高中英语 必修1 Nelson Mandela- 精品导学案(含答案解析)

高中英语必修1NelsonMandela-精品导学案（含答案解析）
Aims
Totalkaboutpeople’squalities
Toreadaboutenable people’slifestory
TostudyTheAttributiveClause(where,when,why,prep.＋which/whom)
Tolearntowriteletters
Procedures
I.Warmingup
Warmingupbydescribing
Boysandgirls,thismorningwe’lltakeupUnit5inwhichwe’lllearntodescribepeople.Nowlet’sdescribeourselvesfirst.The questionsinthewarminguppartwillhelpyoufindoutwhatqualitiesyouhave.Thentellmewhatkindofapersondoyouthinky ouare.Doyouthinkyouhavethequalitiestobeagreatperson?Whatqualitiesdoyouthinkweshouldfindinagreatperson?
a.Givethestudentsoneminutetoanswerthequestions.
b.Asksomestudentstotalkabouttheirownqualitiesaccordingtotheiranswers.
c.Haveadiscussionwiththewholeclassandhelpthemtosumupthequalitiesthatagreatpersonhas.
(Sumingup:Agreatpersonshouldbedetermined,hard-working,unselfish,andgenerous.Heshouldfollowhisideasandne verloseheartwhenheisintrouble.Heusuallygivesupsomethingtoachievehisgoals.Heshouldbewillingtodopublicservic eworkwithoutpay,beactiveinsocialactivities,getsonwellwithothers,andhelpothers,etc.)
Warmingupbybrainstorming
Boysandgirls,inUnit5wewilltalkaboutNelsonMandela,agreatleaderwhofightsfortherightsoftheblackpeople.Whental kingaboutaperson,whatadjectivescanyouthinkoftodescribehisorherqualities?Whatarethequalitiesyoushouldfindinag reatperson?
(Adjectivesfordescribingaperson:kind,honest,brave,loyal,happy,wise,smart,friendly,warm,cheerful,popular,genero us,hard-working,diligent,weak,stupid,lazy,dishonest,mean,tense,cold,unkind,miserable,dull,strong-minded,determi ned,)
Warmingupbyexpressions
Boysandgirls,wearegoingtolearnaboutsomegreatpeopleinUnit5.Canyounamesomegreatpeople?Nowdiscussingroup
soffour:Whodoyouadmiremost?Whatkindofpersonishe/she?Whatarethequalitiesthatgreatpeoplehaveincommon?
II.Pre-reading
1.Now,lookatthesixpeopleinthepre-readingpart.Canyourecognizethem?Doyouthinktheyareimportantpeople?(Yes.B ecausetheyhavedonesomethingreallyimportanttobenefittheworldoracountry.)Butdoyouthinkallofthemaregreatpeopl e?
2.Speakingtask:Studentsreadtheinformationofeachofthesixpersonsanddiscussinpairstofindoutwhetherheisagreatper sonornotaccordingtothecriteriatheyworkedoutinthepreviousstep. Remindthestudentstousethefollowingexpressionsforgivingandaskingforopinions:
Asampledialogue:
A:DoyouthinkWilliamTidalisagreatperson?
B:Yes.Ithinkso.HehadastrongbeliefthatallpeopleshouldbeabletoreadtheBibleforthemselves.Sohetranslatedandprint editintoEnglishalthoughhewasnotallowedtodoso.Andlaterhediedforhiswork.
A:Yes.Iagree.WilliamTyndalewentthroughalotofstrugglesanddifficultiesandevensacrificedhislifetorealizehisdream. HeisagreatpersonthateverybodywhopicksuptheBiblemustthinkof.Now,let’scometoNormanBethune.Whatdoyouthin kofhim?
B:….
III.Reading
1.Skimmingforgeneralidea
Sofarwehavetalkedalotaboutgreatpeople.Doyouwanttoknowmoreaboutthemandlearnfromthem?Well,thismorningw earegoingtoreadaboutNelsonMandela,whowasconsideredasamodernhero.Nowopenyourbookstopage34andreadthet itleofthetext.Whatkindofwritingisthetext,canyouguess?…Yes.Astoryisusuallyapieceofnarrativewriting.Nowskimth etexttogetthegeneralidea:WhatdoesEliastellaboutinhisstory?(Hetellsabouthislife,howMandelahelpedhimandhowhe supportedMandela.)
2.Listeningandscanningfordetailinformation
a.ListentothetextagainanddoComprehendingEx....1.
True:2,4False:1,3,5,6,7,8
b.ScanthetextanddoComprehendingEx.2.
3.Questionsforfurtherunderstanding
Discussthefollowingquestionsingroupsoffour:
a.Howdidthewhitepeoplestoptheblackpeoplefrombeingtreatedfairly?
b.WhydidEliassupportMandela?
c.Whydidhesupportviolencewhenhedidnotagreewithit?
IV.Closingdown
Closingdownbydiscussing
a.WhatdoyoulearnaboutNelsonMandelafromELIAS’STORY?
b.DoyoulikethewayEliastellshisstory?Giveareason.
Closingdownbyretelling
Retellthestoryaccordingtothefollowingclues:
introductionofElias’problem;Mandela’shelp;Elia s’support
Closingdownbyaninterview
Askthestudenttodoaninterviewinpairs.AjournalistisinterviewingEliaswiththefollowingquestions: WhendidyoufirstmeetMandela?
Canyoutellmemoreabouthowhehelpedyou? Canyoutellmeabouttheproblemsthattheblackpeoplearefacing? Howdoyoulikehisideaofpeacefulfighting?
Whatdoyouthinkofhim?
Whatwillyoudotosupporthiminthefuture?
Period2:AsampleplanforLearningaboutLanguage
(TheAttributiveClause:where,when,why,prep.＋which/whom)
Aims
Tohelpstudentslearnaboutattributiveclauseintroducedbywhen,where,why,andprep.+which/whom Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions Tohelpstudentsdiscoverandlearntousesomeusefulstructures
Procedures
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Turntopage35anddoexercisesNo.1and2.Checkyouranswersagainstyourclassmates’.
II.Learningaboutgrammar
1.Readingandthinking
Turntopage34.ReadthetextofELISA’STORYandfindoutalltheattributiveclauses.
Thinkoverthisquestion:Onwhatcircumstancedoweusewhen/where/whytointroducedanattributiveclause?(“Where”is usedwhentheantecedentreferstoaplace,and“when”isusedfortime.“Why“isusedwhentheantecedentis“why”.)
paringanddiscovering
Turntopage36.DoEx.1.Thencomparethefollowingsentencesandfindoutwhyweusedifferentwordstointroducetheattri butiveclauseswhiletheantecedentsarethesame.
a.Thegovernmentbuildingwherewevotedwasverygrand.
b.Thegovernmentbuildingwhich/ thatwepaidavisittoyesterdaywasverygrand.
c.Thegovernmentbuildingin whichwevotedwasverygran
d.
Insentencea),arelativeadverb“where”isusedbecauseitrefersto“inthegovernmentbuilding”whichservesastheadverbial intheattributiveclause.“inwhich”canalsobeusedasinsentencec)becauseitalsomeans“inthegovernmentbuilding”inthe attributiveclause.Whileinsentenceb),arelativepronoun“which”isusedasitrefersto“thegovernmentbuilding”whichser vesastheobjectofthepredicate“visited”intheattributiveclause.
Compareanotherthreesentences:
a.ThedatewhenIarrivedwasthe5th August.
b.Thedatewhich/ thathetoldmewasthe5th August.
c.Thedateon whichIarrivedwasthe5th August.
Insentencea),arelativeadverb“when”isusedbecauseitrefersto“onthatdate”whichservesastheadverbialintheattributive clause.“inwhich”canalsobeusedasinsentencec)becauseitalsomeans“onthatdate”intheattributiveclause.Whileinsente nceb),arelativepronoun“which”isusedasitrefersto“thedate”servingastheobjectofthepredicate“told”intheattributivecl ause.
Readthefollowingsentenceandfindout
a.ThereasonwhyIgotajobwasbecauseofmyhardwork.
b.Thereasonthat/whichhegaveforgettingthejobwasbecauseofhishardwork.
c.ThereasonforwhichIgotajobwasbecauseofmyhardwork.
Insentencea),arelativeadverb“why”isusedbecauseitrefersto“forthisreason”whichservesastheadverbialintheattributiv eclause.“forwhich”canalsobeusedasinsentencec)becauseitalsomeans“forthisreason”intheattributiveclause.Whileins entenceb),arelativepronoun“which/that”isusedasitrefersto“thereason”servingastheobjectofthepredicate“gave”inthe attributiveclause.
III.Readyusedmaterialsforattributiveclause
Definitions:Attributiveclause:Anattributiveclauseisaclausemodifyinganounorpronouninacompoundsentence. Antecedent:Thewordbeingmodifiedbyanattributiveclauseiscalledtheantecedent.
Relative:Thewordthatisusedtointroduceanattributiveclauseiscalledarelative.Therearetwokindsofrelatives,i.e.relativ epronounsincludingwhich,that,who,whom,whose,as,etc.andrelativeadverbsincludingwhere,whenandwhy,etc. Note:Relativesplaysthreeimportantrolesinanattributiveclause,i.e.introducinganattributiveclause,replacingtheantece dentinmeaning,andfunctioningasasentenceelementintheattributiveclause.
e.g.:ThegirlwhoistalkingtoMr.Lioverthereismysister.
Inthesentence,Thegirl istheantecedentand who isusedtointroducetheattributiveclauseastheantecedentisaperson.It(wh o)referstothegirlandfunctionsasthesubjectintheattributiveclause. Thechoiceoftherelativesisthemostdifficultinlearningtheattributiveclause.However,therearesomerulesthatcanhelpus ually,whichrelativetochoosedependsonwhattheantecedentisandwhatsentenceelementt herelativefunctionsintheattributiveclauseasshowninthefollowingchart:
Note:relativescanbeomittediftheyservesastheobjectsintheattributiveclauses. Ifarelativefunctionsastheobjectofaprepositionintheattributiveclause,theprepositioncanusuallybeplacedbeforetherel ative.Inthissituation,weuse“which”forthingsand“whom”forpeople,andtheycanneverbeomitted.However,iftheprepo sitionandaverbformasetphraseintheattributiveclause,theyshouldnotbeseparated:
Theschool(which/that)heoncestudiedinisveryfamous. Theschoolinwhichheoncestudiedisveryfamous.
Thisisthegirl(who/whom)IwenttotheGreatWallwith.
ThisisthegirlwithwhomIwenttotheGreatWall.
Thesentence“Thisisthewatch(which/that)youarelookingfor.”cannotbechangedinto“Thisisthewatchforwhichyouarel ooking.”because“lookfor”isasetphrase.
Nowturntopage36andlet’sdoEx.2and3.
IV.Closingdownbydoingaquiz Toendtheperiodyouaregoingtotakeaquizonattributiveclause. Choosethebestanswer:
1.Theweatherturnedouttobeverygood,____wasmorethanwecouldexpect.
A.what
B.which
C.that
D.it
2.AfterlivinginPairsforfiftyyearshereturnedtothesmalltown____hegrewupasachild.
A.which
B.where
C.that
D.when
3.Thehouse______weliveisnotlarge.
A.which
B.inwhich
C.onwhich
D.atwhich
4.RecentlyIboughtanancientChinesevase,_____wasveryreasonable.
A.whichprice C.thepriceofwhichC.itsprice D.thepriceofwhose
5.HelivedinLondonfor3months,during____timehelearnedsomeEnglish.
A.this
B.which
C.atwhich
D.some
6.Iwillneverforgettheday_____hecametoseeme.
A.that
B.which
C.atwhich
D.when
7.Thevisitoraskedtheguidetotakehispicture_____standsthefamoustower.
Athat B.where C.which D.there
8.Thestudents____departmentMsKingworkedtenyearsagolookdownuponwomen.
A.inwhich
B.inthat
C.inwhose
D.whose
9.Idon’tlike_____youspeaktoher.
A.theway
B.thewayinthat
C.thewaywhich
D.thewayofwhich
10.Ihadneitheraraincoatnoranumbrella._______Igotwetthrough.
A.It’sthereason
B.That’swhy
C.There’swhy
D.It’show
Period3:AsamplelessonplanforUsingLanguage
(T HERESTOFELIAS’STORY)
Aims
TohelpstudentsreadthepassageTHERESTOFELIAS’STORY Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting
Procedures
I.Warmingupandlistening
SofarwehavereadastoryaboutElias.Doyourememberwhyitwasdifficultforhimtogetajob?(becausehehadn’tapassbook )whatisapassbook?Whyisitimportant?Let’slistentoashortpassageandfindout.
Turntopage37.Readthequestionsandchoosethebestanswerafterlistening.
DiscussthequestionsinEx.2.
II.Guidedreading
1.Readingandansweringquestions
Asweknow,inordertosupportMandela,Eliashelpedhimblowupsomegovernmentbuildings.Canyouimaginewhatwoul dhappentohimifhewascaught?Actually,hewascaughtandputintoaprisononRobbenIsland.However,hewasluckyenoug htogethelpfromMandelaevenwhenhewasinprison.
TurntoPage38,readthepassagequicklyandfindout: HowdidMandelahelpedEliaswhenhewasonRobbenIsland HowdidMandelahelpEliasafterhecametopower?
2.Readinganddoingexercises
ReadthepassageagainanddotheexerciseonPage38.
3.Task(atextdialogue)
NowwehavefinishedthestoryaboutElias.Nextwearegoingtodoagroupactivity.Wewilldoitingroupsoffour.Supposeone ofyouisEliasandworksasatourguideonRobbenIsland.Theotherthreeofyouaretouristswhoareveryinterestedintheisland andMandela’slifeandaskingthetourguidethefollowingquestions.Eliasmustanswerthem.
III.Guidedwriting
1.Preparationforwriting
ImaginenowMrMandelaisinprison.YouaregoingtowritealettertothePresidentofSouthAfricaaskinghimtofreeNelson Mandela.Doyouremembertheformatofaletter?Whatshouldbethemaincontentofthisletter?(ThereasonsforfreeingMan dela)Howwouldyoutrytopersuadethepresident?(Youmustmakeyourreasonspersuasive.)
2.Writingaletter
ReadtheinformationaboutMandela.Discusswithyourpartnerandcollectideasfortheletter Writerdowntheideasandputthemintoagoodandlogicalorder.
Writetheletter.
IV.Furtherapplying
1.Findinginformation GotothelibrarytoreadorgetonlinetosearchformoreinformationonNelsonMandela.Takenotesofyourfindinganddoanor alpresentationnextperiod.
2.Writingadescription WriteadescriptionofNelsonMandelausingtheinformationyouhavefound.
V.Closingdownbysharing
Shareyourletterwithyourpartnersandmakenecessarychanges. Shareyourletterwiththeclassbyreadingitaloud.
Part2:Teachingresources（第二部分：教学资源）
Section1:AtextstructureanalysisofELIAS’STORY
I.Typeofwritingandsummaryoftheidea
II.Atreediagram
(withkeywordsofeachparagraphplacedineachbox)
III.Aretoldpassageofthetext
teron,hewas abletoworkasagoldminerinJohannesburg.Butashehadn’tgotapassbookwhichwasrequiredifonewantedtoliveinJohann esburg.Hewasworriedaboutbeingdismissed.However,hewasluckyenoughtogetsomehelpfromNelsonMandelaandma nagedtogetthecorrectpapers.Afterthat,hebegantoknowmoreMandelaandhispoliticalideas.HeagreedwithMandela’svi ewsontheunfairlawsagainsttheblackpeopleandhisideaaboutpeacefulfighting.HealsoknewthatallMandelawantedtodo wastofightforequalrightsfortheblackpeople.Sohesupportedhimheartandsoul.
Section2:BackgroundinformationonNelsonMandelaandothers
I.NelsonMandela
NelsonRolihlahlaMandela,(born18July1918),beforebecomingPresidentofSouthAfrica,wasoneofitschiefanti-aparth eidactivists,andwasalsoananti-apartheidsaboteur.Heisnowalmostuniversallyconsideredtobeaheroicfreedomfighter.
HespenthischildhoodintheThembuchiefdombeforeembarkingonacareerinlaw. ThenameMadibaisanhonorarytitleadoptedbyoldermalemembersofMandela'sclan;however,inSouthAfricathetitleiss ynonymouswithNelsonMandela.
II.CourtroomquotesbyNelsonMandela
III.ANCandANCYouthLeague
TheANCisanationalliberationmovement.Itwasformedin1912tounitetheAfricanpeopleandspearheadthestruggleforfu ndamentalpolitical,socialandeconomicchange.ForninedecadestheANChasledthestruggleagainstracismandoppressio n,organisingmassstudentsresistance,mobilisingtheinternationalcommunityandtakingupthearmedstruggleagainstapa rtheid.MembershipoftheANCisopentoallSouthAfricansabovetheageof18years,irrespectiveofrace,colourandcreed,w hoacceptitsprinciples,policiesandprogrammes.
TheANCYouthLeaguewasfoundedin1944.Theleaguepropagated“Africanism”anditsmottowas“Africa’scausemusttri umph.”Itwasradicalandmilitant.Themembersofit rejectedtheideaof“foreign”leadershipandarguedthatblackAfricans mustprovidetheirownleadershipandrelyuponthemselves.
Section3:Wordsandexpressions
I.Wordsforwarmingup
quality
n.somethingtypicalofapersonormaterial:Kindnessishisbestquality.Sheshowsqualitiesofleadership.
willing
adj.ready(todosth.):Areyouwillingtohelp?
active
adj.ableorreadytotakeaction:Althoughheisover70;heisstillactive.Anactivememberoftheclubissuretoattendeverymee ting.
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.WordsforReading
advise
v.totellwhatonethinksshouldbedone：advisesth.;advisedoingsth.;advisesb.todosth.;advisethatsb.(should)dosth.;Iadvisewaitinguntiltheteachercomes.Thed octoradvisedaweek’srest/takingaweek’srest.Iadvised(him)thatheshouldtakearest.Iadvisedhimnottodrive/againstdriv ing.Whatdoyouadvisemetodo?
advice
n.opiniongivenbyonepersontoanotheronhowthatothershouldbehaveoract:givesomeadvicetosb.;fivesb.someadvice;f ollowsb’sadvice
continue
vi&vt.goon:continuetodosth/doingsth;continue(with)sth.;goondoingsth./withsth./todosth.Thesportsmeetcontinuedf or3days.Hecontinuedtostudy/studyingasifnothinghadhappened.Wemustcontinueourjourneyuntilwefindwater. worry
n.&v.tobeormakeanxious：worrysb.，worryabout…;bbeworriedabout…;Youdon’thavetoworryaboutyourhealthifyoukeepabalanceddiet.Ourparentsmustb eworryingbecausewearecomingbacklate.Hersickstudentsworriedme.Whathesaidaddedtoherworries.
stage
n.aperiodainacourseofevents;theraisedflooronwhichplaysareperformedinatheater:stagedirection;stagedirector;puts b.onthestage;atanearlystageinourhistory
vote
v.&n.toexpressone’schoiceofficiallyfromamongthepossibilitiesoffered;anactofmakingachoiceordecisiononamatterb ymeansofvoting:votefor/againstsb.MoststudentsvotedforJimastheythoughthimcapableandhonest.Mostpeoplevoted againsttheformerleaderbecauseofrumorabouthim.IgavemyvotetoLiGao.Thenewleaderwaselectedthroughasecretvot e.
position
n.theplacewheresomeoneorsomethingisorshouldbe;aparticularplaceorrankinagroup:WhatIknowabouthimwasthathe isinahighpositioninthecompany.Canyoutellmethepositionofyourcityonthemap?
accept
v.totakesomethingofferedwillingly
receive
v.toget:IreceivedsomerosesfromJackonValentines’DaybutIdidn’tacceptthem.Haveyouacceptedthejobtheyofferedyo
u?Hereceivedmanypresentsonhisbirthday.
violence
eifbodilyforcetohurtorharm;verygreatforceinactionorfeeling
violent
adj.Violenceinthemediahasinfluencedteenagersalot.
asamatteroffact:infact;actually:Asamatteroffact,hediscoverthetruthquitebyaccident.Asamatteroffact,Ifeltextremel ynervouswhenIwasgivingthespeech.
blow
v.blowup:blowupthebuilding/bridge/dam;blowupthetire;blowoff;blowout
prison
n.aplacewherecriminalsarekeptlockedupasapunishment
prisoner
n.apersonkeptinaprisonforsomecrimeorwhilewaitingtobetired.
putinprison:Ifyoucontinuedoingthosekindsofthings,youwillendupinprison.Theywereputinprisonforblowinguptheg overnmentbuilding.
equal
adj.thesameinsize;number;value;rank;etc.;havingenoughstrength;ability;etc.:Allmenwerebornequal.Cutthecakesint othreeequalpieces.Womendemandequalpayforequalwork.Billisequaltothejobofrunningtheoffice.n.personwhoisequ al(toanotherortooneself):Theteacherispopularbecausehetreatsthechildrenashisequals.
III.WordsforUsingLanguage
imagine
v.toform(apictureoridea)inmind:imaginesth.;imaginedoingsth.;imaginesb.doingsth.;imaginethat…;Canyouimagine lifewithoutelectricity?IcannotimagineLilycookingdinnerfortwentypeople?YoucannotimaginewhatlifewaslikeonRo bbenIsland.
power
n.politicalpower;superpower;cometo/intopower;inpower
terror
n.(terribleadj.terroristn.terrorismn.)Shetrembledwithterrorwhenthethiefpointedaknifeather.Shescreamedwithterror onhearingtheexplosion.Themurdercasewasaterrortoeverybodyinthesmalltown.
fear
n.&v thefeelingthatonehaswhendangerisnear;tobeafraid:fearsth;feartodosth;fearthat…;forfearthat…;forfearof
escape
v.&n.findawayout;getout;theactofescaping:anarrowescape;fireescape;escapedeathpunishment/beingpunished;esca pefromprison/reality;escapeoutofaburningbuilding.Thebirdhasescapedfromthecage.Thebirdhasescapedbeingshot. degree
n.HepassedtheexamandfinallygothisMaster’sdegree.Thetemperaturetodayistwodegreeshotterthanyesterday. reward
n.(sth.givenorgainedas)returnforworkorservice:Thepoliceareofferingarewardforinformationabouttherobbery.v.togi vearewardto:Herewardedtheboyforbringbackthedog.
sentence
n.apunishmentforacriminalfoundguiltyincourt:Thesentencewastenyearsinprison.aheavysentence;alifesentence;und erthesentenceofdeath;serveone’ssentence v.togiveapunishmentto:Hewassentencedtothreeyearsinprison.besentenced todeath;besentencedforthief。