摘要：
高中英语必修第一册答案【答案】： 必修一 Unit 1 1. 你把所有的数加起来就会知道 You will know the result when you add up al... 高中英语必修第一册答案
【答案】： 必修一 Unit 1 1. 你把所有的数加起来就会知道 You will know the result when you add up all the numbers. 2. 我们努力想让他平静下来，但他还是激动地大叫。 We tried to calm him down but he kept shouting excitedly. 3. 玛丽在医院里住了很长一段时间后，恢复了健康。 After a long stay in hospital Mary recovered. 4. 李鸣在这里定居后，和邻居们相处得很好。 Since Li Ming settled here, he has got along well with his neighbors. 5. 如果你不想和我在一起，你就收拾东西走人。 If you don’t want to stay with me, you can pack up and go. 6. 战争期间，我受了很多苦。我用日记记下自己的经历，以便老了以后能够记住。 During the war, I suffered a lot. I wrote my diary to set down my experiences, so I would remember them when I was old.
P4、一：1，outdoors 2,upset 3,be concern about 4,loose 5,go through 6,ingnore7,face to face 8,calm dome 9,on series 二：upset go through calm dome concerned about outdoors loose 三：1,in order to 2,dusty 3, set down 4,at dusk 5,add up 6,entirely 7,curtains 8,on purpose(其余的我等会再给你，现在有事离开下。我分6次答好了）
下图中红色方框内为1、2题答案，3题的答案见图下面的回答。
3大题答案：
girl was rescued from the girl was rescued from the well which was very girl was rescued from the well that was full of girl who was drowning was rescued from the well .S4:The girl whose parents were out working was rescued from the well.
children buried eggs in the children buried eggs in the garden that belongs to Mr. Li .S2:The children buried eggs which were stolen from their homes in the children who didn't go to school yesterday buried eggs in the children whose parent were not at home buried eggs in the garden.
survivors were dug out by the soldiers .S1:The survivors who had been buried for two days were dug out by the soldiers .S2:The survivors that were badly injuried in the earthquake were dug out by the soldiers .S3:The survivors whose houses were destroyed were dug out by the survivors were dug out by the soldiers who hadn't gone to sleep for two days.注:此题不能变成which引导的定语从句,因为survivors和soldiers都是表示人的先行词.
nation was shocked at the nation was shocked at the news that came just nation was shocked at the news which might be not nation which took part in the Olympic Games was shocked at the nation whose athelets failed in the Olympic Games was shocked at the news.注:此题不能变成who引导的定语从句,因为nation和news都是表示物的先行词.
p37、一：1,The school where I studied for only two years was three kilometres away. 2,The day when Nelson Mandela helped me was one of my happiest. 3,He was generous with his time,for which I was grateful. 4,....Mandela was the black lawyer to whom I went for advice.
高中英语必修第一册课后答案
【答案】： Unit 2 1. 博物馆要求参观的游客不得在馆内拍照。 Visitors are requested not to take photos in the museum. 2. 邓小平在中国经济的发展过程中起着非常重要的作用。 Deng Xiaoping played an important part in developing the economy in China. 3. 记者问作家他作品的人物是以谁为原型的。 The reporter asked the writer who he based his characters on. 4. 她说，“我会穿一件红色的长大衣，这样你肯定能认出我来”。 “I’ll be wearing a long red coat so you’ll be sure to recognize me,” she said. 5. 沿着这条路走三个街区，然后右转，医院就在你的左边。 Go along the road for three blocks and then turn right. You’ll see the hospital on you left. 6. 我们有很多工作要做，所以要利用好时间。 We have a lot of work to do, so we have to make good use of time. 7. 他直接去了纽约，没在香港停留。 He went straight to New York, without stopping in Hong Kong. 8. 这座城市在初夏季节常下雨。 Rains are frequent in this city in early summer.
【答案】： 必修一 Unit 1 1. 你把所有的数加起来就会知道 You will know the result when you add up all the numbers. 2. 我们努力想让他平静下来，但他还是激动地大叫。 We tried to calm him down but he kept shouting excitedly. 3. 玛丽在医院里住了很长一段时间后，恢复了健康。 After a long stay in hospital Mary recovered. 4. 李鸣在这里定居后，和邻居们相处得很好。 Since Li Ming settled here, he has got along well with his neighbors. 5. 如果你不想和我在一起，你就收拾东西走人。 If you don’t want to stay with me, you can pack up and go. 6. 战争期间，我受了很多苦。我用日记记下自己的经历，以便老了以后能够记住。 During the war, I suffered a lot. I wrote my diary to set down my experiences, so I would remember them when I was old.
【答案】： Unit 3 1. 当我们发现山洞时已是深夜。 It was midnight when we found the cave. 2. 在那座山上有一座海拔高达3000多米的一座庙宇。 On that mountain lies a temple at an altitude of more than 3,000 metres above sea level. 3. 明亮的火焰熊熊地燃烧，水壶里的水开始沸腾。 The flame of the fire burnt brightly and the kettle began to boil. 4. 这家店卖质量很好的枕头和被子 The shop sells good wool pillows and quilts. 5. 每年成千上万只蝴蝶会从各个地方来到泉边。 Every year thousands of butterflies fly to the spring from all places around it / everywhere. 6. 他看起来像是个善良又可靠的人，可实际上他只在乎自己的钱 He looks like a nice and reliable man, but in fact the only thing he cares about is money. 7. 孩子们在蓝蓝的天空下建起了沙滩城堡 The children are building sand castles beneath a blue sky.
高中英语必修第一册课本答案
高一英语必修一课本44页第一题答案如下：1. aloha: to be with happiness, goodbye, our hearts singing . lokahi: oneness with all people3. lei: a circle of flowers worn around the . kokua: : family第二题答案： 1. Hawaiians say "aloha" to each other to show friendship. They welcome people with"lokahi" which means "oneness with all people".They give visitors a "lei" to make them feel at . It's because Hawaii is a place where many cultures are encouraged to live together peacefully and cooperate with . They try to help each other so that all feel stronger. They solve the problems with understanding and treat all people as if they are part of the same . Students' answers will vary.
下图中红色方框内为1、2题答案，3题的答案见图下面的回答。
3大题答案：
girl was rescued from the girl was rescued from the well which was very girl was rescued from the well that was full of girl who was drowning was rescued from the well .S4:The girl whose parents were out working was rescued from the well.
children buried eggs in the children buried eggs in the garden that belongs to Mr. Li .S2:The children buried eggs which were stolen from their homes in the children who didn't go to school yesterday buried eggs in the children whose parent were not at home buried eggs in the garden.
survivors were dug out by the soldiers .S1:The survivors who had been buried for two days were dug out by the soldiers .S2:The survivors that were badly injuried in the earthquake were dug out by the soldiers .S3:The survivors whose houses were destroyed were dug out by the survivors were dug out by the soldiers who hadn't gone to sleep for two days.注:此题不能变成which引导的定语从句,因为survivors和soldiers都是表示人的先行词.
nation was shocked at the nation was shocked at the news that came just nation was shocked at the news which might be not nation which took part in the Olympic Games was shocked at the nation whose athelets failed in the Olympic Games was shocked at the news.注:此题不能变成who引导的定语从句,因为nation和news都是表示物的先行词.
P20.[1.] fouds of about ;gave in [2.] in ; better up one's mind[3]glacier;valley;waterful;rapids;plain;deltaP21[2]are travelling; are leaving; are cycling; are taking; are staying; are taking[3] am going to school tomorrow morning .2,3,4略
P20.[1.] foud of about ;gave in [2.] in ; better up one's mind[3]glacier;valley;waterful;rapids;plain;deltaP21[2]are travelling;are leaving;are cycling;are taking;are staying;are taking
高中英语必修第二册答案
【答案】： Unit 2 1. 只有在希腊出生的人才能成为古代奥运会的参赛者。 Only those who were born in Greece could be admitted as competitors in the ancient Olympic Games. 2. 运动员们一个接一个地离开了奥运村。 One after another the athletes left the Olympic village. 3.他和儿子讨价还价后答应他：如果孩子努力学习，他就会带他去看2008年的北京奥运会。 He made a bargain with his son and promised him that he would take him to the 2008 Beijing Olympic Games if he worked hard. 4. 有许多运动员虽然没有为自己赢得奥运奖牌的荣誉，却以运动家的精神帮助别人实现了这个梦想。 There are many athletes who did not win the glory of an Olympic medal for themselves, but helped others to realize their dream by their sportsmanship. 5. 志愿者将帮助人们找到前往体操馆和体育场的正确的路。 Volunteers will help people find their way to the gymnasia / gymnasiums and stadia / stadiums.
【答案】： 必修二 Unit1 1. 我拿不准这本书是谁的? I am not quite sure who that book belongs to. 2. 布朗先生来到中国寻找更美好的未来。 Mr Brown came to China in search of a better future. 3. 他为了做沙发而拆掉了两把旧椅子。 He took apart two old chairs in order to make a sofa. 约翰提到了几个法官的名字，他对他们评价不高。 John mentioned the names of a few judges whom he did not think highly of. 5. 毫无疑问，搜寻那些丢失的文物的工作还会继续下去。 There is no doubt that the search for those lost cultural relics will continue. 6. 当时两个国家正在打仗，大批军队被派往前线(战斗)。 When two countries were at war troops of soldiers were sent to the front line to fight. 7. 她给了我食物和衣服，没求任何回报。 She gave me food and clothes and she did not ask for anything in return.
第一题：
答案：
第二题：
答案：
这部分内容主要考察的是情态助动词的知识点：
一种本身有一定的词义，表示说话人的情绪、态度或语气的动词，但不能单独作谓语，只能和其他动词原形构成谓语。情态助动词无人称和数的变化，情态助动词后面跟的动词需用原形，否定式构成是在情态助动词后面加“not”。
广义而言，情态助动词有两种基本意义：非推测性意义和推测性意义。非推测性意义是指“允许、义务、意志”等意义，这些意义含有人对事件内在支配的因素。
推测性意义是指“可能、必须、预测”等意义，这些意义主要不含有人对事件支配的因素，但是却特别包含这样的因素：对事件可能或不可能发生作出的判断。
除could,might,should,would有时（如在间接引语中）被看作是can,may,shall,will的过去时外，情态助动词本身没有时态变化。单数第三人称不加-s.除will（‘ll）和would（‘d）之外，都没有肯定的缩略形式。没有不定式、现在分词、过去分词和动名词形式。
高中英语必修第一册教案
●从容说课 This is the first period of this this period，students are expected to discuss what kind of person they purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great this period，there is a part designed to practice speaking and order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially Nelson ’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study. ●三维目标 ： Learn and master the new words and expressions in this period. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison ： (1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Do reading practice to improve the students’ reading abilities. ： (1)Learn about some great people and qualities they have in common. (2)Develop the students’ moral quality. ●教学重点 (1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students’ reading ability. ● 教学难点 (1)How to express their own opinions and ideas. (2)How to grasp the main idea of a text or a passage. ●教具准备 The multimedia and the blackboard. ●教学过程 Step 1 Greetings Greet the whole class as usual. Step 2 Lead-in T： (Walk to one boy) Wang Bin，what do you usually do on weekends? S1：I sometimes play basketball with like basketball very much. T：Do you know who he is? S1：Of course I is Jordan，my is the best basketball player in the have many pictures of him. T：Yes，you’re quite is very famous and many people all over the world worship do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens? S2：Yes，we learnt about this in our history blacks were first brought to America as were treated badly and they had no rights. T：That’s we all know that things are different you know how they could have the same rights as the whites? S3：We don’t know much about tell us more. T： people devoted themselves to were put into prison and some even lost their at the two pictures and read the notes about have a discussion in groups of to explain why they are great men. (Show the following pictures and their information on the screen
教学准备
教学目标
1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品
教学过程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。
V. Summary
What have we learned in this class?
设计思路：引导学生反思本节课主要内容及重难点。
课后习题
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板书
板书设计：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
教学准备
教学目标
知识目标:
复习两个阅读技能---scanning, skimming;
学习本单元的部分生词。
能力目标:
能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
情感目标:
学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;
学生能明白计划的重要性,并能收获一些与之相关的谚语。
教学重难点
形成文章的图式,并在图式的帮助下复述文章的主要内容。
教学工具
课件
教学过程
Steps
Teacher’s activity
Students’ activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class
Step 2
1). Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel? – I dream about traveling…
1.) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”
1). To arouse students’ interest
2) To practice a sentence pattern
Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part.
2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.
2) To review how to skim
Step 4
1) Ask the students to skim more—to find out the main idea of each paragraph.
1) Students tell the main idea of each paragraph
1) To practice how to skim
Step 5
With four questions, teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher, students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
1) To help students review what they have learned in this class
教学准备
教学目标
1.能力目标
在本节课结束后,学生能够
借助上下文情景推测新词汇的词义。
根据教材或教师提供的关键信息和词汇对纳尔逊·曼德拉进行简单的介绍。
在教师的引导下完成课文内容的简单复述。
2.目标语言
重点单词和短语
lawyer, guidance, legal, fee, out of work, hopeful, vote, attack, violence, as a matter of fact, blow up, equal, in trouble, unfair, turn to
掌握征求意见和表达意见的基本功能语句(详见课本39页Speaking and writing部分提供的功能语句。)
3.文化目标
了解关于南非人权斗争的历史背景以及纳尔逊?曼德拉早期的政治生涯,体会种族歧视给黑人带来的不公平的命运。
教学重难点
使学生了解纳尔逊.曼德拉这位伟人,及他为国家所做出的努力和贡献。
培养学生的阅读理解能力。
提高学生的口语表达能力。
加强学生的书面表达能力。
深入认识本文关键人物以及他的人生态度,组织成文。
教学工具
课件
教学过程
Step1导入
1.教师就前一节课学过的内容提出一些问题,要求学生回答问题时使用所学的新词汇。
2.教师向学生明确本节课任务:读故事,了解Nelson Mandela。
设计意图: 复习的环节起着承上启下的作用,帮助学生温故而知新;明确学习任务使学生在一开始就非常清楚自己的任务,对教学的顺利开展是必要的铺垫
step2阅读前
1. 给学生播放香港乐队Beyond为纪念Nelson Mandela而创作的歌曲“光辉岁月”的MV,让学生根据MV中的片断、歌词以及已有的知识谈论对曼德拉的认识。教师提出问题:How much do you know about Nelson Mandela?
根据学生的回答,在黑板上列举曼德拉的相关信息。如果学生对该人物并不熟悉,教师可以简单介绍曼德拉的一生,通过板书呈现关键信息和部分新词汇。
设计意图: Nelson Mandela虽然是当代著名人物,但毕竟离学生的现实生活有一定距离。通过一首耳熟能详的流行歌来了解这一人物,使学生感到亲切,对Mandela产生兴趣,并能从歌词和画面中感受到世界人民对Nelson Mandela的敬意。教师在介绍人物的过程中不断复现或呈现部分新词汇,不仅减少了学生阅读过程中的障碍,还可以加深学生的词汇记忆,并为后面的复述环节埋下伏笔
step3阅读
1.教师提出几个问题,引导学生读文章标题,看插图,预测故事中的人物和背景。
2.让学生快速阅读首段和末段,对前一活动中的第二、第三个问题进行验证。
3.仔细阅读课文,了解文章主要内容,通过上下文猜测新词汇含义。
1)阅读前,学生先浏览第35页的练习1,做好读的准备。教师针对文中新词汇给出鼓励和指引:阅读的过程不查词汇表,通过构词法、上下文和常识大胆猜测,猜不出来就先跳过。
2)让学生仔细阅读课文,完成练习1,判断句子正误,并更正错误信息。
3)将学生分成小组,让他们讨论阅读中的生词含义,并按猜词策略进行分类。
4)教师通过简单的词语释义配对练习,检查学生是否正确理解新词汇的含义。
4.学生再次阅读课文,两人小组合作回答问题,教师宣布答案供查对。
5. 教师引导学生再次阅读并思考故事中引用的Mandela所说的话,更深刻地体会当时黑人的生存状况和Mandela事业的意义所在(课本第35页练习4),理解后朗读这两句话。
设计意图: 整个阅读过程的设计体现了预测——求证的思路,目的在于激发学生读的欲望;阅读的任务训练了学生在细节的获取和整理及猜测词义方面的微技能,培养他们的阅读策略和词汇学习策略。最后一步对文中重要句子的理解,有助于学生更深刻的理解单元主题。
step4复述Elias的故事
1.教师提供以下引导性问题以及可供表达的词汇或句型,学生两人之间进行故事接龙游戏。
2.给予学生一定的活动时间,然后请几组同学向全班展示。
设计意图: 这一步骤是对阅读文章的信息和语言进行复习整理的过程,使学生得以及时回顾课堂学习的内容,也可算是课堂小结的一个部分。双人轮流说的形式使每个人在有限的时间内都能有说的机会。
step5小结和家庭作业
1.小结今天学习和探讨的内容,包括对文章主题的理解,如何根据语境猜词等。
2.布置课后任务,包括:
1)复述故事,叙述中尽量使用本课中出现的新词汇。
2)复习本节课出现的词汇,要求掌握读音和意义,并完成课本第36页练习1和2。
设计意图:最后的小结帮助学生回顾梳理整节课的思路,把握重点,为课后复习提供指引;课后作业中的词汇练习帮助学生复习巩固词汇;缩写练习是课堂活动的延续,经常性的写小段的文章,使学生在写的技能上得到更多锻炼。
教学准备
教学目标
知识目 标 1. To help students fully understand the passage.
2. Encourage students to retell the story.
能力目 标 1. Improve students’ reading skills of skimming and scanning.
2. Encourage students to cooperate with others.
情感态度价值观 1. Help students to appreciate the qualities of Nelson Mandela and learn from him.
2. Develop students’ social responsibility.
教学重难点
重点
难点 1. Improve students’ reading skills of skimming and scanning.
2. Conclude and appreciate Nelson Mandela’s qualities.
students’ reading skills of skimming and scanning.
students to retell the story.
教学过程
Step I: Warming up
Listening to a song: You raise me up.
设计意图：通过课前一首歌，让学生明确当我们身处逆境的时候，我们都需要一个helper甚至是一个hero,引出modern hero曼德拉。
Step II: Pre-reading
Task is the writing style of the passage?
A. Narrative(记叙文)B. Expository(说明文)C. argumentative(议论文)
Task is the writing order of the passage?
A. Time order B. Space order
Task is the relationship between Nelson Mandela and Elias?
设计意图：迅速引导学生思考本文的文体和写作顺序， 为下一环节的阅读做准备。引导学生根据题目大胆猜测， 旨在培养学生预测文章主题、把握中心的能力。
Step III：While – reading
1. Skimming
Task1. What is the main idea of the story?
Task2. What is the structure of the story?
(Para__——Para___)Part 1 main idea:_____________________________________
(Para__——Para___)Part 2 main idea:_____________________________________
设计意图：快速通读全文，把握文章主旨大意。着重培养学生快速了解文章大意把握文章脉络的能力。
2. Scanning
Para 1&2,
Task 1:
Timeline Elias’ life
1940
1946
1948
1948-1952
1952
Task2. Use an adjective to describe his feeling before he met Mandela. Why do you think so?
Para3-5
Task 1:.Answer the following questions:
1).What did Mandela do to help Elias?
2).What unfair stage did black people face in South Africa?
3).What did they do to fight against the government?
Task2. What about his feeling after he met Mandela? Why do you think so?
设计意图：通过分段细读培养学生把握事实细节的能力，同时引导学生精确地把握作者的情感态度的变化，旨在培养学生在把握事实细节的同时理清文章脉络，把握整体的能力。
3. Appreciating the sentences.
1.“The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.
2.“…we were put in a position in which we had either to accept we were less important, or fight the Government. We first broke the law in a way which was peaceful, when this was not allowed… only then did we decide to answer violence with violence.”
设计意图：引导学生分析理解文章中的长难句，提高学生突破长难句的能力。
Step Ⅳ：Post-reading (Group work)
Task 1: Retelling the story in the third person.
My grandfather was a poor black worker. ...
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Vocabulary and structure for you to refer to.
the time when…, lawyer, went to ... for advice, offer guidance, generous, leave school, no passbook, out of work, hopeful, join, equal , a stage where…, be decided by ,
answer violence with violence, blew up ... achieve our dream of…,
Task qualities do you think Nelson Mandela have according the passage?
设计意图：在文章脉络及足够的事实细节输入之后，本活动为读后的输出部分。旨在引导学生回顾本课重点;同时对本课内容进行内化、拓展，以提高学生的语言运用能力。同时曼德拉品质的归纳，让学生明确为人所具备的品质，向伟人学习。
Step V: Assignment
1. Turn to the Internet or other materials for further information about Nelson Mandela.
2. Read the passage aloud to appreciate the important sentences and learn the new vocabulary.
设计意图：作业是课堂设计的延续和拓展，紧密结合本课所学内容，旨在培养课外阅读习惯和学以致用的能力。
