知识学习Unit 5 Nelson Mandela教案Word下载.docx
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I.warmingup
warmingupbydescribing
Boysandgirls,thismorningwe’lltakeupUnit5inwhichwe’lllearntodescribepeople.Nowlet’sdescribeourselvesfirst.Thequestionsinthewarminguppartwillhelpyoufindoutwhatqualitiesyouhave.Thentellmewhatkindofapersondoyouthinkyouare.Doyouthinkyouhavethequalitiestobeagreatperson?
whatqualitiesdoyouthinkweshouldfindinagreatperson?
a.
Givethestudentsoneminutetoanswerthequestions.
b.
Asksomestudentstotalkabouttheirownqualitiesaccordingtotheiranswers.
c.
Haveadiscussionwiththewholeclassandhelpthemtosumupthequalitiesthatagreatpersonhas.
warmingupbybrainstorming
Boysandgirls,inUnit5wewilltalkaboutNelsonmandela,agreatleaderwhofightsfortherightsoftheblackpeople.whentalkingaboutaperson,whatadjectivescanyouthinkoftodescribehisorherqualities?
whatarethequalitiesyoushouldfindinagreatperson?
warmingupbyexpressions
Boysandgirls,wearegoingtolearnaboutsomegreatpeopleinUnit5.canyounamesomegreatpeople?
Nowdiscussingroupsoffour:
whodoyouadmiremost?
whatkindofpersonishe/she?
whatarethequalitiesthatgreatpeoplehaveincommon?
Sunyat-senwasachineserevolutionaryleaderandstatesmanwhoisconsideredbymanytobethe“Fatherofmodernchina”.HehadasignificantinfluenceintheoverthrowoftheQingDynastyandestablishmentoftheRepublicofchina.Afounderofthekuomintang,SunwasthefirstprovisionalpresidentoftheRepublicofchinain1912anddefactoleaderfrom1923to1925.HedevelopedapoliticalphilosophyknownastheThreePrinciplesofthePeople.Sunisuniquelyadmiredbymostchinese.yet,hislifewasoneofconstantstruggleandfrequentexileasfewofhisvisionsforhiscountrymaterialized.
II.Pre-reading
.Now,lookatthesixpeopleinthepre-readingpart.canyourecognizethem?
Doyouthinktheyareimportantpeople?
Butdoyouthinkallofthemaregreatpeople?
williamTyndalewasa16thcenturypriestandscholarwhotranslatedtheBibleintoanearlyformofmodernEnglish.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.
yes.Iagree.williamTyndalewentthroughalotofstrugglesanddifficultiesandevensacrificedhislifetorealizehisdream.HeisagreatpersonthateverybodywhopicksuptheBiblemustthinkof.Now,let’scometoNormanBethune.whatdoyouthinkofhim?
….
III.Reading
.Skimmingforgeneralidea
Sofarwehavetalkedalotaboutgreatpeople.Doyouwanttoknowmoreaboutthemandlearnfromthem?
well,thismorningwearegoingtoreadaboutNelsonmandela,whowasconsideredasamodernhero.Nowopenyourbookstopage34andreadthetitleofthetext.whatkindofwritingisthetext,canyouguess?
…yes.Astoryisusuallyapieceofnarrativewriting.Nowskimthetexttogetthegeneralidea:
whatdoesEliastellaboutinhisstory?
2.
Listeningandscanningfordetailinformation
a.ListentothetextagainanddocomprehendingEx....1.
True:
2,4
False:
1,3,5,6,7,8
b.ScanthetextanddocomprehendingEx.2.
Suggestedanswers:
940—Eliaswasborn.
948—Eliasleftschool.
942—Eliaswastwoyearsold.
950—Nelsonmandelaopenedhislawfirm
944—Eliaswasfouryearsold.
952—Eliaswas12andmetNelsonmandela.
946—Eliasbeganschool.
954—Eliaswas14andencouragedbymandela.
3.Questionsforfurtherunderstanding
Discussthefollowingquestionsingroupsoffour:
Howdidthewhitepeoplestoptheblackpeoplefrombeingtreatedfairly?
whydidEliassupportmandela?
whydidhesupportviolencewhenhedidnotagreewithit?
Throughunfairlaws.
Therearethreereasonsforthis.Firstly,mandelaoncehelpedhimandhethoughtmandelakindandgenerous.Secondly,heagreedwithmandela’spoliticalideas.Forexample,heagreedwithhisexplanationofhowtheblackpeoplewerenottreatedfairly.Healsosidedwithhimonhisviewofpeacefulfighting.Thirdly,heknewthatwhatmandelafoughtforwastomakeblackandwhitepeopleequal.
Becausetheirattempttoattackthelawinapeacefulwayfailed.Theyhadtoanswerviolencewithviolence.
IV.closingdown
closingdownbydiscussing
whatdoyoulearnaboutNelsonmandelafromELIAS’SToRy?
DoyoulikethewayEliastellshisstory?
Giveareason.
a.Iknowthatmandelaisagreatleaderwhofoughtforequalrightsfortheblackpeopleallthroughhislife.HeorganizedtheANcyouthLeaguewhichfoughtagainstthegovernment.Heisinfavorofpeacefulfighting.Heiskind,helpful,generous,brave,anddetermined.
b.Variousanswersarepossible.Forreference:
IlikethewayEliastellsthestory.Eliasisablackworkerwithonlyalittleeducation,soheusessomesimpleandshortsentencestodescribehisexperiencesandhiscontactwithmandela,andthusmakesthewholestorymorereal-likeandclosetothereaders.Thequotedspeechinthestoryobjectivelyrevealsmandela’spoliticalviewsthroughwhichsomeaspectsofmandela’squalitiesareshownclearly.
closingdownbyretelling
Retellthestoryaccordingtothefollowingclues:
introductionofElias’problem;
mandela’shelp;
Elias’support
closingdownbyaninterview
Askthestudenttodoaninterviewinpairs.AjournalistisinterviewingEliaswiththefollowingquestions:
whendidyoufirstmeetmandela?
canyoutellmemoreabouthowhehelpedyou?
canyoutellmeabouttheproblemsthattheblackpeoplearefacing?
Howdoyoulikehisideaofpeacefulfighting?
whatdoyouthinkofhim?
whatwillyoudotosupporthiminthefuture?
Period2:
AsampleplanforLearningaboutLanguage
Tohelpstudentslearnaboutattributiveclauseintroducedbywhen,where,why,andprep.+which/whom
Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions
Tohelpstudentsdiscoverandlearntousesomeusefulstructures
warmingupbydiscoveringusefulwordsandexpressions
Turntopage35anddoexercisesNo.1and2.checkyouranswersagainstyourclassmates’.
II.Learningaboutgrammar
.Readingandthinking
Turntopage34.ReadthetextofELISA’SToRyandfindoutalltheattributiveclauses.
Thinkoverthisquestion:
onwhatcircumstancedoweusewhen/where/whytointroducedanattributiveclause?
Forreference:
ThetimewhenIfirstmetNelsonmandelawasaverydifficultperiodofmylife.
TheschoolwhereIstudiedonlytowyearswasthreekilometersaway.
ThiswasatimewhenyouhadgottoliveinBeijing.
ThedaywhenNelsonmandelatoldmewhattodoandhelpedmewasoneofthehappiestdaysofmylife.
wehavereachedastagewherewehavealmostnorightsatall.
Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople.
TheplaceswheretheyweresenttolivewerethepoorestareasinSouthAfrica.
paringanddiscovering
Turntopage36.DoEx.1.Thencomparethefollowingsentencesandfindoutwhyweusedifferentwordstointroducetheattributiveclauseswhiletheantecedentsarethesame.
Thegovernmentbuildingwherewevotedwasverygrand.
Thegovernmentbuildingwhich/thatwepaidavisittoyesterdaywasverygrand.
Thegovernmentbuildinginwhichwevotedwasverygrand.
Insentencea),arelativeadverb“where”isusedbecauseitrefersto“inthegovernmentbuilding”whichservesastheadverbialintheattributiveclause.“inwhich”canalsobeusedasinsentence
c)becauseitalsomeans“inthegovernmentbuilding”intheattributiveclause.whileinsentenceb),arelativepronoun“which”isusedasitrefersto“thegovernmentbuilding”whichservesastheobjectofthepredicate“visited”intheattributiveclause.
compareanotherthreesentences:
ThedatewhenIarrivedwasthe5thAugust.
Thedatewhich/thathetoldmewasthe5thAugust.
ThedateonwhichIarrivedwasthe5thAugust.
Insentencea),arelativeadverb“when”isusedbecauseitrefersto“onthatdate”whichservesastheadverbialintheattributiveclause.“inwhich”canalsobeusedasinsentence
c)becauseitalsomeans“onthatdate”intheattributiveclause.whileinsentenceb),arelativepronoun“which”isusedasitrefersto“thedate”servingastheobjectofthepredicate“told”intheattributiveclause.
Readthefollowingsentenceandfindout
ThereasonwhyIgotajobwasbecauseofmyhardwork.
Thereasonthat/whichhegaveforgettingthejobwasbecauseofhishardwork.
ThereasonforwhichIgotajobwasbecauseofmyhardwork.
Insentencea),arelativeadverb“why”isusedbecauseitrefersto“forthisreason”whichservesastheadverbialintheattributiveclause.“forwhich”canalsobeusedasinsentence
c)becauseitalsomeans“forthisreason”intheattributiveclause.whileinsentenceb),arelativepronoun“which/that”isusedasitrefersto“thereason”servingastheobjectofthepredicate“gave”intheattributiveclause.
III.Readyusedmaterialsforattributiveclause
Definitions:
Attributiveclause:
Anattributiveclauseisaclausemodifyinganounorpronouninacompoundsentence.
Antecedent:
Thewordbeingmodifiedbyanattributiveclauseiscalledtheantecedent.
Relative:
Thewordthatisusedtointroduceanattributiveclauseiscalledarelative.Therearetwokindsofrelatives,i.e.relativepronounsincludingwhich,that,who,whom,whose,as,etc.andrelativeadverbsincludingwhere,whenandwhy,etc.
Note:
Relativesplaysthreeimportantrolesinanattributiveclause,i.e.introducinganattributiveclause,replacingtheantecedentinmeaning,andfunctioningasasentenceelementintheattributiveclause.
e.g.:
Thegirlwhoistalkingtomr.Lioverthereismysister.
Inthesentence,Thegirlistheantecedentandwhoisusedtointroducetheattributiveclauseastheantecedentisaperson.Itreferstothegirlandfunctionsasthesubjectintheattributiveclause.
Thechoiceoftherelativesisthemostdifficult