Nelson Mandelas教案2。

作为杰出的教学工作者，能够保证教课的顺利开展，作为教师就需要提前准备好适合自己的教案。教案可以让上课时的教学氛围非常活跃，帮助教师有计划有步骤有质量的完成教学任务。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“Nelson Mandelas教案2”，供您参考，希望能够帮助到大家。

NelsonMandelas教案2

Unit5NelsonMandela—amodernhero
GrammarandUsefulStructures

●从容说课
Thisisthethirdperiodofthisunit.Inthisperiod，studentsareplannedtogoovertheattributiveclause，includingthedifferencesbetweentheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause，theuseoftherelativepronounsandrelativeadverbsandthedifferencesbetween“that”and“which”.Intheperiodofhighschool，theattributiveclauseisnotonlydifficultbutalsoimportant，soitisnecessarytograsptheusageoftheattributiveclause.
Inordertomakesenseoftheusageoftheattributiveclause，itisimportantforthestudentstomakeasummaryofthembythemselves.Inthisperiod，thereshouldbesomeexercisesdesignedforstudentstoconsolidatetheusageoftheattributiveclause.
●三维目标
1.Knowledge：
（1）RevisetheAttributiveClause，includingtheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause.
（2）Revisetheuseofrelativepronounsandrelativeadverbs.
2.Ability：
ExpandtheknowledgeoftheAttributiveClause.
3.Emotion：
Developthestudents’qualityofovercomingdifficultiesinstudy.
●教学重点
Theusageoftherelativepronounsandrelativeadverbs.
●教学难点
Helpthestudentstomasterthewayofchoosingarelativepronounorarelativeadverbcorrectly.
●教具准备
Themultimediaandtheblackboard.
●教学过程
Step1Greetings
Greetthewholeclassasusual.
Step2RevisionandLead-in
（Teacherchecksthehomeworkexercisesfirstandthenshowsthefollowingonthescreen.）
1.Heisafamousscientist.
2.Who’sthatgirlinred？
3.I’vereadallthebooksthatyoulentme.
4.Ihavelostmypen，whichIlikeverymuch.
T：Nowpayspecialattentiontotheunderlinedparts.Isthereanythingincommonbetweenthem？
Ss：Yes.Theyallidentifythenouns，whichareusedwiththem.Eachparttellsuswhichthingorpersonthespeakeristalkingabout.
T：Thatistosay，thefunctionofeachunderlinedpartisthesame.Eachofthemisusedasanattributetodescribeeachnoun.Well，arethereanydifferencesbetweenthem？
S1：Yes.Inthefirstsentence，theattributeisanadjectiveandputbeforethenoun；thesecondisaprepositionalphraseputafterthenoun；thethirdandfourthsentencesarefullsentencesputafterthenouns.
T：Youareright，whatdowecallthesentencesputafterthenoun？
Ss：TheAttributiveClause.
T：Quiteright.Inacomplexsentence，theclausemodifyinganounorapronouninthemainclauseiscalledanAttributiveClause.ThenounorpronouniscalledAntecedent.Thewordthat/whichintroducestheclause（betweenthenoun/pronounandtheclause）iscalledRelativePronounorRelativeAdverb.Therelativepronounsoradverbsdotwojobsatonce.Theycanbeusedassubjects，objects，attributesoradverbials；intheclause，atthesametime，theyjoinclausestogether.Abouttheuseofthem，we’llhaveparticularrevisionafterawhile.Nowlookatthesentencesonthescreen.
（Teachershowsthefollowingonthescreen.）
Completethesentenceswithsuitablerelatives.
1.Iknowthereason_______________hecamelate.
2.Doyouknowthewoman，____________sonwenttocollegelastyear？
3.Thehouse_______________colourisredisJohn’s.
4.Thisisthebestfilm_______________I’veeverseen.
5.Thatisthetown_______________heworkedin1987.
T：Who’dliketotellmewhatshouldbefilledinthefirstsentence？
S2：Ithink“why”shouldbefilled.Becausetheantecedentis“thereason”andtherelativeisusedastheadverbialofreasonintheAttributiveClause.
T：Yes.Howaboutthesecondsentence？
（Teachergoestoanotherstudentandasksher/himtoanswer.）
S3：Ifill“whose”here.Becausetheantecedentis“thewoman”andtherelativeisusedastheattributeintheAttributiveClause.
T：Right.Sitdown，please.Nowlet’slookatthethirdsentence.
Suggestedanswers：
1.why2.whose3.whose4.that5.where
Step3SummarizetheuseoftheNon-restrictiveAttributiveClause
T：TheNon-restrictiveAttributiveClauseisaclause，whichgivesextrainformationtotheantecedent.Soweuseacommatointerruptthesentence.WhentheNon-restrictiveAttributiveClauseiscutoff，thesentencestillhasafullmeaning.Nowlookatthesentencesonthescreen.
（Showthefollowingonthescreen.）
1.Ihavetwobrothers，whoarebothsoldiers.
2.Nextweek，whichyou’llspendinyourhometown，iscoming.
3.I’vetriedtwopairsofshoes，neitherofwhichfitsmewell.
T：Payattentiontotheunderlinedparts.Therearecommastointerruptthesentencesand“that”cannotbeusedintheNon-restrictiveAttributiveClause.Youshouldpaymoreattentiontothestructure“IndefinitePronoun/Numbers/Noun/Superlative+ofwhich/whom”isoftenusedintheNon-restrictiveAttributiveClause.
Step4TheusageoftheRelativePronounsandtheRelativeAdverbs
T：Asweknow，relativepronounsoradverbsplayimportantpartsintheAttributiveClause.Nowlet’smakealistofthemontheblackboardfirstandthenrevisetheirusagewiththehelpoftheformsonthescreen.
（Bb：therelativepronouns：who，whom，that，whose，which；therelativeadverbs：when，where，why）
（Teachercollectsthemfirstandthenshowsthefollowing.）
Form1：
TherelativepronounsReferringtoFunctionintheclause
whopeoplesubject/object
whompeopleobject
thatpeople/thingsubject/object
whichthingsubject/object
whosepeople/thing（ofwhom/which）attribute
Form2：
TherelativeadverbReferringtoFunctionintheclause
when（=at/in/onwhich）timeadverbialoftime
where（=in/atwhich）placeadverbialofplace
why（=forwhich）reasonadverbialofreason
（Teacherexplainsthetwoformsseparatelyandaddsthefollowingwithexamplesonthescreen.）
T：1.Whenarelativepronounisusedasasubjectintheclause，theverbmustagreewiththeantecedentinpersonandnumber.
1.Thosewhowanttogotothecinemamustbeattheschoolgateby3：30p.m.
2.Hewhodoesn’treachtheGreatWallisnotatrueman.
2.Whentheantecedentisthestructureof“oneof+n.（pl.）”，theverbintheclausemustbepluraltoagreewiththepluralform.However，ifthereis“the”or“only”before“one”，theverbintheclausemustbesingular，agreeswiththeword“one”.
1.SheistheonlyoneofthegirlswhohasbeentoBeijing.
2.Heisoneoftheboyswhohaveseenthefilm.
3.Whentheantecedentisanounfortimeorplace“when”or“where”isnotalwaysusedtointroducetheclause.Itdependsonthefunctionoftherelativewordintheclause.
1.Thetimewhen/thatIwenttoTokyoisin1982.
2.I’llneverforgetthetimewhich/thatIspendatcollege.
3.TheshopthatIboughtisbig.
4.Theshopwhere/inwhichIboughtthebookisbig.
Step5Thedifferencebetween“that”and“which”
T：Asweknow，both“that”and“which”canbeusedforthings，buttheuseofthemisnotalwaysthesame.Let’slookatthesentencesonthescreen.
（Showthefollowingonthescreen.）
1.ThisisthesecondarticlethatIhavewritteninEnglish.
2.Itisthebestfilmthathehaseverseen.
3.ThisistheverybookthatIwanttoread.
4.Allthattheytoldmesurprisedme.
5.Theytalkedabouttheteachersandschoolsthattheyhadvisited.
6.Whoisthecomradethatwasthere？
7.Thereisabedintheroomthatisstillvacant.
8.Ourvillageisnolongertheplacethatitusedtobe.
T：Fromthesentencesonthescreen，wecanmakeasummaryoftheuseof“that”and“which”.Lookatthescreenagain.
（Showthefollowingonthescreen.）
1.Infollowingcases，“that”isoftenused.
（1）Afterordinalnumberandsuperlatives.
（2）Afterthefollowingwords：all，only，little，few，much，very，none，last，just，any（thing），every（thing），some（thing），no（thing）.
（3）Aftertwoormoreantecedents，referringtobothpeopleandthings.
（4）Afterinterrogativepronouns“which”or“who”.
（5）Whentherelativepronounisusedasapredictiveintheclause.
（6）Whenthemainclausebeginswith“Therebe”.
2.Infollowingcases，“which”isalwaysused.
（1）Afterprepositions.
（2）TointroduceaNon-restrictiveAttributiveClause.
（3）Thewholemainsentenceisthe“antecedent”oftherelativeclause，andthereisalwaysacomma.
Step6Practice
T：Nowlet’sdosomeexercises.Lookatthescreen.Fillintheblanks，choosingproperrelativepronounsorrelativeadverbs.
（Showthefollowingonthescreen.）
1.____________haveplentyofmoneywillhelptheirfriends.
A.ThosewhoB.HewhoC.ThatwhoD.Youwho
2.Thisisthelongesttrain____________Ihaveeverseen.
A.whichB.thatC.whatD.whom
3.____________weallknow，swimmingisaverygoodsport.
A.WhichB.ThatC.AsD.Who
4.Ishallneverforgetthoseyears____________Ilivedinthefarm____________youvisitedlastweek.
A.when；whereB.which；whichC.when；whichD.which；where
5.Theradioset____________lastweekhasgonewrong.
A.IboughtitB.whichIboughtitC.IboughtD.whatIbought
6.Hepaidtheboyforwashingtenwindows，mostof____________hadn’tbeencleanedforatleastayear.
A.theseB.themC.thatD.which
7.Thedaywillcome____________thepeopleallovertheworldwillwinliberation.
A.thatB.whereC.whichD.when
8.MrHerpinisoneoftheforeignexpertswho____________inChina.
A.worksB.isworking
C.areworkingD.hasbeenworking
9.Theytalkedforaboutanhourofthingsandpersons____________theyrememberedintheschool.
A.whichB.thatC.whoD.whom
10.Myglasses，____________Iwaslikeablindman，felltothegroundandbroke.
A.whichB.withwhichC.withoutwhichD.that
Suggestedanswers：
1~5ABCCC6~10DACBC
Step7Test
T：Nowlet’shaveatest.Lookatthescreen.Dothisexercisebyyourself.AfewminuteslaterI’llgiveyoutheanswers.
（Showthefollowingonthescreen.）
1.Pleaseputtheletter____________hecaneasilyfindit.
A.inwhichB.where
C.theplacewhereD.intheplace
2.Thehouse____________thereisabigtreewasbuiltmorethan1000yearsago.
A.whichB.that
C.inthefrontofwhichD.infrontofwhich
3.Antarctic，____________weknowverylittleiscoveredwiththickicealltheyearround.
A.whichB.where
C.thatD.aboutwhich
4.Thereason____________Iwasawayfromschoolis____________Iwasillyesterday.
A.that；thatB.why；why
C.why；thatD.that；why
5.Itwasameeting____________importanceIdidn’trealizeatthattime.
A.whichB.ofwhich
C.thatD.whose
Suggestedanswers：
1~5BDDCD
Step8Homework
1.ReviewtheAttributiveClause.
2.DoWBP71.Ex1.2.
●板书设计
Unit5NelsonMandela—amodernhero
TheThirdPeriod
TheAttributiveClause
1.ThedifferencesbetweentheRestrictiveAttributiveClauseandtheNon-restrictiveAttributiveClause.
2.Theuseoftherelativewords：
（1）Relativepronouns：who，whom，whose，that，which
（2）Relativeadverbs：where，when，why
3.Thedifferencesbetween“that”and“which”.
●活动与探究
Thisactivityisdesignedtomakeadeepresearchintotheattributiveclause.Thestudentsareaskedtodesignsomeexercisesabouttheattributiveclause.Andthentheycanexchangeexerciseseachotherandcheckthemselves.Thepurposeofthisactivityistohelpthestudentsmakesenseoftheusageoftheattributiveclause.
●备课资料
Ⅰ.SomeexercisesabouttheAttributiveClause
1.Afootballfan（球迷）is____________hasastronginterestinfootball.
A.athingthatB.somethingthat
C.apersonwhoD.what
2.Thehouse，____________wasdestroyedintheterriblefire，hasbeenrepaired.
A.theroofofwhichB.whichroof
C.itsroofD.theroof
3.Canyoulendmethenovel____________theotherday？
A.thatyoutalkedB.youtalkedaboutit
C.whichyoutalkedwithD.youtalkedabout
4.Thematter____________youwerearguingaboutlastnighthasbeensettled.
A.thatB.whatC.whyD.forwhich
5.Who____________hascommonsense（常识）willdosuchathing？
A.whichB.whoC.whomD.that
6.Alltheapples____________felldownwereeatenbythepigs.
A.thatB.thoseC.whichD.what
7.Theyaskedhimtotellthemeverything____________hesawatthefront.
A.whatB.thatC.whichD.where
8.I’lltellyou____________hetoldmelastnight.
A.allwhichB.allwhatC.thatallD.all
9.Achild____________parentsaredeadiscalledanorphan.
A.whoB.who’sC.whoseD.which
10.Isthisthemuseum____________youvisitedtheotherday？
A.thatB.whereC.inwhichD.theone
11.Isthismuseum____________someGermanfriendsvisitedlastWednesday？
A.thatB.where
C.inwhichD.theone
12.—Howdoyoulikethebook？
—It’squitedifferentfrom____________Ireadlastmonth.
A.thatB.which
C.theoneD.theonewhat
13.Thetrain____________shewastravelingwaslate.
A.whichB.where
C.onwhichD.inthat
14.Hehaslostthekeytothedrawer____________thepapersarekept.
A.whereB.onwhich
C.underwhichD.which
15.It’sthethirdtime____________latethismonth.
A.thatyouarrivedB.whenyouarrived
C.thatyou’vearrivedD.whenyou’vearrived
16.Heoftenhelpsthestudents____________hethinksarenotquickattheirstudies.
A.whomB.who
C.whenD.because
17.TheSecondWorldWar____________millionsofpeoplewerekilledendedin1945.
A.whenB.duringthat
C.inwhichD.which
18.MrCrossettwillneverforgettheday____________hespentwithhisvariousstudents.
A.whenB.which
C.duringwhichD.onwhich
19.Thisisjusttheplace____________Iamlongingtovisittheseyears.
A.thatB.where
C.inwhichD.towhere
20.WearegoingtospendtheSpringFestivalinGuangzhou，____________livemygrandparentsandsomerelatives.
A.whichB.thatC.whoD.where
Suggestedanswers：
1~5CADAD6~10ABDCA11~15DCCAC16~20BCBAD
Ⅱ.Theattributiveclause定语从句
1.“介词＋关系代词“是一个普遍使用的结构
（1）“介词＋关系代词”可以引导限制性定语从句，也可以引导非限制性定语从句。“介词＋关系代词”结构中的介词可以是in，on，about，from，for，with，to，at，of，without等，关系代词只可用whom或which，不可用that。
（2）fromwhere为“介词＋关系副词”结构，但也可以引导定语从句。
Westoodatthetopofthehill，fromwherewecanseethetown.
（3）像listento，lookat，dependon，payattentionto，takecareof等固定短语动词，在定语从句中一般不宜将介词与动词分开。
Thisistheboywhomshehastakencareof.
2.关系副词引导的定语从句
（1）关系副词也可以引导定语从句关系副词在从句中分别表示时间、地点或原因。关系副词when在从句中充当时间状语，where充当地点状语，why充当原因状语。
（2）that可引导定语从句表示时间、地点或原因，that有时可以代替关系副词when，where或者why引导定语从句表示时间、地点或原因，在that引导的这种定语从句中，that也可以省去。
3.限制性定语从句与非限制性定语从句
（1）二者差异比较
限制定语从句紧跟先行词，同先行词之间一般不加逗号，仅修饰先行词，可以由关系代词、关系副词或that来引导。非限制性定语从句仅作补充或说明，用逗号与主句隔开，既可修饰先行词，又可修饰整个主句，不可用that引导。
（2）关系代词和关系副词的选择依据
弄清代替先行词的关系词在从句中作什么成分，作状语的应选用关系副词，作主语、宾语或表语的可选用关系代词。
（3）先行词与定语从句隔离。定语从句一般紧跟在先行词之后，但定语从句与先行词之间有时也会插入别的成分，构成先行词与定语从句的隔离。
Hewastheonlypersoninthiscountrywhowasinvited.
4.as在定语从句中的用法
（1）引导限制性定语从句和非限制性定语从句（1）as多与such或thesame连用，可以代替先行词是人或物的名词。
（2）as也可单独使用，引导非限制性定语从句，作用相当于which。
Theelephant’snoseislikeasnake，asanybodycansee.
（3）thesame...that与thesame...as在意思上是不同的。
2.as引导的非限制性定语从句的位置。as引导的非限制性定语从句位置较灵活，可以位于主句前面、中间或后面，一般用逗号与主句隔开，但which所引导的非限制性定语从句只能放在主句之后。
Asisexpected，theEnglandteamwonthefootballmatch.
Theearthrunsaroundthesun，asisknownbyeveryone.

延伸阅读

Unit 5 Nelson Mandela教案

作为优秀的教学工作者，在教学时能够胸有成竹，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更容易听懂所讲的内容，帮助高中教师更好的完成实现教学目标。关于好的高中教案要怎么样去写呢？下面是小编精心为您整理的“Unit 5 Nelson Mandela教案”，供大家参考，希望能帮助到有需要的朋友。

Unit5NelsonMandela教案
Unit5NelsonMandela—amodernhero
PartOne:TeachingDesign(第一部分：教学设计)
Period1:Asampleplanforreading
(ELIAS’STORY)
Aims
Totalkaboutpeople’squalities
Toreadaboutenablepeople’slifestory
TostudyTheAttributiveClause(where,when,why,prep.＋which/whom)
Tolearntowriteletters
Procedures
I.Warmingup
Warmingupbydescribing
Boysandgirls,thismorningwe’lltakeupUnit5inwhichwe’lllearntodescribepeople.Nowlet’sdescribeourselvesfirst.Thequestionsinthewarminguppartwillhelpyoufindoutwhatqualitiesyouhave.Thentellmewhatkindofapersondoyouthinkyouare.Doyouthinkyouhavethequalitiestobeagreatperson?Whatqualitiesdoyouthinkweshouldfindinagreatperson?
a.Givethestudentsoneminutetoanswerthequestions.
b.Asksomestudentstotalkabouttheirownqualitiesaccordingtotheiranswers.
c.Haveadiscussionwiththewholeclassandhelpthemtosumupthequalitiesthatagreatpersonhas.
(Sumingup:Agreatpersonshouldbedetermined,hard-working,unselfish,andgenerous.Heshouldfollowhisideasandneverloseheartwhenheisintrouble.Heusuallygivesupsomethingtoachievehisgoals.Heshouldbewillingtodopublicserviceworkwithoutpay,beactiveinsocialactivities,getsonwellwithothers,andhelpothers,etc.)
Warmingupbybrainstorming
Boysandgirls,inUnit5wewilltalkaboutNelsonMandela,agreatleaderwhofightsfortherightsoftheblackpeople.Whentalkingaboutaperson,whatadjectivescanyouthinkoftodescribehisorherqualities?Whatarethequalitiesyoushouldfindinagreatperson?
(Adjectivesfordescribingaperson:kind,honest,brave,loyal,happy,wise,smart,friendly,warm,cheerful,popular,generous,hard-working,diligent,weak,stupid,lazy,dishonest,mean,tense,cold,unkind,miserable,dull,strong-minded,determined,)
Warmingupbyexpressions
Boysandgirls,wearegoingtolearnaboutsomegreatpeopleinUnit5.Canyounamesomegreatpeople?Nowdiscussingroupsoffour:Whodoyouadmiremost?Whatkindofpersonishe/she?Whatarethequalitiesthatgreatpeoplehaveincommon?
SunYat-sen(November12,1866–March12,1925)wasaChineserevolutionaryleaderandstatesmanwhoisconsideredbymanytobethe“FatherofModernChina”.HehadasignificantinfluenceintheoverthrowoftheQingDynastyandestablishmentoftheRepublicofChina.AfounderoftheKuomintang,SunwasthefirstprovisionalpresidentoftheRepublicofChinain1912anddefactoleaderfrom1923to1925.HedevelopedapoliticalphilosophyknownastheThreePrinciplesofthePeople.SunisuniquelyadmiredbymostChinese.Yet,hislifewasoneofconstantstruggleandfrequentexileasfewofhisvisionsforhiscountrymaterialized.

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

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

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

Part2:Teachingresources（第二部分：教学资源）

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

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

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

Unit 5 Nelson Mandela—a modern hero教案

一名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.

Unit 5 Nelson Mandela--- a modern hero教案

一名优秀的教师在教学时都会提前最好准备，作为高中教师就要在上课前做好适合自己的教案。教案可以让学生能够在教学期间跟着互动起来，有效的提高课堂的教学效率。那么，你知道高中教案要怎么写呢？下面是小编帮大家编辑的《Unit 5 Nelson Mandela--- a modern hero教案》，欢迎您阅读和收藏，并分享给身边的朋友！

Unit5NelsonMandela---amodernhero
第一课时：Warming-uptoB.devotes;withC.devoted;toD.devoting;on
14.ThePeople’sRepublicofChinawas____in1949.
A.foundB.foundedC.findD.finding
15.We’re____.Thereisnotimeforargument.
A.inthetroubleB.introublesC.introubleD.inatrouble

第二课时：Reading
预习导学
重点词汇：
1.____(vt.)献身-----____(n.)
2._____(n.)和平-----_____(adj.)和平的-----_____(adv.)和平地
3._____(n.)法律-----_____(n.)律师-----_____(adj.)合法的；法定的
4._____(n.)青年-----(adj.)_____青年的；年轻的
5.______(n.)暴力-----_____(adj.)暴力的
6.____(adj.)平等的-----____(adv.)平等地-----_____(n.)平等
7._____(n.)自我-----____(adv.)自私地-----_____(adj.)无私的------_____(adv.)无私地
8._____(n.thatD.which,inwhich
20.Itisoneofthebestbooks_____.
A.thathaveeverbeenwrittenB.thathaseverbeenwritten
C.WhichhavebeenwrittenD.whichhasbeenwritten

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

第四课时：Usinglanguage
预习导学
一、重点词汇：
1._____(adj.)受教育的-----_____(v.)教育-----______(n.)教育
2._____(n.)恐怖-----____(vt.)使恐怖-----_____(adj.)恐怖的
3._____(v.)乞讨-----_____(n.)乞丐
4.______(n.)残忍------_____(adj.)残忍的-----_____(adv.)残忍地
5.______(vt.)判决，宣判-----_____(n.)句子
6.______(vi.)逃脱；逃走；泄露
7.______(n.)报酬；悬赏金（vt.）酬劳；奖赏
8._______(n.)意见；看法；主张
翻译下列短语：
1.因某事给某人报酬_________
2.把......与......相比_________
3.当权；上台__________
4.从…逃跑__________
5.按某人的观点__________
6.建立__________
7.第一次__________
8.乞讨__________
9.释放__________
10.坐牢__________
要点展示：
关系副词被代替的先行词在从句中的作用
When(相当于)___________表示___________________
Where(相当于)___________表示___________________
Why(相当于)____________表示____________________
选择填空:(提示:使用介词+关系代词的结构)
1.InthenovelbyPeters,__________thefilmisbased,themaincharacterisateenager.
A.onwhichB.inwhich
2.Anactor______Gelsonhadpreviouslyworkedcontactedhimabouttherole.
A.towhomB.withwhom
3.Hermanyfriends,________Iliketobeconsidered,gaveherencouragement.
A.inwhomB.amongwhom
4.Thevalley__________thetownliesisheavilypolluted.
A.inwhichB.onwhich
5.Theoffice_________Grahamledthewaytowasfilledwithbooks.
A.that/whichB.where
6.Theplaygroundwasn’tusedbythosechildren__________itwasbuiltfor.
A.who/whomB.forwhom
7.Ahugeamountofoilwasspilled,theeffects_________arestillbeingfelt.
A.ofthatB.ofwhich
8.Theschool__________sheisheadofisclosingdown.
A.whereB.which/that
9.WeweregratefultoMr.Marks,_________carwehadtraveledhome.
A.inwhichB.inwhose
10.InowturntoFreud,__________worksthefollowingquotationistaken.
A.fromwhomB.fromwhose
11.Thefactoryproduceshalfamillionpairsofshoeseveryyear,80%__________aresoldabroad.
A.ofthatB.ofwhich
12.Therearealtogetherelevenbooksontheshelf,___________fivearemine.
A.ofthatB.ofwhich
13.Luckily,we’dbroughtaroadmap__________wewouldhavelostourway.
A.withoutwhichB.withwhich
14.Tomakeupanobjectivetest,theteacherwritesaseriesofquestions,__________hasonlyonecorrectanswer.
A.eachofthatB.eachofwhich
实战演练
I.完型填空:
Asakid,IfeltmyhappinesswouldbebasedonwhetherIcouldfulfillallmyneedsandwants.IfIwasrich,Iwoulddefinitely1.mylife.
Myfatheralwaysstressedhisbeliefin2..Icanrememberhim3.meabouthowmoneydoesnotmakeonehappyandhowotherthingsinlifesuchashealth,friends,andmemorable4.makeapersongenuinelyhappy.Atthattimeinmylife,Ididnotput5.thoughtintohiswordsasusual.
Atayoungage,Inoticedthemediaseemedtoportray(描绘)thewealthashappypeoplethataddvaluetooursociety.AthighschoolIstilllookedforacareerthatwouldproduceahighsalary.
Aftermysecondyearofcollege,Istartedmyfirstjobinanaccountingdepartment,6.Ifoundmyselfextremelybored.EverydayIhadtodo7.work.Inaddition,Ihadtoliveawayfromfriendsandfamily.Inoticedhavingmoneytospend8.youarebyyourselfwasnotsatisfying.
Ibegantothinkback9.mydadalwayssaid.Aftertwomonthsonthejob,Itruly10.thatamoresatisfyingexperienceformewouldhavebeendoinganordinarypart-timejobforfarlessmoney.11.highthesalaryofthispositionwas,Iwouldneverbecapable12.fulfillingahappylifeandmakeacareeroutofthisjob.
Asthesummer13.,Itrulyunderstoodthemeaningofmydadswords.Theterm"wealth"isa14.term,andIbelievethekey15.happinessistobecomewealthyingreatmemories,friends,family,andhealth.
1.A.beworriedaboutB.beanxiousaboutC.beangrywithD.becontentwith
2.A.satisfactionB.willingnessC.happinessD.kindness
3.A.lectureB.lecturesC.lecturingD.tolecture
4.A.surveyB.experiencesC.experimentD.experiments
5A.someB.noC.anyD.all
6A.whereB.onwhichC.whenD.which
7A.boredB.boringC.interestingD.interested
8A.whereB.whenC.howD.forwhich
9A.allwhatB.allwhichCallthatD.which
10ArealizedB.thoughtCsaidD.believed
11.A.NomatterwhereB.NomatterwhatC.NomatterhowD.Nomatterwhen
12.A.inB.onC.aboutD.of
13.A.cametoastopB.drewtoacloseC.putanendtoD.endup
14.A.widelyB.abroadC.broadD.board
15.AonB.aboutC.ofD.to
II.阅读理解
“Equalpayforequalwork”isaphraseusedbytheAmericanwomenwhofeelthattheyareunfairly(不公平)treatedbysociety.Theysayitisnotrightforwomentobepaidlessthanmenforthesamework.
Peoplewhoareagainst（反对）theview(mainlymen)haveananswertothis.Theysaythatmenhavemoreresponsibilities(责任)thanwomen;amarriedmanistobeexpectedtoearnmoneytosupporthisfamilyandtomakeimportantdecisions,soitisrightformentobepaidmore.Somepeoplewhoholdevenstrongerviewsthanthisareagainstmarriedwomenworkingatall.Whenwivesgoouttowork,theysay,thehomeandchildrenaregivennoattentionto.Ifwomenareencouraged（鼓励）byequalpaytotakefulltimejobs,theywillbeunabletodothethingstheyarebestatdoing:makingacomfortablehomeandbringingupchildren.Theywillhavetogiveuptheirpresentpositioninsociety.
Thisisexactlywhatthewomenwanttogiveup.Theywanttoescapefromthelimitedplacewhichsocietyexpectsthemtofill,andtohavefreedomtochoosebetweenacareerandhomelife,oramixtureofthetwo.Womenhavetherightnotonlytoequalpaybutalsotoequalchances.
Thesewomenhaveexpressedtheirviewstronglybyusingthefamoussaying,“Allmenarecreatedequal.”Theypointoutthatthemeaningofthissentencewas“allhumanbeingsarecreatedequal.”
1.Thewomenusethephrase“Equalpayforequalwork”todemandthat_____.
A.womenarelesspaidthanmen
B.menarelesspaidthanwomen
C.womenandmenshouldbepaidthesameamountofthemoneyforthesamework
D.womenpaidlittleattentiontothehomeandchildren
2.Peoplewhodisagreewiththewomen’sviewbelievethat____.
A.womenwillbeunabletodothethingstheyarebestatdoing
B.menareexpectedtoearnmoremoneytosupportthefamily
C.menhavemoreresponsibilitiesthanwomen
D.menareexpectedtomakeimportantdecisions
3.Somepeopleholdingevenstrongerviewssay______.
A.womenhavefewerresponsibilitiesthanwomen
B.womenshouldonlytakepart-timejobs.
C.womenshouldstayathomeandtakecareofthehomeandchildren
D.womenarebestatmakingacomfortablehomeandbringingupchildren.
4.Whatexactlydothewomenwanttogiveup?
A.TheirhomelifeB.Theirchildren
C.Theircareer
D.Theirpresentposition

反馈检测
单句改错:下列每句中的划线部分只有一个错误，指出并加以改正。
1.IamsorryIhavelostthebookyoulentittomelastweek.
______________________________________
2.MaryistheonlyoneofuswhohavebeentotheGreatWall..
______________________________________
3.Isthismuseumthatyoupaidavisittoafewdaysago?.
______________________________________
4.Pleaseshowmethebookwhichcoverisred..
______________________________________
5.Don’tworry.IwilldoallwhatIcantohelpyouout..
_____________________________________
6.Itisknowntousall,Chinahasthelargestpopulationintheworld.
_____________________________________
7.IwillneverforgetthedaywhenwespenttogetherinNo.1.MiddleSchool.
_____________________________________
8.Myglasses,withoutthemIwaslikeablindman,felltothegroundandbroke.
_____________________________________
9.Theweatherturnedouttobeverygood,thatwasmorethanwehadexpected.
_____________________________________
10.Itwasinthisfactorywheremyfatherhadworkedformorethan20years.
_____________________________________
11.ThepersontowhoyouspokeisastudentofGradeTwo.
_____________________________________
12.Thesungivesofflightandwarmth,thatmakesitpossibleforplantstogrow.
_____________________________________
13.MyfatherandMr.Smithtalkedaboutthingsandpersonswhotheyrememberedinthecountry.
_____________________________________
14.Thosewhowantstogowithmeputupyourhands.
_____________________________________
15.HeistheonlyoneofthestudentswhohavebeeninvitedtotheEnglishEvening.
_____________________________________

Unit5NelsonMandela---amodernhero
单元综合评估测试
(100分，45分钟)
第一部分:英语知识运用

第一节:单项选择（20分）
1.Thepolicesaythereisa000____foranyinformationthathelpsthemfindthelostboy.
A.priceB.rewardC.payD.prize
2.______byhisfriends,Jackdidn’t_____andkeptontrying.
A.Encouraged;loseheartB.Encouraged;cheeredup
C.Encouraging;lostheartD.Encouraging;cheeredup
3.Peoplerunalwaysquicklyin_____,whentheyhearthatsomeonewould______thebuilding.
A.anger;blowawayB.silence;blowupC.surprise;blowawayD.terror;blowup
4.Hewantsto_____allofhistime_____films.
A.devotes;writeB.devoted;towriteC.devoting;towritingD.devote;tomaking
5.Hisfatherwasa____person,whowasn’twillingtospendapennyforhissons.
A.generousB.kindC.meanD.selfish
6.Wearefighting_____thebirdflu____peopleintheworld.
A.for,againstB.with,against
C.against,withD.about,with
7.Iwanttoknowthereason_____thefirebrokeout.
A.whatB.whyC.howD.when
8.Iliketoliveinthecountryside_____Icansmellfreshairandeatfreshvegetables.
A.whenB.where
C.howD.what
9.Werelivinginanage____manythingsaredoneoncomputer.
A.whenB.where
C.howD.what
10.Whoeverbreaksthelawwon’tescape______.
A.beingpunished
B.punishing
C.punished
D.tobepunished
11.Thegoodsofhigh____andlow___arewellreceivedinthecountrysidethesedays.
A.quantity,qualityB.quantity,price
C.price,qualityD.quality,price
12.Someanimalshavethe_____toseeinthedark.
A.energyB.strength
C.powerD.ability
13.Alargenumberofpeople____,andhowcanthelocalgovernmentignore(忽视)theproblem?
A.areoutofworkB.areinwork
C.isoutofworkD.isinwork
14.Hewentto_____toseehisfriendwhowasin______.
A.thehospital,thehospital
B.thehospital,hospital
C.hospital,thehospital
D.hospital,thehospital
15.Onlybycooperating(合作)withotherexpertsintheworld____thewaytosolvetheproblemsfacingpeoplenowadays.
A.ourexpertscanfindout
B.canourexpertsfindout
C.canfindoutourexperts
D.findoutourexpertscan.
16.Thetimehehasdevotedinthepastyears___thedisableisnowconsidered___ofgreatvalue.
A.tohelp;beingB.tohelping;tobe
C.tohelp;tobeD.helping;being
17.Themotherdidn’tknow___toblame（责备）forthebrokenglassasithappenedwhileshewasout.
A.whoB.when
C.howD.when
18.Lastnighttheenemy___abridgehopingtocutoffourmarch.
A.blewoutB.brokeout
C.blewupD.brokeoff
19.NowwecanflytoTokyo.Therewasatime___wehadtotakeaboat.
A.howB.what
C.whyD.when
20.Themurderer,whowas____to4years_____bythejudgelastweek,was21yearsold.
A.judged;inprison
B.sentenced;intheprison
C.sentenced;inprison
D.judged;intheprison

第二节:完型填空:(20分）
JackBainesisaself-mademillionaire,buthisbeginningswereverylowly.Hewastheyoungestofeightchildren.Hisfatherhada21inacottonmill(纱厂),buthewasoften22toworkbecauseofpoorhealth.Thefamilycouldn’t23topaytherentorbills,andthechildrenoftenwent24.Afterleavingschoolattheageof14,Jackwas25whattodowhenMr.Walker,hisoldteacher,offeredtolendhim￡100tostarthisown26.
Itwasjustafterthewar.Rawmaterialswerenotenough,andJacksawa27inscrapmetal(废弃金属).Heboughtbitsofmetalandstoreditinanoldgarage.Whenhehadbuiltupalargeamount,hesolditand28plentyofmoney.
Jack29workinghard.Afteroneyearhesucceededin30the￡100.
BythetimeJackwas30yearsoldhehad31hisfirstmillion,andhewantedto32thisachievementbydoingsomething“33”.Withallhismoneyitwas34tobuildabeautifulhomeforhimselfandhisparents.In1959,“BainesCastle”wasbuiltinthe35oftheLancashirecountryside.Itwasoneofthefinestbuildingsinthecountry.
Jackhasrecentlysold“BainesCastle”for￡500million,36Jackstillcan’tgetusedto37thegoodlife.Hecan38befounddrinkingwiththelocalsatthelocalpub（酒吧）.
“Irememberbeingvery39asachild,butnever40asachild,”saysJack,“andIwillneverforgetwhereIcamefromandwhoIam.”
21.A.houseB.workC.companyD.job
22.A.ableB.unableC.gladD.eager
23.A.offerB.likeC.affordD.expect
24.A.hungryB.wrongC.illD.bad
25.A.wonderingB.seeingC.doubtingD.preparing
26.A.schoolB.businessC.farmD.store
27.A.problemB.purposeC.principleD.future
28.A.spentB.earnedC.wastedD.borrowed
29.A.preferredB.enjoyedC.promisedD.hated
30.A.repayingB.savingC.developingD.paying
31.A.givenB.takenC.madeD.lost
32.A.rememberB.honorC.recognizeD.celebrate
33.A.grandB.simpleC.interestingD.common
34.A.impossibleB.obviousC.possibleD.basic
35.A.groundB.heartC.spotD.front
36.A.soB.andC.butD.or
37.A.usingB.sparingC.livingD.keeping
38.A.seldomB.neverC.sometimesD.often
39.A.richB.poorC.healthyD.well
40.A.proudB.satisfiedC.unhappyD.happy

第三节：阅读理解(20分）
A
ItwasalovelyspringdayandIwasreturningfromthemarketwithafewthingsweneeded.IwasfrustratedbecausethereweresomanythingsIwishedIcoulddoformychildrenandformyselfbutIlackedthetimeandthemoneyforeither.
AsIturnedtheoldcarintothedriveway,Inoticedmysononthefrontporch(门廊）withalittlegirlabouthisage.Shewasinoldclothesandwasinneedofabath.Sheworethickglassesandherhairwascutunevenly(参差不齐地）.IthoughtbackonthetimeswhenIhadtriedtogivemyownchildrenhaircutstosavemoneyandregrettedtheoutcomealmostasmuchastheydid.Isawmysongivehersomemoneyandshecarefullyhandedhimwhatlookedtobeabrokenglassball.ShewanderedoffwhileIwasunloadingthegroceries.
Whenmysoncametohelpme,Iaskedhimwhothelittlegirlwasandwhatshewanted.Heexplainedthatshehadcometothedoortryingtosellherpiggybankandthathehadpurchasedit.Ibitmytongue.Ihadsacrificedinordertogivethechildrenafewdollarsfortheirgoodgradesinschool,buthespentthemoneyonaworthlesspieceofjunk!Iaskedhimwhyhehaddonesuchathingandhisresponsebroughttearstomyeyes.Hesaid,"Well,Mom,shereallylookedlikesheneededthemoney.Ididntwanttomakeherfeelbadbyjustgivingherthemoney.Ithinksheneededitmorethanme."
YearshavepassedsinceIdroveinthedrivewayintheoldcarandsawmyseven-year-oldsonhelpingsomeonelessfortunate,butthepiggybankremainshighatopmyrefrigeratortoremindmethatthereisgoodness,kindnessandunselfishnessintheworld.
41.Whatcanwelearnabouttheauthorfromthepassage?
A.Shehadplentyoftime.
B.Shespentalotoftimewithherchildren.
C.Herfamilywasnotrich.
D.Shewaskindandunselfish.
42.Whatdoestheunderlinedword"they"inparagraph2referto?
A.Thelittlegirlsoldclothes;
B.Thechildrenshaircuts.
C.Theauthorslackingofthetimeandmoney.
D.Theauthorschildren.
43.Whatbroughttearstotheauthorseyes?
A.Shehadsacrificedafewdollarstoherchildren.
B.Hersonboughtaworthlesspieceofjunk.
C.hersontoldherwhyheboughtthepiggybank.
D.Shelackedthetimeandmoneyforthechildren.
44.Thepiggybankatoptheauthorsrefrigeratorremindstheauthorofhersons_______.
A.naughty
B.unselfishness
C.business
D.badbehavior
45.Afterknowingthereasonwhyhersonboughtthepiggybank,theauthorprobablyfelt________.
A.abitangry
B.deeplytouched
C.verydiscouraged
Dquiteexcited
B
OneofthesadstoriesinAmericanhistoryhassomethingtodowithslavery.Forashorttimebetween1800and1865,BritishandAmericanshipswouldgotoAfricaandbuyAfricansfrompeoplewhoforcedyoungmenandwomentoleavetheirvillages.Theywerebroughttocoastal(沿海的）citiesandputonshipswhichcametothestateswherecottonwasgrown.TheAmericanfarmerswouldbuytheAfricansandputthemtoworkpickingcottons.TheAfricanshadtoworkforthesefarmersalloftheirlives.
ItwasPresidentAbrahamLincolnwhosignedalawthatslaverywasunfairtotheAfricans.Hethoughtalltheblackslavesshouldbesetfree.Buttheslaveownersinthesouthernstatesdidnotagreewithhim.TherewasafightoverthisdisagreementanditwascalledtheAmericanCivilWar.ThesouthernstateslostthewarandAfricanscouldnowbecomefreeAmericans.However,100yearsafterLincolnsignedthelaw,someAmericanblackswerenotvotinganddidnothaveanequalchancetoeatinarestaurantorrideonabus.
ItwasMartinLutherKing,anAmericanministerwhobegantheEqualrightsMovementinthe1960s.HewassuccessfulintellingtheAmericanpeoplethatAmericanblackswerestillnotequal.HismostfamousspeechwasgiveninthecapitalcityofAmerican,Washington,D.C..
Hisspeech,IHaveaDream,isnowtaughtinmostschoolsoftheworld.MartinLutherKingbecamesofamousthattheAmericanCongress(国会)declaredaspecialnationaldayinhisnameinJanuary.OnlytwootherAmericans,PresidentGeorgeWashingtonandPresidentAbrahamLincoln,haveanationalholidayaftertheirnames.
ThoughMartinLutherKingwasneverapresident,heturnedasadstoryintoahappyonethatAmericanblackscouldbeequaltoeveryoneelse.
46.100yearsafterLincolnsignedthelaw,someAmericanblacks_________.
A.hadtherighttovote.
B.hadanequalchancetoeatinarestaurant.
C.hadaequalchancetorideonabus.
D.didnothavetherighttovote.
47.WhatdoyouknowaboutMartinLutherKing?
A.Hethoughtalltheblackslavesshouldbesetfree.
B.ItwashewhobegantheEqualRightsMovementsinthe1970s.
C.PeoplewillrememberhimasoneofthepeoplewhofoughtfortheequalrightsoftheAmericanblacks.
D.HegavehisfamousspeechinthecityofNewYork.
48.Theunderlinedexpression"ahappyone"inthelastparagraphmeans:______
A.theblackshavetherighttovote.
B.Americanblackscanbeequaltoeveryone
C.theslaveownersagreedtosettheslavesfree.
D.aspecialnationalholidayinhisnameinJanuary.
49.Thebesttitleforthispassageshouldbe____.
A.MartinLutherKing
B.TwoImportantAmericansinAmericanHistory
C.ASadHistory.
D.AbrahamLincolnandSlavery.
50.Whichofthefollowingistrue?
A.ItwasMartinLutherKingwholiberatedtheAmericanblacks.
B.BecauseoftheAmericanCivilWar,LincolnfailedtosettheAmericanblacksfree.
C.TheAmericanCongressdeclaredaholidaytomemorizeMartinLutherKing.
D.MartinLutherKingoncedreamtofbeingPresidentoftheStates.

第二部分:写作:
第五节:单词填空（10分）
Thelastthirtyyearshave51______thegreatestnumberoflaws52_____ourrightsandprogress,untiltodaywehavereachedastage53_____wehavealmostnorightsatall.......Wewere54_____aposition55______wehad56_____toacceptwewerelessimportant,57_____fightthegovernment.Wechosetoattackthelaws.Wefirstbrokethelawinaway58______waspeaceful;59_____thiswasnotallowed...onlythendidwedecidetoanswerviolence60_____violence.

第六节:单句改错:（15分）
61.IllneverforgetAugust,8th,2008whattheworld’seyeswereonBeijing,China.
_____________________________________
62.ItwasAugust,8th,2008thattheOlympicGameswereheldinBeijing.
_____________________________________
63.DuringtheWorldWarIImanypeoplewereputintheprison.
_____________________________________
64.ThenecklacefromthatMathlideborrowedfromherfriendJeanewaslosttenyearsago.
_____________________________________
65.Thereasonthathewaslatewasthathewascaughtinthetrafficjam.
_____________________________________
66.Thereasonwhyheexplainedwasthathewascaughtinthetrafficjam.
_____________________________________
67.Onlythenherealizedthathemadeabigmistake.
_____________________________________
68.Dontloseyourheartinfaceofdifficulty.
_____________________________________
69.Wearelivinginanagewheremanynewthingsappeareveryday.
_____________________________________
70.Hehasbeenoutofworkaweekago.
_____________________________________
第七节：句子翻译:在空白处填入适当的词组,注意其形式的变化:。(15分）
71.事实上，父母都不希望子女有麻烦。
________________，parentsdontwanttheirchildrentobe______.
72.罗伯特因偷窃被判处三年监禁。
Robert________tothreeyearsinprisonforstealing.
73.约翰要给拣到他钱包的出租车司机一百元作为报酬。
Johnwantedtogive100yuan____________tothetaxidriverwhohadfoundhiswallet.
74.如果你失败了，你也不该灰心。
Ifyoufail,youshouldnt_________.
75.当他上台执政以来，他尽自己最大的努力来帮助穷人。
Whenhe_____________,hedidallhecouldtohelpthosepoorpeople.
76.在她六十多岁的时候仍然活跃在政坛上。
Sheremains________politicsinhersixties.
77.他们两个一见钟情。
Theyfellinlove____________theysaweachother.
78.他把大部分时间用于绘画。
Hehas______mostofhistime_____painting.
79.量变引起质变。
Thechangesofquantitycausethe_____________.
80.男女平等。
Womenare________men.
Unit5单元练习答案
第一课时：
预习导学：
词汇呈现：qualitymeanactivegenerousselfselfishselflessselflesslydevotedevotedfoundrepublicprinciplepeacefulmankindlawyerguidancelegalfeehopefulyouthleaguestagevoteattackviolenceequalwillingunfairescapeblanketeducateeducatedbegrelativeterrorcrueltyrewardsentencepresidentopinion
短语部分：重点短语：填空：
1.out2.of3.up4.in5.to6.heart7.to8.up9.to10.with11.to12.for13.in14.for15.in16.willing17.to18.in19.in20.against
口语交际
一、征求意见(Askingforopinions)
1.do…thinkof...?2.opinion?3.What
4.On5.How…about6.Why
二、发表意见(Givingopinions)
9.opinion…10.To12.with

根据句子写单词
1.generous2.relatives3.opinion
4.vote5.escaped6.selfish
7.mean8.violence9.educated
10.President11.sentenced12.heroes
13.willing14.youth15.rewarded
16.equals17.beg18.lawyer
19.found20.active

实战演练：单词连线
1.principle:basictruth,generallawofcauseandeffect
2.escape:getfree,findwayout
3.active:readyorabletotakeaction
4.vote:(righttogivean)expressionofopinionorwillbypersonfororagainstsomething,esp.puttingupofhands.
5.opinion:belieforjudgmentnotfoundedoncompleteknowledge
6.generous:willingtogivemoney,spendtimetohelppeople
7.devoted:givingsomeoneorsomethingalotofloveorattention
8.mean:notwantingtospendmoney
9.quality:somethingsuchascourage,honestythatpeoplemayhaveaspartoftheirnature.
10.selfish:thinkingonlyaboutonesownneedsorwishesbutnotaboutotherpeoplesneedsorwishes.
反馈检测：
单选1-5.CDBAA6-10.DCCBC
11-15.BCCBC

第二课时：Reading
预习导学：
重点词汇：
1.devote;devotion2.peace;peaceful;peacefully3.law;lawyer;lawful4.youth;young5.violence;violent6.equal;equally;equality7.self;selfishly;selfless;selflessly
8.hope;hopeful;hopefully
阅读课文:一：判断正误1-5.FFFTF6-7.FT
二：根据课文内容填空：
1.two;theschoolfees;thebusfare
2.passbooktolive;losing;leaving
3.turnedto;ANCYouthLeague
4.blowup;buildings
5.blacklawyer;poorblackpeople;legalproblems6.equalrights;7.vote;theirleaders8.thejobs;thepoorestparts9.rights10.violencewithviolence

三：翻译并背诵下列句子：
1.我第一次见纳尔逊.曼德拉的时候，是我一生中非常艰难的时期。
2.那个时候要想在约翰内斯堡居住，一个人需要一本南非共和国有色人种的身份证。
3.过去的30年来所出现的大量的法律剥夺我们的权利，阻挡我们的进步….
4.我们被置于这样一个境地：要么被迫接受低人一等的现实要么跟政府作斗争。

实战演练：
将下列短语译成英文:
1.loseheart2.introuble3.beactivein
4.outofwork5.besentencedto6.beequalto7.answerviolencewithviolence
8.asamatteroffact9.blowup
10.bewillingtodosomething
反馈检测：
阅读理解1-4.BADD

第三课时：Grammar
预习导学：根据课文内容填空:
1.when2.whom3.when4.where5.which6.which7.when8.where9.when
要点点拨：以where,when,why引导的定语从句
1.地点，地点状语
TheschoolwhereIstudiedforonlytwoyearswasthreekilometersaway.
2.时间，时间状语。
ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
3.原因，原因状语。
ThereasonwhyIgotajobwasbecauseofmyhardwork.
4.状语；主语或宾语
Which/that；When/onwhich；which/that
why/forwhich；Which/that；Where/inwhich
定语从句：介词+关系代词(which/whom)引导的定语从句:
1.Which,whom;which
2.whom
3.which
定语从句：部分+介词（of）+关系代词(which/whom)引导的定语从句
介词（of）+关系代词(which/whom)+部分引导的定语从句
ofwhich;ofwhich

实战演练：
单选选择1-5.BACBA6-10.ABDAA
11-15.BABCB16-20.AABAA
反馈检测
1-5.DABCD6-10.BCBBD11-15.DBCAD16-20.CABDB

第四课时：Usinglanguage
预习导学：重点词汇：
1.educational;educate;education2.terror;terrify;terrified3.beg;beggar4.cruelty;cruel;cruelly5.sentence;sentence6.escape7.reward8.opinion

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

要点展示：
at,in,on,during等介词+which,时间,时间状语
in,at等介词+which,地点，场合的名词,地点状语
forwhich,原因，原因状语

选择填空:1-5.ABBAA6-10.ABBBB11-14.BBAB
实战演练：
I.完型填空:
1-5.DCCBC6-10.ABBCA11-15.CDBCD
II.阅读理解:1-4.CCBD
反馈检测：
改错
1.去掉it2.have改成has3.museum后加theone或museum前加the4.which改成whose5.去掉what或all6.It改成As7.when改成that/which8.them改成which9.that改成which10.where改成that11.who改成whom12.that改成which13.who改成that14.wants改成want15.have改成has

Unit5单元评估测试答案
第一部分:英语知识运用
第一节单项选择1-5BADDC
6-10.CBBAA11-15.DCABB16-20.BACDC
21-25.DBCAA26-30.BDBBA
31-35.CDACB36-40.CCDBC
第三节：阅读理解
41-45.CBCBB46-50.DCBBC
第二部分写作:
第四节:单词填空(51-60)
51.seen52.stopping53.where54.putinto55.inwhich56.either57.or58.which59.when60.with
第五节:单句改错
61.what--when62what--when或者August改成inAugust63.theprison--prison
64.去掉第一个from65.that--why
66.why--that67.herealized--didherealize
68.去掉your69.where--when
70hasbeenoutofwork--losthiswork
第六节：句子翻译:
71.Asamatteroffact,introuble.
72.wassentenced73.asareward
74.loseheart.75.cametopower.
76.activein77.thefirsttime.
78.devoted......to79.changesofquality.
80.equalto