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人教新课标高二unit14说课
一、教材分析
本单元的中心话题是“自由战士”（freedomfighters），听、说、读、写始终围绕这一主题展开。语言知识和语言技能部分主要是围绕“freedomfighters）这一中心话题进行设计的。课文讲述了美国黑人争取自由的历史，从而说明自由、平等的重要性。同时也表达了对那些为自由和平等权利而献身的勇士们的敬仰。
“热身”（Warmingup）部分设计了三个讨论题，使人们对马丁·路德·金和曼德拉这两位为黑人自由和平等权利而斗争的领袖人物的人生经历有所了解，通过讨论，增强对他们国家目前现状的了解。
“听力”（Listening）部分是在“热身”活动的基础上，以听力训练形式进一步帮助学生了解马丁·路德·金，听力中节选了的“IHAVEADREAM”的部分句子。练习包括四个项目，设计多样，生动有趣。第四题有利于培养学生用英语进行总结概括自己思想的能力。
“口语”（Speaking）部分设计了两个问题，第一题以三人小组的活动形式，组织学生谈论约翰·布朗（JohnBrown）和哈丽特·塔布曼（HarrietTubman）的人生经历，引人深思，使学生能用英语阐述自己的意见。第二题以诗歌形式出现，有利于寓教于乐，激发学生学习英语的兴趣。
“读前”（Pre-reading）设计了三道题，为进入正文学习做准备。第一题分别描述了三个国家的人民为争取自由而进行斗争的情形，有利于培养学生的观察能力和语言表达能力。第二题假设一个情景，要求学生描述受到不公平待遇时的具体感受，有利于培养学生的想象能力与表达能力。第三题要求扫读文章，对下面内容的正确性做出判断，目的是引起学生对文章内容的思考，以便提高学生学习的自主性，同时也能训练学生快速阅读的技能。
“阅读”（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权利而付出的艰辛苦努力。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。
“读后”（Post-reading）部分是在阅读的基础上，要求学生完成五道题目，问答题的设计由表及里、层层深入，从而帮助学生逐步加深对课文的理解。
“语言学习”（Languagestudy）部分分词汇和语法两部分，词汇部分第一题要求学生用课文中的词填空。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，练习紧密联系课文，能加深学生对教材的理解。
“综合技能”（Integratingskills）的阅读文不仅谈论人类为自由、平等而斗争，还谈到了动植物、海洋、地球，甚至机器和机器人的权利。在阅读和讨论的基础上，要求学生写出自己的看法。这是一个任务型的学习活动，练习生动有趣，能够引起学生的兴趣。同时让学生在实践中体验“自由”的内涵，有助于提高他们的语言概括能力。（摘自教参）
二、教学目标
1、语言知识
1）词汇（见教参）
2）句型：学习运用一些表示逻辑关系的句型
3）语法知识：复习被动语态
三、教学重点与难点
1、重点
重点词和词组：freedom,civil,revolution,slavery,abolish,put…intoprison,racial,discrimination,joinhands,setanexampleto,regardlessof,atfirstsight,etc.
句型：Whathappenedfirstwasthat…
Whathappenedasaresultof…
Youcouldexpect…because…
Thatledto…
Oneofthereasonswhy…is…
…isoftenfollowedby…
语法：被动语态
2、难点：如何培养学生根据阅读材料提高写作能力
四、教学策略
教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言。
五、学习策略
在认知策略培养方面，引导学生进一步了解史实和具体事件，加深对种族及种族歧视、不同国家、不同历史年代人物与事件等的认识和理解。另外，课前、课后鼓励学生利用网络和图书馆搜集相关资料，善于获得学习资源，充分利用学习资源，如：进入美国著名歌曲Glory,Glory,Hallelujah;BlowingInTheWind;WeShallOvercome及文化背景网页、斯坦福大学网页http://www.stanford.edu/等获得有关马丁-路德演说录音和部分黑人运动歌曲。在另一方面，着重培养情感策略，激励学生热爱民主、平等、和平、自由、守法，积极上进、奋斗创新。
六、课时安排
Period1：Warming-upandListening
Period2：Speaking
Period3-Period4：pre-reading,while-reading,post-reading
Period5：WordstudyandGrammar
Period6：Integratingskills.
Period1Warming-up&Listening
Goals:
1.Learnandmasterthenewwordsandexpressionsinthisperiod.
2.Talkaboutcivilrightsandfreedomfighterstoimprovethestudents’speakingability.
3.Dosomelisteningpracticetoimprovethestudents’listeningability.
4.Learnaboutsomefreedomfighters.
TeachingProcedures:
Step1Warmingup
Task1FreeTalk
T:Wearenowlivinginacivilizedworldwitheveryhumanracelivinginharmonywitheachother.Andasahumanbeing,whatwearenowpayingmoreattentionto,isthehumanright.
Questions:1.Waseveryhumanracearetreatedequallyinthepast?
Howaboutnow?
2.Weretheblackstreatedasequalcitizens?Howdidtheygettheirfreedom?
3.Whodevotedthemselvestothis?Doyouknowanyfamousfreedomfighters?(Showsomepicturesofsomefamousfreedomfighters.)
Task2Discussion
T:Lookatthetwopicturesandreadthenotesaboutthem.Thenhaveadiscussioningroupsoffour.Trytoexplainwhytheyaregreatmenandinwhichwaystrugglewasanimportantpartinthelivesofthesemen.
Step2Listening
Pre-Task
T:Fromthediscussionwehadjustnow,weknowthatin1993MartinLutherKing,Jr.gaveafamousspeech—“Ihaveadream”.Haveyoueverlistenedtoit?(GetthestudentstogothroughtheexercisesonPage25andPage26first.Andtheplaythetapeforthefirsttime.)
While-listening:
Questions:WhatkindoftalkdidMartinLutherKing,Jrgive?
Whatwashistalkabout?Whendidhegivethistalk?
1.Listenforthefirsttimewiththebookclosed
2.Listenagainwiththebookopenandindividuallyanswerthequestionsandcompletetheblanks.
3.Checktheanswersinpairs.
Post-listeningquestions:
Asfreedomfighters,MartinLutherKingwasmurderedandNelsonMandelawasputinprisonforabout30years.
Doyouthinkitisworthy-while?
Whydoyouthinkso?
Step3Summary
T:Inthisperiod,wehavetalkedabouttwodistinguishedfreedomfightersMartinLutherKing,Jr.andNelsonMandela.Andwehavealsolistenedtothefamousspeech—Ihaveadream.Thereisnodoubtthatcivilrightisveryimportantforeveryone,toknowmorethingsaboutissurelynecessary.
Step4Homework
a.Gooverlallthenewwordsandexpressionsthatoccurinthisunit.
b.FinishtheexerciseTalkontheworkbook.
c.SearchsomeinformationaboutthehistoryofAmericanCivilWar,JohnBrownandtheevolutionofcivilright.
Period2Speaking
Step1Revision
StudentsretellaboutthetwofamousleadersMartinLutherKingandNelsonMandela,usingtheinformationinWarmingUp.Andstudentscollectinformationabouthowthesituationhasbeenimprovedbytheirstruggle.
Step2Pre-speaking
TheteacherwritestheinformationabouttheyearsinWarmingUpontheblackboardandraisequestionsasbelow:
T:Couldyoutelluswhathappenedwhenin1955?
S:Yes,ofcourse.Kinggraduatedandorganizedhisfirstactionsin1955.
T:Whathappenedintheyearof1957?
S:Heformedanorganization.
T:Whathappenedasaresultofthat?
S:Theycarriedoutmovement./Hebecameoneoftheleaders.
Thatledtothefreedomfighting.
S1:WhathappenedtoN.Mandeladuring1962-1989?Whatarethereasons?
S2:Oneofthereasonswhy…isthathe…
S1:Whatledtohissuccess?
S2:Hispeacefulactionledtohissuccess.
(TeachersusethenewexpressionsonPage27.PayattentiontotheLanguageInput.
Wecanchangethepracticeintoafillingformifitistoodifficultforsomestudents.)
Step3Speaking
1.Watchthevideo(fromthefilmGonewiththewind).
TalkaboutthesituationwheninAmericanCivilWar.Thepicturebelow
isoneaboutabattle.
SomeotherpicturesandQuestions:
Whatwasthelifeoftheslaveslike?
Howwasthelifeofthewhitesinthesouth?
Aretheresomepeoplefightingagainstslavery?
Didpeoplefindgoodideastosavethepoorslaves?Theytookactions.
fightingstrugglesdemonstration
↘↓↙
Savingslaves
↗↑↖
warsescapingmakinglaws
(Inaddition:ThecivilwarofAmericanbrokeupslavery,andlaterbroughtaboutrapiddevelopmentofindustry.)
2.Practice
NowreadthenotesaboutJohnBrownandHarrietTubman.Askthemtotellaboutthetwogreatfreedomfighters.
UsetheexpressionsofPage27tomakeupsomedialoguesinpairs.Thenteachersgetsomepairstoactoutthedialoguesinfrontoftheclass.
Tohelpthestudentsgrasptheinformation,wecanusetheyearsorsomeverbs:
JohnBrown:in1800;inthe1840s;inthe1850s;in1855
HarrietTubman:workedasaslave;escaped;joined;saved;fought;opened
Step4Post-speaking
1.Talking
Iftimepermits,getstudentstofinishthetaskoftalking------
What’syouropiniontoslavery?
WhatdoyouthinkofJohnBrown/HarrietTubman?
(or:ishisstruggleimportanttothesituation/improvent?;notes:theirfightingisquitedifferentfromKing’sorMandela’s,whilethey.Theyfoughttocreateasafeareaforblackpeople.)
HowdidJohnBrowndie?-----Hewaskilledbytheslaveowners/farmerswhowantedtokeepslavery.
InformationfromtheInternet:
JohnBrownwasamanofaction--amanwhowouldnotbedeterredfromhismissionofabolishingslavery.OnOctober16,1859,heled21menonaraidofthefederalarsenalatHarpersFerry,Virginia.Hisplantoarmslaveswiththeweaponsheandhismenseizedfromthearsenalwasthwarted,however,bylocalfarmers,militiamen,andMarinesledbyRobertE.Lee.Within36hoursoftheattack,mostofBrown'smenhadbeenkilledorcaptured.
Duringhisfirstfiftyyears,Brownmovedaboutthecountry,settlinginOhio,Pennsylvania,Massachusetts,andNewYork,andtakingalonghisever-growingfamily.(Hewouldfathertwentychildren.)Workingatvarioustimesasafarmer,woolmerchant,tanner,andlandspeculator,heneverwasfinaciallysuccessful--heevenfiledforbankruptcywheninhisforties.Hislackoffunds,however,didnotkeephimfromsupportingcauseshebelievedin.HehelpedfinancethepublicationofDavidWalker'sAppealandHenryHighland's"CalltoRebellion"speech.Hegavelandtofugitiveslaves.Heandhiswifeagreedtoraiseablackyouthasoneoftheirown.HealsoparticipatedintheUndergroundRailroadand,in1851,helpedestablishtheLeagueofGileadites,anorganizationthatworkedtoprotectescapedslavesfromslavecatchers.
Brown,knowingthatmanyofthefamilieswerefindinglifeinthisisolatedareadifficult,offeredtoestablishhisownfarmthereaswell,inordertoleadtheblacksbyhisexampleandtoactasa"kindfathertothem."
Brownwaswoundedandquicklycaptured,andmovedtoCharlestown,Virginia,wherehewastriedandconvictedoftreason,Beforehearinghissentence,Brownwasallowedmakeanaddresstothecourt.
“IbelievetohaveinterferedasIhavedone,...inbehalfofHisdespisedpoor,wasnotwrong,butright.Now,ifitbedeemednecessarythatIshouldforfeitmylifeforthefurtheranceoftheendsofjustice,andminglemybloodfurtherwiththebloodofmychildren,andwiththebloodofmillionsinthisslavecountrywhoserightsaredisregardedbywicked,cruel,andunjustenactments,Isubmit:soletitbedone."
HenryDavidsaidinanaddresstothecitizensofConcord,Massachusetts."NomaninAmericahaseverstoodupsopersistentlyandeffectivelyforthedignityofhumannature...."
JohnBrownwashangedonDecember2,1859.
2.Listenandlearnthesong.
Glory,Glory,Hallelujah!(formthebookFamousAmericansongsandtheirculturalbackground)Remember:Eachkidkeepsapiece.
Raisequestions:
Whatisthenameofthesong?Whatdoesitmean?
Whatisthemeaningofthesentence“he’sgonetobeasoldierinthearmyoftheLord”?
Step5Singing
Willyousingothersongslikethisone?
Examples:Blowinginthewind;Weshallovercome…
StepHomework:
Preparethetaskoftalkingintheworkbook.
GetinformationaboutM.LKing,especiallyabouthisstories.
TalkaboutfamousfreedomfightersinChina,suchasChenShengandWuGuang...;MaoZedong……
Addition:
Period3and4Reading
TeachingAims:
1.Readthetextandgraspthemainideaofit
2.LearnthefinequalitiesofMartinLutherKingJr.
TeachingProcedures:
Step1Lead-in
ShowSssomepictures.SomearetheWhites,othersaretheBlacks.Ask:whoaremorerespected,theBlacksortheWhites?Say:Yes,theBlacksarelookeddownuponintheworld,especiallyintheUnitedStatesduringthe1760sand1960s.Inordertobetreatedwithrespectinthesamewayasotherpeople,Manyfreedomfightersfoughtforpoliticalrightsforblackpeople.OneofthemisMartinLutherKingJr.Doyouwanttolearnsomethingabouthim?
Step2Fastreading
Fillintheblanksafterreadingthetext
TheImportantEventsinMartin’sLife
1929
1943
1955
1963
1964
1968
Hisbelief:
Step3Carefulreading
Qs:1.Asablackstudent,didhehaveequalrighttolive,studyandworkatuniversity?
2.Inwhichwayweretheynottreatedasequalcitizens?
3.Whydidheleadaboycottofthebuscompany?
4.Didhereachhisgoalbypeacefulactionsorbyviolence?Giveanotherexampleofsuchpeacefulactions.
5.Isiteasyforhimtoorganizesuchpeacefulactions?
6.What’stheresultofhiseffortstofightforequality?
Step4Interview
Imaginethattheyearis1966andthatyouareatelevisionreporter.InterviewMartinLutherKing,Jr.usingthequestionsbelow:
1.Whatislifeinthesouthernstateslike?
2.Whataresomeoftheproblemsthatblackpeoplehave?
3.Whatdoblackpeoplewant?
4.WhydoyouorganizetheAlabamabuscompanyboycott?
5.WhatproblemsdoblackpeoplehaveinBirmingham,Alabama?
Step5Discussion
1.Accordingtothetext,whywillheberememberedbypeople?
2.Whatwouldyoudowhenyouwerebadlytreatedinourdailylife?
Step6Usefulexpressions
Listentothetapeanddealwiththeusefulexpressions.
Giveaspeech,betreatedas,beforbiddenbylaw,havenorighttovote,fightfor,setanexampleto,demandchangesinsociety,achievethatgoal,bypeacefulactions,byviolence,separate…from,givesb.nationalattention,theNobelPeachPrize,CivilRightsAct,VotingRightsBill,fromthemon.
Homework:
1.Readthetext
2.WriteapassageaboutMartinLutherKingJr.
Period5Languagestudy&Grammar
TeachingAims:
1.Furtherunderstandingthewholetext
2.ReviewthePassivevoice
3.Compareandmastersomeusefulwords.
TeachingImportantPoints:
1.Reviewandlearndifferentformofthepassivevoice.
2.Masterhowtousethedifferentformsofsomeusefulwords.
TeachingDifficultPoints:
Howtochooseproperformsofsomeusefulwords.
Step1:Revision
1.T:wehavereadthepassageaboutthefreedomfighter–MartinLutherKingJr.
Nowlet’sListentothetext,“Ihaveadream.”Thenanswerthefollowingquestions.
1).WhatisMartineLutherKingJr.knownas?
2).Howwereblacksseparatedfromwhitepeople?
3).Howwereblackchildreneducated?
4).Duringwhateventwasthespeech“Ihaveadream”given?
5).Whatwasdonein1964togiveblackpeopletherighttovote?
AsktheSstowritedowntheanswers.Thenaskindividualstudenttoreadouttheanswers.MeanwhilelistthefollowingsonBb.
Step2Grammar
1.Accordingtotheanswers,letstudentsspeakouttheparternofthePassivevoicebe+pastparticiple
TheparternofthePassivevoice
isknownas
weretreated
wereseparatedbe+pastparticiple
wereeducated
wasgiven
waspassed
2.Take“do”forexampleandListtheformsofPassivevoiceindifferenttenses.
一般进行
现在am/is/aredoneam/is/arebeingdone
过去was/weredonewas/werebeingdone
将来shall/willbedone/
过去将来should/wouldbedone/
3.Practice
ShowthepicturesofWenzhou:
Askthefollowingquestions:
Whathappenedtothecityinthepast?
Whatchangesdoesthecityhavenow?
WhatwillbedoneinordertobuildabetterfutureforWenzhou?
4.Practice
DoEx1onP105UsethePassivevoicetorewritethefollowingsentences.Doitorally,checkthemwiththewholeclass.
Step3.Activity
T:Reporterssometimesusethepassivevoicetodescribeevents.
“MarchonWashingtonDL”in1963wasagreateventatthattime.Imagineyouareareportinthattimeandisgoingtowriteabouttheevent.Youhavemadenotesofwhatyousawatthescene.Rewritethesentencesinpart2,inthepassivevoiceandusethemtowriteashortnewsreport.Andreadyounewsreporttoyourpartner.Thenaskoneoftwostudentstocometothefronttoreadtheirnewsreports.
Step4.Wordstudy
1.Wordgame
Writesomeimportantwordsandsetphrasesfromtheunitonsomecards,thenchooseastudenttoexplainthewordorsetphraseinEnglish,lettherestguesswhatthewordorsetphrase.
2.T:Completeeachofthesentenceswiththeproperwordfromtheunit.Thefirstletterhasbeengiven.Finishpart1onP29
3.T:Discussthesentenceswithyourpartnertoseewhichwordshouldbegiven,andthentranslatethemintoChinese.
FinishPart2.onP29
4.Iftimepermits,askstudentstousethewordsandsetphrasestomakesomesentences.
Step5.Homework
FinishthewordstudyandgrammarpartontheWB.
Period6Integratingskills
Teachinggoals:
1.DevelopSs’extensivereadingskills.
2.Learntowriteanessayaboutargument
Teachingprocedures:
Step1.Leadingin
Showthepicture:
Askthefollowingquestions:Whathappensinthepicture?
Ifyouweretheblackwoman,whatwouldyoudo?Why?
T:SoIt’simportanttohaveequalrightbecause“NoVoice,NotHeard…”.Let’scometothepassage.We’llfindhowpeoplestruggledfortheirrights.
Step2.Reading
TaskI:SkimmingReadthepassagequicklyandanswer-thequestions:
1.Whichcountrywasthefirstintheworldtogivewomentherighttovote?
2.Whowrotetwochaptersabouttherightsofanimalsandvegetablesinanovel?Andwhen?
TaskII:Scanning
Readthepassagecarefullyandfinishthechartbelow:
TimeWhattheyfought/fightfor
From16thto18thcentury
From18thto19thcentury
Inthe19thcentury
Inthe20thcentury
Inmoderntimes
Step3.Discussion
Isitnecessarytofightfortherightsofanimals?Why?
Howaretheytreated?
Whatrightsshouldtheyhave?
Whatwouldhappentomankindandanimalsiftheygottheequalrights?
Step4.Writing
Getthestudentstocollectthefactsfromthediscussion
RightsAnimals
Housing
Nutrition
Work
Healthandcare
Respect
Writetheessayashomework.
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