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Abraham Lincoln
教學(xué)目標(biāo)
Teaching Aims
通過本單元的教學(xué)，使學(xué)生掌握表示個(gè)人看法的常用語句，學(xué)習(xí)由關(guān)系副詞where, when引導(dǎo)的定語從句，通過對課文的學(xué)習(xí)，了解美國前總統(tǒng)亞伯拉罕·林肯的生平。
1．單詞set, fight, end ,death, spare, honest
2．短語fight for/ against/ with, in the end, set free, no more than, in all, set up, of one’s own, break out, break away from, join up, consider…as, best to death, call for
3．日常交際用語
1) What’s on at the cinema this week?
2) What’s it about?
3) That sounds interesting.
4．語法
復(fù)習(xí)已學(xué)的定語從句，學(xué)習(xí)由when/ when引導(dǎo)的定語從句。
教學(xué)建議
對話分析
本篇對話在Part I部分提供給學(xué)生四張圖片，講述奴隸生活的悲慘及要求獲得自由，讓學(xué)生用正確的句子與圖片搭配起來做練習(xí)。Part II 的對話是兩個(gè)朋友在談?wù)撘徊啃码娪�，對話用語使用的表達(dá)語，如：What’s on?/ What’s it about?/等表示個(gè)人看法的常用語句。
課文建議
教師在課堂教學(xué)活動中可使用以下方法：1）采訪練習(xí)，教師組織，由一名學(xué)生扮演林肯，另一名學(xué)生扮演記者采訪他，編演對話。2）教師抓住課文中的時(shí)間點(diǎn)，讓學(xué)生精讀課文，回答不同的時(shí)間內(nèi)，林肯的主要活動，如：1860，1864,1865等，3）教師可利用擴(kuò)展資料提供的知識，給學(xué)生展示林肯的圖片及它的生平故事，同時(shí)還有其它的相關(guān)擴(kuò)展的內(nèi)容。
教學(xué)重點(diǎn)和難點(diǎn)
辨析fight against/fight with/fight for
fight against后接事物名詞時(shí)意為“為反對……而斗爭”，后接表示人或國家的名詞時(shí)意為“和（同）……斗爭（戰(zhàn)斗）”，此時(shí)可與fight with替換使用，只是fight against 語氣強(qiáng)些。
They fought bravely for liberation. 他們?yōu)榱私夥哦⒂露窢帯?br /> fight with只接表示人或國家的名詞，意思等同于fight against, 但如果和against出現(xiàn)在同一句子里時(shí)則表示“和……并肩作戰(zhàn)”。
England fought with France against German fascists during the Second World War. 二戰(zhàn)期間英國同法國一道抗擊德國法西斯。
fight for多表示“為……而戰(zhàn)”。
They fought with Italians in the last war but against them in this. 在上次戰(zhàn)爭中他們和意大利人并肩作戰(zhàn)，而這次卻同意大利人交戰(zhàn)。
辨析 read sth. 和 read about sth.
read sth. 讀某東西
I read about this accident this morning.今早我讀到了有關(guān)這一事故的材料。
read about sth. 讀有關(guān)某事的材料，如：
I read the news in the newspaper.我在讀報(bào)紙上的消息。
再如：
write sb. 給某人寫信
write about sb. 寫書、報(bào)道等宣傳某人
write a book 寫書
write a book about sb. 為某人寫傳記
辨析shoot/shoot at
shoot表示“射中或射死”某人或某人物，強(qiáng)調(diào)射擊的結(jié)果
He fired and shot the tiger.他開了槍并且射中了老虎。
shoot at 意為“朝或?qū)?zhǔn)某人/物射擊”，只強(qiáng)調(diào)射擊的動作，不強(qiáng)調(diào)射擊的結(jié)果，如：
In the game he shot at the basket 11 times but had only 5 successes.在比賽中他投籃11次，但只有五次投中。
辨析no more than /not more than
在數(shù)量上進(jìn)行比較時(shí)，no more than = only, 意為“僅僅，只有”；not more than=at most, 意為“至少，不超過”。例如：
There are no more than ten people in the room. 房間里只有十個(gè)人。
I have not more than 20 books.我最多有20本書。
在程度上進(jìn)行比較時(shí)，no more than有“兩者都不”之意，表示說話者主觀上嫌其少（差、不足、不好）等；not more than含有“不及、不多于”之意。只反映實(shí)際情況，無任何語氣。
This book is no more interesting than that one.這本書并不比那本書有趣。
This story is not more interesting than that one.這個(gè)故事不如那個(gè)故事有趣。
no more than of可以擴(kuò)展為 no+比較級than。例如：
no better than( =as bad as)比……好不了多少
no more than( = as few/little as)你……一樣窮
no richer than( =as poor as)像……一樣窮
no larger than( =as small as) 像……一樣小
He is no happier than his brother. 他并不比他弟弟更幸福。
辨析so...that 與 such...that
這兩結(jié)構(gòu)都表示“如此……以致于……”，但用法各有不同。
so + 形容詞/副詞+that（結(jié)果狀語從句），它可用too…to或enough to來表達(dá)，如：
She was so angry that she couldn’t say a word.
( = She was too angry to say a word. ) 她氣得一句話都說不出來。
so + 形容詞+a / an +名詞+that從句，如：
He is so clever a boy that everyone likes him. 他如此聰明，大家都喜歡他。
He is such a clever boy that everyone likes him.
It was such terrible weather that we had to stay at home all day.天氣如此惡劣，我們只好整天呆在家里。
分析break away
作“脫離，斷絕往來”解，常與from連用，表示“同……脫離關(guān)系”，“同……決裂”。
It was wrong for him to break away from all his good friends.他和他的好朋友們決裂是錯(cuò)誤的。
The students were encouraged to break away from the bad habits.學(xué)生們受到鼓勵(lì)與壞習(xí)慣決裂。
分析break out
作“爆發(fā)”，“突然發(fā)生”解。它與happen, take place, come out等詞的用法一樣，是不及物動詞，沒有被動語態(tài)。
Could you tell me when World War II broke out? 你能告訴我第二次世界大戰(zhàn)什么時(shí)候爆發(fā)的嗎？
Shortly after the fire broke out, the firemen arrived and controlled the fire.在火災(zāi)發(fā)生后很短的時(shí)間內(nèi)，消防隊(duì)員們就到達(dá)現(xiàn)場并控制住了火勢。
I don't know why a quarrel broke out between the two neighbours because they used to be close friends.我不知道為什么這兩個(gè)鄰居之間會發(fā)生爭吵，因?yàn)樗麄円郧霸呛苡H密的朋友。
分析consider
作“認(rèn)為”講，后跟不定式的復(fù)合結(jié)構(gòu)�！癱onsider sb./sth. to be”，這一結(jié)構(gòu)表示“認(rèn)為某人／某事……”，“把……當(dāng)作……”。與 “regard sb./sth. as” 相同。
Jenny is considered (to be) warm-hearted. 珍尼被認(rèn)為是個(gè)熱心人。
The Great Wall is considered as one of the most interesting places in the world. 長城被認(rèn)為是世界上最有趣的地方之一。
分析be sad at…
說明]作“聽到／看到……而難過”解，表示引起某種情緒的原因。類似的詞還有be surprised at;
be angry at; be glad at; be happy at; be frightened at 等等。
He was angry at losing the chance to go abroad.他失去了出國的機(jī)會，很生氣。
關(guān)系副詞when，where引導(dǎo)的定語從句
關(guān)系副詞 用法 例句（關(guān)系副詞=介詞=關(guān)系代詞）
where 地點(diǎn)/場所 This is the place where / in which I was born.
why 理由/原因 This is the reason why / for which they cannot come today.
when 時(shí)間 I know the time when / at which he will leave.
不可用how 方式 This is the way in which I study / which I study in. This is the way that I study.
1）when指時(shí)間，相當(dāng)于at that time，在從句中作時(shí)間狀語。如：
I still remember the day when( = on which) I first came to Beijing.我還記得第一次來到北京那天的情景。
She came at a time when we needed her most.她在我們最需要的時(shí)候來了。
2)where相當(dāng)于at that place，在從句中作地點(diǎn)狀語。如：
This is the house where (in which) my father used to live.這就是我父親以前住過的房子。
Do you know the street where Li Fang lives?你知道李芳居住的那條街嗎?
3)先行詞是表時(shí)間或地點(diǎn)的名詞時(shí)，關(guān)系詞的選擇要慎重，必須看它在從句中充當(dāng)什么成分。下列句子就不能用when或where：
The building ( which/that) they built 10 years ago was destroyed in the storm last night.他們十年前建的那棟房子在昨晚的風(fēng)暴中毀壞了。
The village ( that/which) we visited is very beautiful.我們參觀的那個(gè)村子景色很美。
We'll never forget the day ( that/which) we spent together in Wuhan.我們將不會忘記我們在武漢一起度過的日子。
1. I'll never forget the day _____ we spent together last week.
2. I'll never forget the day _____ we met each other last week.
3. Do you still remember the hall _____ we visited the painting exhibition?
4. After living in New York for 10 years, he returned to the small town _____ he grew up as a child.
5. It is the third time _____ you have made the same mistake.
Key: that/ which, when, where, where, that
Lesson 49教學(xué)設(shè)計(jì)方案
Teaching Aims
1 To learn the following words and expressions.
fight against/for, in the end, set free, end v., What’s on….?, That sounds interesting.
2.To train the Ss’ ability of telling stories.
3.10 train the Ss’ ability of making up dialogues.
Teaching procedures
Step I Warming-up
1.Get the Ss to talk about the films or the TV plays they have seen/watched recently. The teacher may start asking.
1).Do you know that many years ago in America, there were a lot of slaves?
2). Do you know where these slaves came from? and who knows how they came to America?
3). Do you know what life they were living?
4).Do you know who let the slaves become free men?
2.Show the pictures find the right sentence for each of the pictures on Page 49
Step II Listening
1.The SB Lesson 49 Part 2. Say to the Ss:
T: A new film “Fight for Freedom” is on at the cinema this week. Explain: “on” here means “being shown” and “freedom” is the noun form of “free”. And now two friends are talking about it. Listen to the dialogue and try to find the answers to the following questions.
1) What’s the new movie about?
2) When did the story take place?
2. Play the tape for the Ss to listen to with their books closed. Then get some Ss to answer the above questions.
Suggested answers:
1) About black slaves’ fighting for freedom and the great leader, Lincoln.
2) The story took place in a time when there were black slaves in North America.
Step III Practice
1.Get the Ss to practise the dialogue in pairs. Then ask some pairs to act it out.
2.Ask the Ss to talk about their favourite films or TV plays. Encourage them to use the expressions like:
What’s on...?
What's it about?
It s about a time when. . .
That sounds interesting.
In the newspaper. . .
3. After a few minutes, get some pail's to act theirs out in front of the class.
Step ⅣLanguage points
1. The SB Lesson 49, Part I. First get the Ss to learn the new words by explaining them.
slave －a person who is the property of another and is made to work hard for his owner.
slavery － the custom of having slaves
set free － liberate, give freedom to
in the end － at last, finally
Fill in the blanks with proper prepositions.
1. The workers are fighting ____ their rights.( )
2. You should be ready to fight ____ the difficulties.( )
3. England fought ____ France ____ Germany.( )
4.Two dogs fight ____ a bone, and a thud inns away with it.( )
5. This morning I read an interesting story____ the newspaper.( )
6. We will have finished the project ____ the end of this century.( )
7. Go down this street and you will find the hospital ____ the end of the road.( )
8. When he was young, he used to help his father ____ the farm.( )
StepⅤStory telling
1. Before doing the exercises, the teacher may give more information about the pictures. The following may help them.
1) First, the black people were captured in their hometown, Africa, then they were shipped to the new continent － America, where they were sold or bought like the animals. This is known as the slave trade.
2) Most black people were sold to the southern part of America, where they were made to work hard in the big plantations for the slave owners. They lived a miserable life there. They had to work long hours, hadn’t enough food to eat and were whipped or even killed by the slave drivers freely. A great number of the blacks died.
3) Later on, Lincoln was elected as President of the U. S. . He fought fiercely against the slavery and tried to set the slaves free. But the slave owners wanted to keep the slavery. Thus the fitting broke out.
4)At last, the North won. the slavery was banned. The blacks gained their freedom, broke up their irons and cheered for their freedom.
2.Get the Ss to tell the story according to the pictures and the above information given by the teacher. Divide the class into small groups, let them do it one by one. After a while, ask some representatives to tell the story to the class.
Step VI Exercises
The Wb Lesson 49, Ex. 1 and 2.
Ex. 1 can be done first in pairs. Then check the answers with the whole class. After completing the dialogue, get some Ss to read and act it out.
In Ex. 2, the Ss should do it alone first. Then ask them to read the passage and check the answers themselves. The teacher should make sure that they understand the story and fill in the right answers.
Step VII Homework
1. Write down the story according to the pictures in Part I in their exercise books.
2. Making up a dialogue about a new film or a TV play.
Lesson 50教學(xué)設(shè)計(jì)方案
Teaching Aims
1. To learn the story about Abraham Lincoln.
2.To learn the writing － in time order.
3. To learn to retell the passage with their own words.
4. To master the useful expressions.
Teaching procedures
Step I Revision
1. Check up the homework exercises.
2. Get some students to tell their stories according to the pictures given in the last period.
Step II Warming-up
Show some pictures and ask the questions
1.What do you already know about Abraham Lincoln?
2.What do you expect to learn more about Abraham Lincoln from this passage?
Step III Listening
Listen to the text carefully and then answer what happened in the following years .
1809:In Kentucky, the U.S.A. , on February 12th.
1818:__his mother__died_________
1860:__He became President_______
1864:__He became president for the second time
1865:_He was shot at a theatre___
Step V Reading
Read the passage in Lesson 50 again and then answer the questions.
1.What did he use to do when he was a child?
2.Where did he work as a young man?
3.What did he work for in all his political life?
4.What happened after the war ended in 1864?
5.Why was Abraham Lincoln killed after the war ended?
Answer:
1)He used to work hard and help his father on the farm.
2)In a store and later in a post office.
3) Because the Southern States wanted to set up a country of their own, where they would be free to keep the black slaves.
4) Lincoln was killed at a theatre in Washington, D. C.
5) Because the slave owners in the South and the rich people hated him.
Step VI Language points
Explain the new words and expressions, so that some of the new language items will be familiar to the Ss when they read the passage.
1)as a child as/when he was a child
2) no more than － only
3)in all － in total, totally
4)set up － start/found
5) break out － (war, fire, etc.) appear, start suddenly
6) break away from － go away from
7)consider. . .as － regard. . .as/look on. . .as
Fill in the blank with the following the words
1. Lincoln became very interested in ____. In all his ____ life, he worked hard to build a free state for all the people, (political; politics)
2. Lincoln worked hard against ____, because he wanted to free all the ____. (slavery; slaves)
3. After the ____ woman was taken away, all the villagers were in deep sorrow (悲痛) for her ___. (dead; death)
4. A ____ businessman is a man who has made a big ____ in his business, (success; successful)
5. I think German is the roost ____ for me, because I have a great ____ in learning German grammar. (difficult; difficulty)
6. I’m going to join in the games to ____ for medals. Use the words in the box to ____ the dialogue. (complete; compete)
7. What’s the ____ of the meat? The winners will get a good ____. (price; prize)
8. The ____ which was agreed on last month will be put into operation soon. Children’s ____ on TV is usually shown at 4 o’clock in the afternoons, (programme; project)
Step VII Workbook
1. Go over the explanations of the words and expressions in this lesson.
2. Do Part 2 on Page 119. Complete the passage with the verbs in the right form. Let the Ss read through the passage and put in the missing words. They may discuss with their partners. Don’t refer to the text. Then check the answers with the whole class.
Step VIII Practise
Complete the passage with verbs in the right forms.
In 1860, Abraham Lincoln ________President of the united States. Then he ________still harder for the freedom of the slaves. But the Southern states wanted to _____up a state of their own, where they could be free to ______black slaves. Lincoln said that it was not right for the South to ______away from the Union. Fighting _______out between the North and the South. This was the American Civil War, which _____four years. In the end the North _______. Northern and Southern states _______up again as one country and the slaves were _______free.
Key: became, set up, keep, break, broke, lasted, won, joined, set
Step Ⅸ Homework
1. Retell the story about Abraham Lincoln.
2. Write the story of Li Dazhao in their exercise books.
探究活動
1.Suppose you are Lincoln’s father, say sth. About Abraham when he was a child.
For example: I am a poor farmer in Kentucky. My son, Abraham was born on February 12th., 1809. At that time we were very poor. When Abraham was very young, he had to help me on wife, and she was very kind to little Abraham. She knew he liked reading, so she did everything she could to help him. Little Abraham wanted to go to school very much. We tried our best to send him to school. But we were so poor that he had to leave school soon and work on the farm.
2.Suppose you are a slave, say sth. About your life as a slave and how you felt after you were set free.
For example: I used to be a slave and I worked on a farm for the slave owner. At that time we slaves were bought and sold like animals and the owners of the farms mad us work from morning till night . We were not treated like human beings. We were treated like animals. We did not have any freedom and very often many of the slaves were beaten to death. The Civil War broke out and in the end the North won. All the blacks were finally set free. How happy we were!
3.假設(shè)你是一名記者，以第一人稱口吻，寫一篇采訪林肯的對話。
I am a reporter for a newspaper , Yesterday I raised two question to the president. The following is about our interview.
R: What he was going to do when so many people were calling for freedom for all salves?
L:I was fighting for an end to slavery and for the freedom of all slaves.
R: Have you thought about the farmers in the South?
L: The farmers there might have some problems without slaves, but the freedom of all people in the world was more important.
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