Unit 5 Nelson Mandela—a modern hero（全单元7份教案）

Unit 5　Nelson Mandela—a modern hero
Period 3　Grammar(the Attributive Clause(Ⅱ)
整体设计
从容说课
This is the third teaching period of this unit. To test whether the students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. The pattern “ only then did we decide to answer violence with violence”is a bit important, so special exercises should be designed.
This teaching period mainly deals with the grammar:the Attributive Clause introduced by the relative adverb and preposition+which/whom. Firstly, the teacher can ask the students to read the text Elias’ Story, tick out the attributive clauses in the reading passage and translate them into Chinese. Secondly, compare and discover the usages of the Attributive Clause, especially the usages of Relative Adverbs (when, where, why)and preposition+which/whom by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 37 and more exercises for students to master the Attributive Clause introduced by the relative adverb and preposition+which/whom. Finally, summarize the Attributive Clause.
At the end of the class, ask the students to do the exercises in Using structures on Page 71 and additional exercises for consolidation.
教学重点
Get the students to master the Attributive Clause introduced by the Relative Adverb and preposition+which/whom.
教学难点
Enable the students learn how to choose relative adverbs and how to use preposition+which/whom correctly.
教学方法
1. Task-based teaching and learning
2. Cooperative learning and practice
教具准备
A projector and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the Attributive Clause introduced by the Relative Adverb and preposition+which/whom.
2. Let the students learn usages of relative adverbs and preposition+which/whom.
Ability aims:
1. Enable the students to use attributive clauses correctly and properly.
2. Enable the students to know how to choose proper relative adverbs for attributive clauses.
3. Enable the students to know how to choose proper prepositions.
Emotional aims:
1. Get the students to become interested in grammar learning.
2. Develop the students’ sense of group cooperation.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
3. Translate the sentences:
1)只有这样，我们才能把工作做好。
2)只有遇到她时，我才会认出她。
Suggested answers:
1)Only in this way, can we do our work well.
2)Only when I meet her, will I recognize her.
→Step 2 Grammar review
Review relative pronouns:which, that, who, whose.
Fill in the blanks with proper relative pronouns.
1. Is he the man______________ wants to see you
2. He is the man______________ I saw yesterday.
3. They rushed over to help the man______________　car had broken down.
4. The package______________ you are carrying is about to come unwrapped.
Suggested answers:
1. who/that　2. (whom/that)　3. whose 　4. (which/that)
→Step 3 Grammar learning
1. Reading, finding and thinking
Turn to Page 34 and read the text Elias’ Story. Tick out the attributive clauses introduced by relative adverbs or prep. +which/whom in the reading passage and translate them into Chinese.
Suggested answers:
1)The time when I first met Nelson Mandela was a very difficult period of my life. 第一次见到纳尔逊·曼德拉的时候是在我一生中非常艰难的时期。
2)The school where I studied only two years was three kilometers away. 我仅仅在那里读了两年的学校，有三千米远。
3)This was a time when one had got to have a passbook to live in Johannesburg. 那个时候你要想住在约翰内斯堡就非得要有身份证不可。
4)The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life. 那天，纳尔逊·曼德拉告诉我该怎么做，而且还帮我的忙，这是我一生中最高兴的日子。
5)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30年来所出现的大量法律剥夺我们的权利，阻挡我们的进步，一直到今天，我们还处在几乎什么权利都没有的阶段。
6)The parts of town where they lived were places decided by white people. 他们在城里的住宅区都是由白人决定的。
7)The places where they were sent to live were the poorest areas in South Africa. 他们被打发去居住的地方是南非最贫穷的地方。
8). . . we were put in a position in which we had either to accept we were less important, or fight the Government. 我们被置于这样一个境地：要么我们被迫接受低人一等的现实，要么我们跟政府作斗争。
Think over this question:On what circumstance do we use relative adverbs such as when, where, why, and so on to introduce attributive clauses
2. Comparing and discovering
Turn to Page 37. Do Ex. 2. Then compare the following sentences and find out why we use different relatives 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 voted in was very grand.The government building in which we voted was very grand.
Note:In Sentence 1, 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 the adverbial in Sentence 3 because it also means “in the government building” in the attributive clause. While in Sentence 2, a relative pronoun “which” is used as it refers to “the government building” which serves as the object of the preposition “in” 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.
Note:In Sentence 1, a relative adverb “when” is used because it refers to “on that date” which serves as the adverbial in the attributive clause. “on which” can also be used as the adverbial in Sentence 3 because it also means “on that date” in the attributive clause. While in Sentence 2, a relative pronoun “which/that” is used as it refers to “the date” serving as the object of the predicate “told” in the attributive clause.
Compare another three sentences and discuss in pairs.
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
3. Conclusion
关系代词which/whom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代替的先行词分别是时间、地点或原因的名词，并且在定语从句中作状语，多数情况下相当于“介词+which”结构。
→Step 4 Grammar Practice
Show the exercises on the screen or give out exercise papers.
1. Fill in the blanks with proper relative adverbs and preposition+which/whom.
1)The speed______________ light travels is 300 000 km per second.
2)This is the teacher______________ I borrow the book.
3)Don’t bring the children to see the animals______________ they are afraid.
4)The person______________ you should be grateful for a peaceful South Africa is Nelson Mandela.
5)Harvard is a world-famous university______________ Wang An got his doctor’s degree.
6)Wang An spent 3 years in Harvard University______________ he studied applied physics.
7)In 1951 Dr Wang founded his own company______________ computers were made.
8)He became a very successful entrepreneur in the US in 1985,______________ he made $3 billion.
9)This is Dr Wang______________ the computer belonged.
10)Robben Island is the place______________ Mr. Mandela once was kept.
2. Complete these sentences using an attributive clause with when, where or why.
1)That was the reason_______________ (我必须去医院)and I could not go on my holiday to Britain.
2)Mary Brown moved to a place (她靠近大海), so she could go swimming every day.
3)This was the time (庄稼连续三年歉收), and everyone was cold and hungry.
4)It was the year (没有电)and everybody had to cook their dinner by candlelight.
5)I went back to the town (我出生的), so I could see the house where I used to live.
6)He will never forget the park (他第一次见他妻子).
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1. 1)at which　2)from whom　3)of which　4)to whom　5)where/from which　6)where/in which　7)where/in which　8)when/in which　9)to whom　10)where/in which
2. 1)why I had to go hospital
2)where she was close to the sea
3)when the harvest failed three years in a row
4)when the electricity failed
5)where I was born
6)where he first met his wife
→Step 5 Grammar summary
Attributive clause:An attributive clause is a clause modifying a noun or pronoun in a compound sentence.
Antecedent:The word modified by an attributive clause is called the antecedent.
Relative:The word that is used to introduce an attributive clause is called a relative. There are two kinds of relatives, i. e. relative pronouns (including which, that, who, whom, whose, as)and relative adverbs (including where, when, why, etc. ).
Note:Relatives plays three important roles in an attributive clause, i. e. introducing an attributive clause, replacing the antecedent in meaning, and functioning as a sentence element in the attributive clause.
e. g. The girl who is talking to Mr. Li over there is my sister.
In the sentence, “The girl” is the antecedent and “who” is used to introduce the attributive clause as the antecedent is a person. It refers to the girl and functions as the subject in the attributive clause.
The choice of the relatives is the most difficult in learning the attributive clause. However, there are some rules that can help us choose the correct relatives. Usually, which relative to choose depends on what the antecedent is and what sentence element the relative functions in the attributive clause as shown in the following chart:
Antecedents Relatives Sentence elements
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.
If a relative functions as the object of a preposition in the attributive clause, the preposition can usually be placed before the relative. In this situation, we use “which” for things and “whom” for people, and they can never be omitted. However, if the preposition and a verb form a set phrase in the attributive clause, they should not be separated:
The school (which/that)he once studied in is very famous.
The school in which he once studied is very famous.
This is the girl (who/whom)I went to the Great Wall with.
This is the girl with whom I went to the Great Wall.
The sentence “This is the watch (which/that )you are looking for. ” can not be changed into “This is the watch for which you are looking. ” because “look for” is a set phrase.
→Step 6 Workbook
Do the exercises in Using structures on Page 71.
→Step 7 Consolidation
Show the exercises on the screen or give out exercise papers.
1. We shall never forget the days______________ we worked together.
A. that
B. in which
C. on which
D. which
2. The pencil, with______________ I had been writing, was broken.
A. which
B. that
C. as
D. it
3. I still remember the year______________ we spent together.
A. ∕
B. when
C. on which
D. in which
4. The reason______________ he didn’t pass the exam was that he didn’t study hard.
A. which
B. in which
C. for which
D. of which
5. The days are gone forever______________ we used foreign oil.
A. when
. that
C. which
D. at which
6. The school______________ my sister studies at is far from here.
A. where
B. that
C. at which
D. in which
7. My hometown is no longer the place______________ it used to be.
A. that
B. what
C. where
D. as
8. He was the only one of the boys who______________ late for school.
A. are
B. were
C. is
D. was
9. She was one of the girls who______________ late for class.
A. are
B. were
C. is
D. was
10. He is the guest______________ the manager first introduced.
A. whose
B. to whom
C. who
D. of whom
11. He made a hole in the wall______________ he could get into the house.
A. in which
B. which
C. through which
D. by which
12. Is this the house______________ you have bought yourself
A. one
B. the one
C. where
D. that
13. The film brought the hours back to me______________ I was taken good care of in that faraway village.
A. until
B. that
C. when
D. where
14. 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
15. I can still remember the sitting room______________ my mother and I used to sit in the evening.
A. of which
B. which
C. that
D. where
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1~5 BAACA　6~10 BADBB　11~15 CDCBD
→Step 8 Homework
1. Finish off the workbook exercises.
2. Learn the important grammar points by heart.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
3. Translate the sentences:
1)只有这样，我们才能把工作做好。
2)只有遇到她时，我才会认出她。
→Step 2 Grammar review
Review relative pronouns:which, that, who, whose.
→Step 3 Grammar learning
1. Reading, finding and thinking
Turn to Page 34 and read the text Elias’ Story. Tick out the attributive clauses introduced by relative adverbs or prep. +which/whom in the reading passage and translate them into Chinese.
Think over this question:On what circumstance do we use relative adverbs such as when, where, why, and so on to introduce attributive clauses
2. Comparing and discovering
Turn to Page 37. Do Exercise 2. Then compare the following sentences and find out why we use different relatives 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 voted in was very grand.
The government building in which we voted was very grand.
3. Conclusion
关系代词which/whom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代替的先行词分别是表示时间、地点或原因的名词，并且在定语从句中作状语，多数情况下相当于“介词+which”结构。
→Step 4 Grammar Practice
Show the exercises on the screen or give out exercise papers. Ask the students to do the exercises. Several minutes later, the answers are given. The teacher can give them explanations where necessary.
→Step 5 Grammar summary
1. The choice of the relatives
Usually, which relative to choose depends on what the antecedent is and what sentence element the relative functions as in the attributive clause.
2. Relatives can be omitted if they serve as the objects in the attributive clauses.
3. If a relative functions as the object of a preposition in the attributive clause, the preposition can usually be placed before the relative. However, if the preposition and a verb form a set phrase in the attributive clause, they should not be separated.
→Step 6 Workbook
Do the exercises in Using structures on Page 71.
→Step 7 Consolidation
Give the students some additional exercises for consolidation.
→Step 8 Homework
1. Finish off the workbook exercises.
2. Learn the important grammar points by heart
板书设计
Unit 5　Nelson Mandela—a modern hero
The Attributive Clause
Antecedents Relatives Sentence elements
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
活动与探究
This activity is designed to make a deep research into the Attributive Clause. The students are asked to design some exercises about the Attributive Clause. And then they exchange exercises each other and check themselves. The purpose of this activity is to help students make sense of the usage of the Attributive Clause.Unit 5　Nelson Mandela—a modern hero
Period 7　Revision
(Summing up and Learning tip)
整体设计
从容说课
This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. It mainly includes three parts:Summing up, Learning tip and consolidation exercises.
Summing up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. The teacher can first use this part to let the students to sum up what they have learned and then explain what the students couldn’t understand very well in this unit. An experienced teacher should design some exercises for the students to do in order that they can learn to use and grasp all the contents.
Learning tip encourages students to choose a famous person and try to find out as much as possible about his or her life. Read what he or she did and what people remember about him or her. Find some people who like him or her and some who do not. Try to find out for what reason they like this person or not. If the students are doing this, they will be teaching themselves a useful way of learning. It is very good for their further study. So, make sure the students have a try.
In this period, the teacher can also add more practices to consolidate what the students have learned in this unit. Finally, ask the students to finish Checking yourself on Page 75 in the workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning.
教学重点
Get the students to review and consolidate what they have learned in this unit.
教学难点
Get the students to turn what they have learned into their ability.
教学方法
Summarizing, discussing and practicing
教具准备
A projector and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to go over useful new words and expressions.
2. Have the students review the grammar:the Attributive Clause introduced by relative adverbs and preposition+which/whom.
Ability aims:
1. Develop the students’ ability to use the important language points.
2. Enable the students to learn to use relative adverbs and preposition+which/whom correctly.
Emotional aims:
1. Encourage the students to learn from famous persons and great persons.
2. Strengthen the students’ sense of group cooperation.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some useful new words and expressions in this unit.
→Step 2 Lead-in
Tell the students: Up to now, we have finished Unit 5. Have you learned and grasped all in this unit Turn to Page 40. You can check yourself by filling in the blanks in the part Summing Up.
→Step 3 Summing Up
Five minutes for the students to sum up by themselves. Then check and explain something where necessary.
Suggested answers:
Write down what you have learned about Nelson Mandela.
We have learned many noble qualities about Nelson Mandela, such as intelligent, determined, generous, kind, unselfish, hard-working, brave, confident, and so on.
From this unit you have also learned
useful verbs:fight, advise, continue, vote, accept, fear, reward, sentence
useful nouns:hero, quality, republic, principle, fight, prison, prisoner, period, law, fee, gold, youth, league, stage, vote, position, violence, blanket, degree, guard, terror, fear, cruelty, reward, right, criminal, leader, president
useful adjectives:willing, active, peaceful, gold, equal, educated, anti-black
useful 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
new grammar item:the Attributive Clause introduced by relative adverbs and preposition+which/whom
→Step 4 Word and expression exercises
Show the exercises on the screen or give out exercise papers.
1. Fill in the blanks with the missing words according to the first letter or Chinese meaning given.
1)Nelson Mandela was regarded as one of the best l of the black people.
2)I think you must solve your problem in a p way. Fighting can’t solve any problem.
3)The full name of our great motherland is the People’s R of China.
4)I don’t think ten years is a long p of time.
5)You must try to improve the q of all your products.
6)Nobody forced me to do it; I was w to do it.
7)At present, women hold an important______________ (地位)in our country.
8)A middle-aged woman killed her husband, which showed her______________ (残忍).
9)You must be______________ (积极的)in all kinds of sports to keep healthy.
10)I______________ (劝说)her to give up that idea, but she didn’t listen to me.
11)I like all the______________ (男主角)of this play, because they are so kind.
12)Don’t you think fighting is a serious act of______________ (暴力)
13)Since he was better______________ (受过教育的), he got a job in an office.
14)The actress in poor health and has to leave______________ (舞台)soon.
15)I guess this film will______________ (持续)for another fifteen minutes.
2. Fill in each of the blanks with the proper phrase given. Change the form where necessary.
put. . . in prison　in trouble　set up　out of work　be sentenced to death　break into pieces　come to power　worry about　lose heart　stop. . . from
1）The sudden heavy snow______________ them______________ getting home as early as expected.
2）His glasses fell down to the ground and____________ _______________ _______________ .
3）Don’t____________ ____________her health; I think she will take good care of herself.
4）I just can’t understand why she is___________ _____________ ___________ again.
5）You can’t___________ ___________in face of any difficulty.
6）Boys and girls, let’s do our best to help those______________ ______________ .
7）It is reported that the new president will__________ ________________ ________________ next month.
8）It is said that a new factory will be_____________ _______________ in my hometown.
9）The murderer will___________ _____________ ________________ _______________for killing a few girls.
10）The thief will____________ ______________ _______________ _____________for stealing quite a few expensive cars.
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations when necessary.
Suggested answers:
1. 1)leaders　2)peaceful　3)Republic　4)period　5)quality　6)willing　7)position　8)cruelty　9)active　10)advised　11)heroes　12)violence　13)educated　14)stage　15)continue
2. 1)stopped; from　2)broke into pieces　3)worry about
4)out of work　5)lose heart 6)in trouble　7)come to power
8)set up　9)be sentenced to death　10)be put in prison
→Step 5 Grammar exercises
Show the exercises on the screen or give out exercise papers.
1. Complete the following sentences with “preposition+which/whom”.
1)This is the rock______________ the boy fell down into the sea.
2)Yesterday we had a meeting,______________ we discussed a lot of questions.
3)The film star______________ we talked a lot will give us a speech tomorrow.
4)Nothing can grow on the moon______________ there is neither water nor air.
5)The West Lake______________ Hangzhou is famous in the world will be more beautiful.
6)The newspaper______________ he often writes articles is China Daily.
7)The stories about the Long March are well written,______________ this is one example.
8)The subject______________ Xiao Wang is good is physics.
9)The professor______________ Mr. Smith shook hands yesterday has made new discoveries in science.
10)At last I met the writer______________ I had heard long before.
2. Fill in the blanks with proper relative pronouns or relative adverbs.
1)The city______________ I was born has a lot of parks.
2)I don’t like cities______________ have a lot of factories.
3)New Year’s Eve is a time______________ I am always looking forward to.
4)My birthday is a day______________ I think about my future.
5)He is the cleverest boy______________ I have ever seen.
6)I saw a house the windows of______________ are broken.
7)I saw a house______________ windows are broken.
8）I will never forget the days______________ I worked together you on the farm.
9）He has got himself into a dangerous place______________ he is likely to lose his way.
10）We expressed the hope______________ they had expressed.
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1. 1）from which　2）at which　3）about whom　4）on which　5）for which
6）for which　7）of which　8）at which　9）with whom　10)of whom
2. 1)where　2)which/that　3)(which/that)　4)when　5)(that)
6)which　7)whose 8)when　9)where　10)(which/that)
→Step 6 Learning tip
Ask the students to turn to Page 40. Read through the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing so they will be teaching themselves a useful way of learning.
→Step 7 Assessment
1. Checking yourself (on Page 75 in the Workbook)
First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.
2. Testing assessment
Show the exercises on the screen or give out test papers.
1)Choose the best answers.
(1)Dorothy always spoke highly of her role in the play,______________, of course, made the others unhappy.
A. who
B. which
C. this
D. what
(2)I shall never forget the days______________ I lived in the country with my parents.
A. that
B. which
C. when
D. at which
(3)The factory______________ his brother works lies in the south of the city.
A. that
B. which
C. on which
D. where
(4)My family climbed up the hills,______________ we had a picnic.
A. on the top of which
B. on its top
C. on the top of that
D. on the top of it
(5)We were next-door neighbors for three years, during______________ we met only twice.
A. which
B. this
C. that
D. the
(6)All______________ is needed is some oil.
A. the thing
B. that
C. what
D. which
(7)I, who______________ your friend, will go all out to help you.
A. is
B. are
C. am
D. be
(8)They took care of the old man______________ son lost his life in the fire.
A. who
B. that
C. which
D. whose
(9)The scientist,______________ my father worked, went abroad last year.
A. by whom
B. with whom
C. who
D. whom
(10)Can you tell me the name of the company______________ you visited last week
A. /
B. where
C. what
D. to which
2)Cloze
Read the following passage, get the main idea and fill in the blanks according to the first letters given to complete the passage.
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.
First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1)(1)B　(2)C　(3)D　(4)A　(5)A (6)B　(7)C　(8)D　(9)B　(10)A
2)born; law; formed; office; against; sentenced; blow; freed; made; great
→Step 8 Homework
1. Finish off the Workbook exercises.
2. Review and summarize what you have learned in Unit 5.
板书设计
Unit 5　Nelson Mandela—a modern heroRevisionSumming UpWrite down what you have learned about Nelson Mandela.We have learned many noble qualities about Nelson Mandela, such as intelligent, determined, generous, kind, unselfish, hard-working, brave, confident, and so on.From this unit you have also learneduseful verbs:fight, advise, continue, vote, accept, fear, reward, sentenceuseful nouns:hero, quality, republic, principle, fight, prison, prisoner, period, law, fee, gold, youth, league, stage, vote, position, violence, blanket, degree, guard, terror, fear, cruelty, reward, right, criminal, leader, presidentuseful adjectives:willing, active, peaceful, gold, equal, educated, anti-blackuseful 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 tonew grammar item:the Attributive Clause introduced by relative adverbs and preposition+which/whom
活动与探究
Choose a famous person and go to the library or get online to try to find out as much information as you can about his or her life. Write a report on your research and share it with your classmates. You report should include the following:
1. What this person did.
2. What people remember about this person.
3. Who like this person and who do not.
4. Why they like this person or not.Unit 5　Nelson Mandela—a modern hero
Period 2　Important Language Points
整体设计
从容说课
This is the second teaching period of this unit. The teacher can first check the students’ homework and offer chances for the students to review what they learned during the first period.
The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to make the students understand these important points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, later offer some exercises to make the students master their usages. Some words and expressions, such as fight, advise, accept, continue, active, lose heart, in trouble, in prison, as a matter of fact, etc. are very useful and important. So are the sentence patterns “Do you easily lose heart when you are in trouble ”. . . only then did we decide to answer violence with violence. ”“. . . we were put in a position in which we had either to accept we were less important, or fight the Government. ”, and so on. We ought to pay more attention to them and design special exercises.
At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.
教学重点
1. Enable the students to grasp the usages of such important new words and expressions as fight, advise, accept, continue, active, lose heart, in trouble, in prison, as a matter of fact, etc.
2. Get the students to master the patterns:“. . . only then did we decide to answer violence with violence. ” and “. . . we were put in a position in which we had either to accept we were less important, or fight the Government. ”
教学难点
1. Let the students learn the usage of the word “advise”.
2. Enable the students to master the usage of the pattern “. . . only then did we decide to answer violence with violence. ” and understand some difficult and long sentences.
教学方法
1. Discussing, summarizing and practicing
2. Cooperative learning
教具准备
The multimedia and other normal teaching tools
Knowledge aims:
1. Get the students to learn and grasp the important new words and expressions:hero　quality　willing　active　republic　fight　peaceful　prison prisoner　period　law　advise continue　fee　gold　youth　league　stage vote　position accept violence　equal　lose heart　in trouble　worry about　out of work　Youth League　as a matter of fact　blow up put. . . in prison
2. Get the students to learn the following useful sentence patterns:
1)Do you easily lose heart when you are in trouble
2)The time when I first met him was a very difficult period of my life.
3)As a matter of fact, I was worried about whether I would be out of work.
4)The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.
5). . . only then did we decide to answer violence with violence.
6)The parts of town where they lived were places decided by white people.
Ability aims:
1. Enable the students to use some useful words and expressions correctly.
2. Enable the students to make sentences after the useful sentence patterns.
Emotional aims:
1. Stimulate the students’ interest in learning English.
2. Develop the students’ spirit of cooperation and teamwork.
教学过程
设计方案（一）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to retell the reading passage Elias’ Story.
→Step 2 Reading and finding
Get the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.
Collocations:a poor black worker, South Africa, a very difficult period of one’s life, open a law firm, advise sb. on. . . , three kilometers away, pay the school fees, the bus fare, get a job, a gold mine, be worried about, out of work, one of the happiest days of one’s life, the ANC Youth League, as soon as one could, have almost no rights at all, grow food, in fact, break the law, with violence, as a matter of fact, blow up, put. . . in prison, be happy to do. . . , realize one’s dream
Read them aloud and copy them down in the exercise book after class.
→Step 3 Discovering useful words and expressions
Show the following form on the screen and allow the students several minutes to finish them.
1. Look at the reading passage again to find words and expressions that mean the same.
Alternative expressions Words and expressions from the text
group of people organized for a special purpose
feel hopeless
lose one’s job
brave man
in fact
have some difficult problems
be taken to prison
some time
be ready to
money paid for going to school
tell somebody what to do
go on
always doing new things
what people do in war
a yellow metal for making a ring
agree to take
go against a law
quiet and calm
2. Complete the following passage with some of the words or expressions above.
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 with 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 and played together.
Explain the problems the students meet while checking the answers.
Suggested answers:
1.
Alternative expressions Words and expressions from the text
group of people organized for a special purpose league
feel hopeless lose heart
lose one’s job out of work
brave man hero
in fact as a matter of fact
have some difficult problems be in trouble
be taken to prison be put in prison
some time period
be ready to willing
money paid for going to school school fees
tell somebody what to do advise
go on continue
always doing new things active
what people do in war fight
a yellow metal for making a ring gold
agree to take accept
go against a law break the law
quiet and calm peaceful
2:out of work; in trouble; peaceful; advise; accept; continue; period; lost heart
→Step 4 Language Points
1. quality n. something typical of a person or material质量（不可数）；品质，性质（可数）；才能（可数）
Quality is more than quantity.
质量比数量重要。
This new model is of high quality and is not expensive either.
这种新型号质量非常好, 而且也不贵。
2. willing adj. ready (to do sth. )愿意帮助的；乐于……的
Are you willing to help
你愿意帮忙吗？
I’m willing to concede that I have hurt her, but that’s not my real intention.
我可以承认我是伤害了她, 但那并不是我的本意。
3. active adj. able or ready to take action 积极的；能起作用的
He is an active member of the club.
他是俱乐部的积极分子。
She is very active in school activities.
她积极参加学校的各种活动。
4. lose heart v. to become discouraged; to feel hopeless灰心；泄气；丧失信心
Don’t lose heart; you still have more chances.
别灰心，你还有更多的机会。
lose one’s heart to爱上, 喜欢
at heart从内心来说
heart and soul全心全意
break one’s heart心碎
put one’s heart into把全部心思放在
learn/know by heart记熟
5. in trouble in a situation that involves danger, punishment, pain, worry, etc. 有麻烦；处于困境中
The boy caused a lot of trouble to his parents; he was always in trouble.
这个男孩给他的父母招来很多麻烦，他甚为苦恼。
ask for/look for trouble找麻烦
make trouble制造麻烦
take trouble to do sth. 费心做某事
get into trouble遇到麻烦
have trouble (in)doing sth. 做某事有困难
save/spare trouble省事
Complete the following sentences.
1)He never comes except when he is______________ (有麻烦).
2)Don’t imagine that you’re the only person______________ (不幸).
3)The boy______________ (出事了)when he left home to live in London.
4)That’s none of your business. Please don’t______________ (找麻烦)
5)Students growing up from nursery school to college______________ (有困难)dealing with realities.
答案：
1)in trouble　2)in trouble　3)got into trouble
4)ask for/look for trouble 5)have trouble
6. fight vi. & vt. (fought, fought)struggle打仗；战斗；斗争
He and his wife are always fighting about who will take after the children.
他与他妻子总是在为由谁来照看孩子而吵架。
The boxer has fought many opponents.
这名拳击手已与许多对手交锋。
fight+n. 与……作战/打架
fight for为了……而战
fight against与……作战/斗争
fight with与……作战；与……并肩作战
fight about/over因……而争吵/打斗
fight back反击，还击；克制，忍住
fight a battle战斗
fight a fire救火
fight one’s way打/挤/杀出一条路
Complete the following sentences.
1)They told the workers to______________ their rights.
2)We will have to______________ difficulties.
3)If the enemy comes, we’ll______________　.
4)We had to______________ through the crowded streets.
答案：
1)fight for　2)fight against　3)fight back　4)fight our way
7. in prison在狱中；在坐牢
He was in prison for ten years.
他在狱中待了10年/他坐了十年牢。
go to prison入狱
put/sb. in prison把某人投入监狱
send sb. to prison把某人投入监狱
throw sb. into prison把某人投入监狱
be taken/sent to prison被关进监狱
Note：以上短语prison前不带冠词，若表示在监狱工作或去办事则需加冠词。
8. advise vt. give advice to sb. ; recommend 劝告，忠告；建议
The doctor advised (me to take)more exercise.
医生嘱咐我多加锻炼。
She advises the government on economic affairs.
她向政府提出经济方面的建议。
We advised that they should start early/them to start early.
我们建议他们及早开始。
Can you advise (me)what to do next
你看（我）下一步怎么办？
advise+n.
advise sb. to do
advise doing. . .
advise sb. on sth.
advise+wh-+to do
advise+that. . . (should))+do. . .
1)We are often advised______________ notes in class, but few do so.
A. taking B. take C. to take D. took
2)My sister advised me that I______________ accept the job.
A. would B. might C. could D. should
3)The old man often advised the young workers on______________ the machine and they learned quickly.
A. to operate B. how operate C. how operating D. how to operate
4)I advised______________ until the right time but they wouldn’t listen.
A. to wait B. waiting C. waited D. on wait
答案：
1)C　2)D　3)D　4)B
9. continue vt. & vi. (cause sth. to)go or move further继续；延续
They decided to continue their research.
他们决定继续他们的研究。
The fighting continued for a week.
这场战斗持续了一星期。
After that they continued to fight for their equal rights.
从那以后，他们继续为争取平等权利而斗争。
Anne continued setting down how she felt in her diary.
安妮继续在日记中记下她的感受。
Although he is over 90, he______________ very healthy.
A. goes on B. keeps on C. carries on D. continues
答案：D
10. accept vt. take (sth. offered)willingly接受
Tom accepted a present from his friend.
汤姆接受了朋友的礼物。
Please accept my apologies.
请接受我的歉意。
receive & accept:
receive表示客观上的收到，不涉及主观上接受与否；accept表示主观上愿意接受。
I’ve received a gift from him, but I’m not going to accept it.
我收到了他送的礼物，但是我不准备接受。
11. choose vt. (chose, chosen)pick out or select; decide选择，挑选，选取；选定
Who did you choose as the new member of the construction committee
你选谁当建设委员会的新委员
After a little time, she chose one of the most expensive dresses in the shop.
过了一会儿，她选定了店里最贵重的一件衣服。
She chose to study chemistry.
她选择了学化学。
choose + n. 选中；选定
choose from/between 从……选择
choose sb. as/for 选某人当……
choose sb. sth. = choose sth. for sb. 为某人选某物
cannot choose. . . but to do. . . 只好做……
1)Some people say that they______________ to live in the countryside.
A. enjoy B. feel like C. choose D. don’t
2)No doubt her husband could have told her, but he didn’t______________　.
A. choose B. choose to C. choose from D. choose to do
3)There are five pairs______________　, but I’m at a loss which to buy.
A. to be chosen
B. to choose from
C. to choose
D. for choosing
答案：1)C　2)B　3)B
→Step 5 Sentence focus
1. The time when I first met Nelson Mandela was a very difficult period of my life. 第一次见到纳尔逊·曼德拉的时候是在我一生中非常艰难的时期。
句子中的when I first met Nelson Mandela是定语从句，修饰先行词the time。
I shall never forget the day when we first visited the beautiful island.
我永远也忘不了第一次参观那美丽小岛的日子。
He came at a time when we were badly in need of help.
正当我们急需帮助的时候，他来了。
2. The school where I studied only two years was three kilometers away. 我仅仅在那里读了两年的学校，有三千米远。
句子中的where I studied only two years是定语从句，修饰先行词the school。
There can be few streets in London where you cannot buy books.
在伦敦几乎没有哪条街是不能买到书的。
The room where my grandfather once lived is not far from here.
我祖父从前住的屋子离这儿不远。
3. 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. 遗憾的是我没有这个证件，因为我不是在那里出生的，我很担心我会不会失业。
这是一个并列复合句。第一分句中的because I was not born there是原因状语从句；第二分句中的whether I would be out of work是宾语从句，作介词about的宾语。
短语be worried about的意思是“为……忧虑/担心/烦恼”。
I have been worried about your health these days.
这些天来，我一直在担心你的健康。
短语out of work的意思是“失业”。
What can I do if I am out of work
我如果失业了该怎么办呢？
4. The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. 过去30年来所出现的大量法律剥夺我们的权利，阻挡我们的进步，一直到今天，我们还处在几乎什么权利都没有的阶段。
这是一个比较复杂的复合句。句子的主干是The last thirty years have seen the greatest number of laws；stopping our rights and progress为现在分词作定语，修饰laws；until today we have reached a stage where we have almost no rights at all是时间状语从句，其中where we have almost no rights at all是定语从句，修饰a stage。
当先行词是stage, situation等词时，定语从句常用where, when或in which来引导。
At that time we had reached a stage where we had more black readers than white ones.
那时候我们已到了黑人读者比白人还要多的阶段。
Increasing poverty has led to a situation where the poorest openly admit that they cannot afford to have children.
日益严重的贫困处境使得最为贫穷的人们只得公开承认他们养不起孩子。
另外，动词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。在本句中，它的意思是to be the time when (an event)happens; witness（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周年。
5. The parts of town where they lived were places decided by white people. 他们在城里的住宅区都是由白人决定的。
句子中的decided by white people是过去分词短语作定语，修饰places，其语法功能相当于定语从句which were decided by white people。
The book given to him is an English grammar.
给他的那本书是一本英语语法书。
Your letter dated September 10 has been received.
你9月10日发出的信已收到。
6. . . . we were put in a position in which we had either to accept we were less important, or fight the Government. 我们被置于这样一个境地：要么我们被迫接受低人一等的现实，要么我们跟政府作斗争。
句子中的in which we had either to accept we were less important, or fight the Government是定语从句，修饰position，关系代词which用作介词in的宾语。通常介词既可以置于关系代词前，也可以置于定语从句中。但是，who和that不用在介词后面。
The official to whom we applied for a visa was very kind.
我们向他申请护照的那位官员非常友善。
He was respected by the people with whom he worked/He was respected by the people (whom/that/who)he worked with.
他受到与他一起工作的人的尊重。
7. 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。
句子中的in a way which was peaceful 相当于in a peaceful way，which was peaceful是定语从句；only then did we decide to answer violence with violence是倒装结构。当only修饰副词或其他状语置于句首时，句子要部分倒装。
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。
Only when the war was over was he able to return home.
只有战争结束，他才能回家。
虽然only置于句首但所修饰的成分不是状语时，句子就不用倒装。
Only some of the children seemed to have understood it.
好像只有一部分孩子明白（这个道理）。
Only then______________　how much damage had been caused.
A. had she realized
B. she realized
C. did she realize
D. she had realized
答案：C
8. As a matter of fact, I do not like violence. . . but in 1963 I helped him blow up some government buildings.
事实上，我并不喜欢暴力，……但是在1963年的时候我帮他炸毁了一些政府大楼。
句子中的短语as a matter of fact相当于in fact，意思是“事实上；实际上”，一般用作插入语；blow up意思是“爆炸；炸毁”。
They often say they are too busy, but as a matter of a fact, they have enough free time. 他们常说太忙，而事实上，他们有足够的时间。
The bomb blew up. 炸弹爆炸了。
They blew up the old bridge and then built a new one across the river.
他们炸毁了那座旧桥，然后在河上建了座新桥。
→Step 6 Workbook
Do the exercises in Using words and expressions on Page 70.
→Step 7 Consolidation
Show the exercises on the screen or give out exercise papers.
1. Translate the following phrases.
1)愿意做某事
2)在某方面活跃
3)灰心；泄气
4)担心；着急
5)失业
6)事实上
7)炸毁；爆炸
8)把某人关进监狱
2. Translate the following sentences.
1)我们将与村民们一起与污染作斗争。
2)爸爸建议我多读英语报纸。
3)别泄气，你会成功的。
4)我们应尽力阻止这种事再次发生。
5)我第一次听这首歌就喜欢上了。
6)只有那时，他才意识到自己错了。
7)她昨天没来上学的原因是她病了。
8)我永远不会忘记我见到曼德拉的那天。
First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.
Suggested answers:
1. 1)be willing to do. . . 2)be active in　3)lose heart　4)be worried about
5)out of work　6)as a matter of fact/in fact　7)blow up　8)put sb. in prison/throw sb. into prison/send sb. to prison
2. 1)We will fight with the villagers against pollution.
2)Father advised me to read more English newspapers.
3)Don’t lose heart, and you will succeed in time.
4)We should try to stop such a thing (from)happening again.
5)The first time I heard the song, I liked it.
6)Only then did he realize that he was wrong.
7)The reason for which/why he didn’t come to school is that he was ill.
8)I will never forget the day when I saw Mandela.
→Step 8 Homework
1. Finish off the Workbook exercises. Write down Exercise 2 in the exercise book.
2. Learn the new words and expressions by heart.
设计方案（二）
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to retell the reading passage Elias’ Story.
→Step 2 Reading and finding
Get the students to read the reading passage again to underline all the new words and useful expressions in the passage.
→Step 3 Discovering useful words and expressions
Do the exercises in Discovering useful words and expressions on Pages 27-28.
Explain the problems the students meet while checking the answers.
→Step 4 Language Points
Explain to the students some important new words and useful expressions and do some related exercises.
→Step 5 Sentence focus
Explain to the students some difficult long sentences and the important language points in them.
→Step 6 Workbook
Do the exercises in Using words and expressions on Page 70.
→Step 7 Consolidation
Do some consolidation exercises.
→Step 8 Homework
1. Finish off the Workbook exercises. Write down Exercise 2 in the exercise book.
2. Learn the new words and expressions by heart.
板书设计
Unit 5　Nelson Mandela—a modern hero
Important Language Points
Alternative expressions Words and expressions from the text
group of people organized for a special purpose league
feel hopeless lose heart
lose one’s job out of work
brave man hero
in fact as a matter of fact
have some difficult problems be in trouble
be taken to prison be put in prison
some time period
be ready to willing
money paid for going to school school fees
tell somebody what to do advise
go on continue
always doing new things active
what people do in war fight
a yellow metal for making a ring gold
agree to take accept
go against a law break the law
quiet and calm peaceful
活动与探究
Work in groups. Make a research into the racial discrimination in South Africa. First, search for as much information as you can from the library or the Internet. Second, write out your research report and share with your partners.Unit 5　Nelson Mandela—a modern hero
单元规则
本单元的中心话题是当代英雄纳尔逊·曼德拉(Nelson Mandela—a modern hero)，阅读、听力等所选材料通过黑人工人Elias的叙述，主要介绍了纳尔逊·曼德拉的生平事迹，语言知识和语言技能等都是围绕这一中心话题展开的。通过对这一话题的探讨，旨在使学生了解纳尔逊·曼德拉的生平事迹，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。
为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身(Warming Up)”部分利用问题的形式，要求学生分组进行活动，讨论伟人应具有的品质，引导他们注意提高自身的素质。
“读前(Pre-reading)”部分以表格的形式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，并分成两人小组讨论，判断他们中谁能称得上是伟人，谁仅仅是重要的人物，并说出理由。从学生的生活经验和兴趣出发，让学生用英语阐述自己的观点，目的是培养他们的观察能力和语言表达能力，引起他们对阅读文章的思考，为下面的阅读作好充分的准备。
“阅读(Reading)”部分Elias以第一人称向我们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情况，介绍了1952~1963 年期间的曼德拉，从侧面向学生展示了他的高贵品质。由于学生在学习“读前(Pre-reading)”部分时已对曼德拉有了初步的了解，可先让学生列出他们感兴趣的问题或想了解的信息，然后在阅读过程中，尝试找出答案。（若某些问题在课文中未能涉及，可让学生去图书馆或网上搜索有关资料。）同时，还可让学生找出课文中的定语从句以及其先行词和引导词，以便更好地掌握定语从句的用法。阅读完课文，还可让学生用一句话归纳全文或各段落的中心内容，文章的主题有利于培养学生坚强的意志，树立正确的人生观和世界观。
“理解(Comprehending)”部分设计了四个题目，目的是使学生在阅读的基础上整体理解课文。第一题为是非判断题，帮助学生逐步加深对课文的理解；第二题为回答问题；第三题为信息采集题，考查了学生的细节理解能力；第四题要求学生讨论并用自己的话解释曼德拉的语录，考查学生对长句、难句的理解。
“语言学习(Learning about Language)”部分突出了词汇和语法的学习与训练。词汇部分提供了三个题目：第一题要求学生在课文中找出与所给意思相同的单词；第二题要求学生用正确的后缀来构成新的单词；第三题要求用所给的单词填空来完成段落。本单元的语法是when, where, why, 介词+ which，介词+whom引导的定语从句。设计的练习紧密联系课文，能加深学生对文章的理解。
“语言运用(Using Language)”部分分为“听力 (Listening)”“阅读和讨论 (Reading and discussing)”和“说和写(Speaking and writing)”三个方面的内容。“听力 (Listening)”部分，Elias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，材料内容是阅读课文内容的延续，练习包括四个项目：第一题要求学生在听前讨论问题：What things do you think were unfair in South Africa ；第二题要求写出大意；第三题要求填表比较当时白人和黑人的生活和工作情况；第四题讨论的两个问题是开放性题目，有利于培养学生用英语进行总结概括自己思想的能力。“阅读和讨论(Reading and discussing)”部分也是本单元主要阅读篇章故事的延续，Elias谈到他在罗本岛监狱得到了曼德拉的帮助，在非国大（ANC）掌权后他又回到罗本岛监狱担任导游。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。“说和写（Speaking and writing）”部分要求学生在前两部分的基础上，为曼德拉写生平简介或者写一篇短文谈谈对曼德拉的看法。为了让学生完成写作任务，教材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。目的是训练学生选取和组织材料，写出具有说服力的短文，这有助于提高他们的语言概括能力。
“小结(Summing Up)”部分是单元学习的检查和反馈，要求学生自我归纳本单元所学的语言知识以及从曼德拉身上所学到的高贵品质。
“学习建议(Learning Tip)”部分指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论和看法，以学会正确地评价人物。同时指导学生进一步提升阅读这类文章的技能和技巧。
此外，在整个单元的教学中，要始终注意培养学生的认知策略，引导他们进一步了解史实和事件，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，鼓励学生在课外利用网络和图书馆搜集有关资料，善于获得和充分利用网络资源；另一方面，着重培养学生的情感策略，激励学生热爱和平、自由、民主、平等、守法，鼓励他们积极上进，奋斗创新。
知识目标：
本单元需要学习的重点单词为：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
本单元需要学习的重点词组为：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
本单元需要学习的重点句型为：
1. Are you willing to do public service work without pay (be willing to do. . . )
2. The time when I first met him was a very difficult period of my life. (the Attributive Clause)
3. It is a doctor’s job to advise patients on health problems. (It is+n. /adj. to do. . . )
4. After getting up, he always drinks a glass of water, which he believes is good for his health. (the Attributive Clause)
5. The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. (the Attributive Clause)
6. Only then did we decide to answer violence with violence. (Inversion)
7. The school where I studied only two years was three kilometers away. (the Attributive Clause)
8. The parts of town where they lived were places decided by white people. (the Attributive Clause; the past participle used as attribute)
9. Before he came to power, he was once put in prison for years. (sb. be put in prison for a period of time)
10. He was sentenced to three years in prison for stealing. (sb. be sentenced to. . . in prison)
11. He taught us during the lunch breaks and the evenings when we should have been asleep. (the Attributive Clause; should have done)
本单元需要掌握的交际功能用语为：
1. 发表意见(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. . .
2. 评论(Making comments)
Good idea! That’s an excellent idea.
本单元需要掌握的语法为：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.
能力目标：
1. 能听懂人物和事件以及它们的关系，抓住所听语段中的关键词，正确理解话语间的逻辑关系。
2. 能恰当地使用I think. . . /I don’t think. . . /In my opinion. . . /That’s an excellent idea等功能用语对英雄或伟人的品质发表意见，进行讨论。
3. 能使用不同的阅读策略（比如根据上下文猜测词义、根据已有线索预测故事发展、迅速地从阅读材料中获取主要信息等），通过不同渠道（比如报刊、音像、网络等）了解更多伟人的情况。
4. 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。
情感目标：
了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，学习他们在艰苦的环境下为人类作贡献、不追求享乐的高尚精神，以提高自身素质。
课时安排
This unit is concerned with teaching students about what makes a great person. It tells students the differences between a famous or rich person and a great one. It also tells something about Nelson Mandela. He was chosen as the example of a modern great man because of his fight for fairness in South Africa and his far-sighted and generous ideas to those white people who were against him. His idea on how to resolve conflicts can be found in the teachings of Gandhi, which he put into practice. After many years’ hard struggle he helped his people get the same rights as white people in his country. After studying this unit, students are expected to come to be truly aware of the qualities of a great person and know about the lives of some great people. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into seven periods as follows:
Period 1:Warming up and Reading
Period 2:
Important language points
Period 3:
Grammar:the Attributive Clause (Ⅱ)
Period 4:
Listening and Talking
Period 5:
Extensive Reading and Speaking
Period 6:
Writing and Writing Task
Period 7:
Revision (Summing up and Learning tip)
Period 1　Warming up and Reading
整体设计
从容说课
This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures of famous or great persons and talking about them.
As to Warming Up, students may have a discussion of the two questions in groups. This part should encourage the students to think what qualities they have. It can be used as an exercise on its own or can be continued into the Pre-reading section. After discussion, the teacher can help the students to sum up the qualities a great person should have.
Pre-reading is a key part of the unit. It is important because it is where the students examine the difference between a famous and a great person and think of the qualities that are needed to make a great person. The teacher can first collect from the students a list of five or six qualities that they think great persons have. Then ask the students to read the information of each of the six persons, discuss in pairs what qualities make a great person and find out whether he is a great person or not.
The reading passage titled Elias’ Story is to introduce students to the qualities and abilities that make Nelson Mandela such an interesting person to study. Not only was he able to inspire many to follow him despite many difficulties but he became an international symbol for fairness and justice. Many people in the world were so inspired by him that they followed the ANC call for a boycott of South African goods sent abroad for export. It was hoped that economic pressure from abroad would help to change the political system and make life fairer for all in South Africa. But it was the black people of South Africa who had to put the greatest pressure on the government to make changes. The story is told from their point of view. Elias tells the story so that students do not lose sight of the problems that so many black people had to face in South Africa before black majority rule. The parts in quotation marks are the words spoken by Nelson Mandela at his trial in Rivonia (1963)to explain his attitude to violence and justify his actions. This was an important speech because it helped other countries understand the situation in South Africa for black people. It gave them reasons for putting pressure on South Africa to change their policies. It took a very long time (till the 1990s)before the situation improved and South Africa had the vote for everyone and a black government led by Nelson Mandela—a black man. The teacher can first get the students to skim for topic sentences of each paragraph and general idea, and then scan for further understanding. Because there are too many new words in the reading passage, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading the text, have a class discussion and play an interview game for the students to understand more about the text.
To consolidate the contents of the reading passage, the students should be required to retell the passage in their own words at the end of the class. In order to arouse the students’ interest, the teacher can hold a competition between groups.
教具重点
1. Get the students to know about the qualities a great person should have.
2. Get the students to learn about Nelson Mandela.
3. Get the students to learn different reading skills.
教学难点
1. Develop the students’ reading ability.
2. Enable the students to learn how to give their opinions.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
The multi-media and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the following useful new words and expressions in this passage:hero　quality　willing　active　republic　fight　peaceful　prison prisoner　period law　advise　continue　fee　gold　youth　league　stage vote　position accept violence equal　lose heart　in trouble　worry about　out of work　Youth League　as a matter of fact　blow up　put. . . in prison
2. Get the students to know the qualities of a great person.
3. Get the students to learn about Nelson Mandela.
Ability aims:
1. Develop the students reading ability and let them learn different reading skills.
2. Enable the students to learn how to give their opinions.
Emotional aims:
1. Get the students to learn noble qualities from great persons.
2. Get the students to learn from Nelson Mandela to develop their moral qualities.
教学过程
设计方案（一）
→Step 1 Warming up
Discuss the following questions to lead in the topic:the qualities a great person should have.
1. When talking about a person, what adjectives can you think of to describe his or her qualities
2. What kind of a person are you Do you think you have the qualities to be a great person
3. What are the qualities you should find in a great person
Ask the students first to brainstorm the questions, then to describe themselves. Tell them the adjectives in the box in the part Warming Up on Page 33 will help them find out what qualities they have. Finally have a discussion with the whole class and help them to sum up the qualities that a great person should have.
Suggested answers:
1. Adjectives for describing a person:kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-minded, determined. . .
3. 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.
→Step 1 Pre-reading
1. Looking and answering
Look at the six people in the part Pre-reading and answer the following questions.
1)Can you recognize them Who are they
2)Do you think they are important people Why or why not
3)Do you think all of them are great people
One minute for students to think them over. Then check with the whole class.
Suggested answers:
2)Yes, they are, because they have done something really important to benefit a country or the world.
3)No, I think not all of them are great people.
2. Discussing and speaking
Students read the information of each of the six persons, discuss in pairs what qualities make a great person and find out whether he is a great person or not.
When they are discussing, remind the students to use the following expressions for giving and asking for opinions:
I think/I don’t think. . . ; in my opinion; I’m afraid. . . ; I agree/I don’t agree. . . ; I prefer. . . ; What’s your opinion Why do you think so What do you think of. . .
Several minutes later, ask some pairs to act out their dialogues.
A sample dialogue:
A:What qualities do you think make a great man
B:In my opinion, a great man is one who has followed his or her ideas and sacrificed something so that they could be realized.
A:What is the difference between a famous person and a great person
B:A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble cause, they can not be called a great person.
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: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:. . .
→Step 3 While-reading
1. Lead-in and guessing
Tell the students:So far we have talked a lot about great persons. Do you want to know more about them and learn from them Well, we are going to read about Nelson Mandela, a great leader who fights for the rights of the black people and is considered as a modern hero. Now open your books to Page 34 and read the title of the text. Can you guess what kind of writing the text is
(A story is usually a piece of narrative writing. )
2. Skimming for topic sentences and general idea
Give the students three minutes, ask them to read the text fast and then fill in the form.
Topic sentence of Paragraph 1
Topic sentence of Paragraph 2
Topic sentence of Paragraph 3
Topic sentence of Paragraph 4
Topic sentence of Paragraph 5
Main idea of the passage
Several minutes later, check the answers with the whole class.
Suggested answers:
Topic sentence of Paragraph 1 The time when I first met Nelson Mandela was a very difficult period of my life.
Topic sentence of Paragraph 2 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 Paragraph 3 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 Paragraph 4 The last thirty years have seen the greatest number of laws stopping our rights and progress until today we have reached a stage where we have almost no rights at all.
Topic sentence of Paragraph 5 We first broke the law in a way which was peaceful; when this was not allowed. . . only then did we decide to answer violence with violence.
Main idea of the passage Elias describes how Nelson Mandela helped the black people through his own experience
3. Scanning for detail information
1)Give the students five minutes, ask them to read the text carefully to locate particular information and then do Exercise 1 and Exercise 2 in the part Comprehending.
2)Choose the best answer according to the text.
(1)What disadvantages did Elias have in finding a job
A. He helped Nelson Mandela blow up the government buildings.
B. He had poor education.
C. He was very young.
D. He didn’t want to live in Johannesburg.
(2)When was Elias born
A. In 1952. B. In 1940. C. In 1964. D. In 1920.
(3)Which of the following statements is not the purpose of the writer in writing the passage
A. To tell us how great Nelson Mandela was.
B. To let us know why they had to fight for human rights with violence.
C. To tell us an interesting story.
D. To let us know the living situation of the blacks in South Africa at that time.
(4)It can be inferred from the passage that______________.
A. Nelson Mandela helped Elias to keep his job
B. Elias was happy to blow up the government buildings
C. Elias met Nelson Mandela at school
D. the government was happy with Nelson Mandela and the ANC
Several minutes later, check the answers with the whole class.
Suggested answers:(1)B　(2)B　(3)C　(4)A
4. Further understanding
Give the students another several minutes to discuss the following questions. If they are not sure about the answers, they can read the text again. Encourage them to read the text with the questions in mind and try to find out the answers.
1)What disadvantages did Elias have in finding a job
2)How did the white people stop the black people from being treated fairly
3)How did the new government in South Africa treat the white people
4)Why did Elias support Mandela
5)Why did he support violence when he did not agree with it
The teacher can join in students’ discussion or ask them to answer the questions individually and then check with the whole class.
Suggested answers:
1)Poor education; no permit to live in Johannesburg.
2)Through unfair laws.
3)They treated the white people as well as the black people.
4)There are three reasons:Firstly, Mandela once helped him and he considered 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.
5)Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.
5. Language problems
While checking the answers with the whole class, ask students to find the new words, phrases and structures that they find most difficult, help them to understand and deal with any language problems.
6. Reading aloud to the recording
Play the tape of the text for the students to listen and follow. Then ask them to read the text aloud.
→Step 4 After-reading
1. Discussing and answering
Give the students several minutes to discuss the following questions and then ask them to answer them.
1)Do you think it is fair to treat others badly for things they cannot change, like the colors of skin or eyes or the race one belongs to Give a reason.
2)What do you learn about Nelson Mandela from Elias’ Story
3)Do you like the way Elias tells his story Give a reason.
Several minutes later, discuss and check the answers with the whole class.
Suggested answers:
1)No, because there is nothing one can do to change or improve the situation.
2)I know that Mandela is a great leader who fought for equal rights for the black people all through his life. He organized the ANC Youth League which fought against the government. He is in favor of peaceful fighting. He is kind, helpful, generous, brave, and determined.
3)(Various answers are possible. )I like the way Elias tells the story. Elias is a black worker with only a little education, so he uses some simple and short sentences to describe his experiences and his contact with Mandela, and thus makes the whole story more real-like and close to the readers. The quoted speech in the story objectively reveals Mandela’s political views through which some aspects of Mandela’s qualities are shown clearly.
2. Playing an interview game
Ask the students to do an interview in pairs. Suppose one is a journalist, and the other is Elias. A journalist is interviewing Elias with the following questions.
1)When did you first meet Mandela
2)Can you tell me more about how he helped you
3)Can you tell me about the problems that the black people are facing
4)How do you like his idea of peaceful fighting
5)What do you think of him
6)What will you do to support him in the future
→Step 5 Consolidation
Give the students several minutes to prepare. Then ask them to retell the story according to the following clues:Elias’ problem; Mandela’s help; Elias’ support.
Sample retold passage:
Elias 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 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.
→Step 4 Homework
1. Finish off the related exercises in the textbook.
2. Read the text Elias’ Story again and try to retell it.
设计方案（二）
→Step 1 Warming up
Discuss some questions to lead in the topic: the qualities a great person should have.
1. When talking about a person, what adjectives can you think of to describe his or her qualities
2. What kind of a person are you Do you think you have the qualities to be a great person
3. What are the qualities you should find in a great person
→Step 2 Pre-reading
1. Looking and answering
Look at the six people in the part Pre-reading and answer some questions.
1)Can you recognize them Who are they
2)Do you think they are important people Why or why not
3)Do you think all of them are great people
2. Discussing and speaking
Discuss in pairs what qualities make a great person and find out whether each of the six persons is a great person or not.
→Step 3 While-reading
1. Lead-in and guessing
Tell the students:We are going to read about Nelson Mandela. Look at the title of the text. Can you guess what kind of writing the text is
2. Skimming for topic sentences and general idea
3. Scanning for detail information
Do Exercise 1 and Exercise 2 in the part Comprehending.
4. Further understanding
1)What disadvantages did Elias have in finding a job
2)How did the white people stop the black people from being treated fairly
3)How did the new government in South Africa treat the white people
4)Why did Elias support Mandela
5)Why did he support violence when he did not agree with it
5. Language problems
While checking the answers with the whole class, deal with any language problems.
6. Reading aloud to the recording
→Step 4 After-reading
1. Discussing and answering
1)Do you think it is fair to treat others badly for things they cannot change, like the colors of skin or eyes or the race one belongs to Give a reason.
2)What do you learn about Nelson Mandela from Elias’ Story
3)Do you like the way Elias tells his story Give a reason.
2. Playing an interview game
Work in pairs. Suppose one is a journalist, and the other is Elias. A journalist is interviewing Elias.
→Step 5 Consolidation
Ask the students to retell Elias’ Story according to the following clues:Elias’ problem; Mandela’s help; Elias’ support.
→Step 6 Homework
1. Finish off the related exercises in the textbook.
2. Read the text Elias’ Story again and try to retell it.
板书设计
Unit 5　Nelson Mandela—a modern hero Elias’ Story
Topic sentence of Paragraph 1 The time when I first met Nelson Mandela was a very difficult period of my life.
Topic sentence of Paragraph 2 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 Paragraph 3 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 Paragraph 4 The last thirty years have seen the greatest number of laws stopping our rights and progress until today we have reached a stage where we have almost no rights at all.
Topic sentence of Paragraph 5 We first broke the law in a way which was peaceful; when this was not allowed. . . only then did we decide to answer violence with violence.
Main idea of the passage Elias describes how Nelson Mandela helped the black people through his own experience
活动与探究
Go to the library or get online and try to find out more information about Nelson Mandela, ANC and ANC Youth League. Take notes about them so as to exchange with each other.Period 4　Listening and Talking
整体设计
从容说课
This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.
The emphasis of this period is placed on developing students’ listening ability. The purpose of the listening text on Page 38 in the Textbook is to explain more of the issues in South African politics. The students need to know why people were so unhappy that they were prepared to struggle in order to bring about positive changes. Remember to tell the students that it does not matter if they do not understand every word. The important thing is to understand the main information. For that purpose the exercises test literal comprehension. First, let the students guess the listening text may be about. Play the tape for the first time for students to listen and decide whether their guessing is right and write down the main idea. Second, ask them to listen for the second time to compare the life and work of white and black people at that time and fill in the chart in Exercise 3. Third, let them listen again to have a further discussion on the questions in Exercise 4. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.
As to Listening on Page 69 in the Workbook, its purpose is to help the students to understand more about one of the great men in this unit. William Tyndale is not well known in Britain, but his translation of the Bible is very widely known and very much loved. Since the sixteenth century it has had a very important influence on the English language because many poor people learned to read and understand the Bible from it. Its poetry and expressions have become part of British speech. Let the students listen to the text and get the gist of the information. This is considered so important that the exercises after the text all concentrate on general understanding and literal comprehension. Listening task on Page 72 in the Workbook is designed for students to get information from a listening text and write it down in note form. After listening, students also have to decide on the accuracy of the evidence and make a choice. They have to decide who caused the accident. It does not really matter who they choose. The most important thing is that students should give a reason for their choice. The teaching procedure can be approximately the same as the part Listening on Page 38.
Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.
At the end of the class, we come to the part Talking on Page 69. This is an opportunity for students to talk about somebody that they admire. They should practice using the expressions on giving opinions and making comments so that they become familiar with them. Do this exercise in pairs and try to make sure that everybody is getting an opportunity to talk. After the talk let some people tell the rest of the class about their heros or heroines.
教学重点
1. Develop the students’ listening and speaking ability.
2. Let the students know how to give opinions and make comments.
教学难点
Get the students to listen and understand different listening materials.
教学方法
1. Task-based listening
2. Cooperative learning
3. Discussing
教具准备
A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn some useful new words and expressions.
2. Get the students to learn the patterns on giving opinions and making comments: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. . . Good idea! That’s an excellent idea.
Ability aims:
1. Enable students to catch and understand the listening materials.
2. Develop the students’ ability to get special information and take notes while listening.
3. Get the students to learn how to give opinions and make comments.
Emotional aims:
Get the students to talk about their hero/heroine using the patterns on giving opinions and making comments, know noble qualities they have and learn from them.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to make sentences with attributive clauses.
→Step 2 Warming up
1. Ask some students to retell the reading passage Elias’ Story. Discuss the following questions:Did Elias join the ANC Youth League Why do you think Elias join the ANC Youth League
2. Tell the students: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 the following questions
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
→Step 3 Listening (on Page 38)
1. Before listening, let the students discuss the question:What things do you think were unfair in South Africa
2. Listen to the tape and write down the main idea.
3. Listen again and choose the right answers.
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.
4. Check the answers with the whole class.
Answers:BCDCCC
5. Listen a third time and compare the life and work of white and black people at that time. Fill in the chart.
Differences White people Black people
The jobs they did
Where the workers lived
How much land they owned
Their hospital and schools
6. In pairs discuss these questions.
1)Do you think Elias was right to join the ANC Youth League
2)Imagine you are Elias. What would you do Why
7. Reading and retelling
Show the students the listening text and let them read it. Then ask them to retell the reason why Elias joined the ANC Youth League.
Listening text:
WHY ELIAS JOINED THE ANC YOUTH LEAGUE
I know you wonder why I could not get a job I liked, and why I had to have a passbook at all. The passbook had your name, age, address and birthplace. Without this passbook I was not allowed to travel in South Africa at all, and if the police found me without it or if I was living in the wrong town, I could be put in prison or sent back to the countryside where I was born. I did not want that so I went to see Nelson Mandela.
I could not do many jobs because of my poor education. At that time, most black children did not use their school years well. Most had to leave school without finishing primary school. When I left school, I wanted to work in a gold mine, where black people are well paid. But I was not old enough so I had to wait till I was older to become a real miner. The mines used black workers to dig gold from the ground. The white workers sat in offices but black South Africans worked hard underground digging for the gold. And we could not live with our families like the white people did. We had to live in large rooms with beds placed like the desks in a classroom. I had no wife or children but I still did not want to live with my workmates. I hoped to live in a home of my own, but that was not allowed for black workers.
I joined the ANC Youth League because it wanted the same rights for black and white people in South Africa. The white people could live where they liked. They owned almost all the land in South Africa though they were fewer in numbers than black people. They had the best schools. They had the best doctors. They could make the laws. We wanted to be the same and equal to the white people in our own land.
→Step 4 Listening (on Page 69)
1. Ask students to talk about the information on William Tyndale mentioned in the part Pre-reading. Then tell them they are going to listen more about William Tyndale.
2. Go through the sentences in Ex. 1, then listen to the tape for the first time, and dicide whether the sentences are true or false. Correct the wrong information.
3. Students discuss their answers in pairs.
4. Play the tape again for students to complete the passage in Ex. 2.
5. Play the tape a third time for students to answer these questions in Ex. 3.
After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.
6. Reading and retelling
Show the students the listening text and let them read it. Then ask them to tell something about William Tyndale.
Listening text:
A:Do you know who William Tyndale was
B:His name sounds as if he came from England.
A:Yes, you are right. He was born in London a long time ago. Do you know when he lived
B:He lived from 1494 to 1536. So he was only 42 years old when he died.
A:But why is he remembered
B:For two reasons. He wrote the Bible in English so that everybody could read it. He wrote so beautifully that people still use some of his words and expressions today.
A:Why did he need to write the Bible in English
B:Because some of it was written in the Greek language and some in the Hebrew language and most people could not read them.
A:So people liked his Bible in English.
B:But the English king didn’t like it.
A:Why not
B:At that time the English king was King Henry VIII. He was not happy with William Tyndale because he did not want the people to read the Bible in English.
A:So what did William Tyndale do
B:He went to another country called Belgium where the king could not find him and he wrote his English Bible there.
A:Did the king find him
B:No, but other people found him in Belgium.
A:What happened
B:He was put in prison and later he was killed. But writing the Bible in English was a good idea, wasn’t it
A:Yes. His Bible was the first one written in English that was used in churches in England.
B:Do people still read this Bible today
A:Yes, people in England still love his words today. It is still the most popular Bible written in English.
B:He was a great man to be so brave.
→Step 5 Listening task (on Page 72)
1. Ask students to read these sentences in Ex. 1 and listen to the tape. Choose the one that describes the main idea. Explain why the other two are wrong.
The teacher plays the tape for the students to listen and finish the task. After finishing, the teacher checks the answers with the class.
2. Ask students to listen to Part 1 and answer the questions in Ex. 2.
After listening, the teacher asks some students to answer the questions and checks the answers with the whole class.
3. Ask students to listen to Part 2 and complete the tables in Ex. 3. Then ask them to give their own opinion and reason.
Suggested answers:
INFORMATION ON A CARACCIDENT 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. It hit the boy and hurt him.
Who caused it 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 in the road.
Where was the car Came 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.
Now let students decide who they think caused the accident. A possible answer is:I think the boy caused the accident because he should not have been walking in the road. He should have been on the pavement.
4. Reading and retelling
Show the students the listening text and let them read it. Then ask them to tell their own opinions.
Listening text:
Do you know what a point of view is It means that there may be more than one way of looking at things. For example, if an accident happens the police will ask all those who were nearby what happened. They will not just ask one person because that person may not have seen everything that happened. They will ask everybody. The stories that people tell will often be different. This is because they each have a different idea of the accident. All these ideas are different points of view.
Let us look closer at this accident. A boy is walking in the road when a car comes behind him and hurts him. There are two people who see what happens. Let us listen to their stories.
A:I was walking along the road when I saw the boy coming towards me. He was walking in the bicycle lane of the road. A car came very fast up the road in the bicycle lane. The driver did not see the boy and knocked him over and hurt him. It was the car driver who caused the accident.
B:I saw the boy walking in the road. He was not doing what he should and he moved farther into the road as the car came up behind him. The car tried to stop but it was too close to him. So the car hurt the boy. But it was the boy who caused the accident.
When you hear two points of view, it is up to you to decide who was correct. So who do you think caused the accident
→Step 6 Talking (on Page 69)
Let the students in groups talk about their hero/heroine. Tell them to try to use the following words and phrases in their discussion.
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
Sample dialogue 1:
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
S1: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
S1: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
S1:The first place he stopped it was Montgomery, a town in Alabama State in 1955-1956. 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.
Sample dialogue 2:
S1:My hero is David Beckham. He is the best footballer in the world.
S2:How can you say that I’m afraid that I think Ronaldo is better and he won a prize this year as the best footballer.
S1:I don’t agree. David Beckham is not just a good footballer. He is a good man with a happy family and he cares about other people.
S2:Well, I’m afraid I don’t agree. Anybody can be nice with so much money.
S1:Maybe．But in my opinion he is my hero because he is modest and does not show off about his football or his money.
S2:That is good, of course. I’m afraid that you have this idea because he is so popular in Britain.
S1:Well, it’s true he is very popular. They call him and his wife the second royal family. People like them because they seem so natural and ordinary. But I like the way he worked to be good at football and he does not pretend to be clever. I also like the way he looks after his son, Brooklyn.
S2:Of course that’s good. But what has he done for others
S1:I don’t think he has much free time. He’s always playing or practicing football or going on tour to play matches in Europe. I hope he’ll do more for others when he has time.
S2:If he does then he will be my hero too. There are not many rich men who care about others.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Preview the part Reading and discussing on Pages 38-39 and Reading Task on Pages 73-74.
板书设计
Unit 5　Nelson Mandela—a modern hero
Listening and Talking
Talking:Use the following words and phrases: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
活动与探究
Do you have any trouble in English listening Perhaps some of you will find it hard to listen to and understand listening materials. Hold a discussion on how we can improve our English listening and make your own practical listening plan. Remember:The more you listen to English, the easier it becomes.Unit 5 Nelson Mandela—a modern hero
Period 5 Extensive Reading and Speaking
整体设计
从容说课
This is the fifth teaching period of this unit. As usual, the teacher should check the students’ homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.
In this period, the teaching emphasis will be put on developing the students’ reading ability by reading extensively and getting them learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can just find those the students feel most difficult and help them to understand. That’s enough here.
We will deal with two parts:Reading and discussing on Pages 38-39 and Reading Task on Pages 73-74. The purpose of Reading and discussing on Pages 38-39 is to finish the story of Elias and explain what happened to him after he was sent to Robben Island. This proved to be a very hard time in his life and he never worked again until Nelson Mandela and his government came into power. At that point ANC supporters who had suffered like Elias were given jobs and pensions by the government to make up for the years of suffering. In order to lead in the topic of this passage, the teacher can first talk about and discuss something mentioned in Elias’ Story. Then ask the students to find the answers by skimming and to locate particular information by scanning. While checking their answers with the whole class, deal with language problems the students can’t work out by themselves. For Reading Task on Pages 73-74, it provides an opportunity for the students to think about a person or a situation in different respects. This is very important as a lot of university work and research needs students who can look at different points of view and come to a good conclusion. In addition, it means that they must also give reasons for their choice and possibly argue that one side or the other is wrong. Students are asked to give their views of Bill Gates before reading. This is to see what viewpoints they have already. Most will probably think Bill Gates is a good man because they have only heard good things about him. In the two passages they will read both good and bad things about Bill Gates. Do these readings change their minds or do students remain unmoved by them After reading, ask the students for their reactions again. They should give a reason for any change of mind or for staying with the same opinion. This is one of the most important exercises in this unit and it should be treated seriously.
As to Speaking Task on Page 74, its purpose is for the students to re-examine what qualities they think makes a great person. It is an informal assessment of whether they have understood the point of the unit. It also provides them with the opportunity to consider what priorities they think are important in a person. Remind the students to use the expressions set out in Talking. In order to finish this part, have a debate on whether Bill Gates is a great man or not.
教学重点
Develop the students’ reading skills by extensive reading.
教学难点
1. Enable the students to learn to express their own opinions and ideas.
2. Get the students to learn to grasp the main idea of a text or a passage.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
A tape recorder and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn the new words and expressions:blanket, degree, guard, educated, terror, fear, cruelty, reward, criminal, leader, come to power
2. Get the students to learn some important sentence patterns:
1)I felt bad the first time I talked to a group.
2)We read books under our blankets and used anything we could find to make candles to see the words.
3)As they were not cleverer than me, but did pass their exams.
Ability aims:
1. Develop the students’ reading skills by extensive reading.
2. Enable the students to learn to express their own opinions and ideas.
3. Get the students to learn to grasp the main idea of a text or a passage.
Emotional aims:
1. Enable the students to know about some great people and learn their noble qualities.
2. Develop the students’ moral quality.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Ask some students to talk about their heroes or heroines.
→Step 2 Lead-in
Talk and discuss with the students:As we know, in order to support Mandela, Elias helped him blow up some government buildings. Can you imagine what would happen to him if he was caught Today we are going to read another passage The Rest of Elias’ Story. After reading, you’ll know what actually happened to him.
→Step 3 Reading
1. Skimming for the answers:
What happened to Elias
Can you describe Robben Island
Give the students 3 minutes to read the passage fast. Then check the answers with the class.
2. Scanning for detailed information
Give the students 6 minutes to read the passage again, and make notes about what happened to Elias in prison. Fill in the form.
Good tings Bad things
·Mandela started a school in the prison. ·He was beaten.
Several minutes later, check the answers with the whole class and deal with any language problems that students can’t understand.
3. Discuss the questions in pairs.
1)What would you have done if you were Elias
2)How do you think his wife and family felt when he was in prison
4. Some important language points:
1)I felt bad the first time I talked to a group.
the first time在句子中起连词的作用，引导时间状语从句，可译为“第一次……的时候”，the second time, the third time. . . 依此类推。
The first time I met her, I believe her nice.
2)We read books under our blankets and used anything we could find to make candles to see the words.
we could find是省略了关系代词that的定语从句，修饰anything。to make candles和to see the words是动词不定式，作目的状语。
Lincoln’s stepmother did all she could to help him.
3)As they were not cleverer than me, but did pass their exams.
did pass在这里表示强调。在表示肯定的陈述句或祈使句中，可以用助动词do或does, did放在谓语动词前表示强调。
I do hope you have a nice trip.
Do come to see your parents often.
4. Retelling (Choose one of them to retell. )
1)Suppose you were Nelson Mandela, retell the story.
2)Suppose you were Elias’ wife, retell the story.
Give the students several minutes to prepare, and then ask them to come to the front to retell the story.
→Step 4 Role-play (An interview)
Tell the students:Suppose you are Elias and work as a tour guide on Robben Island. Your partner is a tourist who is interested in the island and Nelson Mandela’s life. He is now asking you the following questions.
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
Where did you learn to read and write
Why did you become a tour guide
What do you think of your present job
Give the students several minutes to practice their interviews. The teacher can walk around the classroom and see whether the students need some help. Then ask some students to perform in the front of the class.
Sample:
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 been 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.
→Step 5 Reading task
1. Lead-in
Ask the students: As we know, most of the great people are also important and famous, but are important or famous people the great ones
(Show some pictures of Bill Gates, his software and his company. )
Do you know who he is
What else do you know about him
Is he a great man
(Show the sentence on the screen. )
I think Bill Gates is/is not a great man because______________.
Possible version:
1)I think Bill Gates is not a great man because he didn’t change the world and made the world fairer.
2)I think Bill Gates is a great man because he will change the world by helping the education and health of many children around the world.
2. Ask the students to read through the two passages on Page 73 and fill in the following information sheet.
INFORMATION ON 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 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 help 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.
3. Having a debate
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. Fill in the chart.
Great Man Not a Great Man
(The teacher can ask students to finish the chart first, and then ask them to give a short report to explain the reason why Bill Gates is a great man or why not. )
Suggested answers:
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 help children’s education and health. He tries hard to stop others making better software so that he may be a computer bully.
4. Summary
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.
→Step 6 Homework
1. Finish off the Workbook exercises.
2. Go to the library or get online to collect more information about Bill Gates.
板书设计
Unit 5　Nelson Mandela—a modern hero
Extensive Reading and Speaking
Role-playQuestions that may 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 Where did you learn to read and write Why did you become a tour guide What do you think of your present job
活动与探究
Go to the library or get online to collect as much information as possible about Bill Gates. Then hold a class debate on whether Bill Gates is a great man or not.Unit 5　Nelson Mandela—a modern hero
Period 6　Writing and Writing Task
整体设计
从容说课
This is the sixth teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson. Some exercises which relate to attributive clauses should be designed for revision.
The emphasis of this period is laid on developing the students’ writing ability. This is a best way to test if the students have mastered what they have learned. The part Speaking and writing on Page 39 requires students to look at the life of Nelson Mandela, find out what happened to him in 1999, discuss in pairs what qualities make Mandela a great man and write a summary of Nelson Mandela’s life or a short paragraph about their ideas on Nelson Mandela. The teacher can first talk about and discuss with the students information about Nelson Mandela mentioned before, ask students to read through the passage Life of Nelson Mandela to know more about his life, and then let them write the summary or the short paragraph according to the steps mentioned in the textbook. After their writing, share their ideas with the whole class by asking them to read their writings aloud. Writing Task on Page 75 requires students to write a passage about a great person worth admiring. The purpose of this exercise is for students to use their personal knowledge about people in their area. They can describe a person who they think is a great person because of what this person does for the community. The teacher can direct students to write their passage following the structure and some useful words and expressions given on Page 75.
Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way, can students use what they have learned more freely.
教学重点
Develop the students’ writing ability by writing a summary and an articrle for a newspaper.
教学难点
Get the students to learn how to write a good article for a newspaper.
教学方法
1. Task-based teaching and learning
2. Cooperative learning
3. Discussion
教具准备
A projector and other normal teaching tools
三维目标
Knowledge aims:
1. Get the students to learn and master the new words and useful expressions:leader, president, anti, anti-black, sentence, sincerely, set up, be sentenced to
2. Get the students to know the structure of a persuasion passage and writing steps.
Ability aims:
1. Develop the students’ writing ability.
2. Get the students to learn how to write a good summary and anticle for a newspaper.
Emotional aims:
1. Enable the students to master writing skills and write excellent articles.
2. Motivate the students to learn good qualities from great people.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Correct the mistake in each sentence of the following.
Show the following on the screen.
1)He told us about the countries where he visited.
2)The days when we spent together cannot be easily forgotten.
3)We shall visit the college where his father works there.
4)This is the knife with that the doctor did the operation.
5)I know the reason which she looked so worried.
6)The old man has three sons, whose two are doctors.
Give three minutes for students to do the exercises. Then check the answers with the whole class. Give some explanations if necessary.
Suggested answers:
1)where → (which/that) 　2)when → (which/that) 　3)去掉there
4)that → which 　5)which → why/for which6)whose → of whom
→Step 2 Warming up
1. Talk about and discuss with the students some information about Nelson Mandela.
2. Read the passage Life of Nelson Mandela on Page 39 to know more about his life.
3. Discuss the question:What qualities make Mandela a great man
→Step 3 Writing(Ⅰ)
1. Divide the students into two groups. The students in Group 1 write a summary of Nelson Mandela’s life. The students in Group 2 write a short paragraph about their ideas on Nelson Mandela.
2. Give 5 minutes for students to write their summary or short paragraph.
→Step 4 Writing(Ⅱ)
1. Imagine now Mr. Mandela is in prison. You are going to write a letter to the President of South Africa asking him to free Nelson Mandela.
2. Discuss with the class the following questions:
Do you remember the format of a letter
How can you persuade people to follow your advice
(Get the students into discussion. )
3. Collect and arrange ideas for the letter.
4. Begin to write the letter to the President of South Africa like this:
Dear President,
I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be freed. . .
(Then write your ideas one by one. Each of them should take one paragraph. It doesn’t matter if the paragraphs are very short, but give one or more reasons for each of your ideas. )
5. Finish the letter with “Yours sincerely” and your name.
Give 15 minutes for students to write the letter. Then ask some of them to share their ideas with the whole class by reading their letters aloud.
Sample letter 1:
No. 1 Middle School
Beijing, 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 freed.
As we all know, people with different colors should be equal. Nelson Mandela devoted all his life to realize this dream. In 1944, he founded the ANC Youth League to call on people to struggle for their rights to vote. In 1952, he opened a law office to help the poor black people in Johannesburg on their problems. The black people loved him.
In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to 5 years hard labor. One year later, as one of the leaders of ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now.
I think, what he did was for his people, his country, not for himself. He has an unselfish and brave heart. As he is a great man, you should set him free.
I hope you will consider my arguments.
Yours sincerely,
Li Hong
Sample letter 2:
Dear President,
I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free.
First, it is natural for Mr. Mandela to encourage violence against anti-black law. At that time, there were a lot of laws stopping the blacks’ rights and progress. The black people reached a stage where they had almost no rights at all. Black people had no vote and could not choose who ruled them. The parts of town where they were sent to live were decided by white people. They could not get jobs they wanted. The places where they were sent to live were the poorest areas in South Africa. No one could grow food there. As a matter of fact, black people did not like violence. But they knew it was to realize their dream of making black and white people equal.
Second, although Mr. Mandela was one of the leaders who called on black people to blow up some government buildings, he had no choice but to do that. He said they broke the law in a way which was peaceful. Only when this was not allowed did they decide to answer violence with violence.
Finally, it is not a good way of solving the problem to put Mr. Mandela in prison. When Mr. Mandela is in prison, there is a lot of violence. Therefore, you should free him and then have a discussion with him about the future of South Africa in an equal way.
Yours sincerely,
Wang Gang
→Step 5 Summary
1. Discuss with the students how to write a persuasion passage.
2. Structure of a persuasion passage
Paragraph 1:Personal information
Paragraph 2:His/Her hard work and achievements
Paragraph 3:His/Her good qualities
Paragraph 4:Your opinion
→Step 6 Writing Task
1. Ask students to try to write a persuasion letter.
Suppose you are going to write a letter to the senior organizers of the Nobel Prize to persuade them to give the Nobel Peace Prize to Mother Teresa.
Read the information given below.
Mother Teresa
Personal information Born in Yugoslavia, on August 27, 1910, a nurse
Hard work & achievements Helping the poor and comforting the dying in the street of the city; her work spread to other part of India
Good qualities hard-working, kind-hearted, persistent
Your opinion A well-known person, worth the prize
Give students some time, ask them to discuss in groups and then to write their letters. About 10 minutes later, ask them to share their ideas with the class by reading their letters aloud. Correct the writings together in the end.
Sample writing:
Dear senior organizers,
I am writing to ask you to give the Nobel Peace Prize to Mother Teresa. Here are some reasons why I think she should be given the prize.
Mother Teresa was born in Yugoslavia, on August 27, 1910. When she was 20 years old, she went to India, where she began to be a teacher. After the training, she was sent to Calcutta, where she taught geography at a school and soon after she became headmistress.
However, although she loved teaching, in 1946 Mother Teresa left the school and was trained to become a nurse in Patna, and then began her work helping the poor and comforting the dying in the streets of the city. Slowly others came to help her, and her work spread to other parts of Indian. She became a well-known person. When she traveled the world, she opened many new schools and hospitals in poor countries.
She is known for many great achievements because of her hard work, kindness and persistence. I think she is really a great person in my eyes. We should give her the Nobel Peace Prize.
Yours sincerely,
Zhang Qiang
2. Ask the students to turn to Page 75 and read through the directions. Then they write an article for a newspaper about a great person they admire. After most of them finish their writings, ask as many students as possible to read their articles to the class.
Sample writing:
Paragraph 1:Personal information
Li Yong lived in Beijing and was only 25 years old when he died in an accident. His mother is very sad, for she has lost her best son.
Paragraph 2:His/Her suffering for others
He gave up a good job to be near his mother. She was very ill and he stayed and looked after her even though he could have worked in a big company and earned a lot of money.
Paragraph 3:His/Her generosity
Li Yong used to come after work and do the shopping for his neighbors. If they needed medicine he would go quickly to the shops and buy it. Sometimes he paid out of his own money.
Paragraph 4:My opinion
He was a man who was loved by all who knew him, because he only thought about others not himself.
→Step 7 Homework
1. Finish off the Workbook exercises.
2. Write a short passage about a great man you admire.
板书设计
Unit 5　Nelson Mandela—a modern hero
WritingStructure of a persuasion passage:Paragraph 1:Personal informationParagraph 2:His/Her hard work and achievementsParagraph 3:His/Her good qualitiesParagraph 4:Your opinion
活动与探究
A great person need not be famous. Look around your hometown with your partner and see if you can find anyone who has given up something (like time or money)to help others. Then write a short report about your research and read it to your classmates.