Unit 5 Nelson Mandela——a modern hero
The first period ------warming up
教材分析：本单元以 Nelson Mandela —— a modern hero 为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。
提示：
1、 本单元从warm-up开始，到最后的writing，都是以第三人称的角度来进行描述的，因此，教学中要注意这种人称的前后一致，否则无法前后一致的引导学生进行学习和表达。
2、 Reading部分侧重于理解，以及理解基础上的summary，这为最后的writing做好的铺垫和积累（尤其是关键单词、句型和结构的积累），最后的writing要是前面阅读后的仿写（当然能力较强的学生也可以不受限制的开展写作）。
3、 如何激发学生学习关于这些伟人的文章，是需要教师思考的：这些伟人学生会感兴趣吗？学生了解多少关于这几位伟人的伟大业绩？从哪些角度来导入会让学生更加的感兴趣？
4、 教学目标建议增加：通过学习文章和相关素材，进一步了解伟人的生平事迹，尤其是如何才能成为伟人。培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表达和基础写作能力。
Teaching aims:
1. To arouse Ss’ interest in learning about heroes in history
2. To develop Ss’ listening and speaking ability.
Teaching procedures:
Step1 warming up
● Describe yourselves
First what kind of person are you? (shy, outgoing, fun, mean, immature, nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, tense, cold, unkind, miserable, dull, strong-minded, determined etc.)
● Discussion (Encourage students to give five or six qualities that they think great persons have, and give their reasons.)提示：What kind of great persons? Politicians, scientists, or? Different kinds of great persons, different qualities.
Question 1: Who do you think are the greatest men in your mind? Can you name some?
Question 2: In what way do you consider a man is a great? What is your standard?
● Look at page 33 and then ask the Ss if these famous people are great people.
● Conclusion:
A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman.
A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble aims, they can not be called a great person.
Step2 language points:
1． devote vt
oneself to 献身于、致力于。。。
devote one’s life/one’s time to….把生命、时间献给。。。
…to …把。。。用于。。。
E.g. He devoted his life to promoting world peace.
He devoted his life to the promotion of world peace.
devoted adj 忠实的, 深爱的
be devoted to 对…忠实, 对…深爱
a devoted friend
She is devoted to her husband.
即学即练
The manager devotes all his spare time ______ the violin. B
A. to practise B. to practising C. in practising D. for practising
2. fight for 为……而战
fight against 与……作斗争；与…作战
fight with 同 …并肩作战; 与… 作战
E.g. We will have to fight against difficulties.
I’ll fight with you, in other words, I’ll support you.
Slaves were fighting for freedom.
3. give up 表示主动放弃或屈服
e.g. He has decided to give up smoking.
give in 表示被动屈服或认输， 后面不带宾语。如果接宾语用give in to
e.g. You can’t win the game, so you may as well give in.
The second period-----extensive reading
Teaching aims:
1) To have Ss learn about some information about Nelson Mandela and the situation where the black was badly or unfairly treated.
2) To get Ss to learn about reason why Nelson Mandela helped the black people to get the same right as white people.
Teaching procedures:
Step1 make prediction:
Read the title of the text and guess what kind of writing the text is. (Narrative writing)
Step2 scanning: read the text quickly and then decide how many parts this text can be divided into and then give the main ideas of each part.
Part 1(Para. 1---2) The life of Elias’ before he met Nelson Mandela
Part 2(Para.3---5) The change of Alias life after he met Nelson Mandela and what Mandela did.
Step 3 skimming:
Scan the test specific information to finish comprehending part.
Step 4
Let’s go over the text once more to make a diagram of it with key words of each paragraph placed in the box.
Homework
1. Go over the “Reading” and find out the useful expressions in it.
The third period----intensive reading
Language points:
1. The time when I first met Nelson Mandela was a very difficult period of my life.
when在句子中引导的是时间定语从句。when指时间，在定语从句中做时间状语：
e.g. I still remember the day when I first came to the school.
The time when we got together finally came.
2. It was in 1952 and Mandela was the black lawyer to whom I went for advice.
advice n. a piece of advice 一条建议 ask for advice征求意见
give sb. advice on…关于…给某人建议
advise v.
1) advise sb. on/ about sth. 就……给某人出主意
e.g. I have advised you on that subject.
2) advise sb. to do sth. 建议某人干……
e.g. Our monitor advises me to practice more spoken English.
3)advise doing sth建议做某事
e.g. I advise waiting until tomorrow.
4) advise that + (should) do
e.g. I advise that you (should) not eat fruit that isn’t ripe.
即学即练I ____ my father to give up smoking, but he didn’t think it was necessary. A
A. advised B. hoped C. persuaded D. suggested
提示：
这种“即学即练”对于学生来说能锻炼什么呢？我觉得还是练习阅读理解的，不是练习词义选择的。另外，这部分刚刚讲解的advice，学生从最普通的逻辑推理也会知道此练习题是要训练advice的。再者，从词义和语境的搭配角度来看，hoped、persuaded和suggested都可以的，只是语法不对而已，这种单纯的考查词汇搭配记忆的题目，在目前的高考试题中，以及将来的高考试题中，都已经和应该被抛弃的。
3. …and I worried about whether I would become out of work.
out of work 失业 (做表语或后置定语)
e.g. Jim has been out of work for months.
The number of people out of work reached 300.
Out of …常有“出于，由于， 缺乏， 没有；放弃，丧失；越出。。。之外”等意义。
即学即练
At the railway station, the mother waved goodbye to her daughter until the train was . (08高考) A
A. out of sight B. out of reach C. out of order D. out of place
提示：
个人觉得这种给出高考真题的练习题的方式不是最好，建议给出更多的几句例句，通过学生阅读理解句子的方式来锻炼理解短语在新语境中意思的能力。
4. 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.
see 在此句意为“见证, 目睹”; (在某段时期)发生(某情况), 经历, 经受; 英语中有些动词的主语有时不是人，而是物，而且经常是表时间和地点的名词。这是一种拟人的用法，可以使句子显得生动有趣。
e.g. The last few months has seen more and more traffic accidents.
The city has seen many changes.
5. We were put in a position in which we had either to accept we were less important, or fight the government.
accept “接受”, 指的是主观上接受了
receive “收到”, 指客观收到但不一定接受
提示：
上面的这个总结，应该是帮助学生通过理解不同的句子后自己总结的，而不该直接给出。
e.g. I accepted his invitation to the party．
译：我收到了他的邀请, 但我没有接受。I received his invitation, but I didn't accept.
6.…only then did we decide to answer violence with violence.
only then 此处引起倒装句, 当only修饰状语位于句首时, 句子采用部分倒装的结构。
e.g. Only by practicing a few hours every day will you be able to master English.
Only then did I realize that I was wrong．
Only in this way can you solve the problem.
Only when he came back did we know the secret．
You can leave only when he comes. = ______ ______ he comes _____ you leave.(Only when can)
注意1: 如果only所强调的为状语从句, 该状语从句不倒装, 只对主句进行倒装, 从句不倒装。
2: Only＋主语在句首时, 不用倒装
e.g. Only he knows the answer.
Only when a child grows up does he understand his parents’ intentions.
Only when the war was over in 1918 was he able to get happily back to work.
[即学即练] D A C A
1) Only when I left my parents for Italy ___ how much I loved them. (08重庆)
A. I realized B. I had realized C. had I realized D. did I realize
2) ___ you eat the correct foods ___ be able to keep fit and stay healthy. (08江苏)
A. Only if; will you B. Only if; you will C. Unless; will you D. Unless; you will
3) It was announced that only when the fire was under control ____ to return to their homes. (08江西)
A. the residents would be permitted B. had the residents been permitted
C. would the residents be permitted D. the residents had been permitted
4) ___ by keeping down costs will Power Data hold its advantage over other companies. (2006浙江)
A. Only B. Just C. Still D. Yet
7. As a matter of fact, I do not like violence…but in 1963 I helped him blow up some government buildings.
1) as a matter of fact = in fact
e.g. As a matter of fact, I don’t know the truth.
--Have you always lived here?
--__________________(= The truth is) I've only lived here for the last three years.
2) blow (sb. / sth.) up 使充气, 爆炸, 炸毁
They threatened to __________ the plane if their demands were not met. (blow up)
He drove over a landmine and his jeep__________. (blew up)
8. But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.
equal adj. 相等的; 平等的
equally adv.
e.g. Everyone is equal under the law.
Women demand equal pay for equal work.
All men are born equal.
be equal to 等于, 相当于; 能胜任，能应付
One li is equal to half a kilometer.
I’m not equal to the job.
I’m not equal to the position.(=I’m not fit for the position.)
9. in trouble 有麻烦, 处于不幸中
e.g. He is willing to help me whenever I am in trouble.
Do as you're told, otherwise you'll be in trouble.
get into trouble 陷入困境、
make trouble 惹麻烦 put sb. to trouble 给某人添麻烦
have trouble (in) doing sth. 做某事有困难 take trouble to do sth. 费心做某事
即学即练
1.Whenever we are in _______ , we must never lose ______ , but try to think of the way out. C
A. the trouble; our heart B. troubles; hearts
C. trouble; heart D. trouble; our heart
2. She _________________________ the reciting work on time. (has trouble in finishing)
按时完成背诵作业对她来说有困难。
提示：
上面第二句翻译题，如果在此基础上，增加其他短语或者词汇的表达法的翻译，就更好了，如：couldn’t等。
10 willing adj 乐意的, 自愿的
willingly adv
will n 意志, 意志力, 意愿
be willing to do sth 愿意做某事
I’m very willing to vote for the plan.
即学即练
Kitty is a warm-hearted girl, and she is always ____ to help those who are in trouble. B
A. upset B. concerned C. willing D. stubborn
11. turn to 求助于, 转向
e.g. You can turn to the people’s police for help, no matter what kind of trouble you are in.
I have turned to all the well-known reference books for help, but so far without success
I tried to stand on my own two feet rather than turned to my parents.
Homework: do learning about language.
The fourth period----- grammar
关系副词引导的定语从句:
1.When 指时间，在定语从句中作时间状语，相当于“介词+关系代词(which)”。
其先行词是表时间的名词（如：time, day, week, year, month, etc.）
e.g. My father was born in the year when/ in which the Second World War broke out.
★ 先行词为"时间名词"，可用when引导定语从句，when在定语从句中作状语；还可以用which或that 引导，which或that在从句中作主语或宾语。
比较: 1. I still remember the day when /on which my brother joined the army.（作状语）
2. I still remember the days which/that we spent together. （作宾语）
2. Where 指地点，在定语从句中作地点状语，相当于“介词+关系代词(which)”。其先行词是表示地点的名词，如：place, school, factory, room, etc. 如:
e.g. I live in the room where /in which he used to live.
★先行词是"地点名词"，定语从句可用where引导，还可用which或that引导，which/that 在从句中作主语或宾语。
比较: 1. This is the factory where /in which he worked last year. （作状语）
2. This is the park which/that they visited last year. （作宾语）
●当先行词为case, point, situation时，而且这些词在句中作状语，这时也用关系副词where.
3. Why 指原因，在定语从句中作原因状语。先行词为reason 时，可用for which指代；当关系词在从句中作主语或宾语时，则用which或that 引导。如：
e.g. 1.The reason why / for which he didn't attend the meeting was that he was ill.（作状语）
2. I don't believe the reason (that/which) he gave me. （作宾语）
Have you asked him the reason that may explain his success? （作主语）
即学即练
1. October 1, 1949 is the day ___________we will never forget. （that / which）
2. Is this the shop ___________ sells children’s clothing（which / that）
3. This is the factory ___________ make toys. (which / that)
4. This is the factory _______________he worked ten years ago. (where / in which)
几种易混的情况
1. I’ll never forget the days______________ we worked together. (when / in which)
2. I’ll never forget the days________ we spent together. (Which/that)
3. I went to the place _______________ I worked ten years ago. (where / in which)
4. I went to the place ______________ I visited ten years ago. (which/that )
5. This is the reason _______________ he was late. (why / for which)
6. This is the reason ________ he gave. (that / which)
高考链接(ADDDAA)
1. He was educated at the local high school, ______ he went on to Beijing University. (2007 江苏)
A. after which B. after that C. in which D. in that
2. it’s helpful to put children in a situation they can see themselves differently.（08福建）
A. that B. when C. which D. where
3. Some pre-school children go to a day care center, _______they learn simple games and songs. （2007 全国卷I）
A. then B. there C. while D. where
4. Today, we’ll discuss a number of cases beginners of English fail to use the language properly. （2007 陕西卷）
A. which B. as C. why D. where
5. The Science Museum, ______ we visited during a recent trip to Britain, is one of London’s tourist attractions. （08江苏卷）
A. which B. what C. that D. where
6. They will fly to Washington, ___ they plan to stay for two or three days. （08重庆卷）
A. where B. there C. which D. when
Homework:
Do the exercises in p37
The fifth period-----listening, speaking and writing
Teaching Aims:
● To help the students listen about the same topic as is read in the first period
● To help students read another passage about the same person covered in the first period
● To help students write an imaginary letter making use of the learned words and structures
Teaching procedures:
Step 1 Pre-listening
Group work: Ask Ss to discuss with their partners in groups of four according to the questions and try to predict the answers to the following questions
What is a passbook?
Why is it important?
What job did Elias want to do?
Who worked underground?
Who worked on the surface?
Where did Elias live?
Step2 Listening
Listen to the tape and finish off the exercise in the text book.
Step 3 reading Group Work: Scan the text in two minutes and ask the Ss to discuss the questions, and then answer them in pairs.
(1)What did Elias do when he was in prison?
(2) Finally, what did Elias take as his job? Did he enjoy it?
Suggested answers:
(1) He studied and was taught by Nelson Mandela when he was in prison.
(2) His job is taking the tourists round his old prison, at first he didn't enjoy his job but later he was proud to do this.
Step 4 read the passage again and then fill in the chart in page 39.
Step 5 discuss the questions in page 39
Step 6 Prepare for information:Skim the text and find out the answers to the following questions. See who can be the first to find out all the answers.
When did Nelson Mandela complete his law degree at the university?
When was ANC Youth League formed?
What did he set up in 1952?
Why was it closed by government?
Why was he sentenced to five year hard labor in 1962?
What did the ANC do in 1963?
Suggested answers:
In 1940
In 1944
Law office to help poor black people in Johannesburg.
Because he attacked anti-black laws.
For encouraging violence against anti-black laws.
The ANC began to blow up buildings.
Step 7 Speaking
Group Work: Divide the students into groups to discuss
What do you think of Nelson Mandela?
Step 8 writing
After discussion, conclude your ideas and write a short passage about Nelson Mandela.
Language points:
提示：
在写作教学中，要注意引导大部分学生使用简单句式来表达自己的想法，而非复杂的、刚学习的新的复合句，否则会误导学生。至于英语能力较好的学生，则不需过问题目的句式选择喜好。
1. He taught us during the lunch breaks and the evening when we should have been asleep.
should have done 表示本应该做而没有做的。
E.g. I should have studied harder when I was young.
即学即练----My mother is very upset today. C
----It’s your fault. You ________ the bad news to her yesterday.
A. should tell B. should have told C. shouldn’t have told D. must tell
2. They were not cleverer than me, but they did pass their exams.
did pass 为强调结构, 强调谓语动词时, 在动词原形前加do, does, did.
e.g. Do be careful!
I do hope you have a merry Christmas!
He does speak English well!
3. I did not work again for twenty years until Mr Mandela and the ANC came to power in 1994.
come to power = come into power 执政
in power 当权, 执政
e.g. Things have changed a lot since he came to power.
How long has he been in power?
4. beg vt .vi. 乞讨,乞求, 恳求, 请求
beg (for). sth
beg sth of/from sb (向某人)乞求、恳求...…
beg sb to do sth 恳请某人做某事
beg to do sth 恳请做某事
e.g. He begged (for) money from passers-by.
He begged his teacher to forgive him.
He begged to watch the match.
I beg a quick answer of you.
5. reward n. v.报酬, 奖金, 酬劳, 奖赏
in reward 作为报酬
reward sb for sth 因…而奖赏某人
reward sb with sth 用…酬劳某人
e.g. He gave the boy five yuan in reward.
He rewarded the boy for bringing back the lost dog.
He rewarded the boy with five yuan.
They rewarded the winners with gifts of fruits and flowers.
6. sentence v. 判决, 宣判, 判刑
sentence sb to sth判处某人…(徒刑) sb be sentenced to death
e.g. The young man was sentenced to death for murder.
The judge sentenced him to three years in prison.
n.句子 e.g. make a sentence, please.
a light / heavy sentenc轻判 /重判
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