Unit 2 Civil Rights Heroes Teaching plan全新版大学英语三.docx

Unit 2 Civil Rights Heroes Teaching plan全新版大学英语三.docx

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Unit2CivilRightsHeroesTeachingplan全新版大学英语三

Unit2CivilRightsHeroes

TeachingPlan

Objectives

Studentswillbeableto:

1.understandthemainidea（earlycivil-rightsstrugglesintheUS,esp.theundergroundRailroad）;

2.learntouselibraryresourcesandotherresourcesforinformation;

3.graspthekeylanguagepointsandgrammaticalstructuresinthetext;

4.conductaaeriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.

Timeallotment

1stperiodpre-reading

2ndperiodpre-reading（CloseB）;while-reading（naturaldivision,Partone-parttwo）

3rdperiodwhile-reading（continued）

4thperiodpost-reading;checkonSs’homereading（TextB）

5thperiodTheme-Relatedlanguagelearningtasks

Pre-reading－readingtasks

1.TasksSsthefollowingquestionsontherecording:

5minutes

WhatarethespecialcontributionsofAbraham,JohnandMartintotheAmericans?

（Theyalladvocatedblackcivilrights.）

Howdidtheydie?

（Theywereallassassinated.）

2.KnowledgeofAmericangeography:

10minutes.

1）TbringsamapoftheUSAtoclass,hangsitinthefrontoftheclassroom.

2）TexplainsthatehUSAwasdividedaftertheAbolitionAct:

theNorthernStatessupportedit,whiletheSouthernStatesdisapprovedofit.

3）TcirclesouttheSouthernStates（Alabama,Arkansas,Florida,Louisiana,Mississippi,NorthCarolina,SouthCarolina,Tennessee,TexasandVirginia）andtheDeepSouthstates（Alabama,Florida,Georgia,Louisiana,Mississippi,SouthCarolinaandeasternTexas）onthemap.

4）Ssscanthetexttofindoutallplacenames（DresdenOntario,RipleyOhio,OhioRiver,Kentucky,NorthCarolina,NewPortIndiana,Maryland,Cincinnati,BuffaloN.Y.,NiagaraRiver）andlocatethemonthemap.TmayinviteSstocomeuptothemapandtracetheHensons’escaperoute（i.e.,thelastsectionofthetext）onit.

3.knowledgeofChristianity:

10minutes

1）Texplainsthat,forhistoricalreasons,manyblackslavesbelievedinChristianity,likeUncleTominUncleTom’sCabin.Therefore,inblackwritingstherearefrequentreferencestoChristianity.

2）Twritesdownthefollowingvocabularyitemsontheblackboard:

theCreator,andAfricanAmericanMoses,Quaker,Bible,Methodistminister,Bethlehemsalvation.

3）Ssself-studytheirmeaningsbyreadingtheNewWordsandExpressionsandProperNamessectionsfollowingthetext.

4）TchecksSs’understandingand,ifnecessary,givesfurtherguidance（seeTextAnalysis）.

4.Out-of-classresearchprojects:

TguidesSsthroughWritingStrategy,thentellsthemtoformgroupstoresearchintothediscussionquestionsinPartIV:

theme-RelatedLanguageLearningTasksbyusinglibraryresources,theInternetandotherresources.Eachgroupmembermayfocusononlyonediscussionquestion.Theywillsharefindingsinalaterclass.（9minutes）.

5.SsdoClozeBtogetabetterunderstandingoftheUndergroundRailroad.（15minutes）.

While-readingtasks

1.Ssscanthetexttoseeifther3eisanynaturaldivisionbetweenpartsofthetext.（Thereisablanklinebetweeneachpart.）（2minutes）

2.TexplainsthekeylanguagepointsinPartIandgivesSspractice（seeLanguagestudy）.（10minutes）

3.Sssumupthemainideaofthispart（seeTextOrganizationExercise1）,thenidentifythesentencewhichconnectsthispartwiththefollowingparts.（lastsentenceinPara5—“Iwasintentontellingtheirstories.”）（3minutes）

4.TexplainsthekeylanguagepointsinPartIIandgivesSspractice（seeLanguageStudy）.（15minutes）

5.Sssumupthemainideaofthispart（seeTextOrganizationExercise2）.（3minutes）

6.TexplainsthekeylanguagepointsinPartIIIandgiveSspractice（seeLanguageStudy）.（15minutes）

7.Sssumupthemainideaofthispart（seeTextOrganizationExercise2）.（3minutes）

8.TexplainsthekeylanguagepointsinPartIVandgivesSspractice（seeLanguageStudy）.（15minutes）

9.Sssumupthemainideaofthispart（seeTextOrganizationExercise2）.（3minutes）

10.TmakesSsrealizethatthelastthreepartsareall“stories”supportingPartI.（2minutes）

11.TdrawsSs’attentiontothetwodifferentusagesof“but”inthetext—“Therewasroomforallbuttwo”AND“JosiahHensonisbutonenameonalonglist.”Ssthendoafter-textExerciseII,WordswithMultipleMeanings.（15minutes）

Post-readingtasks

1.1）Ssforgrouptodiscussthefollowingquestions:

---AmongsomanyparticipantsoftheUndergroundRailroad,whywereJohnParker,LeviCoffinandHensonchosenastheirrepresentatives?

Whodotheyeachrepresent?

---WelearnaboutHensoninPartI,thenwhyishisstorydelayeduntilthelastpart?

---Whydoestheauthorsometimesquotedirectlyfromcharactersinthestories?

（TheanswerstothesequestionsarediscussedbelowinTextAnalysis.）

2）SomeSsgroupreportdiscussionresultstoclass（seeTextAnalysis.）

2.TguidesSsthroughsomeafter-textexercises.（20minutes）

3.TchecksonSs’homereading（TextB）.（3minutes）

4.SsdoPartIV:

Theme-RelatedLanguageLearningTasksbydrawingontheirout-of-classresearchproject.（1period）

5.TasksSstopreparethenextunit:

（2minutes）

1）dothepre-readingtask;

2）previewTextA.

TextAnalysis

Whenwelearnaforeignlanguage,wemustalsolearnthecultureofthespeakersofthatlanguage.TextAinthisunitisagoodcaseinpoint.ReadersneedsomebasicknowledgeofChristianity.SometermsinthistextaremarkedlyChristian,like“MethodistMinister”,“Bible”,“Quaker”.OthersrefertocharactersorplacesfromBiblicalstories,suchasMoseswholedtheJewishpeopleoutofslaveryinEgypt,orBethlehem,aholycityforChristian.

TheauthortellsthreestoriesabouttheUndergroundRailroadandtheearlyBlackcivilrightsmovement.Thethreestoriesarechosenbecausetheyarerepresentativeofallparticipantsinthismovement:

JohnParkerisafreedslavewholaterturnedintoacourageous“conductor”;LeviCoffinisabravewhite“conductor”;JosiahHensonisaslavewhostruggledhiswaytofreedomwiththehelpoftheUndergroundRailroad.

WelearnaboutthenameofJosiahHensonatthebeginningofthetext,yethisfullstoryisnottolduntilthelastpart.Inthiswaytheauthorachievescoherenceoftext.

Directspeechismoreconvincingthanindirectspeech,especiallywhenitcomestoexpressingpersonalbeliefs.Forexample,thetextquotesLeviCoffinsaying“TheBible,inbiddingustofeedthehungryandclothethenaked,saidnothingaboutcolor.”

Onotheroccasion,directspeechmakesastorymorevivid.Forexample,intheJohnParkerstory,charactersspokeshortsentencestostresstheurgencyofthesituation.Foranotherexample,JosiahHensonthrewhimselftothegroundandshoutedtoastonishedonlookers:

“Oh,no!

Don’tyouknow?

I’mfree!

”Hisjoyaffectsusall.

CulturalNotes

1.Freedomandrights:

Freedomoftheindividualisconsideredoneoftheessentialfeaturesofwesterncivilization,whichisitselfsometimescalledtheFreeWorld.Thisfreedomisoftenexpressedintermsofrightstodocertainthingsortobetreatedinaparticularlyway.Whenapersondoessomethingthatothersthinkstrange,BritishandAmericanpeoplewilloftensay,“it’safreecountry.”Meaningthatalthoughtheydisagreewiththechoicetheyrecognizetheotherperson’srighttomakeit.

AmericanssometimescalltheUSthe“landofthefreed”,aphrasetakenfromitnationalanthem.Britishpeoplehavealwaysstronglydefendedtheirfreedom.Fearthattheywilllosethefreedomtodecidetheirwonfutureisbehindmanypeople’slackofenthusiasmforEuropeanunity.

InBritainandtheUSthemostbasicrightsincludefreedomofexpression（=freedomtosayorwriteanything）,freedomofchoice（=freedomtomakedecisionsaboutyourownlife）andfreedomofworship（=freedomtopracticeanyreligion）.

2.thecivilrightsmovement:

（intheUS）thenationalcampaignbyAfrican-Americansforequalrights,especiallyinthe1950sand1960s.thecampaignincludedboycotts（=refusaltobuyparticularproducts）.Theactionsoffreedomriders,andin1963amarchtoWashingtonledbyMartinLutherKing.Itsucceededincausingtheintroductionofbussingandaffirmativeaction.TheCivilRightsActof1965werealsointroducedasaresultofthecivilrightsmovement,whichhashelpedtochangetheattitudesofmanywhiteAmerican.

3.theCivilRightsActof1964:

theUSlawthatforcedthesouthernstatestoallowAfrican-Americanstoenterrestaurants,hotels,etc.whichhadbeenreservedforwhitepeopleonlyandtoendthepracticeofhavingseparateareasforblackandwhitepeopleintheatres,trainstations,buses,etc.theactwasmostlytheresultofcivilrightsmovementandwasstronglysupportedbyPresidentLyndonJohnson.ItwasfollowedthenextyearbytheVotingRightsAct.

4.UncleTom’sCabin:

anovel（1852）bytheUSwriterHarrietBeecherStowewhichincreasedsupportforthemovementtofreeslaves.ItisaboutakindslavecalledTomwhoisbadlytreatedandfinallykilledbySimonLegree.Tom’sdaughterLittleEvaalsodies,andanotherwell-knowncharacterinthenovelistheslavechildTopsy.ThenameUncleTomissometimesusedasandinsulttodescribeanAfrican-Americanwhohastoomuchrespectforwhitepeople.

5.theUndergroundRailroad:

asecretsystemusedintheUSbeforetheCivilWarforhelpingthousandsofslavestoescapetothefreenorthernstatesorCanada.Theslaveswerecalled“passengers”,thepeoplewhohelpedthemwere“conductors”,andtheslaveshidin“stations”（safehouses）alongtheway.

6.Slavery:

SlaveryplayedaparticularlyimportantroleinthehistoryoftheUS.

ThefirstslavesweretakentoNorthAmericafromAfricabytheDutchin1619.BythetimeoftheAmer