测试报人教版高二下学期Unit 14 Freedom fighters课堂教学设计.doc

Unit 14 Freedom fightersI教学内容分析自由是来自内心的呐喊，自由是潜藏心底的渴望。曾有一种满怀种族平等信念的勇气，一种敢于挑战和反叛的勇气，犹如灯塔的光芒，给千百万在那摧残生命的不义之火中受煎熬的黑奴带来了希望。他们用自己的坚持与生命谱写了永垂不朽的历史篇章，更给予后人无穷的震撼与力量。本单元的中心话题就是自由战士(freedom fighters)。内容具体涉及黑人争取自由和平等权利的曲折历史以及争取平等权利运动的发展过程，不仅说明了自由、平等的重要性，也体现了争取平等权利运动新的历史内涵，同时也表达了对那些为自由和平等权利而献身的勇士们的敬仰。Warming up部分提供了马丁路德金和曼德拉这两位领袖人物的资料，使学生对他们的光辉业绩及为黑人自由和平等权利而斗争的人生经历有所了解。这部分设计了三个问题，让学生阐述两位伟人身处的时代背景及他们为改变当时社会局面做出的斗争与牺牲，并通过讨论，使学生增强对他们国家现状的认识。这样的设计以著名领袖为切入口，让学生很快融入本单元主题。Listening部分是Warming up的延伸。这部分节选了马丁路德金著名演说“I have a dream”的精彩片段，并设计了四个练习，分别训练学生获取关键信息的能力和在理解基础上语言输出的能力。该部分通过演说的语言魅力带给学生身临其境的感觉，给人以享受与震撼。Speaking部分记录了约翰布朗和哈里特塔布曼的人生经历，要求学生以三人一组的活动形式进行讨论，学会就某一社会现象有条理地分析其内在联系并表达个人的见解和看法。第二题涉及到长诗约翰布朗的遗体，并以歌曲的形式歌颂人们对他的怀念与敬仰，有利于寓教于乐，让学生感受英语转化为音符的魅力，激发学生学习英语的兴趣。Pre-reading设计了三个问题，分为两个部分。第一部分展示了犹太人、南美与南非黑人受到不公平待遇的历史图片，要求学生加以描述，并在此基础上设置情景题，“假如你本人受到不公平待遇会有何感受。”此部分有助于培养学生的观察能力、想象能力和语言表达能力，通过切身感受的描述引起学生对正文内容的思考；第二部分要求略读课文，判断所列陈述项的正确性，在训练学生快速阅读技能的同时，也提高了学生的学习自主性，并为学习正文做了铺垫。 Reading部分的内容是一篇马丁路德金的传记。文章记载了当时美国南部黑人遭受种种不平等待遇的事实，并以时间为主线讲述了马丁路德金为黑人争取自由和平等权利的斗争过程。文章以平实的语言让学生深刻体会到马丁路德金对事业的执着与追求，在训练学生阅读传记体裁文章技能的同时，也有利于培养学生的坚强意志，树立正确的人生观和世界观。Post-reading部分为加深对课文内容的理解设计了四个问题和一个采访环节，使学生对文章的结构及马丁路德金采取的和平行动及其目的有明确的认识。Language study分为词汇和语法两部分。词汇部分要求学生用文中词语填空，并学会区分各种词类的具体用法。语法部分复习被动语态，练习取材于课文内容，有助于加深学生对教材的理解。Integrating skills部分简述了人类从争取宗教自由，到黑人争取自由和平等权利，以及为妇女、儿童、艾滋病患者，甚至为动物、机器人争取平等权利的运动的发展过程。同时在讨论的基础上要求学生就此趋势阐明自己的观点并陈述理由，让学生在实践中体验“自由”的内涵，有助于提高他们的语言概括能力。Tips部分指导学生如何就自己感兴趣的话题开展写作，重点提示了三点注意事项，即：(1)比较不同事物，提出新的观点；(2)思考议论文的内容与写作方法，选用给读者以深刻印象的论据支持论点；(3)通过开放性思维确定论点。Checkpoint 14分为两部分内容，一是归纳了本单元的语法知识被动语态，二是找出课文中有助于更好地了解“公民权利”的词和表达法。II教学重点和难点1教学重点 (I)本单元的生词和短语。 (2)表示逻辑关系的表达法，如：What happened first was that；happened as a result of；you could expectbecause;one of the reasons whyis等等。 (3)被动语态的复习。 (4)了解争取自由、平等权利斗争领袖人物的奋斗历程和学习他们的精神品质。2教学难点 (1)了解自由、平等权利斗争的历史背景及发展过程。 (2)培养逻辑思维能力。 (3)掌握写议论文的步骤与要求。III教学计划 本单元分六课时： 第一课时：Warming up，Listening 第二课时：Speaking 第三、四课时：Pre-reading，Reading，Post-reading 第五课时：Language study 第六课时：Integrating skills IV教学步骤 Period 1 Warming up，Listening Teaching Goals：1To learn more about Martin Luther King，Jr，Nelson Mandela and the struggle of black people for freedom2To develop listening ability and master the skill of note-taking3To feel the power of Martin Luther Kings speech“I have a dream”Teaching Procedures：Step 1Warming up1Present a picture about a scene of celebration (1)For whom aye they celebrating? (2)Provide Ss with four clues to guess the name the third Monday of January (the date of Martin Luther King，Jr Day) “Remember! Celebrate! Act! A Day On，Not A Day Off!”(the theme of the 2002 holiday) black American dream Suggested Answer：Martin Luther King，Jr.2.Watch a section of the MTV Glorious Times光辉岁月by the band Beyond (lyrics of the song：钟声响起归家的讯号，在它生命里仿佛带点唏嘘，黑色剪给他的意义是一生奉献肤色斗争中。年月把拥有变作失去，疲倦的双眼带着希望。今天只有残留的躯壳，迎接光辉岁月，风雨中抱紧自由。一生经过彷徨的挣扎，自信可改变未来，问谁又能做到) (1)For whom did Beyond write this classic song? (2)Provide Ss with four clues to guess the namethe ANC Youth League(ANC stands for African National Congress)27-year prison lifeSouth Africathe first presidentSuggested Answer：Nelson Mandela3Team workDivide the whole class into four groups and have a competition(1)Give Ss one minute to read the information about the two big figures in the textbook and tiy to remember it(2)Ask Ss to speak out as much information as possible，including what they have remembered and what they have already known without referring to the textbook4Pair work (1)What role did these men play in history? ， (2)What does“freedom fighters”really mean? (3)What does“freedom”mean to you? (4)What did they two fight for? (5)Explain in which way struggle was an important part in the lives of these men. (6)Through their efforts，how is the situation in their countries now? Has the situation improved?Suggested Answers： (1)Freedom fighters (2)Freedom fighters are people who get up to fight for justice and fair treatment of a group of people against employers，military rulers or dishonest governments (3)Having the fight to do as one pleases within the limits of lawBeing free to voice your opinionFeelingfree like a fish in the oceanNot being under control (4)They fought for the freedom and rights of black people in America and South Africa (5)The American government refused to give black people in America the same rights as white people to improve the situation Martin Luther KingJr. led many actions and was murdered in 1968The white government in South Africa did not allow the black majority its freedomTo improve the situation Nelson Mandela led many peaceful actions and spent 27 years of his life in prison(6)Yes，the situation in America has improvedBlack people now have the same rights as white peopleYesthe situation in South Africa has improvedBlack people are free and Nelson Mandela was the first black president of South Africa from 1994 to 1999Step 2Pre-listeningWatch a video：Marching on Washington DC，focusing on Martin Luther King，Jrs well-known speech“I have a dream”Could you recite some famous sentences in Martin Luther King，Jrs speech?Step 3While-listening 1Listen to the tape for the first time and catch the main idea of the listening text by answering the following questions(1) When did Martin Luther King, Jr. give this talk? (2) What was his talk about? (3)You will hear some phrases and short sentences repeated a few times in Kings speechCould you write down three of them?Suggested Answers： (1)His speech was given in 1963 (2)His speech was about freedom for black people (3)I have a dream let freedom ring free at last2Listen to the tape for the second time and catch some details by filling in the blanks (1)We still had to f_ the f_ that the Negro was not f_ (2)The hurricanes of revolution would continue to s_ the foundations of the n_ (3)It is a dream deeply r_ in the American dream (4)My four children will one day live in a country where they will not be j_ by the color of their skin but by the c_ of their c_ (5)One day the leader of the state，whose lips were dripping with P_，would make it P_ for little black boys and black girls to j_ hands with little white boys and white girls and walk together as sisters and brothersSuggested Answers：(1)face，fact，free (2)shake，nation (3)rooted (4)judged, content，character (5)promises， possible，join3Listen to the last paragraph again(1)Try to write down each sentence，paying attention to the skill of note-taking：write down the key words but not the whole sentence(2)After listening，exchange the notes with each other in groups of four(3)Present the text of the last paragraph to see which group gets the most complete answersThen invite a representative of this group to express hisher feeling about Kings speech What impresses you most in his speech? What are some of the characteristics of the speech?Step 4Post-listeningRecommend one student to imitate Kings speechRefer to the last paragraph and take the following tips into account： 1Use facial expressions 2Modulate in tone(抑扬顿挫) 3Give others a feeling of power，excitement and inspirationStep 5HomeworkRecite the classic parts of Martin Luther KingJrs speech“I have a dream”Collect information about another two freedom fighters：John Brown and Harriet TubmanPeriod 2 SpeakingTeaching Goals：1.To learn more about John Brows and Harriet Tubmans struggle for the freedom of slaves.2.To practise talking about causes and effects.3.To develop Ss creativity and arouse their interest in learning English.Teaching Procedures: Step1.Pre-speakingQ1Where was HarrietTubman born?A. Plantation in MarylandBAuburn，New YorkCPennsylvaniaQ2What was HarrietTubman known as?AHatBMosesC. AramintaQ3What was Harriet Tubmans favorite thing to do?A. Take care of babiesB. Work outdoorsC. Work insideQ4Who Was Harriet Tubmans master?A.Old RitB.Edward BrodasC.BenQ5.When did Harriet Tubman run away from the plantation?A.1849B.1844C.1865Q6.What was Harriet Tubmans job，on the underground railroad?AConductorB，NurseC Station MastorQ7How many slaves did Harriet Tubman lead to freedom?A.93B.40，000C. Over 300Q8When did HarrietTubman die?A1844B. 1820C. 1913Q9What was the undergroud railroad?AAn undergrond tunnel that slaves traveled throughBA train that ran undergroundC. A secret system of roads and houses that led slaves north to freeQ10What was the secret password that escaping slaves used on their journey north?A. Underground railroadBFollow the drinking gourdC. Friend with friendsSuggested Answers：1QuizChallenge your knowledge (1) Divide the whole class into two groups and show a prepared box filled with 10 questions about Harriet Tubman。 (2) Two groups take turns to pick out questions (5 questions for each group) lf the correct answer to a question is given，100 points will be added for this group (3)The group with the lower score has to recommend someone to tell stories about Harriet Tubman in front of the class1 A 2 B 3 B 4 B 5 A 6 A 7 C 8 C 9 C 10 CSuggested Answer:1.A 2.B 3.B 4.B 5.A 6.A 7.C 8.C 9.C 10.C2.Get Ss to read the information in the textbook about Harriet Tubman, and present the picture of the “Harriet Tubman Home”3.Present an interesting saying and ask Ss to guess who said it? “Im going to Put this banana over my eyesSo if a slave catcher asked me if I had seen Harriet Tubman，I would say no。”by John Brown 4Ask some Ss to Write the informatio they have collected onto the blackboard and explain it to dassmates Step2Speaking 1RoleplayInterview After learning the life expehence of John Brown，ask one student to play his roleOthers Play the role ofjOurnalistsfrom Washing tonPost and New York Times to conduct an interview with him。Suggested questions for the interview:(1)Why do you think slavery is wrong?(2)How did you help runaway slaves and what happened as a result?(3)Could you describe some scenes in the safe area you and your son0s created for black people?(4)Could you describe your friendship with your black friends?Try to express causes and effects using the useful expressions：What happened fist was thatThat led tohappened as a result ofOne of the reasons why byYou could expectbecauseis often followed by2Class workEnjoy singing (1)A brief introduction of the song： Its a poem written by Stephen Vincent Benet in order to commemorate the late John Brown for his struggle against slaveryIt has become perhaps the best-known Civil War song of the Union Army，and has come to be a well-loved American patriotic anthem (2)Play the song once and learn the lyrics and tune together (3)Sing along the song in a loud voice with full vigor and passion togetherStep 3Post-speakingGroup work： Ask Ss to work in groups of four and create a simple song for a certain great man or woman Invite some groups to explain their ideas and sing their songs in front of the class The whole class vote for the best song among themMembers of this group will receive a little prize as encouragement Worksheet：The person you chooseReasons for your choiceThe theme of the songThe lyrics of the songStep 4HomeworkSurf the Internet and find information about another three freedom fightersMake six sentences using the six useful expressions(Textbook，P27) Suggested website： http：/pocanticotubmanPeriods 34 Pre-reading，Reading，Post-readingTeaching Goals：1To learn more about Martin Luther King，Jrs life experience2To develop some basic reading skills3To learn the fine qualities of freedom fightersTeaching Procedures：Step 1Warming up Free talk：Can you give some examples that Chinese were badly treated in foreign countries?As a Chinesewhats your feelings and what will you do if you face such situations?If there were laws in China that forced you to wear a sign and only allowed you to go to special shops restaurants，schools，or separate parts in parks and so forth because you were different，how would you feel?Step 2Pre-readingIndividual work：1Present the following pictures and the historical pictures in the Textbook(P27)and ask Ss to describe what they see with their own words2Look at the pictures and the title of the text and answer a question：For black people，what was their dream?3Scan the text and decide which of the following sentences are trueWrite a“T”for true sentences and an“F”for false sentences，and correct the false ones (1)Martin Luther King，Jr went to university when he was eighteen ( ) (2)Black people refused to take buses for more than 18 months ( ) (3)Black girls could not marry white boys ( ) (4)Rosa Parks was arrested for hitting a white man ( ) (5)The Civil Rights Act was passed in 1965 ( ) (6)Martin Luther King，Jr died of cancer ( )Suggested Answers： (1)F(when he was fifteen) (2)F(for 381days) (3)T (4)F(for refusing to stand up for a white man) (5)F(in 1964) (6)F(he was murdered)Step 3While-reading1Skimming： (1)Read the first sentence of each paragraph and analyze the literary form of the text (2)Read through the whole text quickly and try to answer the following questions Q1When and where did King make his famous speech? Q2What was the situation for the blacks in the southern states at that time? Q3What was Kings belief? Q4Could you talk something about Rosa Parks event? Q5Could you say something about Kings success and influences?Suggested Answers： (1)A short biography (2)A1King made his famous speech in Washington DC in 1963 A2Blacks were not treated as equal citizensMixed-race marriages were forbidden by lawBlacks were not allowed into hotels，schools or libraries at allBlack children were educated in separate schools，and black people had no right to vote A3He believed that he could achieve that goal by peaceful actions，not by violence A4Refer to paragraph 5 A5. His speech people of all races to fight for equalityHe receil964 His struggle had already changed the whole society in the USA. Soon after his death, black people started enjoying the rights they had waited and fought for so long2Scanning： (1)Individual work： Read paragraph 1 quickly and explain in your own words what it is aboutIf you were asked to move paragraph1 to another place in the Reading passage，where would it best fit in?Suggested Answers：Paragraph 1 tells us something about Martin Luther King，Jrs most famous action It would best fit in between paragraphs 6 and 7 (2)Pair work： Read the whole text carefully and find out the important events in KingS lifeRemember to provide the students with a worksheet!For your reference：timeImportant events1929King was born in Atlanta, Georgia1944King went to university195King led the boycott of a bus company.1963King gave the famous speech“I have a Dream”.1964King received the Noble Peace Prize./A new Civil Rights Act was passed1965A new voting Rights Bill became law. 1968King was murdered3.Listen to the tape and deal wth the language points in groups(1)Listen to the tape and follow it in a low voice(2)Group work：discuss the important and difficult language points dream adream n梦；心愿；向往 Eg His dream has come true bdream vt做梦；梦见 Eg He dreamed that he was flying to the moon Cdream ofabout+ndoing sth梦见；向往 Eg people all over the world dream of peace treatas对待像；把当成 Eg Dont take it seriouslyYoud better treat it as a joke separate aseparate adj分开的；单独的 Eg Some people only think of their own separate interests bseparate vt把分开隔开；将分类(强调把原来结合在一起或混杂的东西分离开来，常与介词from连用) Eg You should separate the sheep from the goats(你应当把好人与坏人区分开来。) cseparation n分离；隔离 Eg He was unhappy because of his separation from his mother mixed-race marriages=marriages between persons of different races异族通婚 forbid，forbad，forbidden v 禁止；不许 aforbid doing sth 禁止做某事 Eg Smoking is forbidden here bforbid sb to do sth禁止某人做某事 Eg He was forbidden to leave the base as a punishmentfight afightfor.为争取而斗争 Eg Workers are fighting for higher pay and better working conditions： bfight against为反对而战 Eg You should be ready to fight against difficulties Cfight With (a)为反对而战，相当于fight against (b)与并肩作战 Eg England fought with France against Germany in the First World Warpolitical adj政治(上)的 Eg They are political prisoners because of their political beliefsexample asetgive an example to sb给某人树立榜样 bfollowcopy sbs example把某人当榜样来学习 ctake sbsth for example以某人某事为例free adj a自由的 Eg You are free to do as you wish b随意的，不受约束的 Eg The people won the right to free speech and a free press C免费的 Eg These tickets are freeThe film company gave them away to us for free d空闲的 Eg The doctor will be free in 10 minu