高中教案教案

Nelson Mandelas教案2。

NelsonMandelas教案2

Unit5NelsonMandela—amodernhero
GrammarandUsefulStructures

●從容說課
Thisisthethirdperiodofthisunit.Inthisperiod，studentsareplannedtogoovertheattributiveclause，includingthedifferencesbetweentheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause，theuseoftherelativepronounsandrelativeadverbsandthedifferencesbetween“that”and“which”.Intheperiodofhighschool，theattributiveclauseisnotonlydifficultbutalsoimportant，soitisnecessarytograsptheusageoftheattributiveclause.
Inordertomakesenseoftheusageoftheattributiveclause，itisimportantforthestudentstomakeasummaryofthembythemselves.Inthisperiod，thereshouldbesomeexercisesdesignedforstudentstoconsolidatetheusageoftheattributiveclause.
●三維目標
1.Knowledge：
（1）RevisetheAttributiveClause，includingtheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause.
（2）Revisetheuseofrelativepronounsandrelativeadverbs.
2.Ability：
ExpandtheknowledgeoftheAttributiveClause.
3.Emotion：
Developthestudents’qualityofovercomingdifficultiesinstudy.
●教學(xué)重點
Theusageoftherelativepronounsandrelativeadverbs.
●教學(xué)難點
Helpthestudentstomasterthewayofchoosingarelativepronounorarelativeadverbcorrectly.
●教具準備
Themultimediaandtheblackboard.
●教學(xué)過程
Step1Greetings
Greetthewholeclassasusual.
Step2RevisionandLead-in
（Teacherchecksthehomeworkexercisesfirstandthenshowsthefollowingonthescreen.）
1.Heisafamousscientist.
2.Who’sthatgirlinred？
3.I’vereadallthebooksthatyoulentme.
4.Ihavelostmypen，whichIlikeverymuch.
T：Nowpayspecialattentiontotheunderlinedparts.Isthereanythingincommonbetweenthem？
Ss：Yes.Theyallidentifythenouns，whichareusedwiththem.Eachparttellsuswhichthingorpersonthespeakeristalkingabout.
T：Thatistosay，thefunctionofeachunderlinedpartisthesame.Eachofthemisusedasanattributetodescribeeachnoun.Well，arethereanydifferencesbetweenthem？
S1：Yes.Inthefirstsentence，theattributeisanadjectiveandputbeforethenoun；thesecondisaprepositionalphraseputafterthenoun；thethirdandfourthsentencesarefullsentencesputafterthenouns.
T：Youareright，whatdowecallthesentencesputafterthenoun？
Ss：TheAttributiveClause.
T：Quiteright.Inacomplexsentence，theclausemodifyinganounorapronouninthemainclauseiscalledanAttributiveClause.ThenounorpronouniscalledAntecedent.Thewordthat/whichintroducestheclause（betweenthenoun/pronounandtheclause）iscalledRelativePronounorRelativeAdverb.Therelativepronounsoradverbsdotwojobsatonce.Theycanbeusedassubjects，objects，attributesoradverbials；intheclause，atthesametime，theyjoinclausestogether.Abouttheuseofthem，we’llhaveparticularrevisionafterawhile.Nowlookatthesentencesonthescreen.
（Teachershowsthefollowingonthescreen.）
Completethesentenceswithsuitablerelatives.
1.Iknowthereason_______________hecamelate.
2.Doyouknowthewoman，____________sonwenttocollegelastyear？
3.Thehouse_______________colourisredisJohn’s.
4.Thisisthebestfilm_______________I’veeverseen.
5.Thatisthetown_______________heworkedin1987.
T：Who’dliketotellmewhatshouldbefilledinthefirstsentence？
S2：Ithink“why”shouldbefilled.Becausetheantecedentis“thereason”andtherelativeisusedastheadverbialofreasonintheAttributiveClause.
T：Yes.Howaboutthesecondsentence？
（Teachergoestoanotherstudentandasksher/himtoanswer.）
S3：Ifill“whose”here.Becausetheantecedentis“thewoman”andtherelativeisusedastheattributeintheAttributiveClause.
T：Right.Sitdown，please.Nowlet’slookatthethirdsentence.
Suggestedanswers：
1.why2.whose3.whose4.that5.where
Step3SummarizetheuseoftheNon-restrictiveAttributiveClause
T：TheNon-restrictiveAttributiveClauseisaclause，whichgivesextrainformationtotheantecedent.Soweuseacommatointerruptthesentence.WhentheNon-restrictiveAttributiveClauseiscutoff，thesentencestillhasafullmeaning.Nowlookatthesentencesonthescreen.
（Showthefollowingonthescreen.）
1.Ihavetwobrothers，whoarebothsoldiers.
2.Nextweek，whichyou’llspendinyourhometown，iscoming.
3.I’vetriedtwopairsofshoes，neitherofwhichfitsmewell.
T：Payattentiontotheunderlinedparts.Therearecommastointerruptthesentencesand“that”cannotbeusedintheNon-restrictiveAttributiveClause.Youshouldpaymoreattentiontothestructure“IndefinitePronoun/Numbers/Noun/Superlative+ofwhich/whom”isoftenusedintheNon-restrictiveAttributiveClause.
Step4TheusageoftheRelativePronounsandtheRelativeAdverbs
T：Asweknow，relativepronounsoradverbsplayimportantpartsintheAttributiveClause.Nowlet’smakealistofthemontheblackboardfirstandthenrevisetheirusagewiththehelpoftheformsonthescreen.
（Bb：therelativepronouns：who，whom，that，whose，which；therelativeadverbs：when，where，why）
（Teachercollectsthemfirstandthenshowsthefollowing.）
Form1：
TherelativepronounsReferringtoFunctionintheclause
whopeoplesubject/object
whompeopleobject
thatpeople/thingsubject/object
whichthingsubject/object
whosepeople/thing（ofwhom/which）attribute
Form2：
TherelativeadverbReferringtoFunctionintheclause
when（=at/in/onwhich）timeadverbialoftime
where（=in/atwhich）placeadverbialofplace
why（=forwhich）reasonadverbialofreason
（Teacherexplainsthetwoformsseparatelyandaddsthefollowingwithexamplesonthescreen.）
T：1.Whenarelativepronounisusedasasubjectintheclause，theverbmustagreewiththeantecedentinpersonandnumber.
1.Thosewhowanttogotothecinemamustbeattheschoolgateby3：30p.m.
2.Hewhodoesn’treachtheGreatWallisnotatrueman.
2.Whentheantecedentisthestructureof“oneof+n.（pl.）”，theverbintheclausemustbepluraltoagreewiththepluralform.However，ifthereis“the”or“only”before“one”，theverbintheclausemustbesingular，agreeswiththeword“one”.
1.SheistheonlyoneofthegirlswhohasbeentoBeijing.
2.Heisoneoftheboyswhohaveseenthefilm.
3.Whentheantecedentisanounfortimeorplace“when”or“where”isnotalwaysusedtointroducetheclause.Itdependsonthefunctionoftherelativewordintheclause.
1.Thetimewhen/thatIwenttoTokyoisin1982.
2.I’llneverforgetthetimewhich/thatIspendatcollege.
3.TheshopthatIboughtisbig.
4.Theshopwhere/inwhichIboughtthebookisbig.
Step5Thedifferencebetween“that”and“which”
T：Asweknow，both“that”and“which”canbeusedforthings，buttheuseofthemisnotalwaysthesame.Let’slookatthesentencesonthescreen.
（Showthefollowingonthescreen.）
1.ThisisthesecondarticlethatIhavewritteninEnglish.
2.Itisthebestfilmthathehaseverseen.
3.ThisistheverybookthatIwanttoread.
4.Allthattheytoldmesurprisedme.
5.Theytalkedabouttheteachersandschoolsthattheyhadvisited.
6.Whoisthecomradethatwasthere？
7.Thereisabedintheroomthatisstillvacant.
8.Ourvillageisnolongertheplacethatitusedtobe.
T：Fromthesentencesonthescreen，wecanmakeasummaryoftheuseof“that”and“which”.Lookatthescreenagain.
（Showthefollowingonthescreen.）
1.Infollowingcases，“that”isoftenused.
（1）Afterordinalnumberandsuperlatives.
（2）Afterthefollowingwords：all，only，little，few，much，very，none，last，just，any（thing），every（thing），some（thing），no（thing）.
（3）Aftertwoormoreantecedents，referringtobothpeopleandthings.
（4）Afterinterrogativepronouns“which”or“who”.
（5）Whentherelativepronounisusedasapredictiveintheclause.
（6）Whenthemainclausebeginswith“Therebe”.
2.Infollowingcases，“which”isalwaysused.
（1）Afterprepositions.
（2）TointroduceaNon-restrictiveAttributiveClause.
（3）Thewholemainsentenceisthe“antecedent”oftherelativeclause，andthereisalwaysacomma.
Step6Practice
T：Nowlet’sdosomeexercises.Lookatthescreen.Fillintheblanks，choosingproperrelativepronounsorrelativeadverbs.
（Showthefollowingonthescreen.）
1.____________haveplentyofmoneywillhelptheirfriends.
A.ThosewhoB.HewhoC.ThatwhoD.Youwho
2.Thisisthelongesttrain____________Ihaveeverseen.
A.whichB.thatC.whatD.whom
3.____________weallknow，swimmingisaverygoodsport.
A.WhichB.ThatC.AsD.Who
4.Ishallneverforgetthoseyears____________Ilivedinthefarm____________youvisitedlastweek.
A.when；whereB.which；whichC.when；whichD.which；where
5.Theradioset____________lastweekhasgonewrong.
A.IboughtitB.whichIboughtitC.IboughtD.whatIbought
6.Hepaidtheboyforwashingtenwindows，mostof____________hadn’tbeencleanedforatleastayear.
A.theseB.themC.thatD.which
7.Thedaywillcome____________thepeopleallovertheworldwillwinliberation.
A.thatB.whereC.whichD.when
8.MrHerpinisoneoftheforeignexpertswho____________inChina.
A.worksB.isworking
C.areworkingD.hasbeenworking
9.Theytalkedforaboutanhourofthingsandpersons____________theyrememberedintheschool.
A.whichB.thatC.whoD.whom
10.Myglasses，____________Iwaslikeablindman，felltothegroundandbroke.
A.whichB.withwhichC.withoutwhichD.that
Suggestedanswers：
1~5ABCCC6~10DACBC
Step7Test
T：Nowlet’shaveatest.Lookatthescreen.Dothisexercisebyyourself.AfewminuteslaterI’llgiveyoutheanswers.
（Showthefollowingonthescreen.）
1.Pleaseputtheletter____________hecaneasilyfindit.
A.inwhichB.where
C.theplacewhereD.intheplace
2.Thehouse____________thereisabigtreewasbuiltmorethan1000yearsago.
A.whichB.that
C.inthefrontofwhichD.infrontofwhich
3.Antarctic，____________weknowverylittleiscoveredwiththickicealltheyearround.
A.whichB.where
C.thatD.aboutwhich
4.Thereason____________Iwasawayfromschoolis____________Iwasillyesterday.
A.that；thatB.why；why
C.why；thatD.that；why
5.Itwasameeting____________importanceIdidn’trealizeatthattime.
A.whichB.ofwhich
C.thatD.whose
Suggestedanswers：
1~5BDDCD
Step8Homework
1.ReviewtheAttributiveClause.
2.DoWBP71.Ex1.2.
●板書設(shè)計
Unit5NelsonMandela—amodernhero
TheThirdPeriod
TheAttributiveClause
1.ThedifferencesbetweentheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause.
2.Theuseoftherelativewords：
（1）Relativepronouns：who，whom，whose，that，which
（2）Relativeadverbs：where，when，why
3.Thedifferencesbetween“that”and“which”.
●活動與探究
Thisactivityisdesignedtomakeadeepresearchintotheattributiveclause.Thestudentsareaskedtodesignsomeexercisesabouttheattributiveclause.Andthentheycanexchangeexerciseseachotherandcheckthemselves.Thepurposeofthisactivityistohelpthestudentsmakesenseoftheusageoftheattributiveclause.
●備課資料
Ⅰ.SomeexercisesabouttheAttributiveClause
1.Afootballfan（球迷）is____________hasastronginterestinfootball.
A.athingthatB.somethingthat
C.apersonwhoD.what
2.Thehouse，____________wasdestroyedintheterriblefire，hasbeenrepaired.
A.theroofofwhichB.whichroof
C.itsroofD.theroof
3.Canyoulendmethenovel____________theotherday？
A.thatyoutalkedB.youtalkedaboutit
C.whichyoutalkedwithD.youtalkedabout
4.Thematter____________youwerearguingaboutlastnighthasbeensettled.
A.thatB.whatC.whyD.forwhich
5.Who____________hascommonsense（常識）willdosuchathing？
A.whichB.whoC.whomD.that
6.Alltheapples____________felldownwereeatenbythepigs.
A.thatB.thoseC.whichD.what
7.Theyaskedhimtotellthemeverything____________hesawatthefront.
A.whatB.thatC.whichD.where
8.I’lltellyou____________hetoldmelastnight.
A.allwhichB.allwhatC.thatallD.all
9.Achild____________parentsaredeadiscalledanorphan.
A.whoB.who’sC.whoseD.which
10.Isthisthemuseum____________youvisitedtheotherday？
A.thatB.whereC.inwhichD.theone
11.Isthismuseum____________someGermanfriendsvisitedlastWednesday？
A.thatB.where
C.inwhichD.theone
12.—Howdoyoulikethebook？
—It’squitedifferentfrom____________Ireadlastmonth.
A.thatB.which
C.theoneD.theonewhat
13.Thetrain____________shewastravelingwaslate.
A.whichB.where
C.onwhichD.inthat
14.Hehaslostthekeytothedrawer____________thepapersarekept.
A.whereB.onwhich
C.underwhichD.which
15.It’sthethirdtime____________latethismonth.
A.thatyouarrivedB.whenyouarrived
C.thatyou’vearrivedD.whenyou’vearrived
16.Heoftenhelpsthestudents____________hethinksarenotquickattheirstudies.
A.whomB.who
C.whenD.because
17.TheSecondWorldWar____________millionsofpeoplewerekilledendedin1945.
A.whenB.duringthat
C.inwhichD.which
18.MrCrossettwillneverforgettheday____________hespentwithhisvariousstudents.
A.whenB.which
C.duringwhichD.onwhich
19.Thisisjusttheplace____________Iamlongingtovisittheseyears.
A.thatB.where
C.inwhichD.towhere
20.WearegoingtospendtheSpringFestivalinGuangzhou，____________livemygrandparentsandsomerelatives.
A.whichB.thatC.whoD.where
Suggestedanswers：
1~5CADAD6~10ABDCA11~15DCCAC16~20BCBAD
Ⅱ.Theattributiveclause定語從句
1.“介詞＋關(guān)系代詞“是一個普遍使用的結(jié)構(gòu)
（1）“介詞＋關(guān)系代詞”可以引導(dǎo)限制性定語從句，也可以引導(dǎo)非限制性定語從句?！敖樵~＋關(guān)系代詞”結(jié)構(gòu)中的介詞可以是in，on，about，from，for，with，to，at，of，without等，關(guān)系代詞只可用whom或which，不可用that。
（2）fromwhere為“介詞＋關(guān)系副詞”結(jié)構(gòu)，但也可以引導(dǎo)定語從句。
Westoodatthetopofthehill，fromwherewecanseethetown.
（3）像listento，lookat，dependon，payattentionto，takecareof等固定短語動詞，在定語從句中一般不宜將介詞與動詞分開。
Thisistheboywhomshehastakencareof.
2.關(guān)系副詞引導(dǎo)的定語從句
（1）關(guān)系副詞也可以引導(dǎo)定語從句關(guān)系副詞在從句中分別表示時間、地點或原因。關(guān)系副詞when在從句中充當時間狀語，where充當?shù)攸c狀語，why充當原因狀語。
（2）that可引導(dǎo)定語從句表示時間、地點或原因，that有時可以代替關(guān)系副詞when，where或者why引導(dǎo)定語從句表示時間、地點或原因，在that引導(dǎo)的這種定語從句中，that也可以省去。
3.限制性定語從句與非限制性定語從句
（1）二者差異比較
限制定語從句緊跟先行詞，同先行詞之間一般不加逗號，僅修飾先行詞，可以由關(guān)系代詞、關(guān)系副詞或that來引導(dǎo)。非限制性定語從句僅作補充或說明，用逗號與主句隔開，既可修飾先行詞，又可修飾整個主句，不可用that引導(dǎo)。
（2）關(guān)系代詞和關(guān)系副詞的選擇依據(jù)
弄清代替先行詞的關(guān)系詞在從句中作什么成分，作狀語的應(yīng)選用關(guān)系副詞，作主語、賓語或表語的可選用關(guān)系代詞。
（3）先行詞與定語從句隔離。定語從句一般緊跟在先行詞之后，但定語從句與先行詞之間有時也會插入別的成分，構(gòu)成先行詞與定語從句的隔離。
Hewastheonlypersoninthiscountrywhowasinvited.
4.as在定語從句中的用法
（1）引導(dǎo)限制性定語從句和非限制性定語從句（1）as多與such或thesame連用，可以代替先行詞是人或物的名詞。
（2）as也可單獨使用，引導(dǎo)非限制性定語從句，作用相當于which。
Theelephant’snoseislikeasnake，asanybodycansee.
（3）thesame...that與thesame...as在意思上是不同的。
2.as引導(dǎo)的非限制性定語從句的位置。as引導(dǎo)的非限制性定語從句位置較靈活，可以位于主句前面、中間或后面，一般用逗號與主句隔開，但which所引導(dǎo)的非限制性定語從句只能放在主句之后。
Asisexpected，theEnglandteamwonthefootballmatch.
Theearthrunsaroundthesun，asisknownbyeveryone.

相關(guān)知識

Unit 5 Nelson Mandela教案

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，高中教師在教學(xué)前就要準備好教案，做好充分的準備。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，幫助高中教師更好的完成實現(xiàn)教學(xué)目標。關(guān)于好的高中教案要怎么樣去寫呢？下面是小編精心為您整理的“Unit 5 Nelson Mandela教案”，供大家參考，希望能幫助到有需要的朋友。

Unit5NelsonMandela教案
Unit5NelsonMandela—amodernhero
PartOne:TeachingDesign(第一部分：教學(xué)設(shè)計)
Period1:Asampleplanforreading
(ELIAS’STORY)
Aims
Totalkaboutpeople’squalities
Toreadaboutenablepeople’slifestory
TostudyTheAttributiveClause(where,when,why,prep.＋which/whom)
Tolearntowriteletters
Procedures
I.Warmingup
Warmingupbydescribing
Boysandgirls,thismorningwe’lltakeupUnit5inwhichwe’lllearntodescribepeople.Nowlet’sdescribeourselvesfirst.Thequestionsinthewarminguppartwillhelpyoufindoutwhatqualitiesyouhave.Thentellmewhatkindofapersondoyouthinkyouare.Doyouthinkyouhavethequalitiestobeagreatperson?Whatqualitiesdoyouthinkweshouldfindinagreatperson?
a.Givethestudentsoneminutetoanswerthequestions.
b.Asksomestudentstotalkabouttheirownqualitiesaccordingtotheiranswers.
c.Haveadiscussionwiththewholeclassandhelpthemtosumupthequalitiesthatagreatpersonhas.
(Sumingup:Agreatpersonshouldbedetermined,hard-working,unselfish,andgenerous.Heshouldfollowhisideasandneverloseheartwhenheisintrouble.Heusuallygivesupsomethingtoachievehisgoals.Heshouldbewillingtodopublicserviceworkwithoutpay,beactiveinsocialactivities,getsonwellwithothers,andhelpothers,etc.)
Warmingupbybrainstorming
Boysandgirls,inUnit5wewilltalkaboutNelsonMandela,agreatleaderwhofightsfortherightsoftheblackpeople.Whentalkingaboutaperson,whatadjectivescanyouthinkoftodescribehisorherqualities?Whatarethequalitiesyoushouldfindinagreatperson?
(Adjectivesfordescribingaperson: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,)
Warmingupbyexpressions
Boysandgirls,wearegoingtolearnaboutsomegreatpeopleinUnit5.Canyounamesomegreatpeople?Nowdiscussingroupsoffour:Whodoyouadmiremost?Whatkindofpersonishe/she?Whatarethequalitiesthatgreatpeoplehaveincommon?
SunYat-sen(November12,1866–March12,1925)wasaChineserevolutionaryleaderandstatesmanwhoisconsideredbymanytobethe“FatherofModernChina”.HehadasignificantinfluenceintheoverthrowoftheQingDynastyandestablishmentoftheRepublicofChina.AfounderoftheKuomintang,SunwasthefirstprovisionalpresidentoftheRepublicofChinain1912anddefactoleaderfrom1923to1925.HedevelopedapoliticalphilosophyknownastheThreePrinciplesofthePeople.SunisuniquelyadmiredbymostChinese.Yet,hislifewasoneofconstantstruggleandfrequentexileasfewofhisvisionsforhiscountrymaterialized.

II.Pre-reading
1.Now,lookatthesixpeopleinthepre-readingpart.Canyourecognizethem?Doyouthinktheyareimportantpeople?(Yes.Becausetheyhavedonesomethingreallyimportanttobenefittheworldoracountry.)Butdoyouthinkallofthemaregreatpeople?
WilliamTyndale(sometimesspelledTindale)(ca.1484-October6,1536)wasa16thcenturypriestandscholarwhotranslatedtheBibleintoanearlyformofModernEnglish.AlthoughnumerouspartialandcompleteEnglishtranslationshadbeenmadefromthe7thcenturyonward,Tyndale’swasthefirsttotakeadvantageofthenewmediumofprint,whichallowedforitswidedistribution.

2.Speakingtask:Studentsreadtheinformationofeachofthesixpersonsanddiscussinpairstofindoutwhetherheisagreatpersonornotaccordingtothecriteriatheyworkedoutinthepreviousstep.
Remindthestudentstousethefollowingexpressionsforgivingandaskingforopinions:
Ithink/Idon’tthink…;inmyopinion;I’mafraid…;Iagree/don’tagree…;Iprefer…;What’syouropinion?Whydoyouthinkso?Whatdoyouthinkof…?
Asampledialogue:
A:DoyouthinkWilliamTidalisagreatperson?
B:Yes.Ithinkso.HehadastrongbeliefthatallpeopleshouldbeabletoreadtheBibleforthemselves.SohetranslatedandprinteditintoEnglishalthoughhewasnotallowedtodoso.Andlaterhediedforhiswork.
A:Yes.Iagree.WilliamTyndalewentthroughalotofstrugglesanddifficultiesandevensacrificedhislifetorealizehisdream.HeisagreatpersonthateverybodywhopicksuptheBiblemustthinkof.Now,let’scometoNormanBethune.Whatdoyouthinkofhim?
B:….
III.Reading
1.Skimmingforgeneralidea
Sofarwehavetalkedalotaboutgreatpeople.Doyouwanttoknowmoreaboutthemandlearnfromthem?Well,thismorningwearegoingtoreadaboutNelsonMandela,whowasconsideredasamodernhero.Nowopenyourbookstopage34andreadthetitleofthetext.Whatkindofwritingisthetext,canyouguess?…Yes.Astoryisusuallyapieceofnarrativewriting.Nowskimthetexttogetthegeneralidea:WhatdoesEliastellaboutinhisstory?(Hetellsabouthislife,howMandelahelpedhimandhowhesupportedMandela.)
2.Listeningandscanningfordetailinformation
a.ListentothetextagainanddoComprehendingEx....1.
True:2,4False:1,3,5,6,7,8
b.ScanthetextanddoComprehendingEx.2.
Suggestedanswers:
1940—Eliaswasborn.1948—Eliasleftschool.
1942—Eliaswastwoyearsold.1950—NelsonMandelaopenedhislawfirm
1944—Eliaswasfouryearsold.1952—Eliaswas12andmetNelsonMandela.
1946—Eliasbeganschool.1954—Eliaswas14andencouragedbyMandela.
3.Questionsforfurtherunderstanding
Discussthefollowingquestionsingroupsoffour:
a.Howdidthewhitepeoplestoptheblackpeoplefrombeingtreatedfairly?
b.WhydidEliassupportMandela?
c.Whydidhesupportviolencewhenhedidnotagreewithit?
Suggestedanswers:
a.Throughunfairlaws.
b.Therearethreereasonsforthis.Firstly,MandelaoncehelpedhimandhethoughtMandelakindandgenerous.Secondly,heagreedwithMandela’spoliticalideas.Forexample,heagreedwithhisexplanationofhowtheblackpeoplewerenottreatedfairly.Healsosidedwithhimonhisviewofpeacefulfighting.Thirdly,heknewthatwhatMandelafoughtforwastomakeblackandwhitepeopleequal.
c.Becausetheirattempttoattackthelawinapeacefulwayfailed.Theyhadtoanswerviolencewithviolence.
IV.Closingdown
Closingdownbydiscussing
a.WhatdoyoulearnaboutNelsonMandelafromELIAS’STORY?
b.DoyoulikethewayEliastellshisstory?Giveareason.
Suggestedanswers:
a.IknowthatMandelaisagreatleaderwhofoughtforequalrightsfortheblackpeopleallthroughhislife.HeorganizedtheANCYouthLeaguewhichfoughtagainstthegovernment.Heisinfavorofpeacefulfighting.Heiskind,helpful,generous,brave,anddetermined.
b.Variousanswersarepossible.Forreference:IlikethewayEliastellsthestory.Eliasisablackworkerwithonlyalittleeducation,soheusessomesimpleandshortsentencestodescribehisexperiencesandhiscontactwithMandela,andthusmakesthewholestorymorereal-likeandclosetothereaders.ThequotedspeechinthestoryobjectivelyrevealsMandela’spoliticalviewsthroughwhichsomeaspectsofMandela’squalitiesareshownclearly.
Closingdownbyretelling
Retellthestoryaccordingtothefollowingclues:
introductionofElias’problem;Mandela’shelp;Elias’support
Closingdownbyaninterview
Askthestudenttodoaninterviewinpairs.AjournalistisinterviewingEliaswiththefollowingquestions:
WhendidyoufirstmeetMandela?
Canyoutellmemoreabouthowhehelpedyou?
Canyoutellmeabouttheproblemsthattheblackpeoplearefacing?
Howdoyoulikehisideaofpeacefulfighting?
Whatdoyouthinkofhim?
Whatwillyoudotosupporthiminthefuture?
Period2:AsampleplanforLearningaboutLanguage
(TheAttributiveClause:where,when,why,prep.＋which/whom)
Aims
Tohelpstudentslearnaboutattributiveclauseintroducedbywhen,where,why,andprep.+which/whom
Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions
Tohelpstudentsdiscoverandlearntousesomeusefulstructures
Procedures
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Turntopage35anddoexercisesNo.1and2.Checkyouranswersagainstyourclassmates’.
II.Learningaboutgrammar
1.Readingandthinking
Turntopage34.ReadthetextofELISA’STORYandfindoutalltheattributiveclauses.
Thinkoverthisquestion:Onwhatcircumstancedoweusewhen/where/whytointroducedanattributiveclause?(“Where”isusedwhentheantecedentreferstoaplace,and“when”isusedfortime.“Why“isusedwhentheantecedentis“why”.)
Forreference:
ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
TheschoolwhereIstudiedonlytowyearswasthreekilometersaway.
ThiswasatimewhenyouhadgottoliveinBeijing.
ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdaysofmylife.
Wehavereachedastagewherewehavealmostnorightsatall.
Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople.
TheplaceswheretheyweresenttolivewerethepoorestareasinSouthAfrica.
2.Comparinganddiscovering
Turntopage36.DoEx.1.Thencomparethefollowingsentencesandfindoutwhyweusedifferentwordstointroducetheattributiveclauseswhiletheantecedentsarethesame.
a.Thegovernmentbuildingwherewevotedwasverygrand.
b.Thegovernmentbuildingwhich/thatwepaidavisittoyesterdaywasverygrand.
c.Thegovernmentbuildinginwhichwevotedwasverygrand.
Insentencea),arelativeadverb“where”isusedbecauseitrefersto“inthegovernmentbuilding”whichservesastheadverbialintheattributiveclause.“inwhich”canalsobeusedasinsentencec)becauseitalsomeans“inthegovernmentbuilding”intheattributiveclause.Whileinsentenceb),arelativepronoun“which”isusedasitrefersto“thegovernmentbuilding”whichservesastheobjectofthepredicate“visited”intheattributiveclause.
Compareanotherthreesentences:
a.ThedatewhenIarrivedwasthe5thAugust.
b.Thedatewhich/thathetoldmewasthe5thAugust.
c.ThedateonwhichIarrivedwasthe5thAugust.
Insentencea),arelativeadverb“when”isusedbecauseitrefersto“onthatdate”whichservesastheadverbialintheattributiveclause.“inwhich”canalsobeusedasinsentencec)becauseitalsomeans“onthatdate”intheattributiveclause.Whileinsentenceb),arelativepronoun“which”isusedasitrefersto“thedate”servingastheobjectofthepredicate“told”intheattributiveclause.
Readthefollowingsentenceandfindout
a.ThereasonwhyIgotajobwasbecauseofmyhardwork.
b.Thereasonthat/whichhegaveforgettingthejobwasbecauseofhishardwork.
c.ThereasonforwhichIgotajobwasbecauseofmyhardwork.
Insentencea),arelativeadverb“why”isusedbecauseitrefersto“forthisreason”whichservesastheadverbialintheattributiveclause.“forwhich”canalsobeusedasinsentencec)becauseitalsomeans“forthisreason”intheattributiveclause.Whileinsentenceb),arelativepronoun“which/that”isusedasitrefersto“thereason”servingastheobjectofthepredicate“gave”intheattributiveclause.
III.Readyusedmaterialsforattributiveclause
Definitions:Attributiveclause:Anattributiveclauseisaclausemodifyinganounorpronouninacompoundsentence.
Antecedent:Thewordbeingmodifiedbyanattributiveclauseiscalledtheantecedent.
Relative:Thewordthatisusedtointroduceanattributiveclauseiscalledarelative.Therearetwokindsofrelatives,i.e.relativepronounsincludingwhich,that,who,whom,whose,as,etc.andrelativeadverbsincludingwhere,whenandwhy,etc.
Note:Relativesplaysthreeimportantrolesinanattributiveclause,i.e.introducinganattributiveclause,replacingtheantecedentinmeaning,andfunctioningasasentenceelementintheattributiveclause.
e.g.:ThegirlwhoistalkingtoMr.Lioverthereismysister.
Inthesentence,Thegirlistheantecedentandwhoisusedtointroducetheattributiveclauseastheantecedentisaperson.It(who)referstothegirlandfunctionsasthesubjectintheattributiveclause.
Thechoiceoftherelativesisthemostdifficultinlearningtheattributiveclause.However,therearesomerulesthatcanhelpuschoosethecorrectrelatives.Usually,whichrelativetochoosedependsonwhattheantecedentisandwhatsentenceelementtherelativefunctionsintheattributiveclauseasshowninthefollowingchart:
AntecedentRelativeSentenceelement
peoplewhothatsubjectobject
whomobject
thingswhichthatsubjectobject
timewhichthatsubjectobject
whenprep.+whichadverbial
placewhichthatsubjectobject
whereprep.+whichadverbial
reasonwhyprep.+whichadverbial
Note:relativescanbeomittediftheyservesastheobjectsintheattributiveclauses.
Ifarelativefunctionsastheobjectofaprepositionintheattributiveclause,theprepositioncanusuallybeplacedbeforetherelative.Inthissituation,weuse“which”forthingsand“whom”forpeople,andtheycanneverbeomitted.However,iftheprepositionandaverbformasetphraseintheattributiveclause,theyshouldnotbeseparated:
Theschool(which/that)heoncestudiedinisveryfamous.
Theschoolinwhichheoncestudiedisveryfamous.
Thisisthegirl(who/whom)IwenttotheGreatWallwith.
ThisisthegirlwithwhomIwenttotheGreatWall.
Thesentence“Thisisthewatch(which/that)youarelookingfor.”cannotbechangedinto“Thisisthewatchforwhichyouarelooking.”because“l(fā)ookfor”isasetphrase.
Nowturntopage36andlet’sdoEx.2and3.
IV.Closingdownbydoingaquiz
Toendtheperiodyouaregoingtotakeaquizonattributiveclause.
Choosethebestanswer:
1.Theweatherturnedouttobeverygood,____wasmorethanwecouldexpect.
A.whatB.whichC.thatD.it
2.AfterlivinginPairsforfiftyyearshereturnedtothesmalltown____hegrewupasachild.
A.whichB.whereC.thatD.when
3.Thehouse______weliveisnotlarge.
A.whichB.inwhichC.onwhichD.atwhich
4.RecentlyIboughtanancientChinesevase,_____wasveryreasonable.
A.whichpriceC.thepriceofwhichC.itspriceD.thepriceofwhose
5.HelivedinLondonfor3months,during____timehelearnedsomeEnglish.
A.thisB.whichC.atwhichD.some
6.Iwillneverforgettheday_____hecametoseeme.
A.thatB.whichC.atwhichD.when
7.Thevisitoraskedtheguidetotakehispicture_____standsthefamoustower.
AthatB.whereC.whichD.there
8.Thestudents____departmentMsKingworkedtenyearsagolookdownuponwomen.
A.inwhichB.inthatC.inwhoseD.whose
9.Idon’tlike_____youspeaktoher.
A.thewayB.thewayinthatC.thewaywhichD.thewayofwhich
10.Ihadneitheraraincoatnoranumbrella._______Igotwetthrough.
A.It’sthereasonB.That’swhyC.There’swhyD.It’show
Period3:AsamplelessonplanforUsingLanguage
(THERESTOFELIAS’STORY)
Aims
TohelpstudentsreadthepassageTHERESTOFELIAS’STORY
Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting
Procedures
I.Warmingupandlistening
SofarwehavereadastoryaboutElias.Doyourememberwhyitwasdifficultforhimtogetajob?(becausehehadn’tapassbook)whatisapassbook?Whyisitimportant?Let’slistentoashortpassageandfindout.
Turntopage37.Readthequestionsandchoosethebestanswerafterlistening.
DiscussthequestionsinEx.2.
II.Guidedreading
1.Readingandansweringquestions
Asweknow,inordertosupportMandela,Eliashelpedhimblowupsomegovernmentbuildings.Canyouimaginewhatwouldhappentohimifhewascaught?Actually,hewascaughtandputintoaprisononRobbenIsland.However,hewasluckyenoughtogethelpfromMandelaevenwhenhewasinprison.
TurntoPage38,readthepassagequicklyandfindout:
HowdidMandelahelpedEliaswhenhewasonRobbenIsland
HowdidMandelahelpEliasafterhecametopower?
2.Readinganddoingexercises
ReadthepassageagainanddotheexerciseonPage38.
3.Task(atextdialogue)
NowwehavefinishedthestoryaboutElias.Nextwearegoingtodoagroupactivity.Wewilldoitingroupsoffour.SupposeoneofyouisEliasandworksasatourguideonRobbenIsland.TheotherthreeofyouaretouristswhoareveryinterestedintheislandandMandela’slifeandaskingthetourguidethefollowingquestions.Eliasmustanswerthem.
Tourist:HowdidyougettoknowNelsonMandela?
Elias:Itwasin1950.IwasworkingasaminerinJohannesburgbutIhadn’tapassbooktolivethere.SoIwenttoMandela’slawfirmtoaskforadvice.
Tourist:CanyouexplaintomesomeofNelsonMandela’spoliticalideasorbeliefs?
Elias:Yes.Hefoundthatweblackpeoplewerenottreatedasequallyasthewhitepeopleandhewouldfightforourrights.However,hesaidthatweshouldfightinapeacefulway.Onlywhenthiswasnotalloweddidwedecidetoanswerviolencewithviolence.
Tourist:Howdidhehelpyouthroughyourlife?
Elias:First,hehelpedmetogetthecorrectpaperstostayinJohannesburgandkeepmyjobasImentionedabove.ThenhetaughtmetoreadandwritewhenIwasinprison.Thisisveryimportanttomebecauseitenablesmetogetmorejobopportunities.Laterhegavememypresentjob.
Tourist:WhatwaslifelikeonRobbenIsland?
Elias:Miserableandcruel.Theguardsandsoldierstreatedusbadly,beatusviolentlyfornoreasonsandinsultedusindifferentways.
Tourist:HowdidyoumanagetostudyonRobbenIsland?
Elias:Westudiedduringthelunchbreaksandtheeveningswhenweshouldhaveasleep.Wereadbooksunderourblanketsandusedanythingwecouldfindtomakecandlestoseethewords.
Tourist:Whatkindsofjobhaveyoueverdone?
Elias:Aminer,anofficeworkerandnowatourguide.
Tourist:Whatdoyouthinkofyourpresentjob?
Elias:Ilikeitverymuch.AndIamproudtoshowvisitorsovertheprison,forIhelpedtomakeourpeoplefreeinourownland.

III.Guidedwriting
1.Preparationforwriting
ImaginenowMrMandelaisinprison.YouaregoingtowritealettertothePresidentofSouthAfricaaskinghimtofreeNelsonMandela.Doyouremembertheformatofaletter?Whatshouldbethemaincontentofthisletter?(ThereasonsforfreeingMandela)Howwouldyoutrytopersuadethepresident?(Youmustmakeyourreasonspersuasive.)
2.Writingaletter
ReadtheinformationaboutMandela.Discusswithyourpartnerandcollectideasfortheletter
Writerdowntheideasandputthemintoagoodandlogicalorder.
Writetheletter.
IV.Furtherapplying
1.Findinginformation
GotothelibrarytoreadorgetonlinetosearchformoreinformationonNelsonMandela.Takenotesofyourfindinganddoanoralpresentationnextperiod.
2.Writingadescription
WriteadescriptionofNelsonMandelausingtheinformationyouhavefound.
V.Closingdownbysharing
Shareyourletterwithyourpartnersandmakenecessarychanges.
Shareyourletterwiththeclassbyreadingitaloud.

Part2:Teachingresources（第二部分：教學(xué)資源）

Section1:AtextstructureanalysisofELIAS’STORY
I.Typeofwritingandsummaryoftheidea
TypeofwritingThisisapieceofnarrativewriting.
Mainideaofthepassage
EliasdescribeshowNelsonMandelahelpedtheblackpeoplethroughhisownexperience
Topicsentenceof1stparagraphThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
Topicsentenceof2ndparagraphSadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.
Topicsentenceof3rdparagraphThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdayofmylife.
Topicsentenceof4thparagraphThelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall.
Topicsentenceof5thparagraphWefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed…onlythendidwedecidetoanswerviolencewithviolence.
II.Atreediagram
(withkeywordsofeachparagraphplacedineachbox)

III.Aretoldpassageofthetext
EliasisablackworkerinSouthAfrica.Hisfamilywassopoorthathehadtodropoutofschoolattheageofeight.Lateron,hewasabletoworkasagoldminerinJohannesburg.Butashehadn’tgotapassbookwhichwasrequiredifonewantedtoliveinJohannesburg.Hewasworriedaboutbeingdismissed.However,hewasluckyenoughtogetsomehelpfromNelsonMandelaandmanagedtogetthecorrectpapers.Afterthat,hebegantoknowmoreMandelaandhispoliticalideas.HeagreedwithMandela’sviewsontheunfairlawsagainsttheblackpeopleandhisideaaboutpeacefulfighting.HealsoknewthatallMandelawantedtodowastofightforequalrightsfortheblackpeople.Sohesupportedhimheartandsoul.
Section2:BackgroundinformationonNelsonMandelaandothers
I.NelsonMandela
NelsonRolihlahlaMandela,(born18July1918),beforebecomingPresidentofSouthAfrica,wasoneofitschiefanti-apartheidactivists,andwasalsoananti-apartheidsaboteur.Heisnowalmostuniversallyconsideredtobeaheroicfreedomfighter.HespenthischildhoodintheThembuchiefdombeforeembarkingonacareerinlaw.
ThenameMadibaisanhonorarytitleadoptedbyoldermalemembersofMandelasclan;however,inSouthAfricathetitleissynonymouswithNelsonMandela.
II.CourtroomquotesbyNelsonMandela
“IhavefoughtagainstwhitedominationandIhavefoughtagainstblackdomination.Ihavecherishedtheidealofademocraticandfreesocietyinwhichallpersonslivetogetherinharmonyandwithequalopportunities.ItisanidealwhichIhopetoliveforandtoachieve.Butifneedsbe,itisanidealforwhichIampreparedtodie.”
“WhyisitthatinthiscourtroomIamfacingawhitemagistrate,confrontedbyawhiteprosecutor,escortedbywhiteorderlies?Cananybodyhonestlyandseriouslysuggestthatinthistypeofatmospherethescalesofjusticeareevenlybalanced?WhyisitthatnoAfricaninthehistoryofthiscountryhaseverhadthehonorofbeingtriedbyhisownkind,byhisownfleshandblood?...Iamablackmaninawhiteman’scourt.Thisshouldnotbe.”(Finlayson84).
“Outoftheexperienceofanextraordinaryhumandisasterthatlastedtoolong,mustbebornasocietyofwhichallhumanitywillbeproud...Wehave,atlast,achievedourpoliticalemancipation.Wepledgeourselvestoliberateallourpeoplefromthecontinuingbondageofpoverty,deprivation,suffering,gender,andotherdiscrimination.Never,never,andneveragainshallitbethatthisbeautifullandwillagainexperiencetheoppressionofonebyanother...Thesunshallneversetonsogloriousahumanachievement.”

III.ANCandANCYouthLeague
TheANCisanationalliberationmovement.Itwasformedin1912tounitetheAfricanpeopleandspearheadthestruggleforfundamentalpolitical,socialandeconomicchange.ForninedecadestheANChasledthestruggleagainstracismandoppression,organisingmassstudentsresistance,mobilisingtheinternationalcommunityandtakingupthearmedstruggleagainstapartheid.MembershipoftheANCisopentoallSouthAfricansabovetheageof18years,irrespectiveofrace,colourandcreed,whoacceptitsprinciples,policiesandprogrammes.
TheANCYouthLeaguewasfoundedin1944.Theleaguepropagated“Africanism”anditsmottowas“Africa’scausemusttriumph.”Itwasradicalandmilitant.Themembersofitrejectedtheideaof“foreign”leadershipandarguedthatblackAfricansmustprovidetheirownleadershipandrelyuponthemselves.
Section3:Wordsandexpressions
I.Wordsforwarmingup
quality
n.somethingtypicalofapersonormaterial:Kindnessishisbestquality.Sheshowsqualitiesofleadership.
willing
adj.ready(todosth.):Areyouwillingtohelp?
active
adj.ableorreadytotakeaction:Althoughheisover70;heisstillactive.Anactivememberoftheclubissuretoattendeverymeeting.
loseheart灰心，喪失信心Iusedtoworkinthegardeneveryweek.ButIlostheartwhenalltheplantsdied.Don’tloseheart;youstillhavemorechances.
loseone’sheart愛上，喜歡上Shelostherhearttohimassoonasshesawthehandsomesoldier.
troublen.麻煩：introuble有麻煩，處于困境中；getintotrouble陷入困境；maketrouble制造麻煩；askfortrouble自找麻煩；havetrouble(in)doingsth.做某事有困難
II.WordsforReading
advise
v.totellwhatonethinksshouldbedone：advisesth.;advisedoingsth.;advisesb.todosth.;advisethatsb.(should)dosth.;Iadvisewaitinguntiltheteachercomes.Thedoctoradvisedaweek’srest/takingaweek’srest.Iadvised(him)thatheshouldtakearest.Iadvisedhimnottodrive/againstdriving.Whatdoyouadvisemetodo?
advice
n.opiniongivenbyonepersontoanotheronhowthatothershouldbehaveoract:givesomeadvicetosb.;fivesb.someadvice;followsb’sadvice
continue
vicontinue(with)sth.;goondoingsth./withsth./todosth.Thesportsmeetcontinuedfor3days.Hecontinuedtostudy/studyingasifnothinghadhappened.Wemustcontinueourjourneyuntilwefindwater.
worry
n.bbeworriedabout…;Youdon’thavetoworryaboutyourhealthifyoukeepabalanceddiet.Ourparentsmustbeworryingbecausewearecomingbacklate.Hersickstudentsworriedme.Whathesaidaddedtoherworries.
stage
n.aperiodainacourseofevents;theraisedflooronwhichplaysareperformedinatheater:stagedirection;stagedirector;putsb.onthestage;atanearlystageinourhistory
vote
v.anactofmakingachoiceordecisiononamatterbymeansofvoting:votefor/againstsb.MoststudentsvotedforJimastheythoughthimcapableandhonest.Mostpeoplevotedagainsttheformerleaderbecauseofrumorabouthim.IgavemyvotetoLiGao.Thenewleaderwaselectedthroughasecretvote.
position
n.theplacewheresomeoneorsomethingisorshouldbe;aparticularplaceorrankinagroup:WhatIknowabouthimwasthatheisinahighpositioninthecompany.Canyoutellmethepositionofyourcityonthemap?
accept
v.totakesomethingofferedwillingly
receive
v.toget:IreceivedsomerosesfromJackonValentines’DaybutIdidn’tacceptthem.Haveyouacceptedthejobtheyofferedyou?Hereceivedmanypresentsonhisbirthday.
violence
n.useifbodilyforcetohurtorharm;verygreatforceinactionorfeeling
violent
adj.Violenceinthemediahasinfluencedteenagersalot.
asamatteroffact:infact;actually:Asamatteroffact,hediscoverthetruthquitebyaccident.Asamatteroffact,IfeltextremelynervouswhenIwasgivingthespeech.
blow
v.blowup:blowupthebuilding/bridge/dam;blowupthetire;blowoff;blowout
prison
n.aplacewherecriminalsarekeptlockedupasapunishment
prisoner
n.apersonkeptinaprisonforsomecrimeorwhilewaitingtobetired.
putinprison:Ifyoucontinuedoingthosekindsofthings,youwillendupinprison.Theywereputinprisonforblowingupthegovernmentbuilding.
equal
adj.thesameinsize;number;value;rank;etc.;havingenoughstrength;ability;etc.:Allmenwerebornequal.Cutthecakesintothreeequalpieces.Womendemandequalpayforequalwork.Billisequaltothejobofrunningtheoffice.n.personwhoisequal(toanotherortooneself):Theteacherispopularbecausehetreatsthechildrenashisequals.
III.WordsforUsingLanguage
imagine
v.toform(apictureoridea)inmind:imaginesth.;imaginedoingsth.;imaginesb.doingsth.;imaginethat…;Canyouimaginelifewithoutelectricity?IcannotimagineLilycookingdinnerfortwentypeople?YoucannotimaginewhatlifewaslikeonRobbenIsland.
power
n.politicalpower;superpower;cometo/intopower;inpower
terror
n.(terribleadj.terroristn.terrorismn.)Shetrembledwithterrorwhenthethiefpointedaknifeather.Shescreamedwithterroronhearingtheexplosion.Themurdercasewasaterrortoeverybodyinthesmalltown.
fear
n.tobeafraid:fearsth;feartodosth;fearthat…;forfearthat…;forfearof
escape
v.getout;theactofescaping:anarrowescape;fireescape;escapedeathpunishment/beingpunished;escapefromprison/reality;escapeoutofaburningbuilding.Thebirdhasescapedfromthecage.Thebirdhasescapedbeingshot.
degree
n.HepassedtheexamandfinallygothisMaster’sdegree.Thetemperaturetodayistwodegreeshotterthanyesterday.
reward
n.(sth.givenorgainedas)returnforworkorservice:Thepoliceareofferingarewardforinformationabouttherobbery.v.togivearewardto:Herewardedtheboyforbringbackthedog.
sentence
n.apunishmentforacriminalfoundguiltyincourt:Thesentencewastenyearsinprison.aheavysentence;alifesentence;underthesentenceofdeath;serveone’ssentencev.togiveapunishmentto:Hewassentencedtothreeyearsinprison.besentencedtodeath;besentencedforthief

Unit 5 Nelson Mandela—a modern hero教案

一名愛崗敬業(yè)的教師要充分考慮學(xué)生的理解性，作為高中教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以讓學(xué)生能夠在課堂積極的參與互動，幫助高中教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。優(yōu)秀有創(chuàng)意的高中教案要怎樣寫呢？以下是小編收集整理的“Unit 5 Nelson Mandela—a modern hero教案”，歡迎閱讀，希望您能閱讀并收藏。

Unit5NelsonMandela—amodernhero
單元規(guī)則
本單元的中心話題是當代英雄納爾遜?曼德拉(NelsonMandela—amodernhero)，閱讀、聽力等所選材料通過黑人工人Elias的敘述，主要介紹了納爾遜?曼德拉的生平事跡，語言知識和語言技能等都是圍繞這一中心話題展開的。通過對這一話題的探討，旨在使學(xué)生了解納爾遜?曼德拉的生平事跡，認識偉人所應(yīng)具備的優(yōu)秀品質(zhì)，向他們學(xué)習(xí)，以提高自身的素質(zhì)。
為了圍繞中心話題開展聽、說、讀、寫活動，本單元安排了八個部分：“熱身(WarmingUp)”“讀前(Pre-reading)”“閱讀(Reading)”“理解(Comprehending)”“語言學(xué)習(xí)(LearningaboutLanguage)”“語言運用(UsingLanguage)”“小結(jié)(SummingUp)”和“學(xué)習(xí)建議(LearningTip)”。
“熱身(WarmingUp)”部分利用問題的形式，要求學(xué)生分組進行活動，討論偉人應(yīng)具有的品質(zhì)，引導(dǎo)他們注意提高自身的素質(zhì)。
“讀前(Pre-reading)”部分以表格的形式提供了一些重要的歷史人物，要求學(xué)生讀懂每個人的基本情況，并分成兩人小組討論，判斷他們中誰能稱得上是偉人，誰僅僅是重要的人物，并說出理由。從學(xué)生的生活經(jīng)驗和興趣出發(fā)，讓學(xué)生用英語闡述自己的觀點，目的是培養(yǎng)他們的觀察能力和語言表達能力，引起他們對閱讀文章的思考，為下面的閱讀作好充分的準備。
“閱讀(Reading)”部分Elias以第一人稱向我們講述了南非黑人所受到的不公正待遇以及他們爭取種族平等的斗爭情況，介紹了1952~1963年期間的曼德拉，從側(cè)面向?qū)W生展示了他的高貴品質(zhì)。由于學(xué)生在學(xué)習(xí)“讀前(Pre-reading)”部分時已對曼德拉有了初步的了解，可先讓學(xué)生列出他們感興趣的問題或想了解的信息，然后在閱讀過程中，嘗試找出答案。（若某些問題在課文中未能涉及，可讓學(xué)生去圖書館或網(wǎng)上搜索有關(guān)資料。）同時，還可讓學(xué)生找出課文中的定語從句以及其先行詞和引導(dǎo)詞，以便更好地掌握定語從句的用法。閱讀完課文，還可讓學(xué)生用一句話歸納全文或各段落的中心內(nèi)容，文章的主題有利于培養(yǎng)學(xué)生堅強的意志，樹立正確的人生觀和世界觀。
“理解(Comprehending)”部分設(shè)計了四個題目，目的是使學(xué)生在閱讀的基礎(chǔ)上整體理解課文。第一題為是非判斷題，幫助學(xué)生逐步加深對課文的理解；第二題為回答問題；第三題為信息采集題，考查了學(xué)生的細節(jié)理解能力；第四題要求學(xué)生討論并用自己的話解釋曼德拉的語錄，考查學(xué)生對長句、難句的理解。
“語言學(xué)習(xí)(LearningaboutLanguage)”部分突出了詞匯和語法的學(xué)習(xí)與訓(xùn)練。詞匯部分提供了三個題目：第一題要求學(xué)生在課文中找出與所給意思相同的單詞；第二題要求學(xué)生用正確的后綴來構(gòu)成新的單詞；第三題要求用所給的單詞填空來完成段落。本單元的語法是when,where,why,介詞+which，介詞+whom引導(dǎo)的定語從句。設(shè)計的練習(xí)緊密聯(lián)系課文，能加深學(xué)生對文章的理解。
“語言運用(UsingLanguage)”部分分為“聽力(Listening)”“閱讀和討論(Readinganddiscussing)”和“說和寫(Speakingandwriting)”三個方面的內(nèi)容?！奥犃?Listening)”部分，Elias講述了他為了爭取與白人有平等的權(quán)利而參加了曼德拉的非洲國民大會青年聯(lián)盟，材料內(nèi)容是閱讀課文內(nèi)容的延續(xù)，練習(xí)包括四個項目：第一題要求學(xué)生在聽前討論問題：WhatthingsdoyouthinkwereunfairinSouthAfrica?；第二題要求寫出大意；第三題要求填表比較當時白人和黑人的生活和工作情況；第四題討論的兩個問題是開放性題目，有利于培養(yǎng)學(xué)生用英語進行總結(jié)概括自己思想的能力。“閱讀和討論(Readinganddiscussing)”部分也是本單元主要閱讀篇章故事的延續(xù)，Elias談到他在羅本島監(jiān)獄得到了曼德拉的幫助，在非國大（ANC）掌權(quán)后他又回到羅本島監(jiān)獄擔任導(dǎo)游。學(xué)生可從中了解南非黑人當時的生活狀況以及他們不平等的社會地位，發(fā)現(xiàn)曼德拉的偉大之處。該部分提出的一些問題有利于培養(yǎng)學(xué)生獨立思考的能力和人文精神。“說和寫（Speakingandwriting）”部分要求學(xué)生在前兩部分的基礎(chǔ)上，為曼德拉寫生平簡介或者寫一篇短文談?wù)剬β吕目捶?。為了讓學(xué)生完成寫作任務(wù)，教材又提供了曼德拉的生平履歷表，讓學(xué)生對曼德拉有了一個更完整的認識。目的是訓(xùn)練學(xué)生選取和組織材料，寫出具有說服力的短文，這有助于提高他們的語言概括能力。
“小結(jié)(SummingUp)”部分是單元學(xué)習(xí)的檢查和反饋，要求學(xué)生自我歸納本單元所學(xué)的語言知識以及從曼德拉身上所學(xué)到的高貴品質(zhì)。
“學(xué)習(xí)建議(LearningTip)”部分指導(dǎo)學(xué)生收集、選擇和分析有關(guān)名人的材料，了解人們對這些名人的評論和看法，以學(xué)會正確地評價人物。同時指導(dǎo)學(xué)生進一步提升閱讀這類文章的技能和技巧。
此外，在整個單元的教學(xué)中，要始終注意培養(yǎng)學(xué)生的認知策略，引導(dǎo)他們進一步了解史實和事件，加深對種族及種族歧視、不同國家不同歷史年代人物與事件的認識和理解。一方面，鼓勵學(xué)生在課外利用網(wǎng)絡(luò)和圖書館搜集有關(guān)資料，善于獲得和充分利用網(wǎng)絡(luò)資源；另一方面，著重培養(yǎng)學(xué)生的情感策略，激勵學(xué)生熱愛和平、自由、民主、平等、守法，鼓勵他們積極上進，奮斗創(chuàng)新。
知識目標：
本單元需要學(xué)習(xí)的重點單詞為：heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalblanketdegreeguardeducatedterrorfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerely
本單元需要學(xué)習(xí)的重點詞組為：loseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inprisoncometopowersetupbesentencedto
本單元需要學(xué)習(xí)的重點句型為：
1.Areyouwillingtodopublicserviceworkwithoutpay?(bewillingtodo...)
2.ThetimewhenIfirstmethimwasaverydifficultperiodofmylife.(theAttributiveClause)
3.Itisadoctor’sjobtoadvisepatientsonhealthproblems.(Itis+n./adj.todo...)
4.Aftergettingup,healwaysdrinksaglassofwater,whichhebelievesisgoodforhishealth.(theAttributiveClause)
5.Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.(theAttributiveClause)
6.Onlythendidwedecidetoanswerviolencewithviolence.(Inversion)
7.TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.(theAttributiveClause)
8.Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople.(theAttributiveClause;thepastparticipleusedasattribute)
9.Beforehecametopower,hewasonceputinprisonforyears.(sb.beputinprisonforaperiodoftime)
10.Hewassentencedtothreeyearsinprisonforstealing.(sb.besentencedto...inprison)
11.Hetaughtusduringthelunchbreaksandtheeveningswhenweshouldhavebeenasleep.(theAttributiveClause;shouldhavedone)
本單元需要掌握的交際功能用語為：
1.發(fā)表意見(Givingopinions)
Whydoyouthinkso?
Whatdoyouthinkof...?
What’syouropinion?
Iagree/don’tagree.
Ithink/don’tthink...
Iprefer...
Inmyopinion...
I’mafraid...
2.評論(Makingcomments)
Goodidea!That’sanexcellentidea.
本單元需要掌握的語法為：定語從句（Ⅱ）（由where,when,why,介詞+which,介詞+whom引導(dǎo)的定語從句）
TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.
ThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
...wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.
ThepersontowhomyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela.
能力目標：
1.能聽懂人物和事件以及它們的關(guān)系，抓住所聽語段中的關(guān)鍵詞，正確理解話語間的邏輯關(guān)系。
2.能恰當?shù)厥褂肐think.../Idon’tthink.../Inmyopinion.../That’sanexcellentidea等功能用語對英雄或偉人的品質(zhì)發(fā)表意見，進行討論。
3.能使用不同的閱讀策略（比如根據(jù)上下文猜測詞義、根據(jù)已有線索預(yù)測故事發(fā)展、迅速地從閱讀材料中獲取主要信息等），通過不同渠道（比如報刊、音像、網(wǎng)絡(luò)等）了解更多偉人的情況。
4.能用恰當?shù)恼Z言簡單地描述人物，并簡單地表達自己的意見。
情感目標：
了解NelsonMandela的生平事跡，認識偉人所應(yīng)具備的優(yōu)秀品質(zhì)，學(xué)習(xí)他們在艱苦的環(huán)境下為人類作貢獻、不追求享樂的高尚精神，以提高自身素質(zhì)。

課時安排
Thisunitisconcernedwithteachingstudentsaboutwhatmakesagreatperson.Ittellsstudentsthedifferencesbetweenafamousorrichpersonandagreatone.ItalsotellssomethingaboutNelsonMandela.HewaschosenastheexampleofamoderngreatmanbecauseofhisfightforfairnessinSouthAfricaandhisfar-sightedandgenerousideastothosewhitepeoplewhowereagainsthim.HisideaonhowtoresolveconflictscanbefoundintheteachingsofGandhi,whichheputintopractice.Aftermanyyears’hardstrugglehehelpedhispeoplegetthesamerightsaswhitepeopleinhiscountry.Afterstudyingthisunit,studentsareexpectedtocometobetrulyawareofthequalitiesofagreatpersonandknowaboutthelivesofsomegreatpeople.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintosevenperiodsasfollows:
Period1:WarmingupandReading
Period2:
Importantlanguagepoints
Period3:
Grammar:theAttributiveClause(Ⅱ)
Period4:
ListeningandTalking
Period5:
ExtensiveReadingandSpeaking
Period6:
WritingandWritingTask
Period7:
Revision(SummingupandLearningtip)
Period1WarmingupandReading
整體設(shè)計
從容說課
Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyshowingstudentssomepicturesoffamousorgreatpersonsandtalkingaboutthem.
AstoWarmingUp,studentsmayhaveadiscussionofthetwoquestionsingroups.Thispartshouldencouragethestudentstothinkwhatqualitiestheyhave.ItcanbeusedasanexerciseonitsownorcanbecontinuedintothePre-readingsection.Afterdiscussion,theteachercanhelpthestudentstosumupthequalitiesagreatpersonshouldhave.
Pre-readingisakeypartoftheunit.Itisimportantbecauseitiswherethestudentsexaminethedifferencebetweenafamousandagreatpersonandthinkofthequalitiesthatareneededtomakeagreatperson.Theteachercanfirstcollectfromthestudentsalistoffiveorsixqualitiesthattheythinkgreatpersonshave.Thenaskthestudentstoreadtheinformationofeachofthesixpersons,discussinpairswhatqualitiesmakeagreatpersonandfindoutwhetherheisagreatpersonornot.
ThereadingpassagetitledElias’StoryistointroducestudentstothequalitiesandabilitiesthatmakeNelsonMandelasuchaninterestingpersontostudy.Notonlywasheabletoinspiremanytofollowhimdespitemanydifficultiesbuthebecameaninternationalsymbolforfairnessandjustice.ManypeopleintheworldweresoinspiredbyhimthattheyfollowedtheANCcallforaboycottofSouthAfricangoodssentabroadforexport.ItwashopedthateconomicpressurefromabroadwouldhelptochangethepoliticalsystemandmakelifefairerforallinSouthAfrica.ButitwastheblackpeopleofSouthAfricawhohadtoputthegreatestpressureonthegovernmenttomakechanges.Thestoryistoldfromtheirpointofview.EliastellsthestorysothatstudentsdonotlosesightoftheproblemsthatsomanyblackpeoplehadtofaceinSouthAfricabeforeblackmajorityrule.ThepartsinquotationmarksarethewordsspokenbyNelsonMandelaathistrialinRivonia(1963)toexplainhisattitudetoviolenceandjustifyhisactions.ThiswasanimportantspeechbecauseithelpedothercountriesunderstandthesituationinSouthAfricaforblackpeople.ItgavethemreasonsforputtingpressureonSouthAfricatochangetheirpolicies.Ittookaverylongtime(tillthe1990s)beforethesituationimprovedandSouthAfricahadthevoteforeveryoneandablackgovernmentledbyNelsonMandela—ablackman.Theteachercanfirstgetthestudentstoskimfortopicsentencesofeachparagraphandgeneralidea,andthenscanforfurtherunderstanding.Becausetherearetoomanynewwordsinthereadingpassage,inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithanylanguageproblemswhiletheyarereading.Afterreadingthetext,haveaclassdiscussionandplayaninterviewgameforthestudentstounderstandmoreaboutthetext.
Toconsolidatethecontentsofthereadingpassage,thestudentsshouldberequiredtoretellthepassageintheirownwordsattheendoftheclass.Inordertoarousethestudents’interest,theteachercanholdacompetitionbetweengroups.
教具重點
1.Getthestudentstoknowaboutthequalitiesagreatpersonshouldhave.
2.GetthestudentstolearnaboutNelsonMandela.
3.Getthestudentstolearndifferentreadingskills.
教學(xué)難點
1.Developthestudents’readingability.
2.Enablethestudentstolearnhowtogivetheiropinions.
教學(xué)方法
1.Task-basedteachingandlearning
2.Cooperativelearning
3.Discussion
教具準備
Themulti-mediaandothernormalteachingtools
三維目標
Knowledgeaims:
1.Getthestudentstolearnthefollowingusefulnewwordsandexpressionsinthispassage:heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiod?lawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalloseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inprison
2.Getthestudentstoknowthequalitiesofagreatperson.
3.GetthestudentstolearnaboutNelsonMandela.
Abilityaims:
1.Developthestudentsreadingabilityandletthemlearndifferentreadingskills.
2.Enablethestudentstolearnhowtogivetheiropinions.
Emotionalaims:
1.Getthestudentstolearnnoblequalitiesfromgreatpersons.
2.GetthestudentstolearnfromNelsonMandelatodeveloptheirmoralqualities.
教學(xué)過程
設(shè)計方案（一）
→Step1Warmingup
Discussthefollowingquestionstoleadinthetopic:thequalitiesagreatpersonshouldhave.
1.Whentalkingaboutaperson,whatadjectivescanyouthinkoftodescribehisorherqualities?
2.Whatkindofapersonareyou?Doyouthinkyouhavethequalitiestobeagreatperson?
3.Whatarethequalitiesyoushouldfindinagreatperson?
Askthestudentsfirsttobrainstormthequestions,thentodescribethemselves.TellthemtheadjectivesintheboxinthepartWarmingUponPage33willhelpthemfindoutwhatqualitiestheyhave.Finallyhaveadiscussionwiththewholeclassandhelpthemtosumupthequalitiesthatagreatpersonshouldhave.
Suggestedanswers:
1.Adjectivesfordescribingaperson: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.Agreatpersonshouldbedetermined,hard-working,unselfish,andgenerous.Heshouldfollowhisideasandneverloseheartwhenheisintrouble.Heusuallygivesupsomethingtoachievehisgoals.Heshouldbewillingtodopublicserviceworkwithoutpay,beactiveinsocialactivities,getsonwellwithothers,andhelpothers,etc.
→Step1Pre-reading
1.Lookingandanswering
LookatthesixpeopleinthepartPre-readingandanswerthefollowingquestions.
1)Canyourecognizethem?Whoarethey?
2)Doyouthinktheyareimportantpeople?Whyorwhynot?
3)Doyouthinkallofthemaregreatpeople?
Oneminuteforstudentstothinkthemover.Thencheckwiththewholeclass.
Suggestedanswers:
2)Yes,theyare,becausetheyhavedonesomethingreallyimportanttobenefitacountryortheworld.
3)No,Ithinknotallofthemaregreatpeople.
2.Discussingandspeaking
Studentsreadtheinformationofeachofthesixpersons,discussinpairswhatqualitiesmakeagreatpersonandfindoutwhetherheisagreatpersonornot.
Whentheyarediscussing,remindthestudentstousethefollowingexpressionsforgivingandaskingforopinions:?
Ithink/Idon’tthink...;inmyopinion;I’mafraid...;Iagree/Idon’tagree...;Iprefer...;What’syouropinion?Whydoyouthinkso?Whatdoyouthinkof...?
Severalminuteslater,asksomepairstoactouttheirdialogues.
Asampledialogue:
A:Whatqualitiesdoyouthinkmakeagreatman?
B:Inmyopinion,agreatmanisonewhohasfollowedhisorherideasandsacrificedsomethingsothattheycouldberealized.
A:Whatisthedifferencebetweenafamouspersonandagreatperson?
B:Afamouspersonmaybewell-knownbutifheorshehasnotgonethroughstrugglesanddifficultiesfortheirnoblecause,theycannotbecalledagreatperson.
A:DoyouthinkWilliamTidalisagreatperson?
B:Yes.Ithinkso.HehadastrongbeliefthatallpeopleshouldbeabletoreadtheBibleforthemselves.SohetranslatedandprinteditintoEnglishalthoughhewasnotallowedtodoso.Andlaterhediedforhiswork.
A:Iagree.WilliamTyndalewentthroughalotofstrugglesanddifficultiesandevensacrificedhislifetorealizehisdream.HeisagreatpersonthateverybodywhopicksuptheBiblemustthinkof.Now,let’scometoNormanBethune.Whatdoyouthinkofhim?
B:...
→Step3While-reading
1.Lead-inandguessing
Tellthestudents:Sofarwehavetalkedalotaboutgreatpersons.Doyouwanttoknowmoreaboutthemandlearnfromthem?Well,wearegoingtoreadaboutNelsonMandela,agreatleaderwhofightsfortherightsoftheblackpeopleandisconsideredasamodernhero.NowopenyourbookstoPage34andreadthetitleofthetext.Canyouguesswhatkindofwritingthetextis?
(Astoryisusuallyapieceofnarrativewriting.)
2.Skimmingfortopicsentencesandgeneralidea
Givethestudentsthreeminutes,askthemtoreadthetextfastandthenfillintheform.
TopicsentenceofParagraph1
TopicsentenceofParagraph2
TopicsentenceofParagraph3
TopicsentenceofParagraph4
TopicsentenceofParagraph5
Mainideaofthepassage

Severalminuteslater,checktheanswerswiththewholeclass.
Suggestedanswers:

TopicsentenceofParagraph1ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
TopicsentenceofParagraph2SadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.
TopicsentenceofParagraph3ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdayofmylife.
TopicsentenceofParagraph4Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall.
TopicsentenceofParagraph5Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence.
MainideaofthepassageEliasdescribeshowNelsonMandelahelpedtheblackpeoplethroughhisownexperience
3.Scanningfordetailinformation
1)Givethestudentsfiveminutes,askthemtoreadthetextcarefullytolocateparticularinformationandthendoExercise1andExercise2inthepartComprehending.
2)Choosethebestansweraccordingtothetext.
(1)WhatdisadvantagesdidEliashaveinfindingajob?
A.HehelpedNelsonMandelablowupthegovernmentbuildings.
B.Hehadpooreducation.
C.Hewasveryyoung.
D.Hedidn’twanttoliveinJohannesburg.
(2)WhenwasEliasborn?
A.In1952.B.In1940.C.In1964.D.In1920.
(3)Whichofthefollowingstatementsisnotthepurposeofthewriterinwritingthepassage?
A.TotellushowgreatNelsonMandelawas.
B.Toletusknowwhytheyhadtofightforhumanrightswithviolence.
C.Totellusaninterestingstory.
D.ToletusknowthelivingsituationoftheblacksinSouthAfricaatthattime.
(4)Itcanbeinferredfromthepassagethat______________.
A.NelsonMandelahelpedEliastokeephisjob
B.Eliaswashappytoblowupthegovernmentbuildings
C.EliasmetNelsonMandelaatschool
D.thegovernmentwashappywithNelsonMandelaandtheANC
Severalminuteslater,checktheanswerswiththewholeclass.
Suggestedanswers:(1)B(2)B(3)C(4)A
4.Furtherunderstanding
Givethestudentsanotherseveralminutestodiscussthefollowingquestions.Iftheyarenotsureabouttheanswers,theycanreadthetextagain.Encouragethemtoreadthetextwiththequestionsinmindandtrytofindouttheanswers.
1)WhatdisadvantagesdidEliashaveinfindingajob?
2)Howdidthewhitepeoplestoptheblackpeoplefrombeingtreatedfairly?
3)HowdidthenewgovernmentinSouthAfricatreatthewhitepeople?
4)WhydidEliassupportMandela?
5)Whydidhesupportviolencewhenhedidnotagreewithit?
Theteachercanjoininstudents’discussionoraskthemtoanswerthequestionsindividuallyandthencheckwiththewholeclass.
Suggestedanswers:
1)Pooreducation;nopermittoliveinJohannesburg.
2)Throughunfairlaws.
3)Theytreatedthewhitepeopleaswellastheblackpeople.
4)Therearethreereasons:Firstly,MandelaoncehelpedhimandheconsideredMandelakindandgenerous.Secondly,heagreedwithMandela’spoliticalideas.Forexample,heagreedwithhisexplanationofhowtheblackpeoplewerenottreatedfairly.Healsosidedwithhimonhisviewofpeacefulfighting.Thirdly,heknewthatwhatMandelafoughtforwastomakeblackandwhitepeopleequal.
5)Becausetheirattempttoattackthelawinapeacefulwayfailed.Theyhadtoanswerviolencewithviolence.
5.Languageproblems
Whilecheckingtheanswerswiththewholeclass,askstudentstofindthenewwords,phrasesandstructuresthattheyfindmostdifficult,helpthemtounderstandanddealwithanylanguageproblems.
6.Readingaloudtotherecording
Playthetapeofthetextforthestudentstolistenandfollow.Thenaskthemtoreadthetextaloud.
→Step4After-reading
1.Discussingandanswering
Givethestudentsseveralminutestodiscussthefollowingquestionsandthenaskthemtoanswerthem.
1)Doyouthinkitisfairtotreatothersbadlyforthingstheycannotchange,likethecolorsofskinoreyesortheraceonebelongsto?Giveareason.
2)WhatdoyoulearnaboutNelsonMandelafromElias’Story?
3)DoyoulikethewayEliastellshisstory?Giveareason.
Severalminuteslater,discussandchecktheanswerswiththewholeclass.
Suggestedanswers:
1)No,becausethereisnothingonecandotochangeorimprovethesituation.
2)IknowthatMandelaisagreatleaderwhofoughtforequalrightsfortheblackpeopleallthroughhislife.HeorganizedtheANCYouthLeaguewhichfoughtagainstthegovernment.Heisinfavorofpeacefulfighting.Heiskind,helpful,generous,brave,anddetermined.
3)(Variousanswersarepossible.)IlikethewayEliastellsthestory.Eliasisablackworkerwithonlyalittleeducation,soheusessomesimpleandshortsentencestodescribehisexperiencesandhiscontactwithMandela,andthusmakesthewholestorymorereal-likeandclosetothereaders.ThequotedspeechinthestoryobjectivelyrevealsMandela’spoliticalviewsthroughwhichsomeaspectsofMandela’squalitiesareshownclearly.
2.Playinganinterviewgame
Askthestudentstodoaninterviewinpairs.Supposeoneisajournalist,andtheotherisElias.AjournalistisinterviewingEliaswiththefollowingquestions.
1)WhendidyoufirstmeetMandela?
2)Canyoutellmemoreabouthowhehelpedyou?
3)Canyoutellmeabouttheproblemsthattheblackpeoplearefacing?
4)Howdoyoulikehisideaofpeacefulfighting?
5)Whatdoyouthinkofhim?
6)Whatwillyoudotosupporthiminthefuture?
→Step5Consolidation
Givethestudentsseveralminutestoprepare.Thenaskthemtoretellthestoryaccordingtothefollowingclues:Elias’problem;Mandela’shelp;Elias’support.
Sampleretoldpassage:
EliasisablackworkerinSouthAfrica.Hisfamilywassopoorthathehadtodropoutofschoolattheageofeight.Lateron,hewasabletoworkasagoldminerinJohannesburg.Buthehadn’tgotapassbookwhichwasrequiredifonewantedtoliveinJohannesburg.Hewasworriedaboutbeingdismissed.However,hewasluckyenoughtogetsomehelpfromNelsonMandelaandmanagedtogetthecorrectpapers.Afterthat,hebegantoknowmoreMandelaandhispoliticalideas.HeagreedwithMandela’sviewsontheunfairlawsagainsttheblackpeopleandhisideaaboutpeacefulfighting.HealsoknewthatallMandelawantedtodowastofightforequalrightsfortheblackpeople.Sohesupportedhimheartandsoul.

→Step4Homework
1.Finishofftherelatedexercisesinthetextbook.
2.ReadthetextElias’Storyagainandtrytoretellit.
設(shè)計方案（二）
→Step1Warmingup
Discusssomequestionstoleadinthetopic:thequalitiesagreatpersonshouldhave.
1.Whentalkingaboutaperson,whatadjectivescanyouthinkoftodescribehisorherqualities?
2.Whatkindofapersonareyou?Doyouthinkyouhavethequalitiestobeagreatperson?
3.Whatarethequalitiesyoushouldfindinagreatperson?
→Step2Pre-reading
1.Lookingandanswering
LookatthesixpeopleinthepartPre-readingandanswersomequestions.
1)Canyourecognizethem?Whoarethey?
2)Doyouthinktheyareimportantpeople?Whyorwhynot?
3)Doyouthinkallofthemaregreatpeople?
2.Discussingandspeaking
Discussinpairswhatqualitiesmakeagreatpersonandfindoutwhethereachofthesixpersonsisagreatpersonornot.
→Step3While-reading
1.Lead-inandguessing
Tellthestudents:WearegoingtoreadaboutNelsonMandela.Lookatthetitleofthetext.Canyouguesswhatkindofwritingthetextis?
2.Skimmingfortopicsentencesandgeneralidea
3.Scanningfordetailinformation
DoExercise1andExercise2inthepartComprehending.
4.Furtherunderstanding
1)WhatdisadvantagesdidEliashaveinfindingajob?
2)Howdidthewhitepeoplestoptheblackpeoplefrombeingtreatedfairly?
3)HowdidthenewgovernmentinSouthAfricatreatthewhitepeople?
4)WhydidEliassupportMandela?
5)Whydidhesupportviolencewhenhedidnotagreewithit?
5.Languageproblems
Whilecheckingtheanswerswiththewholeclass,dealwithanylanguageproblems.
6.Readingaloudtotherecording
→Step4After-reading
1.Discussingandanswering
1)Doyouthinkitisfairtotreatothersbadlyforthingstheycannotchange,likethecolorsofskinoreyesortheraceonebelongsto?Giveareason.
2)WhatdoyoulearnaboutNelsonMandelafromElias’Story?
3)DoyoulikethewayEliastellshisstory?Giveareason.
2.Playinganinterviewgame
Workinpairs.Supposeoneisajournalist,andtheotherisElias.AjournalistisinterviewingElias.
→Step5Consolidation
AskthestudentstoretellElias’Storyaccordingtothefollowingclues:Elias’problem;Mandela’shelp;Elias’support.
→Step6Homework
1.Finishofftherelatedexercisesinthetextbook.
2.ReadthetextElias’Storyagainandtrytoretellit.

板書設(shè)計
Unit5NelsonMandela—amodernheroElias’Story

TopicsentenceofParagraph1ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
TopicsentenceofParagraph2SadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.
TopicsentenceofParagraph3ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdayofmylife.
TopicsentenceofParagraph4Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall.
TopicsentenceofParagraph5Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence.
MainideaofthepassageEliasdescribeshowNelsonMandelahelpedtheblackpeoplethroughhisownexperience

活動與探究
GotothelibraryorgetonlineandtrytofindoutmoreinformationaboutNelsonMandela,ANCandANCYouthLeague.Takenotesaboutthemsoastoexchangewitheachother.

Unit 5 Nelson Mandela – a modern hero教案

Unit5NelsonMandela–amodernhero

1.quality
(1)[u.c.]質(zhì)，質(zhì)量，品質(zhì)
e.g.Qualityismoreimportantthanquantity.
(2)[c.]性質(zhì)，特性，特點
e.g.Onequalityofwoodisthatitcanburn.
(3)[c.]品德，品性
e.g.Modestyisoneofhisgoodqualities.
注：quality作“品性”講時，經(jīng)常指一個人性格中美好的部分。表示某物“具有……的品性”時用介詞of。

2.warm–hearted
cold–heartedkind-heartedwarm-bloodedcold–blooded

3.mean
(1)adj.吝嗇的，小氣的
bemeanwith/aboutsth.對于……是吝嗇的
(2)adj.（人或其行為）卑鄙的，刻薄的
bemeantosb./sth.
e.g.Theyweremeantome.
(3)adj.熟練的，出色的
e.g.DavidBeckhamisameanfootballplayer.
(4)vt.意思是；意味著表示……的意思；打算；有……目的
meantodosth.meandoingsth.

4.active
(1)積極的
beactiveinsth.在……方面積極的
takeanactivepartinsth.積極參加某事
e.g.Thegovernmenttookactivemeasurestopreventthespreadofthedisease.
(2)（尤指體力上）忙碌的；活躍的
(3)（思想上）充滿活力的，活躍的
e.g.Thatchildhasaveryactiveimagination.

5.devote
bedevotedtosb./sth.
bedevotedtodoingsth.
devotedoneselfto…
to:prep.payattentionto…
Itiswellknowthathedevotedhiswholelifetopromotingworldpeace.（將他的一生奉獻于促進世界和平）(devote,promote)

6.diefor
(1)因……而死
(2)渴望，極想（進行時態(tài)）
e.g.I’mdyingforacupofwater.

7.fight
fight+n.
fightwithsb.
fightagainstsb./sth.
fightforsth.
fightback

8.advice
apieceofadvice
advicesb.(not)todo
advicesb.againstdoingsth.
advicedoing
advicethat-clause(shoulddo)
advicesb.onsth.
advicewh-todo
辨析：
易混詞辨析例句
advice“忠告，建議”為不可數(shù)名詞，表示“提建議”用動詞give或offer。HegavemesomeadviceonhowtoimprovemyEnglish.
suggestion“建議”，可數(shù)名詞，表示“提建議”時用動詞make。Whatsuggestionsdidhemakejustnow?
tip“指點，建議”，往往指內(nèi)部的或?qū)＜倚缘闹笇?dǎo)或告誡。ThefollowingaretipsforInternetsurfers.

9.guidance
under/withtheguidanceofsb.

10.after
after后接doing作賓語時，doing的邏輯主語應(yīng)和句子的主語一致，否則錯誤。
誤：Aftergettingup,thetelephonerang.
正：Afterhegotup,thetelephonerang.
Aftergettingup,hemadethebed.

11.choose
choosechosechosen
choosen.
choosefrom/between
choosesb.as/for
choosesth.forsb.
cannotchoosebuttodo
辨析：
易混詞辨析例句
choose為“選擇”的一般用語，指從較多的人或物中選出。Wechosethisbookasapresentforhim.
select強調(diào)“精挑細選”，有“擇優(yōu)”和“分層次”之意。Hehasbeenselectedfortheteam.
elect意為“選舉”，指重大政治選舉中選出某人擔任某一職務(wù)。Hewasthefirstblacktobeelectedpresident.

12.blowup
(1)炸毀
(2)吹脹，給……充氣
blowaway槍殺；徹底戰(zhàn)勝；使（某人）大為驚訝
blowin不期而至
blowout吹滅，吹熄
blowoff不重視，輕視
blowover吹倒，刮倒

13.equal
(1)beequalto
(2)be/feelequalto(doing)sth.勝任，經(jīng)得起
(3)vt.等于，比得上
e.g.Fourtimesfiveequalstwenty.

14.power
havethepowertodo
takepower;comeintopower
(be)inpower
losepower

15.beg
(1)懇求，乞求
begsb.forsth.
begsth.of/fromsb.
begsb.todosth.
begtodosth.
(2)乞討，討要，行乞
begforsth.
begfromsb.
begsth.fromsb.

Unit 5 Nelson Mandela--- a modern hero教案

一名優(yōu)秀的教師在教學(xué)時都會提前最好準備，作為高中教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動起來，有效的提高課堂的教學(xué)效率。那么，你知道高中教案要怎么寫呢？下面是小編幫大家編輯的《Unit 5 Nelson Mandela--- a modern hero教案》，歡迎您閱讀和收藏，并分享給身邊的朋友！

Unit5NelsonMandela---amodernhero
第一課時：Warming-uptoB.devotes;withC.devoted;toD.devoting;on
14.ThePeople’sRepublicofChinawas____in1949.
A.foundB.foundedC.findD.finding
15.We’re____.Thereisnotimeforargument.
A.inthetroubleB.introublesC.introubleD.inatrouble

第二課時：Reading
預(yù)習(xí)導(dǎo)學(xué)
重點詞匯：
1.____(vt.)獻身-----____(n.)
2._____(n.)和平-----_____(adj.)和平的-----_____(adv.)和平地
3._____(n.)法律-----_____(n.)律師-----_____(adj.)合法的；法定的
4._____(n.)青年-----(adj.)_____青年的；年輕的
5.______(n.)暴力-----_____(adj.)暴力的
6.____(adj.)平等的-----____(adv.)平等地-----_____(n.)平等
7._____(n.)自我-----____(adv.)自私地-----_____(adj.)無私的------_____(adv.)無私地
8._____(n.thatD.which,inwhich
20.Itisoneofthebestbooks_____.
A.thathaveeverbeenwrittenB.thathaseverbeenwritten
C.WhichhavebeenwrittenD.whichhasbeenwritten

反饋檢測
單選選擇
1.Thisistheschool___mylittlebrotherstudiedyearsago.
A.whichB.thatC.whenD.inwhich
2.Thisistheschool___mylittlebrothervisitedlastyear.
A.whichB.whereC.whenD.inwhich
3.Thereason____hegavefornotcomingwasthathismotherdidntallowhimtocome.
A.forwhichB.whichC.whyD.aboutwhich
4.Thereason___hewaslatewasthatdidntallowhimtocome.
A.forthatB.whichC.whyD.aboutwhich
5.Finallythelittleboytolduseverything____hehadseenandheardinthestreet.
A.whichB.whatC.whateverD.that
6.Sheissuchagoodteacher___weallloveandrespect.
A.thatB.asC.whoD.whom
7.Idontliketheway____youdealwiththeproblem.
A.whichB.inthatC.thatD.how
8.___isoftenthecase,Mikewaslateagainandmadeupanexcusetofooltheboss.
A.WhichB.AsC.WhenD.Where
9.Aretheseglasses_____?
A.whichyouwishwillberepaired.B.theonesyouwishtohaverepaired
C.theoneyouwishtorepairD.thatyouwishtoberepaired
10.Arethesetheglasses_______?
A.whichyouwishwillberepaired.B.theonesyouwishtohaverepaired
C.theoneyouwishtorepairD.thatyouwishtohaverepaired
11.Alotofpeopleappliedforthejob,whichwasadvertised,___hadthenecessary
qualifications.
A.whoB.mostofwhomC.fewofwhichD.fewofwhom
12.Itwassaidthat25peoplewereinjuredintheaccident,____werechildren.
A.twoofthemB.twoofwhomC.twoofwhoD.twoofwhich
13.Thefilmbroughtthehoursbacktome___Iwastakengoodcareofinthatfarawayvillage.
A.whereB.whichC.whenD.that
14.Moreandmorepeopledrivetosuburbsonweekends,___theycanenjoythebeautyofnature.
A.whereB.whichC.whenD.that
15.Thatcoatistheverything___Iamafter.
A.whatB.whichC.whoD.that
16.Thesoldiershadtosleepintheirwetclothes,____mostuncomfortable.
A.whichIthinkitwasB.whichIthinkC.whichIthinkwasD.thatIthinkwas
17.Whenshecamebackfromabroad,Lucytoldusaboutthecitiesandthepeople_____shehadvisited.
A.thatB.whoC.whereD.which
18.OnSundaystherewerealotofchildrenplayinginthecentralpark,____parentswereseatedtogetherjoking.
A.theirB.whoseC.whichD.that
19.Wewereputintoaposition_____wehadtoacceptwewerelessimportantorfightthegovernment.
A.forwhichB.atwhichC.onwhichD.inwhich
20.Thisisthebestfilm_____hasbeenshownthisyear
A.whichB.thatC.asD.what

第四課時：Usinglanguage
預(yù)習(xí)導(dǎo)學(xué)
一、重點詞匯：
1._____(adj.)受教育的-----_____(v.)教育-----______(n.)教育
2._____(n.)恐怖-----____(vt.)使恐怖-----_____(adj.)恐怖的
3._____(v.)乞討-----_____(n.)乞丐
4.______(n.)殘忍------_____(adj.)殘忍的-----_____(adv.)殘忍地
5.______(vt.)判決，宣判-----_____(n.)句子
6.______(vi.)逃脫；逃走；泄露
7.______(n.)報酬；懸賞金（vt.）酬勞；獎賞
8._______(n.)意見；看法；主張
翻譯下列短語：
1.因某事給某人報酬_________
2.把......與......相比_________
3.當權(quán)；上臺__________
4.從…逃跑__________
5.按某人的觀點__________
6.建立__________
7.第一次__________
8.乞討__________
9.釋放__________
10.坐牢__________
要點展示：
關(guān)系副詞被代替的先行詞在從句中的作用
When(相當于)___________表示___________________
Where(相當于)___________表示___________________
Why(相當于)____________表示____________________
選擇填空:(提示:使用介詞+關(guān)系代詞的結(jié)構(gòu))
1.InthenovelbyPeters,__________thefilmisbased,themaincharacterisateenager.
A.onwhichB.inwhich
2.Anactor______Gelsonhadpreviouslyworkedcontactedhimabouttherole.
A.towhomB.withwhom
3.Hermanyfriends,________Iliketobeconsidered,gaveherencouragement.
A.inwhomB.amongwhom
4.Thevalley__________thetownliesisheavilypolluted.
A.inwhichB.onwhich
5.Theoffice_________Grahamledthewaytowasfilledwithbooks.
A.that/whichB.where
6.Theplaygroundwasn’tusedbythosechildren__________itwasbuiltfor.
A.who/whomB.forwhom
7.Ahugeamountofoilwasspilled,theeffects_________arestillbeingfelt.
A.ofthatB.ofwhich
8.Theschool__________sheisheadofisclosingdown.
A.whereB.which/that
9.WeweregratefultoMr.Marks,_________carwehadtraveledhome.
A.inwhichB.inwhose
10.InowturntoFreud,__________worksthefollowingquotationistaken.
A.fromwhomB.fromwhose
11.Thefactoryproduceshalfamillionpairsofshoeseveryyear,80%__________aresoldabroad.
A.ofthatB.ofwhich
12.Therearealtogetherelevenbooksontheshelf,___________fivearemine.
A.ofthatB.ofwhich
13.Luckily,we’dbroughtaroadmap__________wewouldhavelostourway.
A.withoutwhichB.withwhich
14.Tomakeupanobjectivetest,theteacherwritesaseriesofquestions,__________hasonlyonecorrectanswer.
A.eachofthatB.eachofwhich
實戰(zhàn)演練
I.完型填空:
Asakid,IfeltmyhappinesswouldbebasedonwhetherIcouldfulfillallmyneedsandwants.IfIwasrich,Iwoulddefinitely1.mylife.
Myfatheralwaysstressedhisbeliefin2..Icanrememberhim3.meabouthowmoneydoesnotmakeonehappyandhowotherthingsinlifesuchashealth,friends,andmemorable4.makeapersongenuinelyhappy.Atthattimeinmylife,Ididnotput5.thoughtintohiswordsasusual.
Atayoungage,Inoticedthemediaseemedtoportray(描繪)thewealthashappypeoplethataddvaluetooursociety.AthighschoolIstilllookedforacareerthatwouldproduceahighsalary.
Aftermysecondyearofcollege,Istartedmyfirstjobinanaccountingdepartment,6.Ifoundmyselfextremelybored.EverydayIhadtodo7.work.Inaddition,Ihadtoliveawayfromfriendsandfamily.Inoticedhavingmoneytospend8.youarebyyourselfwasnotsatisfying.
Ibegantothinkback9.mydadalwayssaid.Aftertwomonthsonthejob,Itruly10.thatamoresatisfyingexperienceformewouldhavebeendoinganordinarypart-timejobforfarlessmoney.11.highthesalaryofthispositionwas,Iwouldneverbecapable12.fulfillingahappylifeandmakeacareeroutofthisjob.
Asthesummer13.,Itrulyunderstoodthemeaningofmydadswords.Theterm"wealth"isa14.term,andIbelievethekey15.happinessistobecomewealthyingreatmemories,friends,family,andhealth.
1.A.beworriedaboutB.beanxiousaboutC.beangrywithD.becontentwith
2.A.satisfactionB.willingnessC.happinessD.kindness
3.A.lectureB.lecturesC.lecturingD.tolecture
4.A.surveyB.experiencesC.experimentD.experiments
5A.someB.noC.anyD.all
6A.whereB.onwhichC.whenD.which
7A.boredB.boringC.interestingD.interested
8A.whereB.whenC.howD.forwhich
9A.allwhatB.allwhichCallthatD.which
10ArealizedB.thoughtCsaidD.believed
11.A.NomatterwhereB.NomatterwhatC.NomatterhowD.Nomatterwhen
12.A.inB.onC.aboutD.of
13.A.cametoastopB.drewtoacloseC.putanendtoD.endup
14.A.widelyB.abroadC.broadD.board
15.AonB.aboutC.ofD.to
II.閱讀理解
“Equalpayforequalwork”isaphraseusedbytheAmericanwomenwhofeelthattheyareunfairly(不公平)treatedbysociety.Theysayitisnotrightforwomentobepaidlessthanmenforthesamework.
Peoplewhoareagainst（反對）theview(mainlymen)haveananswertothis.Theysaythatmenhavemoreresponsibilities(責任)thanwomen;amarriedmanistobeexpectedtoearnmoneytosupporthisfamilyandtomakeimportantdecisions,soitisrightformentobepaidmore.Somepeoplewhoholdevenstrongerviewsthanthisareagainstmarriedwomenworkingatall.Whenwivesgoouttowork,theysay,thehomeandchildrenaregivennoattentionto.Ifwomenareencouraged（鼓勵）byequalpaytotakefulltimejobs,theywillbeunabletodothethingstheyarebestatdoing:makingacomfortablehomeandbringingupchildren.Theywillhavetogiveuptheirpresentpositioninsociety.
Thisisexactlywhatthewomenwanttogiveup.Theywanttoescapefromthelimitedplacewhichsocietyexpectsthemtofill,andtohavefreedomtochoosebetweenacareerandhomelife,oramixtureofthetwo.Womenhavetherightnotonlytoequalpaybutalsotoequalchances.
Thesewomenhaveexpressedtheirviewstronglybyusingthefamoussaying,“Allmenarecreatedequal.”Theypointoutthatthemeaningofthissentencewas“allhumanbeingsarecreatedequal.”
1.Thewomenusethephrase“Equalpayforequalwork”todemandthat_____.
A.womenarelesspaidthanmen
B.menarelesspaidthanwomen
C.womenandmenshouldbepaidthesameamountofthemoneyforthesamework
D.womenpaidlittleattentiontothehomeandchildren
2.Peoplewhodisagreewiththewomen’sviewbelievethat____.
A.womenwillbeunabletodothethingstheyarebestatdoing
B.menareexpectedtoearnmoremoneytosupportthefamily
C.menhavemoreresponsibilitiesthanwomen
D.menareexpectedtomakeimportantdecisions
3.Somepeopleholdingevenstrongerviewssay______.
A.womenhavefewerresponsibilitiesthanwomen
B.womenshouldonlytakepart-timejobs.
C.womenshouldstayathomeandtakecareofthehomeandchildren
D.womenarebestatmakingacomfortablehomeandbringingupchildren.
4.Whatexactlydothewomenwanttogiveup?
A.TheirhomelifeB.Theirchildren
C.Theircareer
D.Theirpresentposition

反饋檢測
單句改錯:下列每句中的劃線部分只有一個錯誤，指出并加以改正。
1.IamsorryIhavelostthebookyoulentittomelastweek.
______________________________________
2.MaryistheonlyoneofuswhohavebeentotheGreatWall..
______________________________________
3.Isthismuseumthatyoupaidavisittoafewdaysago?.
______________________________________
4.Pleaseshowmethebookwhichcoverisred..
______________________________________
5.Don’tworry.IwilldoallwhatIcantohelpyouout..
_____________________________________
6.Itisknowntousall,Chinahasthelargestpopulationintheworld.
_____________________________________
7.IwillneverforgetthedaywhenwespenttogetherinNo.1.MiddleSchool.
_____________________________________
8.Myglasses,withoutthemIwaslikeablindman,felltothegroundandbroke.
_____________________________________
9.Theweatherturnedouttobeverygood,thatwasmorethanwehadexpected.
_____________________________________
10.Itwasinthisfactorywheremyfatherhadworkedformorethan20years.
_____________________________________
11.ThepersontowhoyouspokeisastudentofGradeTwo.
_____________________________________
12.Thesungivesofflightandwarmth,thatmakesitpossibleforplantstogrow.
_____________________________________
13.MyfatherandMr.Smithtalkedaboutthingsandpersonswhotheyrememberedinthecountry.
_____________________________________
14.Thosewhowantstogowithmeputupyourhands.
_____________________________________
15.HeistheonlyoneofthestudentswhohavebeeninvitedtotheEnglishEvening.
_____________________________________

Unit5NelsonMandela---amodernhero
單元綜合評估測試
(100分，45分鐘)
第一部分:英語知識運用

第一節(jié):單項選擇（20分）
1.Thepolicesaythereisa000____foranyinformationthathelpsthemfindthelostboy.
A.priceB.rewardC.payD.prize
2.______byhisfriends,Jackdidn’t_____andkeptontrying.
A.Encouraged;loseheartB.Encouraged;cheeredup
C.Encouraging;lostheartD.Encouraging;cheeredup
3.Peoplerunalwaysquicklyin_____,whentheyhearthatsomeonewould______thebuilding.
A.anger;blowawayB.silence;blowupC.surprise;blowawayD.terror;blowup
4.Hewantsto_____allofhistime_____films.
A.devotes;writeB.devoted;towriteC.devoting;towritingD.devote;tomaking
5.Hisfatherwasa____person,whowasn’twillingtospendapennyforhissons.
A.generousB.kindC.meanD.selfish
6.Wearefighting_____thebirdflu____peopleintheworld.
A.for,againstB.with,against
C.against,withD.about,with
7.Iwanttoknowthereason_____thefirebrokeout.
A.whatB.whyC.howD.when
8.Iliketoliveinthecountryside_____Icansmellfreshairandeatfreshvegetables.
A.whenB.where
C.howD.what
9.Werelivinginanage____manythingsaredoneoncomputer.
A.whenB.where
C.howD.what
10.Whoeverbreaksthelawwon’tescape______.
A.beingpunished
B.punishing
C.punished
D.tobepunished
11.Thegoodsofhigh____andlow___arewellreceivedinthecountrysidethesedays.
A.quantity,qualityB.quantity,price
C.price,qualityD.quality,price
12.Someanimalshavethe_____toseeinthedark.
A.energyB.strength
C.powerD.ability
13.Alargenumberofpeople____,andhowcanthelocalgovernmentignore(忽視)theproblem?
A.areoutofworkB.areinwork
C.isoutofworkD.isinwork
14.Hewentto_____toseehisfriendwhowasin______.
A.thehospital,thehospital
B.thehospital,hospital
C.hospital,thehospital
D.hospital,thehospital
15.Onlybycooperating(合作)withotherexpertsintheworld____thewaytosolvetheproblemsfacingpeoplenowadays.
A.ourexpertscanfindout
B.canourexpertsfindout
C.canfindoutourexperts
D.findoutourexpertscan.
16.Thetimehehasdevotedinthepastyears___thedisableisnowconsidered___ofgreatvalue.
A.tohelp;beingB.tohelping;tobe
C.tohelp;tobeD.helping;being
17.Themotherdidn’tknow___toblame（責備）forthebrokenglassasithappenedwhileshewasout.
A.whoB.when
C.howD.when
18.Lastnighttheenemy___abridgehopingtocutoffourmarch.
A.blewoutB.brokeout
C.blewupD.brokeoff
19.NowwecanflytoTokyo.Therewasatime___wehadtotakeaboat.
A.howB.what
C.whyD.when
20.Themurderer,whowas____to4years_____bythejudgelastweek,was21yearsold.
A.judged;inprison
B.sentenced;intheprison
C.sentenced;inprison
D.judged;intheprison

第二節(jié):完型填空:(20分）
JackBainesisaself-mademillionaire,buthisbeginningswereverylowly.Hewastheyoungestofeightchildren.Hisfatherhada21inacottonmill(紗廠),buthewasoften22toworkbecauseofpoorhealth.Thefamilycouldn’t23topaytherentorbills,andthechildrenoftenwent24.Afterleavingschoolattheageof14,Jackwas25whattodowhenMr.Walker,hisoldteacher,offeredtolendhim￡100tostarthisown26.
Itwasjustafterthewar.Rawmaterialswerenotenough,andJacksawa27inscrapmetal(廢棄金屬).Heboughtbitsofmetalandstoreditinanoldgarage.Whenhehadbuiltupalargeamount,hesolditand28plentyofmoney.
Jack29workinghard.Afteroneyearhesucceededin30the￡100.
BythetimeJackwas30yearsoldhehad31hisfirstmillion,andhewantedto32thisachievementbydoingsomething“33”.Withallhismoneyitwas34tobuildabeautifulhomeforhimselfandhisparents.In1959,“BainesCastle”wasbuiltinthe35oftheLancashirecountryside.Itwasoneofthefinestbuildingsinthecountry.
Jackhasrecentlysold“BainesCastle”for￡500million,36Jackstillcan’tgetusedto37thegoodlife.Hecan38befounddrinkingwiththelocalsatthelocalpub（酒吧）.
“Irememberbeingvery39asachild,butnever40asachild,”saysJack,“andIwillneverforgetwhereIcamefromandwhoIam.”
21.A.houseB.workC.companyD.job
22.A.ableB.unableC.gladD.eager
23.A.offerB.likeC.affordD.expect
24.A.hungryB.wrongC.illD.bad
25.A.wonderingB.seeingC.doubtingD.preparing
26.A.schoolB.businessC.farmD.store
27.A.problemB.purposeC.principleD.future
28.A.spentB.earnedC.wastedD.borrowed
29.A.preferredB.enjoyedC.promisedD.hated
30.A.repayingB.savingC.developingD.paying
31.A.givenB.takenC.madeD.lost
32.A.rememberB.honorC.recognizeD.celebrate
33.A.grandB.simpleC.interestingD.common
34.A.impossibleB.obviousC.possibleD.basic
35.A.groundB.heartC.spotD.front
36.A.soB.andC.butD.or
37.A.usingB.sparingC.livingD.keeping
38.A.seldomB.neverC.sometimesD.often
39.A.richB.poorC.healthyD.well
40.A.proudB.satisfiedC.unhappyD.happy

第三節(jié)：閱讀理解(20分）
A
ItwasalovelyspringdayandIwasreturningfromthemarketwithafewthingsweneeded.IwasfrustratedbecausethereweresomanythingsIwishedIcoulddoformychildrenandformyselfbutIlackedthetimeandthemoneyforeither.
AsIturnedtheoldcarintothedriveway,Inoticedmysononthefrontporch(門廊）withalittlegirlabouthisage.Shewasinoldclothesandwasinneedofabath.Sheworethickglassesandherhairwascutunevenly(參差不齊地）.IthoughtbackonthetimeswhenIhadtriedtogivemyownchildrenhaircutstosavemoneyandregrettedtheoutcomealmostasmuchastheydid.Isawmysongivehersomemoneyandshecarefullyhandedhimwhatlookedtobeabrokenglassball.ShewanderedoffwhileIwasunloadingthegroceries.
Whenmysoncametohelpme,Iaskedhimwhothelittlegirlwasandwhatshewanted.Heexplainedthatshehadcometothedoortryingtosellherpiggybankandthathehadpurchasedit.Ibitmytongue.Ihadsacrificedinordertogivethechildrenafewdollarsfortheirgoodgradesinschool,buthespentthemoneyonaworthlesspieceofjunk!Iaskedhimwhyhehaddonesuchathingandhisresponsebroughttearstomyeyes.Hesaid,"Well,Mom,shereallylookedlikesheneededthemoney.Ididntwanttomakeherfeelbadbyjustgivingherthemoney.Ithinksheneededitmorethanme."
YearshavepassedsinceIdroveinthedrivewayintheoldcarandsawmyseven-year-oldsonhelpingsomeonelessfortunate,butthepiggybankremainshighatopmyrefrigeratortoremindmethatthereisgoodness,kindnessandunselfishnessintheworld.
41.Whatcanwelearnabouttheauthorfromthepassage?
A.Shehadplentyoftime.
B.Shespentalotoftimewithherchildren.
C.Herfamilywasnotrich.
D.Shewaskindandunselfish.
42.Whatdoestheunderlinedword"they"inparagraph2referto?
A.Thelittlegirlsoldclothes;
B.Thechildrenshaircuts.
C.Theauthorslackingofthetimeandmoney.
D.Theauthorschildren.
43.Whatbroughttearstotheauthorseyes?
A.Shehadsacrificedafewdollarstoherchildren.
B.Hersonboughtaworthlesspieceofjunk.
C.hersontoldherwhyheboughtthepiggybank.
D.Shelackedthetimeandmoneyforthechildren.
44.Thepiggybankatoptheauthorsrefrigeratorremindstheauthorofhersons_______.
A.naughty
B.unselfishness
C.business
D.badbehavior
45.Afterknowingthereasonwhyhersonboughtthepiggybank,theauthorprobablyfelt________.
A.abitangry
B.deeplytouched
C.verydiscouraged
Dquiteexcited
B
OneofthesadstoriesinAmericanhistoryhassomethingtodowithslavery.Forashorttimebetween1800and1865,BritishandAmericanshipswouldgotoAfricaandbuyAfricansfrompeoplewhoforcedyoungmenandwomentoleavetheirvillages.Theywerebroughttocoastal(沿海的）citiesandputonshipswhichcametothestateswherecottonwasgrown.TheAmericanfarmerswouldbuytheAfricansandputthemtoworkpickingcottons.TheAfricanshadtoworkforthesefarmersalloftheirlives.
ItwasPresidentAbrahamLincolnwhosignedalawthatslaverywasunfairtotheAfricans.Hethoughtalltheblackslavesshouldbesetfree.Buttheslaveownersinthesouthernstatesdidnotagreewithhim.TherewasafightoverthisdisagreementanditwascalledtheAmericanCivilWar.ThesouthernstateslostthewarandAfricanscouldnowbecomefreeAmericans.However,100yearsafterLincolnsignedthelaw,someAmericanblackswerenotvotinganddidnothaveanequalchancetoeatinarestaurantorrideonabus.
ItwasMartinLutherKing,anAmericanministerwhobegantheEqualrightsMovementinthe1960s.HewassuccessfulintellingtheAmericanpeoplethatAmericanblackswerestillnotequal.HismostfamousspeechwasgiveninthecapitalcityofAmerican,Washington,D.C..
Hisspeech,IHaveaDream,isnowtaughtinmostschoolsoftheworld.MartinLutherKingbecamesofamousthattheAmericanCongress(國會)declaredaspecialnationaldayinhisnameinJanuary.OnlytwootherAmericans,PresidentGeorgeWashingtonandPresidentAbrahamLincoln,haveanationalholidayaftertheirnames.
ThoughMartinLutherKingwasneverapresident,heturnedasadstoryintoahappyonethatAmericanblackscouldbeequaltoeveryoneelse.
46.100yearsafterLincolnsignedthelaw,someAmericanblacks_________.
A.hadtherighttovote.
B.hadanequalchancetoeatinarestaurant.
C.hadaequalchancetorideonabus.
D.didnothavetherighttovote.
47.WhatdoyouknowaboutMartinLutherKing?
A.Hethoughtalltheblackslavesshouldbesetfree.
B.ItwashewhobegantheEqualRightsMovementsinthe1970s.
C.PeoplewillrememberhimasoneofthepeoplewhofoughtfortheequalrightsoftheAmericanblacks.
D.HegavehisfamousspeechinthecityofNewYork.
48.Theunderlinedexpression"ahappyone"inthelastparagraphmeans:______
A.theblackshavetherighttovote.
B.Americanblackscanbeequaltoeveryone
C.theslaveownersagreedtosettheslavesfree.
D.aspecialnationalholidayinhisnameinJanuary.
49.Thebesttitleforthispassageshouldbe____.
A.MartinLutherKing
B.TwoImportantAmericansinAmericanHistory
C.ASadHistory.
D.AbrahamLincolnandSlavery.
50.Whichofthefollowingistrue?
A.ItwasMartinLutherKingwholiberatedtheAmericanblacks.
B.BecauseoftheAmericanCivilWar,LincolnfailedtosettheAmericanblacksfree.
C.TheAmericanCongressdeclaredaholidaytomemorizeMartinLutherKing.
D.MartinLutherKingoncedreamtofbeingPresidentoftheStates.

第二部分:寫作:
第五節(jié):單詞填空（10分）
Thelastthirtyyearshave51______thegreatestnumberoflaws52_____ourrightsandprogress,untiltodaywehavereachedastage53_____wehavealmostnorightsatall.......Wewere54_____aposition55______wehad56_____toacceptwewerelessimportant,57_____fightthegovernment.Wechosetoattackthelaws.Wefirstbrokethelawinaway58______waspeaceful;59_____thiswasnotallowed...onlythendidwedecidetoanswerviolence60_____violence.

第六節(jié):單句改錯:（15分）
61.IllneverforgetAugust,8th,2008whattheworld’seyeswereonBeijing,China.
_____________________________________
62.ItwasAugust,8th,2008thattheOlympicGameswereheldinBeijing.
_____________________________________
63.DuringtheWorldWarIImanypeoplewereputintheprison.
_____________________________________
64.ThenecklacefromthatMathlideborrowedfromherfriendJeanewaslosttenyearsago.
_____________________________________
65.Thereasonthathewaslatewasthathewascaughtinthetrafficjam.
_____________________________________
66.Thereasonwhyheexplainedwasthathewascaughtinthetrafficjam.
_____________________________________
67.Onlythenherealizedthathemadeabigmistake.
_____________________________________
68.Dontloseyourheartinfaceofdifficulty.
_____________________________________
69.Wearelivinginanagewheremanynewthingsappeareveryday.
_____________________________________
70.Hehasbeenoutofworkaweekago.
_____________________________________
第七節(jié)：句子翻譯:在空白處填入適當?shù)脑~組,注意其形式的變化:。(15分）
71.事實上，父母都不希望子女有麻煩。
________________，parentsdontwanttheirchildrentobe______.
72.羅伯特因偷竊被判處三年監(jiān)禁。
Robert________tothreeyearsinprisonforstealing.
73.約翰要給揀到他錢包的出租車司機一百元作為報酬。
Johnwantedtogive100yuan____________tothetaxidriverwhohadfoundhiswallet.
74.如果你失敗了，你也不該灰心。
Ifyoufail,youshouldnt_________.
75.當他上臺執(zhí)政以來，他盡自己最大的努力來幫助窮人。
Whenhe_____________,hedidallhecouldtohelpthosepoorpeople.
76.在她六十多歲的時候仍然活躍在政壇上。
Sheremains________politicsinhersixties.
77.他們兩個一見鐘情。
Theyfellinlove____________theysaweachother.
78.他把大部分時間用于繪畫。
Hehas______mostofhistime_____painting.
79.量變引起質(zhì)變。
Thechangesofquantitycausethe_____________.
80.男女平等。
Womenare________men.
Unit5單元練習(xí)答案
第一課時：
預(yù)習(xí)導(dǎo)學(xué)：
詞匯呈現(xiàn)：qualitymeanactivegenerousselfselfishselflessselflesslydevotedevotedfoundrepublicprinciplepeacefulmankindlawyerguidancelegalfeehopefulyouthleaguestagevoteattackviolenceequalwillingunfairescapeblanketeducateeducatedbegrelativeterrorcrueltyrewardsentencepresidentopinion
短語部分：重點短語：填空：
1.out2.of3.up4.in5.to6.heart7.to8.up9.to10.with11.to12.for13.in14.for15.in16.willing17.to18.in19.in20.against
口語交際
一、征求意見(Askingforopinions)
1.do…thinkof...?2.opinion?3.What
4.On5.How…about6.Why
二、發(fā)表意見(Givingopinions)
9.opinion…10.To12.with

根據(jù)句子寫單詞
1.generous2.relatives3.opinion
4.vote5.escaped6.selfish
7.mean8.violence9.educated
10.President11.sentenced12.heroes
13.willing14.youth15.rewarded
16.equals17.beg18.lawyer
19.found20.active

實戰(zhàn)演練：單詞連線
1.principle:basictruth,generallawofcauseandeffect
2.escape:getfree,findwayout
3.active:readyorabletotakeaction
4.vote:(righttogivean)expressionofopinionorwillbypersonfororagainstsomething,esp.puttingupofhands.
5.opinion:belieforjudgmentnotfoundedoncompleteknowledge
6.generous:willingtogivemoney,spendtimetohelppeople
7.devoted:givingsomeoneorsomethingalotofloveorattention
8.mean:notwantingtospendmoney
9.quality:somethingsuchascourage,honestythatpeoplemayhaveaspartoftheirnature.
10.selfish:thinkingonlyaboutonesownneedsorwishesbutnotaboutotherpeoplesneedsorwishes.
反饋檢測：
單選1-5.CDBAA6-10.DCCBC
11-15.BCCBC

第二課時：Reading
預(yù)習(xí)導(dǎo)學(xué)：
重點詞匯：
1.devote;devotion2.peace;peaceful;peacefully3.law;lawyer;lawful4.youth;young5.violence;violent6.equal;equally;equality7.self;selfishly;selfless;selflessly
8.hope;hopeful;hopefully
閱讀課文:一：判斷正誤1-5.FFFTF6-7.FT
二：根據(jù)課文內(nèi)容填空：
1.two;theschoolfees;thebusfare
2.passbooktolive;losing;leaving
3.turnedto;ANCYouthLeague
4.blowup;buildings
5.blacklawyer;poorblackpeople;legalproblems6.equalrights;7.vote;theirleaders8.thejobs;thepoorestparts9.rights10.violencewithviolence

三：翻譯并背誦下列句子：
1.我第一次見納爾遜.曼德拉的時候，是我一生中非常艱難的時期。
2.那個時候要想在約翰內(nèi)斯堡居住，一個人需要一本南非共和國有色人種的身份證。
3.過去的30年來所出現(xiàn)的大量的法律剝奪我們的權(quán)利，阻擋我們的進步….
4.我們被置于這樣一個境地：要么被迫接受低人一等的現(xiàn)實要么跟政府作斗爭。

實戰(zhàn)演練：
將下列短語譯成英文:
1.loseheart2.introuble3.beactivein
4.outofwork5.besentencedto6.beequalto7.answerviolencewithviolence
8.asamatteroffact9.blowup
10.bewillingtodosomething
反饋檢測：
閱讀理解1-4.BADD

第三課時：Grammar
預(yù)習(xí)導(dǎo)學(xué)：根據(jù)課文內(nèi)容填空:
1.when2.whom3.when4.where5.which6.which7.when8.where9.when
要點點撥：以where,when,why引導(dǎo)的定語從句
1.地點，地點狀語
TheschoolwhereIstudiedforonlytwoyearswasthreekilometersaway.
2.時間，時間狀語。
ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
3.原因，原因狀語。
ThereasonwhyIgotajobwasbecauseofmyhardwork.
4.狀語；主語或賓語
Which/that；When/onwhich；which/that
why/forwhich；Which/that；Where/inwhich
定語從句：介詞+關(guān)系代詞(which/whom)引導(dǎo)的定語從句:
1.Which,whom;which
2.whom
3.which
定語從句：部分+介詞（of）+關(guān)系代詞(which/whom)引導(dǎo)的定語從句
介詞（of）+關(guān)系代詞(which/whom)+部分引導(dǎo)的定語從句
ofwhich;ofwhich

實戰(zhàn)演練：
單選選擇1-5.BACBA6-10.ABDAA
11-15.BABCB16-20.AABAA
反饋檢測
1-5.DABCD6-10.BCBBD11-15.DBCAD16-20.CABDB

第四課時：Usinglanguage
預(yù)習(xí)導(dǎo)學(xué)：重點詞匯：
1.educational;educate;education2.terror;terrify;terrified3.beg;beggar4.cruelty;cruel;cruelly5.sentence;sentence6.escape7.reward8.opinion

翻譯下列短語：
1.rewardsb.forsth.2compare…to…
3.cometopower4.escapefrom
5.inone’sopinion6.setup
7.forthefirsttime8.begfor
9.releasefrom10.beinprison.

要點展示：
at,in,on,during等介詞+which,時間,時間狀語
in,at等介詞+which,地點，場合的名詞,地點狀語
forwhich,原因，原因狀語

選擇填空:1-5.ABBAA6-10.ABBBB11-14.BBAB
實戰(zhàn)演練：
I.完型填空:
1-5.DCCBC6-10.ABBCA11-15.CDBCD
II.閱讀理解:1-4.CCBD
反饋檢測：
改錯
1.去掉it2.have改成has3.museum后加theone或museum前加the4.which改成whose5.去掉what或all6.It改成As7.when改成that/which8.them改成which9.that改成which10.where改成that11.who改成whom12.that改成which13.who改成that14.wants改成want15.have改成has

Unit5單元評估測試答案
第一部分:英語知識運用
第一節(jié)單項選擇1-5BADDC
6-10.CBBAA11-15.DCABB16-20.BACDC
21-25.DBCAA26-30.BDBBA
31-35.CDACB36-40.CCDBC
第三節(jié)：閱讀理解
41-45.CBCBB46-50.DCBBC
第二部分寫作:
第四節(jié):單詞填空(51-60)
51.seen52.stopping53.where54.putinto55.inwhich56.either57.or58.which59.when60.with
第五節(jié):單句改錯
61.what--when62what--when或者August改成inAugust63.theprison--prison
64.去掉第一個from65.that--why
66.why--that67.herealized--didherealize
68.去掉your69.where--when
70hasbeenoutofwork--losthiswork
第六節(jié)：句子翻譯:
71.Asamatteroffact,introuble.
72.wassentenced73.asareward
74.loseheart.75.cametopower.
76.activein77.thefirsttime.
78.devoted......to79.changesofquality.
80.equalto