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英语:Unit5 Nelson Mandela-a modern hero-writing教案 (新人教版必修1)


Unit 5
单元教学目标

Nelson Mandela—a modern hero

To talk about people’s qualities and inspire the students to discover the value of the great man’s work. To read about en

able people’s life story To study The Attributive Clause (where, when, why, prep.+ which/ whom) To learn to write letters
II 目标语言 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. III 词汇 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 IV. 语法 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) V.重点句子 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) 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 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

教学重点 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 Step 1 Warming up Show the pictures of great persons’ pictures and introduce them Discuss the question “ What are the qualities you should find in a great person?”to lead in the topic: the qualities a great person should have. 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 2 Pre-reading Please guess What’s the relationship between them? (Elias and Nelson Mandela) A. Strangers B. Helper and supporter C. Father and son D. Teacher and student Step 3 While-reading Fill in the form

2. Skimming for topic sentences and general idea Divide the text into two parts Several minutes later, check the answers with the whole class. Suggested answers: the Main Idea of Each Part Part 1 (Para1-2) A The hard life of Elias before he met Mandela. B The experience of Elias C The experience of Mandela. Part 2 (Para3-5) A what Mandela did B The change of Elias’ life after he met Mandela and what Mandela did. C Mandela helped Elias a lot 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 Comprehending. The hard life of Elias before he met Mandela(para1-2 Information about Mandela He was a black ( ) on their( ) He was ( )with his time. Information of Elias He was a( )worker Who worked in a ( ). He had little( ) ,so he could not( ) or ( ) well. Elias’ problem He needed to get a( )because he wanted to continue doing his work. 4.Read para3-5 then answer the questions: 1.)How did Mandela help Elias? 2.)What unfair situation did black people face in South Africa? 3.)How did Elias support Mandela? 4. )Why did Elias support violence when he did not agree with it? Suggested answers 1)He told Elias how to get the correct papers, so Elias could stay in Johannesburg. 2) They couldn’t vote or choose their leaders They couldn’t get the jobs they wanted. They lived in the poorest parts of South Africa. 3) He joined the ANC Youth League. He helped Mandela blow up some government buildings. 4)Because he knew it would help realize their dream of making black and white people equal 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 Comprehending exercises (True or False) ? 1.Elias went to see Nelson Mandela when he was in trouble. ? 2.Elias left school because the school was too far from his home. ? 3.Nelson Mandela helped him keep his job. ? 4.Elias trusted Mandela and he joined the ANC Youth League. ? 5.Nelson Mandela thought violence was a good way to help black people. ? 6.Elias was willing to blow up government buildings. 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. Ste6 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 Topic sentence of Paragraph 2 The time when I first met Nelson Mandela was a very difficult period of my life. 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. The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life. The last thirty years have seen the greatest number of laws stopping our rights and progress until today we have reached a stage where we have almost no rights at all. We 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. Elias describes how Nelson Mandela helped the black people through his own experience

Topic sentence of Paragraph 3 Topic sentence of Paragraph 4

Topic sentence of Paragraph 5

Main idea of the passage Summary:

The students have learned the useful new words and expressions in this passage. In reding lessons the students reading ability has been trained and let them learn to use some reading strategies such as skimming, scanning, and so on.

Period 2

Important Language Points

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 Step 1 Revision

1. Check the homework exercises. 2. Ask some students to retell the reading passage Elias’ Story. 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 willing school fees advise continue active fight gold accept break the law peaceful

2:out of work; in trouble; peaceful; advise; accept; continue; period; lost heart Step2 Language Points 1. Do you ask for help when you think it necessary? ask for 要求得到 Every time he gets home, he asks for money. ask for sb. 找某人,要求见某人 A Mr. Simpson form Sydney is asking for the manager. 2. Are you willing to do public service work without pay? be willing to 愿意做某事 willing adj. 乐意的,自愿的 I’m willing to help you. I’m quite willing for your brother to join us. 3. Do you easily lose heart when you are in trouble? lose heart 灰心,丧失信心 Please don’t lose heart; you still have more chances. lose one’s heart 爱上,喜欢上 She lost her heart to him as soon as she saw the handsome soldier. in trouble 有麻烦,处于不幸中 He never came except when he was in trouble. 4. He died for his ideas but his work was later used in the Bible. 他为了自己的 思想而献身,但他的成果后来应用于《圣经》 。 die for 为……而死 They died for the people. Their death is weightier than Mount Taishan. I am dying for a cup of water. die for 也意为“渴望,切望”(只用于进行时态) 5. He fought against the German Nazis and Japanese invaders during World War II. 二战时期他抵抗德国纳粹 和日本侵略者。 fight (fought, fought) fight for 为……而战 fight against 与……作斗争 We will have to fight against difficulties. They told the workers to fight for their rights. 6. He founded the first Republic in China in 1911 after many years’ fighting. 经过多年斗争他于 1911 在中国创建了第一个共和国。

found (founded, founded) 建立,创建 find (found, found) The hospital was founded in 1920. Have you found your missing pen? 7. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood. 他坚信三条原则:民族,民权,民生。 believe in 信任,信仰 Do you believe in God? We believe in our government. believe sb. = believe what sb. says 相信某人的话 believe in sb. 信任某人 I believe what he said because I believe in him. 8. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way. 他为了他的思想而放弃了富裕生活,并且用和平方式为他的国家摆脱英国而进行了战斗。 give up 表示主动放弃或屈服 He has decided to give up smoking. give in 表示被动屈服或认输, 后面不带宾语 You can’t win the game, so you may as well give in. free from 摆脱(不好的东西)的,无……的 Keep the children free from harm. You should try to write sentences free from mistakes. 9. He fought for the black people and was in prison for thirty years. 他为黑 人而战且坐过三十年监狱。 be in prison 在狱中,被监禁 He has been in prison for five years. put…in prison = send…to prison = throw …into prison 把……投入监狱 The car thieves have been put in prison. He was sent to prison for ten years. 10. The time when I first met Nelson Mandela was a very difficult period of my life. period 期间,时期,学校的一节课,周期 Let’s finish this period and have a break. a period of rotation 自转周期 the time when 其中 when 引起定语从句 This was a time when you had got to have a passbook to live in Johannesburg. Do you still remember the time when we first met? the time 可用于引起时间状语从句,这时一般不加 when。 I recognized him the time I saw him. 11. It was in 1952 and he had opened a black law firm to advise poor black people on their problems. 1) advise ab. on sth. 就……给某人出主意 I have advised you on that subject. 2) advise sb. to do sth. 建议某人干…… Our monitor advises me to practice more spoken English. 3) advise that +(should) do I advise that you (should) not eat fruit that isn’t ripe. 12. Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work. be worried about = worry about 担心 She worries about her health.

= She is worried about her health. out of work 失业 Jim has been out of work for months. 13. The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. 过去三十年里出现了最多的法律来剥夺我们的 权利, 阻挡我们的进步,直到今天我们已经到了几乎没有任何权力的地步. see 在此句意为“见证,目睹 ”;(在某段时期)发生(某情况),经历,经受; 为某事发生之时,主语为时间 The last few months have seen more and more traffic accidents. The city has seen many changes. 14. …only then did we decide to answer violence with violence. 只是在 那时我们才决定以暴力对暴力。 only then 此处引起倒装句,当 only 修饰状语位于句首时,句子采用部分倒装的结构。 Only by practicing a few hours every day will you be able to master English. only 修饰主语时,句子不倒装。 Only he knew how to solve the problem. 15. As a matter of fact, I do not like violence…but in 1936 I helped him blow up some government buildings. 事 实上我不喜欢暴力……但在 1963 年我帮他炸了一些政府大楼. as a matter of fact = in fact As a matter of fact, I don’t know the truth. 16.But I was happy to help because I knew it was to realize our dream of making black and white people equal. be equal to 等于,相当于 I’m not equal to the position. Women demand equal pay for equal work. 17.You cannot imagine how the sound of the name of Robben Island made us afraid. 你想象 不到听到罗本岛这个名字令我们多么害怕。 imagine n./doing sth./sb.+doing/that… Can you imagine life without electricity? I didn’t imagine becoming a writer in my childhood. I can’t imagine her marrying him. Imagine that you are a bird. 18. He taught us during the lunch breaks and the evening when we should have been asleep. 在午餐的休息时间和晚上我们本应该睡觉的时候他教授我们。 should do & should have done He should have come earlier. You should come earlier tomorrow. You should have written to your mother. My teacher said I should study harder. I should have studied harder when I was young. should do 表示应该做,一般指现在或将来的动作,指过去的动作时应站在过去的角度。 should have done 表示本应该做而没有做的。站在现在的角度上评说过去的事情。 19.asleep, sleep & sleepy--Is he still sleeping? --Yes, he is fast asleep. I was too sleepy to hear the end of her talk. I usually sleep seven hours a day. asleep 是表语形容词,意为“睡着的”。 sleep 是动词或名词,意为“睡觉”。 sleepy 是形容词,意为“打盹的”。

20. As they were not cleverer than me, but did pass their exam, I knew I could get a degree too. 由于他们不如我聪明而又确实通过了考试,我知道我也能获得学位。 did pass 为强调结构,强调谓语动词时,在动词原行前加 do, does, did. Do be careful! I do hope you have a merry Christmas! He does speak English well! 21. I did not work for twenty years until Mr. Mandela and the ANC came to power in 1993. come to power = come into power 执政 in power 当权,执政 Things have changed a lot since he came to power. How long has he been in power? 22. All the terror and fear of that time came back to me. terror n. 恐怖,可怕的人或事 The murder was a terror to the people in the town. fear n. 恐惧,可怕 vt. 恐惧,害怕 + n./to do /that… Do you fear death? She fears to speak in our presence. I fear that we can’t protect ourselves. for fear of …& for fear that… 担心 He left an hour earlier for fear of missing the train. She worried for fear that the child would be hurt 23. I remembered the beatings and the cruelty of the guards and my friends who had died and I felt I would not be able to do it. beating n. 打、输 They gave him a good beating. They gave our team quite a beating. beat n. 敲击,跳动 We heard the beat of a drum. Can you hear the beat of my heart? 24. They said that the job and the pay from the new South African government was my reward after working all my life for equal rights for the Blacks. reward n. 报酬,奖金 He worked hard but without much reward. vt. 酬谢,给以报答 He rewarded me with a prize. in reward 作为报酬 She got nothing in reward for her kindness. 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。 Step6 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 7 Homework 1. Finish off the Workbook exercises. Write down Exercise 2 in the exercise book. 2. Learn the new words and expressions by heart. Summary: Most students can grasp the usages of such important new words and expressions as persuade, insist, care about, give in. They are easy to understand.After class they need to do more practice.

Period 3

Grammar(the Attributive Clause(Ⅱ)

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. Step1Grammar 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 2 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 4 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 people things time place reason Relatives who/that whom which/that which/that when/prep. +which which/that where/prep. +which why/prep. +which Sentence elements subject/object object subject/object subject/object adverbial subject/object adverbial 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 5 Workbook Do the exercises in Using structures on Page 71. Summary:

The students can understand the Attributive Clause introduced by the Relative Adverb and preposition+which/whom. But they can’t use them correctly.

Period 4

Listening and Talking

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 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 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? White people Black people

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 CAR ACCIDENT BY:A Where did it happen? How many people in the accident? BEFORE THE ACCIDENT Where was the boy? Where was the car? What happened? Who caused it? INFORMATION ON A CAR ACCIDENT BY:B Where did it happen? How many people in the accident? BEFORE THE ACCIDENT Where was the boy? Where was the car? What happened? Walking in the road. Came up behind the boy. The boy moved farther into the road. The car tried to stop but it couldn’t and it hit the boy. On the road. 2. Walking along the road. Coming up behind the boy. The car was going too fast and did not look. It hit the boy and hurt him. The car driver. On the road. 2.

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? Summary: The students can try their best to catch and understand the listening materials. I also trained the students’ ability to get special information and take notes while listening.

Period 5

Extensive Reading and Speaking

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 · Mandela started a school in the prison. Bad things · was beaten. He

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”, second time, the 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 Achievements What did he give up for his beliefs? Generosity Why does he have enemies? Why attacked by the government?

Chief Executive Officer of a computer company. Produced software that is used all over the world. None. Gave money to help children’s education and health. Other people are jealous of his success. 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 He has his own company and software. He fits his software free in every computer. He gives money to help children’s education and health. Not a Great Man No one can compete with his software. His software is not the best but used most widely. 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-play Questions 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? Summary: In this class , the students’ reading skills by extensive reading has been trained.The students learnt to express their own opinions and ideas.They can learn to grasp the main idea of a text or a passage.

Period6

Unit5 Nelson Mandela-a modern hero- Writing

教学重点 Develop the students’ writing ability by writing a summary and an article 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. Lead in T: Hello, everyone. Now I am very eager to know the top five things in your life. Would you like to share them with me? Others please pay attention to the attributive clauses in his report. Ss: … T: Well done, how many attributive clauses are used in the report? Ss: T: Just as you see, with this structure, the sentences you made will become more vivid and beautiful. And from what he told you just now, class, what kind person our speaker is? Ss: Brave, honest… T: But is it enough to describe one person in this way? What else is needed? Ss: (Get into a discussion) Step 2. Using words and expressions T: Good ideas. 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 Step3. Make an outline for structure T: Let’s go back to the passage. Can you give me more information about the mathematician? Like when and where was he born? What happened in his childhood? And what happened later? … Ss: … T: Yes, in paragraph one, it writes about his personal information. And what happened in paragraph two? What other information does it mention? Ss: … T: In paragraph two, it tells us his hard work and achievements. Why do we say he worked hard? What were his achievements? Did he suffer a lot or meet with some problems? What do people think of him? Why? Ss: … T: So in conclusion, this passage can be divided into two parts. They are: Paragraph 1: Personal information Paragraph 2: His / Her hard work and achievements T: That’s the brief outline of this passage, and can we add something more about it? S: (Get into a discussion and report their ideas) T: Generally speaking, when we write a passage about a person, maybe we’d better write about his qualities in the

passage and we can also show our opinion of the hero. So can you write an outline of a passage about a great person? (Leave several minutes to the Ss to make an outline, and let them exchange their ideas freely) T: According to your arrangement, your outline may be like this: Paragraph 1: Personal information Paragraph 2: His / Her hard work and achievements Paragraph 3: His / Her good qualities Paragraph 4: Your opinion T: Here you have a chance to practice how to write a passage about a person. Would you write a passage about Nelson Mandela according to what we have discussed? (Leave 5minutes for Ss to draw an outline and collect more information in the whole unit) Step4. Writing T: Have you finished? Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century. Will you write a letter to support Nelson Mandela? Before we begin, here are two questions: 1. 2. Do you still remember the format of a letter? How can you persuade people or judges to follow your advice?

(Get the Ss into discussion) T: Here some proper tips for you: Step1. Collect your ideas for the letters. Write them down in any order. Then sort them out into an order which seems good to you. For example: time order, we can have a reference on Page39. Step2. Begin the letter with your address and the date. Dear editor, I’m writing to …… Yours sincerely, Sarah T :Ok ,now let’s have a try! Step 5. Homework: 1.Finifsh the letter. 2.Review the whole unit. 附板书设计: (Blackboard Design) Writing Paragraph 1: Personal information Paragraph 2: His / Her hard work and achievements Paragraph 3: His / Her good qualities Paragraph 4: Your opinion Dear…, I’m writing to … … Yours, Sarah

Summary:

The students’ writing ability by writing a summary and an article for a newspaper has been trained. They know how to describe a person according time line.

Period 7

Revision (Summing up and Learning tip)

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 7Homework 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 hero Revision Summing Up 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 Summary: The students know how to review and consolidate what they have learned in this unit., especially the sentence patents and words.


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