.
only 修饰主语时，句子不倒装。
Only he knew how to solve the problem.
12.As a matter of fact, I do not like violence…but in 1963 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.
13. But I was happy to help because I knew it would to help us achieve our dream of making black and white people equal.
be equal to 等于，相当于
I’m not equal to the position.
Women demand equal pay for equal work.
14. You cannot imagine how the name of Robben Island made us afraid.
imagine n./doing sth./sb.+doing/that…
eg: Can you imagine life without electricity
I didn’t imagine becoming a writer in my childhood.
I can’t imagine her marrying him.
Imagine that you are a bird.
15. He taught us during the lunch breaks and the evenings when we should have been asleep.
1) should do & should have done
should do 表示应该做，一般指现在或将来的动作，指过去的动作时应站在过去的角度。
should have done 表示本应该做而没有做的。站在现在的角度上评说过去的事情。
eg: He should have come earlier.
You should come earlier tomorrow.
You should have written to your mother.
My teacher said I should study harder.
I should have studied harder when I was young
2) asleep, sleep & sleepy
asleep 是表语形容词，意为“睡着的”。
sleep 是动词或名词，意为“睡觉”。
sleepy 是形容词，意为“打盹的”
--Is he still sleeping
--Yes, he is fast asleep.
I was too sleepy to hear the end of her talk.
I usually sleep seven hours a day.
16. They were not cleverer than me, but did pass their exams. So I knew I could get a degree too.
did pass 为强调结构，强调谓语动词时，在动词原行前加do, does, did.
eg: Do be careful!
I do hope you have a merry Christmas!
He does speak English well!
17. I did not work again for twenty years until Mr Mandela and the ANC came to power in 1993.
come to power = come into power 执政
in power 当权，执政
eg: Things have changed a lot since he came to power.
How long has he been in power
18. All the terror and fear of that time came back to me.
terror n. 恐怖，可怕的人或事
The murder was a terror to the people in the town.
fear n. 恐惧，可怕
vt. 恐惧，害怕 + n./to do /that…
eg: Do you fear death
She fears to speak in our presence.
I fear that we can’t protect ourselves.
for fear of …& for fear that… 担心
He left an hour earlier for fear of missing the train.
She worried for fear that the child would be hurt.
19. I remembered the beatings and the cruelty of the guards and my friends who had died. I felt I would not be able to do it.
beating n. 打、输
eg: They gave him a good beating.
They gave our team quite a beating.
beat n. 敲击，跳动
eg: We heard the beat of a drum.
Can you hear the beat of my heart
20. They said that the job and the pay from the new South African government were my reward after working all my life for equal rights for the Blacks.
reward n. 报酬，奖金
vt. 酬谢，给以报答
eg: He worked hard but without much reward.
He rewarded me with a prize.
in reward 作为报酬
She got nothing in reward for her kindness.
Supplementary materials:
Winston Churchill 温斯顿·丘吉尔 (1874-1965), a British leader，he took a leading part in laying the foundations of the welfare state in Britain, in preparing the Royal Navy for World War I, and in settling the political boundaries in the Middle East after the war. His famous speech is“ Iron Curtain Speech”.
Albert Einstein阿尔伯特·爱因斯坦 (1879-1955), a German scientist, he discovered, just by thinking about it, the essential structure of the cosmos. From 1919, Einstein was — and remains today— the world's most famous scientist. His important works include Special Theory of Relativity (1905), Relativity (English translations, 1920 and 1950), General Theory of Relativity (1916), Investigations on Theory of Brownian Movement (1926), and The Evolution of Physics (1938). Among his non-scientific works, About Zionism (1930), Why War (1933), My Philosophy (1934), and Out of My Later Years (1950).
Abraham Lincoln 亚伯拉罕 林肯 (1809-1865)，the sixteenth President of the United States. As President, he built the Republican Party into a strong national organization. Further, he rallied most of the northern Democrats to the Union cause. On January 1, 1863, he issued the Emancipation Proclamation that declared forever free those slaves within the Confederacy. His famous speech is Gettysburg Speech. On Good Friday, April 14, 1865, Lincoln was assassinated at Ford's Theatre in Washington by John Wilkes Booth.
Robben Island 罗宾岛, For nearly 400 years, Robben Island, 12 kilometers from Cape Town, was a place of banishment, exile, isolation and imprisonment. It was here that rulers sent those they regarded as political troublemakers, social outcasts and the unwanted of society.
ANC (African National Congress),非洲人民大会党，the majority party in the South African Government which was founded in 1912, is a dynamic, independent business services group, principally engaged in reliable, good value parcel delivery services throughout the United Kingdom and the rest of the world.Unit 5 Nelson Mandela——a modern hero
教材分析
I．教学内容分析
本单元的中心话题是当代英雄纳尔逊·曼德拉。有别于一般故事的直叙手法，本单元采用穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉的手法，从不同的侧面反映故事的主题内容。第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC)掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这样的写法尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。
Warming up部分通过学生的讨论，了解彼此及对伟人的品质看法。这部分的词汇都与学生的日常生活和学习有关，所以能调动学生讨论的积极性，同时了解学生的特点，达到热身的效果。
Pre-reading部分提供了六个重要的历史人物，这可以作为对学生知识面开阔与否的考察；同时借助有效的文字信息，要求学生读懂每个人的基本情况。通过讨论区分伟人和重要人物，理解伟人、重要人物之间的区别和联系，判断他们中谁能称得上是伟大的人。
Reading部分是伊莱亚斯介绍的1952-1963年期间的曼德拉：开设黑人律师事务所，为遇到麻烦的穷苦黑人提供咨询服务；以和平的方式来获取黑人应有的权利。
Comprehending 部分分别从不同层面引导学生进行阅读。通过判断正误，检测学生对阅读篇章的表层来理解程度；通过小组讨论，回答问题；根据不同的时间，分别列出曼德拉和伊莱亚斯的经历，要求学生充分的把握文章的结构。
Learning about Language部分主要着重于词汇和语法的学习与训练。词汇学习部分主要通过词语释义、缺词填空等形式的练习，帮助学生熟悉重点词汇和短语。语法部分紧扣
“when, where, why，介词＋which，介词＋whom引导的定语从句”这一语法项目，重点学习如何选择合适的引导词，通过填空以及举例的形式进行综合操练。
Using Language部分综合训练听、说、读、写的能力。阅读部分是本单元主要阅读篇章故事的延续。伊莱亚斯继续叙述他眼中的曼德拉，伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC)掌权后，伊莱亚斯又回到罗本岛监狱担任导游。伊莱亚斯的描述，可以使学生从中了解南非黑人当时的生活状况以及他们不平等的社会地位，从而进一步了解曼德拉。“写作”(Writing）部分重点指导学生如何选取和组织材料，来描述伟人。
Summing Up 部分引导学生从内容、词汇和语法三个方面进行总结。对于如何制作学习计划，对于提高学习策略水平有很大的帮助。
Learning Tip 部分指导学生收集尽可能多的有关名人的材料；通过阅读获取基本的信息，并以此为依据分析这些人，从而得出正确的有关名人的评论。
II．教学重点和难点
1．教学重点
1）本单元的生词和短语。
2）掌握运用由when, where, why,介词＋which, 介词＋whom的定语从句。
3) 了解纳尔逊·曼德拉的生平事迹。
2．教学难点
1）认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。
2）学会发表评论和表达自己的看法。
3）学写有关伟人或名人的生平
III．教学计划
本单元分五课时：
第一课时：Warming up, Listening & Talking
第二、三课时：Pre-reading, Reading& comprehending
第四、五课时：Learning about Language & Using Words and Expressions
第六课时：Using language
第七课时：Listening
第八课时：Speaking & Writing
IV．教学步骤：
Period 1 Warming up, Listening & Talking
Teaching Goals:
1. To arouse Ss’ interest in learning about heroes in history
2. To develop Ss’ speaking ability.
Teaching Procedures:
Step 1 Lead-in
Purpose: To activate Ss’ and arouse them to express their opinions about a person.
Show the pictures about the historical persons like Churchill and Zhude. Ask the students what they did and what do they think of them. And see if they know some information about them and how to express their opinions about a person.
Step 2: Warming up
Purpose: To lead Ss to the topic of this unit through the questions in the form.
1. Pair work: Get the Ss to ask the questions each other, and then ask them to present it before class.
a. What kind of person is your partner
b. What qualities does your partner have
c. Do you think he or she will become a great person in the future
2. Group work: Get the Ss to divide into four groups and talk about the qualities they have.
Ask students to have a discussion of the adjectives in groups, helping the students become more self-aware. Collect some qualities that students think they have.
3. Discussion
Question 1: Who do you think are the greatest men in your mind Can you name some
Question 2: In what way do you consider a man is a great What is your standard
Encourage students to give five or six qualities that they think great persons have, and give their reasons.
The teacher invites students to draw the outline of qualities that make a great person.
Conclusion:
A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman.
Step 3. Pre-listening
Purpose: To help Ss learn about the context of the listening part
Group work: Ask Ss to discuss with their partners in groups of four according to the pictures:
.
1) Who was the person in these pictures
2) What do you know about him
3) What were his achievements
Discussion: To get the Ss to talk about William Tyndale, try to get as much information as possible and think what kind of person he was.
After talking, ask students to present their opinions to the all the classmates.
Step 4. Listening (Workbook)
Purposes:
To get the main information in the listening part.
To develop Ss’ listening ability
To learn some information about William Tyndale.
1) Listen to the dialogue, focusing on the subjects mentioned in the passage, then answer the question:
What’s the relationship between William Tyndale and the Bible
Suggested answer: He wrote the Bible in English
2) Listen to the tape and finish off the exercise in the workbook.
3) Listen to the tape again and check the answers by yourselves, then check the answers together.
Step 5. Talking
Purpose: To get the Ss to talk about their hero/heroine.
1) Pre-speaking:
Individual work
Ask the Ss to think about these questions and then present their views to all the classmates
1. Who is you hero/heroine
2. Why do you like him/ her so much
3. Did he/she do anything for others
Pair work
Discuss the question below with your desk mate and classmates.
What kind of qualities should a great person have If they want to succeed in their career, what difficulties should they overcome
2. While-speaking
Purpose: To get the Ss to talk about their hero/heroine.
Show some pictures for students as examples.
Pair work:
Ask them to discuss them, using the following words and phrases in the discussion.
Good idea! I think/ don’t think ……
That’s an excellent idea! I’m afraid……
I agree/don’t agree. Why do you think so
I prefer…… What do you think of……？
In my opinion…… What’s your opinion
After the discussion, ask some pairs to present their dialogue.
Sample dialogue:
S1: My hero is Martin Luther King, Jr. He was so brave and did not seem to worry about his personal safety.
S2: What did he do
SI: He led the movement for civil rights in America.
S2: I suppose he encouraged fighting white people!
S1: No. He always argued for non-violent action. He led marches and showed the white people of the southern states that black people wanted the same rights.
S2: But black people have the vote in America, don't they
St: But the law said black people must eat and go to school in different places from white people. King stopped that.
S2: Where did this happen
SI: The first place he stopped it was Montgomery, a town in Alabama State in 1955一1956. He did it peacefully but he made a lot of white people upset.
S2: What happened
S1: The first place he stopped it was Montgomery, a town in Alabama State in 1955一1956. He did it peacefully but he made a lot of white people upset.
S2: What happened
S1: When he went to Birmingham Alabama to do the same thing a few years later, he was put in prison.
S2: Was that the end
S1: No. He wrote a letter from prison telling people that they must break the law peacefully if the law is wrong.
S2: Is that he is most famous for
S1: No. His most famous speech is “I have a dream” which he gave in Washington in 1963. It talks of a future when black and white people can live together peacefully and happily.
S2: In that case I will make him my hero too. I really like people who fight for what they believe in but in a way that is peaceful and non-violent.
Step 7. Homework
1. Continue to discuss your hero/heroine with your partner.
2. Ask the Ss to get on the line and prepare something for Nelson Mandela
Periods 2 & 3 Pre-reading, Reading & Comprehending
Teaching Goals:
1. To learn about Nelson Mandela
2. To develop some basic reading skills.
3. To arouse Ss’ interest in learning about the great person, the story and the quality.
Teaching procedures:
Step 1. Pre-reading
Purpose: To arouse Ss’ interest in learning about Nelson Mandela.
Group work:
Show some parsons’ pictures, and encourage students to give as much information as possible
William Tyndale (1494--1536) Norman Bethune(1890--1939)
Britain Canada
Sun Yat-sen(1866--1925) Gandhi(1869--1948)
China India
Nelson Mandela (1918- ) Neil Armstrong (1930- )
South Africa USA
Individual work:
Then show the names and the information about six men, and ask students to match them each other, and present it.
William Tyndale:
He wrote the Bible in English so all could read it. He died for his ideas but his work is still used in the official Bible today.
Norman Bethune:
He fought against the German Nazis and Japanese invaders during World War II. He worked selflessly in China as a doctor and saved many Chinese soldiers.
Sun Yat-sen:
He founded the first Republic in China in 1911 after many years’ fighting. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.
Mohandas Gandhi:
He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.
Nelson Mandela:
He fought for the black people and was in prison for almost thirty years. He helped black people get the same rights as white people.
Neil Armstrong:
He was the first man to land on the moon in July 1969. He said, “That’s one small step for (a) man, one giant leap for mankind.”
Discussion:
Let students work in pairs and decided which of them are great men and which are just important men. Give your reasons for you decision.
Step 2. Reading
Purpose: 1) To have Ss learn about some information about Nelson Mandela and the situation where the black was badly or unfairly treated.
2) To get Ss to learn about reason why Nelson Mandela helped the black people to get the same right as white people.
1. Leading in
Purpose: Arose students’ interest of the text and encourage students to imagine the contents of the text
Team work:
Answer the question below: What’s the connection between them
Step 3. Reading
1. Fast reading
Purpose: To get a brief understanding of the text.
Team work:
1) Ask the students if they are curious about the relationship between Nelson Mandela and the black people, esp. Elias, then ask the students to read the text. While reading through the text, preferably the first and last sentences of each paragraph and then get a general idea of the passage according to the following form.
Paragraphs Hints Details
1 Self-introduction
2 Elias’s trouble-schooling and job
3 Impression of Mandela and his influence
4 Realization of the situation with the help of Mandela
5 True feeling and actions
2) Try to analyze the structure of the passage.
Part Paragraph Main idea
1 Paragraph 1-2 The life of Elias’ life before he met Nelson Mandela.
2 Paragraph 3-5 The change of Elias’ life after he met Nelson Mandela and what Mandela did.
2. Skimming
Purpose: To get Ss to have some details in the text.
Individual work:
1) Read the text quickly and try to get some details from the text. Work in pairs and try to tell which of the following statements are true and which are false and why.
1. Elias went to see Nelson Mandela when he was in trouble.
2. Elias left school because the school was too far from his home.
3. Nelson Mandela helped him keep his job.
4. Elias trusted Nelson Mandela and he joined the ANC Youth League.
5. Elias was willing to blow up government buildings.
6. Nelson Mandela thought violence was a good way to help black people.
Ask individual students to give their answers, and their reasons.
Suggested answers:
1. T 2. F 3. T 4. T 5. F 6. F
3) Competition
Take a quiz below and according to the questions; see whether they can grasp the details of the text.
1. Why did Elias have to leave school
A. Because he didn't have a passbook.
B. Because his home was far from the school.
C. Because his family couldn't afford the school fees.
D. Because he couldn't read or write.
2. Nelson Mandela opened a black law firm in order to .
A. make money
B. help the poor black people with their problems
C. make himself famous
D. study law
3. How did Nelson Mandela help Elias keep his job
A. He talked with Elias' boss.
B. He helped him get the correct papers.
C. He lent him some money.
D. He asked him to go to court.
4. Why did Elias help Nelson Mandela blow up some government buildings
A. Because he liked violence.
B. Because it was not dangerous.
C. Because he thought it was a way to make black and white people equal.
D. Because he wanted to be famous.
5. What dream did Nelson Mandela have
A. To become the president of South Africa.
B. To win the Nobel Peace Prize.
C. To make black and white people equal.
D. To blow up some government buildings.
6. What does the word “leave” in the 3rd line of Para 2
A. go away from a place B. give up; stop
C. forget to take D. cause sb. to be in a certain condition
7. What can we infer from this part
A. Elias was a black worker in Johannesburg.
B. Elias received little education when he was young.
C. Mandela opened a law firm to help black to share their problems.
D. Black people in Johannesburg are not treated equally.
Suggested answers:
1. C 2. B 3. B 4. C 5. C 6. B 7. D
3. Scanning
Team work:
Read the text carefully and try to find more details from the text then make a timeline of Elias’s life, according to the time below.
1940 1942 1944 1946
1948 1950 1952 1954
Suggested answers:
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.
4. Retelling
According to the timeline of Elias’s life, use some important words and phrases to retell the text.
Retell the passage in third person with the help of the following hints:
Elias black worker South Africa little education difficulties
at the age of 12 Mandela with sb’s help moved kindness Elias’ time life for the blacks hard rights choose unequally
ANC Youth League equal rights join peaceful way law not allow violence with violence dream
Suggested answers:
Elias was a black worker in South Africa. He just received little education when he was young. So he had some difficulties in his work. When he was at the age of 12, he met Mandela and solved his problems with his help. He was greatly moved by his kindness.
During Elias’ time, life for the blacks was hard. They had no rights to choose and were treated unequally. So when Mandela organized the ANC Youth League to fight for the equal rights of the blacks, Elias joined it as soon as he could. At first they tried some peaceful way to break the law but it was not allowed. As a result, they had to answer violence with violence to realize their dream of making black and white people equal.
3. Listen to the tape and deal with the language points in groups.
Purpose: To train Ss’ listening ability and Ss language capacity. Listen to the tape and follow it in a low voice.
Group work: The students are divided into three groups. Each group is supposed to read through each part, and then find the following phrases.
a very difficult period of my life, be worried about, out of work, reach a stage，in fact，be put in a position, either…or, answer violence with violence, as a matter of fact, blow up, be put in prison, achieve one’s dream of doing sth.
4. Language study
Explain some important sentences:
The time when I first met Nelson Mandela was a very difficult period of my life.
It was in 1952 and Mandela was the black lawyer to whom I went for advice.
After trying hard, I got a job in a gold mine.
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.
We were put in a position in which we had either to accept we were less important, or fight the Government.
Only then did we decide to answer violence with violence.
6. Discussion
Group work:
Ask students discuss the following questions with their partners and give their own opinion.
1. What problems did the black people like Elias have
2. What do we call it when some people are badly treated because of their race and others
3. Is it fair to treat others badly for things they cannot change, like the color of skin or eyes or the race one belongs to Give a reason.
Possible answers:
1. Black people had no vote and could not choose who ruled them. The parts of town where they lived were places decided by white people. They could not get jobs they wanted. The places they were the poorest areas in South Africa. No one could grow food there.
2. Racialism
3. No. Encourage students to give their opinions.
Step6. Homework
1. Use the new words and expressions to make some sentences.
2. Try to write a short composition about the story of Nelson Mandela.
Period 4 &5 Language study and Using Words and Expressions
Goals: 1. To enable the Ss to master some new words and expressions
2. To get the Ss to have knowledge of this grammar point:
Attributive Clause(由where, when, why, 介词+which, 介词+whom引导的定语从句)
Teaching procedures:
Step 1. Word study
Purpose: To consolidate the words and phrases in the text.
Look at the reading passage again to find words that mean the same.
1 _________ group of people organized for a special purpose
2 _________ help and advice given to someone
3 ____________ not have a job
4 _________ showing great love for someone or something
5 __________ unkind; ungenerous
6 ________ a time or state that something reaches as it grows
7 ________ money paid for going to school
8 ________ basic general truth
9 ________ the human race
10 ________ period of being young
Suggested answers:
1 league,2 guidance,3 out of work,4. devoted,5. mean,6. stage,7. fee,8. principle,9. mankind,10. youth
二、
Adjective Noun
Kind kindness
calm calmness
selfish selfishness
ill illness
lonely loneliness
Noun Adjective Adverb
care careful carefully
hope hopeful hopefully
peace peaceful peacefully
beauty beautiful beautifully
success successful successfully
三. Complete the passage with some of the words above.
My name is Robert Sobukwe. Like Nelson Mandela I was a ______ who believed that all ________ is created ______. I hate _____ and tried to use ____ ways so that black people could ______ for their government. As I live in South Africa, the ______ of the South African ________ did not agree with me. They _______ me for encouraging the blacks to fight against the government and put me in prison. Nobody was allowed to talk to me for five long years and I lost the ability to talk. Before I went to prison, I had been ________ that things would change. After I was released I found the _______ of life for black people had got worse. I was _______________ my future., and soon I fell ill. Although I was not as successful as Nelson Mandela, many people remember me as one of the first _________ black fighters for human rights in South Africa.
Answer keys:
lawyer, mankind, equal, violence, legal, vote, officials, Republic, attacked, hopeful, quality, worried about, active
3. Using Words and Expressions (WB)
Purpose: 1) To enable the Ss to master some new words and expressions
2) To get some information about Charles Babbage
1) Group Work:
Show some pictures and ask students to talk about the person in the picture and his achievements.
2) Individual Work:
Choose the words or expressions from the brackets to complete the passage below, then read the story about Charles Babbage.
Charles Babbage was born in 1791 in Britain. He was in poor health in his ______ (young/youth) so he had to ______ (brought/be educated) at home. His mother (worried for/worried about) his health and she was＿＿＿＿(advised／begged) that he should not be (taught/ educating) too much. However, the boy showed an early interest in mathematics and worked hard at it. Later he was
(received／accepted) by Cambridge University.
Babbage began to work on a small difference engine（差分机）in 1819, which in a very short
（period/ while) of time could work out mathematical tables by itself. He ______ (released/completed) it in 1822. In 1827 he became a professor of mathematics and began his lifelong work on computing machines. He worked ______ (generously/selflessly). (At first \As a matter of fact), he often spent his own money on his invention. In 1834 he invented the Analytical Machine（分析机）which is the prototype（原型）of a computer. This was a great achievement. He _________ (devoted/gave in) a lot of his wealth and energy to his invention, but he never produced a real computer. Finally in 1871 he died＿＿＿＿(peaceful／peacefully). However his principles are still these on which computers are built. As a result, he is remembered as the “grandfather of computing”.
Suggested answers: youth; be educated; worried about; advised; taught; accepted; period; completed; selflessly; As a matter of fact; devoted; peacefully;
Step 3. Grammar
Purpose: To get the Ss to have knowledge of the grammar.
1) Individual wok:
Find out all the attributive clauses in Reading.
Line 1: The time when I first met Nelson Mandela was a very difficult period of my life.
Line 4: The school where I studied only two years was three kilometers away.
Line 6: This was a time when one could not read or write.
Line 9:The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.
Line 14: We have reached a stage where we have almost no rights at all.
倒数Line 10: The parts of town where they lived were places decided by white people.
倒数Line 8: The place where they were sent to live were the poorest areas in South Africa.
倒数Line 6: …we were put in a position in which we had either to accept we were less important.
倒数Line 5: We first broke the law in a way which was peaceful.
2) Grammar point
when, where, why引导定语从句
where 表示地点，只能跟在表地点或场合的名词后。
注意：where不在从句中做主语或宾语。
What is the name of the town where we stayed last night
Think of a place where we can go for dinner.
Please leave the book at the place where it was.
Please leave the book where it was
2. when表示时间，只能跟在表时间的名词后。
Tell me the time when the train leaves.
July, when (=in which) we can go home for a rest, is coming soon.
I will never forget the days that/which I spent with your family.
3. why表示原因，通常跟在reason后引导定语从句。
I don’t know the reason why he left here.
This is the reason why (= for which) he cried.
The teacher was surprised at the reason (that/which) he explained for being late.
Step 4. Activity
Purpose: To get the Ss to grasp grammar through exercise.
Individual Work:
Ex 2
Elias had some messages for his friends. Please help him complete sentences.
Suggested answers：
The mines where I worked were 9 km from my home.
The reason why I got a job was because of my hard work.
The time when I arrived was late at night.
The government building where we voted was very tall.
The date when I joined the ANC Youth League was the 5th of August.
2) Play the game
Divide the students into groups of four. The first person begins with a sentence and each person in the group adds extra and different information using the attributive clause.
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.
More versions
1) The factory is very large and modern.
The factory where my family work is very large and modern.
The factory where we visited is very large and modern.
The factory where you can see many tall buildings is very large and modern.
2) The day was a very exciting time.
The day when I met my old school friend in the street was a very exciting time.
The day when the China football team beat the Japanese football team was a very exciting time.
The day when I began school was a very exciting time.
Step 5. Practice
Purpose: To get the Ss to have knowledge of the grammar through exercise.
Group Work:
1. Complete these sentences using an attributive clause with when, where or why.
1) That was the reason and I could not go on my holiday to Britain.
2) Mary Brown moved to a place , so she could go swimming every day.
3) This was the time＿＿＿＿＿＿＿＿＿＿＿and everyone was cold and hungry.
4) It was the year＿＿＿＿＿＿＿＿and everybody had to cook their dinner by candlelight.
5) I went back to the town ，so I could see the house where I used to live.
6) He will never forget the park .
Suggested answers:
1 why I had to go to hospital for so long
2 where she was close to the sea
3 when the harvest failed three years in a row
4 when the electricity failed/ there was a power cut at Christmas
5 which I left when I was five years old
6 where he first met his wife
Individual Work:
2. Join two simple sentences to make a complex sentence with an attributive clause.
EXAMPLE: Wang An moved to the US from Shanghai in 1945. He was born in Shanghai．
Wang An moved from Shanghai, where he was born, to the US in 1945.
1. Harvard is a world-famous university. There Wang An got his Doctor's degree.
2. He arrived in America in 1945 as a young man. He had lost most of his family during the
Anti-Japanese War.
3. Wang An spent 3 years in Harvard University. There he studied applied physics（应用物理学）.
4. In 1951 Dr Wang founded his own company. Computers were made there.
5. He became a very successful entrepreneur（企业家）in the US in 1985. He made $3 billion.
6. Dr Wang died in the year 1990. At that time IT was developing rapidly all over the world.
7 This is Dr Wang. The computer company belonged to him.
Suggested answers:
1 Harvard is a world-famous university where／from which Wang An got his doctor's degree.
2 He arrived in America in 1945 as a young man who had lost most of his family during the Anti-Japanese War.
3 Wang An spent 3 years in Harvard University where／in which he studied applied physics.
4 In 1951 Dr Wang founded his own company where／in which computers were made.
5 He became a very successful entrepreneur in the US in 1985, when he made $3 billion.
6 Dr Wang died in 1990 when IT was developing rapidly all over the world.
7 This is Dr Wang to whom the computer company belonged.
3. Choose the best answers(高考连接)
He made another wonderful discovery, _______ of great importance to science.
A. which I think is B. which I think it is
C. which I think it D. I think which is
----How are you today
----Oh, I ____ as ill as I do now for a very long time.
A. didn’t feel B. wasn’t feeling
C. don’t feel D. haven’t felt
There was ______ time ______ I hated to go to school.
A. a; that B. a; when
C. the; that D. the; when
Someone is ringing the doorbell. Go and see _________ .
A. who is he B. who he is
C. who is it D. who it is
Suggested answers:
1. 答案A。解析：该题考查定语从句中加入插入语的用法，因插入语应位于引导词之后，所以D项不对，B、C两项无法构成正确结构。
2. 答案D。解析：由题意看出，此处表示持续到现在的一段时间的情况，需用现在完成时，句意为“我好长时间没感到想现在这样糟糕了”。
3. 答案B。解析：全句意为“曾经有一段时间我痛恨上学。”第一空不表示特指，第二空引起定语从句，且在句中作时间状语。
4. 答案D。解析：空格处应填入宾语从句，因从句不用疑问式，所以A、C可排除；当不知对方的身份或性别时，主语应用it。
Step 6.Homework.
1. Review the new words and phrases.
2. Summarize the rules of where/when/why attributive clauses.
3. Finish off exercise 2 on P71.
Period 6 Using Language
Goals: To get the Ss to learn more about the story of Elias
To get the Ss to know something about the qualities of Nelson Mandela
Teaching Procedures:
Step 1. Warming up
Purpose: To lead the Ss to the topic and arouse the Ss’ interest in reading.
Could you imagine the life of Mandela and Elias in prison Find some words to describe it.
Encourage students to give varieties of words.
Step 2. Reading.
Purpose: Read the text in the using language part and learn more about Nelson Mandela.
1. Scanning
Purpose: To get a brief understanding of the text.
Group Work: Scan the text in two minutes and ask the Ss to discuss the questions, then answer them in pairs.
(1)What did Elias do when he was in prison
(2) Finally, what did Elias take as his job Did he enjoy it
Suggested answers:
(1) He studied and was taught by Nelson Mandela when he was in prison.
(2) His job is taking the tourists round his old prison, at first he didn't enjoy his job but later he was proud to do this.
2. Detailed reading
Purpose: To get Ss to have some details in the text.
Individual Work:
Read the passage for a second time and 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 has 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
Suggested answers: 1. D 2.D 3.B 4.A
Step 3 Retelling
Retell the story of Mandela, according to the form
Step 4 Language study
Individual Work:
Ask students to go through the text, and find out the following sentences:
1. You cannot imagine how the name of Robben Island made us afraid.
2. He taught us during the lunch breaks and the evenings when we should have been asleep.
3. They were not cleverer than me, but they did pass their exams. So I knew I could get a degree too.
4. I did not work again for twenty years until Mr Mandela and the ANC came to power in 1994.
come to power = come into power 执政
in power 当权，执政
5. All the terror and fear of that time came back to me.
6. I remembered the beatings and the cruelty of the guards and my friends who had died. I felt I would not be able to do it.
7. They said that the job and the pay from the new South African government were my reward after working all my life for equal rights for the Blacks.
in reward 作为报酬
Step 5 Further Reading (Reading task WB)
1. Warming up
Group Work:
Now you are going to look at a famous man, Bill Gates. Do you know anything about him
Encourage students to give as much as possible.
2. Reading
Individual Work: Now read through the evidence and fill in the research note below. You must not add anything or leave anything out.
Information about Bill Gates
Job
Achievements
What did he give up for his beliefs
Generosity
Why does he have enemies
Why attacked by the government
Suggested answers:
Information about 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 cause for children’s education and the 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 competitor.
3. Discussion
Group Work: Divide the students into groups of the four to discuss the questions. Bill Gates is a successful and rich man but is he a great man Has he given up anything (not money) in his life to help other people and made things fairer in the world
Use the skills you have learned about expressing points of view and decide whether you think he is a great man. If you have an opinion about that already, please finish this sentence.
I think Bill Gates is / is not a great man because .
After the discussion, the representatives from each group present the discussion of their group.
A possible answer:
I don’t think Bill Gates is a great man because he has not suffered for his beliefs. He has always lived the life of a rich man.
Homework:
Go over these two passages.
Period 7 Listening
Purpose:
To get the main information in the listening part.
To develop Ss’ listening ability
To learn some information about William Tyndale and different point of view..
Part 1 Listening (Using language)
Step 1 Pre-listening
Group work: Ask Ss to discuss with their partners in groups of four according to the questions,
and try to predict the answers to the following questions
What is a passbook
Why is it important
What job did Elias want to do
Who worked underground
Who worked on the surface
Where did Elias live
Step2 Listening
Purpose: To help Ss learn about the context of the listening part
Listen to the tape and finish off the exercise in the text book.
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 black workers. D. Foreign workers.
5. Who worked on the surface
A. The black 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.
Listen to the tape again and check the answers by yourselves, then check the answers together.
Suggested answers:
1. B 2.C 3.D 4.C 5.C 6.C
Step 3 Discussion
1. Do you think Elias was right to join the ANC Youth League Give a reason.　
2. Imagine you are Elias, what would you do Give a reason.
Part 2 Listening Task
2.
1) What does a “point of view” mean
A point of view means one way of looking at things.
2 ) Why do the police not just ask one person who was there after an accident
Because one person may not have seen everything that happened.
3 ) Why do people tell different stories after an accident
Because they each may have a different idea of the accident. Because they were in different places when the accident happened, they saw things differently.
3. Table Filling
Group Work: Divide the students into 2 groups. One group is to fill in the table from the point of view of A. The other is from the point of view of B.
Information on a car accident by: A
Where did it happen
How many people in the accident
BEFORE THE ACCIDENT
Where was the boy
Where was the car
What happened
Who caused it
Information on a car accident by: B
Where did it happen
How many people in the accident
BEFORE THE ACCIDENT
Where was the boy
Where was the car
What happened
Who caused it
Suggested answers:
Information on a car accident by: A
Where did it happen On the road
How many people in the accident 2
BEFORE THE ACCIDENT
Where was the boy Walking along the road
Where was the car Coming up behind the boy
What happened The car was going too fast and did not look
Who caused it It hit the boy and hurt him. The car driver
Information on a car accident by: B
Where did it happen On the road
How many people in the accident 2
BEFORE THE ACCIDENT
Where was the boy Walking along the road
Where was the car Coming up behind the boy
What happened The boy moved farther into the road. The car tried to stop but it couldn’t and it hit the boy. The boy was hurt.
Who caused it The boy
3. Further Listening
Group Work: Divide the students into group of four and discuss the following questions.
Why did the two speakers have different ideas about the cause of the accident
Have you ever had the similar experience You friends and you have different points of views towards one thing
Step 3 Homework
Work in groups of four and make a dialogue. Suppose there is an accident, one is the police to take down the record. And the other are witnesses who have different points of view. You are expected to present your dialogue in the next class.
Period 8 Writing & Speaking
Part one Writing
Step 1 Prepare for information:
Purpose: Know more about the life of Nelson Mandela.
Individual Work: Skim the text and find out the answers to the following questions. See who can be the first to find out all the answers.
When did Nelson Mandela complete his law degree at the university
When was ANC Youth League formed
What did he set up in 1952
Why was it closed by government
Why was he sentenced to five year hard labor in 1962
What did the ANC do in 1963
Suggested answers:
In 1940
In 1944
Law office to help poor black people in Johannesburg.
Because he attacked anti-black laws.
For encouraging violence against anti-black laws.
The ANC began to blow up buildings.
Step 2 Speaking
Group Work: Divide the students into two groups to have a debate.
What do you think of Nelson Mandela
Part Two Speaking
Purpose: To reexamine what qualities they think makes a great person.
Step one: Warming up
Individual Work:
What qualities do you think are needed to make a great person Look at the list of qualities that are set out below. You are going to choose four that you consider are the most important for a great person.
intelligent determined generous kind
unselfish hard-working brave confident
Try to work out reasons so that your choice is not just your point of view.
Step two: Talking
While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it.
Remind the students to use the expressions set out in Talking.
Sample dialogue:
S1: Let's have a look at these qualities. I think a great person should certainly be determined and hard-working. We all know you get nowhere without hard work.
S2: Yes, I agree but what about being intelligent
S1: Maybe. I'm afraid that I don't agree. Kindness and generosity are far more attractive qualities.
S2: Yes, you are right, but you cannot be kind or generous until you are successful. You need intelligence to see what opportunities are available and work hard to use your knowledge to make a lot of money.
S1: What do you think of being brave and confident Surely you need those qualities before you are successful to make sure you can be successful
S2: Yes, and once you are successful you need other qualities to be great. That's why being unselfish, kind and generous is so important.
S1: Well, let us choose two qualities to make a successful person and two to make a great person. What about being intelligent, hard-working, generous and unselfish
S2: Yes, I agree. Now let's see what other groups think
Part 3. Assessment
Individual work for self-assessment
In this unit, you have learnt about Nelson Mandela. How comfortable do you feel doing each of the skills below
1= Not comfortable 2= Need more practice 3= Comfortable 4= Very comfortable
Comfortable Level
Talk about your hero/heroine. 1 2 3 4
Talk about the qualities of a great person. 1 2 3 4
Use the new words and new expressions 1 2 3 4
Tell the Attributive Clause 1 2 3 4
Write a composition about Nelson Mandela 1 2 3 4
Reflection
I learnt __________________________________________.
I would like to know about __________________________.
I’m still not sure about ______________________________.
Group work:
Group Assessment
姓 名
小组发言次数
全班发言次数
提出问题次数
解答问题次数
查找资料次数
与人合作次数
总 评 价
Homework
To my understanding, a great person is someone who Choose a great person you admire. Write a passage about him／her. If you want to write about a person who is not known by many people, it is your job to write to the newspaper and tell everyone about his／her good qualities and how he／she helped others.
Supplementary notes to Unit 5
He died for his ideas but his work is still used in the official Bible today.
他为了自己的思想而献身，但他的成果后来应用于《圣经》。
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）
2. He fought against the German Nazis and Japanese invaders during World War II. 二战时期他抵抗德国纳粹和日本侵略者。
fight (fought, fought)
fight for 为……而战
fight against 与……作斗争
We will have to fight against difficulties.
They told the workers to fight for their rights.
3. He founded the first Republic in China in 1911 after many years’ fighting. 经过多年斗争他于1911在中国创建了第一个共和国。
found (founded, founded) 建立，创建
find (found, found)
The hospital was founded in 1920.
Have you found your missing pen
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 sb. = believe what sb. says 相信某人的话
believe in sb. 信任某人
He believe what he said because I believe in him.
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. He fought for black people and was in prison for almost thirty years. 他为黑人而战且坐过三十年监狱。
be in prison 在狱中，被监禁
He has been in prison for five years.
put…in prison = send…to prison = throw …into prison 把……投入监狱
The car thieves have been put in prison.
He was sent to prison for ten years.
7. 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.
8. It was in 1952 and Mandela was the black lawyer to whom I went for advice.
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.
9. Sadly I did not have it because I was not born there, and I worried about whether I would become 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.
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。
Only by practicing a few hours every day will you be able to master English.
only 修饰主语时，句子不倒装。
Only he knew how to solve the problem.
12.As a matter of fact, I do not like violence…but in 1963 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.
13. But I was happy to help because I knew it would to help us achieve our dream of making black and white people equal.
be equal to 等于，相当于
I’m not equal to the position.
Women demand equal pay for equal work.
14. You cannot imagine how the name of Robben Island made us afraid.
imagine n./doing sth./sb.+doing/that…
eg: Can you imagine life without electricity
I didn’t imagine becoming a writer in my childhood.
I can’t imagine her marrying him.
Imagine that you are a bird.
15. He taught us during the lunch breaks and the evenings when we should have been asleep.
1) should do & should have done
should do 表示应该做，一般指现在或将来的动作，指过去的动作时应站在过去的角度。
should have done 表示本应该做而没有做的。站在现在的角度上评说过去的事情。
eg: He should have come earlier.
You should come earlier tomorrow.
You should have written to your mother.
My teacher said I should study harder.
I should have studied harder when I was young
2) asleep, sleep & sleepy
asleep 是表语形容词，意为“睡着的”。
sleep 是动词或名词，意为“睡觉”。
sleepy 是形容词，意为“打盹的”
--Is he still sleeping
--Yes, he is fast asleep.
I was too sleepy to hear the end of her talk.
I usually sleep seven hours a day.
16. They were not cleverer than me, but did pass their exams. So I knew I could get a degree too.
did pass 为强调结构，强调谓语动词时，在动词原行前加do, does, did.
eg: Do be careful!
I do hope you have a merry Christmas!
He does speak English well!
17. I did not work again for twenty years until Mr Mandela and the ANC came to power in 1993.
come to power = come into power 执政
in power 当权，执政
eg: Things have changed a lot since he came to power.
How long has he been in power
18. All the terror and fear of that time came back to me.
terror n. 恐怖，可怕的人或事
The murder was a terror to the people in the town.
fear n. 恐惧，可怕
vt. 恐惧，害怕 + n./to do /that…
eg: Do you fear death
She fears to speak in our presence.
I fear that we can’t protect ourselves.
for fear of …& for fear that… 担心
He left an hour earlier for fear of missing the train.
She worried for fear that the child would be hurt.
19. I remembered the beatings and the cruelty of the guards and my friends who had died. I felt I would not be able to do it.
beating n. 打、输
eg: They gave him a good beating.
They gave our team quite a beating.
beat n. 敲击，跳动
eg: We heard the beat of a drum.
Can you hear the beat of my heart
20. They said that the job and the pay from the new South African government were my reward after working all my life for equal rights for the Blacks.
reward n. 报酬，奖金
vt. 酬谢，给以报答
eg: He worked hard but without much reward.
He rewarded me with a prize.
in reward 作为报酬
She got nothing in reward for her kindness.
Supplementary materials:
Winston Churchill 温斯顿·丘吉尔 (1874-1965), a British leader，he took a leading part in laying the foundations of the welfare state in Britain, in preparing the Royal Navy for World War I, and in settling the political boundaries in the Middle East after the war. His famous speech is“ Iron Curtain Speech”.
Albert Einstein阿尔伯特·爱因斯坦 (1879-1955), a German scientist, he discovered, just by thinking about it, the essential structure of the cosmos. From 1919, Einstein was — and remains today— the world's most famous scientist. His important works include Special Theory of Relativity (1905), Relativity (English translations, 1920 and 1950), General Theory of Relativity (1916), Investigations on Theory of Brownian Movement (1926), and The Evolution of Physics (1938). Among his non-scientific works, About Zionism (1930), Why War (1933), My Philosophy (1934), and Out of My Later Years (1950).
Abraham Lincoln 亚伯拉罕 林肯 (1809-1865)，the sixteenth President of the United States. As President, he built the Republican Party into a strong national organization. Further, he rallied most of the northern Democrats to the Union cause. On January 1, 1863, he issued the Emancipation Proclamation that declared forever free those slaves within the Confederacy. His famous speech is Gettysburg Speech. On Good Friday, April 14, 1865, Lincoln was assassinated at Ford's Theatre in Washington by John Wilkes Booth.
Robben Island 罗宾岛, For nearly 400 years, Robben Island, 12 kilometers from Cape Town, was a place of banishment, exile, isolation and imprisonment. It was here that rulers sent those they regarded as political troublemakers, social outcasts and the unwanted of society.
ANC (African National Congress),非洲人民大会党，the majority party in the South African Government which was founded in 1912, is a dynamic, independent business services group, principally engaged in reliable, good value parcel delivery services throughout the United Kingdom and the rest of the world.定语从句全掌握
Ⅰ. 概念：
(1) 定语从句：在主从复合句中用作定语的从句叫定语从句。定语从句一般紧接在先行词(antecedent)后面。
(2) 先行词：被定语从句修饰的成份。先行词可以为一个词，短语，或整个主句。
(3) 引导定语从句的词叫关系词，分为关系代词和关系副词。
关系词的作用：
1) 引导定语从句，连接主句和从句，相当于一个连词；
2) 必在从句中作某个句子成份（可以做主语，宾语，表语，定语，状语）
常用的关系代词: that（在从句中作主语，宾语，表语；可指人或物）, which（在从句中作主语，宾语，表语或定语；只可指物）, who（主格，在从句中作主语，在口语或非正式用法中作宾语；只可指人），whom（宾格，在从句中作宾语；只可指人），whose（属格，在从句中作定语，可指人或物）, as (在从句中作主语，宾语，表语; 可指人或物, 通常指代事); but (文语, 置于否定词之后=that/who…not…, "没有……不……", 在从句中作主语，宾语)
常用的关系副词（在从句中只作状语）: when(时间状语), why（原因状语）, where（地点状语）, how（方式状语）
(4) 句子成分：
主语---谓语动词前;
宾语-介宾或及物动词的宾语；
表语-be动词后或系动词后；
状语-时间状语、地点状语、原因状语，etc.
例如:
1.The student who answered the question was John. (Who 做关系代词引导定语从句,修饰先行词student, who在从句中用作主语.)
2.I know the reason why he was so angry. (Why做关系副词, 修饰先行词reason, why在从句中作原因状语.)
3.The boy (whom) you are talking to is my brother. (Whom做关系代词,修饰先行词boy, whom在从句中作宾语.)
4. I'd like a room whose window looks out over the sea. (Whose做关系代词, 修饰先行词room, whose在从句中用作定语,可代之以of which)
定语从句三步：
第一找出先行词；
第二看先行词在定语从句中的语法功能（做主语、宾语或状语）；
第三选择合适的关系词。
Ⅱ. 几个关系代词的基本用法：
一、that: 可指人或物；在定语从句中作主语，宾语，表语。(指人时，相当于who或 whom；指物时，相当于which)(一般不用于非限制性定语从句; 不可置于介词后作宾语) 如：
1. A letter that/which is written in pencil is difficult to read. (主语)
2. Do you know the gentleman that/who spoke just now
3. You can take anything ( that) you like. （宾语）
4. What is the question (that/which) they are talking about
5. Here is the man ( who/whom/that ) you want to see.
6. She's no longer the girl ( that) she used to be before.（表语）
7. Our hometown is no longer the one (that) it used to be.= Our hometown is not the same as it used to be.= Our hometown is different from what it used to be.= Our hometown is not what it used to be.
二、which: 指物；在定语从句中作主语，宾语，表语，定语。如：
1. The book which/that was on the desk was bought by my father.（主语）
2. The book (which/that) I bought yesterday is very interesting.（宾语）
3. The factory in which his father works is far from here.
4. He was proud, which his brother never was. （表语）
5. Tom spent four years in college, during which time he learned French.（定语）
6. He may be late, in which case we ought to wait for him.
三、who, whom, whose:
who: 主格, 在从句中作主语，在口语或非正式用法中作宾语; 只可指人
whom: 宾格，在从句中作宾语; 只可指人
whose: 属格，在从句中作定语，可指人也可指物。
1.I like the students who/that work hard. （主语）
2.All who heard the story were amazed. (代词如he, they, any, those, all, one等后多用who.)
3.Chaplin, for whom life had once been very hard, was a success as an actor. （宾语）
4.He's a man from whom we should learn. = He's a man (whom/who/that) we should learn from.
比较：He is the student whom you think to be worthy of your praise.
He is the student who you think is worth praising.
5. A child whose parents are dead is called an orphan.（指人）
I'd like a room whose window faces south. （指物）=I'd like a room of which the window faces south. =I'd like a room the window of which faces south.
There is a teapot shaped like a Chinese duck, out of whose mouth tea is supposed to come
关系代词作介词宾语:
关系代词在定语从句中用作介词宾语时, 介词可放于从句之首, 也可放于从句之末. 但以放于句首较为正式.（介词前置，必须注意不影响动词词组的含义。关系代词who 和 that 用作介词宾语时, 介词必须放在句末.） 如:
1. This is the book for which you asked.
=This is the book (that/which) you asked for.
2.Do you know the person with whom I shook hands？= Do you know the person (whom/who/that) I shook hands with
3. The beginning of agriculture was a big step in human progress with which nothing could compare until our information age.
4.In the dark street, there wasn't a single person to whom she could turn for help.
Is this the factory to which you paid a visit last week
Is this factory the one to which you paid a visit last week
5.This is the girl whom they are looking after. (介词after与look构成固定词组，不可前置。再如：look at, look for, look after, take care of等)
四、as 的用法:(as 引导定语从句, 在定语从句中作主语、宾语、表语)
(1) 如为限制性的，多用于the same …as ; the same as；such …as …; as many/much as；so …as等结构中。如：
1. I have the same book as you (have). 我有一本和你的一样的书。
Her attitude to him was quite the same as it had always been. (关系代词as和指示代词same连用, 在从句中用作表语, 先行词是same.)
2.---Why didn't you mention that in face of the police just now
--- I thought it was such a minor detail as was hardly worth mentioning.
We will only discuss such problems as have something to do with our own interests.
Don't do such things as you are not sure about.
There is no such place as you dream of in all this world.
比较：I live in the same house that he used to live in.
I'm wearing the same shirt as you wore yesterday.
比较：Here is so big a stone as no one can lift. （定语从句）
Here is so big a stone that no one can lift it.（结果状语从句）
(2) 如为非限制性的，多单独引导一个定语从句，这种定语从句可置于句首，句中或句尾，译为"正如，这一点"。（动词常为know, see, expect, point out, etc.）
1. As we all know, smoking is harmful to one's health . (as 作宾语)
=As is known to all, smoking is harmful to one's health . （as 作主语）
=It's known to all that smoking is harmful to one's health .
或:Smoking is harmful to one's health , as we all know .（as 作宾语）
或: Smoking, as we all know, is harmful to one' health.
2.He was a foreigner, as I knew from his accent. (宾语, 先行词是前面整个句子)
五、but的用法:
but用作关系代词, 其意思相当于who/that…not…, "没有……不……", 如：
1.There is not one of us but wishes to help you.
2.There is no tree but bears some fruit.
3.There are very few but admire his talents.
Ⅲ. 关系副词引导的定语从句:
When 指时间，在定语从句中作时间状语。其先行词是表时间的名词（如：time, day, week, tear, month, etc.）
1. He came last night when I was out.
2. We will put off the picnic until next week, when the weather would be better.
注意：先行词为"时间名词"，可用when引导定语从句，when在定语从句中作状语；还可以用which或that 引导，which或that在从句中作主语或宾语。
比较: 1.I still remember the day when /on which my brother joined the army.（作状语）
Next month, when you will be in your hometown, is just around the corner.
2. I still remember the days which/that we spent together. （作宾语）
Next winter which/that you'll spend in Harbin, I'm sure, will be exciting.
3. I shall never forget the day when Shen Zhou Ⅴ was launched, which has a great effect on my life.
There are occasions when joking is not permissible.
Where 指地点，在定语从句中作地点状语。其先行词是表示地点的名词，如：place, school, factory, room, etc. 如:
1. This is the place where I was born.
2. I live in the room where /in which he used to live.
注意：先行词是"地点名词"，定语从句可用where引导，还可用which或that引导，which/that 在从句中作主语或宾语。
比较: 1. This is the factory where /in which he worked last year. （作状语）
The treatment will continue until the patient reaches the point where he can walk correctly and safely.
I think you have got to the point where a change is needed, or you would fail.
Government reports, legal papers and most business letters are the main situations where English is used.
He's got himself into a dangerous situation where he's likely to lose control of the plane.
The small mountain village where we spent our holiday last month lies in what /the place which is now part of Hubei.
2. This is the park which/that they visited last year. （作宾语）
Not having been there before, he simply had no idea about the place, which everyone says is worth visiting.
Why 指原因，在定语从句中作原因状语。先行词为reason 时，可用for which指代；当关系词在从句中作主语或宾语时，则用which或that 引导。如：
1. The reason why / for which / (that) he didn't attend the meeting was that he was ill.（作状语）
2. I don't believe the reason (that/which) he gave me. （作宾语）
Have you asked him the reason that may explain his success （作主语）
Ex.) He was late .That's because he got up late.
.He got up late. That's why he was late.(表语从句)
(the reason) why/for which he was late. (定语从句)
当先行词为way时，定语从句常用that, in which,或how引导，that常可以省略。
way后的定语从句 的引导词不用时较多。但如果关系词在句中作主语或宾语
时，则用which或that 引导。如:
1. This is the way (that) /in which I do such things.
比较: Please do the experiment in the way （that/which）I have shown you.
Ⅳ. 限制性定语从句与非限制性定语从句的区别：
1. 形式上，非限制性定语从句往往用逗号隔开。
2. 语法上，非限制性定语从句一般不用that.
3. 语义上，限制性定语从句与先行词关系紧密，起限定作用，如果去掉了这个定语从句，整个句子就不完整或者会改变意思；而非限制性定语从句与先行词关系不是很紧密，对先行词起补充说明或描述的作用。
1).This is the book I like best. 这就是我最喜欢的那本书。
2).Beijing, which has been China's capital for more than 800 years , is rich in cultural and historic relics. 北京是中国八百年之久的古都，它有着丰富的文化和历史遗产。
4. 翻译时，限制性定语从句可译为一句（较短的一般译为"的"字结构）；而非限制性定语从句可译为两句。（见上句翻译）
比较: He has a sister, who is a musician.
He has a sister who is a musician.
引导非限制性定语从句的关系代词，指人时用who, whom, whose , 指物时用which , whose; 关系副词when，where, why, etc.
1. He studied hard at school when he was young, which leads to his success in his later life.
2. Tom's father, who arrived just now, is a famous scientist.
3. They set up a separate state of their own, where they would be free to keep Negroes as slaves.
4. He was proud, which his brother never was.
Ⅴ. 几个易混淆的关系代词的比较:
(A) that & which:
在定语从句中，which 和that 在指代事物时，一般可以互换使用，但并非在任何情况下都是这样，这里介绍宜用that, 而不宜用which 的情况.
(1) 先行词为不定代词，如all, much, something, everything, anything, nothing, none, the one等。如：
1.We should do all that is useful to the people .
2.There's nothing that can be said about it .
3.Do you mean the one that was bought yesterday
(2) 先行词被only, any, few, little, no, just, very, one of等词修饰时。如：
1.The only thing that we could do was to wait.
2.That's the very word that is wrongly used.
3.The last place (that) we visited was the chemical works.
4. You can take any (=whichever) seat that is free.
5. I hope the little that I can will be of some help to them.
6.比较 *This is one of the best novels that were published last year.
*This is the only one of the best novels that was published last year.
(3) 先行词是序数词时或被序数词修饰时。如：
1.When we talk about Wuxi, the first that comes into mind is Tai Lake.
2.This is the third film that has been shown in our school this term.
(4) 先行词是最高级或被最高级修饰时。如：
1.This is the best that can be done now.
2.The most important thing that should be done right now is how to stop him from going on.
(5) 先行词既有人又有物，用which和who都不适合，这时宜用that. 如：
1.The writer and his novel that you have just talked about is really well known .
2.The rider and his bike that had run over an old woman were held up by the police.
(6) 被修饰词为数词时. 如：
1.Yesterday I caught two fish and put them in a basin of water .Now you can see the two that are still alive .
(7) 如果有两个从句，其中一个关系代词已用which ,另一个关系代词宜用that，以避免语言的单调或重复。如：
1.Edison built up a factory which produced things that had never been seen before.
(8) 疑问词是who或which，关系代词宜用that，以避免重复。如：
1. Which is the book that you like best
2. Who is the man that is standing at the gate
(9) 主句是There be 结构，修饰其主句的定语从句宜用that 作关系代词. 如：
1. There is still a seat in the corner that is still free.
(10) 被修饰成分为表语时，或者关系代词本身是定语从句的表语时，该关系代词宜用that . 如：
1. That's a good book that will help you a lot.
2. My home village is no longer the place ( that ) it used to be .
定语从句中宜用which而不宜用that 的情况:
(1) 当关系代词的前面有介词时. 如：
1.A zoo is a park in which many kinds of animals are kept for exhibition.
2.Is this the room in which Mr. White lives
(2) 在非限制性定语从句中. 如：
1.Crusoe's dog, which was are now very old, became ill and died .
2.More and more people are beginning to learn English, which is becoming very popular in our country. (which指代主句)
(3) 在一个句子中有两个定语从句，其中一个定语从句的关系代词用了that, 另一个宜用which . 如：
1. Let me show you the novel，that I borrowed from the library which was newly open to us.
2. At the station I bought some magazines that might help me to pass the time on the train and which I could pass on to others when I finished them.
(4) 当关系代词后面带有插入语时. 如：
1. Here's the English grammar which, as I have told you, will help improve your English.
(5) 先行词本身是that, 宜用which . 如：
What's that which she is looking at
(6) 先行词是those+复数名词. 如：
A shop should keep a stock of those goods which sell best.
(B) who & that:
who 和 that 指代人时，有些情况宜用who, 而不宜用that
(1) 先行词为anyone, anybody, those, all, one, ones, they, he, people时. 如：
1.The person I want to learn from is the one who studies hard and works well.
2.Anyone who (=Whoever) failed to come to the meeting yesterday must give his reason .
3.Those who are not fit for their work should leave office at once
4.I don't like the ones (= those ) who talk big.
5.Persons who are quarrelsome are despised.
(2) 在There be 结构中，修饰主语的定语从句宜用关系代词who 指代人. 如：
1.There is a gentleman who wants to see you .
2.There are several students in our class who are still not sure about the use of attributive clauses.
(3) 当先行词有较长的后置定语时. 如：
1. I met a foreigner in the park yesterday afternoon who could speak Chinese very well.
(4) 一个句子中带有两个定语从句，其中一个定语从句的关系代词是that ,另一个则宜用who, 以免重复. 如：
1. The student that was praised at yesterday's meeting is the monitor who is very modest and works very hard .
(C) as & which:
as & which 引导非限制性定语从句的区别：
(1) 位置的不同：
which 引导的定语从句只置于所限制的 句子后；as 位置较灵活，也就是说as可置于所限制的句子前面；插在句子中或放在句子后。如：
1. He was late again, which made his teacher very angry.
2. Jack, as you know, is an honest man. 或Jack is an honest man , as you know.
或As you know, Jack is an honest man.
(2) 先行词的不同：
as引导非限制性定语从句时，其先行词多为一个句子；
which引导非限制性定语从句时，其先行词可以是一个词，一个短语或一个句子。
1. He was proud, which his brother never was. （先行词是一个词）
She was very patient towards the children, which her husband seldom was.（先行词是一个短语）
He was proud, which I dislike very much.（先行词是一个句子）
2. He is an honest man, as is known to all.
He was a foreigner, as I know from his accent.
(3) as 一般译为"正如""就像"，"这一点"
as we all know；as you know; as is known to all; as you see; as we can see; as has been expected; as we have imagined.
附: 关系代词的省略:
1. This is the fastest train there is to Beijing.
2. He asks for the latest book there is on the shelf.
3. ---- What did the football player you were talking to want
---- He would like to read or listen to an account of everything there is going on in the world.
强化练习：
1. Is this the factory __________ you visited the other day
A. that
B. where
C. in which
D. the one
2. Is this factory __________ some foreign friends visited last Friday
A. that
B. where
C. which
D. the one
3. Is this the factory __________ he worked ten years ago
A. that
B. where
C. which
D. the one
4. The wolves hid themselves in the places __________ couldn’t be found.
A. that
B. where
C. in which
D. in that
5. The freezing point is the temperature __________ water changes into ice.
A. at which B. on that C. in which D. of what
6. The reason is __________ he is unable to operate the machine.
A. because
B. why
C. that
D. whether
7. I’ll tell you __________ he told me last week.
A. all which
B. that
C. all that
D. which
8. That tree, __________ branches are almost bare, is very old.
A. whose
B. of which
C. in which
D. on which
9. I have bought the same dress __________ she is wearing.
A. as B. that C. which D. what
10. We’re talking about the piano and the pianist _________ were in the concert we attended last night.
A. which B. whom C. who D. that
11. Anyone __________ this opinion may speak out.
A. that againsts
B. that against
C. who is against
D. who are against
12. Didn’t you see the man __________
A. I nodded just now
B. whom I nodded just now
C. I nodded to him just now D. I nodded to just now
13. Is there anything __________ to you
A. that is belonged
B. that belongs
C. that belong
D. which belongs
14. ---- “How do you like the book ”
---- “It’s quite different from __________ I read last month.”
A. that
B. which
C. the one
D. the one what
15. Mr. Zhang gave the textbook to all the pupils except __________ who had already taken them.
A. the ones
B. ones
C. some
D. the others
16. The train __________ she was traveling was late.
A. which B. where C. on which D. in that
17. It’s the third time __________ late this month.
A. that you arrived B. when you arrived
C. that you’ve arrived D. when you’ve arrived
18. May the fourth is the day __________ we Chinese people will never forget.
A. which B. when C. on which D. about which
19. Is it in that factory __________ “Red Flag” cars are produced
A. in which B. where C. which D. that
20. He must be from Africa, __________ can be seen from his skin.
A. that B. as C. who D. what
21. He has two sons, __________ work as chemists.
A. two of whom
B. both of whom
C. both of which
D. all of whom
22. I, __________ your good friend, will try my best to help you out.
A. who is B. who am C. that is D. what is
23. I don’t like __________ you speak to her.
A. the way
B. the way in that
C. the way which
D. the way of which
24. The two things __________ they felt very proud are Jim’s gold watch and Della’s hair.
A. about which B. of which C. in which D. for which
25. Do you know which hotel __________
A. she is staying B. she is staying in C. is she staying D. is she staying in
26. Who can think of a situation __________ this idiom can be used
A. which B. that C. where D. in that
27. The astronaut did many experiments in the spaceship, __________ much help for knowing space.
A. which we think it is
B. which we think are of
C. of which we think is
D. I think which is of
28. The great day we looked forward to __________ at last.
A. come
B. came
C. coming
D. comes
29. I like the second football match __________ was held last week.
A. which B. who C. that D. /
30. This is the very film I've long wished to see.
A. which B. that C. who D. whom
31.The house the capitalist used to live in is now a nursery.
A. that B. where C. what D. when
32.The doctor did all to save the wounded boy.
A. what he could B. he could C. everything which he could D. for which he could do
33. you know, he is a famous musician.
A. As B. which C. That D.／
34.He is the only one of the three got the new idea.
A. who have B. whom have C. who has D. whose had
35.This is the baby tomorrow.
A. after whom I shall look B. whom I shall look after
C. whose I shall look after D. after whom I shall look after
36. These students will graduate from the university next summer, ____________ they will have
studied here for four years.
A. by then B. by that time C. by what time D. by which time
37. This is the house the window __________ faces the south.
A. of which B. which C. of it D. whose
38. It is five o’clock in the afternoon _________ they arrived at the hotel.
A. since B. before C. when D. that
39. In some countries, _________ is called “equality” does not really mean equal rights for all
people.
A. which B. what C. that D. one
40. ---- How about the games
---- Very interesting, and the ones _________ the young men competed were really exciting.
A. what B. for whom C. where D. in which
K eys:
1----5 ADBAA 6----10 CCAAD 11----15 CDBCA 16----20 CCADB
21----25 BBABB 26----30 CBBCB 31----35 ABACB 36---40 DACBDSection 2 Notes to difficult sentences from Unit 5
Nelson Mandela—a modern hero
The time when I first met Nelson Mandela was a very difficult period of my life.我初次
遇到纳尔逊·曼德拉是在我一生的一个非常困难的时期。
when在句子中引导的是时间定语从句。when指时间，在定语从句中做时间状语：
(1) I still remember the day when I first came to the school.
(2) The time when we got together finally came.
2. …my family could not continue to pay the school fees and the bus fare. 我的家人不能继续为我支付学费和公交费用。
[词义辨析] fee and farefee (职业性的咨询或服务所收)费用，报名费，会费。如：doctor’s fees/a membership fee fare (车、船等)费用，购票所需费用。如：＊Train fares are going up again. ＊Urban crowdedness would be greatly relieved if only the charges_____ on public transport were more reasonable. A) fees B) fares C) payments D) costs 译文：只要公共交通的收费更合理一些，城市的拥塞情况就可大大缓解。答案是B。
3. …we have reached a stage where we have almost no rights at all.我们到达了一个完全没有权利的地步。
关系副词where在本句中引导的是地点定语从句。关系副词when, where, why的含义相当于"介词+ which"结构，因此常常和"介词+ which"结构交替使用，例如：
There are occasions when (on which) one must yield.任何人都有不得不屈服的时候。
Beijing is the place where (in which) I was born.　北京是我的出生地。
Is this the reason why (for which) he refused our offer 　这就是他拒绝我们帮助他的理由吗？
…only then did we decide to answer violence with violence. 只是在那时我才决定以暴制暴。
句首出现only then，谓语部分要部分倒装。
句首为否定或半否定的词语，如no, not, never, seldom, little, hardly, at no time, in no way, not until… 等。Never have I seen such a performance. Nowhere will you find the answer to this question. Not until the child fell asleep did the mother leave the room.
当Not until引出主从复合句，主句倒装，从句不倒装。
注意： 如否定词不在句首不倒装。I have never seen such a performance. The mother didn't leave the room until the child fell asleep.Unit 5 Nelson Mandela—a modern hero
第一部分
About the topic and the structures单元话题和结构 本单元的话题是Nelson Mandela—a modern hero, 这位南非自由斗士说过：“对我们来说, 最可怕的不是看不到自己的不足, 而是看不到自己的潜力。不要等到别人把手伸给你,你要主动把手伸给别人。未来属于那些相信自己梦想的人们。与改变自己相比, 改变世界的困难是微不足道的。不管你做什么,不要失去战斗精神。”学习本单元就是要学习曼得拉的这种不屈不饶的奋斗精神。本单元句法项目是：定语从句（II）：where, when, why, prep.+ which/ whom单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排等因素，对课本、对教学设计重新划分课时，裁剪、拼接使用教案提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照教案提出的“实际教学过程课时划分建议”进行教学。
Period 1Reading 阅读课 Warming Up “热身”的目的是为阅读在一定程度上作好话题、词汇和结构的准备，激发学生相关的背景知识和学习兴趣。对此教案提供了“描述自己”、“谈论伟人”和“走近曼德拉”三种不同的“热身”设计供教师选用。实际操作中还需要教师动用诸如板书、投影等辅助手段，以达到最佳教学效果。Pre-reading 部分要求学生“听图说话”，以挖掘和呈现自己对“伟人”的了解，为其后的阅读做心理的铺垫和准备。教师可以补充：伟人的品质概括一下就是优秀、善良、坚强、勇敢。Reading是篇记叙文，记叙了Elias在蔓得拉领导下开展人权工作的历程。阅读中要抓住记叙文的五要素展开，即时间、地点、人物、事件、因果。如果把因果分开，则可称六要素。它也称"五W"，即与它相对的英文词汇是时间when、地点where、人物who、事件what、因果why。它们打头的字母均为"W"。教师可以使用教案提供的篇章总结、课文图解、短语搭配罗列、复述材料等引导学生从语言形式入手，读懂文章、识记文章、活用文章。
Period 2Learning about language 知识课 Learning about language 首先要求用三个英文单词描述自己，强化学生对本单元人物个性描述词汇的掌握；然后要求学生完成课本提供的“词法”练习。接下来我们详尽讲解了“The attributive Clause < where, when, why, pre. ＋which/ whom>”，教师可以酌情使用这些材料。
Period 3Using language运用课 Using language 首先完成课本38页的听力教学内容。 然后引导学生阅读短文。可以要求学生摘录“有用搭配/短语”。在控制性写作活动中，我们建议教师也动笔写。提供的写作答案仅供参考。
实际教学过程课时划分建议
Period 1 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
Period 2 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。
Period 3 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。
Period 4 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。
Period 5 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。
第二部分
教学资源说明
Section 1Background 背景 围绕单元话题“当代英雄”，教案提供了几则语言规范、短小精干的背景材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section 2Explanation解析 重点针对“阅读课型”中的课文难句，教案不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。
Section 3Vocabulary词汇 按照课本单元词汇表顺序，教案重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目，教案提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。Period 2 A sample plan for 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
Procedures
Warming up by describing yourself with three words
Use three positive words that describe you. Don't use short, tall, fat, skinny, etc. Don't describe how you look. Use friendly, energetic, positive, something like that. But make sure you can back it up. If you aren't a friendly person, don't put friendly. Don't tell them you are not, but don't put it if you aren't.
Others’ answers:ethical, empathetic and diligent; flexible, self-motivated, reliable; hardworking, ambitious and optimistic; honest, Confident, Team player
Now turn to page 36 and do exercises No. 1 and 2. Check your answers against your classmates’.
2. Reading to finding
Turn back to page 34. Read the text of ELIAS’ STORY and find out all the attributive clauses. Think over this question: On what circumstance do we use when/ where/ why to introduce an attributive clause
For reference: The time when I first met Nelson Mandela was a very difficult period of my life.The school where I studied only tow years was three kilometers away.This was a time when you had got to live in Beijing.The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.We have reached a stage where we have almost no rights at all.The parts of town where they lived were places decided by white people.The places where they were sent to live were the poorest areas in South Africa.
3. Doing exercises and find out why
Turn to page 36. Do Ex.3. Then compare the following sentences and find out why we use different words to introduce the attributive clauses while the antecedents are the same.
The government building where we voted was very grand.
The government building which/ that we paid a visit to yesterday was very grand.
The government building in which we voted was very grand.
In sentence a), a relative adverb “where” is used because it refers to “in the government building” which serves as the adverbial in the attributive clause. “in which” can also be used as in sentence c) because it also means “in the government building” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the government building” which serves as the object of the predicate “visited” in the attributive clause.
Compare another three sentences:
The date when I arrived was the 5th August.
The date which/ that he told me was the 5th August.
The date on which I arrived was the 5th August.
In sentence a), a relative adverb “when” is used because it refers to “on that date” which serves as the adverbial in the attributive clause. “in which” can also be used as in sentence c) because it also means “on that date” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the date” serving as the object of the predicate “told” in the attributive clause.
Read the following sentences.
The reason why I got a job was because of my hard work.
The reason that/ which he gave for getting the job was because of his hard work.
The reason for which I got a job was because of my hard work.
In sentence a), a relative adverb “why” is used because it refers to “for this reason” which serves as the adverbial in the attributive clause. “for which” can also be used as in sentence c) because it also means “for this reason” in the attributive clause. While in sentence b), a relative pronoun “which/that” is used as it refers to “the reason” serving as the object of the predicate “gave” in the attributive clause.
4. Choosing the best answer
1. Alec asked the policeman __________ he worked to contact him whenever there was an accident. （2004上海秋季） A. with him B. who C. with whom D. whom2. American women usually identify their best friend as someone __________ they can talk frequently. (2004全国秋季)A. who B. as C. about which D. with whom3. The English play __________ my students acted at the New Year’s party was a great success.A. for which B. at which C. in which D. on which4. A fast food restaurant is the place __________, just as the name suggests, eating is performed quickly. （2004上海春季）A. which B. where C. there D. what5. If a shop has chairs __________ women can park their men, women will spend more time in the shop. （2005上海秋季）A. that B. which C. when D. where6. He’s got himself into a dangerous situation _________ he is likely to lose control over the plane.（2001上海秋季）A. where B. which C. while D. why7. I can think of many cases __________ students obviously knew a lot of English words and expressions but couldn’t write a good essay. （2003上海秋季）A. why B. which C. as D. where
答案和解析: 1、2两题的答案分别是C、D。第一句根据句子意思需选择介词with，从而构成work with the policeman；第二句根据句子意思需选择介词with，从而构成talk with someone。这两句句子中的关系代词作定语从句中的介词with的宾语，指人，而介词with又位于它的前面，这时就只能用whom。3题答案是C。根据句子意思需选择介词in，从而构成act in the play。关系代词在此是指play，指物，因此选择in which。注意：如果定语从句谓语动词为介词动词，那么介词必须后置，不能与动词拆开置于关系代词前面。如：It is not necessary to look up in a dictionary every word (that) we come across in our reading. The boy won’t tell us the thing (which) he is afraid of. 4题答案是B。这是一句限制性定语从句，关系副词指代in a fast food restaurant，指地点，因此选择where。5题答案是D。这里的关系副词指代on chairs，指地点，因此选择where。6题答案是A。根据句意“他使得自己处于非常危险的境况中，（在这个境况中）他可能失去对飞机的控制”，所选择的关联词应该在定语从句中作地点状语，表示in the situation。7题答案是D。定语从句的先行词cases在此意为“实例，情况”，根据从句的意思“在这些例子中（情境中）……”，先行词在从句中应该担当状语成分，表示in many cases。注意：where这个词不仅仅可以表地点，某人/物的情况、某事发展的阶段、某事的某个方面都可以用where这个关系副词来表达。如：I work in a business where almost everyone is waiting for a great success. The accident had reached to a point where both their parents were to be called in.
5. Summing up when/where/why attributive clauses
when， where， why属于关系副词，都在其引导的定语从句中充当状语，其具体用法如下：1. 关系副词 when引导定语从句（包括限定性定语从句和非限定性定语从句）修饰表示时间的先行词，在定语从句中充当时间状语。例如：I still remember the day when I first met Jennifer.我仍然记得第一次见到詹妮弗的那一天。Next month, when you’ll spend your summer holidays in your hometown, is approaching. 下个月即将来临， 届时你们将在家乡度暑假。2. 关系副词where引导定语从句（包括限定性定语从句和非限定性定语从句）修饰表示地点的先行词，在定语从句中充当地点状语。例如：This is the office where he worked. 这就是他工作过的办公室。She is going to live in Macao, where she has some close friends. 她要到澳门去定居，在那里她有几个密友。3. 关系副词why引导限定性定语从句修饰先行词reason，在定语从句中充当原因状语。例如：I don’t know the reason why he came so late. 我不知道他来得那么晚的原因。That is the reason why I don’t want to go. 那就是我不想去的理由。He didn’t tell me the reason why he was so upset.他没有告诉我他为什么那样心烦意乱。注意： 关系代词与关系副词之间并非毫无关联， 两者之间存在密切的联系。在备考中尤其要注意以下几点：1. 很多情况下关系副词用“介词＋which/whom”来代替，其中的介词由先行词或定语从句中谓语动词的形式来决定，例如：The day when I met the famous pop star was the greatest day of my life. = The day on which I met the famous pop star was the greatest day of my life.见到这位著名歌星的那天是我一生中最重要的日子。I shall never forget those years when I lived with her. = I shall never forget those years during which I lived with her. 我将永远不会忘记我跟她生活的那些岁月。This is a hall where the medical conference will be held. = This is a hall in which the medical conference will be held. 这是礼堂，医学会议将在此召开。2. 并非先行词表示时间或地点时都分别用when或where来引导相应的定语从句，若关系词在修饰表示时间或地点的先行词的定语从句中充当主语、宾语等而不是状语时，需用which或that引导相应的定语从句。例如：Do you still remember the days which/that we spent together in school 你还记得我们一起在学校度过的那些日子吗？先行词the days表时间，但是其定语从句的引导词在定语从句中作宾语而不是状语，因此不能用when而应该用which或that。3. that有时可以代替定语从句中的关系副词when， where， why，且that常可以省略，例如：This is the time （when/that） he arrived. 这是他到达的时间。
6. Closing down by summing up
To end this period let sum up what we learned about the attributive Clause < where, when,
why, pre.＋which/ whom>
Antecedent Relative Sentence element
people who that subject object
whom object
things which that subject object
time which that Subject object
when prep.+ which adverbial
place which that Subject object
where prep.+ which adverbial
reason why prep.+ which adverbial
Note: relatives can be omitted if they serve as the objects in the attributive clauses.定语从句解题的黄金规律
先行词、关系代（副）词的句法功能
在复合句中修饰名词或代词的从句叫定语从句。被修饰的名词或代词叫先行词。引导定语从句的关系代词有who, whom, whose, which, that等和关系副词where, when ,why等。关系代词和关系副词在定语从句中担任句子成分。
●难点磁场
1.(★★★★)—I drove to Zhuhai for the air show last week.
—Is that the reason ________you had a few days off
A. why B. when C. what D. where
(NMET1999)
2.(★★★★★)Meeting my uncle after all these was an unforgettable moment, ________I will always treasure.
A. that B. one C. it D. what
(NMET2002)
3.(★★★★)Alec asked the policeman ________ he worked to contact him whenever there was an accident. (上海2002)
A. with him B. who C. with whom D. whom
4.(★★★★)There’s a feeling in me ________ we’ll never know what a UFO is.
A. that B. which C. of which D. what （上海2002）
5.(★★★★)We will be shown around the city: schools, museum, and some other places, ________ other visitors seldom go.
A. what B. which C. where D. when
6.(★★★★)After living in Paris for fifty years, he returned to the small town ________ he grew up as a child.
A. which B. where C. that D. when
(NMET1996)
7.(★★★★★)Carol said the work would be done by October, ________ personally I doubt very much.
A. it B. that C. when D. which
(NMET1999)
8.(★★★★★)Dorothy was always speaking highly of her role in the play, ________of course, made the others unhappy.
A. who B. which C. this D. what
(NMET2000)
●案例探究
1.The film brought the hours back to me ________ I was taken good care of in that far-away village.
A. until B. that C. when D. where
(NMET2001)
命题意图：考查学生对定语从句的掌握，属于五星级题目。
知识依托：先行词是表示时间的词，从句中缺少状语，通常用关系副词when。
错解分析：本题有一定难度，主要是由于在先行词和定语从句之间有其他的词。
解题方法与技巧：首先要找准先行词，先行词hours表示的是时间，当先行词是表示时间的词时，可能有2种情况：如果从句中缺少状语，通常用关系副词when，如题；如果在从句中缺少主语或宾语，通常用关系代词that或which。
答案：C
2.________is known to everybody, the moon travels round the earth once every month.
A .It B. As C. That D. What
(NMET2001)
命题意图：考查学生对定语从句中关系代词as的用法。属于五星级题目。
知识依托：as引导非限制性定语从句。
错解分析：A项迷惑性较大。但it是形式主语，后应用that从句作真正主语。如：It’s known to everybody that the moon travels round the earth once every month.
解题方法与技巧：根据题干的逗号可以判断，空缺处应填关系代词as，引导非限制性定语从句。在这种用法中，as的意思是“正像”“像”“那样”，定语从句则表达了说话人的对某事的态度和看法。
答案：B
●锦囊妙计
1.由who, whom, whose引导的定语从句：这类定语从句中， who用作主语，whom用作宾语，whose用作定语。例如：
This is the man who helped me.
The doctor whom you are looking for is in the room.
Do you know the man whose name is Wang Yu
2.which引导的定语从句：which在从句中作主语或谓语动词和介词的宾语。例如：
This is the book which you want.
The building which stands near the river is our school.
The room in which there is a machine is a workshop.
3.由that引导的定语从句：that在定语从句中可以指人或物，在从句中作主语、谓语动词或介词的宾语。（但不能放在介词后面作介词宾语）例如：
The letter that I received was from my father.
注意在下面几种情况下必须用that而不用which引导定语从句：
①先行词是不定代词all, few, little, much, something, nothing, anything等。例如：All that we have to do is to practise every day.
②先行词被序数词或形容词最高级所修饰。例如：The first lesson that I learned will never be forgotten. This is the best film I’ve ever seen.
③先行词被all, any, every, each, few, little, no, some等修饰。例如：I have read all the books(that)you gave me.
④先行词被the only, the very, the same, the last修饰时，例如：He is the only person that/(who) I want to talk to .
⑤先行词既有人又有物时，例如：They talked of things and persons that they remembered.
⑥当句中已有who时，为避免重复。例如：Who is the man that is talking to John
⑦用作关系代词，修饰表示时间的名词如day, time, moment等，代替when。例如：It happened on the day that/when I was born.
⑧如有两个定语从句，其中一个关系词已用，则另一个用that。例如：Edison built up a factory which produced things that had never been seen before.
4.由when, where, why引导的定语从句。例如:
I know the reason why he came late.
This is the place where we lived for 5 years.
I will never forget the day when I met Mr Liu.
注意：先行词是表示地点或时间时，有时用where或when，有时用that(which)引导定语从句，这时要根据从句的谓语动词是及物的还是不及物的。如果是及物的就用that(which)，否则用where或when。例如：
This is the house where he lived last year.
This is the house that(which)he visited last year.
I thought of the happy days when I stayed in Beijing.
I have never forgotten the day which we spent together.
5.限定性定语从句和非限定性定语从句：
①限定性定语从句是句中不可缺少的组成部分，主句和从句之间不用逗号分开，引导非限定性定语从句的关系代词有who, whom, whose, which, of which等，这些关系代词都不能省略；
②非限定性定语从句是对主句先行词的补充说明，没有这种从句不影响主句意思的完整，一般用逗号把主句和从句分开。关系代词用which，不用that；指人时可用who，例如：
I have two sisters, who are both students.
Crusoe’s dog, which was now very old, became ill and died.
6.as引导的定语从句：
①as用作关系代词和关系副词引导限定性定语从句，并在从句中作主语、表语或状语，构成the same…as, such…as等结构。例如：
I like the same book as you do.(as作宾语）
I shall do it in the same way as you did.（as作状语）
I want to have such a dictionary as he has.(as作宾语）；
②as引导非限定性定语从句。as在定语从句中作主语、表语或宾语，这个定语从句说明整个句子，可以放在主句之前。例如：
As we all know, he studies very hard.（as代表整个句子，作宾语）
As is known to all, he is the best student in our class.（as代表整个句子，作主语）
常用的这种类似插入语的句式有as is said above, as is already mentioned above, as is known to all, as it is, as is often the case, as is reported in the newspaper等。
注意：①关系代词在从句中作主语时，从句的谓语动词的人称和数必须和先行词保持一致；②关系代词whom, which, that在限定性定语从句作动词宾语或介词宾语，而该介词又位于从句末尾时，经常省略，但as一般不省略；③关系代词which和as在定语从句中的区别是：which不能放在句首，而as则可以；在句中时，as有“正如”“就像”之意，而which则没有此意。
●歼灭难点训练
1.(★★★★★)Is this hotel ________ you said we were to stay in your letter.
A. where B. which C. in that D. in which
2.(★★★★)The wrong you’ve done him is terrible, for________ you should make an apology to him, I think.
A. this B. which C. what D. that
3.(★★★★)We played in the garden till sunset, ________it began to rain.
A. when B. after C. while D.t hen
4.(★★★★)I’d like a car ________front lights are big and round.
A. which B. that C. whose D. what
5.(★★★★)“Who Moved My Chinese ”,________is a best-selling book, is written by Spencer Johnson.
A. which B. that C. it D. what
6.(★★★★★)Is there a shop around ________ I can get a pack of cigarette
A. which B. where C. that D. what
7.(★★★★)Another unmanned spacecraft“ShenzhouⅡ”,________China greets the 21st century, marks new progress in the century’s space program.
A. for which B. from which C. in which D. with which
8.(★★★★)Beijing government puts more than 700 million yuan to increase its green space this year, ________ doubles the money provided last year.
A. as B. while C. that D. which
9.(★★★★)That passenger was very impolite to the conductor, ________of course, made things even worse.
A. who B. whom C. what D. which
10.(★★★★)Helen is much more kind to her youngest child than to the others, ________ of course, makes the others unhappy.
A. who B. which C. she D. that
11.(★★★★★)I’ll never forget the days ________ I lived in the country with the farmers, ________ has a great effect on my life.
A. that; which B. when; which C. which; that D. when; who
12.(★★★★★)David gets up early and takes a walk in the morning, ______ is usual with him.
A. as B. that C. what D. suchUnit 5 Nelson Mandela-a modern hero 单元概述
本单元以Nelson Mandela—a modern hero为话题，目的在于使学生了解一个伟人应具备怎样的品质，学会根据材料表达自己的观点，并用所学的句型来描写一个伟人。本单元所有语言知识和语言技能主要围绕“Nelson Mandela”这一中心话题进行设计，听、说、读、写的练习也始终围绕这一主题展开。课文讲述了南非黑人争取自由的历史，从而说明自由、平等的重要性，同时也表达了对那些为自由和平等权利而献身的勇士的敬仰。
Warming up利用图表的形式让学生判断一下自己是哪种类型的人，由此得出一个伟人应具备怎样的品质。
Pre-reading设计了一道题（How can we tell if an important person is a great person？），同时给学生提供了六个名人的图片，要求利用图片下面提供的人物事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人物。可以以四人小组的活动形式，组织学生谈论William Tyndale，Norman Bethune，Sun Yat-sen，Gandhi，Nelson Mandela和Neil Armstrong的主要事迹，引起学生对文章内容的思考，使学生能用英语阐述自己的意见，培养学生的观察能力和语言表达能力，为进入正文学习作好充分的准备。从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，以学生为主体开展教学活动，让学生在完成各项任务的过程中自主学习语言，这充分体现了新课程标准的教学理念，同时也提高了学生学习的自主性。Reading部分以Elias的口吻，讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争历史。同时还提到了他与Nelson Mandela的一段交往，从侧面向学生展示Nelson Mandela的高贵品质。教材设计的目的是在训练学生阅读技能的基础上，让他们认识到南非黑人争取自由和平等权利而付出的艰辛努力。文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。此外，这是一篇记叙文，应让学生学会利用时间顺序描述一个人一生的主要活动。Comprehending是在阅读的基础上，要求学生完成两道大题来整体理解课文。第一道辨别是非题的设计由表及里、层层深入，帮助学生逐步加深对课文的理解。第二道信息采集题则考查了学生阅读理解能力中的细节理解能力。
Learning about language分词汇和语法两部分，词汇部分第一题要求学生用课文中的词填空。第二题要求学生正确理解不同单词的具体用法。语法部分是对定语从句中关系副词的用法进行了概括与复习。设计的练习紧密联系课文，能加深学生对教材的理解。
Using language分为“听力”（Listening）、“阅读”（Reading）、“写作”（Writing）三个部分。听力部分是在Learning about language活动的基础上，以听力训练形式进一步帮助学生了解Elias加入the ANC Youth League的原因。材料内容可以说是课文的延续。练习包括两个项目，设计多样，生动有趣。第二题有利于培养学生用英语进行总结概括自己思想的能力。同时，在听力技能的训练上列出了有关听前预测的三条建议：1.在听前认真阅读问题和选项；2.努力预测可能的答案；3.根据常识来判断。这些技能是做好听力题的关键，应引起教师的充分关注。同时，这个听力可以和72页的Listening task进行整合。阅读部分谈论到了Elias的狱中生活和狱后不同的遭遇，进一步说明自由、平等的重要性。写作部分在听力和阅读的基础上，要求学生给南非总统写一封信，要求释放Nelson Mandela。这是一个任务型的学习活动，指导学生就自己感兴趣的话题开展写作活动，以及学生写作时应注意的有关事项，要求学生写出自己的看法。练习生动有趣，能够引起学生的兴趣。同时让学生在实践中体验“自由”的内涵，有助于提高他们的语言概括能力。教师要指导学生注意信的格式。
Summing up为单元学习的调查和反馈，让学生自我归纳本单元所学的语言知识以及从Nelson Mandela身上所体现的高贵品质。Learning tip主要是来指导学生开展同类文章的课外阅读，进一步提升这一类文章的阅读技能。
此外，在整个单元的教学中，要始终注意认知策略的培养，引导学生进一步了解具体史实和事件，加深对种族及种族歧视、不同国家、不同历史年代人物与事件的认识和理解。一方面，课前、课后鼓励学生利用网络和图书馆搜集相关资料，善于获得学习资源，充分利用学习资源。另一方面，着重培养情感策略，激励学生热爱民主、平等、和平、自由、守法，积极上进、奋斗创新。
本单元教学可分为7个课时，第一课时为Warming-up and Reading（ELIAS’ STORY），包括Per-reading和Comprehending，第二课时为Language Points，第三课时为Grammar—Attributive Clause，第四课时为Listening and Talking，第五课时为Extensive Reading，第六课时为Writing and Speaking，第七课时为Consolidation。
本单元需要学习的内容有：
知识目标：
（1）New words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right，criminal，leader，president，anti，anti-black，sentence，sincerely
（2）Phrases：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
（3）Sentence patterns：Good idea!
I think/don’t think....
That’s an excellent idea!
I’m afraid....
I agree/don’t agree.
Why do you think so？
I prefer....
What do you think of...？
In my opinion... .
What’s your opinion？
（4）the attributive clauses with when/where/why
能力目标：
1.Enable the students to talk about qualities they find in great persons to improve the students speaking and listening abilities.
2.Enable the students to get more information about Nelson Mandela to improve the students’ comprehension ability.
3.Review the attributive clauses，especially using Relative Adverb when/where/why.
4.Enable the students to master the form and steps of writing a letter.
情感目标：
1.Understand the qualities great people have in common and learn the fine qualities from them.
2.Develop the students’ moral quality.Part 1 Teaching Design
第一部分 教学设计
Period 1 A sample plan for reading
(ELIAS’ STORY)
Introduction
In this period, after the warming up, students will first be guided to talk about great people. Then they will be helped to read a narration entitled Elias’s story. It’s a story about a Elias helping Mandela working for the freedom of the black people.
Three examples of “Warming Up” designs are presented in this book for teachers’ puter and overhead projector may be used to aid the teaching and learning.
Objectives
To help students learn to describe people
To help students learn to read a narrative text
To help students better understand “freedom for all”
To help students learn to use some important words and expressions
To help students identify examples of the attributive clause < where, when, why, pre. ＋which/ whom>
Focus
Words devote, vote, attack, escape, educate, beg, reward
Expressions out of work, as a matter of fact, in trouble, turn to, lose heart, come to power, set up, be sentenced to
Patterns The time when I first met Nelson Mandela was a very different period of my life.We have reached a stage where we have almost no rights at all. Only then did we decide to answer violence with violence. As a matter of fact, I do not like violence…
Procedures
1. Warming up
⑴ Warming up by describing yourselves
Hello, boys and girls. This morning we’ll take up Unit 5 in which we’ll learn to describe people. But first what kind of person are you (shy, outgoing, fun, mean, immature, dramatic or nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-minded, determined)
⑵ Warming up by describing a great person
We take Unit 5 today which is about a modern hero, a great person named Nelson Mandela. But what is a great person like (A great person should be determined, hard-working, unselfish, and generous. He should follow his ideas and never lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc.)
Boys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who fights for the rights of the black people. When talking about a person, what adjectives can you think of to describe his or her qualities What are the qualities you should find in a great person
⑶ Warming up by getting to know Mandela
Before we go to read Elias’s story let’s first try to know about Nelson Mandela by reading the following short passage.
Nelson Mandela is one of the great moral and political leaders of our time: an international hero whose lifelong dedication to the fight against racial oppression in South Africa won him the Nobel Peace Prize and the presidency of his country. Since his triumphant release in 1990 from more than a quarter-century of imprisonment, Mandela has been at the center of the most compelling and inspiring political drama in the world. As president of the African National Congress and head of South Africa's antiapartheid movement, he was instrumental in moving the nation toward multiracial government and majority rule. He is revered everywhere as a vital force in the fight for human rights and racial equality.
2. Pre-reading by looking and saying
Now, look at the six people in the pre-reading part. Can you recognize them Do you think they are important people
You may say yes, because they have done something really important to benefit the world or a country. But do you think all of them are great people
Patterns to be used
I think/ I don’t think…; in my opinion; I’m afraid…; I agree/ don’t agree…; Iprefer…; What’s your opinion Why do you think so What do you think of…
A sample dialogue
A: Do you think William Tidal is a great person B: Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work. A: Yes. I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now, let’s come to Norman Bethune. What do you think of him B: …
3. Skimming for main idea of each paragraph
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. It is a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story
Type of writing and summary of the idea
Type of writing This is a piece of narrative writing.
Main idea of the passage Elias describes how Nelson Mandela helped the black people through his own experience
Topic sentence of 1st paragraph The time when I fist met Nelson Mandela was a very difficult period of my life.
Topic sentence of 2nd paragraph 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.
Topic sentence of 3rd paragraph The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life.
Topic sentence of 4th paragraph The last 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.
Topic sentence of 5thparagraph 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.
4. Scanning for specific information
Scan the test specific information to finish Comprehending Ex. 3.
Suggested answers
1940—Elias was born.1942—Elias was two years old.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 Nelson Mandela.1954—Elias was 14 and encouraged by Mandela.
5. Discussing questions in groups of four
How did the white people stop the black people from being treated fairly
Why did Elias support Mandela
Why did he support violence when he did not agree with it
Suggested answers:Through unfair laws.There are three reasons for this. Firstly, Mandela once helped him and he thought Mandela kind and generous. Secondly, he agreed with Mandela’s political ideas. For example, he agreed with his explanation of how the black people were not treated fairly. He also sided with him on his view of peaceful fighting. Thirdly, he knew that what Mandela fought for was to make black and white people equal.Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.
6. Reading to make a diagram
Let’s go over the text once more to make a diagram of it with key words of each paragraph placed in the box.
7. Retelling the text in your own words
With the help of the diagram try to retell the story in your own words.
A retold passage of the textElias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in Johannesburg. But as he hadn’t got a passbook which was required if one wanted to live in Johannesburg. He was worried about being dismissed. However, he was lucky enough to get some help from Nelson Mandela and managed to get the correct papers. After that, he began to know more Mandela and his political ideas. He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.
8. Closing down by taking a quiz
Fill in the blank with one word to complete the summary of the text.Nelson Rolihlahla Mandela 1_____ born in Transkei, South Africa 2 _____ July 18, 1918. Mandela himself was educated 3 _____ University College of Fort Hare and the University 4 _____ Witwatersrand and qualified in law in 1942. He 5 _____ the African National Congress in 1944 6 _____ was engaged in resistance 7 _____ the ruling National Party's apartheid policies 8 _____ 1948. He went on trial for treason in 1956-1961 9 _____ was acquitted in 1961. Nelson Mandela 10 _____ released on February 11, 1990. After 11 _____ release, he plunged himself wholeheartedly into 12 _____ life's work, striving to attain the goals 13 _____ and others had set out almost four decades earlier. 14 _____ 1991, at the first national conference 15 _____ the ANC held inside South Africa 16 _____ the organization had been banned in 1960, Mandela 17 _____ elected President of the ANC while his lifelong friend 18 _____ colleague, Oliver Tambo, became the organization’s National Chairperson.(Keys: 1 was 2 on 3 at 4 of 5 joined 6 and 7 against 8 after 9 and 10 was 11 his 12 his 13 he 14 In 15 of 16 after 17 was 18 and)
Choose the best answer to complete the sentence.1. A law firm was opened to advise the poor farmers _____ their problems.A: at B: about C: with D: on2. The factory _____ I studied law was far away from _____ I lived.A: where, that B: that, where C: where, where D: which, which3. 2007 has _____ the greatest number of coal miners killed in various accidents. A: watched B: seen C: experienced D: lookedI was put in a position_____ I had either to give up my job or accept less pay.A: in which B: in that C: at which D: about that (Keys: 1. D, 2. C, 3. B, 4. A)
Black worker difficult period law firm
Information of Elias
Elias’ life before meeting Mandela
Six leave not pay gold mine passbook worried about
Elias’s problem
Tell help correct papers forget join
Mandela’s help
Elias’ story
No rights vote live job poorest areas not grow food
Black people’s problems
Elias’ life after meeting Mandela
Position accept fight peaceful blow up put in prison realize equal
Support to MandelaUnit 5 Nelson Mandela
– a modern hero
一、单元教学目标和要求(Teaching aims and demands)
二、教材内容分析（Analysis of the teaching materials）
三、教学安排(Teaching arrangements)
四、单元预习任务(Pre-unit Activities: Preview Task)
五、教学步骤 (Teaching procedures)
六、背景参考资料(Background knowledge)
七、评价与反思(Assessment and reflection)
一、教学目标和要求 (Teaching aims and demands)
根据课程标准实验教材（英语 必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。
语言知识 （Knowledge）
词汇（Vocabulary）：
能理解、内化、运用以下生词---- hero, quality, willing, active, republic, 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
短语(Phrases and expressions)：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
功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：
发表意见 （Giving opinions）
Why do you think so What do you think of ... What's you opinion
agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid ....
评论 （Making comments）
Good idea! That's an excellent idea．
语法(Grammar)：定语从句（II）（由where, when, why, 介词+ which, 介词+ whom引导的定语从句）
The school where I studied only two years was three kilometers away．
This was a time when you had got to have a passbook to live in Johannesburg
The reason why I got a job was because of my hard work．
…we were put in a position in which we had either to accept we were less important, or fight the Government．
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
扩展词汇：
negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, Bible（圣经）, revolution（革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign（从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott（联合抵制）。
2. 语言技能 (Skills)
听：在本单元的课文及练习册听力教学中， 能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。
说：在本单元的课文及练习讨论时， 能恰当使用I think/ I don’t think/ in my opinion/That’s an excellent idea等对英雄、伟人的品质恰当地发表意见，进行讨论。
读：能在阅读中使用不同的阅读策略，迅速地从阅读材料中获取主要信息，根据上下文线索预测故事发展，根据上下文猜测词义并通过不同渠道如报刊、音像、网络等了解更多伟人的情况。
写：能用恰当的语言简单地描述人物，并简单地表达自己的意见。
学习策略(Strategy)：
在听和读的训练中，学会借助情景和上下文猜测词义或推测段落大意，借助图表等非语言信息进行理解和表达。
主动制定本单元学习计划，客观评价自己的学习效果，在课内外活动中积极用英语交流，有效地使用词典、图书馆、网络等媒体资源来获得更多的有关伟人的英语信息。
情感态度和价值观（Affect and Values）
了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，并向他们学习，以提高自身素质，树立正确的人生观，学习他们在艰苦的环境下为人类做贡献、不追求享乐的高尚精神。同时也学会一分为二的态度客观看待事物。
二、教材内容分析（Analysis of the teaching materials）
本单元的中心话题是当代英雄纳尔逊·曼德拉。故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这有别于惯常采用的直叙手法，尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。为了让学生完成写作任务，教科书又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。“热身”（Warming Up）部分要求小组讨论伟人应具有的品质，并通过一组问题让学生了解彼此的特点与看法。“读前”（Pre-reading）部分提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并判断他们中谁能称得上是伟大的人。“语言学习”（Learning about Language）部分突出了词汇和语法的学习与训练。本单元的语法是when, where, why, 介词+ which，介词+ whom引导的定语从句。“语言运用”（Using Language）部分中包括了听、读、写三个部分的内容，是本单元主要阅读篇章故事的延续。学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。其中“写作”（Writing）部分是训练学生选取和组织材料，写出具有说服力的书信。练习册的写作要求学生学写有关伟人或名人的生平。“学习建议”（Learning Tip）指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论，以学会正确地评价人物。
三、教学安排(Teaching arrangements)
Period 1: Reading I (Elias’ story +the rest of Elias’ story)
Period 2: Reading II (review +listening (sb)+language points)
Period 3: More language input (reading task (wb) + listening (wb))
Period 4: Language Practicing (grammar)
Period 5: Writing
本教学安排根据“LARA教学原则”，对教材进行大胆的删除（L – leave out）、 修补（A – Amending）、替换（R – Replace）、增添（A – Add），灵活的将教材为我所用。新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。但新教材也应与学生的实际相结合，我们不能全盘照搬。同时在教学过程中，为了对教学有及时的反馈和有效的改进，我们还进行了“形成性评价”,体现了学生的主体地位。
本单元的语言技能和语言知识几乎都围绕“当代英雄”这一中心话题设计的。我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student’s Book)和作业本(Workbook)有机结合。
根据本单元的教材的特点，按照任务型教学与大容量输入与输出的教学理念，整个单元的设计思路如下：输入“英雄”的概念，先是学生的自由讨论，更通过曼德拉的事迹向学生展示何为当代伟人，以及伟人所要具备的一些品质。在这基础上，第二步要学生辨别伟人与名人的不同，以及体会一分为二的辩证唯物主义。最后我们回到生活中，生活中也有不少平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的英雄，伟人。由此我们从书本回归到生活，也成功升华，延伸了英雄的概念。通过学习语言点、语法还有写作，学生在内化吸收了知识后，进行了输出。
第一课时是人物传记式的阅读课，但是文章的写作角度比较特别，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉，这样的写法比较客观可信。伊莱亚斯的故事与遭遇同时也成为本文与本课的一条贯穿总线。课文有关中心话题的有三个部分，第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。考虑到故事发展与情节展开的连续性与关联性以及课堂时间，在这个课时，把第一篇阅读短文与第三篇阅读短文整合起来完成，听力则放在第二课时。首先我们以一首英文经典歌曲 “hero”作为课前的英语氛围的营造与课内的导入，以老师问学生答的有效互动形式自由谈论他们所喜爱的hero并说明理由，提高了“说”的能力。然后是Workbook “talking”部分的四幅人物图像的呈现，以图片展示的形式激励学生用英语进行语言实践活动，然后归纳出英雄的一个模糊标准，为课文学习做好铺垫。之后正式人物曼德拉的登场，进入主题伊莱亚斯眼中的曼德拉。快速阅读部分训练学生的快速阅读能力并让学生对文章的梗概有所了解，对中心人物与背景有一定的印象。在细读过程中，根据课文的内容，问题设计以伊莱亚斯的人生发展为贯穿总线，同时以曼德拉给予他的影响为副线，环环相扣，层层递进，检查学生对文章的理解程度。在学生掌握课文内容并有了一定量的信息输入之后，给学生创造情境，让学生将所学的知识真实地运用到情境交际中，达到巩固知识与信息输出的目的。在此，依据学生的认知水平，我们设计两个不同难度系数的任务。任务1：Suppose you were Nelson Mandela or Nelson Mandela’s wife, would you like to tell us something impressive 这里我们希望学生从伊莱亚斯外的角度来述说事情的发展过程，与文章的写作手法呼应，并巩固所学知识。任务2：四人小组活动，一个导游与三个游客之间的交流活动。相对任务1，任务2情境更加生动，更加开拓思维，能够把交际实践与阅读有机结合起来并培养了学生的合作精神。作业的布置一个是让学生在复习课文的同时找出好词好句，另一个是让他们以四人为一个小组，课外用各种媒体工具去找有关曼德拉更多的资料，也是为下节课做准备。
第二课时是第一课时阅读的巩固，延伸，升华。先通过对错问答检测对课文内容的熟悉程度，然后通过寻找好词好句来呈现词汇与表达，并通过短文填空对词汇进行运用与内化。
巩固了上一堂课的内容，进入延伸部分——一篇听力短文：伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。为了让学生进入听的状态，先为学生营造语境，由熟悉的passbook引出话题，通过问题的形式先让学生预测当时的情景，这样能激发学生用英语进行实践活动并为听力作好准备，然后再自然过渡到听力部分。这样学生在听的时候就有个心理准备，作好了铺垫。到此关于曼德拉的故事基本接近尾声，那么我们可以从中学习到什么呢？学生在这个环节进一步熟悉并巩固了课文。开放式讨论后，我们把目光从曼德拉身上投到其他伟人那里，在这里我们有选择的利用了课文pre-reading部分的四位伟人的图片，讨论四个不同领域的伟人后，思考“What qualities do you think are needed to make a great person ”至此我们总结了伟人应具备的一些品质和所拥有的共同点。那么，这些优秀品质里，你最欣赏哪些？你身边有拥有这样品质的人吗？又是怎么体现的呢？这个讨论把书本与我们的生活又结合起来，让学生明白拥有这些品质并不是伟人所特有的，通过树立正确的人生观，提高自我素质，我们也可以做的到。作业的布置是让学生收集更多伟人的事迹，复习的同时并预习好练习册里的阅读。构建知识框架，形成完整的知识系统性。
第三课时的安排是作为整个单元阅读的一个升华。在上一堂课里应用了课文Pre-reading的一部分，明白了伟人应具备的一些品质，但是我们还遗留了一个问题：是不是名人就是伟人呢？综观这个单元的素材，发现练习册中的阅读部分非常适合这个环节，因此这里我们用比尔.盖茨这个同样具有争议的人代替Pre-reading中的阿姆斯特朗，至此对Pre-reading进行了拆分，并与阅读有机组合在一起。首先老师以问题“As we know, most of the great people are also important and famous, but are important people the great ones ”进行过渡与引起注意。然后导入比尔.盖茨的图片，先在没有任何输入的状态下，让学生用已学的表达方式来表达他们对这个人物的看法，操练巩固 “Expressing ideas”的语言功能，其实这也是大脑风暴的热身过程。之后，依次呈现两篇基于不同立场与角度的有关比尔.盖茨文章，利用阅读技巧搜索有用信息后，形成表格进行对比，再让学生debate whether he is a great man, 这里让学生能有条理地表达个人的见解，培养他们独到的见解。老师最后总结出成为伟人的必备条件，而显然比尔.盖茨并不具备。第二环节是练习册中的 “Listening task”, 从上一环节学生对比尔.盖茨的不同看法上升到人们从不同角度看问题会产生不同的看法的理论高度。在训练听的能力的同时也锻炼辩证的思维能力。最后的环节也是本课时的高潮部分，首先以一段“感动中国”中洪战辉的事迹的影音视频进行导入，讨论他是不是感动大家，为什么？是不是符合了“great man”的定义？那么我们身边有没有类似的人呢？在这里，“great man” 的定义得到了延伸与扩展，生活中那些平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的“great man”。作业是让学生写一个计划，考虑怎样才能进一步向心目中的“great man”的标准靠拢。这个作业的布置是人性化的，具有弹性的，开拓了学生的发散性思维，同时也是对学生自身品质的一次自我审查。
第四课时本课时的重点是语法定语从句的关系副词（when, where, why）和介词+关系代词。因为在第四单元已经对定语从句有了基本的了解，所以在这里我们要做的是遵循学生的认知规律，难度适中，循序渐进的进行语法的教学，加深理解，提高实际运用能力。首先以基于阅读课文的问答式引出课文中出现的四句很具有代表性的定语从句，复习了课文也引出了本单元的重点语言现象——定语从句。然后展示一个有关定语从句的Flash动画，形象生动，活跃气氛。接下来通过一组练习来同时复习一下上个单元的语法项——关系代词，起到承上启下的作用。再导入两个例句1. We were put in a position in which we had either to accept we were less important, or fight the government．2. The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.让学生观察这两个句子与其他句子的不同，并通过一组练习，让学生知道介词是怎么产生的和怎么挑选合适的介词。那么怎么解决这三个关系副词呢？根据学生的认知规律，我们设计了三个句子为一组，分别体现which----at/ in /on which----when; which----in which----where; which----for which----why 的演变过程。接下来进行有针对性的练习操练，练习的设计也是从易到难循序渐进，先是连线题，再是补充定语从句部分，最后的练习是用定语从句把两个单句组成一句话，让学生的学习能力阶梯式的加强。学习的最终目的是输出，也是应用于交际中，所以本课时的最后给学生设计了一个输出的任务——四人一组活动，应用定语从句，谈谈你生活中的五件印象最深刻的事情，人物，地点，时间等。这个活动贴近学生的生活实际，内容丰富，让学生有话可讲。作业布置：1.把最后一个活动再继续深化，编为一篇短文。2. 完成课本里大量丰富的相关练习，此时是学生巩固的最好机会。
第五课时是写作课，响应新课程对写作的重视，我们特别在本学期强调了写作的教学。在本课时中，首先通过对上一堂课作业——定语从句短文的展示，既检查了作业，又巩固了语法，也过渡到人物写作这个中心话题。整堂课是按照作文的组成部分为线索展开的，先是关注写作里词汇的处理，注重选词对文章的印象，在这里我们充分利用了练习册第70页的这篇文章填空，在两个相似词汇之间的选择，让学生明白了措辞的重要性。之后，让学生回答在本单元习得的有用词汇，通过71页的翻译句子运用这些刚学的新词汇。如果说词汇是文章的血肉，那么结构与提纲就是骨架。回到70页的这篇数学家的介绍，通过师生问答，让学生归纳出这篇文章的提纲，然后给学生机会尝试写一个介绍曼德拉的提纲。因本单元中出现信的写作，为了把书本与练习册两个写作结合起来，我们设计了如下的任务：Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century, will you write a letter to support Nelson Mandela 这样学生既实际练习了写信，也学会怎么介绍与描述一个人。最终我们期望学生能把新学的词汇、句型与语法运用到作文里面，把整个单元的学习很好地加以输出。
补充：考虑到每个学校每个班级教学与学生的差异，我们没有对语言点进行单独备课，但是给大家准备了 “Language supermarket”，里面资料详尽，供各位老师根据教学实际情况自由选择。
四、单元预习任务（Pre-unit Activities: Preview Task）
1、根据本单元教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。
2、预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用法。鼓励学生勤查字典。
3、多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。
推荐网址：
4、做好每课时的课前具体预习任务。
第一课时前：
根据教学目标和要求，了解本课时的话题和任务，预习课文的语言知识，包括词汇表里的词汇和短语，以及课外提供的扩展词汇，掌握词义、发音、词性以及基本用法。鼓励学生勤查字典。
预习阅读材料，掌握文章的中心思想和基本脉络。
通过报刊、杂志、网络等途径，多渠道查阅并了解与阅读材料相关的信息资料和背景知识，做好充分的课前预习工作。
（学生可以通过以下问题来自我检查预习情况）
Questionnaire:
Q1: What qualities do you think you should have And how can we improve ourselves
Q2: Can you name some famous people But are they great men
Q3: How much do you know about South Africa and Nelson Mandela
Q4: What’s the relationship between Nelson Mandela and Elias
Q5: What can we learn from those great ones
第二课时前：
复习阅读课文，预习所给的词汇、相关背景知识等材料。
预习课文Listening。
第三课时前：
预习所给的词汇，和相关知识。
预习练习册里的阅读与听力。
第四课时前：
1、预习语言点和语法点。
第五课时前：
1.、复习上一课时所学的语言点和语法。
2.、搜索有关曼德拉详细信息与写信的格式。
五、教学步骤 (Teaching procedures)
Period 1：Reading I
Teaching goals
To talk about people’s qualities and inspire the students to discover the value of the great man’s work.
To read on capable people’s life stories and know more information about Nelson Mandela.
Enable the students to express their ideas logically.
Procedures
Step 1. Warming up
(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)
T: Well, for a beautiful song, do you know what it is about
S :Hero
Q: Who is your hero/heroine / Who do you admire in your heart
Ss: …
Q: Why
S: …
Q: Do you think he is a great man
S: …
Q: Does he do anything for others / What contributions does he make to society
S: …
(Show 4 pictures in talking part one by one)
Q: How about this person Do you admire him Is he another hero in your heart What do you know about him
(Give background knowledge)
Conclusion: Let Ss say: so a great man is a man _______________________.
(Show a picture of. Nelson Mandela)
Q: What do you know about him Is he a great man Why
(Get into Brainstorming)
T: It seems you know Nelson Mandela a little. Do you want to know more about him Let’s read the following story and see what Elias thinks of Nelson Mandela.
Step 2.Fast Reading
Q: What does he think of Nelson Mandela
Why
What happened between Elias and Nelson Mandela
Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .
Step 3 Careful reading
T: Here is your first impression about NM according to the Elias’ story. If you look through the story carefully, you’ ll find more. Ok, why not read these two passages and finish the following chart by answering these questions
Q1: When and where was Elias born What was he
( 1940, born, black worker )
Q2: Was he educated When How long
( 1946( six), educated, two years )
Q3: Why did he leave school so early
( not continue the fee )
Q4: So what was the result Could he get a job What job Was he happy then Why
( get, worried about, out of work, no passbook )
Q5.Who helped him What did Nelson Mandela do at that time
( Nelson Mandela, opened, advise )
Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life
( get …)
Q7. What did Nelson Mandela organize Why did he organize it / What was the situation at that time
( ANC, no vote, not choose )
Q8: Where did they live
( poorest )
Q9: What did Nelson Mandela say
( accept, fight )
Q10: How to attack the law
( broke, peacefully )
Q11: But did they answer violence with violence Why
( answer with violence, not allowed )
Q12: Did Elias like violence Did he join the ANC Youth League Why
( realize his dream, make equal )
Q13: So how did they do
(blow up )
Q14: What would be the result if they were caught
( be put in prison )
Q15: Later, he was put in prison. What is the prison Why were they so afraid of hearing of its name
( Robben island, not escaped )
Q16: It was the hardest time of his life, right But at this moment who appeared Did he help him How
( began, taught )
Q17: Did Elias study hard How
( under…make candles..)
Q18: As a result, he became a good student. Did he want to study further Was he allowed to do that What idea did Nelson Mandela think of
( allowed… not stopped…)
Q19: Could Elias get the degree Why did he feel good about himself
（ not cleverer ）
Q20: Was Elias always staying in the prison How long did he stay Can he get a job What job Why
( four, educated )
Q21: Could he do this job long Why So he lost the job. How long was he out of work When did he find a job again How
(found out, twenty years, came to power, helped again )
Q22: Was Elias happy to accept this job Did he give up this job Why
( bad, came back to , encourage, said,)
Q23: What did he think of this job now, Why
( am proud to…)
Q24: What’s the purpose of writing this story How does the writer tell How many parts was the whole story divided / How many times did Nelson Mandela offer help to Elias
Ss: The purpose of writing this story is to … . The writer tells…by….
Step4 Retelling
T: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elias’ wife, would you like to tell us something impressive
Retelling (Choose one of them to retell )
Suppose you were Nelson Mandela, retell the story.
Suppose you were Elias’ wife, retell the story.
Step5. Role play (an interview )
T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’ turn to tell us some stories. One of you act as Elias, who is the tour guide on Robben Island. And the other three, you are tourists and you can ask questions that you want to know. Maybe these tips will help you!
How did you get to know Nelson Mandela
What did he do to help you keep your job in a gold mine
Can you explain to me some of Nelson Mandela’s political ideas or beliefs
What was Nelson Mandela’s way of fighting Why did he change to violence
What was life like on Robben Island
We know you couldn’t read or write, for you left school early, but now you can.
Where did you learn to read and write
Why did you become a tour guide What do you think of your present job
(Let students come to the front to show their interview. Students can start the interview like this:
Tourist: How did you get to know Nelson Mandela What did he do to help you keep your job in a gold mine )
Step6. Homework
Try to find out some useful expressions and phrases.
Work in four to find more information about Nelson Mandela.
附板书设计: （Blackboard Design）
The relationship between Elias and Nelson MandelaElias Mandela black worker opened educated, two years advise out of work happiest get no vote organize not choose accept/fight poorest join broke peaceful blow up help put in prison began hardest taught not allowed allowed…toget a degree degree not stopped feel good
Period 2：Reading II
Step 1.Lead-in
T: Do you still remember some details about what we learned yesterday Now let me have a check.
Step 2. Review two readings
1. ( T or F )
1. Elias met Nelson Mandela at school. ( F )
2. Nelson Mandela was a black lawyer. ( T )
3. Nelson Mandela believed that black people were being treated as well as white people in South Africa. ( F )
4. Nelson Mandela thought violence was a good way to help black people. ( F )
5. Nelson Mandela helped Elias keep his job. ( T )
6. The government were happy with Nelson Mandela and the ANC. ( F )
2. Listening and learning about language points
(Discover useful words and expressions, and then complete the passage with some of the words above)
(go on, some time, feel hopeless, lose one’s job, brave man, in fact, be ready to, agree to take, go against a law, quiet and calm, be taken to prison, tell somebody what to do, what people do in a war, always doing new things, have some difficult problems, money paid for going to school, a yellow metal for making a ring, group of people organized for a special purpose)
T: Let’s listen to the whole story. Would you please find out the similar expressions in the text to the ones on the screen Then complete the passage with some of the words.
When Elias lost his job and was__________, his wife was very unhappy. She knew this meant he was_________ when all she wanted was a _______ life with enough money every month. She tried to ______him not to fight the government as she thought it was better to _______ that in South Africa black people were not as important as white people. But he was willing to ________ the fight and help Nelson Mandela win equal rights for black people. For a ______ of time she felt helpless and_________, but Elias encouraged her with stories of how good life would be when white and black people worked and played together.
Step 3. Listening
T: We know, at that time, Elias was in a difficult situation and the background was very different from today’s. With what you have known, can you predict some
What is a passbook
Is it important
Is it easy to get for Elias
What job did Elias want to do
Who worked underground
Who worked on the surface
Where did Elias live
T: Will your answers be all right Now listen to one statement of Elias.
1 What is a passbook ( B )
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 ( C )
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 ( D )
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 (C )
A The white workers B. The black and white workers
C. The black workers D. Foreign workers
5. Who worked on the surface ( C )
A. The black workers B. The black and white workers
C. The white workers D. Foreign workers
6. Where did Elias live ( C )
A. In a classroom B. In a home of his own
C. In a large room with beds D. With his family
Q: Why did Elias join the ANC Youth League
( He wanted to be the same and equal to the white people in their own land.)
Q: Why did he support violence when he did not agree with it
( Because it was only with violence that they could get the equal right. )
Step 4. Further Discussion
T: So to Elias, Nelson Mandela is a great man and he is important in Elias’ life, and he changed his life.
And what have you learned from Nelson Mandela For what quality do you admire him most
(Show 4 pictures in Pre-reading: William Tyndale, Norman Bethune, Sun Yat-sen, and Gandhi )
T: Are they great people too What qualities do they have What qualities do you think are needed to make a great person
Conclusion: A great person is one who has followed his/ her ideas and sacrificed something so that they could be realized. He/ She has qualities as follows: intelligent, determined, generous, kind, unselfish, brave, hard-working, confident, persistent, modest, one who has an idea, helps others, unselfishly gives up something to achieve his/her goal).
Look at the list of the qualities that are set out above. You are going to choose four that you consider are the most important for a great person. While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it.
Step5. Homework
Review two readings
Recite good sentences from the readings
Preview the next reading in WB.
附板书设计: （Blackboard Design）
Review two readings ( T or F )Listening 1. prediction 2. listen to the passageFurther Discussion1.What is a great man 2.What about we ordinary ones
Language points :
1. Do you ask for help when you think it necessary
ask for 要求得到
Every time he gets home, he asks for money.
ask for sb. 找某人，要求见某人
A Mr. Simpson form Sydney is asking for the manager.
2. Are you willing to do public service work without pay
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.
Do you easily lose heart when you are in trouble
lose heart 灰心，丧失信心
Please don’t lose heart; you still have more chances.
lose one’s heart 爱上，喜欢上
She lost her heart to him as soon as she saw the handsome soldier.
in trouble 有麻烦，处于不幸中
He never came except when he was in trouble.
4. He died for his ideas but his work was later used in the Bible. 他为了自己的思想而献身，但他的成果后来应用于《圣经》。
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）
5. He fought against the German Nazis and Japanese invaders during World War II. 二战时期他抵抗德国纳粹和日本侵略者。
fight (fought, fought)
fight for 为……而战
fight against 与……作斗争
We will have to fight against difficulties.
They told the workers to fight for their rights.
6. He founded the first Republic in China in 1911 after many years’ fighting. 经过多年斗争他于1911在中国创建了第一个共和国。
found (founded, founded) 建立，创建
find (found, found)
The hospital was founded in 1920.
Have you found your missing pen
7. 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 sb. = believe what sb. says 相信某人的话
believe in sb. 信任某人
I believe what he said because I believe in him.
8. 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.
9. He fought for the black people and was in prison for thirty years. 他为黑人而战且坐过三十年监狱。
be in prison 在狱中，被监禁
He has been in prison for five years.
put…in prison = send…to prison = throw …into prison 把……投入监狱
The car thieves have been put in prison.
He was sent to prison for ten years
10. 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.
11. It was in 1952 and he had opened a black law firm to advise poor black people on their problems.
1) advise ab. 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.
12. 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.
13. 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 have seen more and more traffic accidents.
The city has seen many changes.
14. …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。
Only by practicing a few hours every day will you be able to master English.
only 修饰主语时，句子不倒装。
Only he knew how to solve the problem.
15. 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.
16.But I was happy to help because I knew it was to realize our dream of making black and white people equal.
be equal to 等于，相当于
I’m not equal to the position.
Women demand equal pay for equal work.
17.You cannot imagine how the sound of the name of Robben Island made us afraid. 你想象不到听到罗本岛这个名字令我们多么害怕。
imagine n./doing sth./sb.+doing/that…
Can you imagine life without electricity
I didn’t imagine becoming a writer in my childhood.
I can’t imagine her marrying him.
Imagine that you are a bird.
18. He taught us during the lunch breaks and the evening when we should have been asleep. 在午餐的休息时间和晚上我们本应该睡觉的时候他教授我们。
should do & should have done
He should have come earlier.
You should come earlier tomorrow.
You should have written to your mother.
My teacher said I should study harder.
I should have studied harder when I was young.
should do 表示应该做，一般指现在或将来的动作，指过去的动作时应站在过去的角度。
should have done 表示本应该做而没有做的。站在现在的角度上评说过去的事情。
19.asleep, sleep & sleepy
--Is he still sleeping
--Yes, he is fast asleep.
I was too sleepy to hear the end of her talk.
I usually sleep seven hours a day.
asleep 是表语形容词，意为“睡着的”。
sleep 是动词或名词，意为“睡觉”。
sleepy 是形容词，意为“打盹的”。
20. As they were not cleverer than me, but did pass their exam, I knew I could get a degree too. 由于他们不如我聪明而又确实通过了考试，我知道我也能获得学位。
did pass 为强调结构，强调谓语动词时，在动词原行前加do, does, did.
Do be careful!
I do hope you have a merry Christmas!
He does speak English well!
21. I did not work for twenty years until Mr. Mandela and the ANC came to power in 1993.
come to power = come into power 执政
in power 当权，执政
Things have changed a lot since he came to power.
How long has he been in power
22. All the terror and fear of that time came back to me.
terror n. 恐怖，可怕的人或事
The murder was a terror to the people in the town.
fear n. 恐惧，可怕
vt. 恐惧，害怕 + n./to do /that…
Do you fear death
She fears to speak in our presence.
I fear that we can’t protect ourselves.
for fear of …& for fear that… 担心
He left an hour earlier for fear of missing the train.
She worried for fear that the child would be hurt
23. I remembered the beatings and the cruelty of the guards and my friends who had died and I felt I would not be able to do it.
beating n. 打、输
They gave him a good beating.
They gave our team quite a beating.
beat n. 敲击，跳动
We heard the beat of a drum.
Can you hear the beat of my heart
24. They said that the job and the pay from the new South African government was my reward after working all my life for equal rights for the Blacks.
reward n. 报酬，奖金
He worked hard but without much reward.
in reward 作为报酬
She got nothing in reward for her kindness.
vt. 酬谢，给以报答
He rewarded me with a prize.
1．period （n．）
1）length or portion of time一段时间；时期。
There were long periods when we had no news of him．好长一段时间我们都没有他的消息。
Tomorrow's weather will be cloudy with sunny periods．明天阴天间晴。
His son is going through a difficult period now．他的儿子正处于困难时期。
2）（time allowed for a）lesson in school课时；一节课。
three periods of chemistry a week 一个星期三节化学课。
2．advise
advise sb.to do sth.劝告/建议某人做某事 advise sb not to do sth= advise sb. against doing sth劝告/建议某人不要做某事
1) They advised her not to act in haste. = They advised her against acting in haste。他们劝她不要匆忙行事。
2) He will advise you what to do 他会建议你（们）怎么办。
3) 可以说advise doing,但不可以说advise to do，如：
She advised holding an English party at the weekend.（正）
She advised to hold an English party at the weekend.（误）
4) advise后可以引导一个宾语从句，从句的谓语动词用虚拟语气，即，should+ 动词原形，should可以省略。如：
I advised that he (should) come at once.
5) advise sb. of sth 把某事通知某人，如：
We advised them of the arrival of goods
6) advise with sb on/about sth.与某人商量某事，如：
She advised with me on the travel to Europe.
3．see （v.）
see除了用来表示“看见”以外，还可表示“遇见”、“会晤”、“理解”、“发觉”、“经历”等意义。在本句中，它的意思是to be the time when （an event）happens。
witness 为（某事）发生之时；目睹。
This year sees the hundredth anniversary of the composer's death．今年是那位作曲家逝世一百
4．position
1.表示“位置，姿势，职位，立场”时，是可数名词，前常加介词“in”如：
1). The house has a good position.
2). He is lying in a very uncomfortable position.
3). My sister has got a position as a nurse.
4). Both sides made their positions clear.
2.表示“地位”时，是不可数名词，有时可加不定冠词，如：
She is a woman of high position
3. in a position to do sth.处于能够做某事的地位，如：
I’m sorry, I am not in a position to help you now.
4. in/ out of position在/（不在）适当的位置，如：
This chair is out of position. Put it back in position.]
5. Take up the position that…主张…如：
He took up the position that the meeting should be postponed until /to next week.
6. accept
1. 表示“接受，同意” 后面可接名词，代词或that引导的宾语从句，如：
1) Did you accept the invitation
2) It is generally accepted that smoking causes bad health
2.区别accept 和receive
accept指乐意接受或考虑后同意接受，强调其主观意愿。如：
1) We must accept the criticism.
2) I accepted this plan in principle
receive表示“接到，收到 ”， 指“接，收”这一动作或事实。
1).He received several baskets full of cards, letters and telegrams of congratulations.
2).He received the present, but he didn’t accepted it.
accept后不可接不定式。
1). She accepted to go with me.（误）
2). She agreed to go with me.（正）
7. reward.
1) 作动词，表示“报酬，酬金，报答，奖赏”，接介词for表示“缘故”，接介词with表示“奖赏的东西”。如：
1) I rewarded you for your help.
2) She rewarded him with a smile.
2. 作名词，表示“报酬，奖赏，报答，酬谢”如：
1) She was given a reward for passing the examination.
2) She worked hard all her life but without much reward.
3. as a reward for,作为……奖赏，为……酬谢 in reward of（以……）酬谢，如：
1). He was rewarded with a gold watch as a reward for his services.
2) He was presented with a gold watch in reward of his services.
4.in reward 作为。。。报答。如：
1) We got nothing in reward for our kindness.
5．表示“好处，回报”时，常用名词的复数形式，如：
1) The rewards of arts are not to be measured in money.
2) The financial rewards of teaching are not among its attractions.
8. 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．首先我们用和平的方式来破坏法律；而当这种方式也得不到允许时，……只有到这个时候我们才决定用暴力反抗暴力。
in a way which was peaceful = in a peaceful way。
Only then did we decide to answer violence with violence．注意did we decide的局部倒装结构，当only 修饰副词或状语置于句首时，句子要局部倒装。如：
Only after the lesson did she discover that she had lost her handbag．下了课她才发现自己丢了手提包。
Only recently have I thought of them．直到最近我才想起他们。
如果置于句首的由only引导的词语不是状语就不用倒装。试比较：
Only some of the children seemed to have understood it．似乎只有一部分孩子明白。
Period 3: more language input
Teaching goals
Help the students learn to get information by listening, and cultivate the listening ability.
Get the students to talk about their various opinions freely in English.
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 a picture of an accident)
T: What happened in the picture If you witness the accident, what will you do
Ss: Call 120. / Tell policeman the truth. / …
T: If the policeman asks you to describe what you have witnessed, what will you say
S1: …
T: What’s your point of view
S2: …
T: You see, on this accident, you two have different views. Usually, after an accident, the police will not just ask one person. Can you guess why What about listening to the tape to find out the reason
(Ask the Ss to listen to the tape.)
T: So why will the police not just ask one person
S: …
T: Instead, what will the police do
S: He will ask everyone present.
T: But sometimes, people will tell different stories after an accident, just as what you did just now. Do you know why So listen to the tape again and find out the answers to these two questions:
Q1: Why will people tell different stories after an accident
Q2: What does “a point of view” mean
(Check the answers.)
T: You see, when you look at people or things, you may have a different point of view from others. On this accident, two people have different points of views. Please listen to the tape once again, and take some notes of the information on the accident by person A and person B.
(Check the answers of exercise 2.)
T: So why did the two speakers have different ideas about the cause of the accident
S: …
T: After you get the information, who do you think caused the accident Why
S: …
T: What conclusion can you draw after the reading and the listening
S:
T: So next time when you look at one event, will you just look on one side
Standing on different fields will give you totally different views. So please don’t just judge an event from one side. Just like the topic we talked in this unit – great men. 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
If we ordinary people can become great ones, will you want to be a great one If so, how to be a
great person Can you write your plan to reach the great goal
附板书设计：（Blackboard Design）
I think Bill Gates is / is not _____________, because ________________________________.Great man Great ordinary
Period 4: Language Practicing
Teaching goals
To discover and learn to use some useful words and expressions.
To learn Attributive Clauses part2 (where, when, why, prep. +which /whom)
Step 1 Lead-in
(By asking Ss some Qs about Elias, then lead in some attributive clauses in the reading text. Get Ss to learn the grammar from their book.)
T: In Elias’s story, Nelson Mandela acted an important role in his life, and a lot of things greatly changed because of him. So there are many unforgettable experiences in Elias’s mind. Suppose you are /were Elias, can you tell us some of your impressive experiences
Ss: Yes/Ok
T:
Q1: When did you first meet Nelson Mandela
S1: I met Nelson Mandela in a very difficult period of my life.
T: So you mean the time when you first met Nelson Mandela was a very difficult period of your life. (Copy the sentence on the blackboard)
Q2: Where was the school you studied
S2:The school where I studied only two years was three kilometers away.
Q3: When was the day Nelson Mandela told you what to do and helped you
S3: The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.
Q4: Where were the parts you blacks lived
S4: The parts of town where we lived were the places decided by white people.
The time when you first met Nelson Mandela was a very difficult period of your life.
The school where i studied only two years was three kilometers away.
The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.
The parts of town where we lived were the places decided by white people.
Step 2 Grammar review
T: Now please look at these sentences. The words underlined are all modified by sentences. Do you still remember what we call these kinds of clauses
Ss: Attributive clause.
T: Yeah, the attributive clauses are very useful in our expression.
(Show a short flash of the dialogue between a couple)
Step 3 Grammar learning
T: Besides these words and sentences, we find another language using in our text.
We were put in a position in which we had either to accept we were less important, or fight the government．
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela
T: What’s the differences between these two and others
S: We have a preposition before the relative pronoun.
T: But where is the preposition from
Let’s observe the following sentences!
关系副词：when, where, why.
关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。
Step 4 Grammar practice
Ex1: Elias has had some problems with his messages for his friends. Can you help him form sentences with the following words and phrases. Match them please.
Step 4 Homework
1. Make what you discussed into a short passage by using the attributive clause.
2. Finish the exercises in the workbook.
附板书设计：（Blackboard Design）
Attributive clauserelative pronoun ：who, whom, whose, that, which等。关系代词whom, which前介词的选择由先行词的习惯搭配或后半句动词的搭配而决定。关系副词：when, where, why.关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。
Period 5: Writing
Teaching goals
Deal with the knowledge learned and the writing part
Teach the students how to write a persuading letter.
Step 1. Lead in
T: Hello, everyone. Now I am very eager to know the top five things in your life. Would you like to share them with me Others please pay attention to the attributive clauses in his report.
Ss: …
T: Well done, how many attributive clauses are used in the report
Ss:
T: Just as you see, with this structure, the sentences you made will become more vivid and beautiful. And from what he told you just now, class, what kind person our speaker is
Ss: Brave, honest…
T: But is it enough to describe one person in this way What else is needed
Ss: (Get into a discussion)
Step 2. Using words and expressions
T: Good ideas. Would you like to know more Now here’s a good example. Let’s turn to Page 70. First go through the text quickly. Who can tell me what the passage talks about
S: It’s about a mathematician named Charles Babbage.
T: Now choose the words or expressions from the brackets to complete the passage.
(Leave Ss 2minutes to finish the passage.)
T: You can find the words are similar to each other. So as a good writer, he may vary words to express something better. So picking of proper words is very important. And have you stored some good words or phrases from our text
Ss: ...
T: But can you use them out in your writing Let’s have a try. Here we’ve got some, and please choose some of them to translate my sentences. ( Page 71)
(as a matter of fact; in trouble; out of work; come to power; advise; lose heart; be sentenced to; willing; set up; continue).
T: Please always remember: words and phrases are the bricks of the house or the muscles and blood of the body. So collecting more words is a way to write a beautiful passage. Besides the muscles and blood, but what about the bones of the article
Step3. Make an outline for structure
T: Let’s go back to the passage. Can you give me more information about the mathematician Like when and where was he born What happened in his childhood And what happened later …
Ss: …
T: Yes, in paragraph one, it writes about his personal information. And what happened in paragraph two What other information does it mention
Ss: …
T: In paragraph two, it tells us his hard work and achievements. Why do we say he worked hard What were his achievements Did he suffer a lot or meet with some problems What do people think of him Why
Ss: …
T: So in conclusion, this passage can be divided into two parts. They are:
Paragraph 1: Personal information
Paragraph 2: His / Her hard work and achievements
T: That’s the brief outline of this passage, and can we add something more about it
S: (Get into a discussion and report their ideas)
T: Generally speaking, when we write a passage about a person, maybe we’d better write about his qualities in the passage and we can also show our opinion of the hero. So can you write an outline of a passage about a great person
(Leave several minutes to the Ss to make an outline, and let them exchange their ideas freely)
T: According to your arrangement, your outline may be like this:
Paragraph 1: Personal information
Paragraph 2: His / Her hard work and achievements
Paragraph 3: His / Her good qualities
Paragraph 4: Your opinion
T: Here you have a chance to practice how to write a passage about a person. Would you write a passage about Nelson Mandela according to what we have discussed
(Leave 5minutes for Ss to draw an outline and collect more information in the whole unit)
Step4. Writing
T: Have you finished Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century. Will you write a letter to support Nelson Mandela
Before we begin, here are two questions:
Do you still remember the format of a letter
How can you persuade people or judges to follow your advice
(Get the Ss into discussion)
T: Here some proper tips for you:
Step1. Collect your ideas for the letters. Write them down in any order. Then sort them out into an order which seems good to you. For example: time order, we can have a reference on Page39.
Step2. Begin the letter with your address and the date.
Dear editor,
I’m writing to …
.
… Yours sincerely,
Sarah
T :Ok ,now let’s have a try!
Step 5. Homework:
1.Finifsh the letter.
2.Review the whole unit.
附板书设计：（Blackboard Design）
WritingParagraph 1: Personal informationParagraph 2: His / Her hard work and achievementsParagraph 3: His / Her good qualitiesParagraph 4: Your opinion Huipu High School, Linhai Zhejiang province July 24, 2006Dear…, I’m writing to …… Yours,
六、背景参考资料(Background knowledge)
Lyrics of Hero
There's a hero
If you look inside your heart
You don't have to be afraid
Of what you are
There's an answer
If you reach into your soul
And the sorrow that you know
Will melt away
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
It's a long road
When you face the world alone
No one reaches out a hand
For you to hold
You can find love
If you search within yourself
And the emptiness you felt will disappear
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
Lord knows...
Dreams are hard to follow
But don't let anyone
Tear them away
Hold on
There will be tomorrow
In time you'll find the away
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
That a hero lies in you...
That a hero lies in you...
1.Nelson Mandela
Nelson Mandela's biography is set out in the Student's Book up to the date he went to prison on Robben Island．The rest of his biography is included below:
1990 freed by white government．
1991 leader of ANC．
1993 first black President of South Africa．
1999 retired as President and returned to live in his hometown in the Transkei, South Africa．
2.Elias
Elias, who tells Nelson Mandela's story, had a life that was very common to many who helped Nelson Mandela and fought for the cause．Everything that is mentioned in the story is true．The facts of Mandela's life and Elias’ life are accurate．Elias' story is based on the life of a man who supported the ANC and was sent to Robben Island for 4 years．He then spent 20 years trying to get another job．He now takes tourists round his former prison and he tells them how he suffered for his beliefs．After he left Robben Island he tried many times to make a career for himself．Each time he successfully got a job the secret police would tell his employers about his time in prison and he would lose his job．Elias’ time in prison was also true．The political prisoners were allowed no privileges but prisoners that had not done illegal political acts were allowed to study degree courses from South African universities．You can visit Robben Island, as it is now a museum and open to visitors．There are no prisoners there any more．
3.William Tyndale
William Tyndale believed that the Bible should be able to be read by everyone．At that time Christianity was the religion of England but the Bible was only read and understood by priests and religious people．It was written in several different ancient languages and there was no version in English．William Tyndale made it his life's work to translate the Bible into easily readable English for the people of his time．He had to learn to read ancient Greek and Hebrew to be able to do this．But there were many people who did not like the idea that just anybody should be able to read the Bible．The priests and some religious people thought it meant they would have less power so they tried to stop him．He had many adventures and once even lost all his translations．He had taken a ship to England and there was such a bad storm that the books had to be thrown into the sea．So he had to start all over again．But he did not give up．He was a generous scholar and gave his work to others who were also trying to translate the Bible．He hoped that in this way the project could be finished earlier．At last he was caught and put to death for his beliefs．After his death the Bible was published in English and more than 80% of it was the work of William Tyndale．The language is very beautiful and many sayings and expressions that are used in England today come from it．It is a very important text．There are some phrases from it at the end of the guidance for this unit．
4.Mahatma Gandhi
His ideas were used by Nelson Mandela and Martin Luther King, Jr as a way of drawing attention to their cause and getting sympathy from people around the world．His importance comes from the moral force of his ideas because he does not suggest that people should return violence with violence．His campaigns against the passbooks for Indians in South Africa, the salt tax, the import of cotton clothes from England and the continuation of British rule in India were all based on the principle of non-violence．They were very successful and the Indians have been independent from Britain since 1947.
5.Norman Bethune
Norman Bethune was a Canadian and also a Communist．He had a very strong feeling against injustice．He was also a very important doctor in his own country who made many important changes to the way surgery was carried out．He supported the Chinese and went to help their army as a doctor and to train other doctors．He invented mobile field hospital units which could be moved quickly to the places where the war was being fought．Unfortunately he got blood poisoning while working in China and died there．
6.Sun Zhongshan （Sun Yatsen）
He was born in a peasant family in 1866．He studied medicine in China and Hong Kong and practised as a doctor in Macao．He opposed the Qing government and when his criticisms were rejected he moved to Honolulu．In 1905 he united all the other political parties which were against the Qing government．In 1911 there was an uprising in Wuchang which spread to other parts of the country．The Qing government fell and Sun Zhongshan became the first President of the Chinese Republic．He gave up being President in 1912 to work on his three principles: the principle of people's rights, people's livelihood and nationalism．The people's rights were not for individual liberty but what was good for the revolution and national development．The people's livelihood had two parts: to make the owning of land equal and to restrict capitalism．The principle of nationalism was to build a strong and united country where all nationalities could live in harmony．He led another revolution in 1913 against Yuan Shikai and in 1917 set up the Kuomintang．He died in 1925 after many years of struggle for the revolution．
7.Neil Armstrong
Neil Armstrong was the first man to walk on the moon．He was a pilot in the American Air Force and later joined the astronaut program．He was chosen to be the first man to walk on the moon
8.Bill Gates
Family and Early Childhood
On October 28, 1955, shortly after 9:00 p.m., William Henry Gates III was born. He was born into a family with a rich history in business, politics, and community service. His great-grandfather had been a state legislator and mayor, his grandfather was the vice president of a national bank, and his father was a prominent lawyer. [Wallace, 1992, p. 8-9] Early on in life, it was apparent that Bill Gates inherited the ambition, intelligence, and competitive spirit that had helped his progenitors rise to the top in their chosen professions. In elementary school he quickly surpassed all of his peer's abilities in nearly all subjects, especially math and science. His parents recognized his intelligence and decided to enroll him in Lakeside, a private school known for its intense academic environment. This decision had far reaching effects on Bill Gates's life. For at Lakeside, Bill Gates was first introduced to computers.
The Birth of Microsoft
In December of 1974, Allen was on his way to visit Gates when along the way he stopped to browse the current magazines. What he saw changed his and Bill Gates's lives forever. On the cover of Popular Electronics was a picture of the Altair ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) 8080 and the headline "World's First Microcomputer Kit to Rival Commercial Models." He bought the issue and rushed over to Gates's dorm room. They both recognized this as their big opportunity. The two knew that the home computer market was about to explode and that someone would need to make software for the new machines. Within a few days, Gates had called MITS (Micro Instrumentation and Telemetry Systems), the makers of the Altair. He told the company that he and Allen had developed a BASIC that could be used on the Altair [, 9/29/96]. This was a lie. They had not even written a line of code. They had neither an Altair nor the chip that ran the computer. The MITS company did not know this and was very interested in seeing their BASIC. So, Gates and Allen began working feverishly on the BASIC they had promised. The code for the program was left mostly up to Bill Gates while Paul Allen began working on a way to simulate the Altair with the schools PDP-10. Eight weeks later, the two felt their program was ready. Allen was to fly to MITS and show off their creation. The day after Allen arrived at MITS, it was time to test their BASIC. Entering the program into the company's Altair was the first time Allen had ever touched one. If the Altair simulation he designed or any of Gates's code was faulty, the demonstration would most likely have ended in failure. This was not the case, and the program worked perfectly the first time [Wallace, 1992, p. 80]. MITS arranged a deal with Gates and Allen to buy the rights to their BASIC.[, 9/29/96] Gates was convinced that the software market had been born. Within a year, Bill Gates had dropped out of Harvard and Microsoft ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) was formed.
Is this the reason which he was late for
Is this the reason for which he was late
Is this the reason why he was late Period 3 A sample lesson plan for Using Language
(THE REST OF ELIAS’ STORY)
Introduction
Language is learned to be used in and for communication. So in this period we shall have the students not only listen but also read and write in English. The most attention goes to reading and writing.
Objectives
To help the students listen about the same topic as is read in the first period
To help students read another passage about the same person covered in the first period
To help students write an imaginary letter making use of the learned words and structures
Procedures
1. Warming up by listening
We have read a story about Elias. Do you remember why it was difficult for him to get a job Yes, you are right. He didn’t have a passbook. But what is a passbook Why is it important
Let’s listen to a short passage and find out. Now turn to page 38. Listen to the tape for the text.
2. Reading and copying
On page 38 you see a passage entitle THE REST OF ELIAS’ STORY. Go over it to find the sentences you can’t understand. And copy down all the useful expressions at the same time.
Useful expressions
make…afraid, escape from…, spend the hardest time, help…in one way, begin a school for…, study very little, during the lunch break, under one’s blanket, make candles, study for one’s degree, allow…to join…,stop…from…, pass the exam, get a degree, feel good about…, finish four years in prison, find a job, work in…, blow up…, lose one’s job, come to power, beg for…, take …round…, feel bad, work for…, show…over…, make …free in one’s own land
3. Acting a text dialogue
Next we are going to do a group activity. We will do it in groups of four. Suppose one of you is Elias and works as a tour guide. The other three of you are tourists who are very interested in the prison and Mandela’s life.
Tourist: How did you get to know Nelson Mandela Elias: It was in 1950. I was working as a miner in Johannesburg but I hadn’t a passbook to live there. So I went to Mandela’s law firm to ask for advice.Tourist: Can you explain to me some of Nelson Mandela’s political ideas or beliefs Elias: Yes. He found that we black people were not treated as equally as the white people and he would fight for our rights. However, he said that we should fight in a peaceful way. Only when this was not allowed did we decide to answer violence with violence.Tourist: How did he help you through your life Elias: First, he helped me to get the correct papers to stay in Johannesburg and keep my job as I mentioned above. Then he taught me to read and write when I was in prison. This is very important to me because it enables me to get more job opportunities. Later he gave me my present job.Tourist: What was life like on Robben Island Elias: Miserable and cruel. The guards and soldiers treated us badly, beat us violently for no reasons and insulted us in different ways.Tourist: How did you manage to study on Robben Island Elias: We studied during the lunch breaks and the evenings when we should have asleep. We read books under our blankets and used anything we could find to make candles to see the words.Tourist: What kinds of job have you ever done Elias: A miner, an office worker and now a tour guide.Tourist: What do you think of your present job Elias: I like it very much. And I am proud to show visitors over the prison, for I helped to make our people free in our own land.
4. Doing a guided writing task
⑴Preparing for writing
Imagine now Mr Mandela is in prison. If you are going to write a letter to the President of South Africa asking him to free Nelson Mandela, what would be included Do you remember the format of a letter What should be the main content of this letter How would you try to persuade the president
Now go over Life of Nelson Mandela on page 39 for any useful information.
⑵ Writing the letter
Doctor 26, 2007The Honorable President of South AfricaDear Mr. President:We are writing you because we think South Africa’s policy toward Mr Mandela is not right, and that we may soon face a threat in our country more serious than any we have known since the end of last century. Mr Mandela is a great person. He works for the equal rights of the black people. The blacks are human beings. They have the same right as the whites’ to live in this land. In your upcoming New Year’s Speech, you have an opportunity to plan a clear and determined course for meeting this threat. We ask you to seize that opportunity, and to work out a new policy that would protect the interests of the people. That policy should aim, above all, at the freedom of Mr Mandela. We stand ready to offer our full support in this difficult but necessary effort.We ask you to act decisively. If you act now to end Mandela’s imprisonment, you will be acting in the most fundamental national interests of the country. If you keep him still in prison, you put our interests and our future at risk.Sincerely,Elliott Abrams, Richard L. Armitage, William J. Bennett
5. Closing down by sharing
To end this period share your letter with your partners and make necessary changes.Unit 5 Nelson Mandela--- a Modern Hero
Period 1 warming up & reading
Teaching goals:
1. knowledge aims:
Learn and master the new words and expressions in this period. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison
Ability aims:
（1）Talk about the fine quality of great people to improve the students’ speaking ability.
（2）Do reading practice to improve the students’ reading abilities.
3. Emotional aims:
（1）Learn about some great people and qualities they have in common.
（2）Develop the students’ moral quality.
Teaching important points:
（1）Talk about the fine quality of great people to improve the students” speaking ability.
（2）Enable the students to grasp the main idea of the passage.
（3）Improve the students’ reading ability.
Teaching difficult points:
（1）How to express their own opinions and ideas.
（2）How to grasp the main idea of a text or a passage.
Teaching methods:
Fast reading and careful reading; asking and answering activities to check the student’s understanding of the text; Individual ,pair or group work.
Teaching aids: A computer
Teaching procedure:
Step 1. Warming up
(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)
T: Well, for a beautiful song, do you know what it is about
S :Hero
Q: Who is your hero/heroine / Who do you admire in your heart
Ss: …
Q: Why
S: …
Q: Do you think he is a great man
S: …
Q: Does he do anything for others / What contributions does he make to society
S: …
(Show 4 pictures in talking part one by one)
Q: How about this person Do you admire him Is he another hero in your heart What do you know about him
(Give background knowledge)
Conclusion: Let Ss say: so a great man is a man_______________________________________.
Conclusion: A great person is one who has followed his/ her ideas and sacrificed something so that they could be realized. He/ She has qualities as follows: intelligent, determined, generous, kind, unselfish, brave, hard-working, confident, persistent, modest, one who has an idea, helps others, unselfishly gives up something to achieve his/her goal).
(Show a picture of. Nelson Mandela)
Q: What do you know about him Is he a great man Why
(Get into Brainstorming)
Before we go to read Elias’s story let’s first try to know about Nelson Mandela by reading the following short passage.
Nelson Mandela is one of the great moral and political leaders of our time: an international hero whose lifelong dedication to the fight against racial oppression in South Africa won him the Nobel Peace Prize and the presidency of his country. Since his triumphant release in 1990 from more than a quarter-century of imprisonment, Mandela has been at the center of the most compelling and inspiring political drama in the world. As president of the African National Congress and head of South Africa's antiapartheid movement, he was instrumental in moving the nation toward multiracial government and majority rule. He is revered everywhere as a vital force in the fight for human rights and racial equality.
T: It seems you know Nelson Mandela a little. Do you want to know more about him Let’s read the following story and see what Elias thinks of Nelson Mandela.
Step 2 lead-in
Q: What does he think of Nelson Mandela
Why
Something about Elias.
Elias had a life that was very common to many people who helped Nelson and fought for the equality of the blacks.
He was sent to prison for 4 years. He now takes tourists round his former prison and tells them how he suffered for his beliefs.
What happened between Elias and Nelson Mandela
Step 3 fast reading
1) Qs:
1. Who was Elias
2. Where did the story happen
3. When did he met Nelson Mandela
2) Decide how many parts this text can be divided into and then give the main ideas 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 Alias life after he met Nelson Mandela and what Mandela did.
Step 4 careful reading
Part 1
1. When did Elias first meet Nelson
2. What problems did Elias have to keep his job
Part 2
They had no _______.
Black people’s problems They couldn’t get _____ they wanted.
They had to live in ____________.
Mandela told him ______
Mandela’s help ___the correct papers so that he could keep his job.
Elias’ life after meeting Mandela
He joined ____________________
Support for Mandela
He helped Mandela ____________some government buildings.
1. How did the ANC Youth League fight against the government
A. They fought against the government in a peaceful way.
B. They shoot the government officials.
C. They decided to answer violence with violence.
2. Why did Elias help Mandela blow up some government buildings
Because he liked violence.
B. Because it was not dangerous.
C. Because he thought it was a way to make black people and white people equal.
D. Because he wanted to be famous.
Step5 Retelling
Retelling the text in your own words
introduction of Elias’ problem; Mandela’s help; Elias’ support
With the help of the diagram try to retell the story in your own words.
A retold passage of the textElias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in Johannesburg. But as he hadn’t got a passbook which was required if one wanted to live in Johannesburg. He was worried about being dismissed. However, he was lucky enough to get some help from Nelson Mandela and managed to get the correct papers. After that, he began to know more Mandela and his political ideas. He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.
Step6 Role play (an interview )
T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’ turn to tell us some stories. One of you act as Elias, who is the tour guide on Robben Island. And the other three, you are tourists and you can ask questions that you want to know. Maybe these tips will help you!
When did you first meet Mandela
Can you tell me more about how he helped you
Can you tell me about the problems that the black people are facing
How do you like his idea of peaceful fighting
What do you think of him
What will you do to support him in the future
(Let students come to the front to show their interview. Students can start the interview like this:
Tourist: How did you get to know Nelson Mandela What did he do to help you keep your job in a gold mine )
Step7 Homework
Try to find out some useful expressions and phrases.
Work in four to find more information about Nelson Mandela.
3.Fill in the blank with one word to complete the summary of the text.
Nelson Rolihlahla Mandela 1_____ born in Transkei, South Africa 2 _____ July 18, 1918. Mandela himself was educated 3 _____ University College of Fort Hare and the University 4 _____ Witwatersrand and qualified in law in 1942. He 5 _____ the African National Congress in 1944 6 _____ was engaged in resistance 7 _____ the ruling National Party's apartheid policies 8 _____ 1948. He went on trial for treason in 1956-1961 9 _____ was acquitted in 1961. Nelson Mandela 10 _____ released on February 11, 1990. After 11 _____ release, he plunged himself wholeheartedly into 12 _____ life's work, striving to attain the goals 13 _____ and others had set out almost four decades earlier. 14 _____ 1991, at the first national conference 15 _____ the ANC held inside South Africa 16 _____ the organization had been banned in 1960, Mandela 17 _____ elected President of the ANC while his lifelong friend 18 _____ colleague, Oliver Tambo, became the organization’s National Chairperson.
(Keys: 1 was 2 on 3 at 4 of 5 joined 6 and 7 against 8 after 9 and 10 was 11 his 12 his 13 he 14 In 15 of 16 after 17 was 18 and)
（Blackboard Design）
Reflection:
Information of Elias
Elias’ life before meeting Mandela
Six leave not pay gold mine passbook worried about
Elias’s problem
Tell help correct papers forget join
Mandela’s help
Elias’ story
No rights vote live job poorest areas not grow food
Black people’s problems
Elias’ life after meeting Mandela
Position accept fight peaceful blow up put in prison realize equal
Support to MandelaUnit 5 Nelson Mandela
– a modern hero
Contents 目录
一、单元教学目标和要求(Teaching aims and demands)
二、教材内容分析（Analysis of the teaching materials）
三、教学安排(Teaching arrangements)
四、单元预习任务(Pre-unit Activities: Preview Task)
五、教学步骤 (Teaching procedures)
六、背景参考资料(Background knowledge)
七、评价与反思(Assessment and reflection)
一、教学目标和要求(Teaching aims and demands)
根据课程标准实验教材（英语 必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。
语言知识 （Knowledge）
词汇（Vocabulary）：
能理解、内化、运用以下生词---- hero, quality, willing, active, republic, 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
短语(Phrases and expressions)：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
功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：
发表意见 （Giving opinions）
Why do you think so What do you think of ... What's you opinion
agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid ....
评论 （Making comments）
Good idea! That's an excellent idea．
语法(Grammar)：定语从句（II）（由where, when, why, 介词+ which, 介词+ whom引导的定语从句）
The school where I studied only two years was three kilometres away．
This was a time when you had got to have a passbook to live in Johannesburg
The reason why I got a job was because of my hard work．
…we were put in a position in which we had either to accept we were less important, or fight the Government．
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
扩展词汇：
negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, Bible（圣经）, revolution（革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign（从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott（联合抵制）。
2. 语言技能 (Skills)
听：在本单元的课文及练习册听力教学中， 能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。
说：在本单元的课文及练习讨论时， 能恰当使用I think/ I don’t think/ in my opinion/That’s an excellent idea等对英雄、伟人的品质恰当地发表意见，进行讨论。
读：能在阅读中使用不同的阅读策略，迅速地从阅读材料中获取主要信息，根据上下文线索预测故事发展，根据上下文猜测词义并通过不同渠道如报刊、音像、网络等了解更多伟人的情况。
写：能用恰当的语言简单地描述人物，并简单地表达自己的意见。
学习策略(Strategy)：
在听和读的训练中，学会借助情景和上下文猜测词义或推测段落大意，借助图表等非语言信息进行理解和表达。
主动制定本单元学习计划，客观评价自己的学习效果，在课内外活动中积极用英语交流，有效地使用词典、图书馆、网络等媒体资源来获得更多的有关伟人的英语信息。
情感态度和价值观（Affect and Values）
了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，并向他们学习，以提高自身素质，树立正确的人生观，学习他们在艰苦的环境下为人类做贡献、不追求享乐的高尚精神。同时也学会一分为二的态度客观看待事物。
二、教材内容分析（Analysis of the teaching materials）
本单元的中心话题是当代英雄纳尔逊·曼德拉。故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这有别于惯常采用的直叙手法，尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。为了让学生完成写作任务，教科书又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。“热身”（Warming Up）部分要求小组讨论伟人应具有的品质，并通过一组问题让学生了解彼此的特点与看法。“读前”（Pre-reading）部分提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并判断他们中谁能称得上是伟大的人。“语言学习”（Learning about Language）部分突出了词汇和语法的学习与训练。本单元的语法是when, where, why, 介词+ which，介词+ whom引导的定语从句。“语言运用”（Using Language）部分中包括了听、读、写三个部分的内容，是本单元主要阅读篇章故事的延续。学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。其中“写作”（Writing）部分是训练学生选取和组织材料，写出具有说服力的书信。练习册的写作要求学生学写有关伟人或名人的生平。“学习建议”（Learning Tip）指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论，以学会正确地评价人物。
三、教学安排(Teaching arrangements)
Period 1: Reading I (Elias’ story +the rest of Elias’ story)
Period 2: Reading II (review +listening (sb)+language points)
Period 3: More language input (reading task (wb) + listening (wb))
Period 4: Language Practicing (grammar)
Period 5: Writing
本教学安排根据“LARA教学原则”，对教材进行大胆的删除（L – leave out）、 修补（A – Amending）、替换（R – Replace）、增添（A – Add），灵活的将教材为我所用。新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。但新教材也应与学生的实际相结合，我们不能全盘照搬。同时在教学过程中，为了对教学有及时的反馈和有效的改进，我们还进行了“形成性评价”,体现了学生的主体地位。
本单元的语言技能和语言知识几乎都围绕“当代英雄”这一中心话题设计的。我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student’s Book)和作业本(Workbook)有机结合。
根据本单元的教材的特点，按照任务型教学与大容量输入与输出的教学理念，整个单元的设计思路如下：输入“英雄”的概念，先是学生的自由讨论，更通过曼德拉的事迹向学生展示何为当代伟人，以及伟人所要具备的一些品质。在这基础上，第二步要学生辨别伟人与名人的不同，以及体会一分为二的辩证唯物主义。最后我们回到生活中，生活中也有不少平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的英雄，伟人。由此我们从书本回归到生活，也成功升华，延伸了英雄的概念。通过学习语言点、语法还有写作，学生在内化吸收了知识后，进行了输出。
第一课时是人物传记式的阅读课，但是文章的写作角度比较特别，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉，这样的写法比较客观可信。伊莱亚斯的故事与遭遇同时也成为本文与本课的一条贯穿总线。课文有关中心话题的有三个部分，第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。考虑到故事发展与情节展开的连续性与关联性以及课堂时间，在这个课时，把第一篇阅读短文与第三篇阅读短文整合起来完成，听力则放在第二课时。首先我们以一首英文经典歌曲 “hero”作为课前的英语氛围的营造与课内的导入，以老师问学生答的有效互动形式自由谈论他们所喜爱的hero并说明理由，提高了“说”的能力。然后是Workbook “talking”部分的四幅人物图像的呈现，以图片展示的形式激励学生用英语进行语言实践活动，然后归纳出英雄的一个模糊标准，为课文学习做好铺垫。之后正式人物曼德拉的登场，进入主题伊莱亚斯眼中的曼德拉。快速阅读部分训练学生的快速阅读能力并让学生对文章的梗概有所了解，对中心人物与背景有一定的印象。在细读过程中，根据课文的内容，问题设计以伊莱亚斯的人生发展为贯穿总线，同时以曼德拉给予他的影响为副线，环环相扣，层层递进，检查学生对文章的理解程度。在学生掌握课文内容并有了一定量的信息输入之后，给学生创造情境，让学生将所学的知识真实地运用到情境交际中，达到巩固知识与信息输出的目的。在此，依据学生的认知水平，我们设计两个不同难度系数的任务。任务1：Suppose you were Nelson Mandela or Nelson Mandela’s wife, would you like to tell us something impressive 这里我们希望学生从伊莱亚斯外的角度来述说事情的发展过程，与文章的写作手法呼应，并巩固所学知识。任务2：四人小组活动，一个导游与三个游客之间的交流活动。相对任务1，任务2情境更加生动，更加开拓思维，能够把交际实践与阅读有机结合起来并培养了学生的合作精神。作业的布置一个是让学生在复习课文的同时找出好词好句，另一个是让他们以四人为一个小组，课外用各种媒体工具去找有关曼德拉更多的资料，也是为下节课做准备。
第二课时是第一课时阅读的巩固，延伸，升华。先通过对错问答检测对课文内容的熟悉程度，然后通过寻找好词好句来呈现词汇与表达，并通过短文填空对词汇进行运用与内化。
巩固了上一堂课的内容，进入延伸部分——一篇听力短文：伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。为了让学生进入听的状态，先为学生营造语境，由熟悉的passbook引出话题，通过问题的形式先让学生预测当时的情景，这样能激发学生用英语进行实践活动并为听力作好准备，然后再自然过渡到听力部分。这样学生在听的时候就有个心理准备，作好了铺垫。到此关于曼德拉的故事基本接近尾声，那么我们可以从中学习到什么呢？学生在这个环节进一步熟悉并巩固了课文。开放式讨论后，我们把目光从曼德拉身上投到其他伟人那里，在这里我们有选择的利用了课文pre-reading部分的四位伟人的图片，讨论四个不同领域的伟人后，思考“What qualities do you think are needed to make a great person ”至此我们总结了伟人应具备的一些品质和所拥有的共同点。那么，这些优秀品质里，你最欣赏哪些？你身边有拥有这样品质的人吗？又是怎么体现的呢？这个讨论把书本与我们的生活又结合起来，让学生明白拥有这些品质并不是伟人所特有的，通过树立正确的人生观，提高自我素质，我们也可以做的到。作业的布置是让学生收集更多伟人的事迹，复习的同时并预习好练习册里的阅读。构建知识框架，形成完整的知识系统性。
第三课时的安排是作为整个单元阅读的一个升华。在上一堂课里应用了课文Pre-reading的一部分，明白了伟人应具备的一些品质，但是我们还遗留了一个问题：是不是名人就是伟人呢？综观这个单元的素材，发现练习册中的阅读部分非常适合这个环节，因此这里我们用比尔.盖茨这个同样具有争议的人代替Pre-reading中的阿姆斯特朗，至此对Pre-reading进行了拆分，并与阅读有机组合在一起。首先老师以问题“As we know, most of the great people are also important and famous, but are important people the great ones ”进行过渡与引起注意。然后导入比尔.盖茨的图片，先在没有任何输入的状态下，让学生用已学的表达方式来表达他们对这个人物的看法，操练巩固 “Expressing ideas”的语言功能，其实这也是大脑风暴的热身过程。之后，依次呈现两篇基于不同立场与角度的有关比尔.盖茨文章，利用阅读技巧搜索有用信息后，形成表格进行对比，再让学生debate whether he is a great man, 这里让学生能有条理地表达个人的见解，培养他们独到的见解。老师最后总结出成为伟人的必备条件，而显然比尔.盖茨并不具备。第二环节是练习册中的 “Listening task”, 从上一环节学生对比尔.盖茨的不同看法上升到人们从不同角度看问题会产生不同的看法的理论高度。在训练听的能力的同时也锻炼辩证的思维能力。最后的环节也是本课时的高潮部分，首先以一段“感动中国”中洪战辉的事迹的影音视频进行导入，讨论他是不是感动大家，为什么？是不是符合了“great man”的定义？那么我们身边有没有类似的人呢？在这里，“great man” 的定义得到了延伸与扩展，生活中那些平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的“great man”。作业是让学生写一个计划，考虑怎样才能进一步向心目中的“great man”的标准靠拢。这个作业的布置是人性化的，具有弹性的，开拓了学生的发散性思维，同时也是对学生自身品质的一次自我审查。
第四课时本课时的重点是语法定语从句的关系副词（when, where, why）和介词+关系代词。因为在第四单元已经对定语从句有了基本的了解，所以在这里我们要做的是遵循学生的认知规律，难度适中，循序渐进的进行语法的教学，加深理解，提高实际运用能力。首先以基于阅读课文的问答式引出课文中出现的四句很具有代表性的定语从句，复习了课文也引出了本单元的重点语言现象——定语从句。然后展示一个有关定语从句的Flash动画，形象生动，活跃气氛。接下来通过一组练习来同时复习一下上个单元的语法项——关系代词，起到承上启下的作用。再导入两个例句1. We were put in a position in which we had either to accept we were less important, or fight the government．2. The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.让学生观察这两个句子与其他句子的不同，并通过一组练习，让学生知道介词是怎么产生的和怎么挑选合适的介词。那么怎么解决这三个关系副词呢？根据学生的认知规律，我们设计了三个句子为一组，分别体现which----at/ in /on which----when; which----in which----where; which----for which----why 的演变过程。接下来进行有针对性的练习操练，练习的设计也是从易到难循序渐进，先是连线题，再是补充定语从句部分，最后的练习是用定语从句把两个单句组成一句话，让学生的学习能力阶梯式的加强。学习的最终目的是输出，也是应用于交际中，所以本课时的最后给学生设计了一个输出的任务——四人一组活动，应用定语从句，谈谈你生活中的五件印象最深刻的事情，人物，地点，时间等。这个活动贴近学生的生活实际，内容丰富，让学生有话可讲。作业布置：1.把最后一个活动再继续深化，编为一篇短文。2. 完成课本里大量丰富的相关练习，此时是学生巩固的最好机会。
第五课时是写作课，响应新课程对写作的重视，我们特别在本学期强调了写作的教学。在本课时中，首先通过对上一堂课作业——定语从句短文的展示，既检查了作业，又巩固了语法，也过渡到人物写作这个中心话题。整堂课是按照作文的组成部分为线索展开的，先是关注写作里词汇的处理，注重选词对文章的印象，在这里我们充分利用了练习册第70页的这篇文章填空，在两个相似词汇之间的选择，让学生明白了措辞的重要性。之后，让学生回答在本单元习得的有用词汇，通过71页的翻译句子运用这些刚学的新词汇。如果说词汇是文章的血肉，那么结构与提纲就是骨架。回到70页的这篇数学家的介绍，通过师生问答，让学生归纳出这篇文章的提纲，然后给学生机会尝试写一个介绍曼德拉的提纲。因本单元中出现信的写作，为了把书本与练习册两个写作结合起来，我们设计了如下的任务：Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century, will you write a letter to support Nelson Mandela 这样学生既实际练习了写信，也学会怎么介绍与描述一个人。最终我们期望学生能把新学的词汇、句型与语法运用到作文里面，把整个单元的学习很好地加以输出。
补充：考虑到每个学校每个班级教学与学生的差异，我们没有对语言点进行单独备课，但是给大家准备了 “Language supermarket”，里面资料详尽，供各位老师根据教学实际情况自由选择。
四、单元预习任务（Pre-unit Activities: Preview Task）
1、根据本单元教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。
2、预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用法。鼓励学生勤查字典。
3、多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。
推荐网址：
4、做好每课时的课前具体预习任务。
第一课时前：
根据教学目标和要求，了解本课时的话题和任务，预习课文的语言知识，包括词汇表里的词汇和短语，以及课外提供的扩展词汇，掌握词义、发音、词性以及基本用法。鼓励学生勤查字典。
预习阅读材料，掌握文章的中心思想和基本脉络。
通过报刊、杂志、网络等途径，多渠道查阅并了解与阅读材料相关的信息资料和背景知识，做好充分的课前预习工作。
推荐网址：http://www.anc.org.za/people/mandela.html ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 )
http://www./billgates/bio.asp
（学生可以通过以下问题来自我检查预习情况）
Questionnaire:
Q1: What qualities do you think you should have And how can we improve ourselves
Q2: Can you name some famous people But are they great men
Q3: How much do you know about South Africa and Nelson Mandela
Q4: What’s the relationship between Nelson Mandela and Elias
Q5: What can we learn from those great ones
第二课时前：
复习阅读课文，预习所给的词汇、相关背景知识等材料。
预习课文Listening。
第三课时前：
预习所给的词汇，和相关知识。
预习练习册里的阅读与听力。
第四课时前：
1、预习语言点和语法点。
第五课时前：
1.、复习上一课时所学的语言点和语法。
2.、搜索有关曼德拉详细信息与写信的格式。
五、教学步骤 (Teaching procedures)
Period 1：Reading I
Teaching goals
To talk about people’s qualities and inspire the students to discover the value of the great man’s work.
To read on capable people’s life stories and know more information about Nelson Mandela.
Enable the students to express their ideas logically.
Procedures
Step 1. Warming up
(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)
T: Well, for a beautiful song, do you know what it is about
S :Hero
Q: Who is your hero/heroine / Who do you admire in your heart
Ss: …
Q: Why
S: …
Q: Do you think he is a great man
S: …
Q: Does he do anything for others / What contributions does he make to society
S: …
(Show 4 pictures in talking part one by one)
Q: How about this person Do you admire him Is he another hero in your heart What do you know about him
(Give background knowledge)
Conclusion: Let Ss say: so a great man is a man_______________________________________.
(Show a picture of. Nelson Mandela)
Q: What do you know about him Is he a great man Why
(Get into Brainstorming)
T: It seems you know Nelson Mandela a little. Do you want to know more about him Let’s read the following story and see what Elias thinks of Nelson Mandela.
Step 2. Fast Reading
Q: What does he think of Nelson Mandela
Why
What happened between Elias and Nelson Mandela
Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .
Step 3 Careful reading
T: Here is your first impression about NM according to the Elias’ story. If you look through the story carefully, you’ ll find more. Ok, why not read these two passages and finish the following chart by answering these questions
Q1: When and where was Elias born What was he
( 1940, born, black worker )
Q2: Was he educated When How long
( 1946( six), educated, two years )
Q3: Why did he leave school so early
( not continue the fee )
Q4: So what was the result Could he get a job What job Was he happy then Why
( get, worried about, out of work, no passbook )
Q5.Who helped him What did Nelson Mandela do at that time
( Nelson Mandela, opened, advise )
Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life
( get …)
Q7. What did Nelson Mandela organize Why did he organize it / What was the situation at that time
( ANC, no vote, not choose )
Q8: Where did they live
( poorest )
Q9: What did Nelson Mandela say
( accept, fight )
Q10: How to attack the law
( broke, peacefully )
Q11: But did they answer violence with violence Why
( answer with violence, not allowed )
Q12: Did Elias like violence Did he join the ANC Youth League Why
( realize his dream, make equal )
Q13: So how did they do
(blow up )
Q14: What would be the result if they were caught
( be put in prison )
Q15: Later, he was put in prison. What is the prison Why were they so afraid of hearing of its name
( Robben island, not escaped )
Q16: It was the hardest time of his life, right But at this moment who appeared Did he help him How
( began, taught )
Q17: Did Elias study hard How
( under…make candles..)
Q18: As a result, he became a good student. Did he want to study further Was he allowed to do that What idea did Nelson Mandela think of
( allowed… not stopped…)
Q19: Could Elias get the degree Why did he feel good about himself
（ not cleverer ）
Q20: Was Elias always staying in the prison How long did he stay Can he get a job What job Why
( four, educated )
Q21: Could he do this job long Why So he lost the job. How long was he out of work When did he find a job again How
(found out, twenty years, came to power, helped again )
Q22: Was Elias happy to accept this job Did he give up this job Why
( bad, came back to , encourage, said,)
Q23: What did he think of this job now, Why
( am proud to…)
Q24: What’s the purpose of writing this story How does the writer tell How many parts was the whole story divided / How many times did Nelson Mandela offer help to Elias
Ss: The purpose of writing this story is to … . The writer tells…by….
Step4 Retelling
T: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elias’ wife, would you like to tell us something impressive
Retelling (Choose one of them to retell )
Suppose you were Nelson Mandela, retell the story.
Suppose you were Elias’ wife, retell the story.
Step5. Role play (an interview )
T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’ turn to tell us some stories. One of you act as Elias, who is the tour guide on Robben Island. And the other three, you are tourists and you can ask questions that you want to know. Maybe these tips will help you!
How did you get to know Nelson Mandela
What did he do to help you keep your job in a gold mine
Can you explain to me some of Nelson Mandela’s political ideas or beliefs
What was Nelson Mandela’s way of fighting Why did he change to violence
What was life like on Robben Island
We know you couldn’t read or write, for you left school early, but now you can.
Where did you learn to read and write
Why did you become a tour guide What do you think of your present job
(Let students come to the front to show their interview. Students can start the interview like this:
Tourist: How did you get to know Nelson Mandela What did he do to help you keep your job in a gold mine )
Step6. Homework
Try to find out some useful expressions and phrases.
Work in four to find more information about Nelson Mandela.
附板书设计: （Blackboard Design）
The relationship between Elias and Nelson MandelaElias Mandela black worker opened educated, two years advise out of work happiest get no vote organize not choose accept/fight poorest join broke peaceful blow up help put in prison began hardest taught not allowed allowed…toget a degree degree not stopped feel good
Period 2：Reading II
Step 1.Lead-in
T: Do you still remember some details about what we learned yesterday Now let me have a check.
Step 2. Review two readings
1. ( T or F )
1. Elias met Nelson Mandela at school. ( F )
2. Nelson Mandela was a black lawyer. ( T )
3. Nelson Mandela believed that black people were being treated as well as white people in South Africa. ( F )
4. Nelson Mandela thought violence was a good way to help black people. ( F )
5. Nelson Mandela helped Elias keep his job. ( T )
6. The government were happy with Nelson Mandela and the ANC. ( F )
2. Listening and learning about language points
(Discover useful words and expressions, and then complete the passage with some of the words above)
(go on, some time, feel hopeless, lose one’s job, brave man, in fact, be ready to, agree to take, go against a law, quiet and calm, be taken to prison, tell somebody what to do, what people do in a war, always doing new things, have some difficult problems, money paid for going to school, a yellow metal for making a ring, group of people organized for a special purpose)
T: Let’s listen to the whole story. Would you please find out the similar expressions in the text to the ones on the screen Then complete the passage with some of the words.
When Elias lost his job and was__________, his wife was very unhappy. She knew this meant he was_________ when all she wanted was a _______ life with enough money every month. She tried to ______him not to fight the government as she thought it was better to _______ that in South Africa black people were not as important as white people. But he was willing to ________ the fight and help Nelson Mandela win equal rights for black people. For a ______ of time she felt helpless and_________, but Elias encouraged her with stories of how good life would be when white and black people worked and played together.
Step 3. Listening
T: We know, at that time, Elias was in a difficult situation and the background was very different from today’s. With what you have known, can you predict some
What is a passbook
Is it important
Is it easy to get for Elias
What job did Elias want to do
Who worked underground
Who worked on the surface
Where did Elias live
T: Will your answers be all right Now listen to one statement of Elias.
1 What is a passbook ( B )
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 ( C )
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 ( D )
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 (C )
A The white workers B. The black and white workers
C. The black workers D. Foreign workers
5. Who worked on the surface ( C )
A. The black workers B. The black and white workers
C. The white workers D. Foreign workers
6. Where did Elias live ( C )
A. In a classroom B. In a home of his own
C. In a large room with beds D. With his family
Q: Why did Elias join the ANC Youth League
( He wanted to be the same and equal to the white people in their own land.)
Q: Why did he support violence when he did not agree with it
( Because it was only with violence that they could get the equal right. )
Step4. Further Discussion
T: So to Elias, Nelson Mandela is a great man and he is important in Elias’ life, and he changed his life.
And what have you learned from Nelson Mandela For what quality do you admire him most
(Show 4 pictures in Pre-reading: William Tyndale, Norman Bethune, Sun Yat-sen, and Gandhi )
T: Are they great people too What qualities do they have What qualities do you think are needed to make a great person
Conclusion: A great person is one who has followed his/ her ideas and sacrificed something so that they could be realized. He/ She has qualities as follows: intelligent, determined, generous, kind, unselfish, brave, hard-working, confident, persistent, modest, one who has an idea, helps others, unselfishly gives up something to achieve his/her goal).
Look at the list of the qualities that are set out above. You are going to choose four that you consider are the most important for a great person. While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it.
Step5. Homework
Review two readings
Recite good sentences from the readings
Preview the next reading in WB.
附板书设计: （Blackboard Design）
Review two readings ( T or F )Listening 1. prediction 2. listen to the passageFurther Discussion1.What is a great man 2.What about we ordinary ones
Language points :
1. Do you ask for help when you think it necessary
ask for 要求得到
Every time he gets home, he asks for money.
ask for sb. 找某人，要求见某人
A Mr. Simpson form Sydney is asking for the manager.
2. Are you willing to do public service work without pay
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.
3. Do you easily lose heart when you are in trouble
lose heart 灰心，丧失信心
Please don’t lose heart; you still have more chances.
lose one’s heart 爱上，喜欢上
She lost her heart to him as soon as she saw the handsome soldier.
in trouble 有麻烦，处于不幸中
He never came except when he was in trouble.
4. He died for his ideas but his work was later used in the Bible. 他为了自己的思想而献身，但他的成果后来应用于《圣经》。
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）
5. He fought against the German Nazis and Japanese invaders during World War II. 二战时期他抵抗德国纳粹和日本侵略者。
fight (fought, fought)
fight for 为……而战
fight against 与……作斗争
We will have to fight against difficulties.
They told the workers to fight for their rights.
6. He founded the first Republic in China in 1911 after many years’ fighting. 经过多年斗争他于1911在中国创建了第一个共和国。
found (founded, founded) 建立，创建
find (found, found)
The hospital was founded in 1920.
Have you found your missing pen
7. 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 sb. = believe what sb. says 相信某人的话
believe in sb. 信任某人
I believe what he said because I believe in him.
8. 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.
9. He fought for the black people and was in prison for thirty years. 他为黑人而战且坐过三十年监狱。
be in prison 在狱中，被监禁
He has been in prison for five years.
put…in prison = send…to prison = throw …into prison 把……投入监狱
The car thieves have been put in prison.
He was sent to prison for ten years
10. 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.
11. It was in 1952 and he had opened a black law firm to advise poor black people on their problems.
1) advise ab. 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.
12. 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.
13. 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 have seen more and more traffic accidents.
The city has seen many changes.
14. …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。
Only by practicing a few hours every day will you be able to master English.
only 修饰主语时，句子不倒装。
Only he knew how to solve the problem.
15. 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.
16.But I was happy to help because I knew it was to realize our dream of making black and white people equal.
be equal to 等于，相当于
I’m not equal to the position.
Women demand equal pay for equal work.
17.You cannot imagine how the sound of the name of Robben Island made us afraid. 你想象不到听到罗本岛这个名字令我们多么害怕。
imagine n./doing sth./sb.+doing/that…
Can you imagine life without electricity
I didn’t imagine becoming a writer in my childhood.
I can’t imagine her marrying him.
Imagine that you are a bird.
18. He taught us during the lunch breaks and the evening when we should have been asleep. 在午餐的休息时间和晚上我们本应该睡觉的时候他教授我们。
should do & should have done
He should have come earlier.
You should come earlier tomorrow.
You should have written to your mother.
My teacher said I should study harder.
I should have studied harder when I was young.
should do 表示应该做，一般指现在或将来的动作，指过去的动作时应站在过去的角度。
should have done 表示本应该做而没有做的。站在现在的角度上评说过去的事情。
19.asleep, sleep & sleepy
--Is he still sleeping
--Yes, he is fast asleep.
I was too sleepy to hear the end of her talk.
I usually sleep seven hours a day.
asleep 是表语形容词，意为“睡着的”。
sleep 是动词或名词，意为“睡觉”。
sleepy 是形容词，意为“打盹的”。
20. As they were not cleverer than me, but did pass their exam, I knew I could get a degree too. 由于他们不如我聪明而又确实通过了考试，我知道我也能获得学位。
did pass 为强调结构，强调谓语动词时，在动词原行前加do, does, did.
Do be careful!
I do hope you have a merry Christmas!
He does speak English well!
21. I did not work for twenty years until Mr. Mandela and the ANC came to power in 1993.
come to power = come into power 执政
in power 当权，执政
Things have changed a lot since he came to power.
How long has he been in power
22. All the terror and fear of that time came back to me.
terror n. 恐怖，可怕的人或事
The murder was a terror to the people in the town.
fear n. 恐惧，可怕
vt. 恐惧，害怕 + n./to do /that…
Do you fear death
She fears to speak in our presence.
I fear that we can’t protect ourselves.
for fear of …& for fear that… 担心
He left an hour earlier for fear of missing the train.
She worried for fear that the child would be hurt
23. I remembered the beatings and the cruelty of the guards and my friends who had died and I felt I would not be able to do it.
beating n. 打、输
They gave him a good beating.
They gave our team quite a beating.
beat n. 敲击，跳动
We heard the beat of a drum.
Can you hear the beat of my heart
24. They said that the job and the pay from the new South African government was my reward after working all my life for equal rights for the Blacks.
reward n. 报酬，奖金
He worked hard but without much reward.
in reward 作为报酬
She got nothing in reward for her kindness.
vt. 酬谢，给以报答
He rewarded me with a prize.
1．period （n．）
1）length or portion of time一段时间；时期。
There were long periods when we had no news of him．好长一段时间我们都没有他的消息。
Tomorrow's weather will be cloudy with sunny periods．明天阴天间晴。
His son is going through a difficult period now．他的儿子正处于困难时期。
2）（time allowed for a）lesson in school课时；一节课。
three periods of chemistry a week 一个星期三节化学课。
2．advise
advise sb.to do sth.劝告/建议某人做某事 advise sb not to do sth= advise sb. against doing sth劝告/建议某人不要做某事
1) They advised her not to act in haste. = They advised her against acting in haste。他们劝她不要匆忙行事。
2) He will advise you what to do 他会建议你（们）怎么办。
3) 可以说advise doing,但不可以说advise to do，如：
She advised holding an English party at the weekend.（正）
She advised to hold an English party at the weekend.（误）
4) advise后可以引导一个宾语从句，从句的谓语动词用虚拟语气，即，should+ 动词原形，should可以省略。如：
I advised that he (should) come at once.
5) advise sb. of sth 把某事通知某人，如：
We advised them of the arrival of goods
6) advise with sb on/about sth.与某人商量某事，如：
She advised with me on the travel to Europe.
3．see （v.）
see除了用来表示“看见”以外，还可表示“遇见”、“会晤”、“理解”、“发觉”、“经历”等意义。在本句中，它的意思是to be the time when （an event）happens。
witness 为（某事）发生之时；目睹。
This year sees the hundredth anniversary of the composer's death．今年是那位作曲家逝世一百
4．position
1.表示“位置，姿势，职位，立场”时，是可数名词，前常加介词“in”如：
1). The house has a good position.
2). He is lying in a very uncomfortable position.
3). My sister has got a position as a nurse.
4). Both sides made their positions clear.
2.表示“地位”时，是不可数名词，有时可加不定冠词，如：
She is a woman of high position
3. in a position to do sth.处于能够做某事的地位，如：
I’m sorry, I am not in a position to help you now.
4. in/ out of position在/（不在）适当的位置，如：
This chair is out of position. Put it back in position.]
5. Take up the position that…主张…如：
He took up the position that the meeting should be postponed until /to next week.
6. accept
1. 表示“接受，同意” 后面可接名词，代词或that引导的宾语从句，如：
1) Did you accept the invitation
2) It is generally accepted that smoking causes bad health
2.区别accept 和receive
accept指乐意接受或考虑后同意接受，强调其主观意愿。如：
1) We must accept the criticism.
2) I accepted this plan in principle
receive表示“接到，收到 ”， 指“接，收”这一动作或事实。
1).He received several baskets full of cards, letters and telegrams of congratulations.
2).He received the present, but he didn’t accepted it.
accept后不可接不定式。
1). She accepted to go with me.（误）
2). She agreed to go with me.（正）
7. reward.
1) 作动词，表示“报酬，酬金，报答，奖赏”，接介词for表示“缘故”，接介词with表示“奖赏的东西”。如：
1) I rewarded you for your help.
2) She rewarded him with a smile.
2. 作名词，表示“报酬，奖赏，报答，酬谢”如：
1) She was given a reward for passing the examination.
2) She worked hard all her life but without much reward.
3. as a reward for,作为……奖赏，为……酬谢 in reward of（以……）酬谢，如：
1). He was rewarded with a gold watch as a reward for his services.
2) He was presented with a gold watch in reward of his services.
4.in reward 作为。。。报答。如：
1) We got nothing in reward for our kindness.
5．表示“好处，回报”时，常用名词的复数形式，如：
1) The rewards of arts are not to be measured in money.
2) The financial rewards of teaching are not among its attractions.
8. 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．首先我们用和平的方式来破坏法律；而当这种方式也得不到允许时，……只有到这个时候我们才决定用暴力反抗暴力。
in a way which was peaceful = in a peaceful way。
Only then did we decide to answer violence with violence．注意did we decide的局部倒装结构，当only 修饰副词或状语置于句首时，句子要局部倒装。如：
Only after the lesson did she discover that she had lost her handbag．下了课她才发现自己丢了手提包。
Only recently have I thought of them．直到最近我才想起他们。
如果置于句首的由only引导的词语不是状语就不用倒装。试比较：
Only some of the children seemed to have understood it．似乎只有一部分孩子明白。
Period 3: more language input
Teaching goals
Help the students learn to get information by listening, and cultivate the listening ability.
Get the students to talk about their various opinions freely in English.
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 a picture of an accident)
T: What happened in the picture If you witness the accident, what will you do
Ss: Call 120. / Tell policeman the truth. / …
T: If the policeman asks you to describe what you have witnessed, what will you say
S1: …
T: What’s your point of view
S2: …
T: You see, on this accident, you two have different views. Usually, after an accident, the police will not just ask one person. Can you guess why What about listening to the tape to find out the reason
(Ask the Ss to listen to the tape.)
T: So why will the police not just ask one person
S: …
T: Instead, what will the police do
S: He will ask everyone present.
T: But sometimes, people will tell different stories after an accident, just as what you did just now. Do you know why So listen to the tape again and find out the answers to these two questions:
Q1: Why will people tell different stories after an accident
Q2: What does “a point of view” mean
(Check the answers.)
T: You see, when you look at people or things, you may have a different point of view from others. On this accident, two people have different points of views. Please listen to the tape once again, and take some notes of the information on the accident by person A and person B.
(Check the answers of exercise 2.)
T: So why did the two speakers have different ideas about the cause of the accident
S: …
T: After you get the information, who do you think caused the accident Why
S: …
T: What conclusion can you draw after the reading and the listening
S:
T: So next time when you look at one event, will you just look on one side
Standing on different fields will give you totally different views. So please don’t just judge an event from one side. Just like the topic we talked in this unit – great men. 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
If we ordinary people can become great ones, will you want to be a great one If so, how to be a
great person Can you write your plan to reach the great goal
附板书设计：（Blackboard Design）
I think Bill Gates is / is not _____________, because ________________________________.Great man Great ordinary
Period 4: Language Practicing
Teaching goals
To discover and learn to use some useful words and expressions.
To learn Attributive Clauses part2 (where, when, why, prep. +which /whom)
Step 1 Lead-in
(By asking Ss some Qs about Elias, then lead in some attributive clauses in the reading text. Get Ss to learn the grammar from their book.)
T: In Elias’s story, Nelson Mandela acted an important role in his life, and a lot of things greatly changed because of him. So there are many unforgettable experiences in Elias’s mind. Suppose you are /were Elias, can you tell us some of your impressive experiences
Ss: Yes/Ok
T:
Q1: When did you first meet Nelson Mandela
S1: I met Nelson Mandela in a very difficult period of my life.
T: So you mean the time when you first met Nelson Mandela was a very difficult period of your life. (Copy the sentence on the blackboard)
Q2: Where was the school you studied
S2:The school where I studied only two years was three kilometers away.
Q3: When was the day Nelson Mandela told you what to do and helped you
S3: The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.
Q4: Where were the parts you blacks lived
S4: The parts of town where we lived were the places decided by white people.
The time when you first met Nelson Mandela was a very difficult period of your life.
The school where i studied only two years was three kilometers away.
The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.
The parts of town where we lived were the places decided by white people.
Step 2 Grammar review
T: Now please look at these sentences. The words underlined are all modified by sentences. Do you still remember what we call these kinds of clauses
Ss: Attributive clause.
T: Yeah, the attributive clauses are very useful in our expression.
(Show a short flash of the dialogue between a couple)
Now let’s review some together. Will you fill in the proper words
Ex1:
Is he the man who/that wants to see you
He is the man whom/ that I saw yesterday.
They rushed over to help the man whose car had broken down.
The package (which / that) you are carrying is about to come unwrapped.
T: What do we call the words which you filled in just now 。
S: Relative pronoun.
T: What are they
Relative pronoun ：who, whom, whose, that, which等。
Step 3 Grammar learning
T: Besides these words and sentences, we find another language using in our text.
We were put in a position in which we had either to accept we were less important, or fight the government．
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela
T: What’s the differences between these two and others
S: We have a preposition before the relative pronoun.
T: But where is the preposition from
Let’s observe the following sentences!
Ex2:
1. The speed at which light travels is 300000km per second.(由先行词的习惯搭配决定)
at the speed of
2. This is the teacher from whom I borrow the book. (borrow from)（动词词组）
3. Don’t bring the children to see the animals of which they are afraid. (be afraid of)
关系代词whom, which前介词的选择由先行词的习惯搭配或后半句动词的搭配而决定。
Ex3
关系副词：when, where, why.
关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。
Step 4 Grammar practice
Ex1: Elias has had some problems with his messages for his friends. Can you help him form sentences with the following words and phrases. Match them please.
Ex2: Now will you complete these sentences using an attributive clause with when, where or why？
That was the reason why I had to go hospital for so long and I could not go on my holiday to Britain.
Mary Brown moved to a place where she was close to the sea, so she could go swimming every day.
This was the time when the harvest failed three years in a row, and everyone was cold and hungry.
It was the year when the electricity failed and everybody had to cook their dinner by candlelight.
I went back to the town which I left when I was five years old, so I could see the house where I used to live.
He will never forget the park where he first met his wife.
EX3: Join two simple sentences to make a complex sentence with an attributive clause.
T: Just now, we used the words when, why, where, which, who to fill in the blankets. Now would you combine the two sentences by using the attributive clause
Eg: Wang An moved to the US from Shanghai in 1945. He was born in Shanghai.
Wang An moved from Shanghai, where he was born, to the US in 1945.
Harvard is a world-famous university where/from which Wang An got his doctor’s degree.
He arrived in America in 1945 as a young man who had lost most of his family during the Anti-Japanese war.
3 Wang An spent 3years in Harvard University where/ in which he studied applied physics.
4. In 1951 Dr Wang founded his own company where/ in which computers were made.
5. He became a very successful entrepreneur in the US in 1985, when he made $3 billion.
6. Dr Wang died in 1990 when IT was developing rapidly all over the world.
7. This is Dr Wang to whom the computer belonged.
Step 5 Language production
T: Dr Wang made great achievements during his life. Some time, places and events mean a lot to him. They are his unforgettable experiences. And what about you Do you have some great moments and places to remember Now think about the most five important things in your life. and share them with your partners. Let’s work in four.
Top five in your life
Eg: Linhai is a beautiful city where I was born.
I was born in 1985 when my sisster was five years old.
I will never forget the day when….
Step 6 Homework
1. Make what you discussed into a short passage by using the attributive clause.
2. Finish the exercises in the workbook.
附板书设计：（Blackboard Design）
Attributive clauserelative pronoun ：who, whom, whose, that, which等。关系代词whom, which前介词的选择由先行词的习惯搭配或后半句动词的搭配而决定。关系副词：when, where, why.关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。
Period 5: Writing
Teaching goals
Deal with the knowledge learned and the writing part
Teach the students how to write a persuading letter.
Step 1. Lead in
T: Hello, everyone. Now I am very eager to know the top five things in your life. Would you like to share them with me Others please pay attention to the attributive clauses in his report.
Ss: …
T: Well done, how many attributive clauses are used in the report
Ss:
T: Just as you see, with this structure, the sentences you made will become more vivid and beautiful. And from what he told you just now, class, what kind person our speaker is
Ss: Brave, honest…
T: But is it enough to describe one person in this way What else is needed
Ss: (Get into a discussion)
Step 2. Using words and expressions
T: Good ideas. Would you like to know more Now here’s a good example. Let’s turn to Page 70. First go through the text quickly. Who can tell me what the passage talks about
S: It’s about a mathematician named Charles Babbage.
T: Now choose the words or expressions from the brackets to complete the passage.
(Leave Ss 2minutes to finish the passage.)
T: You can find the words are similar to each other. So as a good writer, he may vary words to express something better. So picking of proper words is very important. And have you stored some good words or phrases from our text
Ss: ...
T: But can you use them out in your writing Let’s have a try. Here we’ve got some, and please choose some of them to translate my sentences. ( Page 71)
(as a matter of fact; in trouble; out of work; come to power; advise; lose heart; be sentenced to; willing; set up; continue).
T: Please always remember: words and phrases are the bricks of the house or the muscles and blood of the body. So collecting more words is a way to write a beautiful passage. Besides the muscles and blood, but what about the bones of the article
Step3. Make an outline for structure
T: Let’s go back to the passage. Can you give me more information about the mathematician Like when and where was he born What happened in his childhood And what happened later …
Ss: …
T: Yes, in paragraph one, it writes about his personal information. And what happened in paragraph two What other information does it mention
Ss: …
T: In paragraph two, it tells us his hard work and achievements. Why do we say he worked hard What were his achievements Did he suffer a lot or meet with some problems What do people think of him Why
Ss: …
T: So in conclusion, this passage can be divided into two parts. They are:
Paragraph 1: Personal information
Paragraph 2: His / Her hard work and achievements
T: That’s the brief outline of this passage, and can we add something more about it
S: (Get into a discussion and report their ideas)
T: Generally speaking, when we write a passage about a person, maybe we’d better write about his qualities in the passage and we can also show our opinion of the hero. So can you write an outline of a passage about a great person
(Leave several minutes to the Ss to make an outline, and let them exchange their ideas freely)
T: According to your arrangement, your outline may be like this:
Paragraph 1: Personal information
Paragraph 2: His / Her hard work and achievements
Paragraph 3: His / Her good qualities
Paragraph 4: Your opinion
T: Here you have a chance to practice how to write a passage about a person. Would you write a passage about Nelson Mandela according to what we have discussed
(Leave 5minutes for Ss to draw an outline and collect more information in the whole unit)
Step4. Writing
T: Have you finished Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century. Will you write a letter to support Nelson Mandela
Before we begin, here are two questions:
Do you still remember the format of a letter
How can you persuade people or judges to follow your advice
(Get the Ss into discussion)
T: Here some proper tips for you:
Step1. Collect your ideas for the letters. Write them down in any order. Then sort them out into an order which seems good to you. For example: time order, we can have a reference on Page39.
Step2. Begin the letter with your address and the date.
Dear editor,
I’m writing to …
.
…
Yours sincerely,
Sarah
T :Ok ,now let’s have a try!
Step 5. Homework:
1.Finifsh the letter.
2.Review the whole unit.
附板书设计：（Blackboard Design）
WritingParagraph 1: Personal informationParagraph 2: His / Her hard work and achievementsParagraph 3: His / Her good qualitiesParagraph 4: Your opinion Huipu High School, Linhai Zhejiang province July 24, 2006Dear…, I’m writing to …… Yours,
六、背景参考资料(Background knowledge)
Lyrics of Hero
There's a hero
If you look inside your heart
You don't have to be afraid
Of what you are
There's an answer
If you reach into your soul
And the sorrow that you know
Will melt away
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
It's a long road
When you face the world alone
No one reaches out a hand
For you to hold
You can find love
If you search within yourself
And the emptiness you felt will disappear
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
Lord knows...
Dreams are hard to follow
But don't let anyone
Tear them away
Hold on
There will be tomorrow
In time you'll find the away
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
That a hero lies in you...
That a hero lies in you...
1.Nelson Mandela
Nelson Mandela's biography is set out in the Student's Book up to the date he went to prison on Robben Island．The rest of his biography is included below:
1990 freed by white government．
1991 leader of ANC．
1993 first black President of South Africa．
1999 retired as President and returned to live in his hometown in the Transkei, South Africa．
2.Elias
Elias, who tells Nelson Mandela's story, had a life that was very common to many who helped Nelson Mandela and fought for the cause．Everything that is mentioned in the story is true．The facts of Mandela's life and Elias’ life are accurate．Elias' story is based on the life of a man who supported the ANC and was sent to Robben Island for 4 years．He then spent 20 years trying to get another job．He now takes tourists round his former prison and he tells them how he suffered for his beliefs．After he left Robben Island he tried many times to make a career for himself．Each time he successfully got a job the secret police would tell his employers about his time in prison and he would lose his job．Elias’ time in prison was also true．The political prisoners were allowed no privileges but prisoners that had not done illegal political acts were allowed to study degree courses from South African universities．You can visit Robben Island, as it is now a museum and open to visitors．There are no prisoners there any more．
3.William Tyndale
William Tyndale believed that the Bible should be able to be read by everyone．At that time Christianity was the religion of England but the Bible was only read and understood by priests and religious people．It was written in several different ancient languages and there was no version in English．William Tyndale made it his life's work to translate the Bible into easily readable English for the people of his time．He had to learn to read ancient Greek and Hebrew to be able to do this．But there were many people who did not like the idea that just anybody should be able to read the Bible．The priests and some religious people thought it meant they would have less power so they tried to stop him．He had many adventures and once even lost all his translations．He had taken a ship to England and there was such a bad storm that the books had to be thrown into the sea．So he had to start all over again．But he did not give up．He was a generous scholar and gave his work to others who were also trying to translate the Bible．He hoped that in this way the project could be finished earlier．At last he was caught and put to death for his beliefs．After his death the Bible was published in English and more than 80% of it was the work of William Tyndale．The language is very beautiful and many sayings and expressions that are used in England today come from it．It is a very important text．There are some phrases from it at the end of the guidance for this unit．
4.Mahatma Gandhi
His ideas were used by Nelson Mandela and Martin Luther King, Jr as a way of drawing attention to their cause and getting sympathy from people around the world．His importance comes from the moral force of his ideas because he does not suggest that people should return violence with violence．His campaigns against the passbooks for Indians in South Africa, the salt tax, the import of cotton clothes from England and the continuation of British rule in India were all based on the principle of non-violence．They were very successful and the Indians have been independent from Britain since 1947.
5.Norman Bethune
Norman Bethune was a Canadian and also a Communist．He had a very strong feeling against injustice．He was also a very important doctor in his own country who made many important changes to the way surgery was carried out．He supported the Chinese and went to help their army as a doctor and to train other doctors．He invented mobile field hospital units which could be moved quickly to the places where the war was being fought．Unfortunately he got blood poisoning while working in China and died there．
6.Sun Zhongshan （Sun Yatsen）
He was born in a peasant family in 1866．He studied medicine in China and Hong Kong and practised as a doctor in Macao．He opposed the Qing government and when his criticisms were rejected he moved to Honolulu．In 1905 he united all the other political parties which were against the Qing government．In 1911 there was an uprising in Wuchang which spread to other parts of the country．The Qing government fell and Sun Zhongshan became the first President of the Chinese Republic．He gave up being President in 1912 to work on his three principles: the principle of people's rights, people's livelihood and nationalism．The people's rights were not for individual liberty but what was good for the revolution and national development．The people's livelihood had two parts: to make the owning of land equal and to restrict capitalism．The principle of nationalism was to build a strong and united country where all nationalities could live in harmony．He led another revolution in 1913 against Yuan Shikai and in 1917 set up the Kuomintang．He died in 1925 after many years of struggle for the revolution．
7.Neil Armstrong
Neil Armstrong was the first man to walk on the moon．He was a pilot in the American Air Force and later joined the astronaut program．He was chosen to be the first man to walk on the moon
8.Bill Gates
Family and Early Childhood
On October 28, 1955, shortly after 9:00 p.m., William Henry Gates III was born. He was born into a family with a rich history in business, politics, and community service. His great-grandfather had been a state legislator and mayor, his grandfather was the vice president of a national bank, and his father was a prominent lawyer. [Wallace, 1992, p. 8-9] Early on in life, it was apparent that Bill Gates inherited the ambition, intelligence, and competitive spirit that had helped his progenitors rise to the top in their chosen professions. In elementary school he quickly surpassed all of his peer's abilities in nearly all subjects, especially math and science. His parents recognized his intelligence and decided to enroll him in Lakeside, a private school known for its intense academic environment. This decision had far reaching effects on Bill Gates's life. For at Lakeside, Bill Gates was first introduced to computers.
The Birth of Microsoft
In December of 1974, Allen was on his way to visit Gates when along the way he stopped to browse the current magazines. What he saw changed his and Bill Gates's lives forever. On the cover of Popular Electronics was a picture of the Altair ( http: / / www.21cnjy.com / " \o "欢迎登陆21世纪教育网 ) 8080 and the headline "World's First Microcomputer Kit to Rival Commercial Models." He bought the issue and rushed over to Gates's dorm room. They both recognized this as their big opportunity. The two knew that the home computer market was about to explode and that someone would need to make software for the new machines. Within a few days, Gates had called MITS (Micro Instrumentation and Telemetry Systems), the makers of the Altair. He told the company that he and Allen had developed a BASIC that could be used on the Altair [, 9/29/96]. This was a lie. They had not even written a line of code. They had neither an Altair nor the chip that ran the computer. The MITS company did not know this and was very interested in seeing their BASIC. So, Gates and Allen began working feverishly on the BASIC they had promised. The code for the program was left mostly up to Bill Gates while Paul Allen began working on a way to simulate the Altair with the schools PDP-10. Eight weeks later, the two felt their program was ready. Allen was to fly to MITS and show off their creation. The day after Allen arrived at MITS, it was time to test their BASIC. Entering the program into the company's Altair was the first time Allen had