高二英语下册教案Unit 13.docx
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高二英语下册教案Unit13
Unit14FreedomFighters
教学内容分析
本单元的话题是freedomfighters，课文讲述了美国黑人争取自由的历史,说明了自由及
平等的重要性。
同时也表达了对那些为自由和平等权利而斗争的战士们的敬仰。
通过该单
元的教学使学生学习到自由战士们的可贵的精神。
Warmingup：
该部分设计了三个讨论题,使人们能够了解马丁·路德·金和曼德拉这
俩位黑人为自由和平等权利而斗争的人生经历。
学生通过讨论对他们国家目前现状有更深
的了解。
Listening：
这部分是在warmingup的基础上，以听力训练进一步帮助学生了解马丁·
路德·金，练习包括四个项目。
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
JohnBrown和HarrietTubman的人生经历。
第二题以诗歌的形式出现，以激发学生学习的
兴趣。
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而付出的
艰辛努力。
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。
Languagestudy部分分词汇和语法两部分，词汇部分第一题要求用课文中的词语填空。
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。
Integratingskills的阅读是谈论人类为自由，平等而斗争，还谈到了动植物，海洋甚至机器及机器人的权利。
在阅读的基础上，要求学生写出自己的看法。
Thefirstperiod
Warmingup&listening
TeachingAims:
（1） Talkaboutcivilrightsandfreedomfighters.
（2） Learnandmasterthefollowingwordsandphrases:
freedom,form,Nobel,prison,revolution,Negro,joinhandsetc.
Teachingimportantpoints:
（1） Trainthestudents’listeningability.
（2） Helpthestudentsknowmoreaboutthefreedomfighters.
Teachingprocedures:
Step1Greetingandlead-in
T:
Asweallknow,intheworld,manygreatmendevotedthemselvestotherevolutionarywork..Theyfightforpeople’sfreedomandhappiness.Doyouknowthesefighters（showthepics）
Theyallhaveadream:
Peoplehavefreedomandlivehappily.
Weknoweveryonehastheirowndreams,especiallythisman（showthepictureofMartinLutherKing.）Hehasadream..What’sthedream?
Listencarefully!
（playthetape）
Doyouknowhisname?
T:
Yes,he’sMartinLutherking.
Step2warmingup
T:
Asweknow,MartinLutherkingisafamousfreedomfighter.Doyouwanttoknowmoreabouthim?
Lookatthephotosandthenotes.
NotonlyMartinisafamousfighter,alsothismanis.Whoknowshisname?
（NelsonMandela）
whyishecalledafreedomfighter.Pleasereadthenotesfirst.
（groupwork）Discussion:
Fromabove,whydoyouthinkthey’regreatman?
Whywasstruggleanimportantpartintheirlives?
Howisthesituationintheircountiesnow?
Hasthesituationimportant?
Step3Listening
1. Listentothetapeandanswerthefollowingquestions:
（1） WhatkindoftalkdidMartinLutherking,Jrgive?
（2） Whatwashistalkabout?
（3） Whendidhegivethistalk?
2. Whilelistentothetapeyouwillhearthatsomephrasesandshortsentencesrepeatedsfewtimes.Writedownthreeofthem.
1_______________.2._____________3._______________
3. Listentothetapeagainandcompletethefollowingsentencesorpartsofsentences.
（1） Westillhadtof______thef_______thattheNegrowasnotf_____.
（2） Thehurricanesofrevolutionwillcontinuetoshakethefoundationsofthe_______.
（3） Myfourchildrenwillonedayliveinac_____wheretheywillnotbejudgedbythec________oftheirskinbutbythec_______oftheirc_______.
（4） Whenweletfreedom________wewillbeabletojoinhandsand_______.
4. InthelisteningtextyouhearsomewordsthatwerespokenbyMartinLutherKing,butalsosomeIndirectSpeech..ParaphrasepartsofthespeechusingIndirectSpeechandcompletethefollowingsentences:
（1） Kingsaidthatonehundredyearslaterblackpeoplestill_______________.
（2） MartinLutherKingdreamtofthedaywhenhisfourchildren_________________.
（3） Hehopedthatthedaywouldcomewhen__________________________.
Step4Discussion
Asfreedomfighters,MartinLutherKingwasmurderedandNelsonMandelawasPtinprison
Forabout30years.Doyouthinkitisworthy-while?
TheSecondPeriod（Speaking）
Step1Lead-in
Presentthenewwods:
slavery,thecivilwar,makestudentsgetsomeinformationaboutthem.
Twoquestions:
1.Whatdoyouthinkoftheslavery?
2.Whatweretheyinthegreatestneedof?
Step2Brainstorming
（Pairwork）Talkinginpairs:
Ifyouwereaslave,whatwillyoudoforfreedom?
Canyoufindgoodideastosavethepoorslaves?
Askthestudentstofindmoreideas.
Step3interview
ShowthenotesandpicturestointroduceJohnbrownandHarrietTubman.
Dividestudentsintotwogroups:
GroupA--JohnbrownandGroupB.--HarrietTubman.Theyintervieweachotherwiththequestion:
Whenwereyouborn?
Whatdoyoudo?
Whatisyouropinionoftheslavery?
Howcanwehelptheslaves?
Whatareyouractionsagaisttheslavery?
Step4Discussion
Talkaboutthereasonswhycertainthingshappenedandhowtheychangedthehistory.Thefollowinguseful
Expressionsmayhelpyou
Whathappenedfirstwasthat…
…happenedasaresultof…
Youcouldexpect…because…
Thatledto…
Oneofthereasonswhy…is…
…isoftenfollowedby…
step5singasong
JohnBrownsong
|:
JohnBrown'sbodyliesa-moulderinginthegrave,:
|
JohnBrown'sbodyliesa-moulderinginthegrave,
Buthissoulgoesmarchingon.Chorus:
|:
Glory,glory,hallelujah,:
|
Glory,glory,hallelujah,
Hissoulgoesmarchingon.
|:
He'sgonetobeasoldierintheArmyoftheLord,:
|
He'sgonetobeasoldierintheArmyoftheLord,
Hissoulgoesmarchingon.
Chorus:
|:
JohnBrown'sknapsackisstrappeduponhisback,:
|
JohnBrown'sknapsackisstrappeduponhisback,
Hissoulgoesmarchingon.
Chorus:
|:
JohnBrowndiedthattheslavesmightbefree,:
|
JohnBrowndiedthattheslavesmightbefree,
Hissoulgoesmarchingon.
Chorus:
|:
ThestarsaboveinHeavennowarelookingkindlydown,:
|
ThestarsaboveinHeavennowarelookingkindlydown,
Hissoulgoesmarchingon.
Chorus:
TheThirdPeriod（Reading）
Ihaveadream
Goals:
1. Improvethestudents’readingability.
2. Letthestudentstomasterthelanguagepoints
3. LetthestudentsknowmoreaboutMartinLutherKing.
TeachingProcedures:
I.Lead-in
1. Showfourpictures
Whatcanyoulearnfromthepictures?
InthepictureswecanlearnthattheUNheldthemeetingstofightagainstracialdiscrimination.Everyoneintheworldwantstohaveafreeandpeacefulworldandhaveequalrights,votingrightsandpoliticalrights.
2. Showflashandlistentothespeech
Questions:
（1）Whomadethespeech?
（MartinLutherKing）
（2）What’sthenameofthespeech?
（Ihaveadream）
II.Reading
A. Fast-reading
Scanthereadingpassageanddecidewhichofthefollowingsentencesaretrue.
1. MartinLutherKing,Jrwenttouniversitywhenhewaseighteen.（F）
2. Blackpeoplerefusedtotakebusesformorethan18months.（F）
3. Blackgirlscouldnotmarrywhiteboys.（T）
4. RosaParkswasarrestedforhittingawhiteman.（F）
5. TheCivilRightsActwaspassedin1965.（F）
B. Careful-reading
1.
WhydidMartinLutherKingfightforcivilrightsforblackpeople?
2. Whathappenedinthefollowingtime?
1929 Kingwasborn
1955RosaParks’event
1963givethespeech“Ihaveadream”
1964KingreceivedtheNobelPrizeforPeace.
CivilRightsActswaspassed
1965VotingRightsBillbecamelaw
1968Kingwasmurdered
3. TalkaboutRosaParks’event
RosaParks,ablackwoman,satdowninthe“Whites-only”sectioninabusandrefusedtostandupforawhiteman.Shewasarrestedbypolice.Kingledaboycottofthebuscompany.
Questions:
WhatdoyouthinkofRosaParks?
Wasshebrave?
Whatcanwelearnfromher?
4.
Mainideaofeachparagraph
5. Question:
Ifyouwereaskedtomoveparagraph1toantherplaceinthereadingpassage,wherewoulditbestfitin?
（Betweenpara.6andpara.7）
C.listentothetapeanddealwithlanguagepoints
III.Discussion:
1.MartinLutherKing,JrfoughtforthecivilrightsofblackpeopleinAmerica.Whichcivilrightsdidhewantblackpeopletoget?
（equalrights;votingrights;politicalrights）
2.Kingbelievedthathecouldreachhisgoalthroughpeacefulactions,notthroughviolence.Givethreeexamplesofsuchpeacefulactions.
（1）writeletters
（2）marchon（3）boycotts
IV.Interview
Imaginethattheyearis1966andthatyouareatelevisionreporter.InterviewMartinLutherKing,Jr,usingthephrasesbelow.
1. Whatislifeinthesouthernstateslike?
2. Whataresomeoftheproblemsthatblackpeoplehave?
3. Whatdoblackpeoplewant?
4. WhydoyouorganizetheAlabamabuscompanyboycott?
5. WhichproblemsdoblackpeoplehaveinBirmingham,Alabama?
6. WhichNobelPrizedidyouwin?
V.FurtherDiscussion
WhatcanyoulearnfromMartinLutherKing?
VIHomework
1. Readthetextagaintogetabetterunderstanding.
2. PreviewtheWordStudyandGrammar
3.GetsomeinformationaboutMartinLutherKingoninternetifpossible.
TheFourthPeriod
LanguageStudy&Grammar
Goals:
TeachingProcedures:
I. Revision
Revisethewholetext
Answerthefollowingquestions:
（1） Howwereblackstreatedinthesouthernstatesinthe1950s?
（2） Wherewereblacksseparatedfromwhitepeople?
（3） Wherewereblackchildreneducated?
（4） Wereblackpeoplegiventherighttovote?
（5） Whatwaspassedin1964,givingblackpeopletherighttovote?
II. WordStudy
1.Changetheformsofthefollowingwords.
（1）law---（n.）lawyer
（2）separate（v.）-----（n.）separation（3）politics（n.）----（adj.）political
（4）marry（v.）---（n.）marriage（5）equal（adj.）---（n.）equality（6）achieve（v.）-----（n.）achievement
2.Completethesentenceswithproperwordsfromthereadingpassage.Thefirstletterhasbeengiven.
（1）1.Slavery_isthesystembywhichsomepeopleareownedbyothersasslaves.
（2）Fiftyyearsago,mixed-racemarriageswereforbidden
（3）Therewereseparatesectionsforblacksonbusesandtrains.
（4）Civilrightsfightersdemandedthatblackswouldbet
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