Unit 5 Nelson Mandela - a modern hero教案1。
俗话说，居安思危，思则有备，有备无患。高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生们充分体会到学习的快乐，帮助高中教师掌握上课时的教学节奏。高中教案的内容要写些什么更好呢？以下是小编为大家精心整理的“Unit 5 Nelson Mandela - a modern hero教案1”，仅供您在工作和学习中参考。
TheFirstPeriod
●从容说课
Thisisthefirstperiodofthisunit.Inthisperiod，studentsareexpectedtodiscusswhatkindofpersontheyare.ThepurposeistogivestudentschancetopracticetheiroralEnglish，atthesametime，theycanhaveageneralideaaboutwhatarethequalitiestheyshouldfindinagreatperson.Inthisperiod，thereisapartdesignedtopracticespeakingandreading.Inordertomakestudentshaveathoroughideaofqualitiesgreatpeoplehaveincommon，andpredictthecontentsofreading，itisimportanttomakegooduseofthesixpictures，especiallyNelsonMandela.What’smore，thisisthefirstperiodofthisunit，soitisnecessarytodealwiththenewwordsandexpressionsofthispart，soastomakeiteasyforstudentstobeginandmakethemlessanxiousinstudy.
●三维目标
1.Knowledge：
Learnandmasterthenewwordsandexpressionsinthisperiod.
Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal
Phrases：loseheart，introuble，worryabout，outofwork，YouthLeague，asamatteroffact，blowup，put...inprison
2.Ability：
（1）Talkaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.
（2）Doreadingpracticetoimprovethestudents’readingabilities.
3.Emotion：
（1）Learnaboutsomegreatpeopleandqualitiestheyhaveincommon.
（2）Developthestudents’moralquality.
●教学重点
（1）Talkaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.
（2）Enablethestudentstograspthemainideaofthepassage.
（3）Improvethestudents’readingability.
●教学难点
（1）Howtoexpresstheirownopinionsandideas.
（2）Howtograspthemainideaofatextorapassage.
●教具准备
Themultimediaandtheblackboard.
●教学过程
Step1Greetings
Greetthewholeclassasusual.
Step2Lead-in
T：（Walktooneboy）WangBin，whatdoyouusuallydoonweekends？
S1：Isometimesplaybasketballwithfriends.Ilikebasketballverymuch.
T：Thenyoumustknowthisman.（ShowthepictureorplayashortvideoprogramofJordan—afamousbasketballplayerwhoisablackman.）
T：Doyouknowwhoheis？
S1：OfcourseIdo.HeisJordan，myidol.Heisthebestbasketballplayerintheworld.Ihavemanypicturesofhim.
T：Yes，you’requiteright.Heisveryfamousandmanypeopleallovertheworldworshiphim.Butdoyouknowthatitwasnotuntilaboutfiftyyearsagothattheblacksgottheirfreedomandweretreatedasequalcitizens？
S2：Yes，welearntaboutthisinourhistoryclasses.TheblackswerefirstbroughttoAmericaasslaves.Theyweretreatedbadlyandtheyhadnorights.
T：That’sright.Butweallknowthatthingsaredifferentnow.Doyouknowhowtheycouldhavethesamerightsasthewhites？
S3：Wedon’tknowmuchaboutthis.Pleasetellusmore.
T：OK.Manypeopledevotedthemselvestothis.Somewereputintoprisonandsomeevenlosttheirlives.Lookatthetwopicturesandreadthenotesaboutthem.Thenhaveadiscussioningroupsoffour.Trytoexplainwhytheyaregreatmen.
（Showthefollowingpicturesandtheirinformationonthescreen）.
Bornin1929
Graduatedin1955
Workedinachurch
Organizedhisfirstactionsin1955
FormedanorganizationforAmericanblackleaderstoworktogetherin1957
Gavethespeech“IHaveaDream”in1963
ReceivedtheNobelPeacePrizein1964
Murderedin1968Bornin1918
Firstactionswhilestillatuniversityin1940
Graduatedin1942
HelpedtofoundtheANCYouthLeaguein1944
Ledmanypeacefulactionsduringthe1950s
Putinprisonfrom1962till1989
ReceivedtheNobelPeacePrizein1993
BecamethefirstblackpresidentofSouthAfricafrom1994to1999
（Givethestudentsafewminutestodiscussthequestions.Thenasksomeofthemtosaytheiranswers.）
T：Areyouready？
Ss：Yes.
T：Good.Nowwhowouldliketotelluswhythesetwomenaregreat？
S3：Letmehaveatry.IthinkMartinLutherKing，Jr.isgreat.Heworkedforthefreedomofalltheblacks.Hewasbornin1929.Afterhegraduatedin1955，heworkedinachurchandorganizedhisfirstactionsinthesameyear.Twoyearslater，heformedanorganizationforblackleaderstoworktogether.In1963，hehadthefamousspeech“Ihaveadream”.Becauseofhissuccessinhiswork，hereceivedtheNobelPeacePrizein1964.Unfortunatelyhewasmurderedin1968.
T：Verygood.Now，whocantellussomethingaboutNelsonMandela？
S4：HewasthefirstblackpresidentinSouthAfricafrom1994to1999.Hewasbornin1918andworkedfortheequalrightsfortheblacksofSouthAfricaformanyyears.Asearlyasin1940，whilehewasstillatuniversity，hetookhisfirstactions.In1944，hehelpedtofoundtheANCYouthLeague.Duringthe1950s，heledmanypeacefulactions.Hisenemieshatedhimandhehadbeenkeptaprisonerfrom1962to1989，buthenevergaveupthestruggleforthefreedomofalltheblacks，sohereceivedtheNobelPeacePrizein1993.
T：Verygood.Youknowalotaboutthem.Whocanexplaininwhichwaystrugglewasanimportantpartinthelivesofthem？LiYang，wouldyouhaveatry？
S5：OK.Ithinkstrugglefortheequalrightsofalltheblackswasanimportantpartinthelivesofthem.Theybothachievedtheirgoalsbypeacefulrevolution.
T：Whoknowshowthesituationsareintheircountriesnow？Hasthesituationbeenimproved？
S6：ThingsaredifferentnowintheUSA.Theblacksandthewhiteshaveequalrights.Theycanbothbeelectedleadersoftheircountry.
T：Good.Whohasanythingelsetosay？
S7：ThesameisinSouthAfrica.AfterMandela，thereisasecondblackpresident.Nomatterwhobreaksthelawofthecountry，hewillbepunishedorputintoprison.
Step3Newwords
T：NowIwantyoutohavealookatthekeywordsontheblackboard.Doyouknowthemeaningsofthem？Ifnot，youcancheckthemonPages96-97.
（Giveseveralminutesforthemtogettoknowthemeaningsofthesewords.）
T：Let’sreadthesenewwordstogether.
Step4Warmingup
T：Welldone.Fromthediscussionwehadjustnow，weknowMartinLutherKing，Jr.andNelsonMandelaaregreatpeople.Sowhatarethequalitiesweshouldfindinagreatperson？Whodoyouthinkisagreatperson？
（Askstudentstodiscussthesequestionsingroupsoffour.Fiveminuteslater，checkwiththewholeclass.）
T：Areyouready？
Ss：Yes.
T：Good.Now，whowouldliketotelluswhatqualitiesagreatpersonshouldhave，LiLei，haveatry？
S8：Smart，modest，unselfish，warm-hearted，confident，determined，active，honest，brave，persistent.
T：Verygood.Asagreatperson，shouldhe/shegetonwellwithothers？Shouldhe/shewillingtodopublicservice？Shouldhe/shebeactiveinsocietyactivities？Shouldhe/sheneverloseheartwhenhe/sheisingreattrouble？
S9：Yes.He/Sheshouldhelpothers.
S10：Asagreatperson，he/sheshouldneverloseheartwhenhe/sheisintrouble.
...
T：Now，I’dliketoaskyouaquestionlikethatwhatkindofpersonyouare.PleaselookatPart1，Page33.Hereisaformincluding11questions.Nowpleaseanswerthesequestionsbyyourselves.Letusfindoutwhatqualitiesyouhaveandifyouhavethequalitiestobeagreatperson.
（Letthestudentstoanswerthesequestionsalone.Atlast，checktheanswerstogetherwiththewholeclass.）
T：I’mverygladtofindoutsomanystudentsinourclasshavethequalitiestobeagreatperson.Bytheway，sofaryouhavedoneverywell.
Step5Pre-reading
T：Justnow，wetalkedabouttwogreatmen，andnowwewilltalkaboutfiveotherpeople.WilliamTyndale，NormanBethune，SunYat-sen，GandhiandNeilArmstrong.Youknow，mostofthegreatpeoplearealsoimportantpeople.Butimportantpeoplemaynotalsobegreatpeople.NowpleaseturntoPages33-34andreadtheinformationaboutthem.Discusstheirlivesinpairsanddecidewhichofthemaregreatmenandwhicharejustimportantmen.Giveyourreasonsforyourdecision.
（Allowthestudentsenoughtimetoprepare.）
T：Areyouready？
Ss：Yes.
T：Nowanyvolunteers？
S11：Ihaveatry.IthinkNormanBethuneisagreatpersonbecausehefoughtagainsttheGermanNazisandJapaneseinvadersduringWorldWarⅡ.Besides，heworkedinChinaasadoctorandsavedmanyChinesesoldiers.FinallyhelosthislifefortheliberationofChinesepeople.Heisveryunselfish.
T：Verygood.Tom，what’syouopinion？
S12：Inmyopinion，Gandhiisgreat.HegaveuparichlifeforhisideasandfoughtforhiscountrytobefreefromtheUKinapeacefulway.
T：Welldone.DoyouthinkifWilliamTyndaleisagreatperson，Mary？
S13：Idon’tthinkso.IthinkWilliamTyndaleisanimportantpersonbecausehejustdidanimportantthing—wrotetheBibleinEnglishsoallcouldreadit.IthinkNormanBethune，SunYat-sen，Gandhiaregreatpersons，becausetheydevotedthemselvestotheliberationofmankindandtheychangedhistorywhileWilliamTyndaleandNeilArmstrongareimportantpersonsbecausetheyjustdidanimportantdeedinhistory.
T：Verygood.Butmaybedifferentstudentshavedifferentideasaboutthat.DoyouagreeNelsonMandelaisagreatperson？
Ss：Yes.
T：Doyouwanttoknowmoreinformationabouthim？
Ss：Yes.
T：OK.Let’sreadthepassage“Elias’story”.Afteryoureadthepassage，Ithinkyouwilllearnalotfromit.Nowreadthepassagequicklyanddecidewhichofthesentencesonthescreenaretrue.
（Showthefollowingsentencesonthescreenandgivethestudentsseveralminutestofinishthetask.）
1.EliasmetNelsonMandelaatschool.
2.NelsonMandelawasablacklawyer.
3.Eliaswasunabletoreadorwritebecausehewaslazy.
4.NelsonMandelahelpedhimkeephisjob.
5.Eliaswashappyblowingupgovernmentbuildings.
6.NelsonMandelabelievedthatblackpeoplewerebeingtreatedaswellaswhitepeopleinSouthAfrica.
7.NelsonMandelathoughtviolencewasagoodwaytohelpblackpeople.
8.ThegovernmentwerehappywithNelsonMandelaandtheANC.
T：Lookatthefirstsentence，please.Isittrue？
S14：Ithinkitiswrong，becauseEliasmetNelsonMandelawhenhewasapoorblackworker.
T：Howaboutthesecondsentence？
S15：It’sright，becauseinthepassagewecanfindthissentence.Itwasin1952andhehadopenedablacklawfirmtoadvisepoorblackpeopleontheirproblems.
T：Verygood.Nowwhocantelluswhichofthesesentencesarecorrect？
S16：Ithinkthefourthsentenceisright.
T：Doyouagreewithhim/her？
Ss：Yes.
T：Whataboutthethirdsentence？
S17：Ithinkitiswrong.Eliaswasunabletoreadorwritebecausehisfamilycouldnotcontinuetopaytheschoolfessandthebusfare，sohehadtoleaveschoolwhenhewaseightyearsold.
T：Good.Lookatthefifthsentence，who’dliketohaveatry？
S18：I’dliketo.ThissentenceiswrongbecauseEliasdidnotlikeviolence.
T：Howaboutthenextsentence？
S19：It’swrong.NelsonMandeladidn’tbelievethatblackpeoplewerebeingtreatedaswellaswhitepeopleinSouthAfrica.
T：Howdoyouknowthis？
S20：Inthepassage，wecanreadthissentence：...untiltodaywehavereachedastagewherewehavealmostnorightsatall.
T：Good.Whataboutthelasttwosentences？
S21：They’rebothwrong.NelsonMandelabelievedthatbreakingthelawinapeacefulwaywashisfirstchoice.Astothelastsentence，NelsonMandelaledthestruggleagainstthegovernment，soitisnaturalforhimtobehatedbythegovernment.
Step6Readingandunderstanding
T：Now，readthetextagainandmakeatimelineofElias’lifeuntilhemetNelsonMandela.Workouttheyearinwhichhewasbornandthenfitintheothereventinhislifetillhewasfourteen.
（Showthefollowingonthescreen.）
－1940－1948
－1942－1950
－1944－1952
－1946－1954
（Studentspractiseforafewminutesandtheteachermayjoinintheirdiscussionandhelpthem.Finallyasksomestudentstoanswerthemonebyone.）
Suggestedanswers：
－1940Hewasborn.
－1942Notmentioned.
－1944Notmentioned.
－1946Hebeganschool.
－1948Hehadtoleaveschool.
－1950HeworkedinagoldmineinJohannesburg.
－1952HefirstmetNelsonMandela.
－1954Notmentioned.
T：Tohelpyoubetterunderstandthepassage，pleasereadthepassageafterthetape.Andthenanswerthefollowingquestions：
Q1：Howmanypartscanwedividethetextinto？
Q2：What’sthemainideaofeachpart？
Areyouclear？
（Teacherplaysthetapeandhelpsthestudentswiththeirpronunciation.）
Suggestedanswers：
Part1（para1-2）ThelifeofEliasbeforehemetNelsonMandela.
Part2（para3-5）ThechangeofElias’lifeafterhemetNelsonMandelaandwhatMandeladid.
Step7Summary
T：Today，we’velearntatext“Elias’story”.Andwedidsometalkingaboutgreatpeople.Ithinkyouhavegotalotofinformationaboutracialdiscriminationandthequalitiesgreatpeoplehaveincommon.
Step8Homework
1.Readthepassagemore.
2.FinishEx1，Ex2onSB.P35-36.
●板书设计
Unit5NelsonMandela—amodernhero
TheFirstPeriod
1.hero
2.quality
3.willing
4.active
5.republic
6.principle
7.nationalism
8.livelihood
9.fight
10.peaceful
...
Part1（para1-2）
ThelifeofEliasbeforehemetNelsonMandela.
Part2（para3-5）
ThechangeofElias’lifeafterhemetNelsonMandelaandwhatMandeladid.
●活动与探究
Thisactivityistomakearesearchintowhatkindofpersonyourbestfriendis.Askstudentstofillinthefollowingtableafterschoolbydoingaresearchintheirfreetime.
QuestionsYesNo
Doyoualwaysdoyourownhomework？
Doyouaskforhelpwhenyouthinkitnecessary？
Doyouhelpotherswiththeirworkiftheyaskyou？
Doyougetonwellwithyourclassmates？
Areyouwillingtodopublicserviceworkwithoutpay？
Yourfriendneedsbusfarehomebutyouwanttobuysomethingtoeat.
Wouldyourefusetohelp？
Areyouactiveinschoolactivities？
Doyouhavehobbies？
Doyoueasilyloseheartwhenyouareintrouble？
Doyouoftenhelpoldpeopleorlittlechildrenwhentheyneedhelp？
●备课资料
Mandela’sstatementsincourtduringthetrialsareclassicsinthehistoryoftheresistancetoapartheid，andtheyhavebeenaninspirationtoallwhohaveopposedit.HisstatementfromthedockintheRivoniaTrialendswiththesewords：
Ihavefoughtagainstwhitedomination，andIhavefoughtagainstblackdomination.Ihavecherishedtheidealofademocraticandfreesocietyinwhichallpersonslivetogetherinharmonyandwithequalopportunities.ItisanidealwhichIhopetoliveforandtoachieve.Butifneedsbe，itisanidealforwhichIampreparedtodie.Mandelawassentencedtolifeimprisonment.HestartedhisprisonyearsinthenotoriousRobbenIslandPrison，amaximumsecurityprisononasmallisland7kmoffthecoastnearCapeTown.
Mandelarejectedanofferofreleaseonconditionthatherenounceviolence.Prisonerscannotenterintocontracts.Onlyfreemencannegotiate，hesaid.InApril1984hewastransferredtoPollsmoorPrisoninCapeTown.1988hewasmovedtheVictorVersterPrison.Releasedon11February1990，Mandelaplungedwholeheartedlyintohislife’swork.Strivingtoattainthegoalsheandothershadsetoutalmostfourdecadesearlier.In1991，atthefirstnationalconferenceoftheANCheldinsideSouthAfrica，NelsonMandelawaselectedPresidentoftheANC.Hislifelongfriendandcolleague，OliverTambo，becametheorganisation’sNationalChairperson.Despiteterribleprovocation，hehasneveransweredracismwithracism.Hislifehasbeenaninspiration，inSouthAfricaandthroughouttheworld.Toallwhoareoppressedanddeprived，andtoallwhoareopposedtooppressionanddeprivation.Inalifethatsymbolisesthetriumphofthehumanspiritovermansinhumanitytoman，NelsonMandelaacceptedthe1993NobelPeacePrize.HeacceptedtheawardonbehalfofallSouthAfricanswhosufferedandsacrificedsomuch，tobringpeacetoourland.
延伸阅读
Unit 5 Nelson Mandela—a modern hero教案
一名爱岗敬业的教师要充分考虑学生的理解性，作为高中教师就要根据教学内容制定合适的教案。教案可以让学生能够在课堂积极的参与互动，帮助高中教师缓解教学的压力，提高教学质量。优秀有创意的高中教案要怎样写呢？以下是小编收集整理的“Unit 5 Nelson Mandela—a modern hero教案”，欢迎阅读，希望您能阅读并收藏。
Unit5NelsonMandela—amodernhero
单元规则
本单元的中心话题是当代英雄纳尔逊•曼德拉(NelsonMandela—amodernhero)，阅读、听力等所选材料通过黑人工人Elias的叙述，主要介绍了纳尔逊•曼德拉的生平事迹，语言知识和语言技能等都是围绕这一中心话题展开的。通过对这一话题的探讨，旨在使学生了解纳尔逊•曼德拉的生平事迹，认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。
为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(WarmingUp)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(LearningaboutLanguage)”“语言运用(UsingLanguage)”“小结(SummingUp)”和“学习建议(LearningTip)”。
“热身(WarmingUp)”部分利用问题的形式，要求学生分组进行活动，讨论伟人应具有的品质，引导他们注意提高自身的素质。
“读前(Pre-reading)”部分以表格的形式提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并分成两人小组讨论，判断他们中谁能称得上是伟人，谁仅仅是重要的人物，并说出理由。从学生的生活经验和兴趣出发，让学生用英语阐述自己的观点，目的是培养他们的观察能力和语言表达能力，引起他们对阅读文章的思考，为下面的阅读作好充分的准备。
“阅读(Reading)”部分Elias以第一人称向我们讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争情况，介绍了1952~1963年期间的曼德拉，从侧面向学生展示了他的高贵品质。由于学生在学习“读前(Pre-reading)”部分时已对曼德拉有了初步的了解，可先让学生列出他们感兴趣的问题或想了解的信息，然后在阅读过程中，尝试找出答案。（若某些问题在课文中未能涉及，可让学生去图书馆或网上搜索有关资料。）同时，还可让学生找出课文中的定语从句以及其先行词和引导词，以便更好地掌握定语从句的用法。阅读完课文，还可让学生用一句话归纳全文或各段落的中心内容，文章的主题有利于培养学生坚强的意志，树立正确的人生观和世界观。
“理解(Comprehending)”部分设计了四个题目，目的是使学生在阅读的基础上整体理解课文。第一题为是非判断题，帮助学生逐步加深对课文的理解；第二题为回答问题；第三题为信息采集题，考查了学生的细节理解能力；第四题要求学生讨论并用自己的话解释曼德拉的语录，考查学生对长句、难句的理解。
“语言学习(LearningaboutLanguage)”部分突出了词汇和语法的学习与训练。词汇部分提供了三个题目：第一题要求学生在课文中找出与所给意思相同的单词；第二题要求学生用正确的后缀来构成新的单词；第三题要求用所给的单词填空来完成段落。本单元的语法是when,where,why,介词+which，介词+whom引导的定语从句。设计的练习紧密联系课文，能加深学生对文章的理解。
“语言运用(UsingLanguage)”部分分为“听力(Listening)”“阅读和讨论(Readinganddiscussing)”和“说和写(Speakingandwriting)”三个方面的内容。“听力(Listening)”部分，Elias讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟，材料内容是阅读课文内容的延续，练习包括四个项目：第一题要求学生在听前讨论问题：WhatthingsdoyouthinkwereunfairinSouthAfrica?；第二题要求写出大意；第三题要求填表比较当时白人和黑人的生活和工作情况；第四题讨论的两个问题是开放性题目，有利于培养学生用英语进行总结概括自己思想的能力。“阅读和讨论(Readinganddiscussing)”部分也是本单元主要阅读篇章故事的延续，Elias谈到他在罗本岛监狱得到了曼德拉的帮助，在非国大（ANC）掌权后他又回到罗本岛监狱担任导游。学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。“说和写（Speakingandwriting）”部分要求学生在前两部分的基础上，为曼德拉写生平简介或者写一篇短文谈谈对曼德拉的看法。为了让学生完成写作任务，教材又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。目的是训练学生选取和组织材料，写出具有说服力的短文，这有助于提高他们的语言概括能力。
“小结(SummingUp)”部分是单元学习的检查和反馈，要求学生自我归纳本单元所学的语言知识以及从曼德拉身上所学到的高贵品质。
“学习建议(LearningTip)”部分指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论和看法，以学会正确地评价人物。同时指导学生进一步提升阅读这类文章的技能和技巧。
此外，在整个单元的教学中，要始终注意培养学生的认知策略，引导他们进一步了解史实和事件，加深对种族及种族歧视、不同国家不同历史年代人物与事件的认识和理解。一方面，鼓励学生在课外利用网络和图书馆搜集有关资料，善于获得和充分利用网络资源；另一方面，着重培养学生的情感策略，激励学生热爱和平、自由、民主、平等、守法，鼓励他们积极上进，奋斗创新。
知识目标：
本单元需要学习的重点单词为：heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalblanketdegreeguardeducatedterrorfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerely
本单元需要学习的重点词组为：loseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inprisoncometopowersetupbesentencedto
本单元需要学习的重点句型为：
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)
本单元需要掌握的交际功能用语为：
1.发表意见(Givingopinions)
Whydoyouthinkso?
Whatdoyouthinkof...?
What’syouropinion?
Iagree/don’tagree.
Ithink/don’tthink...
Iprefer...
Inmyopinion...
I’mafraid...
2.评论(Makingcomments)
Goodidea!That’sanexcellentidea.
本单元需要掌握的语法为：定语从句（Ⅱ）（由where,when,why,介词+which,介词+whom引导的定语从句）
TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.
ThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
...wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.
ThepersontowhomyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela.
能力目标：
1.能听懂人物和事件以及它们的关系，抓住所听语段中的关键词，正确理解话语间的逻辑关系。
2.能恰当地使用Ithink.../Idon’tthink.../Inmyopinion.../That’sanexcellentidea等功能用语对英雄或伟人的品质发表意见，进行讨论。
3.能使用不同的阅读策略（比如根据上下文猜测词义、根据已有线索预测故事发展、迅速地从阅读材料中获取主要信息等），通过不同渠道（比如报刊、音像、网络等）了解更多伟人的情况。
4.能用恰当的语言简单地描述人物，并简单地表达自己的意见。
情感目标：
了解NelsonMandela的生平事迹，认识伟人所应具备的优秀品质，学习他们在艰苦的环境下为人类作贡献、不追求享乐的高尚精神，以提高自身素质。
课时安排
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
整体设计
从容说课
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.
教具重点
1.Getthestudentstoknowaboutthequalitiesagreatpersonshouldhave.
2.GetthestudentstolearnaboutNelsonMandela.
3.Getthestudentstolearndifferentreadingskills.
教学难点
1.Developthestudents’readingability.
2.Enablethestudentstolearnhowtogivetheiropinions.
教学方法
1.Task-basedteachingandlearning
2.Cooperativelearning
3.Discussion
教具准备
Themulti-mediaandothernormalteachingtools
三维目标
Knowledgeaims:
1.Getthestudentstolearnthefollowingusefulnewwordsandexpressionsinthispassage:heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiod?lawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalloseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inprison
2.Getthestudentstoknowthequalitiesofagreatperson.
3.GetthestudentstolearnaboutNelsonMandela.
Abilityaims:
1.Developthestudentsreadingabilityandletthemlearndifferentreadingskills.
2.Enablethestudentstolearnhowtogivetheiropinions.
Emotionalaims:
1.Getthestudentstolearnnoblequalitiesfromgreatpersons.
2.GetthestudentstolearnfromNelsonMandelatodeveloptheirmoralqualities.
教学过程
设计方案（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.
设计方案（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.
板书设计
Unit5NelsonMandela—amodernheroElias’Story
TopicsentenceofParagraph1ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
TopicsentenceofParagraph2SadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.
TopicsentenceofParagraph3ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdayofmylife.
TopicsentenceofParagraph4Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall.
TopicsentenceofParagraph5Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence.
MainideaofthepassageEliasdescribeshowNelsonMandelahelpedtheblackpeoplethroughhisownexperience
活动与探究
GotothelibraryorgetonlineandtrytofindoutmoreinformationaboutNelsonMandela,ANCandANCYouthLeague.Takenotesaboutthemsoastoexchangewitheachother.
Unit 5 Nelson Mandela – a modern hero教案
Unit5NelsonMandela–amodernhero
1.quality
(1)[u.c.]质，质量，品质
e.g.Qualityismoreimportantthanquantity.
(2)[c.]性质，特性，特点
e.g.Onequalityofwoodisthatitcanburn.
(3)[c.]品德，品性
e.g.Modestyisoneofhisgoodqualities.
注：quality作“品性”讲时，经常指一个人性格中美好的部分。表示某物“具有……的品性”时用介词of。
2.warm–hearted
cold–heartedkind-heartedwarm-bloodedcold–blooded
3.mean
(1)adj.吝啬的，小气的
bemeanwith/aboutsth.对于……是吝啬的
(2)adj.（人或其行为）卑鄙的，刻薄的
bemeantosb./sth.
e.g.Theyweremeantome.
(3)adj.熟练的，出色的
e.g.DavidBeckhamisameanfootballplayer.
(4)vt.意思是；意味着表示……的意思；打算；有……目的
meantodosth.meandoingsth.
4.active
(1)积极的
beactiveinsth.在……方面积极的
takeanactivepartinsth.积极参加某事
e.g.Thegovernmenttookactivemeasurestopreventthespreadofthedisease.
(2)（尤指体力上）忙碌的；活跃的
(3)（思想上）充满活力的，活跃的
e.g.Thatchildhasaveryactiveimagination.
5.devote
bedevotedtosb./sth.
bedevotedtodoingsth.
devotedoneselfto…
to:prep.payattentionto…
Itiswellknowthathedevotedhiswholelifetopromotingworldpeace.（将他的一生奉献于促进世界和平）(devote,promote)
6.diefor
(1)因……而死
(2)渴望，极想（进行时态）
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：
易混词辨析例句
advice“忠告，建议”为不可数名词，表示“提建议”用动词give或offer。HegavemesomeadviceonhowtoimprovemyEnglish.
suggestion“建议”，可数名词，表示“提建议”时用动词make。Whatsuggestionsdidhemakejustnow?
tip“指点，建议”，往往指内部的或专家性的指导或告诫。ThefollowingaretipsforInternetsurfers.
9.guidance
under/withtheguidanceofsb.
10.after
after后接doing作宾语时，doing的逻辑主语应和句子的主语一致，否则错误。
误：Aftergettingup,thetelephonerang.
正：Afterhegotup,thetelephonerang.
Aftergettingup,hemadethebed.
11.choose
choosechosechosen
choosen.
choosefrom/between
choosesb.as/for
choosesth.forsb.
cannotchoosebuttodo
辨析：
易混词辨析例句
choose为“选择”的一般用语，指从较多的人或物中选出。Wechosethisbookasapresentforhim.
select强调“精挑细选”，有“择优”和“分层次”之意。Hehasbeenselectedfortheteam.
elect意为“选举”，指重大政治选举中选出某人担任某一职务。Hewasthefirstblacktobeelectedpresident.
12.blowup
(1)炸毁
(2)吹胀，给……充气
blowaway枪杀；彻底战胜；使（某人）大为惊讶
blowin不期而至
blowout吹灭，吹熄
blowoff不重视，轻视
blowover吹倒，刮倒
13.equal
(1)beequalto
(2)be/feelequalto(doing)sth.胜任，经得起
(3)vt.等于，比得上
e.g.Fourtimesfiveequalstwenty.
14.power
havethepowertodo
takepower;comeintopower
(be)inpower
losepower
15.beg
(1)恳求，乞求
begsb.forsth.
begsth.of/fromsb.
begsb.todosth.
begtodosth.
(2)乞讨，讨要，行乞
begforsth.
begfromsb.
begsth.fromsb.
Module 1 Unit 5 Nelson Mandela—a modern hero学案
俗话说，凡事预则立，不预则废。高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生们能够更好的找到学习的乐趣，减轻高中教师们在教学时的教学压力。优秀有创意的高中教案要怎样写呢？下面是小编精心为您整理的“Module 1 Unit 5 Nelson Mandela—a modern hero学案”，但愿对您的学习工作带来帮助。
Module1Unit5NelsonMandela—amodernhero(Introductionhardwork
n.awardsth.giveninaformal/officialcase,inacourte.g.OscarAward
prizesth.givenincompetition,racee.g.theNobelPrize诺贝尔奖
练习：
1)Hewonanactor__________.
2)Shewas___________forhereffortswithalotofmoney.
3)Youshouldbegivena__________forbeingsohelpful.
4)Hewonfirst____________inthecompetition.
词组：
1.turnto:求助于；转向；翻到；致力于
(教材P.35)WhydidNelsonMandelaturntoviolencetomakeblackandwhitepeopleequal?
1).Nobodyseemstounderstand.Idontknowwhototurnto.
2).Manyscientistsareturningtoexploringnewenergy.
3).Sheturnedtome,givingmeasweetsmile.
4).PleaseturntoPage20.
归纳词义：turnto1)____________2)____________3)____________4)_____________
你还能写出和turn有关的词组吗？
________________________________________________________________
2.setup建立；设立
(P.39)…setuplawofficetohelppoorblackpeopleinJohannesburg…
知识延伸：
set___________写下setabout______________
set___________出发；动身；引起；使爆炸setout______________
3.introuble有麻烦；处于困难中
(P.35)EliaswenttoseeNelsonMandelawhenhewasintrouble.
归纳拓展：
havetrouble(in)doingsth.做某事有困难
withsth.在某事上有麻烦
ask/lookfortrouble自找麻烦；自讨苦吃
taketroubletodosth.不怕费事或困难尽力做某事
练习：
1).——Oh,yousoundedjustlikeanative.——Well,notquite.Istill_______________myself.
2).Thankyouforallthetroubleyou’ve_______tohelpmydaughter.
A.hadB.takenC.gotD.put
句型：
1.(P.34)…onlythendidwedecidetoanswerviolencewithviolence.
…直到那时，我们才决定用暴力反抗暴力。
only+状语置于句首引导倒装
状(副词)
only+状(介词短语)+助动词/be动词/情态动词+主语+谓语+其他
状(状语从句)
OnlyinthiswaycanwelearnEnglishwell._______(写出黑体词成分)
Onlythendidherealizehemadeabigmistake._______(写出黑体词成分)
Onlywhenclassbegandidherealizethathehadlefthisbookathome._______(写出黑体词成分)
练习：
1).Onlywhenhereachedthetea-house________itwasthesameplacehe’dbeeninlastyear.(2011.全国卷I.28)
A.herealizedB.hedidrealizeC.realizedheD.didherealize
2).Onlyaftertheyhaddiscussedthematterforafewhours__________adecision.(2011.湖南卷.32)
A.theyreachedB.didtheyreachC.theyreachD.dotheyreach
2.(P.38)IfeltbadthefirsttimeItalkedtoagroup.
time表“次数”用作连词的情况：
thefirsttime引导时间状语从句，表“第一次”。
thefirst/lasttime第一/最后一次
every/eachtime每次
拓展：
themoment/theminute/theinstant/assoonas一…就
immediately/instantly/directly=assoonas一…就
练习：
1)Igainstrength_______________(每次)Isaid,“Yes,I’lltrythat”.
2)________Imethim,hewasworkingasasecretaryinabigcompany.
3)A.ForthefirsttimeB.ThefirsttimeC.ThefirsttimewhenD.Whenthefirsttime
Module1Unit5NelsonMandela—amodernhero(Grammar)
定语从句(II)
(TheAttributiveClause)
编号：4编写人：审核人：审批人：班组：
姓名：组评：师评：日期：
学习目标：学习whose及其变式ofwhom/which的用法。
掌握关系副词when,where,why的用法。
知晓两大类定语从句及其句式特征。
通过自主、合作的学习方式，学会在题干中寻找使用恰当关系词的能力。
培养学生克服困难、剖析问题本质的能力。
第一部分：预习案
一、whose
1.例句呈现
1)Thisisthescientistwhosenameisknownallovertheworld.
2)Thisfrightenedboywhosemotherwaslostinthedisasterislookingforhernow.
3)Itwasacitywhosehospitals,75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.
4)Theroomwhosewindowfacessouthismine.
探究：
1)关系代词whose只能指代“人”，这一命题成立吗？
2)whose与which,who等引导的定语从句在结构上有不同吗？若有，不同是什么？你能用名词和whose勾勒出结构吗？
2.小试牛刀
用whose,which,who等关系词填空。
1)Workersbuiltsheltersforsurvivors_______homeshadbeendestroyed.
2)Nextmonththecitywillopenanewparktohonourthose______diedintheterribledisaster.
3)Sheisthegirl_______brotherItalkedtoyesterday.
4)Ihaveasmallroom_______Ilivein.
5)Theroom_______windowfacessouthismine.
二、whosewhose
ofwhom和ofwhich的应用
1.例句呈现
1)Thehousethewindowsofwhichweredamagedhasnowbeenrepaired.
2)HehaswrittenabookthenameofwhichI’veforgotten.
3)Itwasanagreementthedetailsofwhichcouldnotbechanged.
探究:
1)whose可不可以换为ofwhich
ofwhom?
2)whose与ofwhich
ofwhom在引导定语从句时，区别在哪里？你能用最简练的语言概括他们的区别吗？
三、关系副词：when,where,why
1.例句呈现
1)Ishallneverforgetthedaywhenwefirstmet.
2)Icameatatimewhenwewerebadlyinneedofhelp.
3)Theschoolwheretheyareworkingisnotfarfromhere.
4)ThisistheplacewhereIspentmychildhood.
5)Hedidn’tgivethereasonwhyhecamesoearly.
6)ThereasonwhyyourletterwasreturnedisthatIdon’tlivethereanymore.
探究:
1)关系副词所代替的先行词在从句中做什么成分？你能用“∧”标出它在从句中的位置吗？
2)关系副词引导定语从句对先行词有要求吗？如有，那它们的先行词必须指_______、_________、_______。
3)你能总结出关系副词使用的条件吗？
2.小试牛刀
用when,where,why等关系词填空。
1)Thereason______hewaslateisthathemissedthefirstbus.
2)Istillrememberthetime____Ifirstbecameahighschoolstudent.
3)TherecanbefewstreetsinBeijing____youcannotbuybooks.
4)That’sthereason_____heisleavingsoearly.
5)That’snottheplace____theystayedwhiletheywereinXi’an.
6)Thereason_____hecamesoearlyishisownaffair.
7)Theaccidenthappenedatnineo’clockinthemorning_____wewereallbusywithourwork.
8)I’llneverforgetthedays_____Ilearnedhardinmyjuniormiddleschool.
9)I’vefoundanicebeach_______IcanenjoyswimmingeveninMarch.
四、when
inwhich(前面的介词可以因先行词的不同而不同)
1.例句呈现
1)ThedaywhenNelsonMandelahelpedmewasoneofmyhappiest.
ThedayonwhichNelsonMandelahelpedmewasoneofmyhappiest.
2)ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
ThetimeatwhichIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
3)TheyearwhenNelsonMandelahelpedmewasoneofmyhappiest.
TheyearinwhichNelsonMandelahelpedmewasoneofmyhappiest.
思考:
1)上述例句中的when均可以更换为“一个时间介词+which”，对吗？
2)which前的介词会因______、________而变化。
2.探究：
1)when可以更换成“一个时间介词+which”，它的逆命题成立吗？
仿做下面几个小题
ThereasonforwhichIgotajobwasbecauseofmyhardwork.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
1)Thebridgeonwhichthisphotowastakenhasbeenrebuilt.
Thebridge________thisphotowastakenhasbeenrebuilt.
2)Itwasrainingonthedayonwhichtheyarrived.
Itwasrainingontheday________theyarrived.
3)Theroominwhichhelivesisverylarge.
Theroom_________helivesisverylarge.
4)ThedayonwhichIjointhearmyisunforgettable.
Theday________Ijointhearmyisunforgettable.
5)Thereasonforwhichshecamelateisclear.
Thereason__________shecamelateisclear.
6)Thisisthereasonforwhichhewasabsent.
Thisisthereason__________hewasabsent.
7)Thetelescopethroughwhichwecanstudytheskyisbroken.
Thetelescope_________wecanstudytheskyisbroken.
8)Thebookinwhichtherearemypictureswasbroughtyesterday.
Thebook__________therearemypictureswasbroughtyesterday.
9)ThepenwithwhichTomiswritingwasborrowedfromMaryyesterday.
Thepen____________TomiswritingwasborrowedfromMaryyesterday.
10)Theschoolaboutwhichtheyaretalkingisourschool.
Theschool__________theyaretalkingisourschool.
2)你能告诉老师上述哪些句子中的“介词+关系代词”不能与相应的关系副词互换？为什么？
3)关系代词前的介词可以放回到从句中吗？如若可以，你能放回到从句的适当位置吗？请用
“∧”标出。
4)把介词放回到定语从句原来的位置后，关系代词which可不可以替换成that呢？
3、小试牛刀：
介词填空
1)Heisalibraryassistant_______whomIborrowedsomebooks.
2)Itisafamousschool______whichhegraduated3yearsago.
3)Thechair_______whichheissittingnowismadeofwood.
4)Helookedthroughthedrawer_____whichmydiaryiskept.
5)Myglasses_____whichIwasalmostlikeablindmanfelltothegroundandbrokeintopieces.
6)Heistheboy______whomIwork.
7)Thespeed_______whichyoudriveyourcarmustn’ttoohigh.
8)Thisistheboy_______whomyoucandepend.
9)Thisistheship_______whichIwenttoShanghai.
10)Thisistheman______whomIlearnedthenews.
Module1Unit5NelsonMandela-amodernhero(WritingV)
编号：5编写人：审核人：审批人：班组：
姓名：组评：师评：日期：
学习目标：运用基础知识，学会用固定规范句型表达的能力。
自主学习，合作探究；掌握写作的有序过程和方法。
激情投入，疯狂记忆，体验学习的快乐。
第一部分：预习案
Todaywearegoingtolearnanotherimportantsentencestructure.Thestructureis:Subject+Vt+InO+DO
主语+谓语+间宾+直宾
1.例句欣赏(请同学们用“＝”，“________”，“﹏”，“﹌”分别标出主语、谓语、
间宾和直宾。)
1)OurChineseteacheroftentellsusfunnystories.
2)Shecookedherhusbandadeliciousmeal.
3)Hepassedherabook.
4)Iwillbuyyouadictionary.
你能发现此句型的特点吗？
请继续欣赏一些例句。
1)OurChineseteacheroftentellsfunnystoriestous.
2)Shecookedadeliciousmealforherhusband.
3)Hepassedabooktoher.
4)Iwillbuyadictionaryforyou.
你能发现此句型的特点吗？
你能列出常跟双宾语的动词吗？
第二部分：探究案
你能造出类似的句子吗？
1)_________________________________________________________
2)_________________________________________________________
3)_________________________________________________________
4)_________________________________________________________
5)_________________________________________________________
6)_________________________________________________________
7)_________________________________________________________
8)_________________________________________________________
9)________________________________________________________
10)________________________________________________________
……
第三部分：训练案
请将下列句子翻译成英语。
1)她教我们英语。
__________________________________________________-
2)他爸给他买了一辆自行车。
__________________________________________________-
3)太阳给了我们光和热。
__________________________________________________-
4)请把那本字典给我递过来。
__________________________________________________-
5)他向她提供了一份工作。
__________________________________________________-
6)你最好一到那里就给我写信。
__________________________________________________-
7)请给我们唱首歌，好吗？
__________________________________________________-
8)我将愿意为你做任何事情。
__________________________________________________-
9)他给自己要了一瓶软饮料。
__________________________________________________-
10)他给她的孩子们积攒了很多钱。
__________________________________________________-
Unit 5 Nelson Mandela—a modern hero教学设计
作为老师的任务写教案课件是少不了的，大家在认真写教案课件了。各行各业都在开始准备新的教案课件工作计划了，我们的工作会变得更加顺利！你们知道哪些教案课件的范文呢？为此，小编从网络上为大家精心整理了《Unit 5 Nelson Mandela—a modern hero教学设计》，供大家参考，希望能帮助到有需要的朋友。
Unit5NelsonMandela—amodernhero教学设计
Period2ImportantLanguagePoints
整体设计
从容说课
Thisisthesecondteachingperiodofthisunit.Theteachercanfirstcheckthestudents’homeworkandofferchancesforthestudentstoreviewwhattheylearnedduringthefirstperiod.
Theemphasisofthisperiodwillbeplacedontheimportantnewwords,expressionsandsentencepatternsinthepartsWarmingup,Pre-reading,ReadingandComprehending.Inordertomakethestudentsunderstandtheseimportantpointsthoroughly,wecanfirstgetthestudentstounderstandtheirmeaningsinthecontext,thengivesomeexplanationsaboutthem,lateroffersomeexercisestomakethestudentsmastertheirusages.Somewordsandexpressions,suchasfight,advise,accept,continue,active,loseheart,introuble,inprison,asamatteroffact,etc.areveryusefulandimportant.Soarethesentencepatterns“Doyoueasilyloseheartwhenyouareintrouble?”...onlythendidwedecidetoanswerviolencewithviolence.”“...wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.”,andsoon.Weoughttopaymoreattentiontothemanddesignspecialexercises.
Attheendoftheclass,theteachercanmakethestudentsdomoreexercisesforconsolidation.Indoingso,theycanlearn,graspandusetheseimportantlanguagepointswell.
教学重点
1.Enablethestudentstograsptheusagesofsuchimportantnewwordsandexpressionsasfight,advise,accept,continue,active,loseheart,introuble,inprison,asamatteroffact,etc.
2.Getthestudentstomasterthepatterns:“...onlythendidwedecidetoanswerviolencewithviolence.”and“...wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.”
教学难点
1.Letthestudentslearntheusageoftheword“advise”.
2.Enablethestudentstomastertheusageofthepattern“...onlythendidwedecidetoanswerviolencewithviolence.”andunderstandsomedifficultandlongsentences.
教学方法
1.Discussing,summarizingandpracticing
2.Cooperativelearning
教具准备
Themultimediaandothernormalteachingtools
Knowledgeaims:
1.Getthestudentstolearnandgrasptheimportantnewwordsandexpressions:heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvise?continuefeegoldyouthleaguestagevotepositionacceptviolenceequalloseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowup?put...inprison
2.Getthestudentstolearnthefollowingusefulsentencepatterns:
1)Doyoueasilyloseheartwhenyouareintrouble?
2)ThetimewhenIfirstmethimwasaverydifficultperiodofmylife.
3)Asamatteroffact,IwasworriedaboutwhetherIwouldbeoutofwork.
4)Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.
5)...onlythendidwedecidetoanswerviolencewithviolence.
6)Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople.
Abilityaims:
1.Enablethestudentstousesomeusefulwordsandexpressionscorrectly.
2.Enablethestudentstomakesentencesaftertheusefulsentencepatterns.
Emotionalaims:
1.Stimulatethestudents’interestinlearningEnglish.
2.Developthestudents’spiritofcooperationandteamwork.
教学过程
设计方案（一）
→Step1Revision
1.Checkthehomeworkexercises.
2.AsksomestudentstoretellthereadingpassageElias’Story.
→Step2Readingandfinding
Getthestudentstoreadthereadingpassageagaintounderlineallthenewwordsandusefulexpressionsorcollocationsinthepassage.
Collocations:apoorblackworker,SouthAfrica,averydifficultperiodofone’slife,openalawfirm,advisesb.on...,threekilometersaway,paytheschoolfees,thebusfare,getajob,agoldmine,beworriedabout,outofwork,oneofthehappiestdaysofone’slife,theANCYouthLeague,assoonasonecould,havealmostnorightsatall,growfood,infact,breakthelaw,withviolence,asamatteroffact,blowup,put...inprison,behappytodo...,realizeone’sdream
Readthemaloudandcopythemdownintheexercisebookafterclass.
→Step3Discoveringusefulwordsandexpressions
Showthefollowingformonthescreenandallowthestudentsseveralminutestofinishthem.
1.Lookatthereadingpassageagaintofindwordsandexpressionsthatmeanthesame.
AlternativeexpressionsWordsandexpressionsfromthetext
groupofpeopleorganizedforaspecialpurpose
feelhopeless
loseone’sjob
braveman
infact
havesomedifficultproblems
betakentoprison
sometime
bereadyto
moneypaidforgoingtoschool
tellsomebodywhattodo
goon
alwaysdoingnewthings
whatpeopledoinwar
ayellowmetalformakingaring
agreetotake
goagainstalaw
quietandcalm
2.Completethefollowingpassagewithsomeofthewordsorexpressionsabove.
WhenEliaslosthisjobandwas______________,hiswifewasveryunhappy.Sheknewthismeanthewas______________whenallshewantedwasa______________lifewithenoughmoneyeverymonth.Shetriedto______________himnottofightthegovernmentasshethoughtitwasbetterto______________thatinSouthAfricablackpeoplewerenotasimportantaswhitepeople.Buthewaswillingto______________thefightandhelpNelsonMandelawithequalrightsforblackpeople.Fora______________oftimeshefelthelplessand______________,butEliasencouragedherwithstoriesofhowgoodlifewouldbewhenwhiteandblackpeopleandplayedtogether.
Explaintheproblemsthestudentsmeetwhilecheckingtheanswers.
Suggestedanswers:
1.
AlternativeexpressionsWordsandexpressionsfromthetext
groupofpeopleorganizedforaspecialpurposeleague
feelhopelessloseheart
loseone’sjoboutofwork
bravemanhero
infactasamatteroffact
havesomedifficultproblemsbeintrouble
betakentoprisonbeputinprison
sometimeperiod
bereadytowilling
moneypaidforgoingtoschoolschoolfees
tellsomebodywhattodoadvise
gooncontinue
alwaysdoingnewthingsactive
whatpeopledoinwarfight
ayellowmetalformakingaringgold
agreetotakeaccept
goagainstalawbreakthelaw
quietandcalmpeaceful
2:outofwork;introuble;peaceful;advise;accept;continue;period;lostheart
→Step4LanguagePoints
1.qualityn.somethingtypicalofapersonormaterial质量（不可数）；品质，性质（可数）；才能（可数）
Qualityismorethanquantity.
质量比数量重要。
Thisnewmodelisofhighqualityandisnotexpensiveeither.
这种新型号质量非常好,而且也不贵。
2.willingadj.ready(todosth.)愿意帮助的；乐于……的
Areyouwillingtohelp?
你愿意帮忙吗？
I’mwillingtoconcedethatIhavehurther,butthat’snotmyrealintention.
我可以承认我是伤害了她,但那并不是我的本意。
3.activeadj.ableorreadytotakeaction积极的；能起作用的
Heisanactivememberoftheclub.
他是俱乐部的积极分子。
Sheisveryactiveinschoolactivities.
她积极参加学校的各种活动。
4.loseheartv.tobecomediscouraged;tofeelhopeless灰心；泄气；丧失信心
Don’tloseheart;youstillhavemorechances.
别灰心，你还有更多的机会。
loseone’sheartto爱上,喜欢
atheart从内心来说
heartandsoul全心全意
breakone’sheart心碎
putone’sheartinto把全部心思放在
learn/knowbyheart记熟
5.introubleinasituationthatinvolvesdanger,punishment,pain,worry,etc.有麻烦；处于困境中
Theboycausedalotoftroubletohisparents;hewasalwaysintrouble.
这个男孩给他的父母招来很多麻烦，他甚为苦恼。
askfor/lookfortrouble找麻烦
maketrouble制造麻烦
taketroubletodosth.费心做某事
getintotrouble遇到麻烦
havetrouble(in)doingsth.做某事有困难
save/sparetrouble省事
Completethefollowingsentences.
1)Henevercomesexceptwhenheis______________(有麻烦).
2)Don’timaginethatyou’retheonlyperson______________(不幸).
3)Theboy______________(出事了)whenhelefthometoliveinLondon.
4)That’snoneofyourbusiness.Pleasedon’t______________(找麻烦)
5)Studentsgrowingupfromnurseryschooltocollege______________(有困难)dealingwithrealities.
答案：
1)introuble2)introuble3)gotintotrouble
4)askfor/lookfortrouble?5)havetrouble
6.fightvi.recommend劝告，忠告；建议
Thedoctoradvised(metotake)moreexercise.
医生嘱咐我多加锻炼。
Sheadvisesthegovernmentoneconomicaffairs.
她向政府提出经济方面的建议。
Weadvisedthattheyshouldstartearly/themtostartearly.
我们建议他们及早开始。
Canyouadvise(me)whattodonext?
你看（我）下一步怎么办？
advise+n.
advisesb.todo
advisedoing...
advisesb.onsth.
advise+wh-+todo
advise+that...(should))+do...
1)Weareoftenadvised______________notesinclass,butfewdoso.
A.taking?B.take?C.totake?D.took
2)MysisteradvisedmethatI______________acceptthejob.
A.would?B.might?C.could?D.should
3)Theoldmanoftenadvisedtheyoungworkerson______________themachineandtheylearnedquickly.
A.tooperate?B.howoperate?C.howoperating?D.howtooperate
4)Iadvised______________untiltherighttimebuttheywouldn’tlisten.
A.towait?B.waiting?C.waited?D.onwait
答案：
1)C2)D3)D4)B
9.continuevt.decide选择，挑选，选取；选定
Whodidyouchooseasthenewmemberoftheconstructioncommittee?
你选谁当建设委员会的新委员?
Afteralittletime,shechoseoneofthemostexpensivedressesintheshop.
过了一会儿，她选定了店里最贵重的一件衣服。
Shechosetostudychemistry.
她选择了学化学。
choose+n.?选中；选定
choosefrom/between?从……选择
choosesb.as/for?选某人当……
choosesb.sth.=choosesth.forsb.?为某人选某物
cannotchoose...buttodo...?只好做……
1)Somepeoplesaythatthey______________toliveinthecountryside.
A.enjoy?B.feellike?C.choose?D.don’t
2)Nodoubtherhusbandcouldhavetoldher,buthedidn’t______________.
A.choose?B.chooseto?C.choosefrom?D.choosetodo
3)Therearefivepairs______________,butI’matalosswhichtobuy.
A.tobechosen
B.tochoosefrom
C.tochoose
D.forchoosing
答案：1)C2)B3)B
→Step5Sentencefocus
1.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.第一次见到纳尔逊•曼德拉的时候是在我一生中非常艰难的时期。
句子中的whenIfirstmetNelsonMandela是定语从句，修饰先行词thetime。
Ishallneverforgetthedaywhenwefirstvisitedthebeautifulisland.
我永远也忘不了第一次参观那美丽小岛的日子。
Hecameatatimewhenwewerebadlyinneedofhelp.
正当我们急需帮助的时候，他来了。
2.TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.我仅仅在那里读了两年的学校，有三千米远。
句子中的whereIstudiedonlytwoyears是定语从句，修饰先行词theschool。
TherecanbefewstreetsinLondonwhereyoucannotbuybooks.
在伦敦几乎没有哪条街是不能买到书的。
Theroomwheremygrandfatheroncelivedisnotfarfromhere.
我祖父从前住的屋子离这儿不远。
3.SadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.遗憾的是我没有这个证件，因为我不是在那里出生的，我很担心我会不会失业。
这是一个并列复合句。第一分句中的becauseIwasnotbornthere是原因状语从句；第二分句中的whetherIwouldbeoutofwork是宾语从句，作介词about的宾语。
短语beworriedabout的意思是“为……忧虑/担心/烦恼”。
Ihavebeenworriedaboutyourhealththesedays.
这些天来，我一直在担心你的健康。
短语outofwork的意思是“失业”。
WhatcanIdoifIamoutofwork?
我如果失业了该怎么办呢？
4.Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.过去30年来所出现的大量法律剥夺我们的权利，阻挡我们的进步，一直到今天，我们还处在几乎什么权利都没有的阶段。
这是一个比较复杂的复合句。句子的主干是Thelastthirtyyearshaveseenthegreatestnumberoflaws；stoppingourrightsandprogress为现在分词作定语，修饰laws；untiltodaywehavereachedastagewherewehavealmostnorightsatall是时间状语从句，其中wherewehavealmostnorightsatall是定语从句，修饰astage。
当先行词是stage,situation等词时，定语从句常用where,when或inwhich来引导。
Atthattimewehadreachedastagewherewehadmoreblackreadersthanwhiteones.
那时候我们已到了黑人读者比白人还要多的阶段。
Increasingpovertyhasledtoasituationwherethepoorestopenlyadmitthattheycannotaffordtohavechildren.
日益严重的贫困处境使得最为贫穷的人们只得公开承认他们养不起孩子。
另外，动词see除了用来表示“看见”以外，还可表示“遇见”“会晤”“理解”“发觉”“经历”等。在本句中，它的意思是tobethetimewhen(anevent)happens;witness（某事）发生之时；目睹。
Thisyearseesthehundredthanniversaryofthecomposer’sdeath.
今年是那位作曲家逝世一百周年。
5.Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople.他们在城里的住宅区都是由白人决定的。
句子中的decidedbywhitepeople是过去分词短语作定语，修饰places，其语法功能相当于定语从句whichweredecidedbywhitepeople。
ThebookgiventohimisanEnglishgrammar.
给他的那本书是一本英语语法书。
YourletterdatedSeptember10hasbeenreceived.
你9月10日发出的信已收到。
6....wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.我们被置于这样一个境地：要么我们被迫接受低人一等的现实，要么我们跟政府作斗争。
句子中的inwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment是定语从句，修饰position，关系代词which用作介词in的宾语。通常介词既可以置于关系代词前，也可以置于定语从句中。但是，who和that不用在介词后面。
Theofficialtowhomweappliedforavisawasverykind.
我们向他申请护照的那位官员非常友善。
Hewasrespectedbythepeoplewithwhomheworked/Hewasrespectedbythepeople(whom/that/who)heworkedwith.
他受到与他一起工作的人的尊重。
7.Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence.首先我们用和平的方式来破坏法律；而当这种方式也得不到允许时，……只有到这个时候我们才决定用暴力反抗暴力。
句子中的inawaywhichwaspeaceful相当于inapeacefulway，whichwaspeaceful是定语从句；onlythendidwedecidetoanswerviolencewithviolence是倒装结构。当only修饰副词或其他状语置于句首时，句子要部分倒装。
Onlyafterthelessondidshediscoverthatshehadlostherhandbag.
下了课她才发现自己丢了手提包。
OnlyrecentlyhaveIthoughtofthem.
直到最近我才想起他们。
Onlywhenthewarwasoverwasheabletoreturnhome.
只有战争结束，他才能回家。
虽然only置于句首但所修饰的成分不是状语时，句子就不用倒装。
Onlysomeofthechildrenseemedtohaveunderstoodit.
好像只有一部分孩子明白（这个道理）。
Onlythen______________howmuchdamagehadbeencaused.
A.hadsherealized
B.sherealized
C.didsherealize
D.shehadrealized
答案：C
8.Asamatteroffact,Idonotlikeviolence...butin1963Ihelpedhimblowupsomegovernmentbuildings.
事实上，我并不喜欢暴力，……但是在1963年的时候我帮他炸毁了一些政府大楼。
句子中的短语asamatteroffact相当于infact，意思是“事实上；实际上”，一般用作插入语；blowup意思是“爆炸；炸毁”。
Theyoftensaytheyaretoobusy,butasamatterofafact,theyhaveenoughfreetime.他们常说太忙，而事实上，他们有足够的时间。
Thebombblewup.炸弹爆炸了。
Theyblewuptheoldbridgeandthenbuiltanewoneacrosstheriver.
他们炸毁了那座旧桥，然后在河上建了座新桥。
→Step6Workbook
DotheexercisesinUsingwordsandexpressionsonPage70.
→Step7Consolidation
Showtheexercisesonthescreenorgiveoutexercisepapers.
1.Translatethefollowingphrases.
1)愿意做某事
2)在某方面活跃
3)灰心；泄气
4)担心；着急
5)失业
6)事实上
7)炸毁；爆炸
8)把某人关进监狱
2.Translatethefollowingsentences.
1)我们将与村民们一起与污染作斗争。
2)爸爸建议我多读英语报纸。
3)别泄气，你会成功的。
4)我们应尽力阻止这种事再次发生。
5)我第一次听这首歌就喜欢上了。
6)只有那时，他才意识到自己错了。
7)她昨天没来上学的原因是她病了。
8)我永远不会忘记我见到曼德拉的那天。
Firstgetthestudentstodotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Suggestedanswers:
1.1)bewillingtodo...2)beactivein3)loseheart4)beworriedabout
5)outofwork6)asamatteroffact/infact7)blowup8)putsb.inprison/throwsb.intoprison/sendsb.toprison
2.1)Wewillfightwiththevillagersagainstpollution.
2)FatheradvisedmetoreadmoreEnglishnewspapers.
3)Don’tloseheart,andyouwillsucceedintime.
4)Weshouldtrytostopsuchathing(from)happeningagain.
5)ThefirsttimeIheardthesong,Ilikedit.
6)Onlythendidherealizethathewaswrong.
7)Thereasonforwhich/whyhedidn’tcometoschoolisthathewasill.
8)IwillneverforgetthedaywhenIsawMandela.
→Step8Homework
1.FinishofftheWorkbookexercises.WritedownExercise2intheexercisebook.
2.Learnthenewwordsandexpressionsbyheart.
设计方案（二）
→Step1Revision
1.Checkthehomeworkexercises.
2.AsksomestudentstoretellthereadingpassageElias’Story.
→Step2Readingandfinding
Getthestudentstoreadthereadingpassageagaintounderlineallthenewwordsandusefulexpressionsinthepassage.
→Step3Discoveringusefulwordsandexpressions
DotheexercisesinDiscoveringusefulwordsandexpressionsonPages27-28.
Explaintheproblemsthestudentsmeetwhilecheckingtheanswers.
→Step4LanguagePoints
Explaintothestudentssomeimportantnewwordsandusefulexpressionsanddosomerelatedexercises.
→Step5Sentencefocus
Explaintothestudentssomedifficultlongsentencesandtheimportantlanguagepointsinthem.
→Step6Workbook
DotheexercisesinUsingwordsandexpressionsonPage70.
→Step7Consolidation
Dosomeconsolidationexercises.
→Step8Homework
1.FinishofftheWorkbookexercises.WritedownExercise2intheexercisebook.
2.Learnthenewwordsandexpressionsbyheart.
板书设计
Unit5NelsonMandela—amodernhero
ImportantLanguagePoints
AlternativeexpressionsWordsandexpressionsfromthetext
groupofpeopleorganizedforaspecialpurposeleague
feelhopelessloseheart
loseone’sjoboutofwork
bravemanhero
infactasamatteroffact
havesomedifficultproblemsbeintrouble
betakentoprisonbeputinprison
sometimeperiod
bereadytowilling
moneypaidforgoingtoschoolschoolfees
tellsomebodywhattodoadvise
gooncontinue
alwaysdoingnewthingsactive
whatpeopledoinwarfight
ayellowmetalformakingaringgold
agreetotakeaccept
goagainstalawbreakthelaw
quietandcalmpeaceful
活动与探究
Workingroups.MakearesearchintotheracialdiscriminationinSouthAfrica.First,searchforasmuchinformationasyoucanfromthelibraryortheInternet.Second,writeoutyourresearchreportandsharewithyourpartners.
