新課標(biāo) 高二unit 14 說(shuō)課
一、教材分析本單元的中心話題是“自由戰(zhàn)士”（freedom fighters），聽(tīng)、說(shuō)、讀、寫始終圍繞這一主題展開(kāi)。語(yǔ)言知識(shí)和語(yǔ)言技能部分主要是圍繞“freedom fighters）這一中心話題進(jìn)行設(shè)計(jì)的。課文講述了美國(guó)黑人爭(zhēng)取自由的歷史，從而說(shuō)明自由、平等的重要性。同時(shí)也表達(dá)了對(duì)那些為自由和平等權(quán)利而獻(xiàn)身的勇士們的敬仰。
“熱身”（Warming up）部分設(shè)計(jì)了三個(gè)討論題，使人們對(duì)馬丁·路德·金和曼德拉這兩位為黑人自由和平等權(quán)利而斗爭(zhēng)的領(lǐng)袖人物的人生經(jīng)歷有所了解，通過(guò)討論，增強(qiáng)對(duì)他們國(guó)家目前現(xiàn)狀的了解。
“聽(tīng)力”（Listening）部分是在“熱身”活動(dòng)的基礎(chǔ)上，以聽(tīng)力訓(xùn)練形式進(jìn)一步幫助學(xué)生了解馬丁·路德·金，聽(tīng)力中節(jié)選了的“I HAVE A DREAM”的部分句子。練習(xí)包括四個(gè)項(xiàng)目，設(shè)計(jì)多樣，生動(dòng)有趣。第四題有利于培養(yǎng)學(xué)生用英語(yǔ)進(jìn)行總結(jié)概括自己思想的能力。
“口語(yǔ)”（Speaking）部分設(shè)計(jì)了兩個(gè)問(wèn)題，第一題以三人小組的活動(dòng)形式，組織學(xué)生談?wù)摷s翰·布朗（John Brown）和哈麗特·塔布曼（Harriet Tubman）的人生經(jīng)歷，引人深思，使學(xué)生能用英語(yǔ)闡述自己的意見(jiàn)。第二題以詩(shī)歌形式出現(xiàn)，有利于寓教于樂(lè)，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。
“讀前”（Pre-reading）設(shè)計(jì)了三道題，為進(jìn)入正文學(xué)習(xí)做準(zhǔn)備。第一題分別描述了三個(gè)國(guó)家的人民為爭(zhēng)取自由而進(jìn)行斗爭(zhēng)的情形，有利于培養(yǎng)學(xué)生的觀察能力和語(yǔ)言表達(dá)能力。第二題假設(shè)一個(gè)情景，要求學(xué)生描述受到不公平待遇時(shí)的具體感受，有利于培養(yǎng)學(xué)生的想象能力與表達(dá)能力。第三題要求掃讀文章，對(duì)下面內(nèi)容的正確性做出判斷，目的是引起學(xué)生對(duì)文章內(nèi)容的思考，以便提高學(xué)生學(xué)習(xí)的自主性，同時(shí)也能訓(xùn)練學(xué)生快速閱讀的技能。
“閱讀”（Reading）部分講述了馬丁·路德·金為黑人爭(zhēng)取平等權(quán)利的過(guò)程。教材設(shè)計(jì)的目的是在訓(xùn)練學(xué)生閱讀技能的基礎(chǔ)上，讓他們認(rèn)識(shí)到馬丁·路德·金為黑人爭(zhēng)取自由和平等權(quán)利而付出的艱辛苦努力。文章的主題有利于培養(yǎng)學(xué)生堅(jiān)強(qiáng)的意志，樹(shù)立正確的人生觀與世界觀。
“讀后”（Post-reading）部分是在閱讀的基礎(chǔ)上，要求學(xué)生完成五道題目，問(wèn)答題的設(shè)計(jì)由表及里、層層深入，從而幫助學(xué)生逐步加深對(duì)課文的理解。
“語(yǔ)言學(xué)習(xí)”（Language study）部分分詞匯和語(yǔ)法兩部分，詞匯部分第一題要求學(xué)生用課文中的詞填空。第二題要求學(xué)生區(qū)分各種詞類的具體用法。語(yǔ)法部分是復(fù)習(xí)被動(dòng)語(yǔ)態(tài)的用法，練習(xí)緊密聯(lián)系課文，能加深學(xué)生對(duì)教材的理解。
“綜合技能”（Integrating skills）的閱讀文不僅談?wù)撊祟悶樽杂伞⑵降榷窢?zhēng)，還談到了動(dòng)植物、海洋、地球，甚至機(jī)器和機(jī)器人的權(quán)利。在閱讀和討論的基礎(chǔ)上，要求學(xué)生寫出自己的看法。這是一個(gè)任務(wù)型的學(xué)習(xí)活動(dòng)，練習(xí)生動(dòng)有趣，能夠引起學(xué)生的興趣。同時(shí)讓學(xué)生在實(shí)踐中體驗(yàn)“自由”的內(nèi)涵，有助于提高他們的語(yǔ)言概括能力。（摘自教參）
二、教學(xué)目標(biāo)
1、語(yǔ)言知識(shí)
1）詞匯（見(jiàn)教參）
2）句型：學(xué)習(xí)運(yùn)用一些表示邏輯關(guān)系的句型
3）語(yǔ)法知識(shí)：復(fù)習(xí)被動(dòng)語(yǔ)態(tài)
三、教學(xué)重點(diǎn)與難點(diǎn)
1、重點(diǎn)
重點(diǎn)詞和詞組：freedom, civil, revolution, slavery, abolish, put…into prison, racial, discrimination, join hands, set an example to , regardless of , at first sight, etc.
句型：What happened first was that …
What happened as a result of …
You could expect …because…
That led to …
One of the reasons why … is …
… is often followed by …
語(yǔ)法：被動(dòng)語(yǔ)態(tài)
2、難點(diǎn)：如何培養(yǎng)學(xué)生根據(jù)閱讀材料提高寫作能力
四、教學(xué)策略
教師應(yīng)從學(xué)生的生活經(jīng)驗(yàn)和興趣出發(fā)，在課堂教學(xué)中應(yīng)設(shè)計(jì)任務(wù)型教學(xué)活動(dòng)，體現(xiàn)以學(xué)生為主體的教學(xué)活動(dòng)，讓學(xué)生在完成各項(xiàng)任務(wù)的過(guò)程中自主學(xué)習(xí)語(yǔ)言。
五、學(xué)習(xí)策略
在認(rèn)知策略培養(yǎng)方面，引導(dǎo)學(xué)生進(jìn)一步了解史實(shí)和具體事件，加深對(duì)種族及種族歧視、不同國(guó)家、不同歷史年代人物與事件等的認(rèn)識(shí)和理解。另外，課前、課后鼓勵(lì)學(xué)生利用網(wǎng)絡(luò)和圖書(shū)館搜集相關(guān)資料，善于獲得學(xué)習(xí)資源，充分利用學(xué)習(xí)資源，如：進(jìn)入美國(guó)著名歌曲Glory, Glory, Hallelujah; Blowing In The Wind; We Shall Overcome及文化背景網(wǎng)頁(yè)、斯坦福大學(xué)網(wǎng)頁(yè)等獲得有關(guān)馬丁-路德演說(shuō)錄音和部分黑人運(yùn)動(dòng)歌曲。在另一方面，著重培養(yǎng)情感策略，激勵(lì)學(xué)生熱愛(ài)民主、平等、和平、自由、守法，積極上進(jìn)、奮斗創(chuàng)新。
六、課時(shí)安排
Period 1：Warming-up and Listening
Period 2：Speaking
Period 3-Period 4：pre-reading, while-reading, post-reading
Period 5：Word study and Grammar
Period 6：Integrating skills.
Period 1 Warming-up & Listening
Goals:
1.Learn and master the new words and expressions in this period.
2.Talk about civil rights and freedom fighters to improve the students’ speaking ability.
3.Do some listening practice to improve the students’ listening ability.
4.Learn about some freedom fighters.
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.