全新版大学英语综合教程第三册教案 Unit 2.docx
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全新版大学英语综合教程第三册教案 Unit 2.docx
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全新版大学英语综合教程第三册教案Unit2
Unit2CivilRightHeroes
Ⅰ.TeachingPlan
Objectives
Studentswillbeableto:
1.understandthemainidea(earlycivil-rightsstrugglesintheUS,esp.theUndergroundRailroad);
2.learntouselibraryresourcesandotherresourcesforinformation;
3.graspthekeylanguagepointsandgrammaticalstructuresinthetext;
4.conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.
Pedagogicalmethods
Principles:
stimulating,motivating,facilitating,enabling
Task–based:
reading,writing,discussing,practicing,commenting,criticizing,evaluating,recreating,investigating,searchingforresources,casestudying,presentinganddemonstrating,deducting,inducting,etc.
Timeallotment
1stperiod
2ndperiod
3rdperiod
4thperiod
5thperiod
Pre-reading
Pre-reading
(ClozeB);
While-reading
(naturaldivision,
PartI-PartIII)
While-reading
(continued)
Post-reading;
Checkon
Ss’home
reading(TextB)
Theme-Related
Language
LearningTasks
Pre-readingtasks
1.TasksSsthefollowingquestionsontherecording:
(5minutes)
—WhatarethespecialcontributionsofAbraham,JohnandMartintotheAmericans?
(Theyalladvocatedblackcivilrights.)
—Howdidtheydie?
(Theywereallassassinated.)
2.KnowledgeofAmericangeography(10minutes)
1)TbringsamapoftheUSAtoclass,hangsitinthefrontoftheclassroom.
2)TexplainsthattheUSAwasdividedaftertheAbolitionAct(废除黑奴制法案):
theNorthernStatessupportedit,whiletheSouthernStatesdisapprovedofit.
3)TcirclesouttheSouthernStates(Alabama,Arkansas,Florida,Georgia,Louisiana,Mississippi,NorthCarolina,SouthCarolina,Tennessee,Texas,andVirginia)andtheDeepSouthstates(Alabama,Florida,Georgia,Louisiana,Mississippi,SouthCarolinaandeasternTexas)onthemap.
4)Ssscanthetexttofindoutallplacenames(DresdenOntario,RipleyOhio,OhioRiver,Kentucky,NorthCarolina,NewPortIndiana,Maryland,Cincinnati,BuffaloN.Y.,NiagaraRiver)andlocatethemonthemap.TmayinviteSstocomeuptothemapandtracetheHensons’escaperoute(i.e.,thelastsectionofthetext)onit.
3.KnowledgeofChristianity(10minutes)
1)Texplainsthat,forhistoricalreasons,manyblackslavesbelievedinChristianity,likeUncleTominUncleTom’sCabin.Therefore,inblackwritingstherearefrequentreferencestoChristianity.
2)Twritesdownthefollowingvocabularyitemsontheblackboard:
theCreator,anAfrican-AmericanMoses,Quaker,Bible,Methodistminister,Bethlehem,salvation.
3)Ssself-studytheirmeaningsbyreadingtheNewWordsandExpressionsandProperNamessectionsfollowingthetext.
4)TchecksSs’understandingand,ifnecessary,givesfurtherguidance(seeTextAnalysis).
4.Out-of-classresearchprojects:
TguidesSsthroughWritingStrategy,thentellsthemtoformgroupstoresearchintothediscussionquestionsinPartIV:
Theme-RelatedLanguageLearningTasksbyusinglibraryresources,theInternetandotherresources.Eachgroupmembermayfocusononlyonediscussionquestion.Theywillsharefindingsinalaterclass.(9minutes)
5.SsdoClozeBtogetabetterunderstandingoftheUndergroundRailroad.(15minutes)
While-readingtasks
1.Ssscanthetexttoseeifthereisanynaturaldivisionbetweenpartsofthetext.(Thereisablanklinebetweeneachpart.)(2minutes)
2.TexplainsthekeylanguagepointsinPartIandgivesSspractice(seeLanguageStudy).(10minutes)
3.Sssumupthemainideaofthispart(seeTextOrganizationExercise1),thenidentifythesentencewhichconnectsthispartwiththefollowingparts,(lastsentenceinPara5—“Iwasintentontellingtheirstories.”)(3minutes)
4.TexplainsthekeylanguagepointsinPartIIandgivesSspractice(seeLanguageStudy).(15minutes)
5.Sssumupthemainideaofthispart(seeTextOrganizationExercise2).(3minutes)
6.TexplainsthekeylanguagepointsinPartIIIandgivesSspractice(seeLanguageStudy).(15minutes)
7.Sssumupthemainideaofthispart(seeTextOrganizationExercise2).(3minutes)
8.TexplainsthekeylanguagepointsinPartIVandgivesSspractice(seeLanguageStudy).(15minutes)
9.Sssumupthemainideaofthispart(seeTextOrganizationExercise2).(3minutes)
10.TmakesSsrealizethatthelastthreepartsareall“stories”supportingPartI.(2minutes)
11.TdrawsSs’attentiontothetwodifferentusagesof“but”inthetext—“Therewasroomforallbuttwo”and“JosiahHensonisbutonenameonalonglist.”Ssthendoafter-textExerciseII,WordswithMultipleMeanings.(15minutes)
Post-readingtasks
1.1)Ssformgroupstodiscussthefollowingquestions:
—AmongsomanyparticipantsoftheUndergroundRailroad,whywereJohnParker,LeviCoffinandHensonchosenastheirrepresentatives?
Whodotheyeachrepresent?
—WelearnaboutHensoninPartI,thenwhyishisstorydelayeduntilthelastpart?
—Whydoestheauthorsometimesquotedirectlyfromcharactersinthestories?
(TheanswerstothesequestionsarediscussedbelowinTextAnalysis.)
2)SomeSsgroupreportdiscussionresultstoclass(seeTextAnalysis).(20minutes)
2.TguidesSsthroughsomeafter-textexercises.(20minutes)
3.TchecksonSs’homereading(TextB).(3minutes)
4.SsdoPartIV:
Theme-RelatedLanguageLearningTasksbydrawingontheirout-of-classresearchproject.(1period)
5.TasksSstopreparethenextunit:
(2minutes)
1)dothepre-readingtask;
2)previewTextA.
Ⅱ.TextAnalysis
Whenwelearnaforeignlanguage,wemustalsolearnthecultureofthespeakersofthatlanguage.TextAinthisunitisagoodcaseinpoint.ReadersneedsomebasicknowledgeofChristianity.SometermsinthistextaremarkedlyChristian,like“MethodistMinister”,“Bible”,“Quaker”.OthersrefertocharactersorplacesfromBiblicalstories,suchasMoseswholedtheJewishpeopleoutofslaveryinEgypt,orBethlehem,aholycityforChristians.
TheauthortellsthreestoriesabouttheUndergroundRailroadandtheearlyBlackcivilrightsmovement.Thethreestoriesarechosenbecausetheyarerepresentativeofallparticipantsinthismovement:
JohnParkerisafreedslavewholaterturnedintoacourageous“conductor”;LeviCoffinisabravewhite“conductor”;JosiahHensonisaslavewhostruggledhiswaytofreedomwiththehelpoftheUndergroundRailroad.
WelearnaboutthenameofJosiahHensonatthebeginningofthetext,yethisfullstoryisnottolduntilthelastpart.Inthiswaytheauthorachievescoherenceoftext.
Directspeechismoreconvincingthanindirectspeech,especiallywhenitcomestoexpressingpersonalbeliefs.Forexample,thetextquotesLeviCoffinsaying“TheBible,inbiddingustofeedthehungryandclothethenaked,saidnothingaboutcolor.”
Onotheroccasions,directspeechmakesastorymorevivid.Forexample,intheJohnParkerstory,charactersspokeshortsentencestostresstheurgencyofthesituation.Foranotherexample,JosiahHensonthrewhimselftothegroundandshoutedtoastonishedonlookers:
“Oh,no!
Don’tyouknow?
I’mfree!
”Hisjoyaffectsusall.
Ⅲ.CulturalNotes
1.Freedomandrights:
Freedomoftheindividualisconsideredoneoftheessentialfeaturesofwesterncivilization,whichisitselfsometimescalledtheFreeWorld.Thisfreedomisoftenexpressedintermsofrightstodocertainthingsortobetreatedinaparticularway.Whenapersondoessomethingthatothersthinkstrange,BritishandAmericanpeoplewilloftensay,“It’safreecountry,”meaningthatalthoughtheydisagreewiththechoicetheyrecognizetheotherperson’srighttomakeit.
AmericanssometimescalltheUSthe“landofthefree”,aphrasetakenfromitsnationalanthem.Britishpeoplehavealwaysstronglydefendedtheirfreedom.Fearthattheywilllosethefreedomtodecidetheirownfutureisbehindmanypeople’slackofenthusiasmforEuropeanunity.
InBritainandtheUSthemostbasicrightsincludefreedomofexpression(=freedomtosayorwriteanything),freedomofchoice(=freedomtomakedecisionsaboutyourownlife)andfreedomofworship(=freedomtopracticeanyreligion).
2.thecivilrightsmovement:
(intheUS)thenationalcampaignbyAfrican-Americansforequalrights,especiallyinthe1950sand1960s.Thecampaignincludedboycotts(=refusalstobuyparticularproducts),theactionsoffreedomriders,andin1963amarchtoWashingtonledbyMartinLutherKing.Itsucceededincausingtheintroductionofbussingandaffirmativeaction.TheCivilRightsActof1964andtheVotingRightsActof1965werealsointroducedasaresultofthecivilrightsmovement,whichhashelpedtochangetheattitudesofmanywhiteAmericans.
3.theCivilRightsActof1964:
theUSlawthatforcedthesouthernstatestoallowAfrican-Americanstoenterrestaurants,hotels,etc.whichhadbeenreservedforwhitepeopleonlyandtoendthepracticeofhavingseparateareasforblackandwhitepeopleintheatres,trainstations,buses,etc.TheactwasmostlytheresultofthecivilrightsmovementandwasstronglysupportedbyPresidentLyndonJohnson.ItwasfollowedthenextyearbytheVotingRightsAct.
4.UncleTom’sCabin:
anovel(1852)bytheUSwriterHarrietBeecherStowewhichincreasedsupportforthemovementtofreeslaves.ItisaboutakindslavecalledTomwhoisbadlytreatedandfinallykilledbySimonLegree.Tom’sdaughterLittleEvaalsodies,andanotherwell-knowncharacterinthenovelistheslavechildTopsy.ThenameUncleTomissometimesusedasaninsulttodescribeanAfrican-Americanwhohastoomuchrespectforwhitepeople.
5.theUndergroundRailroad:
asecretsystemusedintheUSbeforetheCivilWarforhelpingthousandsofslavestoescapetothefreenorthernstate
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