全新版大学英语综合教程第三册教案Unit2.docx

全新版大学英语综合教程第三册教案Unit2.docx

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全新版大学英语综合教程第三册教案Unit2

Unit2CivilRightHeroes

Ⅰ.TeachingPlan

Objectives

Studentswillbeableto:

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

2.\

3.learntouselibraryresourcesandotherresourcesforinformation;

4.graspthekeylanguagepointsandgrammaticalstructuresinthetext;

5.conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.

Pedagogicalmethods

Principles:

stimulating,motivating,facilitating,enabling

Task–based:

reading,writing,discussing,practicing,commenting,criticizing,evaluating,recreating,investigating,searchingforresources,casestudying,presentinganddemonstrating,deducting,inducting,etc.

（

Timeallotment

1stperiod

2ndperiod

3rdperiod

4thperiod

5thperiod

^

Pre-reading

Pre-reading

（ClozeB）;

While-reading

（naturaldivision,

PartI-PartIII）

While-reading

（continued）

#

Post-reading;

Checkon

Ss’home

reading（TextB）

Theme-Related

Language

LearningTasks

~

Pre-readingtasks

1.TasksSsthefollowingquestionsontherecording:

（5minutes）

—WhatarethespecialcontributionsofAbraham,JohnandMartintotheAmericans（Theyalladvocatedblackcivilrights.）

—Howdidtheydie（Theywereallassassinated.）

2.KnowledgeofAmericangeography（10minutes）

1）TbringsamapoftheUSAtoclass,hangsitinthefrontoftheclassroom.

2）TexplainsthattheUSAwasdividedaftertheAbolitionAct（废除黑奴制法案）:

theNorthernStatessupportedit,whiletheSouthernStatesdisapprovedofit.

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

4）^

5）Ssscanthetexttofindoutallplacenames（DresdenOntario,RipleyOhio,OhioRiver,Kentucky,NorthCarolina,NewPortIndiana,Maryland,Cincinnati,Buffalo.,NiagaraRiver）andlocatethemonthemap.TmayinviteSstocomeuptothemapandtracetheHensons’escaperoute.,thelastsectionofthetext）onit.

3.KnowledgeofChristianity（10minutes）

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

2）Twritesdownthefollowingvocabularyitemsontheblackboard:

theCreator,anAfrican-AmericanMoses,Quaker,Bible,Methodistminister,Bethlehem,salvation.

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.Ssscanthetexttoseeifthereisanynaturaldivisionbetweenpartsofthetext.（Thereisablanklinebetweeneachpart.）（2minutes）

2.TexplainsthekeylanguagepointsinPartIandgivesSspractice（seeLanguageStudy）.（10minutes）

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

4.TexplainsthekeylanguagepointsinPartIIandgivesSspractice（seeLanguageStudy）.（15minutes）

5.Sssumupthemainideaofthispart（seeTextOrganizationExercise2）.（3minutes）

6.TexplainsthekeylanguagepointsinPartIIIandgivesSspractice（seeLanguageStudy）.（15minutes）

7.@

8.Sssumupthemainideaofthispart（seeTextOrganizationExercise2）.（3minutes）

9.TexplainsthekeylanguagepointsinPartIVandgivesSspractice（seeLanguageStudy）.（15minutes）

10.Sssumupthemainideaofthispart（seeTextOrganizationExercise2）.（3minutes）

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

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

Post-readingtasks

1.1）Ssformgroupstodiscussthefollowingquestions:

—·

—AmongsomanyparticipantsoftheUndergroundRailroad,whywereJohnParker,LeviCoffinandHensonchosenastheirrepresentativesWhodotheyeachrepresent

—WelearnaboutHensoninPartI,thenwhyishisstorydelayeduntilthelastpart

—Whydoestheauthorsometimesquotedirectlyfromcharactersinthestories？

—（TheanswerstothesequestionsarediscussedbelowinTextAnalysis.）

2）SomeSsgroupreportdiscussionresultstoclass（seeTextAnalysis）.（20minutes）

2.TguidesSsthroughsomeafter-textexercises.（20minutes）

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

4.SsdoPartIV:

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

5.TasksSstopreparethenextunit:

（2minutes）

1）@

2）dothepre-readingtask;

3）previewTextA.

Ⅱ.TextAnalysis

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

TheauthortellsthreestoriesabouttheUndergroundRailroadandtheearlyBlackcivilrightsmovement.Thethreestoriesarechosenbecausetheyarerepresentativeofallparticipantsinthismovement:

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

WelearnaboutthenameofJosiahHensonatthebeginningofthetext,yethisfullstoryisnottolduntilthelastpart.Inthiswaytheauthorachievescoherenceoftext.

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

、

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

“Oh,no!

Don’tyouknowI’mfree!

”Hisjoyaffectsusall.

Ⅲ.CulturalNotes

1.Freedomandrights:

Freedomoftheindividualisconsideredoneoftheessentialfeaturesofwesterncivilization,whichisitselfsometimescalledtheFreeWorld.Thisfreedomisoftenexpressedintermsofrightstodocertainthingsortobetreatedinaparticularway.Whenapersondoessomethingthatothersthinkstrange,BritishandAmericanpeoplewilloftensay,“It’safreecountry,”meaningthatalthoughtheydisagreewiththechoicetheyrecognizetheotherperson’srighttomakeit.

AmericanssometimescalltheUSthe“landofthefree”,aphrasetakenfromitsnationalanthem.Britishpeoplehavealwaysstronglydefendedtheirfreedom.Fearthattheywilllosethefreedomtodecidetheirownfutureisbehindmanypeople’slackofenthusiasmforEuropeanunity.

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

2.thecivilrightsmovement:

（intheUS）thenationalcampaignbyAfrican-Americansforequalrights,especiallyinthe1950sand1960s.Thecampaignincludedboycotts（=refusalstobuyparticularproducts）,theactionsoffreedomriders,andin1963amarchtoWashingtonledbyMartinLutherKing.Itsucceededincausingtheintroductionofbussingandaffirmativeaction.TheCivilRightsActof1964andtheVotingRightsActof1965werealsointroducedasaresultofthecivilrightsmovement,whichhashelpedtochangetheattitudesofmanywhiteAmericans.

3.theCivilRightsActof1964:

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

》

4.UncleTom’sCabin:

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

5.theUndergroundRailroad:

asecretsystemusedintheUSbeforetheCivilWarforhelpingthousandsofslavestoescap