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新课标人教版高一Unit5NeslsonMandela-amodernhero

2020-10-22 高中英语新课标教案 高中语文新课标教案

俗话说，居安思危，思则有备，有备无患。高中教师要准备好教案，这是每个高中教师都不可缺少的。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师营造一个良好的教学氛围。怎么才能让高中教案写的更加全面呢？小编收集并整理了“新课标人教版高一Unit5NeslsonMandela-amodernhero”，相信能对大家有所帮助。

Unit5NelsonMandela

–amodernhero

Contents目录

一、单元教学目标和要求(Teachingaimsanddemands)

二、教材内容分析（Analysisoftheteachingmaterials）

三、教学安排(Teachingarrangements)

四、单元预习任务(Pre-unitActivities:PreviewTask)

五、教学步骤(Teachingprocedures)

六、背景参考资料(Backgroundknowledge)

七、评价与反思(Assessmentandreflection)

临海市回浦中学李珊珊陈晓平余晶晶

一、教学目标和要求(Teachingaimsanddemands)

根据课程标准实验教材（英语必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。

1．语言知识（Knowledge）

词汇（Vocabulary）：

能理解、内化、运用以下生词----hero,quality,willing,active,republic,fight,peaceful,prison,prisoner,period,law,advise,continue,fee,gold，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right（n.），criminal，leader，president，sentence（v.），sincerely

短语(Phrasesandexpressions)：loseheart,introuble,worryabout,outofwork,YouthLeague,asamatteroffact,blowup,put...inprison,cometopower,setup,besentencedto

功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：

1．发表意见（Givingopinions）

Whydoyouthinkso?Whatdoyouthinkof...?Whatsyouopinion?

agree/dontagree．Ithink/dontthink....Iprefer....Inmyopinion....Imafraid....

2．评论（Makingcomments）

Goodidea!Thatsanexcellentidea．

语法(Grammar)：定语从句（II）（由where,when,why,介词+which,介词+whom引导的定语从句）

TheschoolwhereIstudiedonlytwoyearswasthreekilometresaway．

ThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg

ThereasonwhyIgotajobwasbecauseofmyhardwork．

…wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment．

ThepersontowhomyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela.

扩展词汇：

negative(消极的),heroine(女主角，女主人公),unwilling(不情愿的),nation(国家，民族),sacrifice(牺牲)，realize（认识到）,giveup（放弃）,riches（财富）,Bible（圣经）,revolution（革命）,career（职业）,equality（平等）,fairness（公平）,conflict（冲突）,biography（自传）,beliefs（信仰）,Christianity（基督教）,religion（宗教）,priests（牧师）,version（翻译）,readable（易读的）,adventure（冒险）,scholar（学者）,sympathy（同情）,,campaign（从事活动）,communist（共产主义者）,injustice（不公平）,oppose（反对）,pilot（飞行员）,boycott（联合抵制）。

2.语言技能(Skills)

听：在本单元的课文及练习册听力教学中，能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。

说：在本单元的课文及练习讨论时，能恰当使用Ithink/Idon’tthink/inmyopinion/That’sanexcellentidea等对英雄、伟人的品质恰当地发表意见，进行讨论。

读：能在阅读中使用不同的阅读策略，迅速地从阅读材料中获取主要信息，根据上下文线索预测故事发展，根据上下文猜测词义并通过不同渠道如报刊、音像、网络等了解更多伟人的情况。

写：能用恰当的语言简单地描述人物，并简单地表达自己的意见。

3.学习策略(Strategy)：

1．在听和读的训练中，学会借助情景和上下文猜测词义或推测段落大意，借助图表等非语言信息进行理解和表达。

2．主动制定本单元学习计划，客观评价自己的学习效果，在课内外活动中积极用英语交流，有效地使用词典、图书馆、网络等媒体资源来获得更多的有关伟人的英语信息。

4.情感态度和价值观（AffectandValues）

了解NelsonMandela的生平事迹，认识伟人所应具备的优秀品质，并向他们学习，以提高自身素质，树立正确的人生观，学习他们在艰苦的环境下为人类做贡献、不追求享乐的高尚精神。同时也学会一分为二的态度客观看待事物。

二、教材内容分析（Analysisoftheteachingmaterials）

本单元的中心话题是当代英雄纳尔逊·曼德拉。故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。这有别于惯常采用的直叙手法，尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。为了让学生完成写作任务，教科书又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。“热身”（WarmingUp）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”（LearningaboutLanguage）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。“语言运用”（UsingLanguage）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，发现曼德拉的伟大之处。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”（LearningTip）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。

三、教学安排(Teachingarrangements)

Period1:ReadingI(Elias’story+therestofElias’story)

Period2:ReadingII(review+listening(sb)+languagepoints)

Period3:Morelanguageinput(readingtask(wb)+listening(wb))

Period4:LanguagePracticing(grammar)

Period5:Writing

本教学安排根据“LARA教学原则”，对教材进行大胆的删除（L–leaveout）、修补（A–Amending）、替换（R–Replace）、增添（A–Add），灵活的将教材为我所用。新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。但新教材也应与学生的实际相结合，我们不能全盘照搬。同时在教学过程中，为了对教学有及时的反馈和有效的改进，我们还进行了“形成性评价”,体现了学生的主体地位。

本单元的语言技能和语言知识几乎都围绕“当代英雄”这一中心话题设计的。我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student’sBook)和作业本(Workbook)有机结合。

根据本单元的教材的特点，按照任务型教学与大容量输入与输出的教学理念，整个单元的设计思路如下：输入“英雄”的概念，先是学生的自由讨论，更通过曼德拉的事迹向学生展示何为当代伟人，以及伟人所要具备的一些品质。在这基础上，第二步要学生辨别伟人与名人的不同，以及体会一分为二的辩证唯物主义。最后我们回到生活中，生活中也有不少平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的英雄，伟人。由此我们从书本回归到生活，也成功升华，延伸了英雄的概念。通过学习语言点、语法还有写作，学生在内化吸收了知识后，进行了输出。

第一课时是人物传记式的阅读课，但是文章的写作角度比较特别，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉，这样的写法比较客观可信。伊莱亚斯的故事与遭遇同时也成为本文与本课的一条贯穿总线。课文有关中心话题的有三个部分，第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。考虑到故事发展与情节展开的连续性与关联性以及课堂时间，在这个课时，把第一篇阅读短文与第三篇阅读短文整合起来完成，听力则放在第二课时。首先我们以一首英文经典歌曲“hero”作为课前的英语氛围的营造与课内的导入，以老师问学生答的有效互动形式自由谈论他们所喜爱的hero并说明理由，提高了“说”的能力。然后是Workbook“talking”部分的四幅人物图像的呈现，以图片展示的形式激励学生用英语进行语言实践活动，然后归纳出英雄的一个模糊标准，为课文学习做好铺垫。之后正式人物曼德拉的登场，进入主题伊莱亚斯眼中的曼德拉。快速阅读部分训练学生的快速阅读能力并让学生对文章的梗概有所了解，对中心人物与背景有一定的印象。在细读过程中，根据课文的内容，问题设计以伊莱亚斯的人生发展为贯穿总线，同时以曼德拉给予他的影响为副线，环环相扣，层层递进，检查学生对文章的理解程度。在学生掌握课文内容并有了一定量的信息输入之后，给学生创造情境，让学生将所学的知识真实地运用到情境交际中，达到巩固知识与信息输出的目的。在此，依据学生的认知水平，我们设计两个不同难度系数的任务。任务1：SupposeyouwereNelsonMandelaorNelsonMandela’swife,wouldyouliketotellussomethingimpressive?这里我们希望学生从伊莱亚斯外的角度来述说事情的发展过程，与文章的写作手法呼应，并巩固所学知识。任务2：四人小组活动，一个导游与三个游客之间的交流活动。相对任务1，任务2情境更加生动，更加开拓思维，能够把交际实践与阅读有机结合起来并培养了学生的合作精神。作业的布置一个是让学生在复习课文的同时找出好词好句，另一个是让他们以四人为一个小组，课外用各种媒体工具去找有关曼德拉更多的资料，也是为下节课做准备。

第二课时是第一课时阅读的巩固，延伸，升华。先通过对错问答检测对课文内容的熟悉程度，然后通过寻找好词好句来呈现词汇与表达，并通过短文填空对词汇进行运用与内化。

巩固了上一堂课的内容，进入延伸部分——一篇听力短文：伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。为了让学生进入听的状态，先为学生营造语境，由熟悉的passbook引出话题，通过问题的形式先让学生预测当时的情景，这样能激发学生用英语进行实践活动并为听力作好准备，然后再自然过渡到听力部分。这样学生在听的时候就有个心理准备，作好了铺垫。到此关于曼德拉的故事基本接近尾声，那么我们可以从中学习到什么呢？学生在这个环节进一步熟悉并巩固了课文。开放式讨论后，我们把目光从曼德拉身上投到其他伟人那里，在这里我们有选择的利用了课文pre-reading部分的四位伟人的图片，讨论四个不同领域的伟人后，思考“Whatqualitiesdoyouthinkareneededtomakeagreatperson?”至此我们总结了伟人应具备的一些品质和所拥有的共同点。那么，这些优秀品质里，你最欣赏哪些？你身边有拥有这样品质的人吗？又是怎么体现的呢？这个讨论把书本与我们的生活又结合起来，让学生明白拥有这些品质并不是伟人所特有的，通过树立正确的人生观，提高自我素质，我们也可以做的到。作业的布置是让学生收集更多伟人的事迹，复习的同时并预习好练习册里的阅读。构建知识框架，形成完整的知识系统性。

第三课时的安排是作为整个单元阅读的一个升华。在上一堂课里应用了课文Pre-reading的一部分，明白了伟人应具备的一些品质，但是我们还遗留了一个问题：是不是名人就是伟人呢？综观这个单元的素材，发现练习册中的阅读部分非常适合这个环节，因此这里我们用比尔.盖茨这个同样具有争议的人代替Pre-reading中的阿姆斯特朗，至此对Pre-reading进行了拆分，并与阅读有机组合在一起。首先老师以问题“Asweknow,mostofthegreatpeoplearealsoimportantandfamous,butareimportantpeoplethegreatones?”进行过渡与引起注意。然后导入比尔.盖茨的图片，先在没有任何输入的状态下，让学生用已学的表达方式来表达他们对这个人物的看法，操练巩固“Expressingideas”的语言功能，其实这也是大脑风暴的热身过程。之后，依次呈现两篇基于不同立场与角度的有关比尔.盖茨文章，利用阅读技巧搜索有用信息后，形成表格进行对比，再让学生debatewhetherheisagreatman,这里让学生能有条理地表达个人的见解，培养他们独到的见解。老师最后总结出成为伟人的必备条件，而显然比尔.盖茨并不具备。第二环节是练习册中的“Listeningtask”,从上一环节学生对比尔.盖茨的不同看法上升到人们从不同角度看问题会产生不同的看法的理论高度。在训练听的能力的同时也锻炼辩证的思维能力。最后的环节也是本课时的高潮部分，首先以一段“感动中国”中洪战辉的事迹的影音视频进行导入，讨论他是不是感动大家，为什么？是不是符合了“greatman”的定义？那么我们身边有没有类似的人呢？在这里，“greatman”的定义得到了延伸与扩展，生活中那些平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的“greatman”。作业是让学生写一个计划，考虑怎样才能进一步向心目中的“greatman”的标准靠拢。这个作业的布置是人性化的，具有弹性的，开拓了学生的发散性思维，同时也是对学生自身品质的一次自我审查。

第四课时本课时的重点是语法定语从句的关系副词（when,where,why）和介词+关系代词。因为在第四单元已经对定语从句有了基本的了解，所以在这里我们要做的是遵循学生的认知规律，难度适中，循序渐进的进行语法的教学，加深理解，提高实际运用能力。首先以基于阅读课文的问答式引出课文中出现的四句很具有代表性的定语从句，复习了课文也引出了本单元的重点语言现象——定语从句。然后展示一个有关定语从句的Flash动画，形象生动，活跃气氛。接下来通过一组练习来同时复习一下上个单元的语法项——关系代词，起到承上启下的作用。再导入两个例句1.Wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfightthegovernment．2.ThepersontowhomyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela.让学生观察这两个句子与其他句子的不同，并通过一组练习，让学生知道介词是怎么产生的和怎么挑选合适的介词。那么怎么解决这三个关系副词呢？根据学生的认知规律，我们设计了三个句子为一组，分别体现which----at/in/onwhich----when;which----inwhich----where;which----forwhich----why的演变过程。接下来进行有针对性的练习操练，练习的设计也是从易到难循序渐进，先是连线题，再是补充定语从句部分，最后的练习是用定语从句把两个单句组成一句话，让学生的学习能力阶梯式的加强。学习的最终目的是输出，也是应用于交际中，所以本课时的最后给学生设计了一个输出的任务——四人一组活动，应用定语从句，谈谈你生活中的五件印象最深刻的事情，人物，地点，时间等。这个活动贴近学生的生活实际，内容丰富，让学生有话可讲。作业布置：1.把最后一个活动再继续深化，编为一篇短文。2.完成课本里大量丰富的相关练习，此时是学生巩固的最好机会。

第五课时是写作课，响应新课程对写作的重视，我们特别在本学期强调了写作的教学。在本课时中，首先通过对上一堂课作业——定语从句短文的展示，既检查了作业，又巩固了语法，也过渡到人物写作这个中心话题。整堂课是按照作文的组成部分为线索展开的，先是关注写作里词汇的处理，注重选词对文章的印象，在这里我们充分利用了练习册第70页的这篇文章填空，在两个相似词汇之间的选择，让学生明白了措辞的重要性。之后，让学生回答在本单元习得的有用词汇，通过71页的翻译句子运用这些刚学的新词汇。如果说词汇是文章的血肉，那么结构与提纲就是骨架。回到70页的这篇数学家的介绍，通过师生问答，让学生归纳出这篇文章的提纲，然后给学生机会尝试写一个介绍曼德拉的提纲。因本单元中出现信的写作，为了把书本与练习册两个写作结合起来，我们设计了如下的任务：Supposethemagazine“GlobalPeople”beginsitsannualactivityofchoosingthetoptengreatmenin20thcentury,willyouwritealettertosupportNelsonMandela?这样学生既实际练习了写信，也学会怎么介绍与描述一个人。最终我们期望学生能把新学的词汇、句型与语法运用到作文里面，把整个单元的学习很好地加以输出。

补充：考虑到每个学校每个班级教学与学生的差异，我们没有对语言点进行单独备课，但是给大家准备了“Languagesupermarket”，里面资料详尽，供各位老师根据教学实际情况自由选择。

四、单元预习任务（Pre-unitActivities:PreviewTask）

1、根据本单元教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。

2、预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用法。鼓励学生勤查字典。

3、多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。

推荐网址：

4、做好每课时的课前具体预习任务。

第一课时前：

1、根据教学目标和要求，了解本课时的话题和任务，预习课文的语言知识，包括词汇表里的词汇和短语，以及课外提供的扩展词汇，掌握词义、发音、词性以及基本用法。鼓励学生勤查字典。

2、预习阅读材料，掌握文章的中心思想和基本脉络。

3、通过报刊、杂志、网络等途径，多渠道查阅并了解与阅读材料相关的信息资料和背景知识，做好充分的课前预习工作。

（学生可以通过以下问题来自我检查预习情况）

Questionnaire:

Q1:Whatqualitiesdoyouthinkyoushouldhave?Andhowcanweimproveourselves?

Q2:Canyounamesomefamouspeople?Butaretheygreatmen?

Q3:HowmuchdoyouknowaboutSouthAfricaandNelsonMandela?

Q4:What’stherelationshipbetweenNelsonMandelaandElias?

Q5:Whatcanwelearnfromthosegreatones?

第二课时前：

1、复习阅读课文，预习所给的词汇、相关背景知识等材料。

2、预习课文Listening。

第三课时前：

1、预习所给的词汇，和相关知识。

2、预习练习册里的阅读与听力。

第四课时前：

1、预习语言点和语法点。

第五课时前：

1.、复习上一课时所学的语言点和语法。

2.、搜索有关曼德拉详细信息与写信的格式。

五、教学步骤(Teachingprocedures)

Period1：ReadingI

Teachinggoals

1.Totalkaboutpeople’squalitiesandinspirethestudentstodiscoverthevalueofthegreatman’swork.

2.Toreadoncapablepeople’slifestoriesandknowmoreinformationaboutNelsonMandela.

3.Enablethestudentstoexpresstheirideaslogically.

Procedures

Step1.Warmingup

(Beforeclass,gettheSstoenjoyabeautifulsongHerofor3-5minutes.Afterenjoying,asktheSssomequestionsinamovingatmosphere.)

T:Well,forabeautifulsong,doyouknowwhatitisabout?

S:Hero

Q:Whoisyourhero/heroine?/Whodoyouadmireinyourheart?

Ss:…

Q:Why?

S:…

Q:Doyouthinkheisagreatman?

S:…

Q:Doeshedoanythingforothers?/Whatcontributionsdoeshemaketosociety?

S:…

(Show4picturesintalkingpartonebyone)

Q:Howaboutthisperson?Doyouadmirehim?Isheanotherheroinyourheart?Whatdoyouknowabouthim?

(Givebackgroundknowledge)

Conclusion:LetSssay:soagreatmanisaman_______________________________________.

(Showapictureof.NelsonMandela)

Q:Whatdoyouknowabouthim?Isheagreatman?Why?

(GetintoBrainstorming)

T:ItseemsyouknowNelsonMandelaalittle.Doyouwanttoknowmoreabouthim?Let’sreadthefollowingstoryandseewhatEliasthinksofNelsonMandela.

Step2.FastReading

Q:WhatdoeshethinkofNelsonMandela?

Why?

WhathappenedbetweenEliasandNelsonMandela?

Ss:Inhisopinion,NelsonMandelais…./HethinksNelsonMandelais….

Step3Carefulreading

T:HereisyourfirstimpressionaboutNMaccordingtotheElias’story.Ifyoulookthroughthestorycarefully,you’llfindmore.Ok,whynotreadthesetwopassagesandfinishthefollowingchartbyansweringthesequestions?

Q1:WhenandwherewasEliasborn?Whatwashe?

(1940,born,blackworker)

Q2:Washeeducated?When?Howlong?

(1946(six),educated,twoyears)

Q3:Whydidheleaveschoolsoearly?

(notcontinuethefee)

Q4:Sowhatwastheresult?Couldhegetajob?Whatjob?Washehappythen?Why?

(get,worriedabout,outofwork,nopassbook)

Q5.Whohelpedhim?WhatdidNelsonMandeladoatthattime?

(NelsonMandela,opened,advise)

Q6.WhywasthedayNelsonMandelatoldhimwhattodoandhelpedhimthehappiestdayofhislife?

(get…)

Q7.WhatdidNelsonMandelaorganize?Whydidheorganizeit?/Whatwasthesituationatthattime?

(ANC,novote,notchoose)

Q8:Wheredidtheylive?

(poorest)

Q9:WhatdidNelsonMandelasay?

(accept,fight)

Q10:Howtoattackthelaw?

(broke,peacefully)

Q11:Butdidtheyanswerviolencewithviolence?Why?

(answerwithviolence,notallowed)

Q12:DidEliaslikeviolence?DidhejointheANCYouthLeague?Why?

(realizehisdream,makeequal)

Q13:Sohowdidtheydo?

(blowup)

Q14:Whatwouldbetheresultiftheywerecaught?

(beputinprison)

Q15:Later,hewasputinprison.Whatistheprison?Whyweretheysoafraidofhearingofitsname?

(Robbenisland,notescaped)

Q16:Itwasthehardesttimeofhislife,right?Butatthismomentwhoappeared?Didhehelphim?How?

(began,taught)

Q17:DidEliasstudyhard?How?

(under…makecandles..)

Q18:Asaresult,hebecameagoodstudent.Didhewanttostudyfurther?Washeallowedtodothat?WhatideadidNelsonMandelathinkof?

(allowed…notstopped…)

Q19:CouldEliasgetthedegree?Whydidhefeelgoodabouthimself?

（notcleverer）

Q20:WasEliasalwaysstayingintheprison?Howlongdidhestay?Canhegetajob?Whatjob?Why?

(four,educated)

Q21:Couldhedothisjoblong?Why?Sohelostthejob.Howlongwasheoutofwork?Whendidhefindajobagain?How?

(foundout,twentyyears,cametopower,helpedagain)

Q22:WasEliashappytoacceptthisjob?Didhegiveupthisjob?Why?

(bad,camebackto,encourage,said,)

Q23:Whatdidhethinkofthisjobnow,?Why?

(amproudto…)

Q24:What’sthepurposeofwritingthisstory?Howdoesthewritertell?Howmanypartswasthewholestorydivided?/HowmanytimesdidNelsonMandelaofferhelptoElias?

Ss:Thepurposeofwritingthisstoryisto….Thewritertells…by….

Step4Retelling

T:WehaveknownwhathappenedbetweenEliasandNelsonMandela.SupposeyouwereNelsonMandela/Elias’wife,wouldyouliketotellussomethingimpressive?

Retelling(Chooseoneofthemtoretell)

1.SupposeyouwereNelsonMandela,retellthestory.

2.SupposeyouwereElias’wife,retellthestory.

Step5.Roleplay(aninterview)

T:Allofyoudidagoodjob.Next,afterNelsonMandelaandElias’wife,itisElias’turntotellussomestories.OneofyouactasElias,whoisthetourguideonRobbenIsland.Andtheotherthree,youaretouristsandyoucanaskquestionsthatyouwanttoknow.Maybethesetipswillhelpyou!

HowdidyougettoknowNelsonMandela?

Whatdidhedotohelpyoukeepyourjobinagoldmine?

CanyouexplaintomesomeofNelsonMandela’spoliticalideasorbeliefs?

WhatwasNelsonMandela’swayoffighting?Whydidhechangetoviolence?

WhatwaslifelikeonRobbenIsland?

Weknowyoucouldn’treadorwrite,foryouleftschoolearly,butnowyoucan.

Wheredidyoulearntoreadandwrite?

Whydidyoubecomeatourguide?Whatdoyouthinkofyourpresentjob?

(Letstudentscometothefronttoshowtheirinterview.Studentscanstarttheinterviewlikethis:

Tourist:HowdidyougettoknowNelsonMandela?Whatdidhedotohelpyoukeepyourjobinagoldmine?)

Step6.Homework

1.Trytofindoutsomeusefulexpressionsandphrases.

2.WorkinfourtofindmoreinformationaboutNelsonMandela.

附板书设计:（BlackboardDesign）

TherelationshipbetweenEliasandNelsonMandela

EliasMandela

blackworkeropened

educated,twoyearsadvise

outofworkhappiestget

novoteorganize

notchooseaccept/fight

poorestjoinbrokepeaceful

blowuphelp

putinprisonbegan

hardesttaught

notallowedallowed…to

getadegreedegreenotstopped

feelgood

Period2：ReadingII

Step1.Lead-in

T:Doyoustillremembersomedetailsaboutwhatwelearnedyesterday?Nowletmehaveacheck.

Step2.Reviewtworeadings

1.(TorF)

1.EliasmetNelsonMandelaatschool.(F)

2.NelsonMandelawasablacklawyer.(T)

3.NelsonMandelabelievedthatblackpeoplewerebeingtreatedaswellaswhitepeopleinSouthAfrica.(F)

4.NelsonMandelathoughtviolencewasagoodwaytohelpblackpeople.(F)

5.NelsonMandelahelpedEliaskeephisjob.(T)

6.ThegovernmentwerehappywithNelsonMandelaandtheANC.(F)

2.Listeningandlearningaboutlanguagepoints

(Discoverusefulwordsandexpressions,andthencompletethepassagewithsomeofthewordsabove)

(goon,sometime,feelhopeless,loseone’sjob,braveman,infact,bereadyto,agreetotake,goagainstalaw,quietandcalm,betakentoprison,tellsomebodywhattodo,whatpeopledoinawar,alwaysdoingnewthings,havesomedifficultproblems,moneypaidforgoingtoschool,ayellowmetalformakingaring,groupofpeopleorganizedforaspecialpurpose)

T:Let’slistentothewholestory.Wouldyoupleasefindoutthesimilarexpressionsinthetexttotheonesonthescreen?Thencompletethepassagewithsomeofthewords.

WhenEliaslosthisjobandwas__________,hiswifewasveryunhappy.Sheknewthismeanthewas_________whenallshewantedwasa_______lifewithenoughmoneyeverymonth.Shetriedto______himnottofightthegovernmentasshethoughtitwasbetterto_______thatinSouthAfricablackpeoplewerenotasimportantaswhitepeople.Buthewaswillingto________thefightandhelpNelsonMandelawinequalrightsforblackpeople.Fora______oftimeshefelthelplessand_________,butEliasencouragedherwithstoriesofhowgoodlifewouldbewhenwhiteandblackpeopleworkedandplayedtogether.

Step3.Listening

T:Weknow,atthattime,Eliaswasinadifficultsituationandthebackgroundwasverydifferentfromtoday’s.Withwhatyouhaveknown,canyoupredictsome?

uWhatisapassbook?

uIsitimportant?

uIsiteasytogetforElias?

uWhatjobdidEliaswanttodo?

uWhoworkedunderground?

uWhoworkedonthesurface?

uWheredidEliaslive?

T:Willyouranswersbeallright?NowlistentoonestatementofElias.

1Whatisapassbook?(B)

A.AbooktohelpyoupassexamsB.Abooktoshowyouridentity

C.AbooktotellyouwheretoliveD.Abooktotellyouhowtolive

2.Whyisitimportant?(C)

A.FortravelingoutsideSouthAfricaB.Forshowingwhereyouwereborn

C.FortravelinginsideSouthAfricaD.Forgettingajob

3.WhatjobdidEliaswanttodo?(D)

A.ToworkwithotherblackworkersB.Toworkasacleaner

C.ToteachinaprimaryschoolD.Toworkinthemines

4.Whoworkedunderground?(C)

AThewhiteworkersB.Theblackandwhiteworkers

C.TheblackworkersD.Foreignworkers

5.Whoworkedonthesurface?(C)

A.TheblackworkersB.Theblackandwhiteworkers

C.ThewhiteworkersD.Foreignworkers

6.WheredidEliaslive?(C)

A.InaclassroomB.Inahomeofhisown

C.InalargeroomwithbedsD.Withhisfamily

Q:WhydidEliasjointheANCYouthLeague?

(Hewantedtobethesameandequaltothewhitepeopleintheirownland.)

Q:Whydidhesupportviolencewhenhedidnotagreewithit?

(Becauseitwasonlywithviolencethattheycouldgettheequalright.)

Step4.FurtherDiscussion

T:SotoElias,NelsonMandelaisagreatmanandheisimportantinElias’life,andhechangedhislife.

AndwhathaveyoulearnedfromNelsonMandela?Forwhatqualitydoyouadmirehimmost?

(Show4picturesinPre-reading:WilliamTyndale,NormanBethune,SunYat-sen,andGandhi)

T:Aretheygreatpeopletoo?Whatqualitiesdotheyhave?Whatqualitiesdoyouthinkareneededtomakeagreatperson?

nConclusion:Agreatpersonisonewhohasfollowedhis/herideasandsacrificedsomethingsothattheycouldberealized.He/Shehasqualitiesasfollows:intelligent,determined,generous,kind,unselfish,brave,hard-working,confident,persistent,modest,onewhohasanidea,helpsothers,unselfishlygivesupsomethingtoachievehis/hergoal).

nLookatthelistofthequalitiesthataresetoutabove.Youaregoingtochoosefourthatyouconsiderarethemostimportantforagreatperson.Whileyouarechoosingeachone,thinkofsomeoneyouknoworhaveheardofthathasthatquality.Thenwhenyouhavefinishedchoosing,preparetogiveatalktotheclass.Youshouldexplainwhyyouchoseeachoneandwhoshowsit.

Step5.Homework

1.Reviewtworeadings

2.Recitegoodsentencesfromthereadings

3.PreviewthenextreadinginWB.

附板书设计:（BlackboardDesign）

Reviewtworeadings(TorF)

Listening

1.prediction

2.listentothepassage

FurtherDiscussion

1.Whatisagreatman?

2.Whataboutweordinaryones?

Languagepoints:

1.Doyouaskforhelpwhenyouthinkitnecessary?

askfor要求得到

Everytimehegetshome,heasksformoney.

askforsb.找某人，要求见某人

AMr.SimpsonformSydneyisaskingforthemanager.

2.Areyouwillingtodopublicserviceworkwithoutpay?

bewillingto愿意做某事

willingadj.乐意的，自愿的

I’mwillingtohelpyou.

I’mquitewillingforyourbrothertojoinus.

3.Doyoueasilyloseheartwhenyouareintrouble?

loseheart灰心，丧失信心

Pleasedon’tloseheart;youstillhavemorechances.

loseone’sheart爱上，喜欢上

Shelostherhearttohimassoonasshesawthehandsomesoldier.

introuble有麻烦，处于不幸中

Henevercameexceptwhenhewasintrouble.

4.HediedforhisideasbuthisworkwaslaterusedintheBible.他为了自己的思想而献身，但他的成果后来应用于《圣经》。

diefor为……而死

Theydiedforthepeople.TheirdeathisweightierthanMountTaishan.

Iamdyingforacupofwater.

diefor也意为“渴望，切望”（只用于进行时态）

5.HefoughtagainsttheGermanNazisandJapaneseinvadersduringWorldWarII.二战时期他抵抗德国纳粹和日本侵略者。

fight(fought,fought)

fightfor为……而战

fightagainst与……作斗争

Wewillhavetofightagainstdifficulties.

Theytoldtheworkerstofightfortheirrights.

6.HefoundedthefirstRepublicinChinain1911aftermanyyears’fighting.经过多年斗争他于1911在中国创建了第一个共和国。

found(founded,founded)建立，创建

find(found,found)

Thehospitalwasfoundedin1920.

Haveyoufoundyourmissingpen?

7.Hestronglybelievedinthethreeprinciples:nationalism;people’srights;people’slivelihood.他坚信三条原则：民族，民权，民生。

believein信任，信仰

DoyoubelieveinGod?

Webelieveinourgovernment.

believesb.=believewhatsb.says相信某人的话

believeinsb.信任某人

IbelievewhathesaidbecauseIbelieveinhim.

8.HegaveuparichlifeforhisideasandfoughtforhiscountrytobefreefromtheUKinapeacefulway.他为了他的思想而放弃了富裕生活，并且用和平方式为他的国家摆脱英国而进行了战斗。

giveup表示主动放弃或屈服

Hehasdecidedtogiveupsmoking.

givein表示被动屈服或认输，后面不带宾语

Youcan’twinthegame,soyoumayaswellgivein.

freefrom摆脱（不好的东西）的，无……的

Keepthechildrenfreefromharm.

Youshouldtrytowritesentencesfreefrommistakes.

9.Hefoughtfortheblackpeopleandwasinprisonforthirtyyears.他为黑人而战且坐过三十年监狱。

beinprison在狱中，被监禁

Hehasbeeninprisonforfiveyears.

put…inprison=send…toprison=throw…intoprison把……投入监狱

Thecarthieveshavebeenputinprison.

Hewassenttoprisonfortenyears

10.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.

period期间，时期，学校的一节课，周期

Let’sfinishthisperiodandhaveabreak.

aperiodofrotation自转周期

thetimewhen其中when引起定语从句

ThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg.

Doyoustillrememberthetimewhenwefirstmet?

thetime可用于引起时间状语从句，这时一般不加when。

IrecognizedhimthetimeIsawhim.

11.Itwasin1952andhehadopenedablacklawfirmtoadvisepoorblackpeopleontheirproblems.

1)adviseab.onsth.就……给某人出主意

Ihaveadvisedyouonthatsubject.

2)advisesb.todosth.建议某人干……

OurmonitoradvisesmetopracticemorespokenEnglish.

3)advisethat+(should)do

Iadvisethatyou(should)noteatfruitthatisn’tripe.

12.SadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.

beworriedabout=worryabout担心

Sheworriesaboutherhealth.

=Sheisworriedaboutherhealth.

outofwork失业

Jimhasbeenoutofworkformonths.

13.Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.过去三十年里出现了最多的法律来剥夺我们的权利,阻挡我们的进步,直到今天我们已经到了几乎没有任何权力的地步.

see在此句意为“见证，目睹”；(在某段时期)发生(某情况),经历,经受;为某事发生之时，主语为时间

Thelastfewmonthshaveseenmoreandmoretrafficaccidents.

Thecityhasseenmanychanges.

14.…onlythendidwedecidetoanswerviolencewithviolence.只是在那时我们才决定以暴力对暴力。

onlythen此处引起倒装句，当only修饰状语位于句首时，句子采用部分倒装的结构。

OnlybypracticingafewhourseverydaywillyoubeabletomasterEnglish.

only修饰主语时，句子不倒装。

Onlyheknewhowtosolvetheproblem.

15.Asamatteroffact,Idonotlikeviolence…butin1936Ihelpedhimblowupsomegovernmentbuildings.事实上我不喜欢暴力……但在1963年我帮他炸了一些政府大楼.

asamatteroffact=infact

Asamatteroffact,Idon’tknowthetruth.

16.ButIwashappytohelpbecauseIknewitwastorealizeourdreamofmakingblackandwhitepeopleequal.

beequalto等于，相当于

I’mnotequaltotheposition.

Womendemandequalpayforequalwork.

17.YoucannotimaginehowthesoundofthenameofRobbenIslandmadeusafraid.你想象不到听到罗本岛这个名字令我们多么害怕。

imaginen./doingsth./sb.+doing/that…

Canyouimaginelifewithoutelectricity?

Ididn’timaginebecomingawriterinmychildhood.

Ican’timaginehermarryinghim.

Imaginethatyouareabird.

18.Hetaughtusduringthelunchbreaksandtheeveningwhenweshouldhavebeenasleep.在午餐的休息时间和晚上我们本应该睡觉的时候他教授我们。

shoulddoshouldhavedone

Heshouldhavecomeearlier.

Youshouldcomeearliertomorrow.

Youshouldhavewrittentoyourmother.

MyteachersaidIshouldstudyharder.

IshouldhavestudiedharderwhenIwasyoung.

shoulddo表示应该做，一般指现在或将来的动作，指过去的动作时应站在过去的角度。

shouldhavedone表示本应该做而没有做的。站在现在的角度上评说过去的事情。

19.asleep,sleepsleepy

--Ishestillsleeping?

--Yes,heisfastasleep.

Iwastoosleepytoheartheendofhertalk.

Iusuallysleepsevenhoursaday.

asleep是表语形容词，意为“睡着的”。

sleep是动词或名词，意为“睡觉”。

sleepy是形容词，意为“打盹的”。

20.Astheywerenotclevererthanme,butdidpasstheirexam,IknewIcouldgetadegreetoo.由于他们不如我聪明而又确实通过了考试，我知道我也能获得学位。

didpass为强调结构，强调谓语动词时，在动词原行前加do,does,did.

Dobecareful!

IdohopeyouhaveamerryChristmas!

HedoesspeakEnglishwell!

21.IdidnotworkfortwentyyearsuntilMr.MandelaandtheANCcametopowerin1993.

cometopower=comeintopower执政

inpower当权，执政

Thingshavechangedalotsincehecametopower.

Howlonghashebeeninpower?

22.Alltheterrorandfearofthattimecamebacktome.

terrorn.恐怖，可怕的人或事

Themurderwasaterrortothepeopleinthetown.

fearn.恐惧，可怕

vt.恐惧，害怕+n./todo/that…

Doyoufeardeath?

Shefearstospeakinourpresence.

Ifearthatwecan’tprotectourselves.

forfearof…forfearthat…担心

Heleftanhourearlierforfearofmissingthetrain.

Sheworriedforfearthatthechildwouldbehurt

23.IrememberedthebeatingsandthecrueltyoftheguardsandmyfriendswhohaddiedandIfeltIwouldnotbeabletodoit.

beatingn.打、输

Theygavehimagoodbeating.

Theygaveourteamquiteabeating.

beatn.敲击，跳动

Weheardthebeatofadrum.

Canyouhearthebeatofmyheart?

24.TheysaidthatthejobandthepayfromthenewSouthAfricangovernmentwasmyrewardafterworkingallmylifeforequalrightsfortheBlacks.

rewardn.报酬，奖金

Heworkedhardbutwithoutmuchreward.

inreward作为报酬

Shegotnothinginrewardforherkindness.

vt.酬谢，给以报答

Herewardedmewithaprize.

1．period（n．）

1）lengthorportionoftime一段时间；时期。

Therewerelongperiodswhenwehadnonewsofhim．好长一段时间我们都没有他的消息。

Tomorrowsweatherwillbecloudywithsunnyperiods．明天阴天间晴。

Hissonisgoingthroughadifficultperiodnow．他的儿子正处于困难时期。

2）（timeallowedfora）lessoninschool课时；一节课。

threeperiodsofchemistryaweek一个星期三节化学课。

2．advise

advisesb.todosth.劝告/建议某人做某事advisesbnottodosth=advisesb.againstdoingsth劝告/建议某人不要做某事

1)Theyadvisedhernottoactinhaste.=Theyadvisedheragainstactinginhaste。他们劝她不要匆忙行事。

2)Hewilladviseyouwhattodo他会建议你（们）怎么办。

3)可以说advisedoing,但不可以说advisetodo，如：

SheadvisedholdinganEnglishpartyattheweekend.（正）

SheadvisedtoholdanEnglishpartyattheweekend.（误）

4)advise后可以引导一个宾语从句，从句的谓语动词用虚拟语气，即，should+动词原形，should可以省略。如：

Iadvisedthathe(should)comeatonce.

5)advisesb.ofsth把某事通知某人，如：

Weadvisedthemofthearrivalofgoods

6)advisewithsbon/aboutsth.与某人商量某事，如：

SheadvisedwithmeonthetraveltoEurope.

3．see（v.）

see除了用来表示“看见”以外，还可表示“遇见”、“会晤”、“理解”、“发觉”、“经历”等意义。在本句中，它的意思是tobethetimewhen（anevent）happens。

witness为（某事）发生之时；目睹。

Thisyearseesthehundredthanniversaryofthecomposersdeath．今年是那位作曲家逝世一百

4．position

1.表示“位置，姿势，职位，立场”时，是可数名词，前常加介词“in”如：

1).Thehousehasagoodposition.

2).Heislyinginaveryuncomfortableposition.

3).Mysisterhasgotapositionasanurse.

4).Bothsidesmadetheirpositionsclear.

2.表示“地位”时，是不可数名词，有时可加不定冠词，如：

Sheisawomanofhighposition

3.inapositiontodosth.处于能够做某事的地位，如：

I’msorry,Iamnotinapositiontohelpyounow.

4.in/outofposition在/（不在）适当的位置，如：

Thischairisoutofposition.Putitbackinposition.]

5.Takeupthepositionthat…主张…如：

Hetookupthepositionthatthemeetingshouldbepostponeduntil/tonextweek.

6.accept

1.表示“接受，同意”后面可接名词，代词或that引导的宾语从句，如：

1)Didyouaccepttheinvitation?

2)Itisgenerallyacceptedthatsmokingcausesbadhealth

2.区别accept和receive

accept指乐意接受或考虑后同意接受，强调其主观意愿。如：

1)Wemustacceptthecriticism.

2)Iacceptedthisplaninprinciple

receive表示“接到，收到”，指“接，收”这一动作或事实。

1).Hereceivedseveralbasketsfullofcards,lettersandtelegramsofcongratulations.

2).Hereceivedthepresent,buthedidn’tacceptedit.

accept后不可接不定式。

1).Sheacceptedtogowithme.（误）

2).Sheagreedtogowithme.（正）

7.reward.

1)作动词，表示“报酬，酬金，报答，奖赏”，接介词for表示“缘故”，接介词with表示“奖赏的东西”。如：

1)Irewardedyouforyourhelp.

2)Sherewardedhimwithasmile.

2.作名词，表示“报酬，奖赏，报答，酬谢”如：

1)Shewasgivenarewardforpassingtheexamination.

2)Sheworkedhardallherlifebutwithoutmuchreward.

3.asarewardfor,作为……奖赏，为……酬谢inrewardof（以……）酬谢，如：

1).Hewasrewardedwithagoldwatchasarewardforhisservices.

2)Hewaspresentedwithagoldwatchinrewardofhisservices.

4.inreward作为。。。报答。如：

1)Wegotnothinginrewardforourkindness.

5．表示“好处，回报”时，常用名词的复数形式，如：

1)Therewardsofartsarenottobemeasuredinmoney.

2)Thefinancialrewardsofteachingarenotamongitsattractions.

8.Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence．首先我们用和平的方式来破坏法律；而当这种方式也得不到允许时，……只有到这个时候我们才决定用暴力反抗暴力。

inawaywhichwaspeaceful=inapeacefulway。

Onlythendidwedecidetoanswerviolencewithviolence．注意didwedecide的局部倒装结构，当only修饰副词或状语置于句首时，句子要局部倒装。如：

Onlyafterthelessondidshediscoverthatshehadlostherhandbag．下了课她才发现自己丢了手提包。

OnlyrecentlyhaveIthoughtofthem．直到最近我才想起他们。

如果置于句首的由only引导的词语不是状语就不用倒装。试比较：

Onlysomeofthechildrenseemedtohaveunderstoodit．似乎只有一部分孩子明白。

Period3:morelanguageinput

Teachinggoals

1.Helpthestudentslearntogetinformationbylistening,andcultivatethelisteningability.

2.GetthestudentstotalkabouttheirvariousopinionsfreelyinEnglish.

Step1.Reading(WB)

T:Asweknow,mostofthegreatpeoplearealsoimportantandfamous,butareimportantpeoplethegreatones?

S:

(ShowsomepicturesofBillGates,hissoftwareandhiscompany).

T:Doyouknowwhoheis?

S:

T:Whatelsedoyouknowabouthim?

S:CEOofsoftware

T:Great,somanyofyouknowhim.Heisreallysofamous.Butisheagreatman?

S1:IthinkBillGatesis/isnot_____________,because________________________________.

S2:

T:Yousee,soyouhavedifferentideas.Let’shavealookathiminthetwopassages.Let’sreadthepassagequicklyandfillintheinformationsheet.

INFORMATIONONBILLGATES

Job

ChiefExecutiveOfficerofacomputercompany

Achievements

Producedsoftwarethatisusedallovertheworld

Whatdidhegiveupforhisbeliefs?

None

Generosity

Gavemoneytocausesforchildren’seducationandhealth

Whydoeshehaveenemies?

Otherpeoplearejealousofhissuccess

Whyattackedbythegovernment?

Theythoughthewastoobigandtoopowerfulandthatisunfairtohiscompetitors

T:WhatdoesthefollowerofBillGatesthinkofhim?

WhydoeshethinkBillisgreat?

WhataboutBill’scompetitor?

Why?

Pleasereadthepassageagainmorecarefullyandfindouttheevidencetosupporteachpoint.Lets’haveadebate.Thefollowingchartmayhelpyou.

GreatMan

NotaGreatMan

Hehashisowncompanyandsoftware.

Noonecancompetewithhissoftware.

Hefitshissoftwarefreeineverycomputer.

Hissoftwareisnotthebestbutusedmostwidely.

Hegivesmoneytocausesforchildren’seducationandhealth.

Hetrieshardtostopothersmakingbettersoftwaresothathemaybeacomputerbully.

(TcanaskSstofinishthechartfirst,andthenaskthemtogiveashortreporttotellusthereasonwhyBillGatesisagreatmanorwhynot.)

T:Thankyouforyourexcellentreport.Inaword,agreatmanshouldbetheonewhohasfollowedhis/herideasandsacrificedsomethingsothattheycouldberealized.Ifhe/shehasnotgonethroughstrugglesanddifficultiesfortheirnoblecause,theycan’tbecalledagreatperson.Fromyourreport,wefindthatdifferentpeoplehavedifferentideas,notonlyonthisaffair,butalsoonsomecommonthingsinourdailylife.Hereisthesameexamplewhichhappenedinourlisteningtext.

Step2.Listening(WB)

(ShowSsapictureofanaccident)

T:Whathappenedinthepicture?Ifyouwitnesstheaccident,whatwillyoudo?

Ss:Call120./Tellpolicemanthetruth./…

T:Ifthepolicemanasksyoutodescribewhatyouhavewitnessed,whatwillyousay?

S1:…

T:What’syourpointofview?

S2:…

T:Yousee,onthisaccident,youtwohavedifferentviews.Usually,afteranaccident,thepolicewillnotjustaskoneperson.Canyouguesswhy?Whataboutlisteningtothetapetofindoutthereason?

(AsktheSstolistentothetape.)

T:Sowhywillthepolicenotjustaskoneperson?

S:…

T:Instead,whatwillthepolicedo?

S:Hewillaskeveryonepresent.

T:Butsometimes,peoplewilltelldifferentstoriesafteranaccident,justaswhatyoudidjustnow.Doyouknowwhy?Solistentothetapeagainandfindouttheanswerstothesetwoquestions:

Q1:Whywillpeopletelldifferentstoriesafteranaccident?

Q2:Whatdoes“apointofview”mean?

(Checktheanswers.)

T:Yousee,whenyoulookatpeopleorthings,youmayhaveadifferentpointofviewfromothers.Onthisaccident,twopeoplehavedifferentpointsofviews.Pleaselistentothetapeonceagain,andtakesomenotesoftheinformationontheaccidentbypersonAandpersonB.

(Checktheanswersofexercise2.)

T:Sowhydidthetwospeakershavedifferentideasaboutthecauseoftheaccident?

S:…

T:Afteryougettheinformation,whodoyouthinkcausedtheaccident?Why?

S:…

T:Whatconclusioncanyoudrawafterthereadingandthelistening?

S:

T:Sonexttimewhenyoulookatoneevent,willyoujustlookononeside?

Standingondifferentfieldswillgiveyoutotallydifferentviews.Sopleasedon’tjustjudgeaneventfromoneside.Justlikethetopicwetalkedinthisunit–greatmen.Inthisunit,wetalkedalotaboutgreatmen,andmostofthemarefamouspeople.Whataboutordinarypeople?Aretheyjustordinary?Cantheybecomegreatmen?

Step3.Furtherdiscussion

(Showashortvideoof“MoveChina”)

T:Doyouknowhim?Isheasordinaryasus?Butisheagreatman?Why?

(TcanaskSstodiscusssomedetailedquestionsandthenshowtheirideas.)

1)Whoishe?Whathappenedtohim?

2)Doyouthinkheisagreatman?Whydoyouthinkso?

(Ssmaygiveaconclusion:heisreallyagreatperson.TcangetSsintoaheateddiscussion,andlet

themhaveafreetalk.)

1)Canyoulistanyotherordinarypeoplewhoyouthinktheyaregreat?

2)Arethereanyteachersyouadmirealot?Why?

3)Andwhataboutyourfriends?Yourschoolmates?

T:Importantpeoplemaybegreat.Butwhenwethinkaboutapersonorasituationindifferentrespects,maybewecanopenanotherwindow.Wecandescribeapersonwethinkisagreatpersonbecauseofwhatthispersondoesforthecommunityandothers.Judgingfromtheseflashingqualities,theyarelovedandadmiredbythepeoplearoundthem.Theyarethegreatpeopleinourheart.

Step4.Homework

Ifweordinarypeoplecanbecomegreatones,willyouwanttobeagreatone?Ifso,howtobea

greatperson?Canyouwriteyourplantoreachthegreatgoal?

附板书设计：（BlackboardDesign）

IthinkBillGatesis/isnot_____________,because________________________________.

Greatman?

Greatordinary

Period4:LanguagePracticing

Teachinggoals

1.Todiscoverandlearntousesomeusefulwordsandexpressions.

2.TolearnAttributiveClausespart2(where,when,why,prep.+which/whom)

Step1Lead-in

(ByaskingSssomeQsaboutElias,thenleadinsomeattributiveclausesinthereadingtext.GetSstolearnthegrammarfromtheirbook.)

T:InElias’sstory,NelsonMandelaactedanimportantroleinhislife,andalotofthingsgreatlychangedbecauseofhim.SotherearemanyunforgettableexperiencesinElias’smind.Supposeyouare/wereElias,canyoutellussomeofyourimpressiveexperiences?

Ss:Yes/Ok

T:

Q1:WhendidyoufirstmeetNelsonMandela?

S1:ImetNelsonMandelainaverydifficultperiodofmylife.

T:SoyoumeanthetimewhenyoufirstmetNelsonMandelawasaverydifficultperiodofyourlife.(Copythesentenceontheblackboard)

Q2:Wherewastheschoolyoustudied?

S2:TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.

Q3:WhenwasthedayNelsonMandelatoldyouwhattodoandhelpedyou?

S3:ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdaysofmylife.

Q4:Wherewerethepartsyoublackslived?

S4:Thepartsoftownwherewelivedweretheplacesdecidedbywhitepeople.

uThetimewhenyoufirstmetNelsonMandelawasaverydifficultperiodofyourlife.

uTheschoolwhereistudiedonlytwoyearswasthreekilometersaway.

uThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdaysofmylife.

uThepartsoftownwherewelivedweretheplacesdecidedbywhitepeople.

Step2Grammarreview

T:Nowpleaselookatthesesentences.Thewordsunderlinedareallmodifiedbysentences.Doyoustillrememberwhatwecallthesekindsofclauses?

Ss:Attributiveclause.

T:Yeah,theattributiveclausesareveryusefulinourexpression.

(Showashortflashofthedialoguebetweenacouple)

Nowlet’sreviewsometogether.Willyoufillintheproperwords?

Ex1:

1.Ishethemanwho/thatwantstoseeyou?

2.Heisthemanwhom/thatIsawyesterday.

3.Theyrushedovertohelpthemanwhosecarhadbrokendown.

4.Thepackage(which/that)youarecarryingisabouttocomeunwrapped.

T:Whatdowecallthewordswhichyoufilledinjustnow?。

S:Relativepronoun.
T:Whatarethey?

Relativepronoun：who,whom,whose,that,which等。

Step3Grammarlearning

T:Besidesthesewordsandsentences,wefindanotherlanguageusinginourtext.

Wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfightthegovernment．

ThepersontowhomyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela

T:What’sthedifferencesbetweenthesetwoandothers?

S:Wehaveaprepositionbeforetherelativepronoun.

T:Butwhereistheprepositionfrom?

Let’sobservethefollowingsentences!

Ex2:

1.Thespeedatwhichlighttravelsis300000kmpersecond.(由先行词的习惯搭配决定)

atthespeedof

2.ThisistheteacherfromwhomIborrowthebook.(borrowfrom)（动词词组）

3.Don’tbringthechildrentoseetheanimalsofwhichtheyareafraid.(beafraidof)

关系代词whom,which前介词的选择由先行词的习惯搭配或后半句动词的搭配而决定。

Ex3

1.ThiswasatimewhichyouhadgottohaveapassbooktoliveinJohannesburgat．

2.ThiswasatimeatwhichyouhadgottohaveapassbooktoliveinJohannesburg．

3.ThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg．

1.RobbenIslandistheplacewhichMrMandelaoncewaskeptin.

2.RobbenIslandistheplaceinwhichMrMandelaoncewaskept.

3.RobbenIslandistheplacewhereMrMandelaoncewaskept.


1.Isthisthereasonwhichhewaslatefor?

2.Isthisthereasonforwhichhewaslate?

3.Isthisthereasonwhyhewaslate?

4.

5.

6.

关系副词：when,where,why.

关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。

Step4Grammarpractice

Ex1:Eliashashadsomeproblemswithhismessagesforhisfriends.Canyouhelphimformsentenceswiththefollowingwordsandphrases.Matchthemplease.

wasthe5thofAugust.

wasbecauseofmyhardwork.

were9kmfrommyhouse.

waslateatnight.

wasverygrand.

wevoted

Iworked

IjoinedtheANCYouthLeague

Igotajob

Iarrived

Themines

Thereason

Thetime

Thegovernmentbuilding

Thedate

where

when

why


Ex2:Nowwillyoucompletethesesentencesusinganattributiveclausewithwhen,whereorwhy？

1.ThatwasthereasonwhyIhadtogohospitalforsolongandIcouldnotgoonmyholidaytoBritain.

2.MaryBrownmovedtoaplacewhereshewasclosetothesea,soshecouldgoswimmingeveryday.

3.Thiswasthetimewhentheharvestfailedthreeyearsinarow,andeveryonewascoldandhungry.

4.Itwastheyearwhentheelectricityfailedandeverybodyhadtocooktheirdinnerbycandlelight.

5.IwentbacktothetownwhichIleftwhenIwasfiveyearsold,soIcouldseethehousewhereIusedtolive.

6.Hewillneverforgettheparkwherehefirstmethiswife.

EX3:Jointwosimplesentencestomakeacomplexsentencewithanattributiveclause.

T:Justnow,weusedthewordswhen,why,where,which,whotofillintheblankets.Nowwouldyoucombinethetwosentencesbyusingtheattributiveclause?

Eg:WangAnmovedtotheUSfromShanghaiin1945.HewasborninShanghai.

WangAnmovedfromShanghai,wherehewasborn,totheUSin1945.

1.Harvardisaworld-famousuniversitywhere/fromwhichWangAngothisdoctor’sdegree.

2.HearrivedinAmericain1945asayoungmanwhohadlostmostofhisfamilyduringtheAnti-Japanesewar.

3WangAnspent3yearsinHarvardUniversitywhere/inwhichhestudiedappliedphysics.

4.In1951DrWangfoundedhisowncompanywhere/inwhichcomputersweremade.

5.HebecameaverysuccessfulentrepreneurintheUSin1985,whenhemade$3billion.

6.DrWangdiedin1990whenITwasdevelopingrapidlyallovertheworld.

7.ThisisDrWangtowhomthecomputerbelonged.

Step5Languageproduction

T:DrWangmadegreatachievementsduringhislife.Sometime,placesandeventsmeanalottohim.Theyarehisunforgettableexperiences.Andwhataboutyou?Doyouhavesomegreatmomentsandplacestoremember?Nowthinkaboutthemostfiveimportantthingsinyourlife.andsharethemwithyourpartners.Let’sworkinfour.

Topfiveinyourlife

Eg:LinhaiisabeautifulcitywhereIwasborn.

Iwasbornin1985whenmysissterwasfiveyearsold.

Iwillneverforgetthedaywhen….

1.

2.

3.

4.

5


Step6Homework

1.Makewhatyoudiscussedintoashortpassagebyusingtheattributiveclause.

2.Finishtheexercisesintheworkbook.

附板书设计：（BlackboardDesign）

Attributiveclause

relativepronoun：who,whom,whose,that,which等。

关系代词whom,which前介词的选择由先行词的习惯搭配或后半句动词的搭配而决定。

关系副词：when,where,why.

关系副词可代替的先行词是时间，地点或理由的名词，在从句中作状语，相当于“介词+which”结构，经常交替使用。

Period5:Writing

Teachinggoals

1.Dealwiththeknowledgelearnedandthewritingpart

2.Teachthestudentshowtowriteapersuadingletter.

Step1.Leadin

T:Hello,everyone.NowIamveryeagertoknowthetopfivethingsinyourlife.Wouldyouliketosharethemwithme?Otherspleasepayattentiontotheattributiveclausesinhisreport.

Ss:…

T:Welldone,howmanyattributiveclausesareusedinthereport?

Ss:

T:Justasyousee,withthisstructure,thesentencesyoumadewillbecomemorevividandbeautiful.Andfromwhathetoldyoujustnow,class,whatkindpersonourspeakeris?

Ss:Brave,honest…

T:Butisitenoughtodescribeonepersoninthisway?Whatelseisneeded?

Ss:(Getintoadiscussion)

Step2.Usingwordsandexpressions

T:Goodideas.Wouldyouliketoknowmore?Nowhere’sagoodexample.Let’sturntoPage70.Firstgothroughthetextquickly.Whocantellmewhatthepassagetalksabout?

S:It’saboutamathematiciannamedCharlesBabbage.

T:Nowchoosethewordsorexpressionsfromthebracketstocompletethepassage.

(LeaveSs2minutestofinishthepassage.)

T:Youcanfindthewordsaresimilartoeachother.Soasagoodwriter,hemayvarywordstoexpresssomethingbetter.Sopickingofproperwordsisveryimportant.Andhaveyoustoredsomegoodwordsorphrasesfromourtext?

Ss:...

T:Butcanyouusethemoutinyourwriting?Let’shaveatry.Herewe’vegotsome,andpleasechoosesomeofthemtotranslatemysentences.(Page71)

(asamatteroffact;introuble;outofwork;cometopower;advise;loseheart;besentencedto;willing;setup;continue).

T:Pleasealwaysremember:wordsandphrasesarethebricksofthehouseorthemusclesandbloodofthebody.Socollectingmorewordsisawaytowriteabeautifulpassage.Besidesthemusclesandblood,butwhataboutthebonesofthearticle?

Step3.Makeanoutlineforstructure

T:Let’sgobacktothepassage.Canyougivememoreinformationaboutthemathematician?Likewhenandwherewasheborn?Whathappenedinhischildhood?Andwhathappenedlater?…

Ss:…

T:Yes,inparagraphone,itwritesabouthispersonalinformation.Andwhathappenedinparagraphtwo?Whatotherinformationdoesitmention?

Ss:…

T:Inparagraphtwo,ittellsushishardworkandachievements.Whydowesayheworkedhard?Whatwerehisachievements?Didhesufferalotormeetwithsomeproblems?Whatdopeoplethinkofhim?Why?

Ss:…

T:Soinconclusion,thispassagecanbedividedintotwoparts.Theyare:

Paragraph1:Personalinformation

Paragraph2:His/Herhardworkandachievements

T:That’sthebriefoutlineofthispassage,andcanweaddsomethingmoreaboutit?

S:(Getintoadiscussionandreporttheirideas)

T:Generallyspeaking,whenwewriteapassageaboutaperson,maybewe’dbetterwriteabouthisqualitiesinthepassageandwecanalsoshowouropinionofthehero.Socanyouwriteanoutlineofapassageaboutagreatperson?

(LeaveseveralminutestotheSstomakeanoutline,andletthemexchangetheirideasfreely)

T:Accordingtoyourarrangement,youroutlinemaybelikethis:

Paragraph1:Personalinformation

Paragraph2:His/Herhardworkandachievements

Paragraph3:His/Hergoodqualities

Paragraph4:Youropinion

T:Hereyouhaveachancetopracticehowtowriteapassageaboutaperson.WouldyouwriteapassageaboutNelsonMandelaaccordingtowhatwehavediscussed?

(Leave5minutesforSstodrawanoutlineandcollectmoreinformationinthewholeunit)

Step4.Writing

T:Haveyoufinished?Supposethemagazine“GlobalPeople”beginsitsannualactivityofchoosingthetoptengreatmenin20thcentury.WillyouwritealettertosupportNelsonMandela?

Beforewebegin,herearetwoquestions:

1.Doyoustillremembertheformatofaletter?

2.Howcanyoupersuadepeopleorjudgestofollowyouradvice?

(GettheSsintodiscussion)

T:Heresomepropertipsforyou:

Step1.Collectyourideasfortheletters.Writethemdowninanyorder.Thensortthemoutintoanorderwhichseemsgoodtoyou.Forexample:timeorder,wecanhaveareferenceonPage39.

Step2.Begintheletterwithyouraddressandthedate.

Deareditor,

I’mwritingto…

.

…

Yourssincerely,

Sarah

T:Ok,nowlet’shaveatry!

Step5.Homework:

1.Finifshtheletter.

2.Reviewthewholeunit.

附板书设计：（BlackboardDesign）

Writing

Paragraph1:Personalinformation

Paragraph2:His/Herhardworkandachievements

Paragraph3:His/Hergoodqualities

Paragraph4:Youropinion

HuipuHighSchool,LinhaiZhejiangprovince

July24,2006

Dear…,

I’mwritingto…

…

Yours,

六、背景参考资料(Backgroundknowledge)

LyricsofHero

Theresahero
Ifyoulookinsideyourheart
Youdonthavetobeafraid
Ofwhatyouare
Theresananswer
Ifyoureachintoyoursoul
Andthesorrowthatyouknow
Willmeltaway
Andthenaherocomesalong
Withthestrengthtocarryon
Andyoucastyourfearsaside
Andyouknowyoucansurvive
Sowhenyoufeellikehopeisgone
Lookinsideyouandbestrong
Andyoullfinallyseethetruth
Thataheroliesinyou
Itsalongroad
Whenyoufacetheworldalone
Noonereachesoutahand
Foryoutohold
Youcanfindlove
Ifyousearchwithinyourself
Andtheemptinessyoufeltwilldisappear
Andthenaherocomesalong
Withthestrengthtocarryon
Andyoucastyourfearsaside
Andyouknowyoucansurvive
Sowhenyoufeellikehopeisgone
Lookinsideyouandbestrong
Andyoullfinallyseethetruth
Thataheroliesinyou
Lordknows...
Dreamsarehardtofollow
Butdontletanyone
Tearthemaway
Holdon
Therewillbetomorrow
Intimeyoullfindtheaway
Andthenaherocomesalong
Withthestrengthtocarryon
Andyoucastyourfearsaside
Andyouknowyoucansurvive
Sowhenyoufeellikehopeisgone
Lookinsideyouandbestrong
Andyoullfinallyseethetruth
Thataheroliesinyou
Thataheroliesinyou...
Thataheroliesinyou...

1.NelsonMandela

NelsonMandelasbiographyissetoutintheStudentsBookuptothedatehewenttoprisononRobbenIsland．Therestofhisbiographyisincludedbelow:

1990freedbywhitegovernment．

1991leaderofANC．

1993firstblackPresidentofSouthAfrica．

1999retiredasPresidentandreturnedtoliveinhishometownintheTranskei,SouthAfrica．

2.Elias

Elias,whotellsNelsonMandelasstory,hadalifethatwasverycommontomanywhohelpedNelsonMandelaandfoughtforthecause．Everythingthatismentionedinthestoryistrue．ThefactsofMandelaslifeandElias’lifeareaccurate．EliasstoryisbasedonthelifeofamanwhosupportedtheANCandwassenttoRobbenIslandfor4years．Hethenspent20yearstryingtogetanotherjob．Henowtakestouristsroundhisformerprisonandhetellsthemhowhesufferedforhisbeliefs．AfterheleftRobbenIslandhetriedmanytimestomakeacareerforhimself．Eachtimehesuccessfullygotajobthesecretpolicewouldtellhisemployersabouthistimeinprisonandhewouldlosehisjob．Elias’timeinprisonwasalsotrue．ThepoliticalprisonerswereallowednoprivilegesbutprisonersthathadnotdoneillegalpoliticalactswereallowedtostudydegreecoursesfromSouthAfricanuniversities．YoucanvisitRobbenIsland,asitisnowamuseumandopentovisitors．Therearenoprisonersthereanymore．

3.WilliamTyndale

WilliamTyndalebelievedthattheBibleshouldbeabletobereadbyeveryone．AtthattimeChristianitywasthereligionofEnglandbuttheBiblewasonlyreadandunderstoodbypriestsandreligiouspeople．ItwaswritteninseveraldifferentancientlanguagesandtherewasnoversioninEnglish．WilliamTyndalemadeithislifesworktotranslatetheBibleintoeasilyreadableEnglishforthepeopleofhistime．HehadtolearntoreadancientGreekandHebrewtobeabletodothis．ButthereweremanypeoplewhodidnotliketheideathatjustanybodyshouldbeabletoreadtheBible．Thepriestsandsomereligiouspeoplethoughtitmeanttheywouldhavelesspowersotheytriedtostophim．Hehadmanyadventuresandonceevenlostallhistranslations．HehadtakenashiptoEnglandandtherewassuchabadstormthatthebookshadtobethrownintothesea．Sohehadtostartalloveragain．Buthedidnotgiveup．HewasagenerousscholarandgavehisworktootherswhowerealsotryingtotranslatetheBible．Hehopedthatinthiswaytheprojectcouldbefinishedearlier．Atlasthewascaughtandputtodeathforhisbeliefs．AfterhisdeaththeBiblewaspublishedinEnglishandmorethan80%ofitwastheworkofWilliamTyndale．ThelanguageisverybeautifulandmanysayingsandexpressionsthatareusedinEnglandtodaycomefromit．Itisaveryimportanttext．Therearesomephrasesfromitattheendoftheguidanceforthisunit．

4.MahatmaGandhi

HisideaswereusedbyNelsonMandelaandMartinLutherKing,Jrasawayofdrawingattentiontotheircauseandgettingsympathyfrompeoplearoundtheworld．Hisimportancecomesfromthemoralforceofhisideasbecausehedoesnotsuggestthatpeopleshouldreturnviolencewithviolence．HiscampaignsagainstthepassbooksforIndiansinSouthAfrica,thesalttax,theimportofcottonclothesfromEnglandandthecontinuationofBritishruleinIndiawereallbasedontheprincipleofnon-violence．TheywereverysuccessfulandtheIndianshavebeenindependentfromBritainsince1947.

5.NormanBethune

NormanBethunewasaCanadianandalsoaCommunist．Hehadaverystrongfeelingagainstinjustice．Hewasalsoaveryimportantdoctorinhisowncountrywhomademanyimportantchangestothewaysurgerywascarriedout．HesupportedtheChineseandwenttohelptheirarmyasadoctorandtotrainotherdoctors．Heinventedmobilefieldhospitalunitswhichcouldbemovedquicklytotheplaceswherethewarwasbeingfought．UnfortunatelyhegotbloodpoisoningwhileworkinginChinaanddiedthere．

6.SunZhongshan（SunYatsen）

Hewasborninapeasantfamilyin1866．HestudiedmedicineinChinaandHongKongandpractisedasadoctorinMacao．HeopposedtheQinggovernmentandwhenhiscriticismswererejectedhemovedtoHonolulu．In1905heunitedalltheotherpoliticalpartieswhichwereagainsttheQinggovernment．In1911therewasanuprisinginWuchangwhichspreadtootherpartsofthecountry．TheQinggovernmentfellandSunZhongshanbecamethefirstPresidentoftheChineseRepublic．HegaveupbeingPresidentin1912toworkonhisthreeprinciples:theprincipleofpeoplesrights,peopleslivelihoodandnationalism．Thepeoplesrightswerenotforindividuallibertybutwhatwasgoodfortherevolutionandnationaldevelopment．Thepeopleslivelihoodhadtwoparts:tomaketheowningoflandequalandtorestrictcapitalism．Theprincipleofnationalismwastobuildastrongandunitedcountrywhereallnationalitiescouldliveinharmony．Heledanotherrevolutionin1913againstYuanShikaiandin1917setuptheKuomintang．Hediedin1925aftermanyyearsofstrugglefortherevolution．

7.NeilArmstrong

NeilArmstrongwasthefirstmantowalkonthemoon．HewasapilotintheAmericanAirForceandlaterjoinedtheastronautprogram．Hewaschosentobethefirstmantowalkonthemoon

8.BillGatesFamilyandEarlyChildhood

OnOctober28,1955,shortlyafter9:00p.m.,WilliamHenryGatesIIIwasborn.Hewasbornintoafamilywitharichhistoryinbusiness,politics,andcommunityservice.Hisgreat-grandfatherhadbeenastatelegislatorandmayor,hisgrandfatherwasthevicepresidentofanationalbank,andhisfatherwasaprominentlawyer.[Wallace,1992,p.8-9]Earlyoninlife,itwasapparentthatBillGatesinheritedtheambition,intelligence,andcompetitivespiritthathadhelpedhisprogenitorsrisetothetopintheirchosenprofessions.Inelementaryschoolhequicklysurpassedallofhispeersabilitiesinnearlyallsubjects,especiallymathandscience.HisparentsrecognizedhisintelligenceanddecidedtoenrollhiminLakeside,aprivateschoolknownforitsintenseacademicenvironment.ThisdecisionhadfarreachingeffectsonBillGatesslife.ForatLakeside,BillGateswasfirstintroducedtocomputers.

TheBirthofMicrosoft

InDecemberof1974,AllenwasonhiswaytovisitGateswhenalongthewayhestoppedtobrowsethecurrentmagazines.WhathesawchangedhisandBillGatesslivesforever.OnthecoverofPopularElectronicswasapictureoftheAltair8080andtheheadline"WorldsFirstMicrocomputerKittoRivalCommercialModels."HeboughttheissueandrushedovertoGatessdormroom.Theybothrecognizedthisastheirbigopportunity.Thetwoknewthatthehomecomputermarketwasabouttoexplodeandthatsomeonewouldneedtomakesoftwareforthenewmachines.Withinafewdays,GateshadcalledMITS(MicroInstrumentationandTelemetrySystems),themakersoftheAltair.HetoldthecompanythatheandAllenhaddevelopedaBASICthatcouldbeusedontheAltair[Teamgates.com,9/29/96].Thiswasalie.Theyhadnotevenwrittenalineofcode.TheyhadneitheranAltairnorthechipthatranthecomputer.TheMITScompanydidnotknowthisandwasveryinterestedinseeingtheirBASIC.So,GatesandAllenbeganworkingfeverishlyontheBASICtheyhadpromised.ThecodefortheprogramwasleftmostlyuptoBillGateswhilePaulAllenbeganworkingonawaytosimulatetheAltairwiththeschoolsPDP-10.Eightweekslater,thetwofelttheirprogramwasready.AllenwastoflytoMITSandshowofftheircreation.ThedayafterAllenarrivedatMITS,itwastimetotesttheirBASIC.EnteringtheprogramintothecompanysAltairwasthefirsttimeAllenhadevertouchedone.IftheAltairsimulationhedesignedoranyofGatesscodewasfaulty,thedemonstrationwouldmostlikelyhaveendedinfailure.Thiswasnotthecase,andtheprogramworkedperfectlythefirsttime[Wallace,1992,p.80].MITSarrangedadealwithGatesandAllentobuytherightstotheirBASIC.[Teamgates.com,9/29/96]Gateswasconvincedthatthesoftwaremarkethadbeenborn.Withinayear,BillGateshaddroppedoutofHarvardandwasformed.

七、评价(Assessment)

Task1:Collectinformationabout“NelsonMandela–amodernhero”learntinthisunitandmakenotesifnecessary.

Task2:Reflection

教师反馈Teacher’sreflection:

1.Havealltheteachingaimsbeenreached?

2.HavealltheSslearntalotinthelessons?

3.Whatcanbeimproved?…

教师对学生描述人物的评价:

Class:Name:Score:

Items:

True

54321

Understandable

54321

Logical

54321

Grammatical

54321

Handwriting

54321

Others

54321

教师对学生课堂活动的评价：

Class:Name:Score:

Items:

Understandable

54321

Logical

54321

Creative

54321

Active

54321

Cooperative

54321

Others

54321

学生反馈Students’reflection:

1)自我评价Self-assessment

Class________Name_________No_________Date__________

Inthisunit,youlearntaboutNelsonMandela–amodernhero.Howcomfortabledoyoufeeldoingeachoftheskillsbelow?

1=Notcomfortable2=Needmorepractice

3=comfortable4=verycomfortable

SkillsComfortablelevel

TalkaboutNelsonMandelaandothergreatmen1234

HavetheproperattitudetowardsNelsonMandelaandothergreatmen1234

Practiceexpressingandsupportinganopinion1234

Usethenewwordsandexpressions1234

UseAttributiveClause1234

Writeapersuadingletterandlearntodescribeaperson1234

Tellthedifferencesbetweengreatmenandfamousmen1234

2)自我反馈Reflection

1.Howmanyqualitiesofgreatmanhavebeenlearntinthisunit?___________________

2.Whatimpressedmemostinthisunit?____________________________

3.Whatpointshaven’tIunderstoodyet?____________________________

4.InwhataspectdoIneedimprovement?___________________________

3)学生互评Peer-assessment

学生相互对课堂活动的评价:

Group1

Group2

Group3

Group4

Theyworkedtogetherwell.

Theyspeakclearlyandloudly.

Theyarecreativeandactive.

Iunderstoodwhattheysaid.

Others…

精选阅读

高一新课标Unit1FriendshipLanguageStudy


一名优秀的教师就要对每一课堂负责，作为教师就要早早地准备好适合的教案课件。教案可以让学生能够听懂教师所讲的内容，帮助教师提前熟悉所教学的内容。那么怎么才能写出优秀的教案呢？下面是小编为大家整理的“高一新课标Unit1FriendshipLanguageStudy”，相信您能找到对自己有用的内容。

TheFourthPeriodLanguageStudy
Teachinggoals
1.Targetlanguage
a.Importantwordsandphrases:
survey,add,upset,ignore,calm,concern,cheat,list,crazy,dare,trust,suffer,advice,communicate,habit,joinin,fallinlove,accordingto,inorderto,gothrough,addup,aseriesof
b.Importantsentences：
Sheshouldhavestudied,…
Sheandherfamilyhidawayfortwoyearsbeforetheywerediscovered.
Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtdowithnature.
Istayedawakeonpurposeuntil…
Asthemoongavefartoomuchlight,Ididn’tdareopenawindow.
Ihappenedtobeupstairsoneeveningwhenthewindowwasopen.
ItwasthefirsttimethatI’dseenthenightfacetoface.
2.Abilitygoals
Learnsomeimportantpatterns.
3.Learningabilitygoals
Havestudentslearnhowtousetheimportantwords,phrasesandpatterns.
Teachingimportantpoints
Theuseofsomeimportantwords,phrasesandpatterns.
Teachingdifficultpoints
Howtoteachthestudentstomastertheusageofthepatterns.
Teachingmethods
Learnthelanguagepointsthroughsituationsgivenandpractice.
Teachingaids
Slideshow
Teachingproceduresways
1.concernoneselfabout/for担忧，关心
beconcernedabout/for关心
Weareconcernedabout/forhersafety.
2.cheatv.欺骗；骗取；作弊
cheatsb.(out)ofsth.骗取某人的某物
cheatsb.intodoing…骗某人做…
cheatin/at…作弊；作假；
Hewascheatedintosmoking(吸烟）
Itiswrongtocheatinanexamination(考试作弊）
Itwasfoolishofhimtobecheatedofhismoney（被骗了钱）
3.shouldhavedone本来应该做某事（而实际没做，含有责备的意味）
shouldnothavedone本来不该做某事（而实际已做）
Helooksupset.Ishouldn’thavetoldhimthebadnews(本不该告诉他这个坏消息）.
Youarelate.Youshouldhavecomefiveminutesearlier(早五分钟来）.
4.before…才…
eg.Ihadwaitedforhimfortwohoursbeforehecame.
我等了他两小时他才来。
注意以下句型：
Itwillbe+时间段+before…得过多久才…
Itwillnotbe+时间段+before…用不了多久就…
Itwas+时间段+before…过了多久之后才……
Itwasn’tlongbefore…没过多久就……
Itwillbethreeyearsbeforewemeetagain（才见面）.
Itwasnotlong(没过多久）beforewegottogether.
5.强调句型：
Itis/was+被强调部分+that/who(被强调部分是人时，可用who替代that)…
注意被强调部分的人称代词和从句中的时态。
对下列句子的划线部分进行强调：
Icameacrossthemintheclubtwodaysago.
ItwasIwhocameacrossthemintheclubtwodaysago.
ItwasthemthatIcameacrossintheclubtwodaysago.
ItwasintheclubthatIcameacrossthemtwodaysago.
ItwastwodaysagothatIcameacrossthemintheclub.
被强调部分也可以是从句。
eg.Hewentbacktohishometownwhenthewarwasover.
Itwaswhenthewarwasoverthathewentbacktohishometown
6.keepsb./sth.+a./ad./doing/done使……保持某种状态
I’msorrytohavekeptyou________(wait)forsolong.
Wewillkeepyou_______(inform).
7.stay----keep系动词，意为“保持”，表示状态，后多跟形容词或名词，不用于被动语态和进行时。
Theweather_________(一直暖和）allthisweak.
Theshop__________(一直营业）twentyfourhoursaday.
They_________________(一直是朋友)foryearsuntilLidied.
8.toomuch+n.太多(若修饰可数名词复数，则用toomany;toomuch还可以单独使用）
muchtoo+a./ad.实在太……
Ihadtocallataxibecausetheboxwas____tocarryallthewayhome.
A.muchtooheavyB.toomuchheavy
C.heavytoomuchD.tooheavymuch
Iwon’tgotothecinemawithyou,becauseIhave____worktodo.
A.toomanyB.toomuchC.muchtooD.farmuchtoo
Iamnotingoodhealth,sotheworkis__________formetodo.
9.happentodo…;Ithappens(ed)that…碰巧……
I_________________________(恰好在车站）whenhearrived.
Ithappenedthat_________________whenhearrived.
10.dare(1)用做情态动词，多用于否定、疑问、条件状语从句和weather/if引导的从句，没有人称和数的变化。现在时为dares,过去时为dared,否定式为darenot或daren’t
（2）用做实意动词，有人称、数和时态的变化，否定句中的to可省略。
Idaresay我敢说；我相信；我认为
eg:Idaresayhewillcomelater.我敢说他过些时候会来的。
Thereissomethingwrongwiththetape,Idaresay.（作插入语）
Iwonderhowhe____thattotheteacher.
A.daretosayB.daresayingC.notdaresayD.daredsay
Thelittlegirl___godownstairsaloneatnight.
A.daresnottoB.daresnotC.darenottoD.darenot
Sheisshyand___standupandanswertheteacher’squestions.
A.daresnotB.doesn’tdaretoC.darenottoD.daresnotto
11.It/Thisisthefirst/second…timethat+主语+have/hasdone.
It/Thiswasthefirst/second/third…timethat+主语+haddone.
意为“某人第几次做某事”
I’mnotfamiliarwiththetown.ItisthefirsttimethatI_____________.
Hetoldmeitwasthefourthtimethathe____________________（犯同样的错误）.
12.facetoface面对面地（在句中作状语）
face–to–facea.面对面的(作定语）
类似的还有hearttoheart坦诚地
shoulderto

shoulder肩并肩地
backtoback背对背地
Shestood__________________(面对面地）withhim.
Wehad___aface–to–facetalk____________________(
Thatnighttheytalked_____________(坦诚地）witheachother.
13.(1)advice(1)n.[u]劝告，忠告
give/offersb.someadvice(on…)（就…)给某人提建议
follow/takeone’sadvice接受某人的建议
asksb.foradvice(=askadviceofsb.)
(2)advisev.建议,劝告
advisesb.todo;advisedoing
advisethatsb.(should)do
Fatherwenttohisdoctorfor_____abouthishearttrouble.
A.anadviceB.adviceC.advicesD.theadvices
Theteachergaveme_____studyingmaths.
A.someadviceonB.advicesonC.adviceD.someadvicesfor
Hewasadvised______smoking.
A.stoppingB.tostopC.stopD.tobestopped
Headvisedthatwe____________________(立刻出发).
14.havedifficulty/trouble(in)doing某人做某事有困难
Thereisdifficulty/trouble(in)doing做某事有困难
havedifficulty/troublewithsth.
Ididn’thaveanytrouble/difficulty_____theman’shouse.
A.tofindB.withfindingC.infindD.finding
HeaskedmeifIhadanydifficulty____myEnglish.
A.withB.inC.forD.to
15.geton/along(well/nicely/badly/)withsth.进展
geton/along(well/nicely/badly)withsb.与某人相处
Heaskedme_________________________(我的英语进展如何).
ItoldhimthatI__________________(进展得很好).
Heisapleasantpersonwhoiseasy____.
A.togetalongwithB.togetalong
C.tobegettingonD.gettingalongwith
16.fallinlove(withsb.)“爱上某人”,表动作
beinlove(withsb.)“与某人相爱”,表状态
Mary_______________withBillforthreeyears.
17.makeaneffort/everyeffort/effortstodosth.---trytodo努力,尽力
Pleasemakeaneffort_______________(早到).
Iwill___________________(尽力)tohelpyou.
18.find/think/feel/make+it+a.(forsb.)+todo
Idon’tthink____possibletofindsomuchworkwithinsoshortatime.
A.thisB.thatC.itsD.it
Wehavemade____arule_____intheoffice.
A.this;nottosmokeB.it;smoking
C.it;tonotsmokeD.it;nottosmoke
Ifeelitmyduty______him.
A.tohelpB.helpingC.helpedD.willhelp
<>

高一新课标Unit3Revision


一名优秀的教师在教学时都会提前最好准备，作为教师就要精心准备好合适的教案。教案可以更好的帮助学生们打好基础，让教师能够快速的解决各种教学问题。那么如何写好我们的教案呢？为满足您的需求，小编特地编辑了“高一新课标Unit3Revision”，供大家借鉴和使用，希望大家分享！

词组翻译

1.梦想进行大型自行车旅行dreamabouttakingagreatbiketrip

2.大学毕业graduatefromcollege

3.有机会干某事getthechancetodosth.

4.从它开始的地方到它结束的地方fromwhereitbeginstowhereitends

5.使某人对某事感兴趣getsb.interestedinsth.

6.干某事的最好方式thebestwayofdoingsth/todosth

7.改变某人的主意changeone’smind

8.在……的高度atanaltitudeof…

9.下定决心干某事makeupone’smindtodosth

10.穿过深谷passthroughdeepvalleys

11.确信、确定besureabout/ofsth

12.像往常一样asusual

13.扎营makecamp

14.首先其次Foronething,…;foranother,…

15.向某人问候say“Hello”to…

16.在别人眼中看世界toseetheworldthroughsomebodyelse’seyes

17.支起,竖起putup

18.熟悉,为某人所熟悉befamiliarto

19.关心,在乎careabout

20.坚决的表情adeterminedlook

21.不睡觉stayawake

22.迫不及待地做……canhardlywaittodo…

23.列出……清单makealistof

单词拼写

TheAustraliansliketo______(露营)inthecountrysideattheweekends.Weallknowthatheistoo__________(顽固)toapologize.Don’ttakethat_________(态度)withme,youngman.Moststudentskeepa_____(日记)oftheireverydaylife.

5.Excuseme,whatisthef_____toParis?Is$10enough?

6.ThemusicsoundssogoodthatIwanttor_____itfromtheradio.

7.Inthepast,thevillagerst__________theirgoodsbygoatnotbytruck.

8.Thelittleboysaidnothingbecausehewasnotb____enoughtobeagainsthisfather.

Answers:1.camp2.stubborn3.attitude4.diary

5.fare6.record7.transported8.brave

句型转换

1.WangHongwasaheadofmeintheusualway.

WangHongwas______________me___________.

Answers:infrontof,asusual

2.Manypeoplekeepadiaryaboutwhattheythink.

Manypeople__________________adiary.

Answers:puttheirthoughtsinto

3.ManystudentswhoarelearningEnglishlike“ChinaDaily”.

“ChinaDaily”is___________students__________.

Answers:popularwith,ofEnglish

4.Howcanyoudoyourhomeworkwhileyouarelisteningtomusic?

Howcanyoudoyourhomeworkwhile___________music?

Answers:listeningto

5.Marytoldvisitorsmanyinterestingthingsabouttheschoolandtheywereinterestedinit.

Mary___theschoolbytellingthemmanyinterestingthings.

Answers:gotthevisitorsinterestedin

完成句子

1.他是一个意志坚强的人。如果他下定决心做什么事，就一定要做好。

Heisa__________person.Ifhe_____________dosomething,hewilldoitwell.

Answers:determined…determinesto

2.我对这座城市不太熟悉，这是我第一次来访。

Iamnot_______________thecity,forthisismyfirstvisithere.

Answers:familiarwith

3.最后，他们终于被说服了骑自行车去环游全国。

Finallythey______________tocyclearoundChina.

Answers:werepersuaded

4.我们明天就要去北京了。

We___________________forBeijingtomorrow.

Answers:areleaving/willleave

5.科学家们正在寻找这条河的源头。

Thescientistsaresearchingforthe______oftheriver.

Answers:source

Completethesentenceswiththewordsfromtheboxinproperforms.Somewordsmaynotbeused.

record,camp,givein,determine,cycle,expect,dream

I_______aboutflyinglastnight.Theboyswent________lastsummer.Theyputuptheirtentatthefootofthehill.

3.Themoneywehavewill_________howlongwecanstayhere.

4.Hewas_______alongthestreetwhenhewasknockedoffhisbike.

5.Youcan’t______tolearnaforeignlanguageinaweek.

6.She________everythingthatwassaidatthemeeting.

7.Neverhashe_________tohisfate(命运).

Answers:1.dreamt2.camping3.determine4.cycling5.expect

6.recorded7.gavein

高一英语Unit5知识要点总结（新人教版）


作为杰出的教学工作者，能够保证教课的顺利开展，作为高中教师准备好教案是必不可少的一步。教案可以让学生能够在教学期间跟着互动起来，使高中教师有一个简单易懂的教学思路。高中教案的内容要写些什么更好呢？下面是由小编为大家整理的“高一英语Unit5知识要点总结（新人教版）”，希望对您的工作和生活有所帮助。

高一英语Unit5知识要点总结（新人教版）

一、短语归纳
loseheart丧失勇气
loseone’shearttosb/sth爱上，喜欢上
beworriedabout担心(状态)
introuble处于不幸中
besentencedto被判处
beoutofwork=loseone’sjob失业
beequalto相等的，平等的
beproudof/takepridein以……而自豪
invitesbtodosth邀请某人做某事
具体短语请点击：新人教版高一英语Unit5短语归纳总结
二、重点句子
1.Onlythendidwedecidetoanswerviolencewithviolence.
2.Hestronglybelievedinthethreeprinciples.
3.IfeltbadthefirsttimeItalkedtothegroup.
4.Hetaughtusduringthelunchbreaksandtheeveningswhenweshouldhavebeenasleep.
句子讲解请点击：高一新人教版英语Unit5重点句子讲解
三、重要语法
在复合句中，修饰某个名词或代词的句子(做这个名词或代词的定语)叫定语从句，定语从句一般放在被修饰的名词或代词后面，被修饰的名词或代词叫做定语从句的先行词，它与定语从句之间要有一个词连接，这个词指代先行词的内容叫做关系词(关系代词或关系副词：that,which,who,whose,when,where,why)。先行词在定语从句中充当主语，宾语，时间，地点，原因状语。结构：先行词+关系词+定语从句。

人教版新课标模块5 Unit 4 Making the News重难点详解


一名优秀的教师就要对每一课堂负责，高中教师要准备好教案，这是教师工作中的一部分。教案可以让学生们有一个良好的课堂环境，使高中教师有一个简单易懂的教学思路。关于好的高中教案要怎么样去写呢？下面的内容是小编为大家整理的人教版新课标模块5 Unit 4 Making the News重难点详解，希望能为您提供更多的参考。

人教版新课标模块5Unit4MakingtheNews重难点详解
一、重要单词用法例析
1.belowprep.有天赋的
Heisagiftedmusician.他是天才音乐家。
5.seldomadv.很少
ThereisseldomsnowinGuangdong.广东很少下雪。
HeseldomgoesoutonSundays,doeshe?星期天他很少出去，对吗？
Seldomhastherebeensuchahappymeeting.过去很少有过这样愉快的会议。
注意：(1)其后的反意疑问句用肯定式；(2)位于句首时，谓语用部分倒装。
6.occupationn.职业；占用，占据
Teachingismeoccupation.教书是我的职业。
Theoldhouseisundermyoccupation.这所旧宅现已为我所有。
辨析：occupation表示职业，较为正式，常用于表格；work工作，不可数名词；job职业，可数名词，可指单独一个任务，也可指工作职位；profession工作，是指需要特别技能/训练和高等教育的工作；trade是指手艺工。
7.eageradj.渴望的，热切的
Sheiseagertogohome.她很想回家。
Heiseagerforacomputer.他渴望有台电脑。
辨析：beanxioustodosth急于做……(强调着急)
8.acquirevt.获得，取得
SheacquiredaknowledgeoftheEnglishbycarefulstudy.她认真学习而精通英语。
9.denyvt.不认，拒绝
Hedeniedtellingme.=Hedeniedthathehadtoldme.他否认他告诉过我。
注意：后接动词作宾语时，只能用-ing形式。
10.employvt.雇用，使用
Weemployedacook.我们雇用了一个厨师。
Howdoyouemployyoursparetime?你是怎样利用你的空余时间的?
Heisemployedinwateringtheflowers.他正忙于给花浇水。
11.covervt.盖，遍布，走，采访
TheRedArmycovered500kilometersoneday.红军一天要行走500公里。
Allthepapersliketocovertheaffairsofthefamouspersons.很多报纸喜欢报道名人的韵事。
二、词组句型用法例析
1.accuse…of…控告某人犯某罪
IaccusedDonnyofstealingmoney.我控告Donny偷盗。
2.soasto(dosth.)为了……
Wegotupearlysoastocatchthefirsttrain.我们早起以便坐上第一班车。
辨析：soasto…不能位于句首，此时可用inorderto…
Inordernottobelateforschool,wemustgetupearly.为了上学不迟到，我们须早起。
3.defend…against…防卫……免受……
Ourdutyistodefendourcountryagainsttheenemies.我们的职责是保卫我们的国家免受敌人的侵袭。
4.haveanoseforsth.有探查或发现某事物的能力新课标第一网
Thatreporterhasanosefornews.那位记者对新闻特别敏感。
5.thesame…as…./such…as…
Heissuchakindmanasalllike.他是个人人喜欢的善良的人。(as作like的宾语)
注：在定语从句中，先行词中包含有thesame,such,so等时，要用as来引导；关系代词as在定语从句中作主语或宾语等。
比较：Heissuchakindmanthatalllikehim.(that不作任何句子成分)
三、课文长句难句剖析
Ifthepersonbeinginterviewedagrees,wesometimesusesmallrecorderstomakesurethatwegetallourfactsstraight.
剖析：beinginterviewed是现在分词的被动式做定语，修饰theperson，相当于定语从句whoisbeinginterviewed；不定式短语tomakesurethat…作目的状语；句中的straight是副词，意为“直接地”。
译文：如果得到被采访人允许，我们有时使用小型录音机，保证我们能够直接记录下全部事实。
四、语法知识归纳
1.全部倒装
就是将句子中的谓语动词全部置于主语之前。全部倒装通常用于：
(1)here,there,now,then,thus等副词置于句首时
Thencamethechairman.那时总裁来了。
Hereisyourletter.你的信。
(2)表示运动方向的副词或地点状语置于句首时
Outrushedamissilefromunderthebomber.轰炸机肚底下窜出一枚导弹。
Aheadsatanoldwoman.前面坐着一个老妪。
注意：
①主语必须是名词，而不能是代词。
②谓语动词通常是be,come,go,lie,run等表示来去或状态的动词。
③谓语动词的时态通常是一般现在时和一般过去时。
2.部分倒装
就是指将谓语的一部分如助动词、情态动动词或be移到主语前。如果句子的谓语中没有这类词，则在主语前加助动词do,does或did，谓语动词用原形。部分倒装用于：
(1)否定或半否定的词语，如no,not,never,seldom,little,hardly,atnotime,innoway,notuntil…等位于句首时。
NeverhaveIseensuchaperformance.从未见过如此糟糕的表演。
Nowherewillyoufindtheanswertothisquestion.无论如何你不会找到这个问题的答案的。
Hardlyhadshegoneoutwhenastudentcametovisither.她刚出门，就有个学生来访。
Nosoonerhadshegoneoutthanastudentcametovisither.她刚出门，就有个学生来访。Notuntilthechildfellasleepdidthemotherleavetheroom.母亲一直到孩子入睡后离开房间。
注意：①hardly…when…,nosooner…than…或notonly….butalso…中，都是前一句倒装，后句不倒；②notuntil…后接时间状语从句时，从句不倒，主句倒。
真题：(1)NotuntilIbegantowork______howmuchtimeIhadwaited.(全国)
Adidn’tIrealizeBdidIrealizeCIdidn’trealizeDIrealized
解析：notuntil…位于句首，主句主谓要用部分倒装，排除C和D；notuntil句型中不再用否定，故选B。
(3)so,neither,nor表示“也”或“也不”时
TomcanspeakFrench.SocanJack.汤姆会讲法语，杰克也会。
Ifyougototheparktomorrow,sowillI.如果你明天去公园，我也去。
Hehasn’tgonethere.Neither/Norhaveyou.他没有去那里，你也没去。
注意：当so引出的句子是对上文内容加以证实或肯定时，不可用倒装结构。意为“的确如此”。如：
TomaskedmetogotoplayfootballandsoIdid.汤姆邀我去踢球，我去了。
—It’sraininghard.雨下得真大。
—Soitis.是呀。
(3)“only+状语”位于句首时
Onlyinthisway,canyoulearnEnglishwell.只有这样，你才能学好英语。
OnlythendidIrealizethatIwaswrong.只有到那时我才意识到我错了。
Onlywhenheisseriouslyilldoesheeverstayinbed.病得狠重时，他才卧床休息。
注意：如果句子为主从复合句，则主句倒装，从句不倒装。
(4)as引导让步从句时
必须将表语或状语提前（形容词,副词,分词,实义动词提前）。但需注意：
①句首名词不能带任何冠词。
②句首是实义动词,其他助动词放在主语后。如果实义动词有宾语和状语，随实义动词一起放在主语之前。
Tryhardashewill,heneverseemsabletodotheworksatisfactorily.他工作很努力，但总不能让人满意。
Childasheis,heknowsalot.他虽然是个孩子，但很懂事了。
(5)其他部分倒装
①so…that…句型中的so+adj./adv.位于句首时。
Sofrightenedwashethathedidnotdaretomoveaninch.他害怕得很，动也不敢动。
真题：Sodifficult______ittoliveinanEnglishspeakingcountrythatIdeterminedtolearnEnglishwell.(上海)
A.IhavefeltB.haveIfeltC.IdidfeelD.didIfeel
解析：so+adj.放在句首，用部分倒装，排除A和C；由determined可知用过去式，故选D。
②在某些表示祝愿的句型中。
Mayyouallbehappy.愿你们都快乐。
③在虚拟条件句中有were,had,should等词时，可将if省略，把were,had,should移到主语之前。
WereIyou(=IfIwereyou),Iwouldtryitagain.我是你的话，就再试一次。

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