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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  
  
 

高二unit 14 Freedom Fighters

          Naomi

知识记忆
§2.1
知识网络
1.prison n.
监狱
The murderer went to prison last week.
那个杀人犯上周进了监狱。
The criminal’s wife went to the prison to visit her husband.
那个犯人的妻子去监狱探望了她的丈夫。
He is in prison now.That’s why we haven’t seen him for months.
他在坐牢,所以我们好几个月没见到他了。
It was reported that four men escaped from prison yesterday.
据报道,昨天四个人越狱逃跑了。
put…into prison
……投进监狱
The police arrested many people and later put them into prison.
警察逮捕了很多人,之后把他们关进了监狱。
He broke the law,and therefore was put into prison.
他违反了法律,所以被关进了监牢。
2.forbid vt.
禁止,不让
forbid sb.to do sth.“
禁止某人做某事
I forbid you to stay out after midnight.
我禁止你半夜后仍待在外面。
It was useless to forbid children to play in the park.
禁止孩子在公园里玩是没用的。
“May I use your car?” “No,I forbid you to.”
我可以用你的车吗?”“不可以,我不让你用。
forbid sth./doing sth.“
禁止(做)某事,常用于被动语态。
Her father forbade their marriage.
她父亲禁止了他们的婚姻。
Smoking is forbidden in the concert hall.
这个音乐大厅禁止吸烟。
Walking on this grass is forbidden.
禁止在这块草地上走动。
3.soul n.
灵魂;精神;气魄
Do you believe in the immortality of the soul?
你们相信灵魂不灭吗?
We prayed for the souls of the dead.
我们为死者的灵魂祈祷。
She puts her whole soul into her work.
她全心投入她的工作。
He put his heart and soul into the painting.
他全心全意地画那幅画。
keep body and soul together
维持生活,糊口
He really doesn’t earn enough to keep body and soul together.
他挣不够足够的钱维持生活。
4.march vi.
行进;行军;进展
The troops marched along the street.
军队行进在大街上。
The mayor marched at the head of the parade.
市长走在游行队伍的前头。
She marched upstairs without saying a word.
她一言不发,快步走上楼去。
The soldiers have marched 30 miles today.
那些士兵今天已经行军30英里。
march on
前进,行进
I saw a group of soldiers marching on toward that mountain.
我看到一队士兵向那座山里进发了。
n.
游行;行进;行军
The students will have a march after the match.
比赛结束后,学生们要举行游行活动。
They reached the camp after three days’ march.
行进了三天后,他们到达了营地。
on the march
在行进中,在进行中,在进展中
The soldiers are on the march.
那些士兵在行进中。
Civilization is on the march.
文明在发展中。
5.separation n.
分离,隔离
His separation from his family made him very sad.
与家人的离别使他很伤心。
She couldn’t bear the thought of separation from her children.
想到要与孩子分离,她就忍受不了。
They were pleased to meet after such a long separation.
久别重逢令他们很高兴。
We are together again after a separation of three years.
离别三年后,我们又在一起了。
separate vt.
分离,隔离
Separate those two boys who are fighting.
把那两个打架的孩子分开。
This river separates England and Scotland.
这条河把英格兰与苏格兰隔开了。
separate…from…
…………分开
England is separated from France by the English Channel.
英吉利海峡将英国与法国分开了。
Please separate the good apples from the bad ones.
请把好苹果与坏苹果分开。
separate
常用于被动语态,表示与某人分手、离婚、失散。如:
Were you separated from your wife?
你和你妻子离婚了吗?
They got separated in the crowd.
他们在人群中失散了。
6.vote n.
选举,投票,选举权
The captain of the team was elected by the vote of the members.
队长由队员投票选出。
A vote on this matter will be taken at the end of the discussion.
这件事讨论到最后就进行表决。
His motion came to the vote.
他的动议被提交表决。
There are still countries in the world where women do not have the vote.
世界上仍有一些国家的妇女没有选举权。
The law was passed by 205 votes to 112.
这项法律以205票对112票通过。
vote v.
选举,投票
In those days women couldn’t vote.
那时候妇女无权投票。
vote on sth.
……投票表决
Now we will vote on this question.
现在我们对这个问题投票表决。
vote for/against…
投票赞成/反对……
Most of the Republic Party voted for the measure.
大多数共和党议员对那些措施投了赞成票。
He voted against the plan.
他对该计划投了反对票。
vote to do sth.
投票去做……
We voted to accept the proposal.
我们投票决定接受这项提案。
vote that…
投票决定……(that从句中的谓语动词常用“should+动词原形should可省略)
The committee voted that the game should be put off.
委员会投票决定比赛延期。
7.demand vt.
要求,请求;查问
I demanded a clear answer.
我要求一个明确的答复。
The captain came down and demanded to know what was going on.
船长下来查问出什么事了。
He demanded to be told everything.
他要求告诉他一切。
demand
后可接that从句,从句中用虚拟语气should+动词原形
The head teacher demanded that we (should) clean the blackboard before every class.
班主任要求我们每节课前要擦干净黑板。
They demanded that the right to vote be given to every adult man.
他们要求给每个成年人选举权。
注:不可说demand sb.to do sth.“要求某人做某事
demandvt.
需要
This sort of work demands great patience.
这种工作需要很大的耐心。
The work demands your attention without delay!
这项工作要求你立刻关注。
demandn.
需要;要求
demand for
……要求;对……的需要
The workers’demand for higher wages seems reasonable.
工人们要求增加工资似乎是合理的。
Is there much demand/a great demand for teachers in this town?
这个城镇急需教师。
be in (great) demand (
迫切)需求
Oil is in great demand these days.
现在对石油的需求很大。
His records are always in demand.
他的唱片总是需求很大。
satisfy one’s demands
满足某人的需求。
It’s impossible to satisfy everyone’s demands.
满足每个人的需求是不可能的。
8.achieve vt.
完成,达到
He achieved his goal.
他达到了他的目标。
She has achieved her ambition to become a writer.
她实现了成为一名作家的抱负。
Success is achieved by hard work.
成功是靠努力获得的。
No one can achieve anything without effort.
没有人能够不努力而有所成就。
I achieved all I hoped to do today.
我已经做完了今天我想做的事。
achievementn.
成就,完成,达到,成功
make a scientific achievement
取得科学成就
The achievement of success depends on hard work.
成功的获得有赖于努力。
9.arrest vt.
逮捕,拘留,扣留
The police arrested the thief last night.
警察昨晚逮捕了那个贼。
He was arrested for robbery.
他因抢劫而被捕。
The policeman arrested the man for carrying a gun.
警察以携带枪支罪逮捕了那个人。
I was arrested that day for speeding.
那天我因开车超速而被扣留。
arrestn.
逮捕,拘留,扣留
The arrest of the judge is reported on the front page.
法官被捕的报道刊登在了报纸的头版。
The police made several arrests last week.
上周警察拘捕了几个人。
under arrest
被捕,被拘留
You’re under arrest.
你被捕了。
I was told that the murderer was under arrest.
有人告诉我,那个杀人犯已经被捕了。
10.sort vt.
整理,把……进行分类
While you are sorting your things upstairs,I’ll pack your books.
你整理楼上的东西,我来给你的书打包。
Sort these socks according to their sizes.
请按大小把这些袜子分类。
The boy was sorting the foreign stamps he had collected.
那孩子在整理他收集的外国邮票。
sort out
整理好;挑出
She spent a happy afternoon sorting out her coins and cards.
她愉快地过了一个下午,整理她收集的硬币和贺卡。
He sorted out the papers to be thrown away.
他挑出要抛弃的文件。
§2.2
发散思维
1.form vi.
形成,构成,出现
A plan began to form in his mind.
一个计划开始在他的脑海里形成。
Steam forms when water boils.
水沸腾时会出现蒸气。
Form vt.
养成,培养;组成
Schooling helps to form a child’s character.
学校教育有助于孩子性格的形成。
It’s important to form good habits.
养成良好的习惯很重要。
The Chinese Communist Party was formed in 1921.
中国共产党是1921年成立的。
They formed a class for beginners last year.
去年他们为初学者组织了一个班级。
formn.
表格;形式,形状,外形;(健康)状况,精神,心态
Fill in the form,please.
请填一下这张表格。
Ice,snow and steam are three forms of water.
冰、雪和水蒸气是水的三种形态。
A dark form could be seen in the distance.
可以看到远处有个黑影。
be in form
状况良好;be out of form状态不佳
If she is in form,she can win the match easily.
如果她状态良好的话,能轻松赢得这场比赛。
Smith is out of form and is unlikely to run in the 100-metre race tomorrow.
史密斯身体状况不佳,明天可能不参加100米的比赛。
in the form of
……形式
Cars pollute the air in the form of waste gas.
汽车以废气的形式污染空气。
Their diet contains a lot of fat in the form of butter,cream and chocolate.
他们的饮食含有大量的脂肪,是以黄油、奶油和巧克力的形式摄入的。
2.judge vt.
审判,裁决;判断,断定
He will judge the case.
他将审理这个案子。
A blind man can’t judge colours.
盲人不能辨别颜色。
It’s difficult to judge people’s characters.
人的性格很难判断准。
I can’t judge whether you’re right or wrong.
我不能断定你是对还是错。
judge sb./sth.(to be)…
认为某人(某事)……
I judged her to be about thirty years old.
我认为她大约三十岁。
We judged the distance to be about four miles.
我们认为这个距离大约是4英里。
judge…by/from…
根据……判断
You can’t judge a book by its cover.
你不能根据封面来判断一本书。
You shouldn’t judge a person by what he wears.
你不能以穿着来判断一个人。
Don’t judge a person from his appearance.
不要以貌取人。
judging by/from…“
……来判断,通常作独立状语。
Judging from what you said,he must be an expert.
以你说的来看,他定是一位专家。
Judging by his look,he doesn’t think much of our local wine.
从他的表情来看,他并不看好我们当地的酒。

Teaching Procedures:
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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