Contents 目录
一、单元教学目标和要求(Teaching aims and demands)
二、教材内容分析（Analysis of the teaching materials）
三、教学安排(Teaching arrangements)
四、单元预习任务(Pre-unit Activities: Preview Task)
五、教学步骤 (Teaching procedures)
六、背景参考资料(Background knowledge)
七、评价与反思(Assessment and reflection)
临海市回浦中学 李珊珊 陈晓平 余晶晶
一、教学目标和要求(Teaching aims and demands)
根据课程标准实验教材（英语 必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。
1． 语言知识 （Knowledge）
词汇（Vocabulary）：
能理解、内化、运用以下生词---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right（n.），criminal，leader，president，sentence（v.），sincerely
短语(Phrases and expressions)：lose heart, in trouble ,worry about, out of work, Youth League, as a matter of fact, blow up, put ... in prison, come to power , set up , be sentenced to
功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：
1． 发表意见 （Giving opinions）
Why do you think so? What do you think of ...? What's you opinion?
agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid ....
2． 评论 （Making comments）
Good idea! That's an excellent idea．
语法(Grammar)：定语从句（II）（由where, when, why, 介词+ which, 介词+ whom引导的定语从句）
The school where I studied only two years was three kilometres away．
This was a time when you had got to have a passbook to live in Johannesburg
The reason why I got a job was because of my hard work．
…we were put in a position in which we had either to accept we were less important, or fight the Government．
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
扩展词汇：
negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, Bible（圣经）, revolution（革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign（从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott（联合抵制）。
2. 语言技能 (Skills)
听：在本单元的课文及练习册听力教学中， 能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。
说：在本单元的课文及练习讨论时， 能恰当使用I think/ I don’t think/ in my opinion/That’s an excellent idea等对英雄、伟人的品质恰当地发表意见，进行讨论。
读：能在阅读中使用不同的阅读策略，迅速地从阅读材料中获取主要信息，根据上下文线索预测故事发展，根据上下文猜测词义并通过不同渠道如报刊、音像、网络等了解更多伟人的情况。
写：能用恰当的语言简单地描述人物，并简单地表达自己的意见。
3. 学习策略(Strategy)：
1． 在听和读的训练中，学会借助情景和上下文猜测词义或推测段落大意，借助图表等非语言信息进行理解和表达。
2． 主动制定本单元学习计划，客观评价自己的学习效果，在课内外活动中积极用英语交流，有效地使用词典、图书馆、网络等媒体资源来获得更多的有关伟人的英语信息。
4. 情感态度和价值观（Affect and Values）
了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，并向他们学习，以提高自身素质，树立正确的人生观，学习他们在艰苦的环境下为人类做贡献、不追求享乐的高尚精神。同时也学会一分为二的态度客观看待事物。
二、教材内容分析（Analysis of the teaching materials）
本单元的中心话题是当代英雄纳尔逊曼德拉。故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这有别于惯常采用的直叙手法，尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。为了让学生完成写作任务，教科书又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。“热身”（Warming Up）部分要求小组讨论伟人应具有的品质，并通过一组问题让学生了解彼此的特点与看法。“读前”（Pre-reading）部分提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并判断他们中谁能称得上是伟大的人。“语言学习”（Learning about Language）部分突出了词汇和语法的学习与训练。本单元的语法是when, where, why, 介词+ which，介词+ whom引导的定语从句。“语言运用”（Using Language）部分中包括了听、读、写三个部分的内容，是本单元主要阅读篇章故事的延续。学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。其中“写作”（Writing）部分是训练学生选取和组织材料，写出具有说服力的书信。练习册的写作要求学生学写有关伟人或名人的生平。“学习建议”（Learning Tip）指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论，以学会正确地评价人物。
三、教学安排(Teaching arrangements)
Period 1: Reading I (Elias’ story +the rest of Elias’ story)
Period 2: Reading II (review +listening (sb)+language points)
Period 3: More language input (reading task (wb) + listening (wb))
Period 4: Language Practicing (grammar)
Period 5: Writing
本教学安排根据“LARA教学原则”，对教材进行大胆的删除（L – leave out）、 修补（A – Amending）、替换（R – Replace）、增添（A – Add），灵活的将教材为我所用。新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。但新教材也应与学生的实际相结合，我们不能全盘照搬。同时在教学过程中，为了对教学有及时的反馈和有效的改进，我们还进行了“形成性评价”,体现了学生的主体地位。
本单元的语言技能和语言知识几乎都围绕“当代英雄”这一中心话题设计的。我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student’s Book)和作业本(Workbook)有机结合。
根据本单元的教材的特点，按照任务型教学与大容量输入与输出的教学理念，整个单元的设计思路如下：输入“英雄”的概念，先是学生的自由讨论，更通过曼德拉的事迹向学生展示何为当代伟人，以及伟人所要具备的一些品质。在这基础上，第二步要学生辨别伟人与名人的不同，以及体会一分为二的辩证唯物主义。最后我们回到生活中，生活中也有不少平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的英雄，伟人。由此我们从书本回归到生活，也成功升华，延伸了英雄的概念。通过学习语言点、语法还有写作，学生在内化吸收了知识后，进行了输出。
第一课时是人物传记式的阅读课，但是文章的写作角度比较特别，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉，这样的写法比较客观可信。伊莱亚斯的故事与遭遇同时也成为本文与本课的一条贯穿总线。课文有关中心话题的有三个部分，第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。考虑到故事发展与情节展开的连续性与关联性以及课堂时间，在这个课时，把第一篇阅读短文与第三篇阅读短文整合起来完成，听力则放在第二课时。首先我们以一首英文经典歌曲 “hero”作为课前的英语氛围的营造与课内的导入，以老师问学生答的有效互动形式自由谈论他们所喜爱的hero并说明理由，提高了“说”的能力。然后是Workbook “talking”部分的四幅人物图像的呈现，以图片展示的形式激励学生用英语进行语言实践活动，然后归纳出英雄的一个模糊标准，为课文学习做好铺垫。之后正式人物曼德拉的登场，进入主题伊莱亚斯眼中的曼德拉。快速阅读部分训练学生的快速阅读能力并让学生对文章的梗概有所了解，对中心人物与背景有一定的印象。在细读过程中，根据课文的内容，问题设计以伊莱亚斯的人生发展为贯穿总线，同时以曼德拉给予他的影响为副线，环环相扣，层层递进，检查学生对文章的理解程度。在学生掌握课文内容并有了一定量的信息输入之后，给学生创造情境，让学生将所学的知识真实地运用到情境交际中，达到巩固知识与信息输出的目的。在此，依据学生的认知水平，我们设计两个不同难度系数的任务。任务1：Suppose you were Nelson Mandela or Nelson Mandela’s wife, would you like to tell us something impressive? 这里我们希望学生从伊莱亚斯外的角度来述说事情的发展过程，与文章的写作手法呼应，并巩固所学知识。任务2：四人小组活动，一个导游与三个游客之间的交流活动。相对任务1，任务2情境更加生动，更加开拓思维，能够把交际实践与阅读有机结合起来并培养了学生的合作精神。作业的布置一个是让学生在复习课文的同时找出好词好句，另一个是让他们以四人为一个小组，课外用各种媒体工具去找有关曼德拉更多的资料，也是为下节课做准备。
第二课时是第一课时阅读的巩固，延伸，升华。先通过对错问答检测对课文内容的熟悉程度，然后通过寻找好词好句来呈现词汇与表达，并通过短文填空对词汇进行运用与内化。
巩固了上一堂课的内容，进入延伸部分--一篇听力短文：伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。为了让学生进入听的状态，先为学生营造语境，由熟悉的passbook引出话题，通过问题的形式先让学生预测当时的情景，这样能激发学生用英语进行实践活动并为听力作好准备，然后再自然过渡到听力部分。这样学生在听的时候就有个心理准备，作好了铺垫。到此关于曼德拉的故事基本接近尾声，那么我们可以从中学习到什么呢？学生在这个环节进一步熟悉并巩固了课文。开放式讨论后，我们把目光从曼德拉身上投到其他伟人那里，在这里我们有选择的利用了课文pre-reading部分的四位伟人的图片，讨论四个不同领域的伟人后，思考“What qualities do you think are needed to make a great person?”至此我们总结了伟人应具备的一些品质和所拥有的共同点。那么，这些优秀品质里，你最欣赏哪些？你身边有拥有这样品质的人吗？又是怎么体现的呢？这个讨论把书本与我们的生活又结合起来，让学生明白拥有这些品质并不是伟人所特有的，通过树立正确的人生观，提高自我素质，我们也可以做的到。作业的布置是让学生收集更多伟人的事迹，复习的同时并预习好练习册里的阅读。构建知识框架，形成完整的知识系统性。
第三课时的安排是作为整个单元阅读的一个升华。在上一堂课里应用了课文Pre-reading的一部分，明白了伟人应具备的一些品质，但是我们还遗留了一个问题：是不是名人就是伟人呢？综观这个单元的素材，发现练习册中的阅读部分非常适合这个环节，因此这里我们用比尔.盖茨这个同样具有争议的人代替Pre-reading中的阿姆斯特朗，至此对Pre-reading进行了拆分，并与阅读有机组合在一起。首先老师以问题“As we know, most of the great people are also important and famous, but are important people the great ones?”进行过渡与引起注意。然后导入比尔.盖茨的图片，先在没有任何输入的状态下，让学生用已学的表达方式来表达他们对这个人物的看法，操练巩固 “Expressing ideas”的语言功能，其实这也是大脑风暴的热身过程。之后，依次呈现两篇基于不同立场与角度的有关比尔.盖茨文章，利用阅读技巧搜索有用信息后，形成表格进行对比，再让学生debate whether he is a great man, 这里让学生能有条理地表达个人的见解，培养他们独到的见解。老师最后总结出成为伟人的必备条件，而显然比尔.盖茨并不具备。第二环节是练习册中的 “Listening task”, 从上一环节学生对比尔.盖茨的不同看法上升到人们从不同角度看问题会产生不同的看法的理论高度。在训练听的能力的同时也锻炼辩证的思维能力。最后的环节也是本课时的高潮部分，首先以一段“感动中国”中洪战辉的事迹的影音视频进行导入，讨论他是不是感动大家，为什么？是不是符合了“great man”的定义？那么我们身边有没有类似的人呢？在这里，“great man” 的定义得到了延伸与扩展，生活中那些平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的“great man”。作业是让学生写一个计划，考虑怎样才能进一步向心目中的“great man”的标准靠拢。这个作业的布置是人性化的，具有弹性的，开拓了学生的发散性思维，同时也是对学生自身品质的一次自我审查。
第四课时本课时的重点是语法定语从句的关系副词（when, where, why）和介词+关系代词。因为在第四单元已经对定语从句有了基本的了解，所以在这里我们要做的是遵循学生的认知规律，难度适中，循序渐进的进行语法的教学，加深理解，提高实际运用能力。首先以基于阅读课文的问答式引出课文中出现的四句很具有代表性的定语从句，复习了课文也引出了本单元的重点语言现象--定语从句。然后展示一个有关定语从句的Flash动画，形象生动，活跃气氛。接下来通过一组练习来同时复习一下上个单元的语法项--关系代词，起到承上启下的作用。再导入两个例句1. We were put in a position in which we had either to accept we were less important, or fight the government．2. The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.让学生观察这两个句子与其他句子的不同，并通过一组练习，让学生知道介词是怎么产生的和怎么挑选合适的介词。那么怎么解决这三个关系副词呢？根据学生的认知规律，我们设计了三个句子为一组，分别体现which----at/ in /on which----when; which----in which----where; which----for which----why 的演变过程。接下来进行有针对性的练习操练，练习的设计也是从易到难循序渐进，先是连线题，再是补充定语从句部分，最后的练习是用定语从句把两个单句组成一句话，让学生的学习能力阶梯式的加强。学习的最终目的是输出，也是应用于交际中，所以本课时的最后给学生设计了一个输出的任务--四人一组活动，应用定语从句，谈谈你生活中的五件印象最深刻的事情，人物，地点，时间等。这个活动贴近学生的生活实际，内容丰富，让学生有话可讲。作业布置：1.把最后一个活动再继续深化，编为一篇短文。2. 完成课本里大量丰富的相关练习，此时是学生巩固的最好机会。
第五课时是写作课，响应新课程对写作的重视，我们特别在本学期强调了写作的教学。在本课时中，首先通过对上一堂课作业--定语从句短文的展示，既检查了作业，又巩固了语法，也过渡到人物写作这个中心话题。整堂课是按照作文的组成部分为线索展开的，先是关注写作里词汇的处理，注重选词对文章的印象，在这里我们充分利用了练习册第70页的这篇文章填空，在两个相似词汇之间的选择，让学生明白了措辞的重要性。之后，让学生回答在本单元习得的有用词汇，通过71页的翻译句子运用这些刚学的新词汇。如果说词汇是文章的血肉，那么结构与提纲就是骨架。回到70页的这篇数学家的介绍，通过师生问答，让学生归纳出这篇文章的提纲，然后给学生机会尝试写一个介绍曼德拉的提纲。因本单元中出现信的写作，为了把书本与练习册两个写作结合起来，我们设计了如下的任务：Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century, will you write a letter to support Nelson Mandela? 这样学生既实际练习了写信，也学会怎么介绍与描述一个人。最终我们期望学生能把新学的词汇、句型与语法运用到作文里面，把整个单元的学习很好地加以输出。
补充：考虑到每个学校每个班级教学与学生的差异，我们没有对语言点进行单独备课，但是给大家准备了 “Language supermarket”，里面资料详尽，供各位老师根据教学实际情况自由选择。
四、单元预习任务（Pre-unit Activities: Preview Task）
1、根据本单元教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。
2、预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用法。鼓励学生勤查字典。
3、多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。
推荐网址：
4、做好每课时的课前具体预习任务。
第一课时前：
1、 根据教学目标和要求，了解本课时的话题和任务，预习课文的语言知识，包括词汇表里的词汇和短语，以及课外提供的扩展词汇，掌握词义、发音、词性以及基本用法。鼓励学生勤查字典。
2、 预习阅读材料，掌握文章的中心思想和基本脉络。
3、 通过报刊、杂志、网络等途径，多渠道查阅并了解与阅读材料相关的信息资料和背景知识，做好充分的课前预习工作。
推荐网址：http://www.anc.org.za/people/mandela.html
http://www.microsoft.com/billgates/bio.asp
（学生可以通过以下问题来自我检查预习情况）
Questionnaire:
Q1: What qualities do you think you should have? And how can we improve ourselves?
Q2: Can you name some famous people? But are they great men?
Q3: How much do you know about South Africa and Nelson Mandela?
Q4: What’s the relationship between Nelson Mandela and Elias?
Q5: What can we learn from those great ones?
第二课时前：
1、 复习阅读课文，预习所给的词汇、相关背景知识等材料。
2、 预习课文Listening。
第三课时前：
1、 预习所给的词汇，和相关知识。
2、 预习练习册里的阅读与听力。
第四课时前：
1、预习语言点和语法点。
第五课时前：
1.、复习上一课时所学的语言点和语法。
2.、搜索有关曼德拉详细信息与写信的格式。
五、教学步骤 (Teaching procedures)
Period 1：Reading I
Teaching goals
1. To talk about people’s qualities and inspire the students to discover the value of the great man’s work.
2. To read on capable people’s life stories and know more information about Nelson Mandela.
3. Enable the students to express their ideas logically.
Procedures
Step 1. Warming up
(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)
T: Well, for a beautiful song, do you know what it is about?
S :Hero
Q: Who is your hero/heroine?/ Who do you admire in your heart?
Ss: …
Q: Why?
S: …
Q: Do you think he is a great man?
S: …
Q: Does he do anything for others? / What contributions does he make to society?
S: …
(Show 4 pictures in talking part one by one)
Q: How about this person? Do you admire him? Is he another hero in your heart? What do you know about him?
(Give background knowledge)
Conclusion: Let Ss say: so a great man is a man_______________________________________.
(Show a picture of. Nelson Mandela)
Q: What do you know about him? Is he a great man? Why?
(Get into Brainstorming)
T: It seems you know Nelson Mandela a little. Do you want to know more about him? Let’s read the following story and see what Elias thinks of Nelson Mandela.
Step 2.Fast Reading
Q: What does he think of Nelson Mandela?
Why?
What happened between Elias and Nelson Mandela?
Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .
Step 3 Careful reading
T: Here is your first impression about NM according to the Elias’ story. If you look through the story carefully, you’ ll find more. Ok, why not read these two passages and finish the following chart by answering these questions?
Q1: When and where was Elias born? What was he?
( 1940, born, black worker )
Q2: Was he educated? When? How long?
( 1946( six), educated, two years )
Q3: Why did he leave school so early?
( not continue the fee )
Q4: So what was the result? Could he get a job? What job? Was he happy then? Why?
( get, worried about, out of work, no passbook )
Q5.Who helped him? What did Nelson Mandela do at that time?
( Nelson Mandela, opened, advise )
Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life?
( get …)
Q7. What did Nelson Mandela organize? Why did he organize it? / What was the situation at that time?
( ANC, no vote, not choose )
Q8: Where did they live?
( poorest )
Q9: What did Nelson Mandela say?
( accept, fight )
Q10: How to attack the law?
( broke, peacefully )
Q11: But did they answer violence with violence? Why?
( answer with violence, not allowed )
Q12: Did Elias like violence? Did he join the ANC Youth League? Why?
( realize his dream, make equal )
Q13: So how did they do?
(blow up )
Q14: What would be the result if they were caught?
( be put in prison )
Q15: Later, he was put in prison. What is the prison? Why were they so afraid of hearing of its name?
( Robben island, not escaped )
Q16: It was the hardest time of his life, right? But at this moment who appeared? Did he help him? How?
( began, taught )
Q17: Did Elias study hard? How?
( under…make candles..)
Q18: As a result, he became a good student. Did he want to study further? Was he allowed to do that? What idea did Nelson Mandela think of?
( allowed… not stopped…)
Q19: Could Elias get the degree? Why did he feel good about himself?
（ not cleverer ）
Q20: Was Elias always staying in the prison? How long did he stay? Can he get a job? What job? Why?
( four, educated )
Q21: Could he do this job long? Why? So he lost the job. How long was he out of work? When did he find a job again? How?
(found out, twenty years, came to power, helped again )
Q22: Was Elias happy to accept this job? Did he give up this job? Why?
( bad, came back to , encourage, said,)
Q23: What did he think of this job now,? Why?
( am proud to…)
Q24: What’s the purpose of writing this story? How does the writer tell? How many parts was the whole story divided? / How many times did Nelson Mandela offer help to Elias?
Ss: The purpose of writing this story is to … . The writer tells…by….
Step4 Retelling
T: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elias’ wife, would you like to tell us something impressive?
Retelling (Choose one of them to retell )
1. Suppose you were Nelson Mandela, retell the story.
2. Suppose you were Elias’ wife, retell the story.
Step5. Role play (an interview )
T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’ turn to tell us some stories. One of you act as Elias, who is the tour guide on Robben Island. And the other three, you are tourists and you can ask questions that you want to know. Maybe these tips will help you!
How did you get to know Nelson Mandela?
What did he do to help you keep your job in a gold mine?
Can you explain to me some of Nelson Mandela’s political ideas or beliefs?
What was Nelson Mandela’s way of fighting? Why did he change to violence?
What was life like on Robben Island?
We know you couldn’t read or write, for you left school early, but now you can.
Where did you learn to read and write?
Why did you become a tour guide? What do you think of your present job?
(Let students come to the front to show their interview. Students can start the interview like this:
Tourist: How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine?)
Step6. Homework
1. Try to find out some useful expressions and phrases.
2. Work in four to find more information about Nelson Mandela.
附板书设计: （Blackboard Design）
The relationship between Elias and Nelson Mandela
Elias Mandela
black worker opened
educated, two years advise
out of work happiest get
no vote organize
not choose accept/fight
poorest join broke peaceful
blow up help
put in prison began
hardest taught
not allowed allowed…to
get a degree degree not stopped
feel good
Period 2：Reading II
Step 1.Lead-in
T: Do you still remember some details about what we learned yesterday? Now let me have a check.
Step 2. Review two readings
1. ( T or F )
1. Elias met Nelson Mandela at school. ( F )
2. Nelson Mandela was a black lawyer. ( T )
3. Nelson Mandela believed that black people were being treated as well as white people in South Africa. ( F )
4. Nelson Mandela thought violence was a good way to help black people. ( F )
5. Nelson Mandela helped Elias keep his job. ( T )
6. The government were happy with Nelson Mandela and the ANC. ( F )
2. Listening and learning about language points
(Discover useful words and expressions, and then complete the passage with some of the words above)
(go on, some time, feel hopeless, lose one’s job, brave man, in fact, be ready to, agree to take, go against a law, quiet and calm, be taken to prison, tell somebody what to do, what people do in a war, always doing new things, have some difficult problems, money paid for going to school, a yellow metal for making a ring, group of people organized for a special purpose)
T: Let’s listen to the whole story. Would you please find out the similar expressions in the text to the ones on the screen? Then complete the passage with some of the words.
When Elias lost his job and was__________, his wife was very unhappy. She knew this meant he was_________ when all she wanted was a _______ life with enough money every month. She tried to ______him not to fight the government as she thought it was better to _______ that in South Africa black people were not as important as white people. But he was willing to ________ the fight and help Nelson Mandela win equal rights for black people. For a ______ of time she felt helpless and_________, but Elias encouraged her with stories of how good life would be when white and black people worked and played together.
Step 3. Listening
T: We know, at that time, Elias was in a difficult situation and the background was very different from today’s. With what you have known, can you predict some?
What is a passbook?
Is it important?
Is it easy to get for Elias?
What job did Elias want to do?
Who worked underground?
Who worked on the surface?
Where did Elias live?
T: Will your answers be all right? Now listen to one statement of Elias.
1 What is a passbook? ( B )
A. A book to help you pass exams B. A book to show your identity
C. A book to tell you where to live D. A book to tell you how to live
2. Why is it important? ( C )
A. For traveling outside South Africa B. For showing where you were born
C. For traveling inside South Africa D. For getting a job
3. What job did Elias want to do? ( D )
A. To work with other black workers B. To work as a cleaner
C. To teach in a primary school D. To work in the mines
4. Who worked underground? (C )
A The white workers B. The black and white workers
C. The black workers D. Foreign workers
5. Who worked on the surface? ( C )
A. The black workers B. The black and white workers
C. The white workers D. Foreign workers
6. Where did Elias live? ( C )
A. In a classroom B. In a home of his own
C. In a large room with beds D. With his family
Q: Why did Elias join the ANC Youth League?
( He wanted to be the same and equal to the white people in their own land.)
Q: Why did he support violence when he did not agree with it ?
( Because it was only with violence that they could get the equal right. )
Step4. Further Discussion
T: So to Elias, Nelson Mandela is a great man and he is important in Elias’ life, and he changed his life.
And what have you learned from Nelson Mandela? For what quality do you admire him most?
(Show 4 pictures in Pre-reading: William Tyndale, Norman Bethune, Sun Yat-sen, and Gandhi )
T: Are they great people too? What qualities do they have? What qualities do you think are needed to make a great person?
Conclusion: A great person is one who has followed his/ her ideas and sacrificed something so that they could be realized. He/ She has qualities as follows: intelligent, determined, generous, kind, unselfish, brave, hard-working, confident, persistent, modest, one who has an idea, helps others, unselfishly gives up something to achieve his/her goal).
Look at the list of the qualities that are set out above. You are going to choose four that you consider are the most important for a great person. While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it.
Step5. Homework
1. Review two readings
2. Recite good sentences from the readings
3. Preview the next reading in WB.
附板书设计: （Blackboard Design）
Review two readings ( T or F )
Listening
1. prediction
2. listen to the passage
Further Discussion
1.What is a great man?
2.What about we ordinary ones?
Language points :
1. Do you ask for help when you think it necessary?
ask for 要求得到
Every time he gets home, he asks for money.
ask for sb. 找某人，要求见某人
A Mr. Simpson form Sydney is asking for the manager.
2. Are you willing to do public service work without pay?
be willing to 愿意做某事
willing adj. 乐意的，自愿的
I’m willing to help you.
I’m quite willing for your brother to join us.
3. Do you easily lose heart when you are in trouble? lose heart 灰心，丧失信心
Please don’t lose heart; you still have more chances.
lose one’s heart 爱上，喜欢上
She lost her heart to him as soon as she saw the handsome soldier.
in trouble 有麻烦，处于不幸中
He never came except when he was in trouble.4. He died for his ideas but his work was later used in the Bible. 他为了自己的思想而献身，但他的成果后来应用于《圣经》。
die for 为……而死
They died for the people. Their death is weightier than Mount Taishan.
I am dying for a cup of water.
die for 也意为“渴望，切望”（只用于进行时态）
5. He fought against the German Nazis and Japanese invaders during World War II. 二战时期他抵抗德国纳粹和日本侵略者。
fight (fought, fought)
fight for 为……而战
fight against 与……作斗争
We will have to fight against difficulties.
They told the workers to fight for their rights.6. He founded the first Republic in China in 1911 after many years’ fighting. 经过多年斗争他于1911在中国创建了第一个共和国。
found (founded, founded) 建立，创建
find (found, found)
The hospital was founded in 1920.
Have you found your missing pen?
7. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood. 他坚信三条原则：民族，民权，民生。
believe in 信任，信仰
Do you believe in God?
We believe in our government.
believe sb. = believe what sb. says 相信某人的话
believe in sb. 信任某人
I believe what he said because I believe in him.8. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way. 他为了他的思想而放弃了富裕生活，并且用和平方式为他的国家摆脱英国而进行了战斗。 give up 表示主动放弃或屈服
He has decided to give up smoking.
give in 表示被动屈服或认输， 后面不带宾语
You can’t win the game, so you may as well give in.
free from 摆脱（不好的东西）的，无……的
Keep the children free from harm.
You should try to write sentences free from mistakes.
9. He fought for the black people and was in prison for thirty years. 他为黑人而战且坐过三十年监狱。
be in prison 在狱中，被监禁
He has been in prison for five years.
put…in prison = send…to prison = throw …into prison 把……投入监狱
The car thieves have been put in prison.
He was sent to prison for ten years10. 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 hurt23. I remembered the beatings and the cruelty of the guards and my friends who had died and I felt I would not be able to do it.
beating n. 打、输
They gave him a good beating.
They gave our team quite a beating.
beat n. 敲击，跳动
We heard the beat of a drum.
Can you hear the beat of my heart?
24. They said that the job and the pay from the new South African government was my reward after working all my life for equal rights for the Blacks.
reward n. 报酬，奖金
He worked hard but without much reward.
in reward 作为报酬
She got nothing in reward for her kindness.
vt. 酬谢，给以报答
He rewarded me with a prize.
1．period （n．）
1）length or portion of time一段时间；时期。
There were long periods when we had no news of him．好长一段时间我们都没有他的消息。
Tomorrow's weather will be cloudy with sunny periods．明天阴天间晴。
His son is going through a difficult period now．他的儿子正处于困难时期。
2）（time allowed for a）lesson in school课时；一节课。
three periods of chemistry a week 一个星期三节化学课。
2．advise
advise sb.to do sth.劝告/建议某人做某事 advise sb not to do sth= advise sb. against doing sth劝告/建议某人不要做某事
1) They advised her not to act in haste. = They advised her against acting in haste。他们劝她不要匆忙行事。
2) He will advise you what to do 他会建议你（们）怎么办。
3) 可以说advise doing,但不可以说advise to do，如：
She advised holding an English party at the weekend.（正）
She advised to hold an English party at the weekend.（误）
4) advise后可以引导一个宾语从句，从句的谓语动词用虚拟语气，即，should+ 动词原形，should可以省略。如：
I advised that he (should) come at once.
5) advise sb. of sth 把某事通知某人，如：
We advised them of the arrival of goods
6) advise with sb on/about sth.与某人商量某事，如：
She advised with me on the travel to Europe.
3．see （v.）
see除了用来表示“看见”以外，还可表示“遇见”、“会晤”、“理解”、“发觉”、“经历”等意义。在本句中，它的意思是to be the time when （an event）happens。
witness 为（某事）发生之时；目睹。
This year sees the hundredth anniversary of the composer's death．今年是那位作曲家逝世一百
4．position
1.表示“位置，姿势，职位，立场”时，是可数名词，前常加介词“in”如：
1). The house has a good position.
2). He is lying in a very uncomfortable position.
3). My sister has got a position as a nurse.
4). Both sides made their positions clear.
2.表示“地位”时，是不可数名词，有时可加不定冠词，如：
She is a woman of high position
3. in a position to do sth.处于能够做某事的地位，如：
I’m sorry, I am not in a position to help you now.
4. in/ out of position在/（不在）适当的位置，如：
This chair is out of position. Put it back in position.]
5. Take up the position that…主张…如：
He took up the position that the meeting should be postponed until /to next week.
6. accept
1. 表示“接受，同意” 后面可接名词，代词或that引导的宾语从句，如：
1) Did you accept the invitation?
2) It is generally accepted that smoking causes bad health
2.区别accept 和receive
accept指乐意接受或考虑后同意接受，强调其主观意愿。如：
1) We must accept the criticism.
2) I accepted this plan in principle
receive表示“接到，收到 ”， 指“接，收”这一动作或事实。
1).He received several baskets full of cards, letters and telegrams of congratulations.
2).He received the present, but he didn’t accepted it.
accept后不可接不定式。
1). She accepted to go with me.（误）
2). She agreed to go with me.（正）
7. reward.
1) 作动词，表示“报酬，酬金，报答，奖赏”，接介词for表示“缘故”，接介词with表示“奖赏的东西”。如：
1) I rewarded you for your help.
2) She rewarded him with a smile.
2. 作名词，表示“报酬，奖赏，报答，酬谢”如：
1) She was given a reward for passing the examination.
2) She worked hard all her life but without much reward.
3. as a reward for,作为……奖赏，为……酬谢 in reward of（以……）酬谢，如：
1). He was rewarded with a gold watch as a reward for his services.
2) He was presented with a gold watch in reward of his services.
4.in reward 作为。。。报答。如：
1) We got nothing in reward for our kindness.
5．表示“好处，回报”时，常用名词的复数形式，如：
1) The rewards of arts are not to be measured in money.
2) The financial rewards of teaching are not among its attractions.
8. We first broke the law in a way which was peaceful; when this was not allowed ... only then did we decide to answer violence with violence．首先我们用和平的方式来破坏法律；而当这种方式也得不到允许时，……只有到这个时候我们才决定用暴力反抗暴力。
in a way which was peaceful = in a peaceful way。
Only then did we decide to answer violence with violence．注意did we decide的局部倒装结构，当only 修饰副词或状语置于句首时，句子要局部倒装。如：
Only after the lesson did she discover that she had lost her handbag．下了课她才发现自己丢了手提包。
Only recently have I thought of them．直到最近我才想起他们。
如果置于句首的由only引导的词语不是状语就不用倒装。试比较：
Only some of the children seemed to have understood it．似乎只有一部分孩子明白。
Period 3: more language input
Teaching goals
1. Help the students learn to get information by listening, and cultivate the listening ability.
2. Get the students to talk about their various opinions freely in English.
Step1. Reading (WB)
T: As we know, most of the great people are also important and famous, but are important people the great ones?
S:
(Show some pictures of Bill Gates, his software and his company).
T: Do you know who he is?
S:
T: What else do you know about him?
S: CEO of software
T: Great, so many of you know him. He is really so famous. But is he a great man?
S1: I think Bill Gates is / is not _____________, because ________________________________.
S2:
T: You see, so you have different ideas. Let’s have a look at him in the two passages. Let’s read the passage quickly and fill in the information sheet.
INFORMATION ON BILL GATES
Job Chief Executive Officer of a computer company
Achievements Produced software that is used all over the world
What did he give up for his beliefs? None
Generosity Gave money to causes for children’s education and health
Why does he have enemies? Other people are jealous of his success
Why attacked by the government? They thought he was too big and too powerful and that is unfair to his competitors
T: What does the follower of Bill Gates think of him?
Why does he think Bill is great?
What about Bill’s competitor?
Why?
Please read the passage again more carefully and find out the evidence to support each point. Lets’ have a debate. The following chart may help you.
Great Man Not a Great Man
He has his own company and software. No one can compete with his software.
He fits his software free in every computer. His software is not the best but used most widely.
He gives money to causes for children’s education and health. He tries hard to stop others making better software so that he may be a computer bully.
(T can ask Ss to finish the chart first, and then ask them to give a short report to tell us the reason why Bill Gates is a great man or why not.)
T: Thank you for your excellent report. In a word, a great man should be the one who has followed his/her ideas and sacrificed something so that they could be realized. If he/she has not gone through struggles and difficulties for their noble cause, they can’t be called a great person. From your report, we find that different people have different ideas, not only on this affair, but also on some common things in our daily life. Here is the same example which happened in our listening text.
Step 2. Listening (WB)
(Show Ss a picture of an accident)
T: What happened in the picture? If you witness the accident, what will you do?
Ss: Call 120. / Tell policeman the truth. / …
T: If the policeman asks you to describe what you have witnessed, what will you say?
S1: …
T: What’s your point of view?
S2: …
T: You see, on this accident, you two have different views. Usually, after an accident, the police will not just ask one person. Can you guess why? What about listening to the tape to find out the reason?
(Ask the Ss to listen to the tape.)
T: So why will the police not just ask one person?
S: …
T: Instead, what will the police do?
S: He will ask everyone present.
T: But sometimes, people will tell different stories after an accident, just as what you did just now. Do you know why? So listen to the tape again and find out the answers to these two questions:
Q1: Why will people tell different stories after an accident?
Q2: What does “a point of view” mean?
(Check the answers.)
T: You see, when you look at people or things, you may have a different point of view from others. On this accident, two people have different points of views. Please listen to the tape once again, and take some notes of the information on the accident by person A and person B.
(Check the answers of exercise 2.)
T: So why did the two speakers have different ideas about the cause of the accident?
S: …
T: After you get the information, who do you think caused the accident? Why?
S: …
T: What conclusion can you draw after the reading and the listening?
S:
T: So next time when you look at one event, will you just look on one side?
Standing on different fields will give you totally different views. So please don’t just judge an event from one side. Just like the topic we talked in this unit – great men. In this unit, we talked a lot about great men, and most of them are famous people. What about ordinary people? Are they just ordinary? Can they become great men?
Step 3. Further discussion
(Show a short video of “Move China”)
T: Do you know him? Is he as ordinary as us? But is he a great man? Why?
(T can ask Ss to discuss some detailed questions and then show their ideas.)
1) Who is he? What happened to him?
2) Do you think he is a great man? Why do you think so?
(Ss may give a conclusion: he is really a great person. T can get Ss into a heated discussion, and let
them have a free talk.)
1) Can you list any other ordinary people who you think they are great?
2) Are there any teachers you admire a lot? Why?
3) And what about your friends? Your schoolmates?
T: Important people may be great. But when we think about a person or a situation in different respects, maybe we can open another window. We can describe a person we think is a great person because of what this person does for the community and others. Judging from these flashing qualities, they are loved and admired by the people around them. They are the great people in our heart.
Step 4. Homework
If we ordinary people can become great ones, will you want to be a great one? If so, how to be a
great person? Can you write your plan to reach the great goal?
附板书设计：（Blackboard Design）
I think Bill Gates is / is not _____________, because ________________________________.
Great man?
Great ordinary
Period 4: Language Practicing
Teaching goals
1. To discover and learn to use some useful words and expressions.
2. To learn Attributive Clauses part2 (where, when, why, prep. +which /whom)
Step 1 Lead-in
(By asking Ss some Qs about Elias, then lead in some attributive clauses in the reading text. Get Ss to learn the grammar from their book.)
T: In Elias’s story, Nelson Mandela acted an important role in his life, and a lot of things greatly changed because of him. So there are many unforgettable experiences in Elias’s mind. Suppose you are /were Elias, can you tell us some of your impressive experiences?
Ss: Yes/Ok
T:
Q1: When did you first meet Nelson Mandela?
S1: I met Nelson Mandela in a very difficult period of my life.
T: So you mean the time when you first met Nelson Mandela was a very difficult period of your life. (Copy the sentence on the blackboard)
Q2: Where was the school you studied?
S2:The school where I studied only two years was three kilometers away.
Q3: When was the day Nelson Mandela told you what to do and helped you?
S3: The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.
Q4: Where were the parts you blacks lived?
S4: The parts of town where we lived were the places decided by white people.
The time when you first met Nelson Mandela was a very difficult period of your life.
The school where i studied only two years was three kilometers away.
The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.
The parts of town where we lived were the places decided by white people.
Step 2 Grammar review
T: Now please look at these sentences. The words underlined are all modified by sentences. Do you still remember what we call these kinds of clauses?
Ss: Attributive clause.
T: Yeah, the attributive clauses are very useful in our expression.
(Show a short flash of the dialogue between a couple)
Now let’s review some together. Will you fill in the proper words?
Ex1:
1. Is he the man who/that wants to see you?
2. He is the man whom/ that I saw yesterday.
3. They rushed over to help the man whose car had broken down.
4. The package (which / that) you are carrying is about to come unwrapped.
T: What do we call the words which you filled in just now?。
S: Relative pronoun.
T: What are they?
Relative pronoun ：who, whom, whose, that, which等。
Step 3 Grammar learning
T: Besides these words and sentences, we find another language using in our text.
We were put in a position in which we had either to accept we were less important, or fight the government．
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela
T: What’s the differences between these two and others?
S: We have a preposition before the relative pronoun.
T: But where is the preposition from?
Let’s observe the following sentences!
Ex2:
1. The speed at which light travels is 300000km per second.(由先行词的习惯搭配决定)
at the speed of
2. This is the teacher from whom I borrow the book. (borrow from)（动词词组）
3. Don’t bring the children to see the animals of which they are afraid. (be afraid of)
关系代词whom, which前介词的选择由先行词的习惯搭配或后半句动词的搭配而决定。
Ex3
关系副词：when, where, why.
关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。
Step 4 Grammar practice
Ex1: Elias has had some problems with his messages for his friends. Can you help him form sentences with the following words and phrases. Match them please.
Ex2: Now will you complete these sentences using an attributive clause with when, where or why？
1. That was the reason why I had to go hospital for so long and I could not go on my holiday to Britain.
2. Mary Brown moved to a place where she was close to the sea, so she could go swimming every day.
3. This was the time when the harvest failed three years in a row, and everyone was cold and hungry.
4. It was the year when the electricity failed and everybody had to cook their dinner by candlelight.
5. I went back to the town which I left when I was five years old, so I could see the house where I used to live.
6. He will never forget the park where he first met his wife.
EX3: Join two simple sentences to make a complex sentence with an attributive clause.
T: Just now, we used the words when, why, where, which, who to fill in the blankets. Now would you combine the two sentences by using the attributive clause?
Eg: Wang An moved to the US from Shanghai in 1945. He was born in Shanghai.
Wang An moved from Shanghai, where he was born, to the US in 1945.
1. Harvard is a world-famous university where/from which Wang An got his doctor’s degree.
2. He arrived in America in 1945 as a young man who had lost most of his family during the Anti-Japanese war.
3 Wang An spent 3years in Harvard University where/ in which he studied applied physics.
4. In 1951 Dr Wang founded his own company where/ in which computers were made.
5. He became a very successful entrepreneur in the US in 1985, when he made $3 billion.
6. Dr Wang died in 1990 when IT was developing rapidly all over the world.
7. This is Dr Wang to whom the computer belonged.
Step 5 Language production
T: Dr Wang made great achievements during his life. Some time, places and events mean a lot to him. They are his unforgettable experiences. And what about you? Do you have some great moments and places to remember? Now think about the most five important things in your life. and share them with your partners. Let’s work in four.
Top five in your life
Eg: Linhai is a beautiful city where I was born.
I was born in 1985 when my sisster was five years old.
I will never forget the day when….
Step 6 Homework
1. Make what you discussed into a short passage by using the attributive clause.
2. Finish the exercises in the workbook.
附板书设计：（Blackboard Design）
Attributive clause
relative pronoun ：who, whom, whose, that, which等。
关系代词whom, which前介词的选择由先行词的习惯搭配或后半句动词的搭配而决定。
关系副词：when, where, why.
关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。
Period 5: Writing
Teaching goals
1. Deal with the knowledge learned and the writing part
2. Teach the students how to write a persuading letter.
Step 1. Lead in
T: Hello, everyone. Now I am very eager to know the top five things in your life. Would you like to share them with me? Others please pay attention to the attributive clauses in his report.
Ss: …
T: Well done, how many attributive clauses are used in the report?
Ss:
T: Just as you see, with this structure, the sentences you made will become more vivid and beautiful. And from what he told you just now, class, what kind person our speaker is?
Ss: Brave, honest…
T: But is it enough to describe one person in this way? What else is needed?
Ss: (Get into a discussion)
Step 2. Using words and expressions
T: Good ideas. Would you like to know more? Now here’s a good example. Let’s turn to Page 70. First go through the text quickly. Who can tell me what the passage talks about?
S: It’s about a mathematician named Charles Babbage.
T: Now choose the words or expressions from the brackets to complete the passage.
(Leave Ss 2minutes to finish the passage.)
T: You can find the words are similar to each other. So as a good writer, he may vary words to express something better. So picking of proper words is very important. And have you stored some good words or phrases from our text?
Ss: ...
T: But can you use them out in your writing? Let’s have a try.Here we’ve got some, and please choose some of them to translate my sentences. ( Page 71)
(as a matter of fact; in trouble; out of work; come to power; advise; lose heart; be sentenced to; willing; set up; continue).
T: Please always remember: words and phrases are the bricks of the house or the muscles and blood of the body. So collecting more words is a way to write a beautiful passage. Besides the muscles and blood, but what about the bones of the article?
Step3. Make an outline for structure
T: Let’s go back to the passage. Can you give me more information about the mathematician? Like when and where was he born? What happened in his childhood? And what happened later? …
Ss: …
T: Yes, in paragraph one, it writes about his personal information. And what happened in paragraph two? What other information does it mention?
Ss: …
T: In paragraph two, it tells us his hard work and achievements. Why do we say he worked hard? What were his achievements? Did he suffer a lot or meet with some problems? What do people think of him? Why?
Ss: …
T: So in conclusion, this passage can be divided into two parts. They are:
Paragraph 1: Personal information
Paragraph 2: His / Her hard work and achievements
T: That’s the brief outline of this passage, and can we add something more about it?
S: (Get into a discussion and report their ideas)
T: Generally speaking, when we write a passage about a person, maybe we’d better write about his qualities in the passage and we can also show our opinion of the hero. So can you write an outline of a passage about a great person?
(Leave several minutes to the Ss to make an outline, and let them exchange their ideas freely)
T: According to your arrangement, your outline may be like this:
Paragraph 1: Personal information
Paragraph 2: His / Her hard work and achievements
Paragraph 3: His / Her good qualities
Paragraph 4: Your opinion
T: Here you have a chance to practice how to write a passage about a person. Would you write a passage about Nelson Mandela according to what we have discussed?
(Leave 5minutes for Ss to draw an outline and collect more information in the whole unit)
Step4. Writing
T: Have you finished? Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century. Will you write a letter to support Nelson Mandela?
Before we begin, here are two questions:
1. Do you still remember the format of a letter?
2. 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
Huipu High School, Linhai Zhejiang province
July 24, 2006
Dear…,
I’m writing to …
…
Yours,
六、背景参考资料(Background knowledge)
Lyrics of Hero
There's a hero
If you look inside your heart
You don't have to be afraid
Of what you are
There's an answer
If you reach into your soul
And the sorrow that you know
Will melt away
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
It's a long road
When you face the world alone
No one reaches out a hand
For you to hold
You can find love
If you search within yourself
And the emptiness you felt will disappear
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
Lord knows...
Dreams are hard to follow
But don't let anyone
Tear them away
Hold on
There will be tomorrow
In time you'll find the away
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
That a hero lies in you...
That a hero lies in you...
1.Nelson Mandela
Nelson Mandela's biography is set out in the Student's Book up to the date he went to prison on Robben Island．The rest of his biography is included below:
1990 freed by white government．
1991 leader of ANC．
1993 first black President of South Africa．
1999 retired as President and returned to live in his hometown in the Transkei, South Africa．
2.Elias
Elias, who tells Nelson Mandela's story, had a life that was very common to many who helped Nelson Mandela and fought for the cause．Everything that is mentioned in the story is true．The facts of Mandela's life and Elias’ life are accurate．Elias' story is based on the life of a man who supported the ANC and was sent to Robben Island for 4 years．He then spent 20 years trying to get another job．He now takes tourists round his former prison and he tells them how he suffered for his beliefs．After he left Robben Island he tried many times to make a career for himself．Each time he successfully got a job the secret police would tell his employers about his time in prison and he would lose his job．Elias’ time in prison was also true．The political prisoners were allowed no privileges but prisoners that had not done illegal political acts were allowed to study degree courses from South African universities．You can visit Robben Island, as it is now a museum and open to visitors．There are no prisoners there any more．
3.William Tyndale
William Tyndale believed that the Bible should be able to be read by everyone．At that time Christianity was the religion of England but the Bible was only read and understood by priests and religious people．It was written in several different ancient languages and there was no version in English．William Tyndale made it his life's work to translate the Bible into easily readable English for the people of his time．He had to learn to read ancient Greek and Hebrew to be able to do this．But there were many people who did not like the idea that just anybody should be able to read the Bible．The priests and some religious people thought it meant they would have less power so they tried to stop him．He had many adventures and once even lost all his translations．He had taken a ship to England and there was such a bad storm that the books had to be thrown into the sea．So he had to start all over again．But he did not give up．He was a generous scholar and gave his work to others who were also trying to translate the Bible．He hoped that in this way the project could be finished earlier．At last he was caught and put to death for his beliefs．After his death the Bible was published in English and more than 80% of it was the work of William Tyndale．The language is very beautiful and many sayings and expressions that are used in England today come from it．It is a very important text．There are some phrases from it at the end of the guidance for this unit．
4.Mahatma Gandhi
His ideas were used by Nelson Mandela and Martin Luther King, Jr as a way of drawing attention to their cause and getting sympathy from people around the world．His importance comes from the moral force of his ideas b