教学目标

　　Teaching Aims

　　　　通过本单元的教学，使学生掌握表示个人看法的常用语句，学习由关系副词where, when引导的定语从句，通过对课文的学习，了解美国前总统亚伯拉罕·林肯的生平。

　　1．单词set, fight, end ,death, spare, honest

　　2．短语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．日常交际用语

　　　　1) What's on at the cinema this week?

　　　　2) What's it about?

　　　　3) That sounds interesting.

　　4．语法

　　　　复习已学的定语从句，学习由when/ when引导的定语从句。

　　教学建议

　　对话分析

　　　　本篇对话在Part I部分提供给学生四张图片，讲述奴隶生活的悲惨及要求获得自由，让学生用正确的句子与图片搭配起来做练习。Part II 的对话是两个朋友在谈论一部新电影，对话用语使用的表达语，如：What's on?/ What's it about?/等表示个人看法的常用语句。

　　课文建议

　　　　教师在课堂教学活动中可使用以下方法：1）采访练习，教师组织，由一名学生扮演林肯，另一名学生扮演记者采访他，编演对话。2）教师抓住课文中的时间点，让学生精读课文，回答不同的时间内，林肯的主要活动，如：1860，1864,1865等，3）教师可利用扩展资料提供的知识，给学生展示林肯的图片及它的生平故事，同时还有其它的相关扩展的内容。

　　教学重点和难点

　　辨析fight against/fight with/fight for

　　　　fight against后接事物名词时意为"为反对......而斗争"，后接表示人或国家的名词时意为"和（同）......斗争（战斗）"，此时可与fight with替换使用，只是fight against 语气强些。

　　　　They fought bravely for liberation. 他们为了解放而英勇斗争。

　　　　fight with只接表示人或国家的名词，意思等同于fight against, 但如果和against出现在同一句子里时则表示"和......并肩作战"。

　　　　England fought with France against German fascists during the Second World War. 二战期间英国同法国一道抗击德国法西斯。

　　　　fight for多表示"为......而战"。

　　　　They fought with Italians in the last war but against them in this. 在上次战争中他们和意大利人并肩作战，而这次却同意大利人交战。

　　辨析 read sth. 和 read about sth.

　　　　read sth. 读某东西

　　　　I read about this accident this morning.今早我读到了有关这一事故的材料。

　　　　read about sth. 读有关某事的材料，如：

　　　　I read the news in the newspaper.我在读报纸上的消息。

　　再如：

　　　　write sb. 给某人写信

　　　　write about sb. 写书、报道等宣传某人

　　　　write a book 写书

　　　　write a book about sb. 为某人写传记

　　辨析shoot/shoot at

　　　　shoot表示"射中或射死"某人或某人物，强调射击的结果

　　　　He fired and shot the tiger.他开了枪并且射中了老虎。

　　　　shoot at 意为"朝或对准某人/物射击"，只强调射击的动作，不强调射击的结果，如：

　　　　In the game he shot at the basket 11 times but had only 5 successes.在比赛中他投篮11次，但只有五次投中。

　　辨析no more than /not more than

　　　　在数量上进行比较时，no more than = only, 意为"仅仅，只有"；not more than=at most, 意为"至少，不超过"。例如：

　　　　There are no more than ten people in the room. 房间里只有十个人。

　　　　I have not more than 20 books.我最多有20本书。

　　　　在程度上进行比较时，no more than有"两者都不"之意，表示说话者主观上嫌其少（差、不足、不好）等；not more than含有"不及、不多于"之意。只反映实际情况，无任何语气。

　　　　This book is no more interesting than that one.这本书并不比那本书有趣。

　　　　This story is not more interesting than that one.这个故事不如那个故事有趣。

　　　　no more than of可以扩展为 no+比较级than。例如：

　　　　no better than( =as bad as)比......好不了多少

　　　　no more than( = as few/little as)你......一样穷

　　　　no richer than( =as poor as)像......一样穷

　　　　no larger than( =as small as) 像......一样小

　　　　He is no happier than his brother. 他并不比他弟弟更幸福。

　　辨析so...that 与 such...that

　　　　这两结构都表示"如此......以致于......"，但用法各有不同。

　　　　so + 形容词/副词+that（结果状语从句），它可用too...to或enough to来表达，如：

　　　　She was so angry that she couldn't say a word.

　　　　( = She was too angry to say a word. ) 她气得一句话都说不出来。

　　　　so + 形容词+a / an +名词+that从句，如：

　　　　He is so clever a boy that everyone likes him. 他如此聪明，大家都喜欢他。

　　　　He is such a clever boy that everyone likes him.

　　　　It was such terrible weather that we had to stay at home all day.天气如此恶劣，我们只好整天呆在家里。

　　分析break away

　　　　作"脱离，断绝往来"解，常与from连用，表示"同......脱离关系"，"同......决裂"。

　　　　It was wrong for him to break away from all his good friends.他和他的好朋友们决裂是错误的。

　　　　The students were encouraged to break away from the bad habits.学生们受到鼓励与坏习惯决裂。

　　分析break out

　　　　作"爆发"，"突然发生"解。它与happen, take place, come out等词的用法一样，是不及物动词，没有被动语态。

　　　　Could you tell me when World War II broke out? 你能告诉我第二次世界大战什么时候爆发的吗？

　　　　Shortly after the fire broke out, the firemen arrived and controlled the fire.在火灾发生后很短的时间内，消防队员们就到达现场并控制住了火势。

　　　　I dont know why a quarrel broke out between the two neighbours because they used to be close friends.我不知道为什么这两个邻居之间会发生争吵，因为他们以前曾是很亲密的朋友。

　　分析consider

　　　　作"认为"讲，后跟不定式的复合结构。"consider sb./sth. to be"，这一结构表示"认为某人／某事......"，"把......当作......"。与 "regard sb./sth. as" 相同。

　　　　Jenny is considered (to be) warm-hearted. 珍尼被认为是个热心人。

　　　　The Great Wall is considered as one of the most interesting places in the world. 长城被认为是世界上最有趣的地方之一。

　　分析be sad at...

　　　　说明]作"听到／看到......而难过"解，表示引起某种情绪的原因。类似的词还有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.他失去了出国的机会，很生气。

　　关系副词when，where引导的定语从句

　　关系副词 　用法 　　　　例句（关系副词=介词=关系代词）

　　where 　地点/场所 　　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　　　时间　　　　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指时间，相当于at that time，在从句中作时间状语。如：

　　　　I still remember the day when( = on which) I first came to Beijing.我还记得第一次来到北京那天的情景。

　　　　She came at a time when we needed her most.她在我们最需要的时候来了。

　　　　2)where相当于at that place，在从句中作地点状语。如：

　　　　This is the house where (in which) my father used to live.这就是我父亲以前住过的房子。

　　　　Do you know the street where Li Fang lives?你知道李芳居住的那条街吗?

　　　　3)先行词是表时间或地点的名词时，关系词的选择要慎重，必须看它在从句中充当什么成分。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.他们十年前建的那栋房子在昨晚的风暴中毁坏了。

　　　　The village ( that/which) we visited is very beautiful.我们参观的那个村子景色很美。

　　　　Well never forget the day ( that/which) we spent together in Wuhan.我们将不会忘记我们在武汉一起度过的日子。

　　　　1. Ill never forget the day _____ we spent together last week.

　　　　2. Ill 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教学设计方案

　　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...?

　　　　Whats it about?

　　　　It s about a time when. . .

　　　　That sounds interesting.

　　　　In the newspaper. . .

　　　　3. After a few minutes, get some pails 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教学设计方案

　　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.

　　探究活动

　　　　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.假设你是一名记者，以第一人称口吻，写一篇采访林肯的对话。

　　　　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.