高中英语Unit 5 Nelson Mandela教案 新课标 人教版 必修1 教案 19页

Unit5NelsonMandela—amodernheroPartOne:TeachingDesign(第一部分：教学设计)Period1:Asampleplanforreading(ELIAS’STORY)AimsTotalkaboutpeople’squalitiesToreadaboutenablepeople’slifestoryTostudyTheAttributiveClause(where,when,why,prep.＋which/whom)TolearntowritelettersProceduresI.WarmingupWarmingupbydescribingBoysandgirls,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\nBoysandgirls,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,)WarmingupbyexpressionsBoysandgirls,wearegoingtolearnaboutsomegreatpeopleinUnit5.Canyounamesomegreatpeople?Nowdiscussingroupsoffour:Whodoyouadmiremost?Whatkindofpersonishe/she?Whatarethequalitiesthatgreatpeoplehaveincommon?SunYat-sen(November12,1866–March12,1925)wasaChineserevolutionaryleaderandstatesmanwhoisconsideredbymanytobethe“FatherofModernChina”.HehadasignificantinfluenceintheoverthrowoftheQingDynastyandestablishmentoftheRepublicofChina.AfounderoftheKuomintang,SunwasthefirstprovisionalpresidentoftheRepublicofChinain1912anddefactoleaderfrom1923to1925.HedevelopedapoliticalphilosophyknownastheThreePrinciplesofthePeople.SunisuniquelyadmiredbymostChinese.Yet,hislifewasoneofconstantstruggleandfrequentexileasfewofhisvisionsforhiscountrymaterialized.II.Pre-reading1.Now,lookatthesixpeopleinthepre-readingpart.Canyourecognizethem?Doyouthinktheyareimportantpeople?(Yes.Becausetheyhavedonesomethingreallyimportanttobenefittheworldoracountry.)Butdoyouthinkallofthemaregreatpeople?WilliamTyndale(sometimesspelledTindale)(ca.1484-October6,1536)wasa16thcentury\npriestandscholarwhotranslatedtheBibleintoanearlyformofModernEnglish.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.Reading1.SkimmingforgeneralideaSofarwehavetalkedalotaboutgreatpeople.Doyouwanttoknowmoreaboutthemandlearnfromthem?Well,thismorningwearegoingtoreadaboutNelsonMandela,whowasconsideredasamodernhero.Nowopenyourbookstopage34andreadthetitleofthetext.Whatkindofwritingisthetext,canyouguess?…Yes.Astoryisusuallyapieceofnarrativewriting.Nowskimthetexttogetthegeneralidea:WhatdoesEliastellaboutinhis\nstory?(Hetellsabouthislife,howMandelahelpedhimandhowhesupportedMandela.)2.Listeningandscanningfordetailinformationa.ListentothetextagainanddoComprehendingEx....1.True:2,4False:1,3,5,6,7,8b.ScanthetextanddoComprehendingEx.2.Suggestedanswers:1940—Eliaswasborn.1948—Eliasleftschool.1942—Eliaswastwoyearsold.1950—NelsonMandelaopenedhislawfirm1944—Eliaswasfouryearsold.1952—Eliaswas12andmetNelsonMandela.1946—Eliasbeganschool.1954—Eliaswas14andencouragedbyMandela.3.QuestionsforfurtherunderstandingDiscussthefollowingquestionsingroupsoffour: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.ClosingdownClosingdownbydiscussinga.WhatdoyoulearnaboutNelsonMandelafromELIAS’STORY?\na.DoyoulikethewayEliastellshisstory?Giveareason.Suggestedanswers:a.IknowthatMandelaisagreatleaderwhofoughtforequalrightsfortheblackpeopleallthroughhislife.HeorganizedtheANCYouthLeaguewhichfoughtagainstthegovernment.Heisinfavorofpeacefulfighting.Heiskind,helpful,generous,brave,anddetermined.b.Variousanswersarepossible.Forreference:IlikethewayEliastellsthestory.Eliasisablackworkerwithonlyalittleeducation,soheusessomesimpleandshortsentencestodescribehisexperiencesandhiscontactwithMandela,andthusmakesthewholestorymorereal-likeandclosetothereaders.ThequotedspeechinthestoryobjectivelyrevealsMandela’spoliticalviewsthroughwhichsomeaspectsofMandela’squalitiesareshownclearly.ClosingdownbyretellingRetellthestoryaccordingtothefollowingclues:introductionofElias’problem;Mandela’shelp;Elias’supportClosingdownbyaninterviewAskthestudenttodoaninterviewinpairs.AjournalistisinterviewingEliaswiththefollowingquestions:WhendidyoufirstmeetMandela?Canyoutellmemoreabouthowhehelpedyou?Canyoutellmeabouttheproblemsthattheblackpeoplearefacing?Howdoyoulikehisideaofpeacefulfighting?Whatdoyouthinkofhim?Whatwillyoudotosupporthiminthefuture?Period2:AsampleplanforLearningaboutLanguage(TheAttributiveClause:where,when,why,prep.＋which/whom)AimsTohelpstudentslearnaboutattributiveclauseintroducedbywhen,where,why,andprep.+which/whomTohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressionsTohelpstudentsdiscoverandlearntousesomeusefulstructures\nProceduresI.WarmingupWarmingupbydiscoveringusefulwordsandexpressionsTurntopage35anddoexercisesNo.1and2.Checkyouranswersagainstyourclassmates’.II.Learningaboutgrammar1.ReadingandthinkingTurntopage34.ReadthetextofELISA’STORYandfindoutalltheattributiveclauses.Thinkoverthisquestion:Onwhatcircumstancedoweusewhen/where/whytointroducedanattributiveclause?(“Where”isusedwhentheantecedentreferstoaplace,and“when”isusedfortime.“Why“isusedwhentheantecedentis“why”.)Forreference:ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.TheschoolwhereIstudiedonlytowyearswasthreekilometersaway.ThiswasatimewhenyouhadgottoliveinBeijing.ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdaysofmylife.Wehavereachedastagewherewehavealmostnorightsatall.Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople.TheplaceswheretheyweresenttolivewerethepoorestareasinSouthAfrica.2.ComparinganddiscoveringTurntopage36.DoEx.1.Thencomparethefollowingsentencesandfindoutwhyweusedifferentwordstointroducetheattributiveclauseswhiletheantecedentsarethesame.a.Thegovernmentbuildingwherewevotedwasverygrand.b.Thegovernmentbuildingwhich/thatwepaidavisittoyesterdaywasverygrand.c.Thegovernmentbuildinginwhichwevotedwasverygrand.Insentencea),arelativeadverb“where”isusedbecauseitrefersto“inthegovernmentbuilding”whichservesastheadverbialintheattributiveclause.“inwhich”canalsobeusedasinsentencec)becauseitalsomeans“inthe\ngovernmentbuilding”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.Readthefollowingsentenceandfindouta.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.ReadyusedmaterialsforattributiveclauseDefinitions: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.\ne.g.:ThegirlwhoistalkingtoMr.Lioverthereismysister.Inthesentence,Thegirlistheantecedentandwhoisusedtointroducetheattributiveclauseastheantecedentisaperson.It(who)referstothegirlandfunctionsasthesubjectintheattributiveclause.Thechoiceoftherelativesisthemostdifficultinlearningtheattributiveclause.However,therearesomerulesthatcanhelpuschoosethecorrectrelatives.Usually,whichrelativetochoosedependsonwhattheantecedentisandwhatsentenceelementtherelativefunctionsintheattributiveclauseasshowninthefollowingchart:AntecedentRelativeSentenceelementpeoplewhothatsubjectobjectwhomobjectthingswhichthatsubjectobjecttimewhichthatsubjectobjectwhenprep.+whichadverbialplacewhichthatsubjectobjectwhereprep.+whichadverbialreasonwhyprep.+whichadverbialNote: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.\nNowturntopage36andlet’sdoEx.2and3.IV.ClosingdownbydoingaquizToendtheperiodyouaregoingtotakeaquizonattributiveclause.Choosethebestanswer:1.Theweatherturnedouttobeverygood,____wasmorethanwecouldexpect.A.whatB.which　C.that　D.it　　　　　　　　　　　　　　2.AfterlivinginPairsforfiftyyearshereturnedtothesmalltown____hegrewupasachild.A.whichB.whereC.that　D.when　　　　　　　　　　　　3.Thehouse______weliveisnotlarge. A.whichB.inwhichC.onwhichD.atwhich　　　　　　　　　　　　　　4.RecentlyIboughtanancientChinesevase,_____wasveryreasonable.A.whichprice　C.thepriceofwhichC.itsprice　　D.thepriceofwhose5.HelivedinLondonfor3months,during____timehelearnedsomeEnglish.A.this　B.which　C.atwhichD.some6.Iwillneverforgettheday_____hecametoseeme.A.that　B.which　C.atwhich　D.when7.Thevisitoraskedtheguidetotakehispicture_____standsthefamoustower.Athat　B.where　C.which　D.there8.Thestudents____departmentMsKingworkedtenyearsagolookdownuponwomen.A.inwhich　B.inthat　C.inwhose　D.whose9.Idon’tlike_____youspeaktoher.A.theway　B.thewayinthat　C.thewaywhich　D.thewayofwhich10.Ihadneitheraraincoatnoranumbrella._______Igotwetthrough.A.It’sthereason　　B.That’swhyC.There’swhy　　D.It’showPeriod3:AsamplelessonplanforUsingLanguage(THERESTOFELIAS’STORY)\nAimsTohelpstudentsreadthepassageTHERESTOFELIAS’STORYTohelpstudentstousethelanguagebyreading,listening,speakingandwritingProceduresI.WarmingupandlisteningSofarwehavereadastoryaboutElias.Doyourememberwhyitwasdifficultforhimtogetajob?(becausehehadn’tapassbook)whatisapassbook?Whyisitimportant?Let’slistentoashortpassageandfindout.Turntopage37.Readthequestionsandchoosethebestanswerafterlistening.DiscussthequestionsinEx.2.II.Guidedreading1.ReadingandansweringquestionsAsweknow,inordertosupportMandela,Eliashelpedhimblowupsomegovernmentbuildings.Canyouimaginewhatwouldhappentohimifhewascaught?Actually,hewascaughtandputintoaprisononRobbenIsland.However,hewasluckyenoughtogethelpfromMandelaevenwhenhewasinprison.TurntoPage38,readthepassagequicklyandfindout:HowdidMandelahelpedEliaswhenhewasonRobbenIslandHowdidMandelahelpEliasafterhecametopower?2.ReadinganddoingexercisesReadthepassageagainanddotheexerciseonPage38.3.Task(atextdialogue)NowwehavefinishedthestoryaboutElias.Nextwearegoingtodoagroupactivity.Wewilldoitingroupsoffour.SupposeoneofyouisEliasandworksasatourguideonRobbenIsland.TheotherthreeofyouaretouristswhoareveryinterestedintheislandandMandela’slifeandaskingthetourguidethefollowingquestions.Eliasmustanswerthem.Tourist:HowdidyougettoknowNelsonMandela?Elias:Itwasin1950.IwasworkingasaminerinJohannesburgbutIhadn’tapassbooktolive\nthere.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.Guidedwriting1.PreparationforwritingImaginenowMrMandelaisinprison.YouaregoingtowritealettertothePresidentofSouthAfricaaskinghimtofreeNelsonMandela.Doyouremembertheformatofaletter?Whatshouldbethemaincontentofthisletter?(ThereasonsforfreeingMandela)Howwouldyoutrytopersuadethepresident?(Youmustmakeyourreasons\npersuasive.)2.WritingaletterReadtheinformationaboutMandela.DiscusswithyourpartnerandcollectideasfortheletterWriterdowntheideasandputthemintoagoodandlogicalorder.Writetheletter.IV.Furtherapplying1.FindinginformationGotothelibrarytoreadorgetonlinetosearchformoreinformationonNelsonMandela.Takenotesofyourfindinganddoanoralpresentationnextperiod.2.WritingadescriptionWriteadescriptionofNelsonMandelausingtheinformationyouhavefound.V.ClosingdownbysharingShareyourletterwithyourpartnersandmakenecessarychanges.Shareyourletterwiththeclassbyreadingitaloud.Part2:Teachingresources（第二部分：教学资源）Section1:AtextstructureanalysisofELIAS’STORYI.TypeofwritingandsummaryoftheideaTypeofwritingThisisapieceofnarrativewriting.MainideaofthepassageEliasdescribeshowNelsonMandelahelpedtheblackpeoplethroughhisownexperienceTopicsentenceof1stparagraphThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.Topicsentenceof2ndparagraphSadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.\nTopicsentenceof3rdparagraphThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdayofmylife.Topicsentenceof4thparagraphThelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall.Topicsentenceof5thparagraphWefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed…onlythendidwedecidetoanswerviolencewithviolence.II.Atreediagram(withkeywordsofeachparagraphplacedineachbox)blackworkerdifficultperiodlawfirminformationofEliasElias’lifebeforemeetingMandelasixleavenotpaygoldminepassbookworriedaboutElias’sproblemtellhelpcorrectpapersforgetjoinMandela’shelpElias’storynorightsvotelivejobpoorestareasnotgrowfoodblackpeople’sproblemsElias’lifeaftermeetingMandelapositionacceptfightpeacefullyblowupputinprisonrealizeequalsupporttoMandelaIII.AretoldpassageofthetextEliasisablackworkerinSouthAfrica.Hisfamilywassopoorthathehadtodropoutofschoolattheageofeight.Lateron,hewasabletoworkasagoldminerinJohannesburg.Butashehadn’tgotapassbookwhichwas\nrequiredifonewantedtoliveinJohannesburg.Hewasworriedaboutbeingdismissed.However,hewasluckyenoughtogetsomehelpfromNelsonMandelaandmanagedtogetthecorrectpapers.Afterthat,hebegantoknowmoreMandelaandhispoliticalideas.HeagreedwithMandela’sviewsontheunfairlawsagainsttheblackpeopleandhisideaaboutpeacefulfighting.HealsoknewthatallMandelawantedtodowastofightforequalrightsfortheblackpeople.Sohesupportedhimheartandsoul.Section2:BackgroundinformationonNelsonMandelaandothersI.NelsonMandelaNelsonRolihlahlaMandela,(born18July1918),beforebecomingPresidentofSouthAfrica,wasoneofitschiefanti-apartheidactivists,andwasalsoananti-apartheidsaboteur.Heisnowalmostuniversallyconsideredtobeaheroicfreedomfighter.HespenthischildhoodintheThembuchiefdombeforeembarkingonacareerinlaw.ThenameMadibaisanhonorarytitleadoptedbyoldermalemembersofMandela'sclan;however,inSouthAfricathetitleissynonymouswithNelsonMandela.II.CourtroomquotesbyNelsonMandela“IhavefoughtagainstwhitedominationandIhavefoughtagainstblackdomination.Ihavecherishedtheidealofademocraticandfreesocietyinwhichallpersonslivetogetherinharmonyandwithequalopportunities.ItisanidealwhichIhopetoliveforandtoachieve.Butifneedsbe,itisanidealforwhichIampreparedtodie.”“WhyisitthatinthiscourtroomIamfacingawhitemagistrate,confrontedbyawhiteprosecutor,escortedbywhiteorderlies?Cananybodyhonestlyandseriouslysuggestthatinthistypeofatmospherethescalesofjusticeareevenlybalanced?WhyisitthatnoAfricaninthehistoryofthiscountryhaseverhadthehonorofbeingtriedbyhisownkind,byhisownfleshandblood?...Iamablackmaninawhiteman’scourt.Thisshouldnotbe.”(Finlayson84).“Outoftheexperienceofanextraordinaryhumandisasterthatlastedtoolong,mustbeborna\nsocietyofwhichallhumanitywillbeproud...Wehave,atlast,achievedourpoliticalemancipation.Wepledgeourselvestoliberateallourpeoplefromthecontinuingbondageofpoverty,deprivation,suffering,gender,andotherdiscrimination.Never,never,andneveragainshallitbethatthisbeautifullandwillagainexperiencetheoppressionofonebyanother...Thesunshallneversetonsogloriousahumanachievement.”III.ANCandANCYouthLeagueTheANCisanationalliberationmovement.Itwasformedin1912tounitetheAfricanpeopleandspearheadthestruggleforfundamentalpolitical,socialandeconomicchange.ForninedecadestheANChasledthestruggleagainstracismandoppression,organisingmassstudentsresistance,mobilisingtheinternationalcommunityandtakingupthearmedstruggleagainstapartheid.MembershipoftheANCisopentoallSouthAfricansabovetheageof18years,irrespectiveofrace,colourandcreed,whoacceptitsprinciples,policiesandprogrammes.TheANCYouthLeaguewasfoundedin1944.Theleaguepropagated“Africanism”anditsmottowas“Africa’scausemusttriumph.”Itwasradicalandmilitant.Themembersofitrejectedtheideaof“foreign”leadershipandarguedthatblackAfricansmustprovidetheirownleadershipandrelyuponthemselves.\nSection3:WordsandexpressionsI.Wordsforwarmingupqualityn.somethingtypicalofapersonormaterial:Kindnessishisbestquality.Sheshowsqualitiesofleadership.willingadj.ready(todosth.):Areyouwillingtohelp?activeadj.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.WordsforReadingadvisev.totellwhatonethinksshouldbedone：advisesth.;advisedoingsth.;advisesb.todosth.;advisethatsb.(should)dosth.;Iadvisewaitinguntiltheteachercomes.Thedoctoradvisedaweek’srest/takingaweek’srest.Iadvised(him)thatheshouldtakearest.Iadvisedhimnottodrive/againstdriving.Whatdoyouadvisemetodo?advicen.opiniongivenbyonepersontoanotheronhowthatothershouldbehaveoract:givesomeadvicetosb.;fivesb.someadvice;followsb’sadvicecontinuevi&vt.goon:continuetodosth/doingsth;continue(with)sth.;goondoingsth./withsth./todosth.Thesportsmeetcontinuedfor3days.Hecontinuedtostudy/studyingasifnothinghadhappened.Wemustcontinueourjourneyuntilwefindwater.worry\nn.&v.tobeormakeanxious：worrysb.，worryabout…;bbeworriedabout…;Youdon’thavetoworryaboutyourhealthifyoukeepabalanceddiet.Ourparentsmustbeworryingbecausewearecomingbacklate.Hersickstudentsworriedme.Whathesaidaddedtoherworries.stagen.aperiodainacourseofevents;theraisedflooronwhichplaysareperformedinatheater:stagedirection;stagedirector;putsb.onthestage;atanearlystageinourhistoryvotev.&n.toexpressone’schoiceofficiallyfromamongthepossibilitiesoffered;anactofmakingachoiceordecisiononamatterbymeansofvoting:votefor/againstsb.MoststudentsvotedforJimastheythoughthimcapableandhonest.Mostpeoplevotedagainsttheformerleaderbecauseofrumorabouthim.IgavemyvotetoLiGao.Thenewleaderwaselectedthroughasecretvote.positionn.theplacewheresomeoneorsomethingisorshouldbe;aparticularplaceorrankinagroup:WhatIknowabouthimwasthatheisinahighpositioninthecompany.Canyoutellmethepositionofyourcityonthemap?acceptv.totakesomethingofferedwillinglyreceivev.toget:IreceivedsomerosesfromJackonValentines’DaybutIdidn’tacceptthem.Haveyouacceptedthejobtheyofferedyou?Hereceivedmanypresentsonhisbirthday.violencen.useifbodilyforcetohurtorharm;verygreatforceinactionorfeelingviolentadj.Violenceinthemediahasinfluencedteenagersalot.asamatteroffact:infact;actually:Asamatteroffact,hediscoverthetruthquitebyaccident.Asamatteroffact,IfeltextremelynervouswhenIwasgivingthespeech.\nblowv.blowup:blowupthebuilding/bridge/dam;blowupthetire;blowoff;blowoutprisonn.aplacewherecriminalsarekeptlockedupasapunishmentprisonern.apersonkeptinaprisonforsomecrimeorwhilewaitingtobetired.putinprison:Ifyoucontinuedoingthosekindsofthings,youwillendupinprison.Theywereputinprisonforblowingupthegovernmentbuilding.equaladj.thesameinsize;number;value;rank;etc.;havingenoughstrength;ability;etc.:Allmenwerebornequal.Cutthecakesintothreeequalpieces.Womendemandequalpayforequalwork.Billisequaltothejobofrunningtheoffice.n.personwhoisequal(toanotherortooneself):Theteacherispopularbecausehetreatsthechildrenashisequals.III.WordsforUsingLanguageimaginev.toform(apictureoridea)inmind:imaginesth.;imaginedoingsth.;imaginesb.doingsth.;imaginethat…;Canyouimaginelifewithoutelectricity?IcannotimagineLilycookingdinnerfortwentypeople?YoucannotimaginewhatlifewaslikeonRobbenIsland.powern.politicalpower;superpower;cometo/intopower;inpowerterrorn.(terribleadj.terroristn.terrorismn.)Shetrembledwithterrorwhenthethiefpointedaknifeather.Shescreamedwithterroronhearingtheexplosion.Themurdercasewasaterrortoeverybodyinthesmalltown.fearn.&vthefeelingthatonehaswhendangerisnear;tobeafraid:fearsth;feartodosth;fearthat…;forfearthat…;forfearofescape\nv.&n.findawayout;getout;theactofescaping:anarrowescape;fireescape;escapedeathpunishment/beingpunished;escapefromprison/reality;escapeoutofaburningbuilding.Thebirdhasescapedfromthecage.Thebirdhasescapedbeingshot.degreen.HepassedtheexamandfinallygothisMaster’sdegree.Thetemperaturetodayistwodegreeshotterthanyesterday.rewardn.(sth.givenorgainedas)returnforworkorservice:Thepoliceareofferingarewardforinformationabouttherobbery.v.togivearewardto:Herewardedtheboyforbringbackthedog.sentencen.apunishmentforacriminalfoundguiltyincourt:Thesentencewastenyearsinprison.aheavysentence;alifesentence;underthesentenceofdeath;serveone’ssentencev.togiveapunishmentto:Hewassentencedtothreeyearsinprison.besentencedtodeath;besentencedforthief