| 人教版高二Unit 14 Freedom fighters |
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Ⅰ.Brief Statements Based on the Unit This unit tells us about freedom fighters, who fight for the rights of blacks. Warming up shows us some information about two heroes—Martin Luther King, Jr. and Nelson Mandela. In Speaking activity, students can express what they think with the help of the useful expressions given in this part. Students can improve their English, and at the same time learn the fine quality from them. Listening passage gives the students a good chance to improve their listening ability. The reading passage “I have a dream” gives us a lot of information about Martin Luther King, Jr. It describes the situation in the southern states in King’s time, especially gives us a detailed description about the struggle for equal rights of all blacks. The whites treated the blacks unfairly, which led to many nonviolent demonstrations against racial discrimination. The text shows us a hero and brave fighter. In the end, his struggle changed the whole society of the USA, and the blacks are treated with respect in the same way as the whites now. From this passage students can learn some useful words and expressions, and also they will improve their comprehensive ability. Language study helps us review some useful words and Grammar provides some sentences to let the students review the Passive Voice. Integrating skills is arranged to further improve the students’ reading and writing abilities. The students are sure to master many useful words and expressions. Meanwhile they are sure to improve their abilities to use the English language in the active, interesting and instructive activities. Ⅱ.Teaching Goals 1. Talk about civil rights and freedom fighters. 2. Express logical relations. 3. Review the Passive Voice. 4. Practise argumentative writing. Ⅲ.Background Information 1. I have a dream I’m not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your first quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed. Let us not water in the valley of despair. I have a dream that one day on the red hills of Georgia, sons of former slaves and the sons of former slave-owners, will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream that one day down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification, one day right down in Alabama our little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low; the rough places will be made plain; and the crooked places will be made straight; and the glory of the Lord shall be revealed and all flesh shall see it together. This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together ,to stand up for freedom together, knowing that we will be free one day. This will be the day, this will be the day, when all of God’s children will be able to sing with new meaning, “My country is of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the Pilgrims’ pride, from every mountain side, let freedom ring.” And if America is to be a great nation, this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York Let freedom ring from the heightening Alleeghenies of Pennsylvania. Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring from the curvaceous slopes of California. But not only that, let freedom ring from Stone Mountain of Georgia. Let freedom ring from Lookout Mountain of Tennessee. Let freedom ring from every hill and molehill of Mississippi, from every mountainside. Let freedom ring and when this happens, when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics will be able to join hands and sing in the words of the old Negro spiritual, “Free at last, free at last, thank god almighty, we are free at last.” 2. Dr Martin Luther King, Jr. It was December 1955, and Martin Luther King, Jr. had just received his doctorate degree in theology .He had moved to Montgomery, Alabama to preach(讲道) at a Baptist church. He saw there, as in many other southern states, that African-Americans had to ride in the back of public buses. Dr King knew that this law violated the rights of every African-American. He organized and led a boycott of the public buses in the city of Montgomery. Any person, black or white, who was against segregation(种族隔离) refused to use public transportation. Those people who boycotted were threatened or attacked by other people, or even arrested or jailed by the police. After 382 days of boycotting the bus system, the Supreme Court declared that the Alabama state segregation law was unconstitutional. In 1957,Dr King founded the Southern Christian Leadership Conference(南方基督教领导会议) and moved back to his hometown of Atlanta, Georgia. This was the beginning of the Civil Rights Movement. In the following years, he continued to organize non-violent protests against unequal treatment of African-American people. His philosophy remained peaceful, and he constantly reminded his followers that their fight would be victorious if they did not resort to bloodshed. Nonetheless, he and his demonstrators were often threatened and attacked. Demonstrations which began peacefully often ended up in violence, and he and many others were often arrested. The Civil Rights Act of 1964 was passed. It was not the first law of civil rights for Americans, but it was the most thorough and effective. The act guaranteed equal rights in housing, public facilities, voting and public schools. Everyone would have impartial hearings(申诉的机会) and jury trials. A civil rights commission would ensure that these laws were enforced. Dr Martin Luther King, Jr. and thousands of others now knew that they had not struggled in vain. In the same year Dr King won the Nobel Peace Prize for leading non-violent demon stations. In 1968, Dr Martin Luther King, Jr. was assassinated while he was leading a workers’ strike in Memphis, Tennessee. White people and black people who had worked so hard for peace and civil rights were shocked and angry. The world was in deep sorrow at the loss of this man of peace. Dr Martin Luther King, Jr.’s death did not slow the Civil Rights Movement. Black and white people continued to fight for freedom and equality. Ⅳ.Teaching Time: Five periods The First Period Teaching Aims: 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 Important Points: 1. Talk about a favourite topic to improve the students’ speaking ability. 2. Enable the students to grasp the main points in a listening material. Teaching Difficult Points: 1. Help the students to improve their listening ability. 2. Help the students to express their own opinions and ideas. Teaching Methods: 1. Talking method to improve the students’ speaking ability. 2. Pair work or group work to make every student work in class. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures: Step Ⅰ Greetings Greet the whole class as usual. Step Ⅱ Lead-in and Warming Up T: (Walk to one boy) Wang Bing, what do you usually do on weekends? S: I sometimes play basketball with friends. I like basketball very much. T: Then you must know this man.(Show the picture or play a short video program of Jordan—a famous basketball player who is a black man.) T: Do you know who he is? S: Of course I do. He is Jordan, my idol. He is the best basketball player in the world. I have many pictures of him T: Yes, you’re quite right. He is very famous and many people all over the world worship him. But do you know that it was not until about one hundred years ago that the blacks got their freedom and were treated as equal citizens? S: Yes, we learnt about this in our history classes. The blacks were first brought to America as slaves. They were treated badly and they had no rights. T: That’s right. But we all know that things are different now. Do you know how they could have the same rights as the whites? Ss: We don’t know much about this. Please tell us more. T: OK. Many people devoted themselves to this. Some were put into prison and some even lost their lives. 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. (Show the following pictures on the screen.) Martin Luther King, Jr. Born in 1929 Graduation in 1955 Worked in a church Organized his first actions in 1955 Formed an organization for black leaders to work together in 1957 Gave speech “I have a dream” in 1963 Received the Nobel Prize in 1964 Murdered in 1968 Nelson Mandela Born in 1918 First actions while still at university in 1940 Graduation in 1942 Helped to found the ANC Youth League in 1944 Led many peaceful actions during the 1950s Put in prison from 1962 to 1989 Received the Nobel Prize in 1993 Became the first black president of South Africa from 1994 to 1999 (Give the students a few minutes to discuss the questions. Then ask some of them to say their answers.) T: Are you ready? Ss: Yes T: Good. Now, who would like to tell us why these two men are great? S: Let me have a try. I think Martin Luther King, Jr. is great. He worked for the freedom of all the blacks. He was born in 1929.After he graduated in 1955,he worked in a church and he organized his first actions in the same year. Two years later, he formed an organization for black leaders to work together. In 1963, he gave the famous speech “I have a dream”. Because of his success in his work, he received the Nobel Peace Prize in 1964.Unfortunately he was murdered in 1968. T: Very good. Now, who can tell us something about Nelson Mandela? S: He was the first black president in South Africa from 1994 to 1999.He was born in 1918.He worked for the equal rights for the blacks of South Africa for many years. As early as in 1940, while he was still at university, he took his first actions. In 1944,he helped to found the ANC Youth League. During the 1950s, he led many peaceful actions. He was hated by his enemies and he had been kept a prisoner from 1962 to 1989.But he never gave up the struggle for the freedom of all the blacks, so he received the Nobel Peace Prize in 1993.After he left his office, he has done much for the poor, especially the children. He also works for the equal rights of all the people and he wants a world without hunger and war. T: Very good. You know a lot about them. Who can explain in which way struggle was an important part in the lives of them? Li Yan, would you like to have a try? S: OK.I think struggle for the equal rights of all the blacks was an important part in the lives of them. They both achieved their goals by peaceful revolution. T: Who knows how the situations are in their countries now? Has the situation been improved? S: Things are different now. In the USA, the blacks and the whites have equal rights. They can both be elected leaders of their country. T: Good. Who has anything else to say? S: The same is in South Africa. After Mandela, there is a second black president. No matter who breaks the law of the country, he will be punished or put into prison. Step Ⅲ Listening T: Well done. 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? Ss: No, we’ve only read about it in some magazines. T: What a pity! But now I will give you the chance to listen to it. Before you listen to the tape, you should go through the exercises on Page 25 and Page 26 first. (Allow the students a couple of minutes to prepare.) T: Are you ready? Please listen to the tape carefully when I play it for the first time. The second time I play it, you should write down the answers quickly. After that, check your answers when the tape is played a third time. Finally you may have a short discussion in pairs. Are you clear? Ss: Yes. T: OK. Let’s begin. (Play the tape for students to listen and finish the exercises. At last, check the answers together with the whole class.) Step Ⅳ Speaking T: Just now, we talked about two great men, and now we will talk about two other famous people—John Brown and Harriet Tubman. Please turn to Page 26 and read the notes about them. Work in groups of three. Discuss the lives of them and talk about the reason why certain things happened and how they changed history. The useful expressions will help you. (Write the following on the blackboard and allow the students enough time to practise their dialogues. Finally ask a pair to act out their dialogue.) Useful Expressions: What happened first was that… …happened as a result of… You could expect…because… That led to… One of the reason why…is… …is often followed by… Sample dialogue: (A— student a; B—student b) A: Have you read about John Brown? B: Yes, I have. A: I have heard of him, but I know little about him. Please tell me something about him. I want to know more. B: OK. He was born in Connecticut and was brought up in Ohio. He hated slavery. What happened first was that he helped the black slaves escape from the USA to Canada. You could expect that led to the slave owners against him. Then he took up his arms to fight against his enemies. One of the reasons why he did this is that his enemy wanted to kill him. One night a battle took place. As a result of it,he was caught and ten men, including his two sons, were killed in the battle. Later, he was killed, too. Encouraged by his bravery, the whole country soon united and fought against the slavery. A few years later, the American Civil War broke out and in the end the blacks won. A: What a moving story! T: Great! Do you know that there is a song about John Brown? It is one of the most famous songs in America and is still sung by American soldiers. Do you want to listen to it? Ss: Of course. T: OK. Listen carefully and try to sing along with the tape.(Play the tape for students to listen.)Do you like it? You can sing it to your friends after class. And try to find out the meaning of it. Step Ⅴ Summary and Homework T: Today, we’ve talked about two great men—Martin Luther King, Jr. and Nelson Mandela. And we have also listened to the famous speech—I have a dream. Besides, we’ve talked of two other great people—John Brown and Harriet Tubman. After class, you should talk more about civil rights and freedom fighters, using the new words and expressions we’ve learnt in this class. Don’t forget to find out the meaning of the song. That’s all for today! Step Ⅵ The Design of the Writing on the Blackboard Unit 14 Freedom fighters The First Period Useful expressions: What happened first was that… …happened as a result of… You could expect…because… That led to… One of the reason why…is… …is often followed by… The Second Period Teaching Aims: 1. Learn and master the new words and expressions in this period. 2. Read the text and grasp the main idea of it. 3. Learn the fine qualities of Martin Luther King, Jr. Teaching Important Points: 1. Master the usage of some useful words and expressions. 2. Improve the students’ reading ability. Teaching Difficult Points: 1. How to grasp the main idea of a text or a passage. 2. How to use some words and expressions freely. Teaching Methods: 1. Fast reading and careful reading to improve the students’ reading ability. 2. Pair work or group work to make every student work in class. 3. Discussion to help the students grasp the detailed information. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures: Step Ⅰ Greetings and Revision (Greet the whole class as usual.) T: In the last period, we listened to a song. Can you sing it? Ss: Yes. T: OK. Let’s sing the song together.(Teacher and the students sing the song together.) Very good. You are all good at singing. Have you found out the meaning of it? Guo Li, you please have a try. S: It means that though John Brown has died, and his body lies there in the grave, our task has not been finished. Inspired by his spirit we will continue it until we succeed. In order to get the slaves free, John Brown devoted his life. But his soul still marches on with us. If the stars in the heaven are looking kindly down, they must see us struggling on until all the slaves are set free. Step Ⅱ Pre-reading T: Very good. Today, we’ll read more about freedom fighters. Turn to Page 27 and have a look at the pictures. Have a short discussion in pairs and describe what you see to each other. (Students practise for a moment and then teacher asks some of them to describe the pictures.) Description of the first picture: The first picture shows us a terrible scene. In the picture we can see the Nazi soldiers arrest a large group of people. This happened between the year 1933 and 1945.During that period, Adolf Hitler controlled Germany. He invaded some countries and killed as many as twelve million persons, most of whom were Jews, captured soldiers and common people. Description of the second picture: The second picture is about the Southern States in the USA, during 1900~1968.Though slaves in the USA were set free in 1865,they didn’t get equal rights until 1965.Before that, they didn’t have the rights to vote and were treated unfairly. The blacks and whites couldn’t go to the same schools. There were separate sections for blacks in public places. Description of the third picture: The third picture is about South Africa. In 1990, Mandela was set free and was elected the first black president of South Africa in 1994.Before that, the local people there had no equal rights. They were ruled by the whites and were looked down upon. T: Now, imagine that there were laws in our country that you wear a sign, and only allowed you to go to special shops, restaurants, and schools or separate parts in parks, on buses, subways or trains because you were different, how would you feel? S: I would be angry and struggle for equal rights. T: But what would you do and how would you fight for your equal rights? S: I’m not sure about this. I think I’ll think about it afterwards. Step Ⅲ Fast Reading T: After you read the passage, I think you will learn a lot from it. Now, read the passage quickly and decide which of the sentences on the screen are true. (Show the following sentences on the screen and give the students several minutes to finish the task.) Decide which of the following sentences are true. 1. Martin Luther King, Jr. was born in 1865. 2. Black people refused to take buses for more than 18 months. 3. Black girls could not marry white boys. 4. King spent some time in prison. 5. Martin Luther King, Jr. died of cancer in Washington. T: Look at the first sentence, please. Is it true? S: I think it is wrong, because Martin Luther King, Jr. was born in 1929. T: How about the second sentence? S: It’s wrong, because black people refused to take buses for 381 days and that is less than 13 months. T: Very good. Now, who can tell us which of these sentences are correct? S: I think the third sentence and the fourth sentence are correct. T: Do you agree with him/her? Ss: Yes, we do. T: OK. Now, look at the last sentence. Who’d like to have a try? S: I’d like to. This sentence is wrong, because he was murdered in 1968 in a hotel in Memphis Tennessee. T: How do you know this? The text doesn’t tell us where he was murdered. S: I learnt this from the Internet. Last night I turned on my computer and got a lot of information about him. T: That’s a good way to get some detailed information. Keep on doing that, you’ll know a lot that you can’t learn from our textbooks. Step Ⅳ Reading and Understanding T: Now, read the text again and discuss the questions on the screen with your partner. (Show the following on the screen.) Discuss the following: 1, What was the situation for the blacks in the southern states at that time? 2. Explain in your own words what the first paragraph is about. 3. Martin Luther King, Jr. fought for the civil rights of black people in America. Which civil rights did he want black people to get? 4. King believed that he could reach his goal through peaceful actions, not through violence. Give examples of such peaceful actions. (Students practise for a few minutes and the teacher may join in their discussion and help them. Finally ask some students to answer the questions one by one.) Suggested answers: 1. Blacks were not treated equally. The South had its own laws to continue the separation of blacks and whites. Mixed-race marriages were forbidden by law. There were separate sections for blacks in public places. Blacks were not allowed to get into hotels, schools or libraries. Black children were educated in separate schools. Black people had no right to vote. 2. It tells us that thousands of black people marched on Washington D.C., the capital of the USA in the summer of 1963,when Martin Luther King, Jr. spoke to them at a meeting. His speech—“I have a dream”—spoke out the minds of the black people. Inspired by his speech, people continued to struggle and succeeded in the end. Soon he and his speech became known to the people all over the world. 3. He wanted black people to be treated equally as the whites. Black people should not be separated but should be treated with respect in the same way as other people. They should have the right to vote. 4. In December 1955, King organized a boycott of the bus company and succeeded after 381 days. Later he led a new revolution to improve the housing condition for blacks in Birmingham. In 1963, he led the march on Washington D.C. As a result of that in the following year a new Civil Rights Act was passed and in 1965 a new Voting Right Bill became law. T: To help you better understand the passage, I will explain some words and expressions to you. Look at the screen, please. (Show the following on the screen, and explain them to the students.) Useful words and expressions: 1. forbid e.g. I forbid you to stay out after midnight. He forbids smoking during office hours. 2. set an example to e.g. Tom worked hard and set a good example to his classmates. 3. demand e.g. He demanded to be told everything. They demanded that the right to vote (should) be given to every adult man. 4.achieve e.g. achieve some victories, success, one’s aims/purpose/goal; achieve a lot, little, nothing, a great deal, etc. T: Please read the text again and see if there’s anything that you don’t understand. (Teacher goes among the students and answers the questions they raise.) Step Ⅴ Listening and Reading T: Now, let’s listen to the tape. I’ll play it twice for you. When I play it for the first time, listen carefully and pay attention to the pronunciation and intonation. When I play it for the second time, you can read after the tape. Then read the text aloud by yourselves. Are you clear? Ss: Yes. T: OK. Let’s begin. (Teacher plays the tape and helps the students with their pronunciation.) Step Ⅵ Summary and Homework T: Today, we’ve learnt a text “I have a dream”.From this passage we’ve got a lot of information about a famous freedom fighter—Martin Luther King, Jr. Now, please look at the blackboard. Make notes about him in the listed years and tell his belief and success. (Teacher writes the years on the blackboard and gives the students some time to finish the task. Then ask some students to write their answers on the blackboard. (Cf: The Design of the Writing on the Blackboard.) T: You’ve done very well. After class, finish Exercise 5 in Post-reading on Page 29, and make a dialogue with your partner. OK. That’s all for today. See you tomorrow! Ss: See you tomorrow! Step Ⅶ The Design of the Writing on the Blackboard Unit 14 Freedom fighters The Second Period Notes about Martin Luther King, Jr. 1929: Martin Luther King, Jr. was born. 1944: won a scholarship and went to university 1955: organized a boycott of a bus company and succeeded in the following year 1963: during the March on Washington D.C, he gave the speech “I have a dream” 1964: received the Nobel Prize for Peace 1968: Martin Luther King, Jr. was murdered Belief: demand equal rights as the whites and achieve that goal by peaceful actions, not by violence Success: changed the whole society in the USA; black people started enjoying the rights The Third Period Teaching Aims: 1. Compare and master some useful words. 2. Review the Passive Voice. 3. Further understand the whole text. Teaching Important Points: 1. Master how to use the different forms of some useful words. 2. Review and learn the different forms of the Passive Voice. Teaching Difficult Point: How do we choose proper forms of some useful words. Teaching Methods: 1. Practice to get the students to master what they’ve learnt. 2. Comparison to get the students to understand what they’ve learnt. 3. Discussion to make every student work in class. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures: Step Ⅰ Greetings and Revision T: (Greet the whole class as usual.) In the last period, we read a passage about Martin Luther King, Jr. Have you finished your homework? Ss: Yes. T: OK. Let’s do these sentences one by one. Who will do the first one? S: Let me have a try. We should fill in “is” in this blank. T: Does anybody have a different opinion? S:I think “was” is also correct. T: Can you explain why? S: If we fill in “is”,we’re asking about the life at present. If we fill in “was”,we’re asking about the life in the past. T: Do you agree with him/her? Ss: Yes, we all think so. T: Great. Now, let’s do the second sentence. Li Hui, you please read out your answer. S: What are some of the problems that black people have? T: Who has a different answer? S: Can we fill in “were” here? T: This is a good question. Think it over and explain why.(A moment later)Who can tell us your answer and explain why? S: Let me try. I think we can’t use “were” here. If you look at the sentence structure carefully, you’ll find that there’s an attributive clause modifying “the problems”,and from the word “have”,we know the clause is talking about “present”.So, I don’t think “were” can be used here. T: Do you agree? Ss: Yes, what he/she said is quite right. T: Great! I couldn’t agree more. (Deal with the other sentences in the same way.) Suggested answers: 3. What did/do black people want? 4. Why did you organize the Alabama bus company boycott? 5. Which problems did black people have in Birmingham, Alabama? 6. Why can’t black people wait a bit longer? 7. Which Nobel Prize did you win? T: Now, I’d like a pair to act out your dialogue. Which pair volunteers? Ss: We want a try. T: Good. Please begin. (The pair acts out their dialogue.) Sample dialogue: (A—a television reporter; B—Martin Luther King, Jr.) A: Mr. King, may I ask you a few questions? B: Of course. I’d like to answer them. A: What’s life in the southern states like? B: It’s much better now. Since the Civil Rights Act was passed in 1964 and a new Voting Right Bill became law in 1965, we have had the same rights as the whites. I hope it will be like this forever. A: What are some of the problems that black people have? B: There are some problems. Their life is harder than the whites’ because they could not go to the same schools as the whites in the past and therefore they can’t get a higher position in the factories and companies. But things are different now. I’m sure they will live a better life in the future. A: Why did you organize the Alabama bus company boycott? B: Because the bus company made a black woman give her seat to a white man. When she refused, the police arrested her. That was unfair. A: Why can’t black people wait a bit longer? B: We had waited 340 years for our rights! That “wait” had almost always meant “never”. A: Which Nobel Prize did you win? B: Oh, that was the year before last. I mean I received the Nobel Prize for Peace in 1964. A: What did you do with the prize money? B: I gave the whole of the $54 600 prize to the freedom movement. A: You are great! B: Thank you. A: Thank you for answering my questions. Wish you every success! Step Ⅱ Word Study T: Thank you. You gave us a wonderful performance. From the reading passage we’ve learnt some useful words. Now, let’s look at the sentences on the screen. Complete them with the proper words from the reading passage. The first letter has been given to help you. (Show the following sentences on the screen and allow the students enough time to finish them.) 1. S______ is the system by which some people are owned by others as slaves. 2. Fifty years ago, mixed-race marriages were f_____. 3. There were separate s_____ for blacks on buses and trains. 4. Civil rights fighters d_____ that blacks will be treated equally. 5. During the Second World War, from 1937 to 1945, there were many organized b_____ of Japanese goods all over China. T: Who would like to give us your answers? S: I’ll try. The word in the first sentence should be “slavery”.The second should be “forbidden”.The third,“section”.The fourth,“demand” and the last should be “boycotts”. T: Do you agree with him/her? Who has different answers? S:I think the second word should be “forbidden”.We know that the word “forbid” is an irregular verb, and its past participle should be “forbidden”,not “fobidded”.In the third sentence, the word “section” is a countable noun, and here the plural form is needed, so the correct answer should be “sections”. T: Do you agree with him/her? Ss: Yes. T: You have to pay attention to the forms of the words. You must be very careful. Suggested answers: 1. slavery 2.forbidden 3.sections 4.demand 5.boycotts T: Now, please turn to Page 2 and do Exercises 2.Discuss the sentences with your partner to see which words should be chosen, and then translate them into Chinese. (Allow the students a few minutes to prepare and then check the answers with the whole class.) Suggested answers: 1. separate; separate; separation 黑人只能上单独的学校，在商店和饭店也只能到隔离区。金为反对这种把黑人和白人隔离的做法而斗争。 2. politics; political 安迪和本两人都主修政治，但他们常常持有不同的政治观点。 3. achieve; achievement 像约翰•布朗和马丁•路德•金这样的为争取自由而斗争的战士，为了实现他们为之奋斗的目标而献出了生命。今天在美国，黑人和白人分享平等的权力这一事实从某种意义上讲就是他们取得的成就。 4. law; lawyer 他对法律感兴趣，想做一个好律师。 5. employed; employment 他作为一个公共汽车司机而被雇佣，他是幸运的，因为现在找到工作的比例相对来说还比较低。 Step Ⅲ Grammar T: Today, we’ll review the Passive Voice. Please turn to Page 30.Look at the first exercise. Finish it by yourselves first and then check your answers with your partner. (Allow the students a moment to finish the task and then check the answers with the whole class.) Suggested answers: 1. They are not treated as equal citizens in the southern states in the 1950s. 2. They were separated from white people in shops, restaurants, hospitals, buses, trains, etc. 3. They were educated in separated schools. 4. They were given no right to vote. 5. A new Civil Rights Act was passed in 1964, enabling black people to vote. T: You’ve done very well. But you still need more practice. Now, please finish the second exercise on Page 30.After you finish it. I’ll ask some of you to say your answers one by one. (Students are given a few minutes to finish the exercises and then some of them are asked to say their answers. Finally, teacher checks the answers with the whole class.) Suggested answers: 1. Rosa Parks, who refused to stand up for a white man, was arrested (by the police). 2. Many speeches against racial discrimination have been made (by civil rights activists). 3. More than 100 demonstrators were arrested and two were killed. 4. The whole society has greatly been changed in the USA. 5. Martin Luther King, Jr. will always be remembered. 6. The civil rights activists were put into prison. Step Ⅳ Test (Teacher writes the following on the blackboard.) 1. At that time in the southern states, blacks ______(treat) as equal citizens. 2. Blacks ______ (allow) into hotels, schools or libraries for white people. 3. Black people ______ (should separate) but ______ (should treat) with respect. 4. Rosa Parks ______ (arrest) by the police on December 1, 1955. 5. Martin Luther King, Jr. ______(will remember) forever. 6. A film about a black family ______ (make) now and ______ (show) soon. T: Look at the blackboard, please. Let’s have a test. Fill in the blanks with the correct forms of the verbs in the brackets. After you finish, you can have a discussion in pairs. Then I’ll have some of you to write your answers on the blackboard. Are you clear? Ss: Yes. T: OK. You can begin. (A moment later, ask some students to write their answers on the blackboard and check the answers with the whole class.) Suggested answers: 1. were not treated 2. were not allowed 3. should not be separated; should be treated 4. was arrested 5. will be remembered 6. has been made; will be shown Step Ⅴ Summary and Homework T: In this class, we’ve reviewed the usage of some useful words and we’ve also done some exercises to review the Passive Voice. You should pay attention to the verb forms in the Passive Voice and learn them by heart. After class, you need to practise as much as possible to use them freely. Practice makes perfect, you know. Today’s homework: find as many useful words and expressions as you can in the text and make sentences with them. That’s all for today. See you tomorrow! Ss: See you tomorrow. Step Ⅵ The Design of the Writing on the Blackboard Unit 14 Freedom fighters The Third Period Complete the following sentences: 1. At that time in the southern states, blacks were not treated (treat) as equal citizens. 2. Blacks were not allowed (allow) into hotels, schools or libraries for white people. 3. Black people should not be separated (should separate) but should be treated (should treat) with respect. 4. Rosa Parks was arrested (arrest) by the police on December 1,1955. 5. Martin Luther King, Jr. will be remembered (will remember) forever. 6. A film about a black family has been made (make) now and will be shown (show) soon. The Fourth Period Teaching Aims: 1. Read the text and grasp the main idea of it. 2. Do some exercises to master what they’ve learnt. 3. Learn to write an essay. Teaching Important Points: 1. Improve the students’ reading ability by reading a text. 2. Improve the students’ writing ability by reading and writing. Teaching Difficult Points: 1. How to improve the students’ integrating skills. 2. How to write an essay. Teaching Methods: 1. Practice to make the students master what they’ve learnt. 2. Asking-and-answering method to help the students grasp the main idea. 3. Discussion to make every student understand the topic clearly. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures: Step Ⅰ Greetings and Revision T: (Greet the whole class as usual.)In the last period, we’ve learnt some useful words and expressions. Now, let’s do an exercise to revise them. Look at the screen, please. You may have a discussion, if you like. (Show the following on the screen and let the students prepare for a moment. Finally, ask some students to say their answers and correct their mistakes, if any.) Choose the proper words to complete the following sentences, using the proper forms: prison housing peaceful march murder forbid set a good example demand 1. Too many people are living in bad ______ conditions. 2. If some people are on a ______, they walk together in a large group through the street to express their ideas. 3. Black people in Alabama ______that the bus company should not separate blacks from whites. 4. Lei Feng ______ to us in serving the people heart and soul. 5. In the American history, two former presidents Abraham Lincoln and John F. Kennedy were ______. 6. Smoking is ______ in our school now. Our school is a non-smoke school. 7. The man who robbed a bank of our city was caught last Sunday and put in ______now. 8. When I arrived in Qingdao, the sea there was ______ and beautiful. Many people jumped into it and had a bath. Suggested answers: 1. housing 2. march 3. demanded 4. set a good example 5. murdered 6. forbidden 7. prison 8. peaceful Step Ⅱ Fast Reading T: Well done!(Show the questions on the screen.)Now, we’ll begin a new text. Please turn to Page 30 and read the passage fast and find answers to the questions on the screen.) Answer the following 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? (Three minutes later) T: Who can answer the first question? S: I’ll try. The answer is that New Zealand was the first country to give women the right to vote. T: Do you agree with him/her? Ss: Yes. T: Good. Now, who knows the answer to the second question? S: Let me have a try. Samuel Butler wrote two chapters about the rights of animals and the right of vegetables in a novel in 1872. T: Very good. Please sit down. Step Ⅲ Reading T: (Show the questions on the screen.)Now please read the text again and discuss the questions on the screen with your partner. Later we’ll check the answers together. Discuss the following questions: 1.“Each age has its own struggle for right.”What does the word “age” mean? 2. What were the main ideas of the famous books about the rights of men and women, which were published in the late 18th to the 19th century? 3. Please describe the rights to vote for women in the 19th and the 20th century. 4. What is the purpose of the organizations that fight for equal rights in modern times? 5. Do you think we should fight for the rights of robots and machines? (The students read the text and discuss the questions. Then the teacher may ask some of the students to say their answers.) Suggested answers: 1.The word “age” means “time”,for Chinese “时代”. 2. The main ideas of these books were that all people are brothers and sisters, and that all people should be equal. From then on, a struggle of more than 200 years for equal rights of men and women of all races began. 3. There was a time when women had no rights to vote. In the 19th century, women all over the world began to ask for equal rights. It is New Zealand that is the first country in the world to give women the right to vote in 1893.By 1920,the US, Canada and most European countries allowed the women to vote. 4. They fight for the rights of black people, women, children, people with AIDS/HIV and prisoners. Their purpose is that they ask to be treated with respect, share the rights to work, good housing conditions and education and to be treated equal to other people in all ways. 5. I don’t think so. We should protect all the living things, including plants and animals, because all of them are part of nature. If one of them is not well protected, the balance of nature will be destroyed. That will perhaps cause another living thing to die out. No matter which of them dies out, our nature will lose some of its color. Robots and machines are made by man. We can decide how many of them will be needed, according to their use. If we need more, we can make more. That will not affect the balance of nature. And I think we should protect our oceans and earth, too. T: That’s a very good topic. You can continue discussing it after class, if you like. It will be very interesting. Step Ⅳ Reading Aloud and Practice T: Now, let’s listen to the tape. I’ll play it twice. The first time I play the tape, listen carefully. The second time I play it, you can read after the tape. After that, you read the text aloud, paying much attention to the pronunciation and intonation. (Play the tape for students to listen and repeat. Then give them several minutes to read aloud. At last, ask a couple of students to read the text.) T: Very good.(Show the phrases on the screen.)Now, please look at the screen. Make sentences with the phrases shown on the screen. You can do it in pairs. Make sentences with the following phrases: in modern times believe in start with a time have…in common with respect in all ways ask for Sample sentences: in modern times: In modern times many peasants are very rich. believe in: You can believe in him; he’ll never let you down. start with: The school started with 300 pupils; now there are double that number. a time: I don’t care for the place at first, but after a time I got to like it. have…in common: Real friends should have everything in common. with respect: We should treat everybody with respect. in all ways: All the people should be treated equally in all ways. ask for: She entered it, asked for a cup of tea, and sat down. There’s been a gentleman here asking for you. Step Ⅴ Writing T: Now, let’s do some writing practice. First look at the information on Page 31.Read it and then work out the details for King’s action in Birmingham after the example. Pair work. A few minutes later, we’ll check the answers. (Students begin to prepare and after a while, the teacher says the following.) T: Have you finished? Ss: Yes. T: Who would like to give us the answer? S: I’ll try. King wanted new civil rights law to give blacks equal rights. What is wrong now: Only 25% of the blacks can vote. How should it be improved: All the citizens can vote, no matter what race they are. S: King wanted the right of free marriages for blacks. What is wrong now: Mixed race marriages are forbidden by law. How should it be improved: All the people can choose their marriages by themselves. S: King wanted the right of receiving equal education. What is wrong now: Black children are taught in separate schools, and the money spent on educating a black child is much less than that spent on a white child. How should it be improved: Black children and white children can in the same school to have their classes. … T: Well done! Now, read the second information and discuss what we should do with your partner. (A moment later, check the answers.) Suggested answers: Rights People Animals/Plants Robots/Machines Housing big enough house big enough room big enough room Nutrition enough nutrition enough nutrition keep in good repair Work eight hours can’t be made to work too long can’t work too long Health and care keep healthy keep healthy take good care of Respect treat with respect treat with respect × Vote have the right to vote × × Step Ⅵ Summary and Homework T: In this class, we’ve learned a text “No voice, not heard…” and done some exercises. There are some useful expressions in the text. Can you remember them? Li Jian, can you tell us?(The student tells the useful expressions to the class and the teacher writes them on the blackboard.)Good. After class, you should make sentences with the expressions on the blackboard and finish Exercises 3,4 and 5 on Page 32.That’s all for today. See you tomorrow! Ss: See you tomorrow! Sample essay: People, animals and plants are all living in one home—our earth. People are in charge of everything. They should live comfortable. That is to say, they should have big enough house to live in and have enough nutrition to keep them healthy. Besides, they should have regular medical care. People should respect each other and help each other. They should not work too long or too tired. They should have the right to vote. So it is with animals and plants, though they don’t need the right to vote. Our earth is beautiful and full of vigor, owing to all the animals and plants. We should take care of them, and let them live comfortable and freely. Some of the animals can help us work or do other things for us. We should treat them with respect. For example, we should not make them work too long or make them too tired. Let’s live together with our animals and plants happily! Suppose what a sad world our earth would be if there were no animals and plants at all! We should be friends with them forever. Step Ⅶ The Design of the Writing on the Blackboard Unit 14 Freedom fighters The Fourth Period Useful expressions: believe in start with ask for in modern times have…in common with respect in all ways The Fifth Period The Passive Voice Teaching Aims: 1. Summarize and review the different forms of the Passive Voice in the Present Indefinite, the Past Indefinite, the Future Indefinite and the Present Perfect. 2. Help the students master how to turn the Active Voice into the Passive Voice. 3. Make sure the students know how to change sentences with modal verbs into the Passive Voice. Teaching Important Point: Help the students to use the Passive Voice in the Future Indefinite and the Present Perfect correctly. Teaching Difficult Point: How do we make the students know how to change the verbal phrases from the Active Voice into the Passive Voice correctly. Teaching Methods: Review, explanation, inductive methods Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures: Step Ⅰ Greetings Greet the whole class as usual. Step Ⅱ Revision T: We’ve learnt the Passive Voice before. Now, look at the screen, please. (Show the following sentences on the multimedia.) Turn the following into the Passive Voice: 1. He washes his clothes every week. 2. I repaired my bike yesterday. 3. We shall discuss the question at our next meeting. 4. They have done everything to make the work easier. 5. The driver is repairing the car. 6. You must keep the book clean. T: Please change these sentences into the Passive Voice. After you finish, you may check your answers with the deskmate. (Students prepare for a moment and then check their answers in pairs. Finally, the teacher asks some students to write their sentences on the blackboard.) Suggested answers: 1. His clothes are washed every week. 2. My bike was repaired yesterday. 3. The question will be discussed at our next meeting. 4. Everything has been done to make the work easier. 5. The car is being repaired(by the driver). 6. The book must be kept clean. T: Good. Now, read each sentence carefully and underline the predicate in it.(Ask some students to underline the predicate in each sentence.) Suggested answers: 1. are washed 2. was repaired 3. will be discussed 4. has been done 5. is being repaired 6. must be kept T: Well done! Look at the underlined parts. What can you find? Ss: They’re all in different forms. T: You’re quite careful. They’re in different forms. In the first sentence we use the Passive Voice in the Present Indefinite. In the second sentence we use the Passive Voice in the Past Indefinite. The third, the Passive Voice in the Future Indefinite. The fourth is the Passive Voice in the Present Perfect. The fifth is the Passive Voice in the Present Continuous. The last one is the Passive Voice with a modal verb. Are you clear? Ss: Yes. T: Good. You must pay more attention to the predicate forms in Passive Voice in different tenses. You must be careful. Step Ⅲ Practice T: Now, let’s do some more exercises. Look at the screen, please. (Show the following on the screen.) Turn the following sentences into the Passive Voice: 1. We speak Chinese here. 2. I finished my homework in two hours. 3. They were making a model plane. 4. They have finished the work. 5. We can change water into ice. 6. You ought to ask for his advice. 7. When will you paint the wall? 8. Have you found your book? T: Finish the exercise quickly by yourself and then check your answers in pairs. A moment later, I’ll ask some of you to read out your answers one by one. Suggested answers: 1. Chinese is spoken here. 2. My homework was finished in two hours. 3. A model plane was being made. 4. The work has been finished. 5. Water can be changed into ice. 6. His advice ought to be asked for. 7. When will the wall be painted? 8. Has your book been found? Step Ⅳ Explanation and Practice T: (Bb: We must take good care of the children.)Please look at the blackboard. Change the sentence into the Passive Voice. Who’d like to have a try? S1: I’d like to. The children must be taken good care. T: Do you agree with her/him? S2: I think the sentence should be “The children must be taken good care of”.(Teacher writes it on the blackboard.) T: Very good. In this sentence the predicate is a phrase, when we change it into the Passive Voice, we must look on the phrase as a whole. We shouldn’t miss the adverb or preposition in the phrase. Do you understand? Ss: Yes. T: OK. Now, let’s do some exercises. Look at the screen, please. (Show the following on the multimedia.) Turn the following into the Passive Voice: 1. We have never heard of such things before. 2. They listened to her with great interest. 3. A peasant woman brought the child up. 4. They often made fun of him in school. 5. I’ll look after your baby well. 6. We must take down the notice quickly. (Give the students enough time to do these exercises, and then check the answers with the whole class.) Suggested answers: 1. Such things have never been heard of before. 2. She was listened to with great interest. 3. The child was brought up by a peasant woman. 4. He was often made fun of in school. 5. Your baby will be looked after well. 6. The notice must be taken down quickly. Step Ⅴ Consolidation T: Now, let’s do more exercises to consolidate the Passive Voice. Look at the screen, please. (Show the following on the multimedia.) Multiple Choice: 1. You can see the house ______ for years. A. isn’t painted B. hasn’t painted C. hasn’t been painted D. hadn’t painted 2. Some new oil fields ______ since 1976. A. were opened up B. has opened up C. have been opened up D. had been opened up 3. Doctors ______ in every part of the world. A. need B. are needing C. are needed D. will need 4. No permission has ______ for anybody to enter the building. A. been given B. given C. to give D. be giving 5. I ______ ten minutes to decide whether I should reject the offer. A. gave B. was given C. was giving D. had given 6. In some parts of the world, tea ______ with milk and sugar. A. is serving B. is served C. serves D. served 7. Paper money ______ for over a thousand years. A. used B. has been used C. has used D. is using 8. She ______ for what she has done. A. ought to praise B. ought to praised C. ought be praised D. ought to be praised 9. His new book ______ next month. A. will be published B. is publishing C. is being published D. has been published 10. Can such a thing ______ happening again? A. prevent from B. prevented from C. be prevented from D. to prevent from (A moment later, ask some students to give their answers one by one.) Suggested answers: 1. C 2.C 3.C 4.A 5.B 6.B 7. B 8.D 9.A 10.C Step Ⅵ Summary T: In this class, we have revised the Passive Voice in the Present Indefinite, the Past Indefinite, and so on. Now, let’s sum up the Passive Voice of different tenses. Look at the screen, please. (Show the following on the screen.) The Passive Voice The Present Indefinite—am/is/are +p.p. The Past Indefinite—was/were +p.p. The Future Indefinite—shall/will be +p.p. The Present Perfect—have/has been +p.p. The Past Perfect—had been +p.p. The Present Continuous—am/is/are being +p.p.; can/may/must be +p.p. T: There’s something important that you must remember. If the predicate is a phrase, make sure that the preposition or the adverb is not missed. Do you remember? Ss: Yes. Step Ⅶ Homework T: In order to help you consolidate what we’ve learnt today, I’ll give you some more exercises to do after class. Look at the screen. Write down the sentences in your exercise books. I’ll check your answers tomorrow. (Show the following on the multimedia.) Correct the mistakes in the following sentences: 1. This kind of machine is sold well. 2. That child was taken good care. 3. English is spoken by many countries. 4. The bike needs to repair. 5. The music is sounded beautiful. 6. The story was happened last year. 7. Does a lot of work done by him every day? 8. When will the sports meet held? Suggested answers: 1.is sold→sells 2.good care→good care of 3.by→in 4.to repair→to be repaired 5.is sounded→sounds 6.was happened→happened 7.Does→Is 8.held→be held Step Ⅷ The Design of the Writing on the Blackboard Unit 14 Freedom fighters The Fifth Period Grammar The Passive Voice 1. His clothes are washed every week. 2. My bike was repaired yesterday. 3. The question will be discussed at our next meeting. 4. Everything has been done to make the work easier. 5. The car is being repaired (by the driver). 6. The book must be kept clean. We must take good care of the children. →The children must be take good care of. Record after Teaching |
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