高二英语教案高二英语下册Unit 14教案.docx
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高二英语教案高二英语下册Unit14教案
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)Civilrightsfightersdemandedthatblackswoul
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