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高二unit 14 Freedom Fighters |
作者:FroG 文章来源:不详 点击数640 更新时间:2008-5-3 文章录入:frog 责任编辑:frog |
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高二unit 14 Freedom Fighters Naomi 知识记忆 Step 1 Warming up Task1 Free Talk T: We are now living in a civilized world with every human race living in harmony with each other. And as a human being, what we are now paying more attention to, is the human right . Questions : 1. Was every human race are treated equally in the past? How about now? 2. Were the blacks treated as equal citizens? How did they get their freedom? 3. Who devoted themselves to this? Do you know any famous freedom fighters? (Show some pictures of some famous freedom fighters.) Task2 Discussion T: Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men and in which way struggle was an important part in the lives of these men. Step2 Listening Pre-Task T: From the discussion we had just now,we know that in 1993 Martin Luther King,Jr. gave a famous speech—“I have a dream”.Have you ever listened to it? ( Get the students to go through the exercises on Page 25 and Page 26 first. And the play the tape for the first time.) While-listening: Questions: What kind of talk did Martin Luther King, Jr give? What was his talk about? When did he give this talk? 1. Listen for the first time with the book closed 2. Listen again with the book open and individually answer the questions and complete the blanks. 3. Check the answers in pairs. Post-listening questions: As freedom fighters, Martin Luther King was murdered and Nelson Mandela was put in prison for about 30 years. Do you think it is worthy-while? Why do you think so? Step3 Summary T: In this period, we have talked about two distinguished freedom fighters Martin Luther King,Jr. and Nelson Mandela. And we have also listened to the famous speech—I have a dream. There is no doubt that civil right is very important for everyone, to know more things about is surely necessary. Step4 Homework a. Go overl all the new words and expressions that occur in this unit. b. Finish the exercise Talk on the workbook. c. Search some information about the history of American Civil War , John Brown and the evolution of civil right. Period 2 Speaking Step 1 Revision Students retell about the two famous leaders Martin Luther King and Nelson Mandela, using the information in Warming Up. And students collect information about how the situation has been improved by their struggle. Step 2 Pre-speaking The teacher writes the information about the years in Warming Up on the blackboard and raise questions as below: T: Could you tell us what happened when in 1955? S: Yes, of course. King graduated and organized his first actions in 1955. T: What happened in the year of 1957? S: He formed an organization. T: What happened as a result of that? S: They carried out movement. / He became one of the leaders. That led to the freedom fighting. S1: What happened to N. Mandela during 1962-1989? What are the reasons? S2: One of the reasons why …is that he… S1: What led to his success? S2: His peaceful action led to his success. (Teachers use the new expressions on Page 27. Pay attention to the Language Input. We can change the practice into a filling form if it is too difficult for some students.) Step 3 Speaking 1. Watch the video (from the film Gone with the wind). Talk about the situation when in American Civil War. The picture below is one about a battle. Some other pictures and Questions: What was the life of the slaves like ? How was the life of the whites in the south ? Are there some people fighting against slavery? Did people find good ideas to save the poor slaves? They took actions. fighting struggles demonstration ↘ ↓ ↙ Saving slaves ↗ ↑ ↖ wars escaping making laws (In addition: The civil war of American broke up slavery, and later brought about rapid development of industry . ) 2. Practice Now read the notes about John Brown and Harriet Tubman. Ask them to tell about the two great freedom fighters. Use the expressions of Page 27 to make up some dialogues in pairs . Then teachers get some pairs to act out the dialogues in front of the class. To help the students grasp the information , we can use the years or some verbs : John Brown: in 1800; in the 1840s; in the 1850s ; in 1855 Harriet Tubman: worked as a slave; escaped; joined; saved; fought; opened Step 4 Post-speaking 1. Talking If time permits, get students to finish the task of talking ------ What’s your opinion to slavery? What do you think of John Brown / Harriet Tubman? (or: is his struggle important to the situation/ improvent? ; notes: their fighting is quite different from King’s or Mandela’s, while they . They fought to create a safe area for black people. ) How did John Brown die? ----- He was killed by the slave owners/ farmers who wanted to keep slavery. Information from the Internet: John Brown was a man of action -- a man who would not be deterred from his mission of abolishing slavery. On October 16, 1859, he led 21 men on a raid of the federal arsenal at Harpers Ferry, Virginia. His plan to arm slaves with the weapons he and his men seized from the arsenal was thwarted, however, by local farmers, militiamen, and Marines led by Robert E. Lee. Within 36 hours of the attack, most of Brown\'s men had been killed or captured. During his first fifty years, Brown moved about the country, settling in Ohio, Pennsylvania, Massachusetts, and New York, and taking along his ever-growing family. (He would father twenty children.) Working at various times as a farmer, wool merchant, tanner, and land speculator, he never was finacially successful -- he even filed for bankruptcy when in his forties. His lack of funds, however, did not keep him from supporting causes he believed in. He helped finance the publication of David Walker\'s Appeal and Henry Highland\'s \"Call to Rebellion\" speech. He gave land to fugitive slaves. He and his wife agreed to raise a black youth as one of their own. He also participated in the Underground Railroad and, in 1851, helped establish the League of Gileadites, an organization that worked to protect escaped slaves from slave catchers. Brown, knowing that many of the families were finding life in this isolated area difficult, offered to establish his own farm there as well, in order to lead the blacks by his example and to act as a \"kind father to them.\" Brown was wounded and quickly captured, and moved to Charlestown, Virginia, where he was tried and convicted of treason, Before hearing his sentence, Brown was allowed make an address to the court. “I believe to have interfered as I have done, . . . in behalf of His despised poor, was not wrong, but right. Now, if it be deemed necessary that I should forfeit my life for the furtherance of the ends of justice, and mingle my blood further with the blood of my children, and with the blood of millions in this slave country whose rights are disregarded by wicked, cruel, and unjust enactments, I submit: so let it be done.\" Henry David said in an address to the citizens of Concord, Massachusetts. \"No man in America has ever stood up so persistently and effectively for the dignity of human nature. . . .\" John Brown was hanged on December 2, 1859. 2. Listen and learn the song. Glory, Glory, Hallelujah! (form the book Famous American songs and their cultural background) Remember:Each kid keeps a piece. Raise questions: What is the name of the song? What does it mean? What is the meaning of the sentence “he’s gone to be a soldier in the army of the Lord” ? Step 5 Singing Will you sing other songs like this one? Examples: Blowing in the wind; We shall overcome… Step Homework: Prepare the task of talking in the workbook. Get information about M. L King, especially about his stories. Talk about famous freedom fighters in China, such as Chen Sheng and Wu Guang.. .; Mao Zedong…… Addition: Period 3 and 4 Reading Teaching Aims: 1. Read the text and grasp the main idea of it 2. Learn the fine qualities of Martin Luther King Jr. Teaching Procedures: Step1 Lead-in Show Ss some pictures. Some are the Whites, others are the Blacks. Ask: who are more respected, the Blacks or the Whites? Say: Yes, the Blacks are looked down upon in the world, especially in the United States during the 1760s and 1960s. In order to be treated with respect in the same way as other people, Many freedom fighters fought for political rights for black people. One of them is Martin Luther King Jr. Do you want to learn something about him? Step2 Fast reading Fill in the blanks after reading the text The Important Events in Martin’s Life 1929 1943 1955 1963 1964 1968 His belief: Step3 Careful reading Qs: 1. As a black student, did he have equal right to live, study and work at university? 2. In which way were they not treated as equal citizens? 3. Why did he lead a boycott of the bus company? 4. Did he reach his goal by peaceful actions or by violence? Give another example of such peaceful actions. 5. Is it easy for him to organize such peaceful actions? 6. What’s the result of his efforts to fight for equality? Step4 Interview Imagine that the year is 1966 and that you are a television reporter. Interview Martin Luther King, Jr. using the questions below: 1. What is life in the southern states like? 2. What are some of the problems that black people have? 3. What do black people want? 4. Why do you organize the Alabama bus company boycott? 5. What problems do black people have in Birmingham, Alabama? Step5 Discussion 1. According to the text, why will he be remembered by people? 2. What would you do when you were badly treated in our daily life? Step6 Useful expressions Listen to the tape and deal with the useful expressions. Give a speech, be treated as, be forbidden by law, have no right to vote, fight for, set an example to, demand changes in society, achieve that goal, by peaceful actions, by violence, separate …from, give sb. national attention, the Nobel Peach Prize, Civil Rights Act, Voting Rights Bill, from them on. Homework: 1. Read the text 2. Write a passage about Martin Luther King Jr. Period 5 Language study & Grammar Teaching Aims: 1. Further understanding the whole text 2. Review the Passive voice 3. Compare and master some useful words. Teaching Important Points: 1. Review and learn different form of the passive voice. 2. Master how to use the different forms of some useful words. Teaching Difficult Points: How to choose proper forms of some useful words. Step 1: Revision 1.T: we have read the passage about the freedom fighter – Martin Luther King Jr. Now let’s Listen to the text , “ I have a dream.” Then answer the following questions. 1). What is Martine Luther King Jr. known as? 2). How were blacks separated from white people? 3). How were black children educated? 4). During what event was the speech “ I have a dream” given ? 5). What was done in 1964 to give black people the right to vote? Ask the Ss to write down the answers. Then ask individual student to read out the answers. Meanwhile list the followings on Bb. Step 2 Grammar 1. According to the answers, let students speak out the partern of the Passive voice be + past participle The partern of the Passive voice is known as were treated were separated be + past participle were educated was given was passed 2. Take “do” for example and List the forms of Passive voice in different tenses. 一般 进行 现在 am/is/are done am/is/are being done 过去 was/were done was/were being done 将来 shall/will be done / 过去将来 should/would be done / 3. Practice Show the pictures of Wenzhou: Ask the following questions: What happened to the city in the past ? What changes does the city have now ? What will be done in order to build a better future for Wenzhou ? 4.Practice Do Ex1 on P105 Use the Passive voice to rewrite the following sentences. Do it orally, check them with the whole class. Step3. Activity T: Reporters sometimes use the passive voice to describe events . “March on Washington DL” in 1963 was a great event at that time. Imagine you are a report in that time and is going to write about the event. You have made notes of what you saw at the scene . Rewrite the sentences in part2, in the passive voice and use them to write a short news report. And read you news report to your partner. Then ask one of two students to come to the front to read their news reports. Step4. Word study 1.Word game Write some important words and set phrases from the unit on some cards, then choose a student to explain the word or set phrase in English, let the rest guess what the word or set phrase. 2. T: Complete each of the sentences with the proper word from the unit. The first letter has been given. Finish part1 on P29 3. T: Discuss the sentences with your partner to see which word should be given, and then translate them into Chinese. Finish Part2. on P29 4. If time permits, ask students to use the words and set phrases to make some sentences. Step5. Homework Finish the word study and grammar part on the WB. Period 6 Integrating skills Teaching goals: 1. Develop Ss’ extensive reading skills. 2. Learn to write an essay about argument Teaching procedures: Step1. Leading in Show the picture: Ask the following questions: What happens in the picture ? If you were the black woman , what would you do ? Why? T: So It’s important to have equal right because “No Voice, Not Heard…” . Let’s come to the passage . We’ll find how people struggled for their rights. Step2. Reading Task I: Skimming Read the passage quickly and answer- the questions: 1. Which country was the first in the world to give women the right to vote? 2. Who wrote two chapters about the rights of animals and vegetables in a novel? And when? Task II: Scanning Read the passage carefully and finish the chart below: Time What they fought/fight for From 16th to 18th century From 18th to 19th century In the 19th century In the 20th century In modern times Step3. Discussion Is it necessary to fight for the rights of animals? Why? How are they treated ? What rights should they have ? What would happen to mankind and animals if they got the equal rights ? Step4. Writing Get the students to collect the facts from the discussion Rights Animals Housing Nutrition Work Health and care Respect Write the essay as homework. |
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