英语人教版必修1一轮复习：Unit5NelsonMandela—amodernhero单元教案设计（23页） 23页

Unit 5 Nelson Mandela—a modern hero单元教案设计 第一部分 教学设计说明 About the topic and the structures 单元话题和结构 本单元的话题是Nelson Mandela—a modern hero, 这位南非自由斗士说过：“对我们来说, 最可怕的不是看不到自己的不足, 而是看不到自己的潜力。不要等到别人把手伸给你,你要主动把手伸给别人。未来属于那些相信自己梦想的人们。与改变自己相比, 改变世界的困难是微不足道的。不管你做什么,不要失去战斗精神。”学习本单元就是要学习曼得拉的这种不屈不饶的奋斗精神。‎ 本单元句法项目是：定语从句（II）：where, when, why, prep.+ which/ whom ‎《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排等因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用教案提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照教案提出的“实际教学过程课时划分建议”进行教学。‎ Period 1‎ Reading ‎ 阅读课 Warming Up ‎ ‎“热身”的目的是为阅读在一定程度上作好话题、词汇和结构的准备，激发学生相关的背景知识和学习兴趣。对此教案提供了“描述自己”、“谈论伟人”和“走近曼德拉”三种不同的“热身”设计供教师选用。实际操作中还需要教师动用诸如板书、投影等辅助手段，以达到最佳教学效果。‎ Pre-reading 部分要求学生“听图说话”，以挖掘和呈现自己对“伟人”的了解，为其后的阅读做心理的铺垫和准备。教师可以补充：伟人的品质概括一下就是优秀、善良、坚强、勇敢。‎ Reading是篇记叙文，记叙了Elias在蔓得拉领导下开展人权工作的历程。阅读中要抓住记叙文的五要素展开，即时间、地点、人物、事件、因果。如果把因果分开，则可称六要素。它也称"五W"，即与它相对的英文词汇是时间when、地点where、人物who、事件what、因果why。它们打头的字母均为"W"。教师可以使用教案提供的篇章总结、课文图解、短语搭配罗列、复述材料等引导学生从语言形式入手，读懂文章、识记文章、活用文章。‎ Period 2‎ Learning about language ‎ 知识课 Learning about language 首先要求用三个英文单词描述自己，强化学生对本单元人物个性描述词汇的掌握；然后要求学生完成课本提供的“词法”练习。接下来我们详尽讲解了“The attributive Clause < where, when, why, pre. ＋which/ whom>”，教师可以酌情使用这些材料。‎ Period 3‎ Using language 运用课 Using language 首先完成课本38页的听力教学内容。 然后引导学生阅读短文。可以要求学生摘录“有用搭配/短语”。在控制性写作活动中，我们建议教师也动笔写。提供的写作答案仅供参考。‎ 实际教学过程课时划分建议 Period 1‎ 将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。‎ Period 2‎ 将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。‎ Period 3‎ 将Using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。‎ Period 4‎ 将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。‎ Period 5‎ 将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。‎ 第二部分 教学资源说明 Section 1‎ Background ‎ 背景 围绕单元话题“当代英雄”，教案提供了几则语言规范、短小精干的背景材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。‎ Section 2‎ Explanation 解析 重点针对“阅读课型”中的课文难句，教案不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。‎ Section 3‎ Vocabulary 词汇 按照课本单元词汇表顺序，教案重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。‎ 第三部分 教学测评说明 围绕单元词法、句法项目，教案提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。‎ Period 1 A sample plan for reading ‎(ELIAS’ STORY)‎ Introduction In this period, after the warming up, students will first be guided to talk about great people. Then they will be helped to read a narration entitled Elias’s story. It’s a story about a Elias helping Mandela working for the freedom of the black people. ‎ Three examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. ‎ Objectives ■ To help students learn to describe people ■ To help students learn to read a narrative text ‎ ■ To help students better understand “freedom for all”‎ ■ To help students learn to use some important words and expressions ■ To help students identify examples of the attributive clause < where, when, why, pre. ＋which/ whom>‎ Focus Words devote, vote, attack, escape, educate, beg, reward Expressions ‎ out of work, as a matter of fact, in trouble, turn to, lose heart, come to power, set up, be sentenced to Patterns ‎ The time when I first met Nelson Mandela was a very different period of my life.‎ We have reached a stage where we have almost no rights at all. ‎ Only then did we decide to answer violence with violence. ‎ As a matter of fact, I do not like violence…‎ Procedures ‎1. Warming up ‎ ‎⑴ Warming up by describing yourselves Hello, boys and girls. This morning we’ll take up Unit 5 in which we’ll learn to describe people. But first what kind of person are you? (shy, outgoing, fun, mean, immature, dramatic or nice, 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)‎ ‎⑵ Warming up by describing a great person We take Unit 5 today which is about a modern hero, a great person named Nelson Mandela. But what is a great person like? (A great person should be determined, hard-working, unselfish, and generous. He should follow his ideas and never lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc.)‎ Boys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who fights for the rights of the black people. When talking about a person, what adjectives can you think of to describe his or her qualities? What are the qualities you should find in a great person?‎ ‎⑶ Warming up by getting to know Mandela Before we go to read Elias’s story let’s first try to know about Nelson Mandela by reading the following short passage.‎ Nelson Mandela is one of the great moral and political leaders of our time: an international hero whose lifelong dedication to the fight against racial oppression in South Africa won him the Nobel Peace Prize and the presidency of his country. Since his triumphant release in 1990 from more than a quarter-century of imprisonment, Mandela has been at the center of the most compelling and inspiring political drama in the world. As president of the African National Congress and head of South Africa's antiapartheid movement, he was instrumental in moving the nation toward multiracial government and majority rule. He is revered everywhere as a vital force in the fight for human rights and racial equality.‎ ‎2. Pre-reading by looking and saying Now, look at the six people in the pre-reading part. Can you recognize them? Do you think they are important people? ‎ You may say yes, because they have done something really important to benefit the world or a country. But do you think all of them are great people? ‎ Patterns to be used I think/ I don’t think…; in my opinion; I’m afraid…; I agree/ don’t agree…; I prefer…; What’s your opinion? Why do you think so? What do you think of…? ‎ A sample dialogue A: Do you think William Tidal is a great person?‎ B: Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he ‎ was not allowed to do so. And later he died for his work. ‎ A: Yes. I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now, let’s come to Norman Bethune. What do you think of him?‎ B: …‎ ‎3. Skimming for main idea of each paragraph Now open your books to page 34 and read the title of the text. What kind of writing is the text, can you guess? … Yes. It is a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story?‎ Type of writing and summary of the idea ‎ Type of writing This is a piece of narrative writing.‎ Main idea of the passage Elias describes how Nelson Mandela helped the black people through his own experience Topic sentence of 1st paragraph The time when I fist met Nelson Mandela was a very difficult period of my life. ‎ Topic sentence of 2nd paragraph 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.‎ Topic sentence of 3rd paragraph The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life.‎ Topic sentence of 4th paragraph 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.‎ Topic sentence of 5thparagraph 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.‎ ‎4. Scanning for specific information Scan the test specific information to finish Comprehending Ex. 3.‎ Suggested answers ‎1940—Elias was born.‎ ‎1942—Elias was two years old.‎ ‎1944—Elias was four years old.‎ ‎1946—Elias began school.‎ ‎1948—Elias left school.‎ ‎1950—Nelson Mandela opened his law firm.‎ ‎1952—Elias was 12 and met Nelson Mandela.‎ ‎1954—Elias was 14 and encouraged by Mandela.‎ ‎5. Discussing questions in groups of four How did the white people stop the black people from being treated fairly?‎ Why did Elias support Mandela?‎ Why did he support violence when he did not agree with it?‎ Suggested answers:‎ a. Through unfair laws.‎ b. There are three reasons for this. ‎ Firstly, Mandela once helped him and he thought Mandela kind and generous. Secondly, he agreed with Mandela’s political ideas. For example, he agreed with his explanation of how the black people were not treated fairly. He also sided with him on his view of peaceful fighting. ‎ Thirdly, he knew that what Mandela fought for was to make black and white ‎ people equal.‎ a. Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.‎ ‎6. Reading to make a diagram Let’s go over the text once more to make a diagram of it with key words of each paragraph placed in the box.‎ Black worker difficult period law firm Information of Elias Elias’ life before meeting Mandela Six leave not pay gold mine passbook worried about Elias’s problem Tell help correct papers forget join Mandela’s help Elias’ story No rights vote live job poorest areas not grow food Black people’s problems Elias’ life after meeting Mandela Position accept fight peaceful blow up put in prison realize equal Support to Mandela ‎7. Retelling the text in your own words With the help of the diagram try to retell the story in your own words.‎ A retold passage of the text Elias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in ‎ Johannesburg. But as he hadn’t got a passbook which was required if one wanted to live in Johannesburg. He was worried about being dismissed. However, he was lucky enough to get some help from Nelson Mandela and managed to get the correct papers. After that, he began to know more Mandela and his political ideas. He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.‎ ‎8. Closing down by taking a quiz Fill in the blank with one word to complete the summary of the text.‎ Nelson Rolihlahla Mandela 1_____ born in Transkei, South Africa 2 _____ July 18, 1918. Mandela himself was educated 3 _____ University College of Fort Hare and the University 4 _____ Witwatersrand and qualified in law in 1942. He 5 _____ the African National Congress in 1944 6 _____ was engaged in resistance 7 _____ the ruling National Party's apartheid policies 8 _____ 1948. He went on trial for treason in 1956-1961 9 _____ was acquitted in 1961. Nelson Mandela 10 _____ released on February 11, 1990. After 11 _____ release, he plunged himself wholeheartedly into 12 _____ life's work, striving to attain the goals 13 _____ and others had set out almost four decades earlier. 14 _____ 1991, at the first national conference 15 _____ the ANC held inside South Africa 16 _____ the organization had been banned in 1960, Mandela 17 _____ elected President of the ANC while his lifelong friend 18 _____ colleague, Oliver Tambo, became the organization’s National Chairperson.‎ ‎(Keys: 1 was 2 on 3 at 4 of 5 joined 6 and 7 against 8 after 9 and 10 was 11 his 12 his 13 he 14 In 15 of 16 after 17 was 18 and)‎ Choose the best answer to complete the sentence.‎ ‎1. A law firm was opened to advise the poor farmers _____ their problems.‎ A: at B: about C: with D: on ‎2. The factory _____ I studied law was far away from _____ I lived.‎ A: where, that B: that, where C: where, where D: which, which ‎3. 2007 has _____ the greatest number of coal miners killed in various accidents. ‎ A: watched B: seen C: experienced D: looked 4. I was put in a position_____ I had either to give up my job or accept less pay.‎ A: in which B: in that C: at which D: about that ‎ ‎(Keys: 1. D, 2. C, 3. B, 4. A)‎ Period 2 A sample plan for Learning about Language ‎(The attributive clause < where, when, why, pre. ＋which/ whom>)‎ Introduction In this period students will be helped by the teacher first to discover useful words and expressions, and then to discover and use useful structures: The attributive clause < II> < where, when, why, pre.＋which/ whom>‎ Objectives ■ To help students learn to use attributive clauses introduced by where, when, why, and prep.+ which/ whom ■ To help students discover and learn to use some useful words and expressions ■ To help students discover and learn to use some useful structures Procedures 1. Warming up by describing yourself with three words Use three positive words that describe you. Don't use short, tall, fat, skinny, etc. Don't describe how you look. Use friendly, energetic, positive, something like that. But make sure you can back it up. If you aren't a friendly person, don't put friendly. Don't tell them you are not, but don't put it if you aren't.‎ Others’ answers:‎ ethical, empathetic and diligent; flexible, self-motivated, reliable; hardworking, ambitious and optimistic; honest, Confident, Team player ‎ Now turn to page 36 and do exercises No. 1 and 2. Check your answers against your classmates’. ‎ ‎2. Reading to finding Turn back to page 34. Read the text of ELIAS’ STORY and find out all the attributive clauses. Think over this question: On what circumstance do we use when/ where/ why to introduce an attributive clause? ‎ For reference: ‎ The time when I first met Nelson Mandela was a very difficult period of my life.‎ The school where I studied only tow years was three kilometers away.‎ This was a time when you had got to live in Beijing.‎ The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.‎ We have reached a stage where we have almost no rights at all.‎ The parts of town where they lived were places decided by white people.‎ The places where they were sent to live were the poorest areas in South Africa.‎ ‎3. Doing exercises and find out why ‎ Turn to page 36. Do Ex.3. Then compare the following sentences and find out why we use different words to introduce the attributive clauses while the antecedents are the same.‎ a. The government building where we voted was very grand.‎ b. The government building which/ that we paid a visit to yesterday was very grand.‎ c. The government building in which we voted was very grand.‎ In sentence a), a relative adverb “where” is used because it refers to “in the government building” which serves as the adverbial in the attributive clause. “in ‎ which” can also be used as in sentence c) because it also means “in the government building” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the government building” which serves as the object of the predicate “visited” in the attributive clause.‎ Compare another three sentences:‎ a. The date when I arrived was the 5th August.‎ b. The date which/ that he told me was the 5th August.‎ c. The date on which I arrived was the 5th August.‎ In sentence a), a relative adverb “when” is used because it refers to “on that date” which serves as the adverbial in the attributive clause. “in which” can also be used as in sentence c) because it also means “on that date” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the date” serving as the object of the predicate “told” in the attributive clause.‎ Read the following sentences.‎ a. The reason why I got a job was because of my hard work.‎ b. The reason that/ which he gave for getting the job was because of his hard work.‎ c. The reason for which I got a job was because of my hard work.‎ In sentence a), a relative adverb “why” is used because it refers to “for this reason” which serves as the adverbial in the attributive clause. “for which” can also be used as in sentence c) because it also means “for this reason” in the attributive clause. While in sentence b), a relative pronoun “which/that” is used as it refers to “the reason” serving as the object of the predicate “gave” in the attributive clause.‎ ‎4. Choosing the best answer ‎1. Alec asked the policeman __________ he worked to contact him whenever there was an accident. （2004上海秋季） ‎ A. with him B. who C. with whom D. whom ‎2. American women usually identify their best friend as someone __________ they can talk frequently. (2004全国秋季)‎ A. who B. as C. about which D. with whom ‎3. The English play __________ my students acted at the New Year’s party was a great success.‎ A. for which B. at which C. in which D. on which ‎4. A fast food restaurant is the place __________, just as the name suggests, eating is performed quickly. （2004上海春季）‎ A. which B. where C. there D. what ‎5. If a shop has chairs __________ women can park their men, women will spend more time in the shop. （2005上海秋季）‎ A. that B. which C. when D. where ‎6. He’s got himself into a dangerous situation _________ he is likely to lose control over the plane.（2001上海秋季）‎ A. where B. which C. while D. why ‎7. I can think of many cases __________ students obviously knew a lot of English words and expressions but couldn’t write a good essay. （2003上海秋季）‎ A. why B. which C. as D. where 答案和解析: ‎ ‎1、2两题的答案分别是C、D。第一句根据句子意思需选择介词with，从而构成work with the policeman；第二句根据句子意思需选择介词with，从而构成talk with someone。这两句句子中的关系代词作定语从句中的介词with的宾语，指人，而介词with又位于它的前面，这时就只能用whom。3题答案是C。根据句子意思需选择介词in，从而构成act in the play。关系代词在此是指play，指物，因此选择in which。注意：如果定语从句谓语动词为介词动词，那么介词必须后置，不能与动词拆开置于关系代词前面。如：It is not necessary to look up in a dictionary every word (that) we come across in our reading. The boy won’t tell us the thing (which) he is afraid of. 4题答案是B。这是一句限制性定语从句，关系副词指代in a fast food restaurant，指地点，因此选择where。5题答案是D。这里的关系副词指代on chairs，指地点，因此选择where。6题答案是A。根据句意“他使得自己处于非常危险的境况中，（在这个境况中）他可能失去对飞机的控制”，所选择的关联词应该在定语从句中作地点状语，表示in the situation。7题答案是D。定语从句的先行词cases 在此意为“实例，情况”，根据从句的意思“在这些例子中（情境中）……”，先行词在从句中应该担当状语成分，表示in many cases。注意：where这个词不仅仅可以表地点，某人/物的情况、某事发展的阶段、某事的某个方面都可以用where这个关系副词来表达。如：I work in a business where almost everyone is waiting for a great success. The accident had reached to a point where both their parents were to be called in. ‎ ‎5. Summing up when/where/why attributive clauses ‎ when， where， why属于关系副词，都在其引导的定语从句中充当状语，其具体用法如下：1. 关系副词 when引导定语从句（包括限定性定语从句和非限定性定语从句）修饰表示时间的先行词，在定语从句中充当时间状语。例如：I still remember the day when I first met Jennifer.我仍然记得第一次见到詹妮弗的那一天。Next month, when you’ll spend your summer holidays in your hometown, is approaching. 下个月即将来临， 届时你们将在家乡度暑假。‎ ‎2. 关系副词where引导定语从句（包括限定性定语从句和非限定性定语从句）修饰表示地点的先行词，在定语从句中充当地点状语。例如：This is the office where he worked. 这就是他工作过的办公室。She is going to live in Macao, where she has some close friends. 她要到澳门去定居，在那里她有几个密友。3. 关系副词why引导限定性定语从句修饰先行词reason，在定语从句中充当原因状语。例如：I don’t know the reason why he came so late. 我不知道他来得那么晚的原因。That is the reason why I don’t want to go. 那就是我不想去的理由。He didn’t tell me the reason why he was so upset.他没有告诉我他为什么那样心烦意乱。注意： 关系代词与关系副词之间并非毫无关联， 两者之间存在密切的联系。在备考中尤其要注意以下几点：1. 很多情况下关系副词用“介词＋which/whom”来代替，其中的介词由先行词或定语从句中谓语动词的形式来决定，例如：The day when I met the famous pop star was the greatest day of my life. = The day on which I met the famous pop star was the greatest day of my life.见到这位著名歌星的那天是我一生中最重要的日子。I shall never forget those years when I lived with her. = I shall never forget those years during which I lived with her. 我将永远不会忘记我跟她生活的那些岁月。This is a hall where the medical conference will be held. = This is a hall in which the medical conference will be held. 这是礼堂，医学会议将在此召开。‎ ‎2. 并非先行词表示时间或地点时都分别用when或where来引导相应的定语从句，若关系词在修饰表示时间或地点的先行词的定语从句中充当主语、宾语等而不是状语时，需用which或that引导相应的定语从句。例如：Do you still remember the days which/that we spent together in school? 你还记得我们一起在学校度过的那些日子吗？先行词the days表时间，但是其定语从句的引导词在定语从句中作宾语而不是状语，因此不能用when而应该用which或that。3. that有时可以代替定语从句中的关系副词when， where， why，且that常可以省略，例如：This is the time （when/that） he arrived. 这是他到达的时间。 ‎ ‎6. Closing down by summing up ‎ To end this period let sum up what we learned about the attributive Clause < where, when,‎ why, pre.＋which/ whom>‎ Antecedent ‎ Relative Sentence element people who that subject object whom object things which that subject object time which that ‎ Subject object when prep.+ which adverbial place ‎ which that ‎ Subject object where prep.+ which adverbial reason why prep.+ which adverbial Note: relatives can be omitted if they serve as the objects in the attributive clauses.‎ Period 3 A sample lesson plan for Using Language ‎(THE REST OF ELIAS’ STORY)‎ Introduction Language is learned to be used in and for communication. So in this period we shall have the students not only listen but also read and write in English. The most attention goes to reading and writing. ‎ Objectives ■ 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 Procedures ‎1. Warming up by listening We have read a story about Elias. Do you remember why it was difficult for him to get a job? Yes, you are right. He didn’t have a passbook. But what is a passbook? Why is it important? ‎ Let’s listen to a short passage and find out. Now turn to page 38. Listen to the tape for the text. ‎ ‎2. Reading and copying On page 38 you see a passage entitle THE REST OF ELIAS’ STORY. Go over it to find the sentences you can’t understand. And copy down all the useful expressions at the same time.‎ Useful expressions make…afraid, escape from…, spend the hardest time, help…in one way, begin a school for…, study very little, during the lunch break, under one’s blanket, make ‎ candles, study for one’s degree, allow…to join…,stop…from…, pass the exam, get a degree, feel good about…, finish four years in prison, find a job, work in…, blow up…, lose one’s job, come to power, beg for…, take …round…, feel bad, work for…, show…over…, make …free in one’s own land ‎ ‎3. Acting a text dialogue Next we are going to do a group activity. We will do it in groups of four. Suppose one of you is Elias and works as a tour guide. The other three of you are tourists who are very interested in the prison and Mandela’s life. ‎ Tourist: How did you get to know Nelson Mandela?‎ Elias: It was in 1950. I was working as a miner in Johannesburg but I hadn’t a passbook to live there. So I went to Mandela’s law firm to ask for advice.‎ Tourist: Can you explain to me some of Nelson Mandela’s political ideas or beliefs?‎ Elias: Yes. He found that we black people were not treated as equally as the white people and he would fight for our rights. However, he said that we should fight in a peaceful way. Only when this was not allowed did we decide to answer violence with violence.‎ Tourist: How did he help you through your life?‎ Elias: First, he helped me to get the correct papers to stay in Johannesburg and keep my job as I mentioned above. Then he taught me to read and write when I was in prison. This is very important to me because it enables me to get more job opportunities. Later he gave me my present job.‎ Tourist: What was life like on Robben Island?‎ Elias: Miserable and cruel. The guards and soldiers treated us badly, beat us violently for no reasons and insulted us in different ways.‎ Tourist: How did you manage to study on Robben Island?‎ Elias: We studied during the lunch breaks and the evenings when we should have asleep. We read books under our blankets and used anything we could find to make candles to see the words.‎ Tourist: What kinds of job have you ever done?‎ Elias: A miner, an office worker and now a tour guide.‎ Tourist: What do you think of your present job?‎ Elias: I like it very much. And I am proud to show visitors over the prison, for I helped to make our people free in our own land.‎ ‎4. Doing a guided writing task ‎ ‎⑴Preparing for writing Imagine now Mr Mandela is in prison. If you are going to write a letter to the President of South Africa asking him to free Nelson Mandela, what would be included? Do you remember the format of a letter? What should be the main content of this letter? How would you try to persuade the president? ‎ Now go over Life of Nelson Mandela on page 39 for any useful information. ‎ ‎⑵ Writing the letter Doctor 26, 2007‎ The Honorable President of South Africa Dear Mr. President:‎ We are writing you because we think South Africa’s policy toward Mr Mandela is not right, and that we may soon face a threat in our country more serious than any we have known since the end of last century. ‎ Mr Mandela is a great person. He works for the equal rights of the black people. The blacks are human beings. They have the same right as the whites’ to live in this land. In your upcoming New Year’s Speech, you have an opportunity to plan a clear and determined course for meeting this threat. We ask you to seize that opportunity, and to work out a new policy that would protect the interests of the people. That policy should aim, above all, at the freedom of Mr Mandela. We ‎ stand ready to offer our full support in this difficult but necessary effort.‎ We ask you to act decisively. If you act now to end Mandela’s imprisonment, you will be acting in the most fundamental national interests of the country. If you keep him still in prison, you put our interests and our future at risk.‎ Sincerely,‎ Elliott Abrams, Richard L. Armitage, William J. Bennett ‎5. Closing down by sharing ‎ To end this period share your letter with your partners and make necessary changes.‎ Part 3 Teaching Assessment ‎ I. Structure and vocabulary ‎1. The weather turned out to be very good, ____ was more than we could expect.‎ A. what B. which C. that D. it　　　　　　　　　　　　　　‎ ‎2. After living in Pairs for fifty years he returned to the small town ____ he grew up as a child.‎ A. which B . that C. where D. when　　　　　　　　　　　　‎ ‎3. The house ______ we live is not large.‎ A. in which B. which C. on which D. at which　　　　　　　　　　　　　　‎ ‎4. Recently I bought an ancient Chinese vase, _____ was very reasonable.‎ A. which price B. its price C. the price of whose D. the price of which ‎5. He lived in London for 3 months, during ____ time he learned some English.‎ A. this B. which C. at which D. some ‎6. I will never forget the day _____ he came to see me.‎ A. that B. which C. at which D. when ‎7. The visitor asked the guide to take his picture _____ stands the famous tower.‎ A. where　B. that C. which D. there ‎8. The tallest building ______ I like most is the one ______ windows face the lake.‎ A./ ;which B./; that C. that; whose　D. which; whose ‎9. I don’t like _____ you speak to her.‎ A. the way B. the way in that　C. the way which　D. the way of which ‎10. What impressed me most was that they never ______.‎ A. lost hearts B. lost their heart C. lost heart D. lost their hearts II. A cloze test Nelson Mandela, b______ on July 18,1918, is the first black president of South Africa. He studied l______ after he entered university. In 1944 he f______ the ANC Youth League. Then in 1952 he set up a law o______ to help poor black people. Because of his fight a______ the government and anti-black laws, he was s______ to five years hard labor. Fighters from ANC began to b______ up buildings in 1963 and he was sentenced to life imprisonment on Robben Island. Twenty-seven years later, he was f______ by the white government,. In 1993 he was m______ president of South Africa and the government by and for black people was finally set up. Nelson Mandela is a g______ man.‎ Ⅲ. Translation ‎ ‎1.他总是乐于帮助那些处于困境中的人。(be willing to do in trouble)‎ ‎2. 我建议立即采取措施。（advise）‎ IV. A multiple-choice test（高考试卷中关系副词when，where， why引导的定语从句专练）‎ ‎1．We are living in an age ____ many things are done on computer. （2003北京春） ‎ A. which B. that C. whose D. when ‎ ‎2. The film brought the hours back to me ____ I was taken good care of in that far away village. （2001） ‎ A. until B. that C. when D. where ‎ ‎3. It was an exciting moment for these football fans this year, ____ for the first time in years their team won the World Cup. （2000北京、 安徽春） ‎ A. that B. while 　 C. which 　 D. when ‎ ‎4. After living in Paris for fifty years he returned to the small town ____ he grew up as a child. （1996） ‎ A. which B. where C. that D. when ‎ ‎5. We will be shown around the city: schools, museums, and some other places, ____ other visitors seldom go. （2002北京） ‎ A. what B. which C. where D. when ‎ ‎6. I walked in our garden, ____ Tom and Jim were tying a big sign onto one of the trees. ‎ ‎（2005辽宁） ‎ A. which B. when C. where D. that ‎ ‎7. We’re just trying to reach a point ____ both sides will sit down together and talk. （2006山东） ‎ A. where B. that C. when D. which ‎ Keys: ‎ Ⅰ. 1-5BCADB 6-10DACCC ‎ Ⅱ. born; law; formed; office; against; sentenced; blow; frees; made; great ‎ Ⅲ. He is always willing to help those (who are) in trouble. I advise that steps ‎ ‎(should ) be taken at once. ‎ IV. 1. D 2. C 3. D 4. B 5. C 6. C 7. A ‎ A selected English passage for recitation英文精选背诵短文 Become a hero You may believe that you are not a hero. You may believe that your life is so mean, so low, so hopeless and full of drudgery, that you can never rise above it. But I, the Famous Adventurer of Silmaria, know differently.‎ This is a special web site. It can only be accessed by the few, the proud, the True Heroes. If you were not a hero, you would not be here. No matter what your station, no matter how humble your life may be, now that you have found this web site you have only to bookmark it and follow the instructions contained herein, and you will soon be showered with unimaginable glory.‎ But first, you must pay the price. Glory cannot be borrowed, and heroism cannot be stolen. Before you can be free to pursue that which you most secretly and passionately desire, you must be tested.‎ Gather your courage. And when you are ready, brave adventurer... (162 words)‎