2023学年完整公开课版BOOK10-Unit3Fairnessforall【市一等奖】

Unit3Fairnessforall=1\*ROMANI：单元教学目标：技能目标SkillGoals▲TalkaboutCivilRightMovement▲Reviewtheuseofdifferenttenses▲Learnthestructureofspeech▲Writeareporttoimprovesomething=2\*ROMANII：目标语言功能句式Expressionstojudgesituationsandmakedecisions:a.Listreasonsorfacts:1.Wehavetoimprovethepresentstateofthecampsitebecause…2.Thereasonforsolvingtheproblemliesinthefactthat…3.Wehavetotakemeasuresforthefollowingreasons…4.Ifwedon’thelpto…,itispossiblethat…5.Ibelieveifyouadoptmysuggestions…,wemayseethefollowingchanges…6.Ihavetomakeitclearthat…b.Givearguments:1.Ibelieveitisbetterto…2.Itseemstome…,because…3.Iamsure…if…4.Iconsiderthat…5.Inmyopinion,Ithink…6.Ifindthat…词汇四会词汇：civil,trolleybus,register,boycott,prohibit,offence,unjust,separation,tradition,challenge,submit,seize,negotiate,hopeful,chaos,punctual,pedestrian,march,pavement,salute,bomb,supreme,nationwide,constitutional,fundamental,battle,happiness,liberty,hostility,skim,evident,brief,discrimination,philosophy,creed,brotherhood,oasis,symphony,almighty,dominate,认读词汇：MaryannJones,Montgomery,MartinLutherKing,Jr,collision,Serena,coincidence,Mockingbird,Scout,Atticus,Jem,Arthur,WalterCunningham,Caroline,Jew,Gentile,Protestant,Catholic,Quotation,metaphor,simile,Ewell,Mayella词组：breakthelaw,liveout,self-evident重点词汇：civil,prohibit,offence,unjust,separation,tradition,challenge,submit,seize,negotiate,hopeful,chaos,punctual,pavement,salute,bomb,supreme,nationwide,battle,happiness,liberty,hostility,skim,evident,brief,discrimination,philosophy,creed,oasis,dominate,语法Reviewtheuseofdifferenttenses:I.Ihavealwayshatedhavingtositintheworstseatsonthebus,soIamhappytosupportit.2.HehadleftforEuropebeforethewarbrokeout.3.DrKingencouragesustofightagainstthisunfairsystemwhichprohibitsusblacksfromsittingwherewelike.4.KingandotherblackleadersinMontgomeryseizedonthisincidentanddecidedonacollisioncoursetochangethelaw.5.ButIdoworrywhatwillhappentomorrow.6.Hesaidhewouldbeginwritingabookinthenearfuture.7.Maybewhitebusinessissufferingnowsincewedon’tshopdowntownanymore.8.Iwasnotlistening,soImissedwhathesaid.重点结构Importantsentencesandstructuresusedinwriting:1.Ihaveadreamthatonedaythisnationwillriseupandliveoutthetruemeaningofitscreed.2.IhaveadreamthatonedayontheredhillsofGeorgiathesonsofformerslavesandthesonsofformerslaveownerswillbeabletositdowntogetheratatableofbrotherhood.3.IhaveadreamthatonedayeventhestateofMississippiwillbetransformedintoanoasisoffreedomandjustice,4.Ihaveadreamthatmyfourchildrenwillonedayliveinanationwheretheywillnotbejudgedbythecoloroftheirskinbutbythecontentoftheircharacter.5.Withthisfaithwewillbeabletocutastoneofhopefromthemountainofdespair.6.Withthisfaithwewillbeabletotransformtheunpleasantsoundsofournationintoabeautifulsymphonyofbrotherhood.7.Withthisfaithwewillbeabletoworktogether,topraytogether,tostruggletogether,togotojailtogether,tostandupforfreedomtogether,knowingthatwewillbefreeoneday.Conjunctionsusedtojoinsentences用于开启文章的词或短语：atpresent,firstly,generallyspeaking,firstofall,now用于承接上句的词或短语：forexample,meanwhile,besides,whatismore,worsestill,what’sworse,inaddition,tomakethingworse,infact,asamatteroffactThreeparagraphorganizationOpeningparagraph:StatethepresentproblemThesecondparagraph:Analyzethereasons/resultsoftheproblemThethirdparagraph:SolutiontotheproblemⅢ.教材分析与教材重组 1.教材分析 本单元以FairnessForAll为话题，精读文章以日记为载体再现了美国20世纪50年代民权运动的重要起始事件—MontgomeryBusBoycott的经过。Martin的演讲提升了单元主题，表达了黑人争取平等权利的强烈愿望和意志。本单元的听力材料和其它素材以背景材料的形式补充了单元话题。对单元话题的理解要做到领会以下主旨：平等权利的获取需要付出努力，还需要改变他人的态度。为达到此目标不仅要重视对文化背景的补充，更重要的是通过对主题的理解和强化使学生拓展和运用知识。 WarmingUp以林肯、马丁和罗伯逊的图片导出了他们的主要事迹和为黑人解放做出的重要贡献。既激发了学生的兴趣，也引出了本单元的话题——美国黑人争取解放的运动。 Pre-reading呈现了1955年前美国黑人的民权状况：第一部分以图片和语言材料呈现了背景知识，展现了美国黑人所遭受的不平等待遇。第二部分运用问答方式引导出学生的感受和感想，希望学生以间接体验的方式体会美国黑人发动民权运动的真正原因。 Reading以Maryannjones的日记和一些导语记载了蒙哥马利市黑人抵制公共交通工具、争取平等权利的事件经过。这一事件的发起和胜利掀开了美国民权运动的新一页，鼓舞了黑人争取完全平等权利的勇气和信心。 Comprehending部分设置了四个Tasks：第一个Task的目的是通过Questions-answers形式让学生把握文章的细节信息。第二个Task通过事件排序方式让学生掌握事件发生的全过程，帮助学生整体理解篇章。第三部分是对主题的拓展，通过300年间美国黑人权利的发展历程中不同政治文献对此问题的表述，反映了美国黑人权利的发展同美国理想（独立宣言）的反差。第四个Task是单元话题的拓展和运用，旨在使学生明确歧视和不平等现象也存在于生活中，改变他人态度才可能争取到平等的对待。 LearingabuotLanguage分词汇、语法和绕口令三部分。其中，Wordstudy旨在加强学生对词汇的运用和理解，分别以完形填空和释义方式设置了任务，任务中基本涉及到本单元重点词汇和常见词汇。Grammar以时态复习为主要内容，分别设置了两个时态练习任务，旨在以篇章为载体，强化学生运用时态的能力。第三部分是两个绕口令，通过加标点和朗读方式训练学生断句和朗诵的能力。 Usinglanguage分为两部分：Martin的著名演讲——IHaveADream和听力部分。Martin的演讲语言节奏感强，很富有感染力。演讲稿中运用了大量的修辞手法，使得通篇文章流畅激昂，铿锵有力，非常有助于学生感受英语的语言美。Listening部分是对单元文化背景的信息输入，呈现了黑人所遭受的不公平待遇。 LEARNINGTIP是对跨文化知识理解的建议。黑人问题是美国文化的一个敏感话题，理解文化的前提是了解必要的背景知识，学习本单元知识可以帮助学生掌握一些跨文化背景知识，进而深刻理解多元文化，形成跨文化意识。2.教材重组 教材WarmingUp，Pre-reading，Reading和Comprehending内容的相关性很大，WarmingUp的材料可以导出单元话题，Pre-reading可以为Reading的理解铺垫必要材料，Comprehending的任务设计有助于学生理解Reading的内容。因此可以整合这４部分内容，上一节“阅读课”。 LearningaboutLanguage是对时态知识的复习和对本单元词汇的巩固和再运用过程。可以结合Reading的内容和Workbook的练习设计一节“语言知识课”。 UsingLanguage部分的Martin的演讲独立性很强，任务设计具有多元化特征。这部分的内容可以设计找一节语言欣赏课，培养和激发学生的英语学习兴趣。 UsingLanguage部分的听力部分、Workbook的LISTENING和TALKING都是对本单元背景信息的输入，可以通过听力理解→摄取信息→信息内化为流程设计一节“听说课”。 Workbook的READINGTASK和SPEAKINGTASK是单元话题的生活运用化环节。因此可以把这两部分整合设计找一节“综合实践课”。 Workbook的WRITINGTASK是一个实践性很强的应用性写作文体，因此可以在综合技能课的基础上设计一节“写作课”。 3．课型设计与课时分配（经教材分析，根据学情，本单元可以用6课时教完） 1stPeriod Pr-reading(I) 2ndPeriod Languagestudy 3rdPeriod Reading(II) 4thPeriod ListeningandSpeaking 5thPeriod Integratingskills 6thPeriod WritingIV.分课时教案TheFirstPeriodReading(I)Teachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语boycott,prohibit,breakthelaw,challenge,submit,negotiate,punctual,bomb,nationwide,constitutional,battle,happiness,liberty,unjust,separation,tradition,hopeful,coincidence,hostility2.Abilitygoals能力目标EnablestudentstoknowsomebackgroundinformationoftheCivilRightsMovementanddevelopstudents’abilitytomasterthebasicstrategyofreadingnarrativepassagebyusingInquiry-Answer.3.Learningabilitygoals学能目标HelpstudentsgetfamiliarwiththebackgroundinformationoftheCivilRightsMovementandwriteasummaryofnarrativepassagebylistingandarrangingthemajoreventsintherightorder.Teachingimportantpoints教学重点Helpstudentstopickoutthecluesoftheeventsandgraspthewholeprocessoftheimportantmovement.Teachingdifficultpoints教学难点Helpstudentsmasterthereadingstrategies—prediction,inquiryandprocessing.Teachingmethods教学方法Teamworklearning，task-basedlearning,inquiry,predictionandprocessing.Teachingaids教具准备Aprojectorandsomeslides.Teachingprocedures&&ways教学过程与方式StepIWarmingupTaskone:KnowtheheroesT:Lookatthethreephotosandtellmewhotheyare.Sa:TheontinthefirstpictureisthepresidentofAbrahamLincoln.Sb:ThesecondoneisthefamousblackleaderMartinLutherKing,Jr.Sc:ThethirdoneisPaulRobeson.Heisawriter.Tasktwo:KnowtheircontributionsT:ThesethreepeoplearefamouspoliticalleaderswhodevotedthemselvestothelibertyoftheAmericanblackpeople.Workinpairsandtellmetheirseparatecontributionstothiscareer.Sa:LincolnisafamousAmericanpresident,whodeclaredtosetfreetheblackslavesfreeasequalcitizensoftheUSA.Buthisdecisioncausedstrongoppositionfromthewhitepeopleinthesouthernstates,especiallythoseownersofplantations.Laterhewasmurderedbyanextremist.Sb:MartinisafamousblackleaderduringtheCivilRightsMovement.Helednon-violentmarchesanddemonstrationsinstruggleforequalitybetweenblackpeopleandwhitepeople.Hisfamousspeech—IHaveADreaminspiredalotofpeople.Sc:PaulRobesonisablackwriter,artistandpoliticalleader.HesetupseveralmagazinestocallonblackpeopletostruggleforbettertreatmentandequalrightsduringtheCivilRightsMovement.StepⅡ:Pre-readingTaskone:BrainstormbackgroundinformationT:Whathappenedinpictureone?Ss:Ablackmansufferedbeatingsandwasinjuredseriously.T:Picturetwowasthepoorareawheremostblackpeoplelived.Whatkindofconditiondidtheylivein?Ss:Theylivedahardlife.Theirhouseswereshabbyandrubbishcouldbeseeneverywhere.T:Frompicturethreewecanseeasign“WhiteWaitingRoom”,whywastheresuchasign?Ss:Before1950sinmostsouthernstatesthegovernmentcarriedouttheseparationpolicy.Theblackpeoplewerenotallowedtomixwiththewhitepeople.Thereforetheywererestrictedtousepooranduncomfortablepublicfacilities.T:Whatconclusionscanyoudrawfromthesethreepictures?Ss:Theblackpeoplewerediscriminatedbythewhitepeopleandthegovernment.Tasktwo:FindthefactsT:LookatthefactsbelowandfindoutwhatweretherestrictionsthattheblackpeoplesufferedbeforetheCivilRightsMovement?Sa:Theblackpeoplewerenotregardedasfullcitizens.Theirrightswerestronglyrestrictedandthewholesocialsystemwasnotinfavoroftheblackpeople.Sb:Therewereobviousdifferenttreatmentforblackpeopleandwhitepeople.Theblackpeoplemustsitatthebackofbusesortrolleybuses;theygotospecialschoolsforblacksandtheytakejobswithlowerpaythanwhites.Taskthree:“Experience”thepoorlifeofblackpeopleT:Ifyouwereablackyoungstudent,youwouldhavetogotoafar-awayschoolforschooling.Onyourwayfromandtoschoolyouwouldoftenbebulliedbythewhitestudents.Howwouldyoufeelifyousufferedsuchunfairtreatment?Sa:Iwouldfeelveryangryandtakeupactionstofightforbetterandfairertreatment.Sb:Iwouldfeelit’sunfairandfindithardtoacceptsuchafact,becausepeopleinthesamesocietyshouldenjoyequalrightswhatevertheircoloris.T:Theblackpeoplesharedthesamefeelingwithyou.Theyalsowantedtofindawayoutoftheirbadsituations.StepⅢWhile-readingTaskone:Predictthecontentaccordingtothetitle(Top-down)T：InChina,itissaid:“wherethereisoppression,thereisrebellion.”Theblackpeoplesufferedsuchunfairtreatment.Theyhadtofightforequality.Therecamearevolution.PleaselookatthetitleofthereadingTheStartofTheCivilRightsMovementandguesswhostartedtheCivilRightsMovement.Sa:ItshouldbetheblackpeopleintheUSA.T：Yes.You’reright.WhatwastheCivilRightsMovementabout?Ss:Theblackpeoplestruggledforequalrightsandfullcitizenshipinthesociety.Tasktwo:SkimformainideaT:Readthepassagequicklyandtrytofindinformationtoanswerthequestions.Questions:1.WhatincidentstartedtheopeningofMontgomeryBusBoycott?2.Whatwasthefirstdayofboycottlike?3.Whatdifficultiesdidtheboycottmeetwith?4.WhatwasthesymboltoshowthesuccessofMontgomeryBusBoycott?Answers:1.RosaParkswasarrestedbecauseofherrefusaltogiveseattothewhite.2.Itwentsmoothlyasitwasplanned.3.Thewhitepeopletriedmanytrickstostoptheboycott,buttheywerenotsuccessful.4.TheSupremeCourtagreeditwaswronganddeclaredthesegregationpolicyonthebusshouldbecanceled.Taskthree:SurveyT:Readthispassageagaincarefullyandanswerthequestions(Ex.1)ofComprehendingonPage23.Afewminuteslater.T:Timeisup.Thefirstone.Volunteer?Sa:BecauseRosaParksrefusedtogiveseattothewhite,thentheblackscalledonaboycottofthebusesandtrolleybuses.TheaccidenthappenedonSunday,Dec.4th,1955.Sb:AlltheblackssupportedRosaParks.T:Correct.Thethirdone.Sc:Theboycottlastedayear.T:Yes.Thenextone.Sd:ThewhitepeoplewantedtobombtheLutherKing,Jrandtheotherleaders.T:Good.You’reright.Thefifth.Se:Whitepeoplethinktheywereinupper-classofthesociety,andtheblackpeoplewereinlower-class.T:Good.Let’sgoonwithnextquestion.Sf:ThesuccessoftheboycottbegantheCivilRightsMovementthatledtotheimprovementofconditionsforblackpeopleineducation,housing,jobsandhotelsthroughouttheUSA.T:Good.You’vegotit.Thelastone,please.Sg:Nov.13th,1956.T:YoudidagoodjobindoingExerciseone.Nowworkinpairsandputtheseeventsincorrectorder.(DoExercisetwoofComprehending)Taskfour:ReadandbuildtheschemachartofthepassageReadthewholepassageandbuildtheschemachartbelow.T:Let’sanalyzethetext.Lookattheslide.I’llgiveyoufiveminutestodiscussthemainideaofthefourpassagesfromMaryannJones’diary.Sampleschemachart:Title:MainideaPartoneParttwoPartthreePartfourKeys:Title:TheStartOfTheCivilRightsMovementMainideaPartoneKingseizedRosaPark’sincidentandthisstartedtheopeningoftheMontgomeryBusBoycott.ParttwoOnthefirstdayoftheboycotteverythingwentsmoothly.PartthreeTheboycottcontinuedsuccessfully,butthismadethewhitepeopleveryangry.Theytriedalotoftrickstostoptheboycott.However,alltheirtricksfailed.PartfourTheMontgomeryBusBoycottwasasuccessandthisledtotheimprovementofblackpeople’scivilrights.Taskfive:SummaryT:Writeasummaryaccordingtothetasksabove.Listthemajoreventsofthewholeprocessandorganizethewholepassageinawell-designedway.Samplesummary:Rosaparks,ablackwoman,gotonabusandsatinthefifthrow.Shewassupposedtogiveseattoastandingwhiteman,butsherefusedtodoso.Therefore,shewasarrested.Thisunfairtreatmentmadetheblackpeopleveryangry.KingandotherblackpeoplecalledonabusboycottinMontgomery.Thebusboycottwentsmoothlyandsuccessfully.Alltheblackpeopleunitedasawholeandtheywenttoworkonfootorintaxis.Ayearlater,theboycottmetwithhardships.Thewhitebusinessesweresufferingandtheytriedmanytrickstostoptheboycott.ThehousesofMartinandotherblackleaderswerebombed.Butalltheirtricksfailed.Atlasttheboycottsucceededanditledtotheimprovementofblackpeople’scivilrights.StepⅤPost-readingTaskone:DiscussionT:TurntoPage24andlookatthesesayingsanddiscussthechangesinattitudetowardstheblacks.Pleasetrytoexplainwhythepoliticiansshowdifferentattitudetowardsthesituationoftheblackpeople.Sa:Menarecreatedequal.ThisisAmericandream,andthedreaminspiredAmericanpeopletostriveforbetterlivingconditionsforthewholenation.However,thisdreamwasonlyintendedforthewhitepeopleinthepast.TheblackslaveswereonlyliberatedafterLincoln’sEmancipationProclamationwassignedbeforetheCivilWar.Sb:PresidentAndrewJohnsonwantedagovernmentforwhitepeoplebecausehelookeddownupontheblackpeople,andhisideadominatedthemainstreamopinionofthewhitepeople.ThereforeinAmericacitizensweredividedintotwoclasses,thefirstclass—thewhiteandthesecondclass—theblack.Sc:PaulRobesonwasanoutstandingblackpoliticalleader,andhiswordsrepresentedthevoiceofblackpeople.Itwasbecauseoftheseoutstandingblackleadersthatblackpeopleraisedtheirawarenesstofightforequalitywiththewhitepeople.DeclarationofIndependencewasthenation’sdream,anditwasalsofortheblackpeople.TheireffortledtotheCivilRightsMovement,whichwasthebeginningtochangeblackpeople’ssocialposition.Tasktwo:Changepeople’sattitudenation’sdream,anditwasalsofortheblackpeople.TheireffortledtotheCivilRightsMovement,whichwasthebeginningtochangeblackpeople’ssocialposition.Tasktwo:Changepeople’sattitudeT:TheCivilRightsMovementwasaboutchangingpeople’sattitude.Sometimesinourreallifeweneedtochangepeople’sattitudetoprotectourrightsandotherpeople’srights.LookatSituation1onPage24.Discusswithyourpartnerandthinkoutsomestrategiestochangethesituation.Sa:FirstIwilltellhimitiswrongtomakefunofothers.Iwillstatemystandasthefollowing.Peoplecomefromdifferentbackground,sotheirbehaviorandwayoflifevary.Citychildrenmaybe“cool”inthewaytheythinkrightwhilecountrychildrenmayhavetheirownwaytobe“cool”.Thereforeit’swrongtoforceone’sopiniononothers.Sb:Iwillstophimfirstanddebatewithhimoverthematter.FirstIwillsaypeopleareequalnomatterwheretheycomefrom.SecondIwilltellhimtherealfeelingofthecountryboywhoismadefunofbyhim.StepⅥHomeworkTaskone:Makephrasesbyusingthefollowingwords(forexample:boycott—MontgomeryBusBoycott)boycott,prohibit,challenge,submit,negotiate,punctual,bomb,nationwide,constitutional,battle,happiness,liberty,unjust,separation,tradition,hopeful,coincidence,hostilityTasktwo:TranslatethesentencesintoEnglish(Exercise3,Page69).TheSecondPeriodLanguagestudyTeachinggoals教学目标1.Targetlanguage目标语言重点词汇和短语trolleybus,tradition,pedestrian,hopeful,separation,submit,liberty,battle,nationwide,freedom2.Abilitygoals能力目标Enhancestudents’originalunderstandingoftheuseoftenses.3.Learningabilitygoals学能目标Helpstudentsunderstandtheuseofdifferenttensesinthecontext.Teachingimportantpoints教学重点Byrecognition,distinctionandpracticehelpstudentsuseandmasterdifferenttensesincontext.Teachingdifficultpoints教学难点Recognizedifferenttensesandpracticetheuseofthembydesigningpracticalexercises.Teachingmethods教学方法Teamworklearning,task-basedlearning,presentationandsummarizing.Teachingaids教具准备Aprojectorandsomeslides.Teachingprocedures&&ways教学过程与方式StepIRevisionT:Goodmorning/afternoon,firstIwillchecktoseehowwellyou’redoingyourhomework.NowIwillshowsomephraseswiththewordsgivenyesterday.Let’sreadthem.Thenthestudentsreadandmemorizethephrases.Showthephrasesontheslide:MontgomeryBusBoycott,prohibitone’srights,challengetheunfairsystem,submittotheenemies,negotiatewithbusinesspartners,bepunctualtoschool,bombacountry,nationwidesupport,constitutionalrights,winabattle,expressone’shappiness,winliberty,unjusttreatment,separationpolicy,bytradition,hopefultomorrow,bycoincidence,showhostilityStepⅡWordStudyTaskone:FillintheblanksT:NowpleaseturntoPage25andfillintheblankswiththerightwords.Afterthey’vefinished.T:Let’sreadandcheck.Tasktwo:FillintheChartT:Nowlet’slookatExercisetwo.Beforeyoudoitindividually,let’slookatthetwomeaningsofthesewords.Gothroughthesemeaningstofindthewordsandthenchoosetherightmeaningforeachword.Noticethemeaningthatisusedinthereadingpassage.Thenshowtheanswersontheslides.StepIIIGrammarStudyTaskone:DistinguishdifferenttensesT:Lookatthefollowingsentencesandfindoutwhattenseeachsentenceuses.Samplesentences:1.Ihavealwayshatedhavingtositintheworstseatsonthebus,soIamhappytosupportit.2.HehadleftforEuropebeforethewarbrokeout.3.DrKingencouragesustofightagainstthisunfairsystemwhichprohibitsusblacksfromsittingwherewelike.4.KingandotherblackleadersinMontgomeryseizedonthisincidentanddecidedonacollisioncoursetochangethelaw.5.ButIdoworrywhatwillhappentomorrow.6.Hesaidhewouldbeginwritingabookinthenearfuture.7.Maybewhitebusinessaresufferingnowsincewedon’tshopdowntownanymore.8.Iwasnotlistening,soImissedwhathesaid.Tasktwo:Listtheuseofdifferenttensesinthecontext.T:Lookatthefollowingcontextandfillintheblanksusingrighttenses.Samplecontexts:1.Harryseemslikenormalboy,buthislifeismiserable.Hisparents____(be)deadandhe___(live)withafamilythat___(treat)himbadly.Harry___(be)veryunhappyand___(notknow)whattodoabouthislife.Hislife___(change)whenabird___(tell)himtogotoHogwartsandbecomeastudentofwitchcraftandwizardry.2.DebbieHartisgoingtoswimacrosstheEnglishChanneltomorrow.She_____(setout)fromtheFrenchcoastatfiveo’clockinthemorning.Debbie’sfatherwillsetoutwithherinasmallboat.Tomorrowhe___(watch)heranxiouslyassheswimthelongdistancetoEngland.She___(have)somethingtodrinkbutshe____(noteat)anysolidfood.3.YesterdayIhadabadday.InthemorningwhenI___(getup)I___(find)itwastoolateforwork,I___(dress)quicklyonlytofindIhadforgottentoputonmysweater.ThenI____(wash)myfacehurriedlyandinnotimeI___(be)onmywaytowork.Key:1:are,lives,treats,is,doesn’tknow,changes,tells2:willsetout/isgoingtosetout,willbewatching,willhave,willnoteat3.gotup,found,dressed,washed,wasT:Differenttensesareusedincertaincontexts.Asweseeintheaboveexercise,weshouldfirstmakesurewhatbasictenseisused(theunderlinedtenses).Thenwecanmakejudgmenttousethecorrecttensestoadapttotherightcontext.Taskthree:ReviseusefulstructuresT:TurntoPage26andfillthecorrecttenseofverbsintothedialogueaccordingtothecontext.Findthebasictenseineachcontextandjudgewhattenseshouldbeused.Taskfour:PickouttherighttensesT:TurntoPage27.ReadthispassagetakenfromToKillAMockingbirdbyHarperLee.Pickouttheuseofdifferenttensesinthepassageandfindasmanydifferenttensesasyoucan.StepIVHomeworkTaskone:Recitethewordsandphrasesseizetheopportunity,sufferdiscrimination,resolvetodosth.,causechaos,beunwillingtodosth.,unjustbehavior,abusebadwords,giveayawn,onthepavement,behopefulforabettertomorrow,busesandtrolleybuses,fightagainsttheseparationofblacksandwhites,libertyandliberation,nationwidesupport,beforcedtosubmitTasktwo:DoExercise1onPage68Taskthree:FinishExercises1and2onPage69&&70.SamplewritingtoExercise2:MartinLutherKingwasbornonJanuary15,1929.Attheageof7in1935hebeganschool.Hestartedhiscareerasaministerin1948whenhewas19.LaterwhentheSouthernChristianLeadershipConferencewasfounded,DrKingwaschosenpresident.HedirectedthepeacefulmarchonWashington,D.C.of250,000people,andthenhemadehisfamousspeech—IHaveaDream.Whenevertherewasinjustice,hewouldbetheretoleadpeopletofightforlibertyandfreedom.EventuallyhereceivedtheNobelPeacePrize.OnMarch21st,1965,heledamarchfromSelmatoMontgomerytofocusattentiononproblemsinblackvoters’registration.Atfirstabout3,000peoplebeganthemarch,however,thenumberofpeopleincreasedto25,000whenthemarchwascompletedatlast.AnywaythestrugglewassuccessfulandPresidentJohnsonsignedtheVotingRightsBilltosolvetheproblem.MartinwasshotandkilledinTheThirdPeriodReading(II)Teachinggoals教学目标1.Targetlanguage目标语言a.重点词汇和短语self-evident,briefintroduction,showdiscrimination,philosophyofone’slife,liveoutone’screed,oasisoffreedomandjustice,symphonyofbrotherhoodb.重点句子Ihaveadreamthatonedaythisnationwillriseupandliveoutthetruemeaningofitscreed.IhaveadreamthatonedayontheredhillsofGeorgiathesonsofformerslavesandthesonsofformerslaveownerswillbeabletositdowntogetheratatableofbrotherhood.IhaveadreamthatonedayeventhestateofMississippiwillbetransformedintoanoasisoffreedomandjustice.Ihaveadreamthatmyfourchildrenwillonedayliveinanationwheretheywillnotbejudgedbythecoloroftheirskinbutbythecontentoftheircharacter.Withthisfaithwewillbeabletocutastoneofhopefromthemountainofdespair.Withthisfaithwewillbeabletotransformtheunpleasantsoundsofournationintoabeautifulsymphonyofbrotherhood.Withthisfaithwewillbeabletoworktogether,topraytogether,tostruggletogether,togotojailtogether,tostandupforfreedomtogether,knowingthatwewillbefreeoneday.2.Abilitygoals能力目标Enablestudentstousetherhetoricstrategiesinspeechanddevelopstudents’abilityofappreciation,imaginationandresonance.3.Learningabilitygoals学能目标Helpstudentsknowsomerhetoricstrategiesusedinthespeechandlearntousetheminwriting.Helpstudentslearntoappreciatethebeautifulsentencesinthespeech.Teachingimportantpoints教学重点Stimulatestudents’imaginationandarousetheirresonanceinunderstandingthespeechandthestrongemotionexpressedbetweenthelinesofthespeech.Teachingdifficultpoints教学难点Arousestudents’desiretomakeaspeechinfrontoftheclassbyusingrightintonationsandrhythms.Teachingmethods教学方法Teamworklearning,task-basedlearning,appreciation,brainstormandstimulation.Teachingaids教具准备Aprojectorandsomeslides.Teachingprocedures&&ways教学过程与方式StepIRevisionT:FirstIwillcheckifyouhavememorizedthewordsIgaveyoulastclass.NowIwillsaytheChineseandyougivemetheEnglish.Reviewthewordsandexpressions.StepⅡLead-inTaskone:FactboxT:ReadthefollowingfactsaboutMartinLutherKing,Jrandanswerthequestions.ThemajoreventsofMartinwillhelpyouknowmoreabouthim.Factbox:1.MartinLutherKingwasbornonJanuary15,1929.2.Montgomerybusboycottlasted382days.Duringthesedaysofboycott,Kingwasarrested,hishomewasbombed,hewassubjectedtopersonalabuse,butatthesametimeheemergedasaNegroleaderofthefirstrank(一流的).3.In1957hewaselectedpresidentoftheSouthernChristianLeadershipConference,anorganizationforthenowburgeoningCivilRightsMovement.4.Between1957and1968,Kingtraveledoversixmillionmilesandspokeovertwenty-fivehundredtimes,appearingwherevertherewasinjustice,protest,andaction;andmeanwhilehewrotefivebooksaswellasnumerousarticles.5.HedirectedthepeacefulmarchinWashington,6.HewasnamedManoftheYearbyTimemagazinein1963.7.Attheageofthirty-five,MartinLutherKing,Jr.wastheyoungestmantohavereceivedtheNobelPeacePrize.8.OntheeveningofApril4,1968,hewasmurdered.9.HebecamenotonlythesymbolicleaderofAmericanblacksbutalsoaworldfigure.Questions:1.WhatdidMartinleadinMontgomery,2.WhatwasthefamousspeechthatMartingaveinWashington,3.Wheredidhegive“IHaveADream”?4.WhatgreathonordidMartinreceivein1964?5.HowdidMartindie?Answers:1.HeledaboycottofthebusesinMontgomeryfrom1955to1956.2.OnAugust28,1963Martingavehisfa