If a relative functions as the object of a preposition in the attributive clause, the preposition can usually be placed before the relative. In this situation, we use "which" for things and "whom" for people, and they can never be omitted. However, if the preposition and a verb form a set phrase in the attributive clause, they should not be separated:

The school (which/ that) he once studied in is very famous.

The school in which he once studied is very famous.

This is the girl (who/ whom) I went to the Great Wall with.

This is the girl with whom I went to the Great Wall.

The sentence "This is the watch (which/ that ) you are looking for." can not be changed into "This is the watch for which you are looking." because "look for " is a set phrase.

Now turn to page 36 and let's do Ex.2 and 3.

IV. Closing down by doing a quiz

To end the period you are going to take a quiz on attributive clause.

Choose the best answer:

1.The weather turned out to be very good, ____ was more than we could expect.

A. what B. which　C. that　D. it

2.After living in Pairs for fifty years he returned to the small town ____ he grew up as a child.

A. which B. where C. that　D. when

3.The house ______ we live is not large.

A. which B. in which C. on which D. at which

4.Recently I bought an ancient Chinese vase, _____ was very reasonable.

A. which price　C. the price of which C. its price　　 D. the price of whose

5.He lived in London for 3 months, during ____ time he learned some English.

A. this　B. which　C. at which D. some

6.I will never forget the day _____ he came to see me.

A. that　B. which　C. at which　 D. when

7.The visitor asked the guide to take his picture _____ stands the famous tower.

A that　B. where　C. which　D. there

8.The students ____ department Ms King worked ten years ago look down upon women.

A. in which　B. in that　C. in whose　D. whose

9. I don't like _____ you speak to her.

A. the way　B. the way in that　C. the way which　D. the way of which

10. I had neither a raincoat nor an umbrella. _______ I got wet through .

A. It's the reason　　B. That's why C. There's why　　 D. It's how

Period 3: A sample lesson plan for Using Language

(THE REST OF ELIAS' STORY)

Aims

To help students read the passage THE REST OF ELIAS' STORY

To help students to use the language by reading, listening, speaking and writing

Procedures

I. Warming up and listening

So far we have read a story about Elias. Do you remember why it was difficult for him to get a job? (because he hadn't a passbook) what is a passbook? Why is it important? Let's listen to a short passage and find out.

Turn to page 37. Read the questions and choose the best answer after listening.

Discuss the questions in Ex. 2.

II. Guided reading

1. Reading and answering questions

As we know, in order to support Mandela, Elias helped him blow up some government buildings. Can you imagine what would happen to him if he was caught? Actually, he was caught and put into a prison on Robben Island. However, he was lucky enough to get help from Mandela even when he was in prison.

Turn to Page 38, read the passage quickly and find out:

How did Mandela helped Elias when he was on Robben Island

How did Mandela help Elias after he came to power?

2. Reading and doing exercises

Read the passage again and do the exercise on Page 38.

3. Task (a text dialogue)

Now we have finished the story about Elias. Next we are going to do a group activity. We will do it in groups of four. Suppose one of you is Elias and works as a tour guide on Robben Island. The other three of you are tourists who are very interested in the island and Mandela's life and asking the tour guide the following questions. Elias must answer them.

Tourist: How did you get to know Nelson Mandela?

Elias: It was in 1950. I was working as a miner in Johannesburg but I hadn't a passbook to live there. So I went to Mandela's law firm to ask for advice.

Tourist: Can you explain to me some of Nelson Mandela's political ideas or beliefs?

Elias: Yes. He found that we black people were not treated as equally as the white people and he would fight for our rights. However, he said that we should fight in a peaceful way. Only when this was not allowed did we decide to answer violence with violence.

Tourist: How did he help you through your life?

Elias: First, he helped me to get the correct papers to stay in Johannesburg and keep my job as I mentioned above. Then he taught me to read and write when I was in prison. This is very important to me because it enables me to get more job opportunities. Later he gave me my present job.

Tourist: What was life like on Robben Island?

Elias: Miserable and cruel. The guards and soldiers treated us badly, beat us violently for no reasons and insulted us in different ways.

Tourist: How did you manage to study on Robben Island?

Elias: We studied during the lunch breaks and the evenings when we should have asleep. We read books under our blankets and used anything we could find to make candles to see the words.

Tourist: What kinds of job have you ever done?

Elias: A miner, an office worker and now a tour guide.

Tourist: What do you think of your present job?

Elias: I like it very much. And I am proud to show visitors over the prison, for I helped to make our people free in our own land.

III. Guided writing

1. Preparation for writing

Imagine now Mr Mandela is in prison. You are going to write a letter to the President of South Africa asking him to free Nelson Mandela. Do you remember the format of a letter? What should be the main content of this letter? (The reasons for freeing Mandela) How would you try to persuade the president? (You must make your reasons persuasive.)

2. Writing a letter

Read the information about Mandela. Discuss with your partner and collect ideas for the letter

Writer down the ideas and put them into a good and logical order.

Write the letter.

IV. Further applying

1. Finding information

Go to the library to read or get online to search for more information on Nelson Mandela. Take notes of your finding and do an oral presentation next period.

2. Writing a description

Write a description of Nelson Mandela using the information you have found.

V. Closing down by sharing

Share your letter with your partners and make necessary changes.

Share your letter with the class by reading it aloud.

Part 2: Teaching resources(第二部分：教学资源)

Section 1: A text structure analysis of ELIAS' STORY

I. Type of writing and summary of the idea

Type of writing

This is a piece of narrative writing.

Main idea of the passage

Elias describes how Nelson Mandela helped the black people through his own experience

Topic sentence of 1st paragraph

The time when I first met Nelson Mandela was a very difficult period of my life.

Topic sentence of 2nd paragraph

Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work.

Topic sentence of 3rd paragraph

The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life.

Topic sentence of 4th paragraph