英语人教版必修1一轮复习：Unit5NelsonMendala-amodernhero单元教案设计（29页）

英语人教版必修1一轮复习：Unit5NelsonMendala-amodernhero单元教案设计（29页）

‎2018届人教版必修1一轮复习：Unit5Nelson Mandela-a modern hero单元教案设计 教材分析 I．教学内容分析 本单元的中心话题是当代英雄纳尔逊·曼德拉。有别于一般故事的直叙手法，本单元采用穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉的手法，从不同的侧面反映故事的主题内容。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。这样的写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。‎ Warming up部分通过学生的讨论，了解彼此及对伟人的品质看法。这部分的词汇都与学生的日常生活和学习有关，所以能调动学生讨论的积极性，同时了解学生的特点，达到热身的效果。‎ Pre-reading部分提供了六个重要的历史人物，这可以作为对学生知识面开阔与否的考察；同时借助有效的文字信息，要求学生读懂每个人的基本情况。通过讨论区分伟人和重要人物，理解伟人、重要人物之间的区别和联系，判断他们中谁能称得上是伟大的人。‎ Reading部分是伊莱亚斯介绍的1952-1963年期间的曼德拉：开设黑人律师事务所，为遇到麻烦的穷苦黑人提供咨询服务；以和平的方式来获取黑人应有的权利。‎ Comprehending 部分分别从不同层面引导学生进行阅读。通过判断正误，检测学生对阅读篇章的表层来理解程度；通过小组讨论，回答问题；根据不同的时间，分别列出曼德拉和伊莱亚斯的经历，要求学生充分的把握文章的结构。‎ Learning about Language部分主要着重于词汇和语法的学习与训练。词汇学习部分主要通过词语释义、缺词填空等形式的练习，帮助学生熟悉重点词汇和短语。语法部分紧扣 ‎“when, where, why，介词＋which，介词＋whom引导的定语从句”这一语法项目，重点学习如何选择合适的引导词，通过填空以及举例的形式进行综合操练。‎ Using Language部分综合训练听、说、读、写的能力。阅读部分是本单元主要阅读篇章故事的延续。伊莱亚斯继续叙述他眼中的曼德拉，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。伊莱亚斯的描述，可以使学生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，从而进一步了解曼德拉。“写作”(Writing）部分重点指导学生如何选取和组织材料，来描述伟人。‎ ‎ Summing Up 部分引导学生从内容、词汇和语法三个方面进行总结。对于如何制作学习计划，对于提高学习策略水平有很大的帮助。‎ Learning Tip 部分指导学生收集尽可能多的有关名人的材料；通过阅读获取基本的信息，并以此为依据分析这些人，从而得出正确的有关名人的评论。 ‎ II．教学重点和难点 ‎1．教学重点 ‎1）本单元的生词和短语。‎ ‎2）掌握运用由when, where, why,介词＋which, 介词＋whom的定语从句。‎ ‎3) 了解纳尔逊·曼德拉的生平事迹。‎ ‎2．教学难点 ‎1）认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。‎ ‎2）学会发表评论和表达自己的看法。‎ ‎3）学写有关伟人或名人的生平 III．教学计划 本单元分五课时：‎ 第一课时：Warming up, Listening & Talking 第二、三课时：Pre-reading, Reading& comprehending 第四、五课时：Learning about Language & Using Words and Expressions 第六课时：Using language 第七课时：Listening 第八课时：Speaking & Writing IV．教学步骤：‎ Period 1 Warming up, Listening & Talking Teaching Goals: ‎ ‎1. To arouse Ss’ interest in learning about heroes in history ‎2. To develop Ss’ speaking ability.‎ Teaching Procedures:‎ Step 1 Lead-in Purpose: To activate Ss’ and arouse them to express their opinions about a person.‎ ‎ ‎ Show the pictures about the historical persons like Churchill and Zhude. Ask the students what they did and what do they think of them. And see if they know some information about them and how to express their opinions about a person.‎ Step 2: Warming up ‎ Purpose: To lead Ss to the topic of this unit through the questions in the form. ‎ ‎1. Pair work: Get the Ss to ask the questions each other, and then ask them to present it before class.‎ ‎ a. What kind of person is your partner?‎ b. What qualities does your partner have?‎ c. Do you think he or she will become a great person in the future?‎ ‎2. Group work: Get the Ss to divide into four groups and talk about the qualities they have. ‎ Ask students to have a discussion of the adjectives in groups, helping the students become more self-aware. Collect some qualities that students think they have.‎ ‎ 3. Discussion ‎ ‎ Question 1: Who do you think are the greatest men in your mind? Can you name some?‎ ‎ Question 2: In what way do you consider a man is a great? What is your standard?‎ ‎ Encourage students to give five or six qualities that they think great persons have, and give their reasons.‎ The teacher invites students to draw the outline of qualities that make a great person. ‎ Conclusion: ‎ A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman.‎ Step 3. Pre-listening Purpose: To help Ss learn about the context of the listening part Group work: Ask Ss to discuss with their partners in groups of four according to the pictures:‎ ‎. ‎ ‎ ‎ ‎1) Who was the person in these pictures?‎ ‎2) What do you know about him?‎ ‎3) What were his achievements?‎ Discussion: To get the Ss to talk about William Tyndale, try to get as much information as possible and think what kind of person he was.‎ After talking, ask students to present their opinions to the all the classmates.‎ ‎ Step 4. Listening (Workbook)‎ Purposes: ‎ 1 To get the main information in the listening part.‎ 1 To develop Ss’ listening ability 2 To learn some information about William Tyndale.‎ ‎1) Listen to the dialogue, focusing on the subjects mentioned in the passage, then answer the question:‎ What’s the relationship between William Tyndale and the Bible?‎ Suggested answer: He wrote the Bible in English ‎2) Listen to the tape and finish off the exercise in the workbook.‎ ‎3) Listen to the tape again and check the answers by yourselves, then check the answers together.‎ Step 5. Talking Purpose: To get the Ss to talk about their hero/heroine. ‎ ‎1) Pre-speaking:‎ 1) Individual work Ask the Ss to think about these questions and then present their views to all the ‎ classmates ‎1. Who is you hero/heroine? ‎ ‎2. Why do you like him/ her so much?‎ ‎3. Did he/she do anything for others?‎ 2) Pair work Discuss the question below with your desk mate and classmates.‎ What kind of qualities should a great person have? If they want to succeed in their career, what difficulties should they overcome?‎ ‎2. While-speaking Purpose: To get the Ss to talk about their hero/heroine.‎ ‎ Show some pictures for students as examples.‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ Pair work: ‎ ‎ ‎ Ask them to discuss them, using the following words and phrases in the discussion.‎ ‎ Good idea! I think/ don’t think ……‎ ‎ That’s an excellent idea! I’m afraid……‎ ‎ I agree/don’t agree. Why do you think so?‎ ‎ I prefer…… What do you think of……？‎ ‎ In my opinion…… What’s your opinion?‎ After the discussion, ask some pairs to present their dialogue.‎ Sample dialogue:‎ S1: My hero is Martin Luther King, Jr. He was so brave and did not seem to worry about his personal safety.‎ S2: What did he do?‎ SI: He led the movement for civil rights in America.‎ S2: I suppose he encouraged fighting white people!‎ S1: No. He always argued for non-violent action. He led marches and showed the white people of the southern states that black people wanted the same rights.‎ S2: But black people have the vote in America, don't they?‎ St: But the law said black people must eat and go to school in different places from white people. King stopped that.‎ S2: Where did this happen?‎ SI: The first place he stopped it was Montgomery, a town in Alabama State in 1955一1956. He did it peacefully but he made a lot of white people upset.‎ S2: What happened? ‎ S1: The first place he stopped it was Montgomery, a town in Alabama State in 1955一1956. He did it peacefully but he made a lot of white people upset.‎ S2: What happened?‎ S1: When he went to Birmingham Alabama to do the same thing a few years later, he was put in prison.‎ S2: Was that the end?‎ S1: No. He wrote a letter from prison telling people that they must break the law peacefully if the law is wrong.‎ S2: Is that he is most famous for?‎ S1: No. His most famous speech is “I have a dream” which he gave in Washington in 1963. It talks of a future when black and white people can live together peacefully and happily.‎ S2: In that case I will make him my hero too. I really like people who fight for what they believe in but in a way that is peaceful and non-violent.‎ Step 7. Homework ‎1. Continue to discuss your hero/heroine with your partner. ‎ ‎ 2. Ask the Ss to get on the line and prepare something for Nelson Mandela ‎ Periods 2 & 3 Pre-reading, Reading & Comprehending Teaching Goals: ‎ ‎1. To learn about Nelson Mandela ‎2. To develop some basic reading skills.‎ ‎3. To arouse Ss’ interest in learning about the great person, the story and the quality.‎ Teaching procedures:‎ Step 1. Pre-reading Purpose: To arouse Ss’ interest in learning about Nelson Mandela. ‎ Group work: ‎ Show some parsons’ pictures, and encourage students to give as much information as possible ‎ ‎ ‎ ‎ ‎ ‎ ‎ William Tyndale (1494--1536) Norman Bethune(1890--1939)‎ ‎ Britain Canada ‎ ‎ ‎ Sun Yat-sen(1866--1925) Gandhi(1869--1948)‎ ‎ China India ‎ ‎ Nelson Mandela (1918- ) Neil Armstrong (1930- )‎ ‎ South Africa USA ‎ ‎ Individual work:‎ Then show the names and the information about six men, and ask students to match them each other, and present it.‎ William Tyndale: ‎ He wrote the Bible in English so all could read it. He died for his ideas but his work is still used in the official Bible today.‎ Norman Bethune: ‎ He fought against the German Nazis and Japanese invaders during World War II. He worked selflessly in China as a doctor and saved many Chinese soldiers.‎ Sun Yat-sen: ‎ He founded the first Republic in China in 1911 after many years’ fighting. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.‎ Mohandas Gandhi:‎ He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.‎ Nelson Mandela:‎ He fought for the black people and was in prison for almost thirty years. He helped black people get the same rights as white people.‎ Neil Armstrong:‎ He was the first man to land on the moon in July 1969. He said, “That’s one small step for (a) man, one giant leap for mankind.”‎ Discussion:‎ ‎ Let students work in pairs and decided which of them are great men and which are just important men. Give your reasons for you decision.‎ Step 2. Reading ‎ Purpose: 1) To have Ss learn about some information about Nelson Mandela and the situation where the black was badly or unfairly treated.‎ ‎2) To get Ss to learn about reason why Nelson Mandela helped the black people to get the same right as white people.‎ ‎1. Leading in Purpose: Arose students’ interest of the text and encourage students to imagine the contents of the text Team work: ‎ ‎ Answer the question below: What’s the connection between them?‎ ‎ ‎ Step 3. Reading ‎1. Fast reading Purpose: To get a brief understanding of the text.‎ Team work:‎ ‎1) Ask the students if they are curious about the relationship between Nelson Mandela and the black people, esp. Elias, then ask the students to read the text. While reading through the text, preferably the first and last sentences of each paragraph and then get a general idea of the passage according to the following form.‎ Paragraphs Hints Details ‎1‎ Self-introduction ‎ ‎2‎ Elias’s trouble-schooling and job ‎3‎ Impression of Mandela and his influence ‎4‎ Realization of the situation with the help of Mandela ‎5‎ True feeling and actions ‎2) Try to analyze the structure of the passage.‎ Part Paragraph Main idea ‎1‎ ‎ Paragraph 1-2‎ The life of Elias’ life before he met Nelson Mandela.‎ ‎2‎ Paragraph 3-5‎ The change of Elias’ life after he met Nelson Mandela and what Mandela did.‎ ‎2. Skimming Purpose: To get Ss to have some details in the text.‎ Individual work:‎ ‎1) Read the text quickly and try to get some details from the text. Work in pairs and try to tell which of the following statements are true and which are false and why.‎ ‎1. Elias went to see Nelson Mandela when he was in trouble.‎ ‎2. Elias left school because the school was too far from his home.‎ ‎3. Nelson Mandela helped him keep his job.‎ ‎4. Elias trusted Nelson Mandela and he joined the ANC Youth League.‎ ‎5. Elias was willing to blow up government buildings.‎ ‎6. Nelson Mandela thought violence was a good way to help black people.‎ Ask individual students to give their answers, and their reasons.‎ Suggested answers:‎ ‎ 1. T 2. F 3. T 4. T 5. F 6. F ‎ ‎3) Competition Take a quiz below and according to the questions; see whether they can grasp the details of the text.‎ ‎1. Why did Elias have to leave school?‎ ‎ A. Because he didn't have a passbook.‎ ‎ B. Because his home was far from the school.‎ ‎ C. Because his family couldn't afford the school fees.‎ ‎ D. Because he couldn't read or write.‎ ‎2. Nelson Mandela opened a black law firm in order to .‎ ‎ A. make money ‎ B. help the poor black people with their problems ‎ C. make himself famous ‎ D. study law ‎3. How did Nelson Mandela help Elias keep his job?‎ ‎ A. He talked with Elias' boss.‎ ‎ B. He helped him get the correct papers.‎ ‎ C. He lent him some money.‎ ‎ D. He asked him to go to court.‎ ‎4. Why did Elias help Nelson Mandela blow up some government buildings?‎ ‎ A. Because he liked violence.‎ ‎ B. Because it was not dangerous.‎ ‎ C. Because he thought it was a way to make black and white people equal.‎ ‎ D. Because he wanted to be famous.‎ ‎5. What dream did Nelson Mandela have?‎ ‎ A. To become the president of South Africa.‎ ‎ B. To win the Nobel Peace Prize.‎ ‎ C. To make black and white people equal.‎ ‎ D. To blow up some government buildings.‎ ‎6. What does the word “leave” in the 3rd line of Para 2?‎ ‎ A. go away from a place B. give up; stop ‎ C. forget to take D. cause sb. to be in a certain condition ‎7. What can we infer from this part?‎ ‎ A. Elias was a black worker in Johannesburg.‎ ‎ B. Elias received little education when he was young.‎ ‎ C. Mandela opened a law firm to help black to share their problems.‎ ‎ D. Black people in Johannesburg are not treated equally.‎ Suggested answers:‎ ‎1. C 2. B 3. B 4. C 5. C 6. B 7. D ‎3. Scanning Team work:‎ Read the text carefully and try to find more details from the text then make a timeline of Elias’s life, according to the time below.‎ ‎1940 1942 1944 1946‎ ‎1948 1950 1952 1954‎ Suggested answers:‎ ‎1940: Elias was born.‎ ‎1942: Elias was a two years old baby.‎ ‎1944: Elias was four years old.‎ ‎1946: Elias began school.‎ ‎1948: Elias left school.‎ ‎1950: Nelson Mandela opened his law firm.‎ ‎1952: Elias was 12 and met Mandela.‎ ‎1954: Elias was fourteen and encouraged by Mandela.‎ ‎4. Retelling ‎ According to the timeline of Elias’s life, use some important words and phrases to retell the text.‎ ‎ Retell the passage in third person with the help of the following hints:‎ Elias black worker South Africa little education difficulties ‎ at the age of 12 Mandela with sb’s help moved kindness Elias’ time life for the blacks hard rights choose unequally ‎ ANC Youth League equal rights join peaceful way law not allow violence with violence dream Suggested answers:‎ Elias was a black worker in South Africa. He just received little education when he was young. So he had some difficulties in his work. When he was at the age of 12, he met Mandela and solved his problems with his help. He was greatly moved by his kindness.‎ ‎ During Elias’ time, life for the blacks was hard. They had no rights to choose and were treated unequally. So when Mandela organized the ANC Youth League to fight for the equal rights of the blacks, Elias joined it as soon as he could. At first they tried some peaceful way to break the law but it was not allowed. As a result, they had to answer violence with violence to realize their dream of making black and white people equal.‎ ‎3. Listen to the tape and deal with the language points in groups.‎ Purpose: To train Ss’ listening ability and Ss language capacity. Listen to the tape and follow it in a low voice.‎ Group work: The students are divided into three groups. Each group is supposed to read through each part, and then find the following phrases.‎ a very difficult period of my life, be worried about, out of work, reach a stage，in fact，be put in a position, either…or, answer violence with violence, as a matter of fact, blow up, be put in prison, achieve one’s dream of doing sth.‎ ‎4. Language study Explain some important sentences:‎ 1 The time when I first met Nelson Mandela was a very difficult period of my life.‎ 1 It was in 1952 and Mandela was the black lawyer to whom I went for advice.‎ 2 After trying hard, I got a job in a gold mine.‎ 3 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.‎ 4 We were put in a position in which we had either to accept we were less important, or fight the Government.‎ 5 Only then did we decide to answer violence with violence.‎ ‎6. Discussion Group work:‎ ‎ Ask students discuss the following questions with their partners and give their own opinion.‎ ‎1. What problems did the black people like Elias have?‎ ‎2. What do we call it when some people are badly treated because of their race and others?‎ ‎3. Is it fair to treat others badly for things they cannot change, like the color of skin or eyes or the race one belongs to? Give a reason. Possible answers:‎ ‎ 1. Black people had no vote and could not choose who ruled them. The parts of town where they lived were places decided by white people. They could not get jobs they wanted. The places they were the poorest areas in South Africa. No one could grow food there.‎ ‎ 2. Racialism ‎ 3. No. Encourage students to give their opinions.‎ Step6. Homework ‎1. Use the new words and expressions to make some sentences.‎ ‎2. Try to write a short composition about the story of Nelson Mandela.‎ Period 4 &5 Language study and Using Words and Expressions ‎ Goals: 1. To enable the Ss to master some new words and expressions ‎2. To get the Ss to have knowledge of this grammar point: ‎ Attributive Clause(由where, when, why, 介词+which, 介词+whom引导的定语从句)‎ Teaching procedures:‎ Step 1. Word study Purpose: To consolidate the words and phrases in the text.‎ 一、 Look at the reading passage again to find words that mean the same. ‎ ‎1 _________ group of people organized for a special purpose ‎2 _________ help and advice given to someone ‎3 ____________ not have a job ‎4 _________ showing great love for someone or something ‎5 __________ unkind; ungenerous ‎6 ________ a time or state that something reaches as it grows ‎7 ________ money paid for going to school ‎8 ________ basic general truth ‎9 ________ the human race ‎10 ________ period of being young Suggested answers:‎ ‎1 league,2 guidance,3 out of work,4. devoted,5. mean,6. stage,7. fee,8. principle,9. mankind,10. youth 二、‎ Adjective Noun ‎ Kind kindness calm calmness selfish selfishness ill illness lonely loneliness ‎ ‎ Noun Adjective Adverb ‎ care ‎ careful carefully hope hopeful hopefully peace peaceful peacefully beauty beautiful beautifully success successful successfully 三. Complete the passage with some of the words above.‎ My name is Robert Sobukwe. Like Nelson Mandela I was a ______ who believed that all ________ is created ______. I hate _____ and tried to use ____ ways so that black people could ______ for their government. As I live in South Africa, the ______ of the South African ________ did not agree with me. They _______ me for encouraging the blacks to fight against the government and put me in prison. Nobody was allowed to talk to me for five long years and I lost the ability to talk. Before I went to prison, I had been ________ that things would change. After I was released I found the _______ of life for black people had got worse. I was _______________ my future., and soon I fell ill. Although I was not as successful as Nelson Mandela, many people remember me as one of the first _________ black fighters for human rights in South Africa.‎ Answer keys:‎ lawyer, mankind, equal, violence, legal, vote, officials, Republic, attacked, hopeful, quality, worried about, active ‎3. Using Words and Expressions (WB)‎ Purpose: 1) To enable the Ss to master some new words and expressions ‎ 2) To get some information about Charles Babbage ‎ 1) Group Work:‎ ‎ Show some pictures and ask students to talk about the person in the picture and his achievements.‎ ‎ ‎ ‎2) Individual Work:‎ Choose the words or expressions from the brackets to complete the passage below, then read the story about Charles Babbage.‎ ‎ Charles Babbage was born in 1791 in Britain. He was in poor health in his ______ (young/youth) so he had to ______ (brought/be educated) at home. His mother (worried for/worried about) his health and she was＿＿＿＿(advised／begged) that he should not be (taught/ educating) too much. However, the boy showed an early interest in mathematics and worked hard at it. Later he was ‎ (received／accepted) by Cambridge University. ‎ Babbage began to work on a small difference engine（差分机）in 1819, which in a very short ‎ （period/ while) of time could work out mathematical tables by itself. He ______ (released/completed) it in 1822. In 1827 he became a professor of mathematics and began his lifelong work on computing machines. He worked ______ (generously/selflessly). (At first As a matter of fact), he often spent his own money on his invention. In 1834 he invented the Analytical Machine（分析机）which is the prototype（原型）of a computer. This was a great achievement. He _________ (devoted/gave in) a lot of his wealth and energy to his invention, but he never produced a real computer. Finally in 1871 he died＿＿＿＿(peaceful／peacefully). However his principles are still these on which computers are built. As a result, he is remembered as the “grandfather of computing”.‎ Suggested answers: youth; be educated; worried about; advised; taught; accepted; period; completed; selflessly; As a matter of fact; devoted; peacefully; ‎ Step 3. Grammar Purpose: To get the Ss to have knowledge of the grammar.‎ ‎1) Individual wok:‎ Find out all the attributive clauses in Reading.‎ Line 1: The time when I first met Nelson Mandela was a very difficult period of my life. ‎ Line 4: The school where I studied only two years was three kilometers away.‎ Line 6: This was a time when one could not read or write.‎ Line 9:The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.‎ Line 14: We have reached a stage where we have almost no rights at all.‎ 倒数Line 10: The parts of town where they lived were places decided by white people.‎ 倒数Line 8: The place where they were sent to live were the poorest areas in South Africa.‎ 倒数Line 6: …we were put in a position in which we had either to accept we were less important.‎ 倒数Line 5: We first broke the law in a way which was peaceful.‎ ‎2) Grammar point ‎ when, where, why引导定语从句 3. where 表示地点，只能跟在表地点或场合的名词后。‎ ‎ 注意：where不在从句中做主语或宾语。‎ 1 What is the name of the town where we stayed last night?‎ 2 Think of a place where we can go for dinner.‎ 3 Please leave the book at the place where it was.‎ 4 Please leave the book where it was ‎2. when表示时间，只能跟在表时间的名词后。‎ 1 ‎ Tell me the time when the train leaves.‎ 2 ‎ July, when (=in which) we can go home for a rest, is coming soon.‎ 3 I will never forget the days that/which I spent with your family.‎ ‎3. why表示原因，通常跟在reason后引导定语从句。‎ 1 I don’t know the reason why he left here.‎ 2 This is the reason why (= for which) he cried.‎ 3 The teacher was surprised at the reason (that/which) he explained for being late.‎ Step 4. Activity Purpose: To get the Ss to grasp grammar through exercise.‎ 1) Individual Work: ‎ Ex 2‎ Elias had some messages for his friends. Please help him complete sentences.‎ Suggested answers：‎ The mines where I worked were 9 km from my home.‎ The reason why I got a job was because of my hard work.‎ The time when I arrived was late at night.‎ The government building where we voted was very tall.‎ The date when I joined the ANC Youth League was the 5th of August.‎ ‎2) Play the game ‎ Divide the students into groups of four. The first person begins with a sentence and each person in the group adds extra and different information using the attributive clause.‎ ‎ S1: The school was very large.‎ S2: The school where I learned judo was very large.‎ S3: The school where I studied for six years was very large.‎ S4: The school where I was so unhappy was very large.‎ More versions ‎1) The factory is very large and modern.‎ The factory where my family work is very large and modern.‎ The factory where we visited is very large and modern.‎ The factory where you can see many tall buildings is very large and modern.‎ ‎2) The day was a very exciting time.‎ The day when I met my old school friend in the street was a very exciting time.‎ The day when the China football team beat the Japanese football team was a very exciting time.‎ The day when I began school was a very exciting time.‎ Step 5. Practice Purpose: To get the Ss to have knowledge of the grammar through exercise.‎ Group Work:‎ ‎1. Complete these sentences using an attributive clause with when, where or why.‎ ‎1) That was the reason and I could not go on my holiday to Britain.‎ ‎2) Mary Brown moved to a place , so she could go swimming every day.‎ ‎3) This was the time＿＿＿＿＿＿＿＿＿＿＿and everyone was cold and hungry.‎ ‎4) It was the year＿＿＿＿＿＿＿＿and everybody had to cook their dinner by candlelight.‎ ‎5) I went back to the town ，so I could see the house where I used to live.‎ ‎6) He will never forget the park .‎ Suggested answers:‎ ‎1 why I had to go to hospital for so long ‎2 where she was close to the sea ‎3 when the harvest failed three years in a row ‎4 when the electricity failed/ there was a power cut at Christmas ‎5 which I left when I was five years old ‎6 where he first met his wife Individual Work:‎ ‎2. Join two simple sentences to make a complex sentence with an attributive clause.‎ EXAMPLE: Wang An moved to the US from Shanghai in 1945. He was born in Shanghai．‎ ‎ Wang An moved from Shanghai, where he was born, to the US in 1945.‎ ‎1. Harvard is a world-famous university. There Wang An got his Doctor's degree.‎ ‎2. He arrived in America in 1945 as a young man. He had lost most of his family during the ‎ Anti-Japanese War.‎ ‎3. Wang An spent 3 years in Harvard University. There he studied applied physics（‎ 应用物理学）.‎ ‎4. In 1951 Dr Wang founded his own company. Computers were made there.‎ ‎5. He became a very successful entrepreneur（企业家）in the US in 1985. He made $3 billion.‎ ‎6. Dr Wang died in the year 1990. At that time IT was developing rapidly all over the world.‎ ‎7 This is Dr Wang. The computer company belonged to him.‎ Suggested answers:‎ ‎1 Harvard is a world-famous university where／from which Wang An got his doctor's degree.‎ ‎2 He arrived in America in 1945 as a young man who had lost most of his family during the Anti-Japanese War.‎ ‎3 Wang An spent 3 years in Harvard University where／in which he studied applied physics.‎ ‎4 In 1951 Dr Wang founded his own company where／in which computers were made.‎ ‎5 He became a very successful entrepreneur in the US in 1985, when he made $3 billion.‎ ‎6 Dr Wang died in 1990 when IT was developing rapidly all over the world.‎ ‎7 This is Dr Wang to whom the computer company belonged.‎ ‎3. Choose the best answers(高考连接)‎ 1. He made another wonderful discovery, _______ of great importance to science.‎ ‎ A. which I think is B. which I think it is ‎ C. which I think it D. I think which is ‎ 2. ‎----How are you today?‎ ‎ ----Oh, I ____ as ill as I do now for a very long time.‎ ‎ A. didn’t feel B. wasn’t feeling ‎ C. don’t feel D. haven’t felt 3. There was ______ time ______ I hated to go to school.‎ ‎ A. a; that B. a; when ‎ C. the; that D. the; when 4. Someone is ringing the doorbell. Go and see _________ .‎ ‎ A. who is he B. who he is ‎ C. who is it D. who it is Suggested answers:‎ ‎1. 答案A。解析：该题考查定语从句中加入插入语的用法，因插入语应位于引导词之后，所以D项不对，B、C两项无法构成正确结构。‎ ‎2. 答案D。解析：由题意看出，此处表示持续到现在的一段时间的情况，需用现在完成时，句意为“我好长时间没感到想现在这样糟糕了”。‎ ‎3. 答案B。解析：全句意为“曾经有一段时间我痛恨上学。”第一空不表示特指，第二空引起定语从句，且在句中作时间状语。‎ ‎4. 答案D。解析：空格处应填入宾语从句，因从句不用疑问式，所以A、C可排除；当不知对方的身份或性别时，主语应用it。‎ Step 6.Homework.‎ ‎ 1. Review the new words and phrases.‎ ‎ 2. Summarize the rules of where/when/why attributive clauses.‎ ‎ 3. Finish off exercise 2 on P71.‎ Period 6 Using Language Goals: To get the Ss to learn more about the story of Elias ‎ To get the Ss to know something about the qualities of Nelson Mandela ‎ Teaching Procedures:‎ Step 1. Warming up Purpose: To lead the Ss to the topic and arouse the Ss’ interest in reading.‎ Could you imagine the life of Mandela and Elias in prison? Find some words to describe it. ‎ ‎ ‎ ‎ Encourage students to give varieties of words.‎ Step 2. Reading.‎ Purpose: Read the text in the using language part and learn more about Nelson Mandela.‎ ‎1. Scanning Purpose: To get a brief understanding of the text.‎ Group Work: Scan the text in two minutes and ask the Ss to discuss the questions, then answer them in pairs. ‎ ‎ (1)What did Elias do when he was in prison?‎ ‎ (2) Finally, what did Elias take as his job? Did he enjoy it? ‎ Suggested answers:‎ ‎(1) He studied and was taught by Nelson Mandela when he was in prison. ‎ ‎(2) His job is taking the tourists round his old prison, at first he didn't enjoy his job but later he was proud to do this.‎ ‎2. Detailed reading ‎ Purpose: To get Ss to have some details in the text.‎ Individual Work:‎ Read the passage for a second time and choose the best answer to complete each sentence. ‎ ‎1. Elias was unhappy in the prison because _________.‎ ‎ A. he was kept with the criminals ‎ ‎ B. the prison guards studied with him ‎ C. he has to study ‎ ‎ D. he could not study for a degree ‎2. Nelson Mandela showed how good a leader he was because ________.‎ ‎ A. he fought the guards in prison ‎ B. he refused to let the guards study in his school ‎ C. he let the guards study in his school but not take the exams ‎ D. he let the guards study even though the prisoners could not take the exams ‎3. Life for Elias was not too bad in prison because _________‎ ‎ A. he had to study ‎ B. he could study with the guards ‎ C. he wanted to study ‎ D. he could study and get a degree ‎4. As leader of South Africa, Nelson Mandela helped prisoners of Robben Island by ________‎ ‎ A. giving them an education ‎ B. giving them money ‎ C. putting the guards in prison ‎ D. giving them a job Suggested answers: 1. D 2.D 3.B 4.A ‎ Step 3 Retelling Retell the story of Mandela, according to the form Step 4 Language study Individual Work:‎ ‎ Ask students to go through the text, and find out the following sentences:‎ ‎1. You cannot imagine how the name of Robben Island made us afraid. ‎ ‎2. He taught us during the lunch breaks and the evenings when we should have been asleep. ‎ ‎3. They were not cleverer than me, but they did pass their exams. So I knew I could get a degree too. ‎ ‎4. I did not work again for twenty years until Mr Mandela and the ANC came to power in 1994. ‎ ‎ come to power = come into power 执政 ‎ in power 当权，执政 ‎5. All the terror and fear of that time came back to me. ‎ ‎6. I remembered the beatings and the cruelty of the guards and my friends who had died. I felt I would not be able to do it. ‎ ‎7. They said that the job and the pay from the new South African government were my reward after working all my life for equal rights for the Blacks.‎ in reward 作为报酬 Step 5 Further Reading (Reading task WB)‎ ‎1. Warming up Group Work:‎ Now you are going to look at a famous man, Bill Gates. Do you know anything about him?‎ Encourage students to give as much as possible.‎ ‎ ‎ ‎ ‎ ‎2. Reading Individual Work: Now read through the evidence and fill in the research note below. You must not add anything or leave anything out.‎ Information about Bill Gates Job ‎ Achievements What did he give up for his beliefs?‎ Generosity Why does he have enemies?‎ Why attacked by the government?‎ Suggested answers:‎ Information about Bill Gates Job ‎ Chief executive officer of a computer company Achievements Produced software that is used all over the world What did he give up for his beliefs?‎ None Generosity Gave money to cause for children’s education and the health Why does he have enemies?‎ Other people are jealous of his success Why attacked by the government?‎ They thought he was too big and too powerful and that is unfair to his competitor.‎ ‎3. Discussion ‎ Group Work: Divide the students into groups of the four to discuss the questions. Bill Gates is a successful and rich man but is he a great man? Has he given up anything (not money) in his life to help other people and made things fairer in the world? ‎ Use the skills you have learned about expressing points of view and decide whether you think he is a great man. If you have an opinion about that already, please finish this sentence.‎ I think Bill Gates is / is not a great man because .‎ After the discussion, the representatives from each group present the discussion of their ‎ group.‎ ‎ A possible answer:‎ ‎ I don’t think Bill Gates is a great man because he has not suffered for his beliefs. He has always lived the life of a rich man.‎ Homework:‎ ‎ Go over these two passages.‎ Period 7 Listening Purpose: ‎ 4 To get the main information in the listening part.‎ 4 To develop Ss’ listening ability 5 To learn some information about William Tyndale and different point of view..‎ Part 1 Listening (Using language)‎ ‎ Step 1 Pre-listening Group work: Ask Ss to discuss with their partners in groups of four according to the questions,‎ ‎ and try to predict the answers to the following questions 1 What is a passbook?‎ 2 Why is it important?‎ 3 What job did Elias want to do?‎ 4 Who worked underground?‎ 5 Who worked on the surface?‎ 6 Where did Elias live?‎ Step2 Listening ‎ Purpose: To help Ss learn about the context of the listening part Listen to the tape and finish off the exercise in the text book.‎ ‎1. What is a passbook?‎ ‎ A. A book to help you pass exams. B. A book to show your identity.‎ ‎ C. A book to tell you where to live. D. A book to tell you how to live.‎ ‎2. Why is it important?‎ ‎ A. For traveling outside South Africa. B. For showing where you were born.‎ ‎ C. For traveling inside South Africa. D. For getting a job.‎ ‎3. What job did Elias want to do?‎ ‎ A. To work with other black workers. B. To work as a cleaner.‎ ‎ C. To teach in a primary school. D. To work in the mines.‎ ‎4. Who worked underground?‎ ‎ A. The white workers. B. The black and white workers.‎ ‎ C. The black workers. D. Foreign workers.‎ ‎5. Who worked on the surface?‎ ‎ A. The black workers. B. The black and white workers.‎ ‎ C. The white workers. D. Foreign workers.‎ ‎6. Where did Elias live?‎ ‎ A. In a classroom. B. In a home of his own.‎ ‎ C. In a large room with beds. D. With his family.‎ Listen to the tape again and check the answers by yourselves, then check the answers together.‎ Suggested answers:‎ ‎ 1. B 2.C 3.D 4.C 5.C 6.C Step 3 Discussion ‎ 1. Do you think Elias was right to join the ANC Youth League? Give a reason.　‎ ‎ 2. Imagine you are Elias, what would you do? Give a reason.‎ Part 2 Listening Task ‎ 2. ‎ ‎1) What does a “point of view” mean?‎ A point of view means one way of looking at things.‎ ‎2 ) Why do the police not just ask one person who was there after an accident?‎ Because one person may not have seen everything that happened.‎ ‎3 ) Why do people tell different stories after an accident?‎ Because they each may have a different idea of the accident. Because they were in different places when the accident happened, they saw things differently. ‎ ‎3. Table Filling ‎ Group Work: Divide the students into 2 groups. One group is to fill in the table from the point of view of A. The other is from the point of view of B. ‎ Information on a car accident by: A Where did it happen?‎ How many people in the accident?‎ BEFORE THE ACCIDENT Where was the boy?‎ Where was the car?‎ What happened?‎ Who caused it?‎ Information on a car accident by: B Where did it happen?‎ How many people in the accident?‎ BEFORE THE ACCIDENT Where was the boy?‎ Where was the car?‎ What happened?‎ Who caused it?‎ Suggested answers:‎ Information on a car accident by: A Where did it happen?‎ On the road How many people in the accident?‎ ‎2‎ BEFORE THE ACCIDENT Where was the boy?‎ Walking along the road Where was the car?‎ Coming up behind the boy What happened?‎ The car was going too fast and did not look Who caused it?‎ It hit the boy and hurt him. The car driver Information on a car accident by: B Where did it happen?‎ On the road How many people in the accident?‎ ‎2‎ BEFORE THE ACCIDENT Where was the boy?‎ Walking along the road Where was the car?‎ Coming up behind the boy What happened?‎ The boy moved farther into the road. The car tried to stop but it couldn’t and it hit the boy. The boy was hurt.‎ Who caused it?‎ The boy ‎3. Further Listening ‎ Group Work: Divide the students into group of four and discuss the following questions. ‎ 1 Why did the two speakers have different ideas about the cause of the accident?‎ 1 Have you ever had the similar experience? You friends and you have different points of views towards one thing?‎ ‎ Step 3 Homework Work in groups of four and make a dialogue. Suppose there is an accident, one is the police to take down the record. And the other are witnesses who have different points of view. You are expected to present your dialogue in the next class.‎ Period 8 Writing & Speaking Part one Writing ‎ Step 1 Prepare for information: ‎ Purpose: Know more about the life of Nelson Mandela.‎ Individual Work: Skim the text and find out the answers to the following questions. See who can be the first to find out all the answers. ‎ 1. When did Nelson Mandela complete his law degree at the university?‎ 2. When was ANC Youth League formed?‎ 3. What did he set up in 1952?‎ 4. Why was it closed by government?‎ 5. Why was he sentenced to five year hard labor in 1962?‎ 6. What did the ANC do in 1963?‎ Suggested answers:‎ 1. In 1940‎ 2. In 1944‎ 3. Law office to help poor black people in Johannesburg.‎ 4. Because he attacked anti-black laws.‎ 5. For encouraging violence against anti-black laws.‎ 6. The ANC began to blow up buildings.‎ Step 2 Speaking Group Work: Divide the students into two groups to have a debate.‎ ‎ What do you think of Nelson Mandela ?‎ Part Two Speaking ‎ Purpose: To reexamine what qualities they think makes a great person. ‎ Step one: Warming up Individual Work: ‎ What qualities do you think are needed to make a great person? Look at the list of qualities that are set out below. You are going to choose four that you consider are the most important for a great person.‎ intelligent determined generous kind ‎ unselfish hard-working brave confident Try to work out reasons so that your choice is not just your point of view.‎ Step two: Talking ‎ While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it. ‎ ‎ Remind the students to use the expressions set out in Talking. ‎ Sample dialogue:‎ S1: Let's have a look at these qualities. I think a great person should certainly be determined and hard-working. We all know you get nowhere without hard work.‎ S2: Yes, I agree but what about being intelligent?‎ S1: Maybe. I'm afraid that I don't agree. Kindness and generosity are far more attractive qualities.‎ S2: Yes, you are right, but you cannot be kind or generous until you are successful. You need intelligence to see what opportunities are available and work hard to use your knowledge to make a lot of money.‎ S1: What do you think of being brave and confident? Surely you need those qualities before you are successful to make sure you can be successful S2: Yes, and once you are successful you need other qualities to be great. That's why being unselfish, kind and generous is so important.‎ S1: Well, let us choose two qualities to make a successful person and two to make a great person. What about being intelligent, hard-working, generous and unselfish?‎ S2: Yes, I agree. Now let's see what other groups think? ‎ Part 3. Assessment 1. Individual work for self-assessment In this unit, you have learnt about Nelson Mandela. How comfortable do you feel doing each of the skills below?‎ ‎1= Not comfortable 2= Need more practice 3= Comfortable 4= Very comfortable Comfortable Level Talk about your hero/heroine.‎ ‎1‎ ‎2‎ ‎3‎ ‎4‎ Talk about the qualities of a great person.‎ ‎1‎ ‎2‎ ‎3‎ ‎4‎ Use the new words and new expressions ‎1‎ ‎2‎ ‎3‎ ‎4‎ Tell the Attributive Clause ‎ ‎1‎ ‎2‎ ‎3‎ ‎4‎ Write a composition about Nelson Mandela ‎ ‎1‎ ‎2‎ ‎3‎ ‎4‎ Reflection I learnt __________________________________________.‎ I would like to know about __________________________.‎ I’m still not sure about ______________________________.‎ 2. Group work:‎ Group Assessment ‎ 姓 名 小组发言次数 全班发言次数 提出问题次数 解答问题次数 查找资料次数 与人合作次数 总 评 价 Homework ‎ To my understanding, a great person is someone who Choose a great person you admire. Write a passage about him／her. If you want to write about a person who is not known by many people, it is your job to write to the newspaper and tell everyone about his／her good qualities and how he／she helped others.‎ Supplementary notes to Unit 5‎ 1. He died for his ideas but his work is still used in the official Bible today. ‎ 他为了自己的思想而献身，但他的成果后来应用于《圣经》。‎ ‎ die for 为……而死 ‎ They died for the people; their death is weightier than Mount Taishan.‎ ‎ I am dying for a cup of water.‎ ‎ die for 也意为“渴望，切望”（只用于进行时态）‎ ‎2. He fought against the German Nazis and Japanese invaders during World War II. 二战时期他抵抗德国纳粹和日本侵略者。‎ ‎ fight (fought, fought)‎ ‎ fight for 为……而战 ‎ fight against 与……作斗争 ‎ We will have to fight against difficulties.‎ ‎ They told the workers to fight for their rights.‎ ‎3. He founded the first Republic in China in 1911 after many years’ 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)‎ ‎ The hospital was founded in 1920.‎ ‎ Have you found your missing pen?‎ ‎4. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood. 他坚信三条原则：民族，民权，民生。‎ ‎ believe in 信任，信仰 ‎ Do you believe in God?‎ ‎ We believe in our government.‎ ‎ believe sb. = believe what sb. says 相信某人的话 ‎ believe in sb. 信任某人 ‎ ‎ He believe what he said because I believe in him.‎ ‎5. He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.‎ 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。 ‎ ‎ give up 表示主动放弃或屈服 ‎ He has decided to give up smoking.‎ ‎ give in 表示被动屈服或认输， 后面不带宾语 ‎ You can’t win the game, so you may as well give in.‎ ‎ free from 摆脱（不好的东西）的，无……的 ‎ Keep the children free from harm.‎ ‎ You should try to write sentences free from mistakes.‎ ‎6. He fought for black people and was in prison for almost thirty years. 他为黑人而战且坐过三十年监狱。‎ ‎ be in prison 在狱中，被监禁 ‎ He has been in prison for five years.‎ ‎ put…in prison = send…to prison = throw …into prison 把……投入监狱 ‎ The car thieves have been put in prison.‎ ‎ He was sent to prison for ten years. ‎ ‎7. The time when I first met Nelson Mandela was a very difficult period of my life. ‎ ‎ period 期间，时期，学校的一节课，周期 ‎ Let’s finish this period and have a break.‎ ‎ a period of rotation 自转周期 ‎ the time when 其中when 引起定语从句 ‎ This was a time when you had got to have a passbook to live in Johannesburg.‎ ‎ Do you still remember the time when we first met?‎ ‎ the time 可用于引起时间状语从句，这时一般不加when。‎ ‎ I recognized him the time I saw him.‎ ‎8. It was in 1952 and Mandela was the black lawyer to whom I went for advice. ‎ ‎ 1) advise sb. on sth. 就……给某人出主意 ‎ I have advised you on that subject.‎ ‎ 2) advise sb. to do sth. 建议某人干……‎ ‎ Our monitor advises me to practice more spoken English.‎ ‎ 3) advise that + (should) do ‎ I advise that you (should) not eat fruit that isn’t ripe.‎ ‎9. Sadly I did not have it because I was not born there, and I worried about ‎ whether I would become out of work. ‎ ‎ be worried about = worry about 担心 ‎ She worries about her health.‎ ‎ = She is worried about her health.‎ ‎ out of work 失业 ‎ Jim has been out of work for months.‎ ‎10. 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. 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 ‎ The last few months has seen more and more traffic accidents.‎ ‎ The city has seen many changes.‎ ‎11.…only then did we decide to answer violence with violence. 只是在那时我们才决定以暴力对暴力。‎ ‎ only then 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。‎ ‎ Only by practicing a few hours every day will you be able to master English.‎ ‎ only 修饰主语时，句子不倒装。‎ ‎ Only he knew how to solve the problem.‎ ‎12.As a matter of fact, I do not like violence…but in 1963 I helped him blow up some government buildings. 事实上我不喜欢暴力……但在1963年我帮他炸了一些政府大楼.‎ ‎ as a matter of fact = in fact ‎ As a matter of fact, I don’t know the truth.‎ ‎13. But I was happy to help because I knew it would to help us achieve our dream of making black and white people equal. ‎ ‎ be equal to 等于，相当于 ‎ I’m not equal to the position.‎ ‎ Women demand equal pay for equal work.‎ ‎14. You cannot imagine how the name of Robben Island made us afraid. ‎ ‎ imagine n./doing sth./sb.+doing/that…‎ ‎ eg: Can you imagine life without electricity?‎ ‎ I didn’t imagine becoming a writer in my childhood.‎ ‎ I can’t imagine her marrying him.‎ ‎ Imagine that you are a bird.‎ ‎15. He taught us during the lunch breaks and the evenings when we should have been asleep. ‎ ‎ 1) should do & should have done ‎ should do 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。‎ ‎ should have done 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。‎ ‎ eg: He should have come earlier.‎ ‎ You should come earlier tomorrow.‎ ‎ You should have written to your mother.‎ ‎ My teacher said I should study harder.‎ ‎ I should have studied harder when I was young ‎2) asleep, sleep & sleepy 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”‎ ‎--Is he still sleeping?‎ ‎--Yes, he is fast asleep.‎ I was too sleepy to hear the end of her talk.‎ I usually sleep seven hours a day.‎ ‎16. They were not cleverer than me, but did pass their exams. So I knew I could get a degree too. ‎ ‎ did pass 为强调结构，强调谓语动词时，在动词原行前加do, does, did.‎ ‎ eg: Do be careful!‎ ‎ I do hope you have a merry Christmas!‎ ‎ He does speak English well!‎ ‎17. I did not work again for twenty years until Mr Mandela and the ANC came to power in 1993. ‎ ‎ come to power = come into power 执政 ‎ in power 当权，执政 ‎ eg: Things have changed a lot since he came to power.‎ How long has he been in power?‎ ‎18. All the terror and fear of that time came back to me. ‎ terror n. 恐怖，可怕的人或事 The murder was a terror to the people in the town.‎ fear n. 恐惧，可怕 ‎ vt. 恐惧，害怕 + n./to do /that…‎ eg: Do you fear death?‎ ‎ She fears to speak in our presence.‎ ‎ I fear that we can’t protect ourselves.‎ for fear of …& for fear that… 担心 ‎ He left an hour earlier for fear of missing the train.‎ ‎ She worried for fear that the child would be hurt.‎ ‎19. I remembered the beatings and the cruelty of the guards and my friends who had died. I felt I would not be able to do it. ‎ ‎ beating n. 打、输 eg: They gave him a good beating.‎ ‎ They gave our team quite a beating.‎ ‎ beat n. 敲击，跳动 eg: We heard the beat of a drum.‎ ‎ Can you hear the beat of my heart?‎ ‎20. They said that the job and the pay from the new South African government were my reward after working all my life for equal rights for the Blacks.‎ ‎ reward n. 报酬，奖金 vt. 酬谢，给以报答 eg: He worked hard but without much reward.‎ ‎ He rewarded me with a prize. ‎ ‎ in reward 作为报酬 She got nothing in reward for her kindness.‎ Supplementary materials:‎ 1. Winston Churchill 温斯顿·丘吉尔 (1874-1965), a British leader，he took a leading part in laying the foundations of the welfare state in Britain, in preparing the Royal Navy for World War I, and in settling the political boundaries in the Middle East after the war. His famous speech is“ Iron Curtain Speech”.‎ 2. Albert Einstein阿尔伯特·爱因斯坦 (1879-1955), a German scientist, he discovered, just by thinking about it, the essential structure of the cosmos. From 1919, Einstein was — and remains today— the world's most famous scientist. His important works include Special Theory of Relativity (1905), Relativity (English translations, 1920 and 1950), General Theory of Relativity (1916), Investigations on Theory of Brownian Movement (1926), and The Evolution of Physics (1938). Among his non-scientific works, About Zionism (1930), Why War? (1933), My Philosophy (1934), and Out of My Later Years (1950).‎ 3. Abraham Lincoln 亚伯拉罕•林肯 (1809-1865)，the sixteenth President of the United States. As President, he built the Republican Party into a strong national organization. Further, he rallied most of the northern Democrats to the Union cause. On January 1, 1863, he issued the Emancipation Proclamation that declared forever free those slaves within the Confederacy. His famous speech is Gettysburg Speech. On Good Friday, April 14, 1865, Lincoln was assassinated at Ford's Theatre in Washington by John Wilkes Booth.‎ 4. Robben Island 罗宾岛, For nearly 400 years, Robben Island, 12 kilometers from Cape Town, was a place of banishment, exile, isolation and imprisonment. It was here that rulers sent those they regarded as political troublemakers, social outcasts and the unwanted of society. ‎ 5. ANC (African National Congress),非洲人民大会党，the majority party in the South African Government which was founded in 1912, is a dynamic, independent business services group, principally engaged in reliable, good value parcel delivery services throughout the United Kingdom and the rest of the world.‎