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永嘉罗浮中学 高二英语备课组 一、教材分析 本单元的中心话题是“自由战士”（freedom fighters），听、说、读、写始终围绕这一主题展开。语言知识和语言技能部分主要是围绕“freedom fighters）这一中心话题进行设计的。课文讲述了美国黑人争取自由的历史，从而说明自由、平等的重要性。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。 “热身”（Warming up）部分设计了三个讨论题，使人们对马丁·路德·金和曼德拉这两位为黑人自由和平等权利而斗争的领袖人物的人生经历有所了解，通过讨论，增强对他们国家目前现状的了解。 “听力”（Listening）部分是在“热身”活动的基础上，以听力训练形式进一步帮助学生了解马丁·路德·金，听力中节选了的“I HAVE A DREAM”的部分句子。练习包括四个项目，设计多样，生动有趣。第四题有利于培养学生用英语进行总结概括自己思想的能力。 “口语”（Speaking）部分设计了两个问题，第一题以三人小组的活动形式，组织学生谈论约翰·布朗（John Brown）和哈丽特·塔布曼（Harriet Tubman）的人生经历，引人深思，使学生能用英语阐述自己的意见。第二题以诗歌形式出现，有利于寓教于乐，激发学生学习英语的兴趣。 “读前”（Pre-reading）设计了三道题，为进入正文学习做准备。第一题分别描述了三个国家的人民为争取自由而进行斗争的情形，有利于培养学生的观察能力和语言表达能力。第二题假设一个情景，要求学生描述受到不公平待遇时的具体感受，有利于培养学生的想象能力与表达能力。第三题要求扫读文章，对下面内容的正确性做出判断，目的是引起学生对文章内容的思考，以便提高学生学习的自主性，同时也能训练学生快速阅读的技能。 “阅读”（Reading）部分讲述了马丁·路德·金为黑人争取平等权利的过程。教材设计的目的是在训练学生阅读技能的基础上，让他们认识到马丁·路德·金为黑人争取自由和平等权利而付出的艰辛苦努力。文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。 “读后”（Post-reading）部分是在阅读的基础上，要求学生完成五道题目，问答题的设计由表及里、层层深入，从而帮助学生逐步加深对课文的理解。 “语言学习”（Language study）部分分词汇和语法两部分，词汇部分第一题要求学生用课文中的词填空。第二题要求学生区分各种词类的具体用法。语法部分是复习被动语态的用法，练习紧密联系课文，能加深学生对教材的理解。 “综合技能”（Integrating skills）的阅读文不仅谈论人类为自由、平等而斗争，还谈到了动植物、海洋、地球，甚至机器和机器人的权利。在阅读和讨论的基础上，要求学生写出自己的看法。这是一个任务型的学习活动，练习生动有趣，能够引起学生的兴趣。同时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。（摘自教参） 二、教学目标 1、语言知识 1）词汇（见教参） 2）句型：学习运用一些表示逻辑关系的句型 3）语法知识：复习被动语态 三、教学重点与难点 1、重点 重点词和词组：freedom, civil, revolution, slavery, abolish, put…into prison, racial, discrimination, join hands, set an example to , regardless of , at first sight, etc. What happened as a result of … You could expect …because… That led to … One of the reasons why … is … … is often followed by … 语法：被动语态 2、难点：如何培养学生根据阅读材料提高写作能力 四、教学策略 教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言。 五、学习策略 在认知策略培养方面，引导学生进一步了解史实和具体事件，加深对种族及种族歧视、不同国家、不同历史年代人物与事件等的认识和理解。另外，课前、课后鼓励学生利用网络和图书馆搜集相关资料，善于获得学习资源，充分利用学习资源，如：进入美国著名歌曲Glory, Glory, Hallelujah; Blowing In The Wind; We Shall Overcome及文化背景网页、斯坦福大学网页http://www.stanford.edu/等获得有关马丁-路德演说录音和部分黑人运动歌曲。在另一方面，着重培养情感策略，激励学生热爱民主、平等、和平、自由、守法，积极上进、奋斗创新。 六、课时安排 Period 1：Warming-up and Listening Period 2：Speaking Period 3-Period 4：pre-reading, while-reading, post-reading Period 5：Word study and Grammar Period 6：Integrating skills. Period 1 Warming-up & Listening Goals: 1.Learn and master the new words and expressions in this period. 2.Talk about civil rights and freedom fighters to improve the students’ speaking ability. 3.Do some listening practice to improve the students’ listening ability. 4.Learn about some freedom fighters. Teaching Procedures: Step 1 Warming up Task1 Free Talk T: We are now living in a civilized world with every human race living in harmony with each other. And as a human being, what we are now paying more attention to, is the human right . Questions : 1. Was every human race are treated equally in the past? How about now? 2. Were the blacks treated as equal citizens? How did they get their freedom? 3. Who devoted themselves to this? Do you know any famous freedom fighters? (Show some pictures of some famous freedom fighters.) Task2 Discussion T: Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men and in which way struggle was an important part in the lives of these men. Step2 Listening Pre-Task T: From the discussion we had just now,we know that in 1993 Martin Luther King,Jr. gave a famous speech—“I have a dream”.Have you ever listened to it? ( Get the students to go through the exercises on Page 25 and Page 26 first. And the play the tape for the first time.) While-listening: Questions: What kind of talk did Martin Luther King, Jr give? What was his talk about? When did he give this talk? 1. Listen for the first time with the book closed 2. Listen again with the book open and individually answer the questions and complete the blanks. 3. Check the answers in pairs. Post-listening questions: As freedom fighters, Martin Luther King was murdered and Nelson Mandela was put in prison for about 30 years. Do you think it is worthy-while? Why do you think so? Step3 Summary T: In this period, we have talked about two distinguished freedom fighters Martin Luther King,Jr. and Nelson Mandela. And we have also listened to the famous speech—I have a dream. There is no doubt that civil right is very important for everyone, to know more things about is surely necessary. Step4 Homework a. Go overl all the new words and expressions that occur in this unit. b. Finish the exercise Talk on the workbook. c. Search some information about the history of American Civil War , John Brown and the evolution of civil right. Period 2 Speaking Step 1 Revision Students retell about the two famous leaders Martin Luther King and Nelson Mandela, using the information in Warming Up. And students collect information about how the situation has been improved by their struggle. The teacher writes the information about the years in Warming Up on the blackboard and raise questions as below: T: Could you tell us what happened when in 1955? S: Yes, of course. King graduated and organized his first actions in 1955. T: What happened in the year of 1957? S: He formed an organization. T: What happened as a result of that? S: They carried out movement. / He became one of the leaders. That led to the freedom fighting. S1: What happened to N. Mandela during 1962-1989? What are the reasons? S2: One of the reasons why …is that he… S1: What led to his success? S2: His peaceful action led to his success. (Teachers use the new expressions on Page 27. Pay attention to the Language Input. We can change the practice into a filling form if it is too difficult for some students.) Step 3 Speaking 1. Watch the video (from the film Gone with the wind). Talk about the situation when in American Civil War. The picture below is one about a battle. Some other pictures and Questions: What was the life of the slaves like ? How was the life of the whites in the south ? Are there some people fighting against slavery? Did people find good ideas to save the poor slaves? They took actions. fighting struggles demonstration ↘ ↓ ↙ Saving slaves ↗ ↑ ↖ wars escaping making laws (In addition: The civil war of American broke up slavery, and later brought about rapid development of industry . ) 2. Practice Now read the notes about John Brown and Harriet Tubman. Ask them to tell about the two great freedom fighters. Use the expressions of Page 27 to make up some dialogues in pairs . Then teachers get some pairs to act out the dialogues in front of the class. To help the students grasp the information , we can use the years or some verbs : John Brown: in 1800; in the 1840s; in the 1850s ; in 1855 Harriet Tubman: worked as a slave; escaped; joined; saved; fought; opened Step 4 Post-speaking 1. Talking If time permits, get students to finish the task of talking ------ What’s your opinion to slavery? What do you think of John Brown / Harriet Tubman? (or: is his struggle important to the situation/ improvent? ; notes: their fighting is quite different from King’s or Mandela’s, while they . They fought to create a safe area for black people. ) How did John Brown die? ----- He was killed by the slave owners/ farmers who wanted to keep slavery. Information from the Internet: John Brown was a man of action -- a man who would not be deterred from his mission of abolishing slavery. On October 16, 1859, he led 21 men on a raid of the federal arsenal at Harpers Ferry, Virginia. His plan to arm slaves with the weapons he and his men seized from the arsenal was thwarted, however, by local farmers, militiamen, and Marines led by Robert E. Lee. Within 36 hours of the attack, most of Brown's men had been killed or captured. During his first fifty years, Brown moved about the country, settling in Ohio, Pennsylvania, Massachusetts, and New York, and taking along his ever-growing family. (He would father twenty children.) Working at various times as a farmer, wool merchant, tanner, and land speculator, he never was finacially successful -- he even filed for bankruptcy when in his forties. His lack of funds, however, did not keep him from supporting causes he believed in. He helped finance the publication of David Walker's Appeal and Henry Highland's "Call to Rebellion" speech. He gave land to fugitive slaves. He and his wife agreed to raise a black youth as one of their own. He also participated in the Underground Railroad and, in 1851, helped establish the League of Gileadites, an organization that worked to protect escaped slaves from slave catchers. Brown, knowing that many of the families were finding life in this isolated area difficult, offered to establish his own farm there as well, in order to lead the blacks by his example and to act as a "kind father to them." Brown was wounded and quickly captured, and moved to Charlestown, Virginia, where he was tried and convicted of treason, Before hearing his sentence, Brown was allowed make an address to the court. “I believe to have interfered as I have done, . . . in behalf of His despised poor, was not wrong, but right. Now, if it be deemed necessary that I should forfeit my life for the furtherance of the ends of justice, and mingle my blood further with the blood of my children, and with the blood of millions in this slave country whose rights are disregarded by wicked, cruel, and unjust enactments, I submit: so let it be done." Henry David said in an address to the citizens of Concord, Massachusetts. "No man in America has ever stood up so persistently and effectively for the dignity of human nature. . . ." John Brown was hanged on December 2, 1859. 2. Listen and learn the song. Glory, Glory, Hallelujah! (form the book Famous American songs and their cultural background) Remember:Each kid keeps a piece. Raise questions: What is the name of the song? What does it mean? What is the meaning of the sentence “he’s gone to be a soldier in the army of the Lord” ? Step 5 Singing Will you sing other songs like this one? Examples: Blowing in the wind; We shall overcome… Step Homework: Prepare the task of talking in the workbook. Get information about M. L King, especially about his stories. Talk about famous freedom fighters in China, such as Chen Sheng and Wu Guang.. .; Mao Zedong…… Addition: Period 3 and 4 Reading Teaching Aims: 1. Read the text and grasp the main idea of it 2. Learn the fine qualities of Martin Luther King Jr. Teaching Procedures: Step1 Lead-in Show Ss some pictures. Some are the Whites, others are the Blacks. Ask: who are more respected, the Blacks or the Whites? Say: Yes, the Blacks are looked down upon in the world, especially in the United States during the 1760s and 1960s. In order to be treated with respect in the same way as other people, Many freedom fighters fought for political rights for black people. One of them is Martin Luther King Jr. Do you want to learn something about him? Step2 Fast reading Fill in the blanks after reading the text The Important Events in Martin’s Life 1929 1943 1955 1963 1964 1968 His belief: Step3 Careful reading Qs: 1. As a black student, did he have equal right to live, study and work at university? 2. In which way were they not treated as equal citizens? 3. Why did he lead a boycott of the bus company? 4. Did he reach his goal by peaceful actions or by violence? Give another example of such peaceful actions. 5. Is it easy for him to organize such peaceful actions? 6. What’s the result of his efforts to fight for equality? Step4 Interview Imagine that the year is 1966 and that you are a television reporter. Interview Martin Luther King, Jr. using the questions below: 1. What is life in the southern states like? 2. What are some of the problems that black people have? 3. What do black people want? 4. Why do you organize the Alabama bus company boycott? 5. What problems do black people have in Birmingham, Alabama? Step5 Discussion 1. According to the text, why will he be remembered by people? 2. What would you do when you were badly treated in our daily life? Step6 Useful expressions Listen to the tape and deal with the useful expressions. Give a speech, be treated as, be forbidden by law, have no right to vote, fight for, set an example to, demand changes in society, achieve that goal, by peaceful actions, by violence, separate …from, give sb. national attention, the Nobel Peach Prize, Civil Rights Act, Voting Rights Bill, from them on. Homework: 1. Read the text 2. Write a passage about Martin Luther King Jr. Period 5 Language study & Grammar Teaching Aims: 1. Further understanding the whole text 2. Review the Passive voice 3. Compare and master some useful words. Teaching Important Points: 1. Review and learn different form of the passive voice. 2. Master how to use the different forms of some useful words. Teaching Difficult Points: How to choose proper forms of some useful words. Step 1: Revision 1.T: we have read the passage about the freedom fighter – Martin Luther King Jr. Now let’s Listen to the text , “ I have a dream.” Then answer the following questions. 1). What is Martine Luther King Jr. known as? 2). How were blacks separated from white people? 3). How were black children educated? 4). During what event was the speech “ I have a dream” given ? 5). What was done in 1964 to give black people the right to vote? Ask the Ss to write down the answers. Then ask individual student to read out the answers. Meanwhile list the followings on Bb. Step 2 Grammar 1. According to the answers, let students speak out the partern of the Passive voice be + past participle The partern of the Passive voice is known as were treated were separated be + past participle were educated was given was passed 2. Take “do” for example and List the forms of Passive voice in different tenses. 一般 进行 现在 am/is/are done am/is/are being done 过去 was/were done was/were being done 将来 shall/will be done / 过去将来 should/would be done / 3. Practice Show the pictures of Wenzhou: Ask the following questions: What happened to the city in the past ? What changes does the city have now ? What will be done in order to build a better future for Wenzhou ? 4.Practice Do Ex1 on P105 Use the Passive voice to rewrite the following sentences. Do it orally, check them with the whole class. Step3. Activity T: Reporters sometimes use the passive voice to describe events . “March on Washington DL” in 1963 was a great event at that time. Imagine you are a report in that time and is going to write about the event. You have made notes of what you saw at the scene . Rewrite the sentences in part2, in the passive voice and use them to write a short news report. And read you news report to your partner. Then ask one of two students to come to the front to read their news reports. Step4. Word study 1.Word game Write some important words and set phrases from the unit on some cards, then choose a student to explain the word or set phrase in English, let the rest guess what the word or set phrase. 2. T: Complete each of the sentences with the proper word from the unit. The first letter has been given. Finish part1 on P29 3. T: Discuss the sentences with your partner to see which word should be given, and then translate them into Chinese. Finish Part2. on P29 4. If time permits, ask students to use the words and set phrases to make some sentences. Step5. Homework Finish the word study and grammar part on the WB. Period 6 Integrating skills Teaching goals: 1. Develop Ss’ extensive reading skills. 2. Learn to write an essay about argument Teaching procedures: Step1. Leading in Show the picture: Ask the following questions: What happens in the picture ? If you were the black woman , what would you do ? Why? T: So It’s important to have equal right because “No Voice, Not Heard…” . Let’s come to the passage . We’ll find how people struggled for their rights. Step2. Reading Task I: Skimming Read the passage quickly and answer- the questions: 1. Which country was the first in the world to give women the right to vote? 2. Who wrote two chapters about the rights of animals and vegetables in a novel? And when? Task II: Scanning Read the passage carefully and finish the chart below: Time What they fought/fight for From 16th to 18th century From 18th to 19th century In the 19th century In the 20th century In modern times Step3. Discussion Is it necessary to fight for the rights of animals? Why? How are they treated ? What rights should they have ? What would happen to mankind and animals if they got the equal rights ? Step4. Writing Get the students to collect the facts from the discussion Rights Animals Housing Nutrition Work Health and care Respect Write the essay as homework. （备课组成员：滕玲玲、卢晓建、胡文瑛、胡冬月、周 晓、陈海螺、潘晓静） |
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