Contents 目錄
一、單元教學(xué)目標(biāo)和要求(Teaching aims and demands)
二、教材內(nèi)容分析（Analysis of the teaching materials）
三、教學(xué)安排(Teaching arrangements)
四、單元預(yù)習(xí)任務(wù)(Pre-unit Activities: Preview Task)
五、教學(xué)步驟 (Teaching procedures)
六、背景參考資料(Background knowledge)
七、評(píng)價(jià)與反思(Assessment and reflection)
臨海市回浦中學(xué) 李珊珊 陳曉平 余晶晶
一、教學(xué)目標(biāo)和要求(Teaching aims and demands)
根據(jù)課程標(biāo)準(zhǔn)實(shí)驗(yàn)教材（英語(yǔ) 必修）關(guān)于總目標(biāo)的具體描述，結(jié)合高一學(xué)生實(shí)際和教材內(nèi)容，我們將教學(xué)目標(biāo)分為語(yǔ)言知識(shí)、語(yǔ)言技能、學(xué)習(xí)策略、情感態(tài)度和價(jià)值觀四個(gè)方面。
1． 語(yǔ)言知識(shí) （Knowledge）
詞匯（Vocabulary）：
能理解、內(nèi)化、運(yùn)用以下生詞---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right（n.），criminal，leader，president，sentence（v.），sincerely
短語(yǔ)(Phrases and expressions)：lose heart, in trouble ,worry about, out of work, Youth League, as a matter of fact, blow up, put ... in prison, come to power , set up , be sentenced to
功能(Functions)：學(xué)習(xí)掌握一些用于發(fā)表意見(jiàn)與評(píng)論的結(jié)構(gòu)句式，如：
1． 發(fā)表意見(jiàn) （Giving opinions）
Why do you think so? What do you think of ...? What's you opinion?
agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid ....
2． 評(píng)論 （Making comments）
Good idea! That's an excellent idea．
語(yǔ)法(Grammar)：定語(yǔ)從句（II）（由where, when, why, 介詞+ which, 介詞+ whom引導(dǎo)的定語(yǔ)從句）
The school where I studied only two years was three kilometres away．
This was a time when you had got to have a passbook to live in Johannesburg
The reason why I got a job was because of my hard work．
…we were put in a position in which we had either to accept we were less important, or fight the Government．
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
擴(kuò)展詞匯：
negative(消極的), heroine(女主角，女主人公), unwilling(不情愿的), nation(國(guó)家，民族), sacrifice(犧牲)，realize（認(rèn)識(shí)到）, give up（放棄）, riches（財(cái)富）, Bible（圣經(jīng)）, revolution（革命）, career（職業(yè)）, equality（平等）, fairness（公平）, conflict（沖突）, biography（自傳）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧師）, version（翻譯）, readable（易讀的）, adventure（冒險(xiǎn)）, scholar（學(xué)者）, sympathy（同情）, ,campaign（從事活動(dòng)）, communist（共產(chǎn)主義者）, injustice（不公平）, oppose（反對(duì)）, pilot（飛行員）, boycott（聯(lián)合抵制）。
2. 語(yǔ)言技能 (Skills)
聽：在本單元的課文及練習(xí)冊(cè)聽力教學(xué)中， 能聽懂人物和事件以及它們的關(guān)系，能抓住所聽語(yǔ)段中的關(guān)鍵詞，正確理解話語(yǔ)間的邏輯關(guān)系。
說(shuō)：在本單元的課文及練習(xí)討論時(shí)， 能恰當(dāng)使用I think/ I don’t think/ in my opinion/That’s an excellent idea等對(duì)英雄、偉人的品質(zhì)恰當(dāng)?shù)匕l(fā)表意見(jiàn)，進(jìn)行討論。
讀：能在閱讀中使用不同的閱讀策略，迅速地從閱讀材料中獲取主要信息，根據(jù)上下文線索預(yù)測(cè)故事發(fā)展，根據(jù)上下文猜測(cè)詞義并通過(guò)不同渠道如報(bào)刊、音像、網(wǎng)絡(luò)等了解更多偉人的情況。
寫：能用恰當(dāng)?shù)恼Z(yǔ)言簡(jiǎn)單地描述人物，并簡(jiǎn)單地表達(dá)自己的意見(jiàn)。
3. 學(xué)習(xí)策略(Strategy)：
1． 在聽和讀的訓(xùn)練中，學(xué)會(huì)借助情景和上下文猜測(cè)詞義或推測(cè)段落大意，借助圖表等非語(yǔ)言信息進(jìn)行理解和表達(dá)。
2． 主動(dòng)制定本單元學(xué)習(xí)計(jì)劃，客觀評(píng)價(jià)自己的學(xué)習(xí)效果，在課內(nèi)外活動(dòng)中積極用英語(yǔ)交流，有效地使用詞典、圖書館、網(wǎng)絡(luò)等媒體資源來(lái)獲得更多的有關(guān)偉人的英語(yǔ)信息。
4. 情感態(tài)度和價(jià)值觀（Affect and Values）
了解Nelson Mandela的生平事跡，認(rèn)識(shí)偉人所應(yīng)具備的優(yōu)秀品質(zhì)，并向他們學(xué)習(xí)，以提高自身素質(zhì)，樹立正確的人生觀，學(xué)習(xí)他們?cè)谄D苦的環(huán)境下為人類做貢獻(xiàn)、不追求享樂(lè)的高尚精神。同時(shí)也學(xué)會(huì)一分為二的態(tài)度客觀看待事物。
二、教材內(nèi)容分析（Analysis of the teaching materials）
本單元的中心話題是當(dāng)代英雄納爾遜曼德拉。故事的主題內(nèi)容分成三個(gè)部分，由窮苦的黑人工人伊萊亞斯敘述他眼中的曼德拉。這樣的寫法雖然只能反映出曼德拉的一個(gè)側(cè)面，但讀起來(lái)卻更為客觀可信，使學(xué)生對(duì)曼德拉有初步的了解。第一篇閱讀短文伊萊亞斯向我們介紹1952-1963年期間的曼德拉。第二篇聽力短文伊萊亞斯講述了他為了爭(zhēng)取與白人有平等的權(quán)利而參加了曼德拉的非洲國(guó)民大會(huì)青年聯(lián)盟。第三篇閱讀短文伊萊亞斯說(shuō)到他在羅本島監(jiān)獄得到了曼德拉的幫助，非國(guó)大（ANC）掌權(quán)后，伊萊亞斯又回到羅本島監(jiān)獄擔(dān)任導(dǎo)游。這有別于慣常采用的直敘手法，盡可能剔除作者的主觀看法，留給學(xué)生更多的思考空間，啟發(fā)學(xué)生自己去思考，主動(dòng)地表述對(duì)自己心目中英雄人物的看法。為了讓學(xué)生完成寫作任務(wù)，教科書又提供了曼德拉的生平履歷表，讓學(xué)生對(duì)曼德拉有了一個(gè)更完整的認(rèn)識(shí)�！盁嵘怼保╓arming Up）部分要求小組討論偉人應(yīng)具有的品質(zhì)，并通過(guò)一組問(wèn)題讓學(xué)生了解彼此的特點(diǎn)與看法�！白x前”（Pre-reading）部分提供了一些重要的歷史人物，要求學(xué)生讀懂每個(gè)人的基本情況，并判斷他們中誰(shuí)能稱得上是偉大的人�！罢Z(yǔ)言學(xué)習(xí)”（Learning about Language）部分突出了詞匯和語(yǔ)法的學(xué)習(xí)與訓(xùn)練。本單元的語(yǔ)法是when, where, why, 介詞+ which，介詞+ whom引導(dǎo)的定語(yǔ)從句�！罢Z(yǔ)言運(yùn)用”（Using Language）部分中包括了聽、讀、寫三個(gè)部分的內(nèi)容，是本單元主要閱讀篇章故事的延續(xù)。學(xué)生可從中了解南非黑人當(dāng)時(shí)的生活狀況以及他們不平等的社會(huì)地位，發(fā)現(xiàn)曼德拉的偉大之處。該部分提出的一些問(wèn)題有利于培養(yǎng)學(xué)生獨(dú)立思考的能力和人文精神。其中“寫作”（Writing）部分是訓(xùn)練學(xué)生選取和組織材料，寫出具有說(shuō)服力的書信。練習(xí)冊(cè)的寫作要求學(xué)生學(xué)寫有關(guān)偉人或名人的生平。“學(xué)習(xí)建議”（Learning Tip）指導(dǎo)學(xué)生收集、選擇和分析有關(guān)名人的材料，了解人們對(duì)這些名人的評(píng)論，以學(xué)會(huì)正確地評(píng)價(jià)人物。
三、教學(xué)安排(Teaching arrangements)
Period 1: Reading I (Elias’ story +the rest of Elias’ story)
Period 2: Reading II (review +listening (sb)+language points)
Period 3: More language input (reading task (wb) + listening (wb))
Period 4: Language Practicing (grammar)
Period 5: Writing
本教學(xué)安排根據(jù)“LARA教學(xué)原則”，對(duì)教材進(jìn)行大膽的刪除（L – leave out）、 修補(bǔ)（A – Amending）、替換（R – Replace）、增添（A – Add），靈活的將教材為我所用。新教材在選材和教學(xué)活動(dòng)的設(shè)計(jì)上充分考慮到學(xué)生年齡特征和他們生理和心理發(fā)展的需要；在采用話題、功能、結(jié)構(gòu)相結(jié)合的教學(xué)方法的基礎(chǔ)上，設(shè)計(jì)了“任務(wù)型”的活動(dòng)；對(duì)英語(yǔ)語(yǔ)言知識(shí)和技能訓(xùn)練作了系統(tǒng)的安排，循序漸進(jìn)，循環(huán)反復(fù)，有利于學(xué)生構(gòu)建知識(shí)系統(tǒng)；注意培養(yǎng)創(chuàng)新精神，提高實(shí)踐能力。但新教材也應(yīng)與學(xué)生的實(shí)際相結(jié)合，我們不能全盤照搬。同時(shí)在教學(xué)過(guò)程中，為了對(duì)教學(xué)有及時(shí)的反饋和有效的改進(jìn)，我們還進(jìn)行了“形成性評(píng)價(jià)”,體現(xiàn)了學(xué)生的主體地位。
本單元的語(yǔ)言技能和語(yǔ)言知識(shí)幾乎都圍繞“當(dāng)代英雄”這一中心話題設(shè)計(jì)的。我們根據(jù)本單元實(shí)際情況對(duì)教材的課時(shí)安排作了一些調(diào)整，尤其是學(xué)生用書(Student’s Book)和作業(yè)本(Workbook)有機(jī)結(jié)合。
根據(jù)本單元的教材的特點(diǎn)，按照任務(wù)型教學(xué)與大容量輸入與輸出的教學(xué)理念，整個(gè)單元的設(shè)計(jì)思路如下：輸入“英雄”的概念，先是學(xué)生的自由討論，更通過(guò)曼德拉的事跡向?qū)W生展示何為當(dāng)代偉人，以及偉人所要具備的一些品質(zhì)。在這基礎(chǔ)上，第二步要學(xué)生辨別偉人與名人的不同，以及體會(huì)一分為二的辯證唯物主義。最后我們回到生活中，生活中也有不少平凡但是為了集體崇高的理想，放棄個(gè)人利益而不斷努力克服困難的普通民眾，他們也是我們心目中的英雄，偉人。由此我們從書本回歸到生活，也成功升華，延伸了英雄的概念。通過(guò)學(xué)習(xí)語(yǔ)言點(diǎn)、語(yǔ)法還有寫作，學(xué)生在內(nèi)化吸收了知識(shí)后，進(jìn)行了輸出。
第一課時(shí)是人物傳記式的閱讀課，但是文章的寫作角度比較特別，由窮苦的黑人工人伊萊亞斯敘述他眼中的曼德拉，這樣的寫法比較客觀可信。伊萊亞斯的故事與遭遇同時(shí)也成為本文與本課的一條貫穿總線。課文有關(guān)中心話題的有三個(gè)部分，第一篇閱讀短文伊萊亞斯向我們介紹1952-1963年期間的曼德拉。第二篇聽力短文伊萊亞斯講述了他為了爭(zhēng)取與白人有平等的權(quán)利而參加了曼德拉的非洲國(guó)民大會(huì)青年聯(lián)盟。第三篇閱讀短文伊萊亞斯說(shuō)到他在羅本島監(jiān)獄得到了曼德拉的幫助，非國(guó)大（ANC）掌權(quán)后，伊萊亞斯又回到羅本島監(jiān)獄擔(dān)任導(dǎo)游。考慮到故事發(fā)展與情節(jié)展開的連續(xù)性與關(guān)聯(lián)性以及課堂時(shí)間，在這個(gè)課時(shí)，把第一篇閱讀短文與第三篇閱讀短文整合起來(lái)完成，聽力則放在第二課時(shí)。首先我們以一首英文經(jīng)典歌曲 “hero”作為課前的英語(yǔ)氛圍的營(yíng)造與課內(nèi)的導(dǎo)入，以老師問(wèn)學(xué)生答的有效互動(dòng)形式自由談?wù)撍麄兯矏?ài)的hero并說(shuō)明理由，提高了“說(shuō)”的能力。然后是Workbook “talking”部分的四幅人物圖像的呈現(xiàn)，以圖片展示的形式激勵(lì)學(xué)生用英語(yǔ)進(jìn)行語(yǔ)言實(shí)踐活動(dòng)，然后歸納出英雄的一個(gè)模糊標(biāo)準(zhǔn)，為課文學(xué)習(xí)做好鋪墊。之后正式人物曼德拉的登場(chǎng)，進(jìn)入主題伊萊亞斯眼中的曼德拉�？焖匍喿x部分訓(xùn)練學(xué)生的快速閱讀能力并讓學(xué)生對(duì)文章的梗概有所了解，對(duì)中心人物與背景有一定的印象。在細(xì)讀過(guò)程中，根據(jù)課文的內(nèi)容，問(wèn)題設(shè)計(jì)以伊萊亞斯的人生發(fā)展為貫穿總線，同時(shí)以曼德拉給予他的影響為副線，環(huán)環(huán)相扣，層層遞進(jìn)，檢查學(xué)生對(duì)文章的理解程度。在學(xué)生掌握課文內(nèi)容并有了一定量的信息輸入之后，給學(xué)生創(chuàng)造情境，讓學(xué)生將所學(xué)的知識(shí)真實(shí)地運(yùn)用到情境交際中，達(dá)到鞏固知識(shí)與信息輸出的目的。在此，依據(jù)學(xué)生的認(rèn)知水平，我們?cè)O(shè)計(jì)兩個(gè)不同難度系數(shù)的任務(wù)。任務(wù)1：Suppose you were Nelson Mandela or Nelson Mandela’s wife, would you like to tell us something impressive? 這里我們希望學(xué)生從伊萊亞斯外的角度來(lái)述說(shuō)事情的發(fā)展過(guò)程，與文章的寫作手法呼應(yīng)，并鞏固所學(xué)知識(shí)。任務(wù)2：四人小組活動(dòng)，一個(gè)導(dǎo)游與三個(gè)游客之間的交流活動(dòng)。相對(duì)任務(wù)1，任務(wù)2情境更加生動(dòng)，更加開拓思維，能夠把交際實(shí)踐與閱讀有機(jī)結(jié)合起來(lái)并培養(yǎng)了學(xué)生的合作精神。作業(yè)的布置一個(gè)是讓學(xué)生在復(fù)習(xí)課文的同時(shí)找出好詞好句，另一個(gè)是讓他們以四人為一個(gè)小組，課外用各種媒體工具去找有關(guān)曼德拉更多的資料，也是為下節(jié)課做準(zhǔn)備。
第二課時(shí)是第一課時(shí)閱讀的鞏固，延伸，升華。先通過(guò)對(duì)錯(cuò)問(wèn)答檢測(cè)對(duì)課文內(nèi)容的熟悉程度，然后通過(guò)尋找好詞好句來(lái)呈現(xiàn)詞匯與表達(dá)，并通過(guò)短文填空對(duì)詞匯進(jìn)行運(yùn)用與內(nèi)化。
鞏固了上一堂課的內(nèi)容，進(jìn)入延伸部分--一篇聽力短文：伊萊亞斯講述了他為了爭(zhēng)取與白人有平等的權(quán)利而參加了曼德拉的非洲國(guó)民大會(huì)青年聯(lián)盟。為了讓學(xué)生進(jìn)入聽的狀態(tài)，先為學(xué)生營(yíng)造語(yǔ)境，由熟悉的passbook引出話題，通過(guò)問(wèn)題的形式先讓學(xué)生預(yù)測(cè)當(dāng)時(shí)的情景，這樣能激發(fā)學(xué)生用英語(yǔ)進(jìn)行實(shí)踐活動(dòng)并為聽力作好準(zhǔn)備，然后再自然過(guò)渡到聽力部分。這樣學(xué)生在聽的時(shí)候就有個(gè)心理準(zhǔn)備，作好了鋪墊。到此關(guān)于曼德拉的故事基本接近尾聲，那么我們可以從中學(xué)習(xí)到什么呢？學(xué)生在這個(gè)環(huán)節(jié)進(jìn)一步熟悉并鞏固了課文。開放式討論后，我們把目光從曼德拉身上投到其他偉人那里，在這里我們有選擇的利用了課文pre-reading部分的四位偉人的圖片，討論四個(gè)不同領(lǐng)域的偉人后，思考“What qualities do you think are needed to make a great person?”至此我們總結(jié)了偉人應(yīng)具備的一些品質(zhì)和所擁有的共同點(diǎn)。那么，這些優(yōu)秀品質(zhì)里，你最欣賞哪些？你身邊有擁有這樣品質(zhì)的人嗎？又是怎么體現(xiàn)的呢？這個(gè)討論把書本與我們的生活又結(jié)合起來(lái)，讓學(xué)生明白擁有這些品質(zhì)并不是偉人所特有的，通過(guò)樹立正確的人生觀，提高自我素質(zhì)，我們也可以做的到。作業(yè)的布置是讓學(xué)生收集更多偉人的事跡，復(fù)習(xí)的同時(shí)并預(yù)習(xí)好練習(xí)冊(cè)里的閱讀。構(gòu)建知識(shí)框架，形成完整的知識(shí)系統(tǒng)性。
第三課時(shí)的安排是作為整個(gè)單元閱讀的一個(gè)升華。在上一堂課里應(yīng)用了課文Pre-reading的一部分，明白了偉人應(yīng)具備的一些品質(zhì)，但是我們還遺留了一個(gè)問(wèn)題：是不是名人就是偉人呢？綜觀這個(gè)單元的素材，發(fā)現(xiàn)練習(xí)冊(cè)中的閱讀部分非常適合這個(gè)環(huán)節(jié)，因此這里我們用比爾.蓋茨這個(gè)同樣具有爭(zhēng)議的人代替Pre-reading中的阿姆斯特朗，至此對(duì)Pre-reading進(jìn)行了拆分，并與閱讀有機(jī)組合在一起。首先老師以問(wèn)題“As we know, most of the great people are also important and famous, but are important people the great ones?”進(jìn)行過(guò)渡與引起注意。然后導(dǎo)入比爾.蓋茨的圖片，先在沒(méi)有任何輸入的狀態(tài)下，讓學(xué)生用已學(xué)的表達(dá)方式來(lái)表達(dá)他們對(duì)這個(gè)人物的看法，操練鞏固 “Expressing ideas”的語(yǔ)言功能，其實(shí)這也是大腦風(fēng)暴的熱身過(guò)程。之后，依次呈現(xiàn)兩篇基于不同立場(chǎng)與角度的有關(guān)比爾.蓋茨文章，利用閱讀技巧搜索有用信息后，形成表格進(jìn)行對(duì)比，再讓學(xué)生debate whether he is a great man, 這里讓學(xué)生能有條理地表達(dá)個(gè)人的見(jiàn)解，培養(yǎng)他們獨(dú)到的見(jiàn)解。老師最后總結(jié)出成為偉人的必備條件，而顯然比爾.蓋茨并不具備。第二環(huán)節(jié)是練習(xí)冊(cè)中的 “Listening task”, 從上一環(huán)節(jié)學(xué)生對(duì)比爾.蓋茨的不同看法上升到人們從不同角度看問(wèn)題會(huì)產(chǎn)生不同的看法的理論高度。在訓(xùn)練聽的能力的同時(shí)也鍛煉辯證的思維能力。最后的環(huán)節(jié)也是本課時(shí)的高潮部分，首先以一段“感動(dòng)中國(guó)”中洪戰(zhàn)輝的事跡的影音視頻進(jìn)行導(dǎo)入，討論他是不是感動(dòng)大家，為什么？是不是符合了“great man”的定義？那么我們身邊有沒(méi)有類似的人呢？在這里，“great man” 的定義得到了延伸與擴(kuò)展，生活中那些平凡但是為了集體崇高的理想，放棄個(gè)人利益而不斷努力克服困難的普通民眾，他們也是我們心目中的“great man”。作業(yè)是讓學(xué)生寫一個(gè)計(jì)劃，考慮怎樣才能進(jìn)一步向心目中的“great man”的標(biāo)準(zhǔn)靠攏。這個(gè)作業(yè)的布置是人性化的，具有彈性的，開拓了學(xué)生的發(fā)散性思維，同時(shí)也是對(duì)學(xué)生自身品質(zhì)的一次自我審查。
第四課時(shí)本課時(shí)的重點(diǎn)是語(yǔ)法定語(yǔ)從句的關(guān)系副詞（when, where, why）和介詞+關(guān)系代詞。因?yàn)樵诘谒膯卧呀?jīng)對(duì)定語(yǔ)從句有了基本的了解，所以在這里我們要做的是遵循學(xué)生的認(rèn)知規(guī)律，難度適中，循序漸進(jìn)的進(jìn)行語(yǔ)法的教學(xué)，加深理解，提高實(shí)際運(yùn)用能力。首先以基于閱讀課文的問(wèn)答式引出課文中出現(xiàn)的四句很具有代表性的定語(yǔ)從句，復(fù)習(xí)了課文也引出了本單元的重點(diǎn)語(yǔ)言現(xiàn)象--定語(yǔ)從句。然后展示一個(gè)有關(guān)定語(yǔ)從句的Flash動(dòng)畫，形象生動(dòng)，活躍氣氛。接下來(lái)通過(guò)一組練習(xí)來(lái)同時(shí)復(fù)習(xí)一下上個(gè)單元的語(yǔ)法項(xiàng)--關(guān)系代詞，起到承上啟下的作用。再導(dǎo)入兩個(gè)例句1. We were put in a position in which we had either to accept we were less important, or fight the government．2. The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.讓學(xué)生觀察這兩個(gè)句子與其他句子的不同，并通過(guò)一組練習(xí)，讓學(xué)生知道介詞是怎么產(chǎn)生的和怎么挑選合適的介詞。那么怎么解決這三個(gè)關(guān)系副詞呢？根據(jù)學(xué)生的認(rèn)知規(guī)律，我們?cè)O(shè)計(jì)了三個(gè)句子為一組，分別體現(xiàn)which----at/ in /on which----when; which----in which----where; which----for which----why 的演變過(guò)程。接下來(lái)進(jìn)行有針對(duì)性的練習(xí)操練，練習(xí)的設(shè)計(jì)也是從易到難循序漸進(jìn)，先是連線題，再是補(bǔ)充定語(yǔ)從句部分，最后的練習(xí)是用定語(yǔ)從句把兩個(gè)單句組成一句話，讓學(xué)生的學(xué)習(xí)能力階梯式的加強(qiáng)。學(xué)習(xí)的最終目的是輸出，也是應(yīng)用于交際中，所以本課時(shí)的最后給學(xué)生設(shè)計(jì)了一個(gè)輸出的任務(wù)--四人一組活動(dòng)，應(yīng)用定語(yǔ)從句，談?wù)勀闵钪械奈寮∠笞钌羁痰氖虑�，人物，地點(diǎn)，時(shí)間等。這個(gè)活動(dòng)貼近學(xué)生的生活實(shí)際，內(nèi)容豐富，讓學(xué)生有話可講。作業(yè)布置：1.把最后一個(gè)活動(dòng)再繼續(xù)深化，編為一篇短文。2. 完成課本里大量豐富的相關(guān)練習(xí)，此時(shí)是學(xué)生鞏固的最好機(jī)會(huì)。
第五課時(shí)是寫作課，響應(yīng)新課程對(duì)寫作的重視，我們特別在本學(xué)期強(qiáng)調(diào)了寫作的教學(xué)。在本課時(shí)中，首先通過(guò)對(duì)上一堂課作業(yè)--定語(yǔ)從句短文的展示，既檢查了作業(yè)，又鞏固了語(yǔ)法，也過(guò)渡到人物寫作這個(gè)中心話題。整堂課是按照作文的組成部分為線索展開的，先是關(guān)注寫作里詞匯的處理，注重選詞對(duì)文章的印象，在這里我們充分利用了練習(xí)冊(cè)第70頁(yè)的這篇文章填空，在兩個(gè)相似詞匯之間的選擇，讓學(xué)生明白了措辭的重要性。之后，讓學(xué)生回答在本單元習(xí)得的有用詞匯，通過(guò)71頁(yè)的翻譯句子運(yùn)用這些剛學(xué)的新詞匯。如果說(shuō)詞匯是文章的血肉，那么結(jié)構(gòu)與提綱就是骨架�；氐�70頁(yè)的這篇數(shù)學(xué)家的介紹，通過(guò)師生問(wèn)答，讓學(xué)生歸納出這篇文章的提綱，然后給學(xué)生機(jī)會(huì)嘗試寫一個(gè)介紹曼德拉的提綱。因本單元中出現(xiàn)信的寫作，為了把書本與練習(xí)冊(cè)兩個(gè)寫作結(jié)合起來(lái)，我們?cè)O(shè)計(jì)了如下的任務(wù)：Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century, will you write a letter to support Nelson Mandela? 這樣學(xué)生既實(shí)際練習(xí)了寫信，也學(xué)會(huì)怎么介紹與描述一個(gè)人。最終我們期望學(xué)生能把新學(xué)的詞匯、句型與語(yǔ)法運(yùn)用到作文里面，把整個(gè)單元的學(xué)習(xí)很好地加以輸出。
補(bǔ)充：考慮到每個(gè)學(xué)校每個(gè)班級(jí)教學(xué)與學(xué)生的差異，我們沒(méi)有對(duì)語(yǔ)言點(diǎn)進(jìn)行單獨(dú)備課，但是給大家準(zhǔn)備了 “Language supermarket”，里面資料詳盡，供各位老師根據(jù)教學(xué)實(shí)際情況自由選擇。
四、單元預(yù)習(xí)任務(wù)（Pre-unit Activities: Preview Task）
1、根據(jù)本單元教學(xué)目標(biāo)和要求，了解本單元話題和任務(wù)，充分做好課前預(yù)習(xí)工作。
2、預(yù)習(xí)語(yǔ)言知識(shí)，包括詞匯表里的詞匯和擴(kuò)展詞匯，掌握詞義、發(fā)音、詞性以及其基本用法。鼓勵(lì)學(xué)生勤查字典。
3、多渠道（如報(bào)刊、雜志、網(wǎng)絡(luò)等等）查閱并了解與本單元話題有關(guān)的背景知識(shí)和材料。
推薦網(wǎng)址：
4、做好每課時(shí)的課前具體預(yù)習(xí)任務(wù)。
第一課時(shí)前：
1、 根據(jù)教學(xué)目標(biāo)和要求，了解本課時(shí)的話題和任務(wù)，預(yù)習(xí)課文的語(yǔ)言知識(shí)，包括詞匯表里的詞匯和短語(yǔ)，以及課外提供的擴(kuò)展詞匯，掌握詞義、發(fā)音、詞性以及基本用法。鼓勵(lì)學(xué)生勤查字典。
2、 預(yù)習(xí)閱讀材料，掌握文章的中心思想和基本脈絡(luò)。
3、 通過(guò)報(bào)刊、雜志、網(wǎng)絡(luò)等途徑，多渠道查閱并了解與閱讀材料相關(guān)的信息資料和背景知識(shí)，做好充分的課前預(yù)習(xí)工作。
推薦網(wǎng)址：http://www.anc.org.za/people/mandela.html
http://www.microsoft.com/billgates/bio.asp
（學(xué)生可以通過(guò)以下問(wèn)題來(lái)自我檢查預(yù)習(xí)情況）
Questionnaire:
Q1: What qualities do you think you should have? And how can we improve ourselves?
Q2: Can you name some famous people? But are they great men?
Q3: How much do you know about South Africa and Nelson Mandela?
Q4: What’s the relationship between Nelson Mandela and Elias?
Q5: What can we learn from those great ones?
第二課時(shí)前：
1、 復(fù)習(xí)閱讀課文，預(yù)習(xí)所給的詞匯、相關(guān)背景知識(shí)等材料。
2、 預(yù)習(xí)課文Listening。
第三課時(shí)前：
1、 預(yù)習(xí)所給的詞匯，和相關(guān)知識(shí)。
2、 預(yù)習(xí)練習(xí)冊(cè)里的閱讀與聽力。
第四課時(shí)前：
1、預(yù)習(xí)語(yǔ)言點(diǎn)和語(yǔ)法點(diǎn)。
第五課時(shí)前：
1.、復(fù)習(xí)上一課時(shí)所學(xué)的語(yǔ)言點(diǎn)和語(yǔ)法。
2.、搜索有關(guān)曼德拉詳細(xì)信息與寫信的格式。
五、教學(xué)步驟 (Teaching procedures)
Period 1：Reading I
Teaching goals
1. To talk about people’s qualities and inspire the students to discover the value of the great man’s work.
2. To read on capable people’s life stories and know more information about Nelson Mandela.
3. Enable the students to express their ideas logically.
Procedures
Step 1. Warming up
(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)
T: Well, for a beautiful song, do you know what it is about?
S :Hero
Q: Who is your hero/heroine?/ Who do you admire in your heart?
Ss: …
Q: Why?
S: …
Q: Do you think he is a great man?
S: …
Q: Does he do anything for others? / What contributions does he make to society?
S: …
(Show 4 pictures in talking part one by one)
Q: How about this person? Do you admire him? Is he another hero in your heart? What do you know about him?
(Give background knowledge)
Conclusion: Let Ss say: so a great man is a man_______________________________________.
(Show a picture of. Nelson Mandela)
Q: What do you know about him? Is he a great man? Why?
(Get into Brainstorming)
T: It seems you know Nelson Mandela a little. Do you want to know more about him? Let’s read the following story and see what Elias thinks of Nelson Mandela.
Step 2.Fast Reading
Q: What does he think of Nelson Mandela?
Why?
What happened between Elias and Nelson Mandela?
Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .
Step 3 Careful reading
T: Here is your first impression about NM according to the Elias’ story. If you look through the story carefully, you’ ll find more. Ok, why not read these two passages and finish the following chart by answering these questions?
Q1: When and where was Elias born? What was he?
( 1940, born, black worker )
Q2: Was he educated? When? How long?
( 1946( six), educated, two years )
Q3: Why did he leave school so early?
( not continue the fee )
Q4: So what was the result? Could he get a job? What job? Was he happy then? Why?
( get, worried about, out of work, no passbook )
Q5.Who helped him? What did Nelson Mandela do at that time?
( Nelson Mandela, opened, advise )
Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life?
( get …)
Q7. What did Nelson Mandela organize? Why did he organize it? / What was the situation at that time?
( ANC, no vote, not choose )
Q8: Where did they live?
( poorest )
Q9: What did Nelson Mandela say?
( accept, fight )
Q10: How to attack the law?
( broke, peacefully )
Q11: But did they answer violence with violence? Why?
( answer with violence, not allowed )
Q12: Did Elias like violence? Did he join the ANC Youth League? Why?
( realize his dream, make equal )
Q13: So how did they do?
(blow up )
Q14: What would be the result if they were caught?
( be put in prison )
Q15: Later, he was put in prison. What is the prison? Why were they so afraid of hearing of its name?
( Robben island, not escaped )
Q16: It was the hardest time of his life, right? But at this moment who appeared? Did he help him? How?
( began, taught )
Q17: Did Elias study hard? How?
( under…make candles..)
Q18: As a result, he became a good student. Did he want to study further? Was he allowed to do that? What idea did Nelson Mandela think of?
( allowed… not stopped…)
Q19: Could Elias get the degree? Why did he feel good about himself?
（ not cleverer ）
Q20: Was Elias always staying in the prison? How long did he stay? Can he get a job? What job? Why?
( four, educated )
Q21: Could he do this job long? Why? So he lost the job. How long was he out of work? When did he find a job again? How?
(found out, twenty years, came to power, helped again )
Q22: Was Elias happy to accept this job? Did he give up this job? Why?
( bad, came back to , encourage, said,)
Q23: What did he think of this job now,? Why?
( am proud to…)
Q24: What’s the purpose of writing this story? How does the writer tell? How many parts was the whole story divided? / How many times did Nelson Mandela offer help to Elias?
Ss: The purpose of writing this story is to … . The writer tells…by….
Step4 Retelling
T: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elias’ wife, would you like to tell us something impressive?
Retelling (Choose one of them to retell )
1. Suppose you were Nelson Mandela, retell the story.
2. Suppose you were Elias’ wife, retell the story.
Step5. Role play (an interview )
T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’ turn to tell us some stories. One of you act as Elias, who is the tour guide on Robben Island. And the other three, you are tourists and you can ask questions that you want to know. Maybe these tips will help you!
How did you get to know Nelson Mandela?
What did he do to help you keep your job in a gold mine?
Can you explain to me some of Nelson Mandela’s political ideas or beliefs?
What was Nelson Mandela’s way of fighting? Why did he change to violence?
What was life like on Robben Island?
We know you couldn’t read or write, for you left school early, but now you can.
Where did you learn to read and write?
Why did you become a tour guide? What do you think of your present job?
(Let students come to the front to show their interview. Students can start the interview like this:
Tourist: How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine?)
Step6. Homework
1. Try to find out some useful expressions and phrases.
2. Work in four to find more information about Nelson Mandela.
附板書設(shè)計(jì): （Blackboard Design）
The relationship between Elias and Nelson Mandela
Elias Mandela
black worker opened
educated, two years advise
out of work happiest get
no vote organize
not choose accept/fight
poorest join broke peaceful
blow up help
put in prison began
hardest taught
not allowed allowed…to
get a degree degree not stopped
feel good
Period 2：Reading II
Step 1.Lead-in
T: Do you still remember some details about what we learned yesterday? Now let me have a check.
Step 2. Review two readings
1. ( T or F )
1. Elias met Nelson Mandela at school. ( F )
2. Nelson Mandela was a black lawyer. ( T )
3. Nelson Mandela believed that black people were being treated as well as white people in South Africa. ( F )
4. Nelson Mandela thought violence was a good way to help black people. ( F )
5. Nelson Mandela helped Elias keep his job. ( T )
6. The government were happy with Nelson Mandela and the ANC. ( F )
2. Listening and learning about language points
(Discover useful words and expressions, and then complete the passage with some of the words above)
(go on, some time, feel hopeless, lose one’s job, brave man, in fact, be ready to, agree to take, go against a law, quiet and calm, be taken to prison, tell somebody what to do, what people do in a war, always doing new things, have some difficult problems, money paid for going to school, a yellow metal for making a ring, group of people organized for a special purpose)
T: Let’s listen to the whole story. Would you please find out the similar expressions in the text to the ones on the screen? Then complete the passage with some of the words.
When Elias lost his job and was__________, his wife was very unhappy. She knew this meant he was_________ when all she wanted was a _______ life with enough money every month. She tried to ______him not to fight the government as she thought it was better to _______ that in South Africa black people were not as important as white people. But he was willing to ________ the fight and help Nelson Mandela win equal rights for black people. For a ______ of time she felt helpless and_________, but Elias encouraged her with stories of how good life would be when white and black people worked and played together.
Step 3. Listening
T: We know, at that time, Elias was in a difficult situation and the background was very different from today’s. With what you have known, can you predict some?
What is a passbook?
Is it important?
Is it easy to get for Elias?
What job did Elias want to do?
Who worked underground?
Who worked on the surface?
Where did Elias live?
T: Will your answers be all right? Now listen to one statement of Elias.
1 What is a passbook? ( B )
A. A book to help you pass exams B. A book to show your identity
C. A book to tell you where to live D. A book to tell you how to live
2. Why is it important? ( C )
A. For traveling outside South Africa B. For showing where you were born
C. For traveling inside South Africa D. For getting a job
3. What job did Elias want to do? ( D )
A. To work with other black workers B. To work as a cleaner
C. To teach in a primary school D. To work in the mines
4. Who worked underground? (C )
A The white workers B. The black and white workers
C. The black workers D. Foreign workers
5. Who worked on the surface? ( C )
A. The black workers B. The black and white workers
C. The white workers D. Foreign workers
6. Where did Elias live? ( C )
A. In a classroom B. In a home of his own
C. In a large room with beds D. With his family
Q: Why did Elias join the ANC Youth League?
( He wanted to be the same and equal to the white people in their own land.)
Q: Why did he support violence when he did not agree with it ?
( Because it was only with violence that they could get the equal right. )
Step4. Further Discussion
T: So to Elias, Nelson Mandela is a great man and he is important in Elias’ life, and he changed his life.
And what have you learned from Nelson Mandela? For what quality do you admire him most?
(Show 4 pictures in Pre-reading: William Tyndale, Norman Bethune, Sun Yat-sen, and Gandhi )
T: Are they great people too? What qualities do they have? What qualities do you think are needed to make a great person?
Conclusion: A great person is one who has followed his/ her ideas and sacrificed something so that they could be realized. He/ She has qualities as follows: intelligent, determined, generous, kind, unselfish, brave, hard-working, confident, persistent, modest, one who has an idea, helps others, unselfishly gives up something to achieve his/her goal).
Look at the list of the qualities that are set out above. You are going to choose four that you consider are the most important for a great person. While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it.
Step5. Homework
1. Review two readings
2. Recite good sentences from the readings
3. Preview the next reading in WB.
附板書設(shè)計(jì): （Blackboard Design）
Review two readings ( T or F )
Listening
1. prediction
2. listen to the passage
Further Discussion
1.What is a great man?
2.What about we ordinary ones?
Language points :
1. Do you ask for help when you think it necessary?
ask for 要求得到
Every time he gets home, he asks for money.
ask for sb. 找某人，要求見(jiàn)某人
A Mr. Simpson form Sydney is asking for the manager.
2. Are you willing to do public service work without pay?
be willing to 愿意做某事
willing adj. 樂(lè)意的，自愿的
I’m willing to help you.
I’m quite willing for your brother to join us.
3. Do you easily lose heart when you are in trouble? lose heart 灰心，喪失信心
Please don’t lose heart; you still have more chances.
lose one’s heart 愛(ài)上，喜歡上
She lost her heart to him as soon as she saw the handsome soldier.
in trouble 有麻煩，處于不幸中
He never came except when he was in trouble.4. He died for his ideas but his work was later used in the Bible. 他為了自己的思想而獻(xiàn)身，但他的成果后來(lái)應(yīng)用于《圣經(jīng)》。
die for 為……而死
They died for the people. Their death is weightier than Mount Taishan.
I am dying for a cup of water.
die for 也意為“渴望，切望”（只用于進(jìn)行時(shí)態(tài)）
5. He fought against the German Nazis and Japanese invaders during World War II. 二戰(zhàn)時(shí)期他抵抗德國(guó)納粹和日本侵略者。
fight (fought, fought)
fight for 為……而戰(zhàn)
fight against 與……作斗爭(zhēng)
We will have to fight against difficulties.
They told the workers to fight for their rights.6. He founded the first Republic in China in 1911 after many years’ fighting. 經(jīng)過(guò)多年斗爭(zhēng)他于1911在中國(guó)創(chuàng)建了第一個(gè)共和國(guó)。
found (founded, founded) 建立，創(chuàng)建
find (found, found)
The hospital was founded in 1920.
Have you found your missing pen?
7. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood. 他堅(jiān)信三條原則：民族，民權(quán)，民生。
believe in 信任，信仰
Do you believe in God?
We believe in our government.
believe sb. = believe what sb. says 相信某人的話
believe in sb. 信任某人
I believe what he said because I believe in him.8. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way. 他為了他的思想而放棄了富裕生活，并且用和平方式為他的國(guó)家擺脫英國(guó)而進(jìn)行了戰(zhàn)斗。 give up 表示主動(dòng)放棄或屈服
He has decided to give up smoking.
give in 表示被動(dòng)屈服或認(rèn)輸， 后面不帶賓語(yǔ)
You can’t win the game, so you may as well give in.
free from 擺脫（不好的東西）的，無(wú)……的
Keep the children free from harm.
You should try to write sentences free from mistakes.
9. He fought for the black people and was in prison for thirty years. 他為黑人而戰(zhàn)且坐過(guò)三十年監(jiān)獄。
be in prison 在獄中，被監(jiān)禁
He has been in prison for five years.
put…in prison = send…to prison = throw …into prison 把……投入監(jiān)獄
The car thieves have been put in prison.
He was sent to prison for ten years10. The time when I first met Nelson Mandela was a very difficult period of my life.
period 期間，時(shí)期，學(xué)校的一節(jié)課，周期
Let’s finish this period and have a break.
a period of rotation 自轉(zhuǎn)周期 the time when 其中when 引起定語(yǔ)從句
This was a time when you had got to have a passbook to live in Johannesburg.
Do you still remember the time when we first met?
the time 可用于引起時(shí)間狀語(yǔ)從句，這時(shí)一般不加when。
I recognized him the time I saw him.
11. It was in 1952 and he had opened a black law firm to advise poor black people on their problems.
1) advise ab. on sth. 就……給某人出主意
I have advised you on that subject.
2) advise sb. to do sth. 建議某人干…… Our monitor advises me to practice more spoken English.
3) advise that +(should) do
I advise that you (should) not eat fruit that isn’t ripe.12. Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work.
be worried about = worry about 擔(dān)心
She worries about her health.
= She is worried about her health.
out of work 失業(yè)
Jim has been out of work for months.
13. The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. 過(guò)去三十年里出現(xiàn)了最多的法律來(lái)剝奪我們的權(quán)利, 阻擋我們的進(jìn)步,直到今天我們已經(jīng)到了幾乎沒(méi)有任何權(quán)力的地步.
see 在此句意為“見(jiàn)證，目睹 ”；(在某段時(shí)期)發(fā)生(某情況),經(jīng)歷,經(jīng)受; 為某事發(fā)生之時(shí)，主語(yǔ)為時(shí)間
The last few months have seen more and more traffic accidents.
The city has seen many changes.
14. …only then did we decide to answer violence with violence. 只是在那時(shí)我們才決定以暴力對(duì)暴力。
only then 此處引起倒裝句，當(dāng)only修飾狀語(yǔ)位于句首時(shí)，句子采用部分倒裝的結(jié)構(gòu)。
Only by practicing a few hours every day will you be able to master English.
only 修飾主語(yǔ)時(shí)，句子不倒裝。
Only he knew how to solve the problem.
15. As a matter of fact, I do not like violence…but in 1936 I helped him blow up some government buildings. 事實(shí)上我不喜歡暴力……但在1963年我?guī)退艘恍┱髽?
as a matter of fact = in fact
As a matter of fact, I don’t know the truth.
16.But I was happy to help because I knew it was to realize our dream of making black and white people equal.
be equal to 等于，相當(dāng)于
I’m not equal to the position.
Women demand equal pay for equal work.
17.You cannot imagine how the sound of the name of Robben Island made us afraid. 你想象不到聽到羅本島這個(gè)名字令我們多么害怕。
imagine n./doing sth./sb.+doing/that… Can you imagine life without electricity?
I didn’t imagine becoming a writer in my childhood.
I can’t imagine her marrying him.
Imagine that you are a bird.
18. He taught us during the lunch breaks and the evening when we should have been asleep. 在午餐的休息時(shí)間和晚上我們本應(yīng)該睡覺(jué)的時(shí)候他教授我們。
should do & should have done
He should have come earlier.
You should come earlier tomorrow.
You should have written to your mother.
My teacher said I should study harder.
I should have studied harder when I was young.
should do 表示應(yīng)該做，一般指現(xiàn)在或?qū)?lái)的動(dòng)作，指過(guò)去的動(dòng)作時(shí)應(yīng)站在過(guò)去的角度。
should have done 表示本應(yīng)該做而沒(méi)有做的。站在現(xiàn)在的角度上評(píng)說(shuō)過(guò)去的事情。
19.asleep, sleep & sleepy--Is he still sleeping?
--Yes, he is fast asleep.
I was too sleepy to hear the end of her talk.
I usually sleep seven hours a day.
asleep 是表語(yǔ)形容詞，意為“睡著的”。
sleep 是動(dòng)詞或名詞，意為“睡覺(jué)”。
sleepy 是形容詞，意為“打盹的”。20. As they were not cleverer than me, but did pass their exam, I knew I could get a degree too. 由于他們不如我聰明而又確實(shí)通過(guò)了考試，我知道我也能獲得學(xué)位。
did pass 為強(qiáng)調(diào)結(jié)構(gòu)，強(qiáng)調(diào)謂語(yǔ)動(dòng)詞時(shí)，在動(dòng)詞原行前加do, does, did.
Do be careful!
I do hope you have a merry Christmas!
He does speak English well!
21. I did not work for twenty years until Mr. Mandela and the ANC came to power in 1993.
come to power = come into power 執(zhí)政
in power 當(dāng)權(quán)，執(zhí)政
Things have changed a lot since he came to power.
How long has he been in power?
22. All the terror and fear of that time came back to me.
terror n. 恐怖，可怕的人或事
The murder was a terror to the people in the town.
fear n. 恐懼，可怕
vt. 恐懼，害怕 + n./to do /that… Do you fear death?
She fears to speak in our presence.
I fear that we can’t protect ourselves.
for fear of …& for fear that… 擔(dān)心 He left an hour earlier for fear of missing the train.
She worried for fear that the child would be hurt23. I remembered the beatings and the cruelty of the guards and my friends who had died and I felt I would not be able to do it.
beating n. 打、輸
They gave him a good beating.
They gave our team quite a beating.
beat n. 敲擊，跳動(dòng)
We heard the beat of a drum.
Can you hear the beat of my heart?
24. They said that the job and the pay from the new South African government was my reward after working all my life for equal rights for the Blacks.
reward n. 報(bào)酬，獎(jiǎng)金
He worked hard but without much reward.
in reward 作為報(bào)酬
She got nothing in reward for her kindness.
vt. 酬謝，給以報(bào)答
He rewarded me with a prize.
1．period （n．）
1）length or portion of time一段時(shí)間；時(shí)期。
There were long periods when we had no news of him．好長(zhǎng)一段時(shí)間我們都沒(méi)有他的消息。
Tomorrow's weather will be cloudy with sunny periods．明天陰天間晴。
His son is going through a difficult period now．他的兒子正處于困難時(shí)期。
2）（time allowed for a）lesson in school課時(shí)；一節(jié)課。
three periods of chemistry a week 一個(gè)星期三節(jié)化學(xué)課。
2．a(chǎn)dvise
advise sb.to do sth.勸告/建議某人做某事 advise sb not to do sth= advise sb. against doing sth勸告/建議某人不要做某事
1) They advised her not to act in haste. = They advised her against acting in haste。他們勸她不要匆忙行事。
2) He will advise you what to do 他會(huì)建議你（們）怎么辦。
3) 可以說(shuō)advise doing,但不可以說(shuō)advise to do，如：
She advised holding an English party at the weekend.（正）
She advised to hold an English party at the weekend.（誤）
4) advise后可以引導(dǎo)一個(gè)賓語(yǔ)從句，從句的謂語(yǔ)動(dòng)詞用虛擬語(yǔ)氣，即，should+ 動(dòng)詞原形，should可以省略。如：
I advised that he (should) come at once.
5) advise sb. of sth 把某事通知某人，如：
We advised them of the arrival of goods
6) advise with sb on/about sth.與某人商量某事，如：
She advised with me on the travel to Europe.
3．see （v.）
see除了用來(lái)表示“看見(jiàn)”以外，還可表示“遇見(jiàn)”、“會(huì)晤”、“理解”、“發(fā)覺(jué)”、“經(jīng)歷”等意義。在本句中，它的意思是to be the time when （an event）happens。
witness 為（某事）發(fā)生之時(shí)；目睹。
This year sees the hundredth anniversary of the composer's death．今年是那位作曲家逝世一百
4．position
1.表示“位置，姿勢(shì)，職位，立場(chǎng)”時(shí)，是可數(shù)名詞，前常加介詞“in”如：
1). The house has a good position.
2). He is lying in a very uncomfortable position.
3). My sister has got a position as a nurse.
4). Both sides made their positions clear.
2.表示“地位”時(shí)，是不可數(shù)名詞，有時(shí)可加不定冠詞，如：
She is a woman of high position
3. in a position to do sth.處于能夠做某事的地位，如：
I’m sorry, I am not in a position to help you now.
4. in/ out of position在/（不在）適當(dāng)?shù)奈恢茫纾?/p>
This chair is out of position. Put it back in position.]
5. Take up the position that…主張…如：
He took up the position that the meeting should be postponed until /to next week.
6. accept
1. 表示“接受，同意” 后面可接名詞，代詞或that引導(dǎo)的賓語(yǔ)從句，如：
1) Did you accept the invitation?
2) It is generally accepted that smoking causes bad health
2.區(qū)別accept 和receive
accept指樂(lè)意接受或考慮后同意接受，強(qiáng)調(diào)其主觀意愿。如：
1) We must accept the criticism.
2) I accepted this plan in principle
receive表示“接到，收到 ”， 指“接，收”這一動(dòng)作或事實(shí)。
1).He received several baskets full of cards, letters and telegrams of congratulations.
2).He received the present, but he didn’t accepted it.
accept后不可接不定式。
1). She accepted to go with me.（誤）
2). She agreed to go with me.（正）
7. reward.
1) 作動(dòng)詞，表示“報(bào)酬，酬金，報(bào)答，獎(jiǎng)賞”，接介詞for表示“緣故”，接介詞with表示“獎(jiǎng)賞的東西”。如：
1) I rewarded you for your help.
2) She rewarded him with a smile.
2. 作名詞，表示“報(bào)酬，獎(jiǎng)賞，報(bào)答，酬謝”如：
1) She was given a reward for passing the examination.
2) She worked hard all her life but without much reward.
3. as a reward for,作為……獎(jiǎng)賞，為……酬謝 in reward of（以……）酬謝，如：
1). He was rewarded with a gold watch as a reward for his services.
2) He was presented with a gold watch in reward of his services.
4.in reward 作為。。。報(bào)答。如：
1) We got nothing in reward for our kindness.
5．表示“好處，回報(bào)”時(shí)，常用名詞的復(fù)數(shù)形式，如：
1) The rewards of arts are not to be measured in money.
2) The financial rewards of teaching are not among its attractions.
8. We first broke the law in a way which was peaceful; when this was not allowed ... only then did we decide to answer violence with violence．首先我們用和平的方式來(lái)破壞法律；而當(dāng)這種方式也得不到允許時(shí)，……只有到這個(gè)時(shí)候我們才決定用暴力反抗暴力。
in a way which was peaceful = in a peaceful way。
Only then did we decide to answer violence with violence．注意did we decide的局部倒裝結(jié)構(gòu)，當(dāng)only 修飾副詞或狀語(yǔ)置于句首時(shí)，句子要局部倒裝。如：
Only after the lesson did she discover that she had lost her handbag．下了課她才發(fā)現(xiàn)自己丟了手提包。
Only recently have I thought of them．直到最近我才想起他們。
如果置于句首的由only引導(dǎo)的詞語(yǔ)不是狀語(yǔ)就不用倒裝。試比較：
Only some of the children seemed to have understood it．似乎只有一部分孩子明白。
Period 3: more language input
Teaching goals
1. Help the students learn to get information by listening, and cultivate the listening ability.
2. Get the students to talk about their various opinions freely in English.
Step1. Reading (WB)
T: As we know, most of the great people are also important and famous, but are important people the great ones?
S:
(Show some pictures of Bill Gates, his software and his company).
T: Do you know who he is?
S:
T: What else do you know about him?
S: CEO of software
T: Great, so many of you know him. He is really so famous. But is he a great man?
S1: I think Bill Gates is / is not _____________, because ________________________________.
S2:
T: You see, so you have different ideas. Let’s have a look at him in the two passages. Let’s read the passage quickly and fill in the information sheet.
INFORMATION ON BILL GATES
Job Chief Executive Officer of a computer company
Achievements Produced software that is used all over the world
What did he give up for his beliefs? None
Generosity Gave money to causes for children’s education and health
Why does he have enemies? Other people are jealous of his success
Why attacked by the government? They thought he was too big and too powerful and that is unfair to his competitors
T: What does the follower of Bill Gates think of him?
Why does he think Bill is great?
What about Bill’s competitor?
Why?
Please read the passage again more carefully and find out the evidence to support each point. Lets’ have a debate. The following chart may help you.
Great Man Not a Great Man
He has his own company and software. No one can compete with his software.
He fits his software free in every computer. His software is not the best but used most widely.
He gives money to causes for children’s education and health. He tries hard to stop others making better software so that he may be a computer bully.
(T can ask Ss to finish the chart first, and then ask them to give a short report to tell us the reason why Bill Gates is a great man or why not.)
T: Thank you for your excellent report. In a word, a great man should be the one who has followed his/her ideas and sacrificed something so that they could be realized. If he/she has not gone through struggles and difficulties for their noble cause, they can’t be called a great person. From your report, we find that different people have different ideas, not only on this affair, but also on some common things in our daily life. Here is the same example which happened in our listening text.
Step 2. Listening (WB)
(Show Ss a picture of an accident)
T: What happened in the picture? If you witness the accident, what will you do?
Ss: Call 120. / Tell policeman the truth. / …
T: If the policeman asks you to describe what you have witnessed, what will you say?
S1: …
T: What’s your point of view?
S2: …
T: You see, on this accident, you two have different views. Usually, after an accident, the police will not just ask one person. Can you guess why? What about listening to the tape to find out the reason?
(Ask the Ss to listen to the tape.)
T: So why will the police not just ask one person?
S: …
T: Instead, what will the police do?
S: He will ask everyone present.
T: But sometimes, people will tell different stories after an accident, just as what you did just now. Do you know why? So listen to the tape again and find out the answers to these two questions:
Q1: Why will people tell different stories after an accident?
Q2: What does “a point of view” mean?
(Check the answers.)
T: You see, when you look at people or things, you may have a different point of view from others. On this accident, two people have different points of views. Please listen to the tape once again, and take some notes of the information on the accident by person A and person B.
(Check the answers of exercise 2.)
T: So why did the two speakers have different ideas about the cause of the accident?
S: …
T: After you get the information, who do you think caused the accident? Why?
S: …
T: What conclusion can you draw after the reading and the listening?
S:
T: So next time when you look at one event, will you just look on one side?
Standing on different fields will give you totally different views. So please don’t just judge an event from one side. Just like the topic we talked in this unit – great men. In this unit, we talked a lot about great men, and most of them are famous people. What about ordinary people? Are they just ordinary? Can they become great men?
Step 3. Further discussion
(Show a short video of “Move China”)
T: Do you know him? Is he as ordinary as us? But is he a great man? Why?
(T can ask Ss to discuss some detailed questions and then show their ideas.)
1) Who is he? What happened to him?
2) Do you think he is a great man? Why do you think so?
(Ss may give a conclusion: he is really a great person. T can get Ss into a heated discussion, and let
them have a free talk.)
1) Can you list any other ordinary people who you think they are great?
2) Are there any teachers you admire a lot? Why?
3) And what about your friends? Your schoolmates?
T: Important people may be great. But when we think about a person or a situation in different respects, maybe we can open another window. We can describe a person we think is a great person because of what this person does for the community and others. Judging from these flashing qualities, they are loved and admired by the people around them. They are the great people in our heart.
Step 4. Homework
If we ordinary people can become great ones, will you want to be a great one? If so, how to be a
great person? Can you write your plan to reach the great goal?
附板書設(shè)計(jì)：（Blackboard Design）
I think Bill Gates is / is not _____________, because ________________________________.
Great man?
Great ordinary
Period 4: Language Practicing
Teaching goals
1. To discover and learn to use some useful words and expressions.
2. To learn Attributive Clauses part2 (where, when, why, prep. +which /whom)
Step 1 Lead-in
(By asking Ss some Qs about Elias, then lead in some attributive clauses in the reading text. Get Ss to learn the grammar from their book.)
T: In Elias’s story, Nelson Mandela acted an important role in his life, and a lot of things greatly changed because of him. So there are many unforgettable experiences in Elias’s mind. Suppose you are /were Elias, can you tell us some of your impressive experiences?
Ss: Yes/Ok
T:
Q1: When did you first meet Nelson Mandela?
S1: I met Nelson Mandela in a very difficult period of my life.
T: So you mean the time when you first met Nelson Mandela was a very difficult period of your life. (Copy the sentence on the blackboard)
Q2: Where was the school you studied?
S2:The school where I studied only two years was three kilometers away.
Q3: When was the day Nelson Mandela told you what to do and helped you?
S3: The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.
Q4: Where were the parts you blacks lived?
S4: The parts of town where we lived were the places decided by white people.
The time when you first met Nelson Mandela was a very difficult period of your life.
The school where i studied only two years was three kilometers away.
The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.
The parts of town where we lived were the places decided by white people.
Step 2 Grammar review
T: Now please look at these sentences. The words underlined are all modified by sentences. Do you still remember what we call these kinds of clauses?
Ss: Attributive clause.
T: Yeah, the attributive clauses are very useful in our expression.
(Show a short flash of the dialogue between a couple)
Now let’s review some together. Will you fill in the proper words?
Ex1:
1. Is he the man who/that wants to see you?
2. He is the man whom/ that I saw yesterday.
3. They rushed over to help the man whose car had broken down.
4. The package (which / that) you are carrying is about to come unwrapped.
T: What do we call the words which you filled in just now?。
S: Relative pronoun.
T: What are they?
Relative pronoun ：who, whom, whose, that, which等。
Step 3 Grammar learning
T: Besides these words and sentences, we find another language using in our text.
We were put in a position in which we had either to accept we were less important, or fight the government．
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela
T: What’s the differences between these two and others?
S: We have a preposition before the relative pronoun.
T: But where is the preposition from?
Let’s observe the following sentences!
Ex2:
1. The speed at which light travels is 300000km per second.(由先行詞的習(xí)慣搭配決定)
at the speed of
2. This is the teacher from whom I borrow the book. (borrow from)（動(dòng)詞詞組）
3. Don’t bring the children to see the animals of which they are afraid. (be afraid of)
關(guān)系代詞whom, which前介詞的選擇由先行詞的習(xí)慣搭配或后半句動(dòng)詞的搭配而決定。
Ex3
關(guān)系副詞：when, where, why.
關(guān)系副詞可代替的先行詞是時(shí)間，地點(diǎn)或理由的名詞，在從句中作狀語(yǔ)，相當(dāng)于“介詞+which”結(jié)構(gòu)，經(jīng)常交替使用。
Step 4 Grammar practice
Ex1: Elias has had some problems with his messages for his friends. Can you help him form sentences with the following words and phrases. Match them please.
Ex2: Now will you complete these sentences using an attributive clause with when, where or why？
1. That was the reason why I had to go hospital for so long and I could not go on my holiday to Britain.
2. Mary Brown moved to a place where she was close to the sea, so she could go swimming every day.
3. This was the time when the harvest failed three years in a row, and everyone was cold and hungry.
4. It was the year when the electricity failed and everybody had to cook their dinner by candlelight.
5. I went back to the town which I left when I was five years old, so I could see the house where I used to live.
6. He will never forget the park where he first met his wife.
EX3: Join two simple sentences to make a complex sentence with an attributive clause.
T: Just now, we used the words when, why, where, which, who to fill in the blankets. Now would you combine the two sentences by using the attributive clause?
Eg: Wang An moved to the US from Shanghai in 1945. He was born in Shanghai.
Wang An moved from Shanghai, where he was born, to the US in 1945.
1. Harvard is a world-famous university where/from which Wang An got his doctor’s degree.
2. He arrived in America in 1945 as a young man who had lost most of his family during the Anti-Japanese war.
3 Wang An spent 3years in Harvard University where/ in which he studied applied physics.
4. In 1951 Dr Wang founded his own company where/ in which computers were made.
5. He became a very successful entrepreneur in the US in 1985, when he made $3 billion.
6. Dr Wang died in 1990 when IT was developing rapidly all over the world.
7. This is Dr Wang to whom the computer belonged.
Step 5 Language production
T: Dr Wang made great achievements during his life. Some time, places and events mean a lot to him. They are his unforgettable experiences. And what about you? Do you have some great moments and places to remember? Now think about the most five important things in your life. and share them with your partners. Let’s work in four.
Top five in your life
Eg: Linhai is a beautiful city where I was born.
I was born in 1985 when my sisster was five years old.
I will never forget the day when….
Step 6 Homework
1. Make what you discussed into a short passage by using the attributive clause.
2. Finish the exercises in the workbook.
附板書設(shè)計(jì)：（Blackboard Design）
Attributive clause
relative pronoun ：who, whom, whose, that, which等。
關(guān)系代詞whom, which前介詞的選擇由先行詞的習(xí)慣搭配或后半句動(dòng)詞的搭配而決定。
關(guān)系副詞：when, where, why.
關(guān)系副詞可代替的先行詞是時(shí)間，地點(diǎn)或理由的名詞，在從句中作狀語(yǔ)，相當(dāng)于“介詞+which”結(jié)構(gòu)，經(jīng)常交替使用。
Period 5: Writing
Teaching goals
1. Deal with the knowledge learned and the writing part
2. Teach the students how to write a persuading letter.
Step 1. Lead in
T: Hello, everyone. Now I am very eager to know the top five things in your life. Would you like to share them with me? Others please pay attention to the attributive clauses in his report.
Ss: …
T: Well done, how many attributive clauses are used in the report?
Ss:
T: Just as you see, with this structure, the sentences you made will become more vivid and beautiful. And from what he told you just now, class, what kind person our speaker is?
Ss: Brave, honest…
T: But is it enough to describe one person in this way? What else is needed?
Ss: (Get into a discussion)
Step 2. Using words and expressions
T: Good ideas. Would you like to know more? Now here’s a good example. Let’s turn to Page 70. First go through the text quickly. Who can tell me what the passage talks about?
S: It’s about a mathematician named Charles Babbage.
T: Now choose the words or expressions from the brackets to complete the passage.
(Leave Ss 2minutes to finish the passage.)
T: You can find the words are similar to each other. So as a good writer, he may vary words to express something better. So picking of proper words is very important. And have you stored some good words or phrases from our text?
Ss: ...
T: But can you use them out in your writing? Let’s have a try.Here we’ve got some, and please choose some of them to translate my sentences. ( Page 71)
(as a matter of fact; in trouble; out of work; come to power; advise; lose heart; be sentenced to; willing; set up; continue).
T: Please always remember: words and phrases are the bricks of the house or the muscles and blood of the body. So collecting more words is a way to write a beautiful passage. Besides the muscles and blood, but what about the bones of the article?
Step3. Make an outline for structure
T: Let’s go back to the passage. Can you give me more information about the mathematician? Like when and where was he born? What happened in his childhood? And what happened later? …
Ss: …
T: Yes, in paragraph one, it writes about his personal information. And what happened in paragraph two? What other information does it mention?
Ss: …
T: In paragraph two, it tells us his hard work and achievements. Why do we say he worked hard? What were his achievements? Did he suffer a lot or meet with some problems? What do people think of him? Why?
Ss: …
T: So in conclusion, this passage can be divided into two parts. They are:
Paragraph 1: Personal information
Paragraph 2: His / Her hard work and achievements
T: That’s the brief outline of this passage, and can we add something more about it?
S: (Get into a discussion and report their ideas)
T: Generally speaking, when we write a passage about a person, maybe we’d better write about his qualities in the passage and we can also show our opinion of the hero. So can you write an outline of a passage about a great person?
(Leave several minutes to the Ss to make an outline, and let them exchange their ideas freely)
T: According to your arrangement, your outline may be like this:
Paragraph 1: Personal information
Paragraph 2: His / Her hard work and achievements
Paragraph 3: His / Her good qualities
Paragraph 4: Your opinion
T: Here you have a chance to practice how to write a passage about a person. Would you write a passage about Nelson Mandela according to what we have discussed?
(Leave 5minutes for Ss to draw an outline and collect more information in the whole unit)
Step4. Writing
T: Have you finished? Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century. Will you write a letter to support Nelson Mandela?
Before we begin, here are two questions:
1. Do you still remember the format of a letter?
2. How can you persuade people or judges to follow your advice?
(Get the Ss into discussion)
T: Here some proper tips for you:
Step1. Collect your ideas for the letters. Write them down in any order. Then sort them out into an order which seems good to you. For example: time order, we can have a reference on Page39.
Step2. Begin the letter with your address and the date.
Dear editor,
I’m writing to …
.
…
Yours sincerely,
Sarah
T :Ok ,now let’s have a try!
Step 5. Homework:
1.Finifsh the letter.
2.Review the whole unit.
附板書設(shè)計(jì)：（Blackboard Design）
Writing
Paragraph 1: Personal information
Paragraph 2: His / Her hard work and achievements
Paragraph 3: His / Her good qualities
Paragraph 4: Your opinion
Huipu High School, Linhai Zhejiang province
July 24, 2006
Dear…,
I’m writing to …
…
Yours,
六、背景參考資料(Background knowledge)
Lyrics of Hero
There's a hero
If you look inside your heart
You don't have to be afraid
Of what you are
There's an answer
If you reach into your soul
And the sorrow that you know
Will melt away
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
It's a long road
When you face the world alone
No one reaches out a hand
For you to hold
You can find love
If you search within yourself
And the emptiness you felt will disappear
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
Lord knows...
Dreams are hard to follow
But don't let anyone
Tear them away
Hold on
There will be tomorrow
In time you'll find the away
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
That a hero lies in you...
That a hero lies in you...
1.Nelson Mandela
Nelson Mandela's biography is set out in the Student's Book up to the date he went to prison on Robben Island．The rest of his biography is included below:
1990 freed by white government．
1991 leader of ANC．
1993 first black President of South Africa．
1999 retired as President and returned to live in his hometown in the Transkei, South Africa．
2.Elias
Elias, who tells Nelson Mandela's story, had a life that was very common to many who helped Nelson Mandela and fought for the cause．Everything that is mentioned in the story is true．The facts of Mandela's life and Elias’ life are accurate．Elias' story is based on the life of a man who supported the ANC and was sent to Robben Island for 4 years．He then spent 20 years trying to get another job．He now takes tourists round his former prison and he tells them how he suffered for his beliefs．After he left Robben Island he tried many times to make a career for himself．Each time he successfully got a job the secret police would tell his employers about his time in prison and he would lose his job．Elias’ time in prison was also true．The political prisoners were allowed no privileges but prisoners that had not done illegal political acts were allowed to study degree courses from South African universities．You can visit Robben Island, as it is now a museum and open to visitors．There are no prisoners there any more．
3.William Tyndale
William Tyndale believed that the Bible should be able to be read by everyone．At that time Christianity was the religion of England but the Bible was only read and understood by priests and religious people．It was written in several different ancient languages and there was no version in English．William Tyndale made it his life's work to translate the Bible into easily readable English for the people of his time．He had to learn to read ancient Greek and Hebrew to be able to do this．But there were many people who did not like the idea that just anybody should be able to read the Bible．The priests and some religious people thought it meant they would have less power so they tried to stop him．He had many adventures and once even lost all his translations．He had taken a ship to England and there was such a bad storm that the books had to be thrown into the sea．So he had to start all over again．But he did not give up．He was a generous scholar and gave his work to others who were also trying to translate the Bible．He hoped that in this way the project could be finished earlier．At last he was caught and put to death for his beliefs．After his death the Bible was published in English and more than 80% of it was the work of William Tyndale．The language is very beautiful and many sayings and expressions that are used in England today come from it．It is a very important text．There are some phrases from it at the end of the guidance for this unit．
4.Mahatma Gandhi
His ideas were used by Nelson Mandela and Martin Luther King, Jr as a way of drawing attention to their cause and getting sympathy from people around the world．His importance comes from the moral force of his ideas b