高一英语Unit5 Nelson Mandela 新课标 人教版 必修1
T: I’ll change these 2 sentences into 1 sentence “The school (where Elias studied for two years) was 3 kilometres away.
3)T: Why was Elias happy to help Nelson Mandela?
S: Because he knew it was to realize his dream of making black and white people equal.
二. 课题
高中英语新课程标准必修1Unit5 Nelson Mandela- a modern hero 第三课时 Learning about Language
1.Word study 2. The attributive clause (II) 由 where, when, why, 介词 + which, 介词 + whom引导的定语从句。
四. 教学目标设计
五. 教学重点、难点
教学重点：
①ReadingI中的生词,短语
②由where, when, why, 介词+ which, 介词+
whom引导的定语从句。
教学难点：
语法操课件、图片等显示给学生看，便于学生对 微观知识的把握，并从旧知识中获得启迪，从而达 到解决问题的目的。 ②任务驱动教学法： 将所要学习的新知识隐含在一个或几个问题之中， 学生通过对所提的任务进行分析、讨论，并在老师 的指导和帮助下找出解决问题的方法，最后通过任 务的完成而实现对所学知识的意义建构。
八. 教学过程设计
Step1 Revision
1.Ask some students to retell “Elias’ Story”. 2.Check the homework, giving some explanation if necessary.
Step2 Discovering useful words and expressions
Go over the reading passage again and give students some time to finish exercises 1,2 on page 35-36. Five minutes later, check in pairs and then check with the whole class.
通过完成以上两个练习, 使学生进 一步巩固和熟练运用ReadingI中 的words and expressions.
Step 3 The relative adverbs study
1.这里我根据课文内容设计几个问题，引出 关系副词when，where，why引导的定语从 句。用问题导出所要学的知识.
七. 学习方法
《高中英语新课程标准》明确指出： “高中英语课程要有利于学生优化英 语学习方法，使他们通过观察、体验、 探究等积极主动的学习方法，充分发 挥自己的学习潜能，形成有效的学习 策略，提高自主学习的能力。”
根据《高中英语新课程标准》要求，结合学 生的实际，本课时我在教语法项目时，把每 个教学环节所设计的问题和任务区分出高低 不同的层次，由浅入深，循序渐进，使每个 教学环节尽量符合多数学生的认知水平，力 争全班绝大多数同学都能积极参与课堂活动。 通过“任务型”活动培养学生 用观察,体验, 探究的方法去掌握和运用语言、语法知识的 能力。
1. 知识与技能： ①巩固所学词汇,能有条理地表达个人的见解和想法,从而提 高说的技能。 ②充分利用多媒体技术，培养学生掌握语言语法知识、运 用语言语法知识的能力。 2. 过程与方法： ①培养学生构建知识框架,形成完整的系统知识的能力，通 过自主学习、协作学习来获取信息和处理信息的能力。 ②培养学生的质疑意识，提高学生分析问题和解决问题的 能力。 3. 情感态度与文化意识 ： 诱导学生积极参与，充分调动他们学习的兴趣,在师生互 动的活动中，加强教师的亲和力，增进彼此的了解与沟 通，充分发挥情感教学的优势.在共同完成一些游戏,取长 补短等任务的过程中，加强团体协作意识
Put sb. In prison
period Willing fees
Tell sb. what to do Go on
Always doing new things What people do in a war
advise continue
active fight
A yellow metal for making gold a ring Agree to take accept Go against a law Quiet and calm Break the law peaceful
2) T: How far was Elias’ school? S: Elias’ school was 3 kilometres away.
T: How long did Elias study in the school? S: He studied in the school for 2 years.
三. 本课时的新课标理念
新课标强调学生在参与，实践，讨论，探 究和合作中学会用英语来表达，交流，发 展综合语言运用能力. 本课时我在真实的情景中让学生体会语言的使 用，运用引导法,归纳法 “任务型”活动和多 媒体辅助教学等各种方法组织指导学生进行语 言语法知识的学习,在学习过程中经过观察， 探究，理解，形成概念，初步运用，巩固等环 节，强调发挥学生的自主意识,以达到新课标 对学生能力的要求。
1. Look at the reading passage again to find words that mean the same.
Alternative expressions Group of people organized for a special purpose Feel hopeless Words and expressions from the text league Lose heart
“语言运用”（Using Language）部分中包括了听读 写三个部分的内容，是本单元主要阅读篇章故事的延 续。学生可从中了解南非黑人当时的生活状况以及他 们不平等的社会地位，发现Mandela的伟大之处。该 部分提出的一些问题有利于培养学生独立思考的能力 和人文精神。其中“写作”（writing）部分是训练学 生选取和组织材料，写出具有说服力的书信。练习册 的写作要求学生学写有关伟人或名人的生平。 “学习建议”（Learning Tip）指导学生收集，选择和 分析有关名人的材料，了解人们对这些名人的评论， 以学会正确地评价人物。
“热身”（Warming up）部分要求小组讨论伟人应具 有的品质，并通过一组问题让学生了解彼此的特点与 看法。
“读前”（Pre-reading）部分提供了一些重要的历史人 物，要求学生读懂每个人的基本情况，并判断他们中 谁能称得上是伟大的人。 “语言学习”（Learning about language）部分突 出了词汇和语法的学习与训练。本单元的语法是 when，where，why，介词+which，介词+whom 引导的定语从句。
2. Complete the passage with some of the words above.
When Elias lost his job and was out of work, his wife was very unhappy. She knew this meant he was in trouble when all she wanted was a peaceful life with enough money every month. She tried to advise him not to fight the government as she thought it was better to accept that in South Africa black people were not as important as white people. But he was willing to continue the fight and help Nelson Mandela win equal rights for black people. For a period of time she felt helpless and lost heart, but Elias encouraged her with stories of how good life would be when white and black people worked and played together.
1．教材内容分析
人教版高中英语课程标准必修1有五个单元，每 个单元围绕一个主要话题开展听、说、读、 写活动，本单元的话题是“The qualities of a great person and the lives of some great people”， 并以Nelson Mandela 的故事贯穿整个单元。故 事的主题内容分成三个部分，由穷苦的黑人 工人Elias叙述他眼中的Mandela。
1) T: When did Elias first meet Mandela?
S: Elias first met Mandela in 1952.
T: We can also get the answer “Elias first met Mandela when he was 12 years old.” I’ll change these two sentences into one sentence “Elias first met Mandela in 1952 (when he was 12 years old).”
新人教版必修1高中英语Unit5NelsonMandelaamodernheroSectionⅣGrammar
关系副词引导的定语从句
关系副词 when where why
关系副词的指代及功能 先行词
表示时间的名词 表示地点的名词
reason
功能 时间状语 地点状语 原因状语
1.关系副词 when 引导定语从句时，先行词应是表示时间的名词， 关系词在从句中作时间状语。 ◆I still remember the time when I first travelled by plane. 我仍 然记得我第一次坐飞机旅行的时候。 ◆We will never forget the year when the 29th Olympic Games were held in Beijing. 我们将永远不会忘记第 29 届奥运会在北 京举办的那一年。
“介词＋关系代词”引导的定语从句
当关系代词在定语从句中作介词的宾语时，我们通常用“介 词＋关系代词”引导定语从句。如果指“人”，用“介词＋whom”； 如果指“物”，用“介词＋which”；关系代词有时也用 whose(作 定语)。
选用介词的依据： 1．根据定语从句中谓语动词的搭配习惯(即固定短语)。 ◆Yesterday we visited the West Lake for which Hangzhou is famous. 昨天我们参观了西湖，杭州因其而出名。(be famous for 因……而出名)
【即时演练 2】——关系词或介词填空 ①Maria has written two novels, both of _w_h__ic_h_ have been made into television series. ②The girl to w__h_o_m_ you spoke just now is our English teacher. ③The day will come _o_n_ which we will win the final victory. ④The woman _w_i_th__ whom you shook hands just now is head of our company. ⑤The death of his son was an experience _f_ro_m__ which he never fully recovered.
高中英语Unit5NelsonMandela课件新人教版必修1
violence relative
equal willing unfair African escape terror cruelty reward sentence(vt.)
out of work Youth League as a matter of fact blow up in trouble turn to lose heart come to power set up be sentenced to
类 别
功 能
课程标准要求掌握的项目
1.征求意见(Asking for opinions) What do you think of...？ What’s your opinion? What are your ideas? Do you have any thoughts on that? How do you feel about that? Why do you think so? 2．发表意见(Giving opinions) I think/I don’t think...． I believe/I don’t believe(that)．... In my opinion...． To my understanding，.... I’m with you． I feel that..../I don’t feel that....
During his years in prison, Nelson Mandela’s reputation grew steadily．He was widely accepted as the most significant black leader in South Africa．Nelson Mandela was released on February 11,1990．After his release, he _______ himself ____ his life’s work, trying to achieve the goals he and others had set out almost four decades earlier．In 1991, at the first national conference of the ANC Mandela was elected President of the ANC．
高中英语人教版必修一《Unit 5 Nelson Mandela-a modern hero Sec
2.Mr.Mandela began a school to ________. A.make some money B.spend his spare time C.teach some prisoners D.make friends with the prisoners
3.Why did Mr.Mandela allow the prison guards to study too? A.Because he needed the guards’ help. B.Because he thought the guards had their rights to study. C.Because the guards were black people too. D.Because the guards could pass their exams.
the worst
Reading
1.Why did the name of Robben Island make them afraid? A.Because Robben Island was an island that was not beautiful. B.Because they spent the hardest time of their lives there. C.Because Robben Island was a bad man’s name. D.Because Robben Island was not their home.
workmates
Differences
How much land they
owned Their hospital
and schools
White people most of South Africa
英语：必修1 Unit5 Nelson Mandela--Reading课件(人教新课标)
Divide the text into two parts
Part I before
Para. 1
Elias met Mandela
Para. 2 Para. 3
Part II after
Para. 4 Para. 5
The hard life of Elias before he met Mandela
Information about Elias
He was a poor black worker in South Africa.
He had little education, so he could not read or write well
He worked in a gold mine.
Unit 5 Nelson Mandela
---- a modern hero
(reading)
Elias’ Story
What’s the relationship between them?
A.Strangers B.Helper and
supporter C.Father and
son D.Teacher and
1.How did Mandela help Elias?
He told Elias how to get the correct papers, so Elias could stay in Johannesburg.
2.What unfair situation did black people face in South Africa?
1) They couldn’t vote or choose their leaders 2) They couldn’t get the jobs they wanted. 3) They lived in the poorest parts of South
高中英语：Unit 5 Nelson Mandela Using language(新人教必修1)
高一英语同步练习必修1 Unit 5 Nelson Mandela第4课时：Using language基础练习一、重点词汇：1. _____(adj.)受教育的-----_____(v.)教育-----______(n.)教育2. _____(n.)恐怖-----____(vt.)使恐怖-----_____(adj.)恐怖的3. _____(v.)乞讨-----_____(n.)乞丐4.______(n.)残忍------_____(adj.)残忍的-----_____(adv.)残忍地5. ______(vt.)判决，宣判----- _____(n.)句子6. ______(vi.) 逃脱；逃走；泄露7. ______(n.) 报酬；悬赏金（vt.）酬劳；奖赏8. _______(n.) 意见；看法；主张翻译下列短语：1. 因某事给某人报酬_________2. 把...... 与......相比_________3. 当权；上台__________4. 从…逃跑__________5. 按某人的观点__________6. 建立__________7. 第一次__________8. 乞讨__________9. 释放__________10. 坐牢__________要点展示：选择填空: (提示:使用介词+关系代词的结构)1. In the novel by Peters, __________ the film is based, the main character is a teenager.A. on whichB. in which2. An actor ______Gelson had previously worked contacted him about the role.A. to whomB. with whom3. Her many friends, ________I like to be considered, gave her encouragement.A. in whomB. among whom4. The valley__________ the town lies is heavily polluted.A. in whichB. on which5. The office _________Graham led the way to was filled with books.A. that/whichB. where6. The playground wasn’t used by those children __________ it was built for.A. who/whomB. for whom7. A huge amount of oil was spilled, the effects _________ are still being felt.A. of thatB. of which8. The school __________ she is head of is closing down.A. whereB. which/that9. We were grateful to Mr. Marks, _________car we had traveled home.A. in whichB. in whose10. I now turn to Freud, __________ works the following quotation is taken.A. from whomB. from whose11. The factory produces half a million pairs of shoes every year, 80%__________ are sold abroad.A. of thatB. of which12. There are altogether eleven books on the shelf, ___________ five are mine.A. of thatB. of which13. Luckily, we’d brought a road map __________ we would have lost our way.A. without whichB. with which14. To make up an objective test, the teacher writes a series of questions, __________has only one correct answer.A. each of thatB. each of whichI. 完型填空:As a kid, I felt my happiness would be based on whether I could fulfill all my needs and wants. If I was rich, I would definitely 1. my life.My father always stressed his belief in 2. . I can remember him 3. me about how money does not make one happy and how other things in life such as health, friends, and memorable 4. make a person genuinely happy. At that time in my life, I did not put 5. thought into his words as usual.At a young age, I noticed the media seemed to portray(描绘)the wealth as happy people that add value to our society. At high school I still looked for a career that would produce a high salary.After my second year of college, I started my first job in an accounting department, 6. I found myself extremely bored. Every day I had to do 7. work.In addition, I had to live away from friends and family. I noticed having money to spend 8. you are by yourself was not satisfying.I began to think back 9. my dad always said. After two months on the job, I truly 10. that a more satisfying experience for me would have been doing an ordinary part-time job for far less money. 11. high the salary of this position was, I would never be capable 12. fulfilling a happy life and make a career out of this job.As the summer 13. , I truly understood the meaning of my dad's words. The term "wealth" is a 14. term, and I believe the key 15. happiness is to become wealthy in great memories, friends, family, and health.1. A. be worried about B. be anxious about C. be angry with D. be content with2. A. satisfaction B. willingness C .happiness D. kindness3. A. lecture B. lectures C. lecturing D. to lecture4. A. survey B. experiences C. experiment D. experiments5 A. some B. no C. any D. all6 A. where B. on which C. when D. which7 A. bored B. boring C. interesting D. interested8 A. where B. when C. how D. for which9 A .all what B. all which C all that D. which10 A realized B. thought C said D. believed11. A. No matter where B. No matter what C. No matter how D. No matter when12. A. in B. on C. about D. of13. A. came to a stop B. drew to a close C. put an end to D. end up14. A. widely B. abroad C. broad D. board15. A on B. about C. of D. toII. 阅读理解“Equal pay for equal work” is a phrase used by the American women who feel that they are unfairly(不公平) treated by society. They say it is not right for women to be paid less than men for the same work.People who are against（反对）the view(mainly men) have an answer to this. They say that men have more responsibilities(责任)than women; a married man is to be expected to earn money to support his family and to make important decisions, so it is right for men to be paid more. Some people who hold even stronger views than this are against married women working at all. When wives go out to work, they say, the home and children are given no attention to. If women are encouraged （鼓励）by equal pay to take fulltime jobs, they will be unable to do the things they are best at doing: making a comfortable home and bringing up children. They will have to give up their present position in society.This is exactly what the women want to give up. They want to escape from the limited place which society expects them to fill, and to have freedom to choose between a career and home life, or a mixture of the two. Women have the right not only to equal pay but also to equal chances.These women have expressed their view strongly by using the famous saying, “ All men are cr eated equal.” They point out that the meaning of this sentence was “ all human beings are created equal.”1. The women use the phrase “Equal pay for equal work” to demand that _____.A. women are less paid than menB. men are less paid than womenC. women and men should be paid the same amount of the money for the same workD. women paid little attention to the home and children2. People who disagree with the women’s view believe that ____.A. women will be unable to do the things they are best at doingB. men are expected to earn more money to support the familyC. men have more responsibilities than womenD. men are expected to make important decisions3. Some people holding even stronger views say ______.A. women have fewer responsibilities than womenB. women should only take part-time jobs.C. women should stay at home and take care of the home and childrenD. women are best at making a comfortable home and bringing up children.4. What exactly do the women want to give up?A. Their home lifeB. Their childrenC. Their careerD. Their present position单句改错:下列每句中的划线部分只有一个错误，指出并加以改正。
高一英语必修1Unit5NelsonMandelaamodernhero新课标人教版
高一英语必修1Unit5 Nelson Mandela a modern hero 新课标人教版高一英语必修1Unit5 Nelson Mandela a modern heroPart One: Teaching Design (第一部分:教学设计)Period 1: A sample plan for reading(ELIAS’ STORY)AimsTo talk about people’s qualitiesTo read about enable people’s life storyTo study The Attributive Clause (where, when, why, prep.， which/ whom)To learn to write lettersProceduresI. Warming upWarming up by describingBoys and girls, this morning we’ll take up Unit 5 in which we’ll learn to describepeople. Now let’s describe ourselves first. The questions in the warming up part will help you find out what qualities you have. Then tell me what kind of a person do you think you are. Do you think you have the qualities to be a great person? What qualities do you think we should find in a great person?a.Give the students one minute to answer the questions.b.Ask some students to talk about their own qualities according to their answers.c.Have a discussion with the whole class and help them to sum up the qualities that a great person has.(Suming up: 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.)Warming up by brainstormingBoys 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?(Adjectives for describing a person: 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,)Warming up by expressionsBoys and girls, we are going to learn about some great people inUnit 5. Can you name some great people? Now discuss in groups of four:Who do you admire most? What kind of person is he/she? What are the qualities that great people have in common?用心爱心专心 121号编辑 1Sun Yat-sen (November 12, 1866–March 12, 1925) was a Chinese revolutionaryleader and statesman who is considered by many to be the “Father of Modern China”.He had a significant influence in the overthrow of the Qing Dynasty and establishment of the Republic of China. A founder of the Kuomintang, Sun was the first provisional president of the Republic of China in 1912 and de facto leader from 1923 to 1925. He developed a political philosophy known as the Three Principles of the People. Sun is uniquely admired by most Chinese. Yet, his life was one of constant struggle and frequent exile as few of his visions for his country materialized.II. Pre-reading1. Now, look at the six people in the pre-reading part. Can you recognize them? Do you think they are important people? (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?William Tyndale (sometimes spelled Tindale) (ca.1484 - October 6, 1536) was a16th century priest and scholar who translated the Bible into an early form of Modern English. Although numerous partial and complete English translations had been made from the 7th century onward, Tyndale’s was the first to take advantage of the newmedium of print, which allowed for its wide distribution.2.Speaking task: Students read the information of each of the six persons and discuss in pairs to find out whether he is a great person or not according to the criteria they worked out in the previous step.Remind the students to use the following expressions for giving and asking for opinions:I think/ I don’t think…; in my opinion; I’m afraid…; I agree/ don’tagree…; I prefer…; What’s your opinion? Why do you think so? Whatdo youthink 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用心爱心专心 121号编辑 2who picks up the Bible must think of. Now, let’s come to Norman Bethune. What do youthink of him?B: ….III. Reading1. Skimming for general ideaSo far we have talked a lot about great people. Do you want to know more about them and learn from them? Well, this morning we are going to read about Nelson Mandela, who was considered as a modern hero. 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. A story is usuallya piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story? (He tells about his life, how Mandela helped him and how he supported Mandela.)2.Listening and scanning for detail informationa. Listen to the text again and do Comprehending Ex.... 1.True: 2, 4 False: 1, 3, 5, 6, 7, 8b. Scan the text and do Comprehending Ex. 2.Suggested answers:1940—Elias was born. 1948—Elias left school.1942—Elias was two years old. 1950—Nelson Mandela opened his law firm1944—Elias was four years old. 1952—Elias was 12 and met Nelson Mandela.1946—Elias began school. 1954—Elias was 14 and encouraged by Mandela.3.Questions for further understandingDiscuss the following questions in groups of four:a.How did the white people stop the black people from being treated fairly?b.Why did Elias support Mandela?c.Why did he support violence when he did not agree with it?Suggested answers:Through unfair laws.There are three reasons for this. Firstly, Mandela once helped him and hethought Mandela kind and generous. Secondly, he agreed with Mandela’s politicalideas. 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.Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.IV. Closing downClosing down by discussinga.What do you learn about Nelson Mandela from ELIAS’ STORY?b.Do you like the way Elias tells his story? Give a reason.Suggested answers:a. I know that Mandela is a great leader who fought for equal rights for the black people all through his life. He organized the ANC Youth League which fought against the government. He is in favor of peaceful fighting. He is kind, helpful, generous, brave, and determined.b. Various answers are possible. For reference: I like the way Elias tells thestory. Elias is a black worker with only a little education, so he uses some simple用心爱心专心 121号编辑 3and short sentences to describe his experiences and his contact with Mandela, and thus makes the whole story more real-like and close to thereaders. The quoted speech in the story objectively reveals Mandela’s political views through which someaspects of Ma ndela’s qualities are shown clearly.Closing down by retellingRetell the story according to the following clues:introduction of Elias’ problem; Mandela’s help; Elias’ support Closing down by an interviewAsk the student to do an interview in pairs. A journalist is interviewing Elias with the following questions:When did you first meet Mandela?Can you tell me more about how he helped you?Can you tell me about the problems that the black people are facing? How do you like his idea of peaceful fighting?What do you think of him?What will you do to support him in the future?Period 2: A sample plan for Learning about Language(The Attributive Clause: where, when, why, prep.，which/ whom)AimsTo help students learn about attributive clause introduced by when, where, why, and prep.+ which/ whomTo help students discover and learn to use some useful words and expressions To help students discover and learn to use some useful structures ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1 and 2. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34. Read the text of ELISA’ STORY and find out all the attributive clauses.Think over this question: On what circumstance do we use when/where/ why to introduced an attributive clause? (“Where” is used when the antecedent refers to a place, and “when” is used for time. “Why “ is used when the antecedent is “why”.)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.paring and discoveringTurn to page 36. Do Ex. 1. Then compare the following sentences and find out why用心爱心专心 121号编辑 4we 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 thegovernment building” which serves as the adverbial in the attributive clause. “inwhich” can also be used as in sentence c) because it also means “in the governmentbuilding” 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 thepredicate “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 thatdate” which serves as the adverbial in the attributive clause. “in which” can alsobe used as in sentence c) because it also means “on that date” in the attributiveclause. While in sentence b), a relative pronoun “which” is used as it refers to “thedate” serving as the object of the predicate “told” in the attributive clause.Read the following sentence and find outa.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 relat ive adverb “why” is used because it refers to “for thisreason” which serves as the adverbial in the attributive clause. “for which” canalso be used as in sentence c) because it also means “for this reason” in theattributive clause. While in sentence b), a relative pronoun“which/that” is usedas it refers to “the reason” serving as the object of thepredicate “gave” in theattributive clause.III. Ready used materials for attributive clauseDefinitions: Attributive clause: An attributive clause is a clause modifying a noun or pronoun in a compound sentence.Antecedent: The word being modified by an attributive clause iscalled the antecedent.Relative: The word that is used to introduce an attributive clauseis called a relative. There are two kinds of relatives, i.e. relative pronouns including which, that, who, whom, whose, as, etc. and relative adverbs including where, when and why, etc.Note: Relatives plays three important roles in an attributive clause, i.e. introducing an attributive clause, replacing the antecedent in meaning, and functioning as a sentence element in the attributive clause.e.g.: The girl who is talking to Mr. Li over there is my sister.In the sentence, The girl is the antecedent and who is used to introduce the attributive clause as the antecedent is a person. It (who) refers to the girl and functions as the subject in the attributive clause.用心爱心专心 121号编辑 5The choice of the relatives is the most difficult in learning the attributive clause. However, there are some rules that can help uschoose the correct relatives. Usually, which relative to choose dependson what the antecedent is and what sentence element the relative functions in the attributive clause as shown in the following chart: Antecedent Relative Sentence elementpeople who that subject objectwhom objectthings which that subject objecttime which that subject objectwhen prep.+ which adverbialplace which that subject objectwhere prep.+ which adverbialreason why prep.+ which adverbialNote: relatives can be omitted if they serves as the objects in the attributive clauses.If a relative functions as the object of a preposition in the attributive clause, the preposition can usually be placed before the relative. In this situation, we use “which” for things and “whom” for people, and they can never be omitted. However, if the preposition and a verb form a set phrase in the attributive clause, they should not be separated:The school (which/ that) he once studied in is very famous.The school in which he once studied is very famous.This is the girl (who/ whom) I went to the Great Wall with.This is the girl with whom I went to the Great Wall.The sentence “This is the watch (which/ that ) you are lookingfor.” can not bechanged into “This is the watch for which you are looking.”because “look for ”is a set phrase.Now turn to page 36 and let’s do Ex.2 and 3.IV. Closing down by doing a quizTo end the period you are going to take a quiz on attributive clause.Choose the best answer:1.The weather turned out to be very good, ____ was more than wecould expect.A. whatB. whichC. thatD. it2.After living in Pairs for fifty years he returned to the smalltown ____ he grew up as a child.A. whichB. whereC. thatD. when3.The house ______ we live is not large.A. whichB. in whichC. on whichD. at which4.Recently I bought an ancient Chinese vase, _____ was very reasonable.A. which price C. the price of which C. its price D. the price of whose5.He lived in London for 3 months, during ____ time he learned some English.A. thisB. whichC. at whichD. some6.I will never forget the day _____ he came to see me.A. thatB. whichC. at whichD. when7.The visitor asked the guide to take his picture _____ stands the famous tower.用心爱心专心 121号编辑 6A that B. where C. which D. there8.The students ____ department Ms King worked ten years ago look down upon women.A. in whichB. in thatC. in whoseD. whose9. I don’t like _____ you speak to her.A. the wayB. the way in thatC. the way whichD. the way of which10. I had neither a raincoat nor an umbrella. _______ I got wet through .A. It’s the reasonB. That’s whyC. There’s whyD. It’s howPeriod 3: A sample lesson plan for Using Language(THE REST OF ELIAS’ STORY)AimsTo help students read the passage THE REST OF ELIAS’ STORYTo help students to use the language by reading, listening, speaking and writingProceduresI. Warming up and listeningSo far we have read a story about Elias. Do you remember why it was difficult for him to get a job? (because he hadn’t a passbook) what isa passbook? Why is it important? Let’s listen to a short passage and find out.Turn to page 37. Read the questions and choose the best answer after listening.Discuss the questions in Ex. 2.II. Guided reading1. Reading and answering questionsAs we know, in order to support Mandela, Elias helped him blow up some government buildings. Can you imagine what would happen to him if he was caught? Actually, he was caught and put into a prison on Robben Island. However, he was lucky enough to get help from Mandela even when he was in prison.Turn to Page 38, read the passage quickly and find out:How did Mandela helped Elias when he was on Robben IslandHow did Mandela help Elias after he came to power?2. Reading and doing exercisesRead the passage again and do the exercise on Page 38.3. Task (a text dialogue)Now we have finished the story about Elias. 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 on Robben Island. The other three of you are tourists who are very interested in the island and Mandela’s life and asking the tour guide the following questions. Elias must answer them.Tourist: How did you get to know Nelson Mandela?Elias: It was in 1950. I was working as a miner in Johannesburg butI hadn’ta passbook to live there. So I went to Mandela’s law firm to askfor advice.Tourist: Can you explain to me some of Nelson Mandela’s politica l ideas orbeliefs?Elias: Yes. He found that we black people were not treated asequally 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 violencewith violence.Tourist: How did he help you through your life?用心爱心专心 121号编辑 7Elias: 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 Iwas 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.III. Guided writing1. Preparation for writingImagine now Mr Mandela is in prison. You are going to write a letter to the President of South Africa asking him to free Nelson Mandela. Do you remember the format of a letter? What should be the main content of this letter? (The reasons for freeing Mandela) How would you try to persuade the president? (You must make your reasons persuasive.) 2. Writing a letterRead the information about Mandela. Discuss with your partner and collect ideas for the letterWriter down the ideas and put them into a good and logical order. Write the letter.IV. Further applying1. Finding informationGo to the library to read or get online to search for more information on Nelson Mandela. Take notes of your finding and do an oral presentation next period. 2. Writing a descriptionWrite a description of Nelson Mandela using the information you have found. V. Closing down by sharingShare your letter with your partners and make necessary changes. Share your letter with the class by reading it aloud.Part 2: Teaching resources(第二部分:教学资源)Section 1: A text structure analysis of ELIAS’ STORYI. Type of writing and summary of the ideaType 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 experienceTopic sentence of 1st The time when I first met Nelson Mandela was paragraph a very difficult period of my life.Topic sentence of 2nd Sadly I did not have this passbook because 用心爱心专心 121号编辑 8paragraph I was not born there and I was worried aboutwhether I would be out of work.Topic sentence of 3rd The day when Nelson Mandela told me what to paragraph do and helped me was one of the happiest day ofmy life.Topic sentence of 4th The last thirty years have seen the greatest paragraph number of laws stopping our rights and progressuntil today we have reached a stage where we havealmost no rights at all.Topic sentence of We first broke the law in a way which was5thparagraph peaceful; when this was not allowed … only thendid we decide to answer violence with violence.II. A tree diagram(with key words of each paragraph placed in each box)informationblack worker of Eliasdifficult period Elias’ life before six leave not pay law firm meeting Mandela Elias’s problem gold mine passbookworried about Elias’ story tell help correct Mandela’s help papers forget joinElias’ life after black people’s no rights votemeeting Mandela problems live job poorestareassupport to Mandela position acnot grow foodceptfight peacefully blow upput in prison realizeequal III. A retold passage of the textElias 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. Hewas 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 viewson the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was tofight for equal rights for the black people. So he supported him heart and soul.Section 2: Background information on Nelson Mandela and othersI. Nelson MandelaNelson Rolihlahla Mandela, (born 18 July 1918), before becoming President of South Africa, was one of its chief anti-apartheid activists, and was also an anti-apartheid saboteur. He is now almost universally considered to be a heroic freedom fighter. He spent his childhood in the Thembu chiefdom before embarking on a career in law.用心爱心专心 121号编辑 9The name Madiba is an honorary title adopted by older male membersof Mandela's clan; however, in South Africa the title is synonymous with Nelson Mandela.II. Courtroom quotes by Nelson Mandela“I have fought against white domination and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die.”“Why is it that in this courtroom I am facing a white magistrate, confrontedby a white prosecutor, escorted by white orderlies? Can anybody honestly and seriously suggest that in this type of atmosphere the scales of justice are evenly balanced? Why is it that no African in the history of this country has ever had the honor of being tried by his own kind, by his own fles h and blood?...I am a black man in a white man’s court. This should not be.”(Finlayson 84).“Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud... We have, at last,achieved our political emancipation. We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender, and other discrimination. Never, never, and never again shall it be that this beautiful landwill again experience the oppression of one by another... The sun shall never set on so glorious a human achievement.”III. ANC and ANC Youth LeagueThe ANC is a national liberation movement. It was formed in 1912 to unite the African people and spearhead the struggle for fundamental political, social and economic change. For nine decades the ANC has led the struggle against racism and oppression, organising mass students resistance, mobilising the international community and taking up the armed struggle against apartheid. Membership of the ANC is open to all South Africans above the age of 18 years, irrespective of race, colour and creed, who accept its principles, policies and programmes.用心爱心专心 121号编辑 10The ANC Youth League was founded in 1944. The league propagated “Africanism” andits motto was “Africa’s cause must triumph.” It was radical and militant. The membersof it rejected the idea of “foreign” leadership and argued that black Africans must provide their own leadership and rely upon themselves.Section 3: Words and expressionsI. Words for warming upqualityn. something typical of a person or material: Kindness is his best quality. She shows qualities of leadership.willingadj. ready (to do sth.): Are you willing to help?activeadj. able or ready to take action: Although he is over 70; he isstill active. An active member of the club is sure to attend every meeting.lose heart灰心，丧失信心I used to work in the garden every week.But I lost heart when all the plants died. Don’t lose hea rt; you still have more chances.lose one’s heart爱上，喜欢上 She lost her heart to him as soon as she saw the handsome soldier.trouble n.麻烦:in trouble 有麻烦，处于困境中;get into trouble 陷入困境;maketrouble 制造麻烦;ask for trouble自找麻烦;have trouble (in) doing sth. 做某事有困难II. Words for Readingadvisev. to tell what one thinks should be done:advise sth.; advise doing sth.; advisesb. to do sth.; advise that sb. (should) do sth.; I advise waiting until the teacher comes. The doctor advised a week’s rest/ taking a week’s rest. I advised (him) thathe should take a rest. I advised him not to drive/ against driving. What do you advise me to do?advicen. opinion given by one person to another on how that other should behave or act: give some advice to sb.; five sb. some advice; follow sb’s advicecontinuevi & vt. go on: continue to do sth/ doing sth; continue (with)sth.; go on doing sth. / with sth. / to do sth. The sports meet continued for 3 days. He continued to用心爱心专心 121号编辑 11study/ studying as if nothing had happened. We must continue our journey until we find water.worryn. & v. to be or make anxious:worry sb.，worry about…; bbe worried about…; Youdon’t have to worry about your health if you keep a balanced diet. Our parents must be worrying because we are coming back late. Her sick students worried me. What he said added to her worries.stagen. a period a in a course of events; the raised floor on which plays are performed in a theater: stage direction; stage director; put sb. on the stage; at an early stage in our historyvotev. & n. to express one’s choice officially from among the possibilities offered ; an act of making a choice or decision on a matter by means of voting: vote for/ against sb. Most students voted for Jim as they thought him capable and honest. Most people voted against the former leader because of rumor about him. I gave my vote to Li Gao. The new leader was elected through a secret vote.positionn. the place where someone or something is or should be; aparticular place or rank in a group: What I know about him was that he is in a high position in the company. Can you tell me the position of your city on the map?acceptv. to take something offered willinglyreceivev. to get: I received some roses from Jack on Valentine s’ Day but I didn’t accept。
英语优秀教案(人教新课标版)：必修1(Unit5 Nelson Mandela—a modern h
Motivate students to learn from the good qualities of the great people.
●教学重点
（1）Enable the students to write a letter with the guide.
（2）Improve the students’writing, speaking and listening ability.
S1: Let me try.Although Mr.Mandela was one of the leaders who called on black people to blow up some government buildings，he had no choice but to do that.He said they broke the law in a way which was peaceful.Only when this was not allowed did they decide to answer violence with violence.
T: So you mean the government forced him to break the law, so it is necessary to set him free.Good.Another reason？
S2：In my opinion，it is natural for Mr.Mandela to encourage violence against anti-black law.At that time，there were a lot of laws stopping the blacks’rights and progress.The black people reached a stage where they have almost no rights at all.Black people had no vote and could not choose who ruled them.The parts of town where they were sent to live were decided by white people.They could not get jobs they wanted.The places where they were sent to live were the poorest areas in South Africa.No one could grow food there.As a matter of fact，black people did not like violence.But they knew it was to realize their dream of making black and white people equal.
人教版(新课程标准)必修1 Unit 5 Nelson Mandel——a modern hero
Read the 1st paragraph and choose the best answer to complete each sentence.
1. Elias was unhappy in prison because _________.
A. he was kept with the criminals B. the prison guards studied with him C. he had to study D. he could not study for a degree
Unit 5 Nelson Mandela --- a modern hero
Using languagezxxk
光 辉 岁月 ---Beyond
In honor of Mandela
Revision :
quality active equal guidance educated relative beg reward escape cruelty
2. When did Elias begin to work again?
He began to work when Mr. Mandela and the ANC came to power in 1994.
3. How did Elias’s family make a living when he had no job?
8. Every time I visit her, she is playing the piano.
9. The two students met for the first time.
10. This is the first time that we have seen a film together.
人教版(新课程标准)必修1 Unit 5 Nelson Mandel——a modern
am prepared to die.”
What are your impressions of Mandela?
Mandela is a person who is brave, active, ... who ... whose ...
feelings
hopeless
struggle for _l_if_e__
Stage 2. After meeting
Mandela:
HELP
How did Mandela help Elias?
Mandela helped Elias by__t_e_ll_in_g__h_i_m__h_o_w_ __t_o__g_et__th_e__c_o_r_re_c_t_p_a_p__er_s__so__h_e_c_o_u_l_d__st_a_y_i_n_ __J_o_h_a_n__n_e_sb_u__rg___.
Writing in a group of 4
Discuss the good qualities of Mandela and his story.
Write a short passage about his good qualities with at least one supporting detail.
A. Strangers B. Helper and supporter C. Father and son D. Teacher and student
scanning
1940 1946 1948 1952 1963
Timeline of Elias’ life
人教新课标高中英语必修一Unit 5 Nelson Mandela―a modern hero课件
during the war he saw service in the Far East. 战争期间他在远东服役。
Stage:
1 舞台 I went on stage and did my show.
Differences White people Black people
The jobs they No need for a
did
passbook
Need a passbook
Where the With their workers lived families
With their workmates
prison for thirty years.
他为黑
人而战且坐过三十年监狱。
be in prison 在狱中，被监禁
He has been in prison for five years.
put…in prison = send…to prison = throw …into prison 把……投入监狱
13. They said that the job and the pay from the new South African government were my reward after working all my life for equal rights for the Blacks. reward n. 报酬，奖金
Let’s finish this period and have a break.
a period of rotation 自转周期