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设计任务：请阅读下面学生信息和语言素材，设计一节课的教学方案。教案没有固定格式，但须包含下列要点：
Teaching objectives
Key and difficult points
Major steps and time allocation
Activities and justifications
教学时间：45分钟
学生概况：某城镇普通中学高中一年级第一学期学生。班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。
语言素材：
Teaching objectives:Knowledge objective
(1)Students can know about the attributive clause?with a preposition after analysis of long sentences.
(2)Students can grasp the usage of the new words:legal,out of work,state,etc.
Ability objective
(1)Students can understand the meaning of the new?words through translation and paraphrase.
(2)Students can learn about the technique of comparison to depict the character after this lesson.
Emotion objective?After debate and discuss,the students can realize?that Mandela's political views are not desirable in?everyday life.Problems should be settled peacefully?rather than answer violence with violence.
Teaching key point:
To understand long sentences and vocabulary from?the context.
Teaching difficult point:
To learn the attributive clause with a preposition.
Teaching aids:Multi-media,PPT,video
Teaching procedures:
Step 1 Pre-reading(5 minutes)
(1)Guessing what the numbers mean?Let students?watch a clip of video and know something about?Nelson Mandela.
1,27,930
(2)Predicting
Based on the title,what questions can you raise?
(Justification:The step aims at activating students'prediction and interest in the lesson.)
Step 2 While-reading(25 minutes)
(1)Checking
Read Paragraph one.Check some of the prediction?questions.
(2)Comprehending
Answer the following questions based on the paragraph.
①Why did Elias visit Nelson Mandela?
(Use your own words to explain:He offered guidance?to poor black people on their legal problem.He was?generous with his time,for which I was grateful.)
②Why did Elias say it was a difficult time?What?problem did he meet?
③From what Mandela did,what qualities do you think he has?
Use your own words to explain the sentence"The last?thirty years have seen the greatest number of laws?stopping our right sand progress,until today we have?reached a stage where we have almost no rights at all..."What does"stage"in this sentence mean?What?biggest problem do you think black people had?
④Why and when did Mandela turn to violence to?make black and white people equal?
⑤Did Elias agree with Mandela to answer violence?with violence?Why or why not?
(3)Reading for thinking
Why did the writer write the story?
In what ways did the writer tell us about Mandela?
(Justification:The questions help students to develop?the reading skills such as understanding new words?in the context,and reading for gist.The skills enable them to fulfill the reading tasks.)
Step 3 Post-reading(10 minutes)
Debating:If our rights are violated,should we answer?violence with violence?
Y:We should.Only in that way can we get our right?back.
N:We should not.There are many ways to get our?right back besides violence.
(Justification:The debating can help them consolidate what they have learned.And their speaking?ability can be improved in the communication.
Step 4 Homework(5 minutes)
(1)Write a summary of the reading passage within?80 words.
(2)Recite Mandela's words.
(Justification:The homework would help students?review the knowledge they have learned in class.)
教师职业道德区别于其他职业道德的显著标志就是（ ）。
在教育史上主张“不愤不启，不悱不发”的教育家是（）。
心理学家所说的“危险期”或“心理断乳期”是指（ )。
教育工作中做到“因材施教”、“长善救失”符合年轻一代身心发展的（ ）。
德育过程与品德形成过程的关系是（ ）。
德育过程是培养学生（ ）的过程。
学生从事集体活动、结交好友的场所是（ ）。
教师的工作目的和使命是( )。
直接决定教育目的的因素是（ ）。
简述心理健康的标准。
