2023學(xué)年完整公開課版BOOK10-Unit3Fairnessforall【市一等獎(jiǎng)】

Unit3Fairnessforall=1\*ROMANI：單元教學(xué)目標(biāo)：技能目標(biāo)SkillGoals▲TalkaboutCivilRightMovement▲Reviewtheuseofdifferenttenses▲Learnthestructureofspeech▲Writeareporttoimprovesomething=2\*ROMANII：目標(biāo)語言功能句式Expressionstojudgesituationsandmakedecisions:a.Listreasonsorfacts:1.Wehavetoimprovethepresentstateofthecampsitebecause…2.Thereasonforsolvingtheproblemliesinthefactthat…3.Wehavetotakemeasuresforthefollowingreasons…4.Ifwedon’thelpto…,itispossiblethat…5.Ibelieveifyouadoptmysuggestions…,wemayseethefollowingchanges…6.Ihavetomakeitclearthat…b.Givearguments:1.Ibelieveitisbetterto…2.Itseemstome…,because…3.Iamsure…if…4.Iconsiderthat…5.Inmyopinion,Ithink…6.Ifindthat…詞匯四會(huì)詞匯：civil,trolleybus,register,boycott,prohibit,offence,unjust,separation,tradition,challenge,submit,seize,negotiate,hopeful,chaos,punctual,pedestrian,march,pavement,salute,bomb,supreme,nationwide,constitutional,fundamental,battle,happiness,liberty,hostility,skim,evident,brief,discrimination,philosophy,creed,brotherhood,oasis,symphony,almighty,dominate,認(rèn)讀詞匯：MaryannJones,Montgomery,MartinLutherKing,Jr,collision,Serena,coincidence,Mockingbird,Scout,Atticus,Jem,Arthur,WalterCunningham,Caroline,Jew,Gentile,Protestant,Catholic,Quotation,metaphor,simile,Ewell,Mayella詞組：breakthelaw,liveout,self-evident重點(diǎn)詞匯：civil,prohibit,offence,unjust,separation,tradition,challenge,submit,seize,negotiate,hopeful,chaos,punctual,pavement,salute,bomb,supreme,nationwide,battle,happiness,liberty,hostility,skim,evident,brief,discrimination,philosophy,creed,oasis,dominate,語法Reviewtheuseofdifferenttenses:I.Ihavealwayshatedhavingtositintheworstseatsonthebus,soIamhappytosupportit.2.HehadleftforEuropebeforethewarbrokeout.3.DrKingencouragesustofightagainstthisunfairsystemwhichprohibitsusblacksfromsittingwherewelike.4.KingandotherblackleadersinMontgomeryseizedonthisincidentanddecidedonacollisioncoursetochangethelaw.5.ButIdoworrywhatwillhappentomorrow.6.Hesaidhewouldbeginwritingabookinthenearfuture.7.Maybewhitebusinessissufferingnowsincewedon’tshopdowntownanymore.8.Iwasnotlistening,soImissedwhathesaid.重點(diǎn)結(jié)構(gòu)Importantsentencesandstructuresusedinwriting:1.Ihaveadreamthatonedaythisnationwillriseupandliveoutthetruemeaningofitscreed.2.IhaveadreamthatonedayontheredhillsofGeorgiathesonsofformerslavesandthesonsofformerslaveownerswillbeabletositdowntogetheratatableofbrotherhood.3.IhaveadreamthatonedayeventhestateofMississippiwillbetransformedintoanoasisoffreedomandjustice,4.Ihaveadreamthatmyfourchildrenwillonedayliveinanationwheretheywillnotbejudgedbythecoloroftheirskinbutbythecontentoftheircharacter.5.Withthisfaithwewillbeabletocutastoneofhopefromthemountainofdespair.6.Withthisfaithwewillbeabletotransformtheunpleasantsoundsofournationintoabeautifulsymphonyofbrotherhood.7.Withthisfaithwewillbeabletoworktogether,topraytogether,tostruggletogether,togotojailtogether,tostandupforfreedomtogether,knowingthatwewillbefreeoneday.Conjunctionsusedtojoinsentences用于開啟文章的詞或短語：atpresent,firstly,generallyspeaking,firstofall,now用于承接上句的詞或短語：forexample,meanwhile,besides,whatismore,worsestill,what’sworse,inaddition,tomakethingworse,infact,asamatteroffactThreeparagraphorganizationOpeningparagraph:StatethepresentproblemThesecondparagraph:Analyzethereasons/resultsoftheproblemThethirdparagraph:SolutiontotheproblemⅢ.教材分析與教材重組 1.教材分析 本單元以FairnessForAll為話題，精讀文章以日記為載體再現(xiàn)了美國20世紀(jì)50年代民權(quán)運(yùn)動(dòng)的重要起始事件—MontgomeryBusBoycott的經(jīng)過。Martin的演講提升了單元主題，表達(dá)了黑人爭取平等權(quán)利的強(qiáng)烈愿望和意志。本單元的聽力材料和其它素材以背景材料的形式補(bǔ)充了單元話題。對(duì)單元話題的理解要做到領(lǐng)會(huì)以下主旨：平等權(quán)利的獲取需要付出努力，還需要改變他人的態(tài)度。為達(dá)到此目標(biāo)不僅要重視對(duì)文化背景的補(bǔ)充，更重要的是通過對(duì)主題的理解和強(qiáng)化使學(xué)生拓展和運(yùn)用知識(shí)。 WarmingUp以林肯、馬丁和羅伯遜的圖片導(dǎo)出了他們的主要事跡和為黑人解放做出的重要貢獻(xiàn)。既激發(fā)了學(xué)生的興趣，也引出了本單元的話題——美國黑人爭取解放的運(yùn)動(dòng)。 Pre-reading呈現(xiàn)了1955年前美國黑人的民權(quán)狀況：第一部分以圖片和語言材料呈現(xiàn)了背景知識(shí)，展現(xiàn)了美國黑人所遭受的不平等待遇。第二部分運(yùn)用問答方式引導(dǎo)出學(xué)生的感受和感想，希望學(xué)生以間接體驗(yàn)的方式體會(huì)美國黑人發(fā)動(dòng)民權(quán)運(yùn)動(dòng)的真正原因。 Reading以Maryannjones的日記和一些導(dǎo)語記載了蒙哥馬利市黑人抵制公共交通工具、爭取平等權(quán)利的事件經(jīng)過。這一事件的發(fā)起和勝利掀開了美國民權(quán)運(yùn)動(dòng)的新一頁，鼓舞了黑人爭取完全平等權(quán)利的勇氣和信心。 Comprehending部分設(shè)置了四個(gè)Tasks：第一個(gè)Task的目的是通過Questions-answers形式讓學(xué)生把握文章的細(xì)節(jié)信息。第二個(gè)Task通過事件排序方式讓學(xué)生掌握事件發(fā)生的全過程，幫助學(xué)生整體理解篇章。第三部分是對(duì)主題的拓展，通過300年間美國黑人權(quán)利的發(fā)展歷程中不同政治文獻(xiàn)對(duì)此問題的表述，反映了美國黑人權(quán)利的發(fā)展同美國理想（獨(dú)立宣言）的反差。第四個(gè)Task是單元話題的拓展和運(yùn)用，旨在使學(xué)生明確歧視和不平等現(xiàn)象也存在于生活中，改變他人態(tài)度才可能爭取到平等的對(duì)待。 LearingabuotLanguage分詞匯、語法和繞口令三部分。其中，Wordstudy旨在加強(qiáng)學(xué)生對(duì)詞匯的運(yùn)用和理解，分別以完形填空和釋義方式設(shè)置了任務(wù)，任務(wù)中基本涉及到本單元重點(diǎn)詞匯和常見詞匯。Grammar以時(shí)態(tài)復(fù)習(xí)為主要內(nèi)容，分別設(shè)置了兩個(gè)時(shí)態(tài)練習(xí)任務(wù)，旨在以篇章為載體，強(qiáng)化學(xué)生運(yùn)用時(shí)態(tài)的能力。第三部分是兩個(gè)繞口令，通過加標(biāo)點(diǎn)和朗讀方式訓(xùn)練學(xué)生斷句和朗誦的能力。 Usinglanguage分為兩部分：Martin的著名演講——IHaveADream和聽力部分。Martin的演講語言節(jié)奏感強(qiáng)，很富有感染力。演講稿中運(yùn)用了大量的修辭手法，使得通篇文章流暢激昂，鏗鏘有力，非常有助于學(xué)生感受英語的語言美。Listening部分是對(duì)單元文化背景的信息輸入，呈現(xiàn)了黑人所遭受的不公平待遇。 LEARNINGTIP是對(duì)跨文化知識(shí)理解的建議。黑人問題是美國文化的一個(gè)敏感話題，理解文化的前提是了解必要的背景知識(shí)，學(xué)習(xí)本單元知識(shí)可以幫助學(xué)生掌握一些跨文化背景知識(shí)，進(jìn)而深刻理解多元文化，形成跨文化意識(shí)。2.教材重組 教材WarmingUp，Pre-reading，Reading和Comprehending內(nèi)容的相關(guān)性很大，WarmingUp的材料可以導(dǎo)出單元話題，Pre-reading可以為Reading的理解鋪墊必要材料，Comprehending的任務(wù)設(shè)計(jì)有助于學(xué)生理解Reading的內(nèi)容。因此可以整合這４部分內(nèi)容，上一節(jié)“閱讀課”。 LearningaboutLanguage是對(duì)時(shí)態(tài)知識(shí)的復(fù)習(xí)和對(duì)本單元詞匯的鞏固和再運(yùn)用過程?？梢越Y(jié)合Reading的內(nèi)容和Workbook的練習(xí)設(shè)計(jì)一節(jié)“語言知識(shí)課”。 UsingLanguage部分的Martin的演講獨(dú)立性很強(qiáng)，任務(wù)設(shè)計(jì)具有多元化特征。這部分的內(nèi)容可以設(shè)計(jì)找一節(jié)語言欣賞課，培養(yǎng)和激發(fā)學(xué)生的英語學(xué)習(xí)興趣。 UsingLanguage部分的聽力部分、Workbook的LISTENING和TALKING都是對(duì)本單元背景信息的輸入，可以通過聽力理解→攝取信息→信息內(nèi)化為流程設(shè)計(jì)一節(jié)“聽說課”。 Workbook的READINGTASK和SPEAKINGTASK是單元話題的生活運(yùn)用化環(huán)節(jié)。因此可以把這兩部分整合設(shè)計(jì)找一節(jié)“綜合實(shí)踐課”。 Workbook的WRITINGTASK是一個(gè)實(shí)踐性很強(qiáng)的應(yīng)用性寫作文體，因此可以在綜合技能課的基礎(chǔ)上設(shè)計(jì)一節(jié)“寫作課”。 3．課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用6課時(shí)教完） 1stPeriod Pr-reading(I) 2ndPeriod Languagestudy 3rdPeriod Reading(II) 4thPeriod ListeningandSpeaking 5thPeriod Integratingskills 6thPeriod WritingIV.分課時(shí)教案TheFirstPeriodReading(I)Teachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言重點(diǎn)詞匯和短語boycott,prohibit,breakthelaw,challenge,submit,negotiate,punctual,bomb,nationwide,constitutional,battle,happiness,liberty,unjust,separation,tradition,hopeful,coincidence,hostility2.Abilitygoals能力目標(biāo)EnablestudentstoknowsomebackgroundinformationoftheCivilRightsMovementanddevelopstudents’abilitytomasterthebasicstrategyofreadingnarrativepassagebyusingInquiry-Answer.3.Learningabilitygoals學(xué)能目標(biāo)HelpstudentsgetfamiliarwiththebackgroundinformationoftheCivilRightsMovementandwriteasummaryofnarrativepassagebylistingandarrangingthemajoreventsintherightorder.Teachingimportantpoints教學(xué)重點(diǎn)Helpstudentstopickoutthecluesoftheeventsandgraspthewholeprocessoftheimportantmovement.Teachingdifficultpoints教學(xué)難點(diǎn)Helpstudentsmasterthereadingstrategies—prediction,inquiryandprocessing.Teachingmethods教學(xué)方法Teamworklearning，task-basedlearning,inquiry,predictionandprocessing.Teachingaids教具準(zhǔn)備Aprojectorandsomeslides.Teachingprocedures&&ways教學(xué)過程與方式StepIWarmingupTaskone:KnowtheheroesT:Lookatthethreephotosandtellmewhotheyare.Sa:TheontinthefirstpictureisthepresidentofAbrahamLincoln.Sb:ThesecondoneisthefamousblackleaderMartinLutherKing,Jr.Sc:ThethirdoneisPaulRobeson.Heisawriter.Tasktwo:KnowtheircontributionsT:ThesethreepeoplearefamouspoliticalleaderswhodevotedthemselvestothelibertyoftheAmericanblackpeople.Workinpairsandtellmetheirseparatecontributionstothiscareer.Sa:LincolnisafamousAmericanpresident,whodeclaredtosetfreetheblackslavesfreeasequalcitizensoftheUSA.Buthisdecisioncausedstrongoppositionfromthewhitepeopleinthesouthernstates,especiallythoseownersofplantations.Laterhewasmurderedbyanextremist.Sb:MartinisafamousblackleaderduringtheCivilRightsMovement.Helednon-violentmarchesanddemonstrationsinstruggleforequalitybetweenblackpeopleandwhitepeople.Hisfamousspeech—IHaveADreaminspiredalotofpeople.Sc:PaulRobesonisablackwriter,artistandpoliticalleader.HesetupseveralmagazinestocallonblackpeopletostruggleforbettertreatmentandequalrightsduringtheCivilRightsMovement.StepⅡ:Pre-readingTaskone:BrainstormbackgroundinformationT:Whathappenedinpictureone?Ss:Ablackmansufferedbeatingsandwasinjuredseriously.T:Picturetwowasthepoorareawheremostblackpeoplelived.Whatkindofconditiondidtheylivein?Ss:Theylivedahardlife.Theirhouseswereshabbyandrubbishcouldbeseeneverywhere.T:Frompicturethreewecanseeasign“WhiteWaitingRoom”,whywastheresuchasign?Ss:Before1950sinmostsouthernstatesthegovernmentcarriedouttheseparationpolicy.Theblackpeoplewerenotallowedtomixwiththewhitepeople.Thereforetheywererestrictedtousepooranduncomfortablepublicfacilities.T:Whatconclusionscanyoudrawfromthesethreepictures?Ss:Theblackpeoplewerediscriminatedbythewhitepeopleandthegovernment.Tasktwo:FindthefactsT:LookatthefactsbelowandfindoutwhatweretherestrictionsthattheblackpeoplesufferedbeforetheCivilRightsMovement?Sa:Theblackpeoplewerenotregardedasfullcitizens.Theirrightswerestronglyrestrictedandthewholesocialsystemwasnotinfavoroftheblackpeople.Sb:Therewereobviousdifferenttreatmentforblackpeopleandwhitepeople.Theblackpeoplemustsitatthebackofbusesortrolleybuses;theygotospecialschoolsforblacksandtheytakejobswithlowerpaythanwhites.Taskthree:“Experience”thepoorlifeofblackpeopleT:Ifyouwereablackyoungstudent,youwouldhavetogotoafar-awayschoolforschooling.Onyourwayfromandtoschoolyouwouldoftenbebulliedbythewhitestudents.Howwouldyoufeelifyousufferedsuchunfairtreatment?Sa:Iwouldfeelveryangryandtakeupactionstofightforbetterandfairertreatment.Sb:Iwouldfeelit’sunfairandfindithardtoacceptsuchafact,becausepeopleinthesamesocietyshouldenjoyequalrightswhatevertheircoloris.T:Theblackpeoplesharedthesamefeelingwithyou.Theyalsowantedtofindawayoutoftheirbadsituations.StepⅢWhile-readingTaskone:Predictthecontentaccordingtothetitle(Top-down)T：InChina,itissaid:“wherethereisoppression,thereisrebellion.”Theblackpeoplesufferedsuchunfairtreatment.Theyhadtofightforequality.Therecamearevolution.PleaselookatthetitleofthereadingTheStartofTheCivilRightsMovementandguesswhostartedtheCivilRightsMovement.Sa:ItshouldbetheblackpeopleintheUSA.T：Yes.You’reright.WhatwastheCivilRightsMovementabout?Ss:Theblackpeoplestruggledforequalrightsandfullcitizenshipinthesociety.Tasktwo:SkimformainideaT:Readthepassagequicklyandtrytofindinformationtoanswerthequestions.Questions:1.WhatincidentstartedtheopeningofMontgomeryBusBoycott?2.Whatwasthefirstdayofboycottlike?3.Whatdifficultiesdidtheboycottmeetwith?4.WhatwasthesymboltoshowthesuccessofMontgomeryBusBoycott?Answers:1.RosaParkswasarrestedbecauseofherrefusaltogiveseattothewhite.2.Itwentsmoothlyasitwasplanned.3.Thewhitepeopletriedmanytrickstostoptheboycott,buttheywerenotsuccessful.4.TheSupremeCourtagreeditwaswronganddeclaredthesegregationpolicyonthebusshouldbecanceled.Taskthree:SurveyT:Readthispassageagaincarefullyandanswerthequestions(Ex.1)ofComprehendingonPage23.Afewminuteslater.T:Timeisup.Thefirstone.Volunteer?Sa:BecauseRosaParksrefusedtogiveseattothewhite,thentheblackscalledonaboycottofthebusesandtrolleybuses.TheaccidenthappenedonSunday,Dec.4th,1955.Sb:AlltheblackssupportedRosaParks.T:Correct.Thethirdone.Sc:Theboycottlastedayear.T:Yes.Thenextone.Sd:ThewhitepeoplewantedtobombtheLutherKing,Jrandtheotherleaders.T:Good.You’reright.Thefifth.Se:Whitepeoplethinktheywereinupper-classofthesociety,andtheblackpeoplewereinlower-class.T:Good.Let’sgoonwithnextquestion.Sf:ThesuccessoftheboycottbegantheCivilRightsMovementthatledtotheimprovementofconditionsforblackpeopleineducation,housing,jobsandhotelsthroughouttheUSA.T:Good.You’vegotit.Thelastone,please.Sg:Nov.13th,1956.T:YoudidagoodjobindoingExerciseone.Nowworkinpairsandputtheseeventsincorrectorder.(DoExercisetwoofComprehending)Taskfour:ReadandbuildtheschemachartofthepassageReadthewholepassageandbuildtheschemachartbelow.T:Let’sanalyzethetext.Lookattheslide.I’llgiveyoufiveminutestodiscussthemainideaofthefourpassagesfromMaryannJones’diary.Sampleschemachart:Title:MainideaPartoneParttwoPartthreePartfourKeys:Title:TheStartOfTheCivilRightsMovementMainideaPartoneKingseizedRosaPark’sincidentandthisstartedtheopeningoftheMontgomeryBusBoycott.ParttwoOnthefirstdayoftheboycotteverythingwentsmoothly.PartthreeTheboycottcontinuedsuccessfully,butthismadethewhitepeopleveryangry.Theytriedalotoftrickstostoptheboycott.However,alltheirtricksfailed.PartfourTheMontgomeryBusBoycottwasasuccessandthisledtotheimprovementofblackpeople’scivilrights.Taskfive:SummaryT:Writeasummaryaccordingtothetasksabove.Listthemajoreventsofthewholeprocessandorganizethewholepassageinawell-designedway.Samplesummary:Rosaparks,ablackwoman,gotonabusandsatinthefifthrow.Shewassupposedtogiveseattoastandingwhiteman,butsherefusedtodoso.Therefore,shewasarrested.Thisunfairtreatmentmadetheblackpeopleveryangry.KingandotherblackpeoplecalledonabusboycottinMontgomery.Thebusboycottwentsmoothlyandsuccessfully.Alltheblackpeopleunitedasawholeandtheywenttoworkonfootorintaxis.Ayearlater,theboycottmetwithhardships.Thewhitebusinessesweresufferingandtheytriedmanytrickstostoptheboycott.ThehousesofMartinandotherblackleaderswerebombed.Butalltheirtricksfailed.Atlasttheboycottsucceededanditledtotheimprovementofblackpeople’scivilrights.StepⅤPost-readingTaskone:DiscussionT:TurntoPage24andlookatthesesayingsanddiscussthechangesinattitudetowardstheblacks.Pleasetrytoexplainwhythepoliticiansshowdifferentattitudetowardsthesituationoftheblackpeople.Sa:Menarecreatedequal.ThisisAmericandream,andthedreaminspiredAmericanpeopletostriveforbetterlivingconditionsforthewholenation.However,thisdreamwasonlyintendedforthewhitepeopleinthepast.TheblackslaveswereonlyliberatedafterLincoln’sEmancipationProclamationwassignedbeforetheCivilWar.Sb:PresidentAndrewJohnsonwantedagovernmentforwhitepeoplebecausehelookeddownupontheblackpeople,andhisideadominatedthemainstreamopinionofthewhitepeople.ThereforeinAmericacitizensweredividedintotwoclasses,thefirstclass—thewhiteandthesecondclass—theblack.Sc:PaulRobesonwasanoutstandingblackpoliticalleader,andhiswordsrepresentedthevoiceofblackpeople.Itwasbecauseoftheseoutstandingblackleadersthatblackpeopleraisedtheirawarenesstofightforequalitywiththewhitepeople.DeclarationofIndependencewasthenation’sdream,anditwasalsofortheblackpeople.TheireffortledtotheCivilRightsMovement,whichwasthebeginningtochangeblackpeople’ssocialposition.Tasktwo:Changepeople’sattitudenation’sdream,anditwasalsofortheblackpeople.TheireffortledtotheCivilRightsMovement,whichwasthebeginningtochangeblackpeople’ssocialposition.Tasktwo:Changepeople’sattitudeT:TheCivilRightsMovementwasaboutchangingpeople’sattitude.Sometimesinourreallifeweneedtochangepeople’sattitudetoprotectourrightsandotherpeople’srights.LookatSituation1onPage24.Discusswithyourpartnerandthinkoutsomestrategiestochangethesituation.Sa:FirstIwilltellhimitiswrongtomakefunofothers.Iwillstatemystandasthefollowing.Peoplecomefromdifferentbackground,sotheirbehaviorandwayoflifevary.Citychildrenmaybe“cool”inthewaytheythinkrightwhilecountrychildrenmayhavetheirownwaytobe“cool”.Thereforeit’swrongtoforceone’sopiniononothers.Sb:Iwillstophimfirstanddebatewithhimoverthematter.FirstIwillsaypeopleareequalnomatterwheretheycomefrom.SecondIwilltellhimtherealfeelingofthecountryboywhoismadefunofbyhim.StepⅥHomeworkTaskone:Makephrasesbyusingthefollowingwords(forexample:boycott—MontgomeryBusBoycott)boycott,prohibit,challenge,submit,negotiate,punctual,bomb,nationwide,constitutional,battle,happiness,liberty,unjust,separation,tradition,hopeful,coincidence,hostilityTasktwo:TranslatethesentencesintoEnglish(Exercise3,Page69).TheSecondPeriodLanguagestudyTeachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言重點(diǎn)詞匯和短語trolleybus,tradition,pedestrian,hopeful,separation,submit,liberty,battle,nationwide,freedom2.Abilitygoals能力目標(biāo)Enhancestudents’originalunderstandingoftheuseoftenses.3.Learningabilitygoals學(xué)能目標(biāo)Helpstudentsunderstandtheuseofdifferenttensesinthecontext.Teachingimportantpoints教學(xué)重點(diǎn)Byrecognition,distinctionandpracticehelpstudentsuseandmasterdifferenttensesincontext.Teachingdifficultpoints教學(xué)難點(diǎn)Recognizedifferenttensesandpracticetheuseofthembydesigningpracticalexercises.Teachingmethods教學(xué)方法Teamworklearning,task-basedlearning,presentationandsummarizing.Teachingaids教具準(zhǔn)備Aprojectorandsomeslides.Teachingprocedures&&ways教學(xué)過程與方式StepIRevisionT:Goodmorning/afternoon,firstIwillchecktoseehowwellyou’redoingyourhomework.NowIwillshowsomephraseswiththewordsgivenyesterday.Let’sreadthem.Thenthestudentsreadandmemorizethephrases.Showthephrasesontheslide:MontgomeryBusBoycott,prohibitone’srights,challengetheunfairsystem,submittotheenemies,negotiatewithbusinesspartners,bepunctualtoschool,bombacountry,nationwidesupport,constitutionalrights,winabattle,expressone’shappiness,winliberty,unjusttreatment,separationpolicy,bytradition,hopefultomorrow,bycoincidence,showhostilityStepⅡWordStudyTaskone:FillintheblanksT:NowpleaseturntoPage25andfillintheblankswiththerightwords.Afterthey’vefinished.T:Let’sreadandcheck.Tasktwo:FillintheChartT:Nowlet’slookatExercisetwo.Beforeyoudoitindividually,let’slookatthetwomeaningsofthesewords.Gothroughthesemeaningstofindthewordsandthenchoosetherightmeaningforeachword.Noticethemeaningthatisusedinthereadingpassage.Thenshowtheanswersontheslides.StepIIIGrammarStudyTaskone:DistinguishdifferenttensesT:Lookatthefollowingsentencesandfindoutwhattenseeachsentenceuses.Samplesentences:1.Ihavealwayshatedhavingtositintheworstseatsonthebus,soIamhappytosupportit.2.HehadleftforEuropebeforethewarbrokeout.3.DrKingencouragesustofightagainstthisunfairsystemwhichprohibitsusblacksfromsittingwherewelike.4.KingandotherblackleadersinMontgomeryseizedonthisincidentanddecidedonacollisioncoursetochangethelaw.5.ButIdoworrywhatwillhappentomorrow.6.Hesaidhewouldbeginwritingabookinthenearfuture.7.Maybewhitebusinessaresufferingnowsincewedon’tshopdowntownanymore.8.Iwasnotlistening,soImissedwhathesaid.Tasktwo:Listtheuseofdifferenttensesinthecontext.T:Lookatthefollowingcontextandfillintheblanksusingrighttenses.Samplecontexts:1.Harryseemslikenormalboy,buthislifeismiserable.Hisparents____(be)deadandhe___(live)withafamilythat___(treat)himbadly.Harry___(be)veryunhappyand___(notknow)whattodoabouthislife.Hislife___(change)whenabird___(tell)himtogotoHogwartsandbecomeastudentofwitchcraftandwizardry.2.DebbieHartisgoingtoswimacrosstheEnglishChanneltomorrow.She_____(setout)fromtheFrenchcoastatfiveo’clockinthemorning.Debbie’sfatherwillsetoutwithherinasmallboat.Tomorrowhe___(watch)heranxiouslyassheswimthelongdistancetoEngland.She___(have)somethingtodrinkbutshe____(noteat)anysolidfood.3.YesterdayIhadabadday.InthemorningwhenI___(getup)I___(find)itwastoolateforwork,I___(dress)quicklyonlytofindIhadforgottentoputonmysweater.ThenI____(wash)myfacehurriedlyandinnotimeI___(be)onmywaytowork.Key:1:are,lives,treats,is,doesn’tknow,changes,tells2:willsetout/isgoingtosetout,willbewatching,willhave,willnoteat3.gotup,found,dressed,washed,wasT:Differenttensesareusedincertaincontexts.Asweseeintheaboveexercise,weshouldfirstmakesurewhatbasictenseisused(theunderlinedtenses).Thenwecanmakejudgmenttousethecorrecttensestoadapttotherightcontext.Taskthree:ReviseusefulstructuresT:TurntoPage26andfillthecorrecttenseofverbsintothedialogueaccordingtothecontext.Findthebasictenseineachcontextandjudgewhattenseshouldbeused.Taskfour:PickouttherighttensesT:TurntoPage27.ReadthispassagetakenfromToKillAMockingbirdbyHarperLee.Pickouttheuseofdifferenttensesinthepassageandfindasmanydifferenttensesasyoucan.StepIVHomeworkTaskone:Recitethewordsandphrasesseizetheopportunity,sufferdiscrimination,resolvetodosth.,causechaos,beunwillingtodosth.,unjustbehavior,abusebadwords,giveayawn,onthepavement,behopefulforabettertomorrow,busesandtrolleybuses,fightagainsttheseparationofblacksandwhites,libertyandliberation,nationwidesupport,beforcedtosubmitTasktwo:DoExercise1onPage68Taskthree:FinishExercises1and2onPage69&&70.SamplewritingtoExercise2:MartinLutherKingwasbornonJanuary15,1929.Attheageof7in1935hebeganschool.Hestartedhiscareerasaministerin1948whenhewas19.LaterwhentheSouthernChristianLeadershipConferencewasfounded,DrKingwaschosenpresident.HedirectedthepeacefulmarchonWashington,D.C.of250,000people,andthenhemadehisfamousspeech—IHaveaDream.Whenevertherewasinjustice,hewouldbetheretoleadpeopletofightforlibertyandfreedom.EventuallyhereceivedtheNobelPeacePrize.OnMarch21st,1965,heledamarchfromSelmatoMontgomerytofocusattentiononproblemsinblackvoters’registration.Atfirstabout3,000peoplebeganthemarch,however,thenumberofpeopleincreasedto25,000whenthemarchwascompletedatlast.AnywaythestrugglewassuccessfulandPresidentJohnsonsignedtheVotingRightsBilltosolvetheproblem.MartinwasshotandkilledinTheThirdPeriodReading(II)Teachinggoals教學(xué)目標(biāo)1.Targetlanguage目標(biāo)語言a.重點(diǎn)詞匯和短語self-evident,briefintroduction,showdiscrimination,philosophyofone’slife,liveoutone’screed,oasisoffreedomandjustice,symphonyofbrotherhoodb.重點(diǎn)句子Ihaveadreamthatonedaythisnationwillriseupandliveoutthetruemeaningofitscreed.IhaveadreamthatonedayontheredhillsofGeorgiathesonsofformerslavesandthesonsofformerslaveownerswillbeabletositdowntogetheratatableofbrotherhood.IhaveadreamthatonedayeventhestateofMississippiwillbetransformedintoanoasisoffreedomandjustice.Ihaveadreamthatmyfourchildrenwillonedayliveinanationwheretheywillnotbejudgedbythecoloroftheirskinbutbythecontentoftheircharacter.Withthisfaithwewillbeabletocutastoneofhopefromthemountainofdespair.Withthisfaithwewillbeabletotransformtheunpleasantsoundsofournationintoabeautifulsymphonyofbrotherhood.Withthisfaithwewillbeabletoworktogether,topraytogether,tostruggletogether,togotojailtogether,tostandupforfreedomtogether,knowingthatwewillbefreeoneday.2.Abilitygoals能力目標(biāo)Enablestudentstousetherhetoricstrategiesinspeechanddevelopstudents’abilityofappreciation,imaginationandresonance.3.Learningabilitygoals學(xué)能目標(biāo)Helpstudentsknowsomerhetoricstrategiesusedinthespeechandlearntousetheminwriting.Helpstudentslearntoappreciatethebeautifulsentencesinthespeech.Teachingimportantpoints教學(xué)重點(diǎn)Stimulatestudents’imaginationandarousetheirresonanceinunderstandingthespeechandthestrongemotionexpressedbetweenthelinesofthespeech.Teachingdifficultpoints教學(xué)難點(diǎn)Arousestudents’desiretomakeaspeechinfrontoftheclassbyusingrightintonationsandrhythms.Teachingmethods教學(xué)方法Teamworklearning,task-basedlearning,appreciation,brainstormandstimulation.Teachingaids教具準(zhǔn)備Aprojectorandsomeslides.Teachingprocedures&&ways教學(xué)過程與方式StepIRevisionT:FirstIwillcheckifyouhavememorizedthewordsIgaveyoulastclass.NowIwillsaytheChineseandyougivemetheEnglish.Reviewthewordsandexpressions.StepⅡLead-inTaskone:FactboxT:ReadthefollowingfactsaboutMartinLutherKing,Jrandanswerthequestions.ThemajoreventsofMartinwillhelpyouknowmoreabouthim.Factbox:1.MartinLutherKingwasbornonJanuary15,1929.2.Montgomerybusboycottlasted382days.Duringthesedaysofboycott,Kingwasarrested,hishomewasbombed,hewassubjectedtopersonalabuse,butatthesametimeheemergedasaNegroleaderofthefirstrank(一流的).3.In1957hewaselectedpresidentoftheSouthernChristianLeadershipConference,anorganizationforthenowburgeoningCivilRightsMovement.4.Between1957and1968,Kingtraveledoversixmillionmilesandspokeovertwenty-fivehundredtimes,appearingwherevertherewasinjustice,protest,andaction;andmeanwhilehewrotefivebooksaswellasnumerousarticles.5.HedirectedthepeacefulmarchinWashington,6.HewasnamedManoftheYearbyTimemagazinein1963.7.Attheageofthirty-five,MartinLutherKing,Jr.wastheyoungestmantohavereceivedtheNobelPeacePrize.8.OntheeveningofApril4,1968,hewasmurdered.9.HebecamenotonlythesymbolicleaderofAmericanblacksbutalsoaworldfigure.Questions:1.WhatdidMartinleadinMontgomery,2.WhatwasthefamousspeechthatMartingaveinWashington,3.Wheredidhegive“IHaveADream”?4.WhatgreathonordidMartinreceivein1964?5.HowdidMartindie?Answers:1.HeledaboycottofthebusesinMontgomeryfrom1955to1956.2.OnAugust28,1963Martingavehisfa