Unit two Civil-Rights heroes Teaching Period 10(1-2) Reference book:(New)Integrated Course 3 Student's and Teaching's book Teaching Method: Combining explanation and practice To understand the read ing material (Text A) Important Point: Understanding the read ing material Difficult Point: Training the Ss reading ability Processes: STEP ONE Organization STEP TWO Revision STEP THREE a. Pre-read ing task on P38 1. Get the Ss to listen to the recording 2. Ask the Ss to answer the following questions Q1: Can you guess who Abraham, Martin, John and Bobby are? Q2: What did these people stand for? Q3: Do you know why they all dies young and who killed them? Q4: Can you guess what the texts in this unit are going to be about? b. Theme of the unit text a Civil-Rights Heroes In the text, the author mainly talks about early struggles in the Us, esp. the Underground railroad STEP FOUR Text A on P38-P43 Comprehension a. Pre-reading 1. Background Knowledge (1)freedom and rights (2) the civil rights movements (3)the Civil Rights Act of 1964 (5)the Underground railroad New words and expressions b Wh Go through the Text paragraph by paragraph 2. Point out the important structures and long sentences for further explanation later Post-read
Unit Two Civil-Rights Heroes Teaching Period : 10 (1-2) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To understand the reading material (Text A) Important Point: Understanding the reading material (Text A) Difficult Point: Training the Ss’ reading ability Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 0’ ) STEP THREE: Introduction ( 10’ ) a. Pre-reading task on P38 1. Get the Ss to listen to the recording 2. Ask the Ss to answer the following questions: Q1: Can you guess who Abraham, Martin, John and Bobby are? Q2: What did these people stand for? Q3: Do you know why they all dies young and who killed them? Q4: Can you guess what the texts in this unit are going to be about? b. Theme of the unit: & Text A: Civil-Rights Heroes In the text, the author mainly talks about early struggles in the Us, esp. the Underground Railroad. STEP FOUR: New Lesson ( 80’ ) Text A on P38-P43 Comprehension a. Pre-reading 1. Background Knowledge (1) freedom and rights (2) the civil rights movements (3) the Civil Rights Act of 1964 (4) Slavery (5) the Underground Railroad 2. New words and expressions b. While-reading 1. Go through the Text paragraph by paragraph 2. Point out the important structures and long sentences for further explanation later c. Post-reading
Text Questions on P4 (1)Why did Barbara Cater speak proudly of her great-great-grandfather? (2)Why did the author travel to Henson's last home? (3) What was the Underground Railroad? Who forged it (4)Why did the author want to tell the readers the stories of the heroes of the Underground Railroad? (5)How did John Parker win his freedom? (6)Why did some people try to capture John Parker? ()Why did Levi Coffin, a white man, help black slaves to freedom? (8) What risks did Coffin run while helping slaves? 9)What difficulties did the slaves have in traveling the Underground railroad to freedom? (10) Why did many slaves go to Canada? (11) Why did Henson decide to escape? (12)What help did Henson receive on the way to safety and freedom? 2. Text Organization Part One: (Parasl-5) It is high time to honor the heroes who helped liberate slaves by forging the Underground ailroad in the early civil-rights struggles in America Part Two: (Paras6-23) By citing examples the author praises the exploits of civil-rights heroes who helped slaves travel the Underground Railroad to freedom Story 1 :(Paras6-10)After winning his won freedom from slavery, John Parker helped other slaves to escape north to Canada to get freedom Story 2: (Paras 11-15) Supported by a strong religious conviction, the white man Levi Coffin helped black slaves to escape at huge risk ory 3: (Paras16-23) By traveling Henson reached his destination and became free at last 3. Writing characteristics (1)a narrative essay (2)Stories telling (3)Coherence (4)Direct speech It is more convincing than ind irect speech It makes a story more vivid (1)Both Josiah Henson and Uncle Tom are slaves. But in the eyes of Barbara Carter, they are different. In what way is Josiah Henson different from Uncle Tom? (2)We know slavery was abolished more then one hundred years ago. Why does the author want to remind Americans of that part of history now?
1. Text Questions on P46 (1) Why did Barbara Cater speak proudly of her great-great-grandfather? (2) Why did the author travel to Henson’s last home? (3) What was the Underground Railroad? Who forged it? (4) Why did the author want to tell the readers the stories of the heroes of the Underground Railroad? (5) How did John Parker win his freedom? (6) Why did some people try to capture John Parker? (7) Why did Levi Coffin, a white man, help black slaves to freedom? (8) What risks did Coffin run while helping slaves? (9) What difficulties did the slaves have in traveling the Underground Railroad to freedom? (10) Why did many slaves go to Canada? (11) Why did Henson decide to escape? (12) What help did Henson receive on the way to safety and freedom? 2. Text Organization Part One: (Paras1-5) It is high time to honor the heroes who helped liberate slaves by forging the Underground Railroad in the early civil-rights struggles in America. Part Two: (Paras6-23) By citing examples the author praises the exploits of civil-rights heroes who helped slaves travel the Underground Railroad to freedom. Story1: (Paras6-10) After winning his won freedom from slavery, John Parker helped other slaves to escape north to Canada to get freedom. Story2: (Paras11-15) Supported by a strong religious conviction, the white man Levi Coffin helped black slaves to escape at huge risk. Story3: (Paras16-23) By traveling the Underground Railroad, Josiah Henson reached his destination and became free at last. 3. Writing characteristics (1) a narrative essay (2) Stories telling (3) Coherence (4) Direct speech It is more convincing than indirect speech. It makes a story more vivid. 4. Discussion (1) Both Josiah Henson and Uncle Tom are slaves. But in the eyes of Barbara Carter, they are different. In what way is Josiah Henson different from Uncle Tom? (2) We know slavery was abolished more then one hundred years ago. Why does the author want to remind Americans of that part of history now?
() Black Americans have made great process in getting full equal ity. Do you think there is still much left to be done? Give examples to support your point of vIew 5. Main idea Underground Railroad in the early civil rights movement in America. with the help of the stories readers may reconstruct the fierce struggles at that time and the exploits of those courageous "freedom givers STEP FIVE: Consolidation a Summary b. Practice STEP SIX: Homework a Oral 1. Review the understand ing of the text and preview the language items of the text Comprehension P46-48 b Written: Nothing Teaching Period 10(3-4) Reference book: (New) Integrated Course 3 Student's and Teaching's book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical us Processes: STEP ONE Organization STEP TWO Revision (10) a. Revising the understand ing of Text A b. Check the homework STEP THREE Introduction a. Tell the Ss that in these two periods, we are going to learn some useful words and STEP FOUR New lesson (803) Text a 1. slender: (of people) slim, not very wide but comparatively long or high e.g. Although her face was quite plain, she had long, slender expressive hands, like a King crabs have long, slender legs, with a span over 1 meter (3 feet) 2. settlement: a place where people have come to settle e.g. Manhattan was the site of the original Dutch settlement of New Amsterdam These tools were found in an early Iron Age settlement 3. confident: feeling or showing trust in oneself or one's ability(usu. followed by
(3) Black Americans have made great process in getting full equality. Do you think there is still much left to be done? Give examples to support your point of view. 5. Main idea The author relates three stories that happened to three “conductors” on the Underground Railroad in the early civil rights movement in America. With the help of the stories readers may reconstruct the fierce struggles at that time and the exploits of those courageous “freedom givers”. STEP FIVE: Consolidation ( 8’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review the understanding of the text and preview the language items of the text; Comprehension P46-48 b. Written: Nothing Teaching Period : 10 (3-4) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) a. Revising the understanding of Text A b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A 1. slender: (of people) slim, not very wide but comparatively long or high e.g. Although her face was quite plain, she had long, slender expressive hands, like a concert pianist. King crabs have long, slender legs, with a span over 1 meter (3 feet). 2. settlement: a place where people have come to settle e.g. Manhattan was the site of the original Dutch settlement of New Amsterdam. These tools were found in an early Iron Age settlement. 3. confident: feeling or showing trust in oneself or one’s ability (usu. followed by
about /of/that clause) e.g. Michael was confident that he would be enrolled by Harvard University The more familiar you are with this machine, the more confident you will about using it The soccer team is quite confident of being able to win this important game 4. give up: abandon an attempt to do sth e.g. He's given up smoking since his illness The rescue team had given up all hope of find ing the two divers alive She was working part-time but she suddenly gave up 5. ironically: it seems ironic(that) e.g. Ironically the widespread use of antibiotics seems to be causing a lot of unexpected health problems Ironically it is often the poorer people who give the most 6. racial: relating to a person's race, or different races of people e.g. Slavery is closely associated with racial prejudice, the belief that one race is Mandela was elected President in South africa's first multi-rac ial elections held in1994 7. stand up(for sb /sth ) speak, work, etc. in favor of sb /sth; support sb / sth e.g. You have to be prepared to stand up for the things you believe in Dont be afraid to stand up for yourself 8. historic: famous or important in history e.g. In his book, Churchill recalls that historic first meeting with roosevelt More money is needed for the preservation of historic buildings and monuments Cf historical e.g. Historical people, situations, or things existed in the past and are considered to be a part of history Many historical documents were destroyed when the library was bombed 9. site: place where a building, town, etc. was, is, or will be situated e.g. The local government hasn't yet chosen the site for the new skyscraper There are many archaeological sites in southern England This monument marks the site of the battle 10. mission: particular task or duty undertaken by an individual or a group e.g. Some delegates were immediately sent to Israel. Their mission was to negotiate The five young people have been on a mission to help the Cambod ians 11. forge: ( fig)create by means of much hard work e.g. The two countries agreed to forge closer economic ties She forged a new career for herself as a singer 12. underground in or into secrecy or hiding e.g. His mother took him to Hong Kong where she worked in the underground communist movement For about thirty years the African National Congress(ANC)operated as an underground organization
about /of/that clause) e.g. Michael was confident that he would be enrolled by Harvard University. The more familiar you are with this machine, the more confident you will about using it. The soccer team is quite confident of being able to win this important game. 4. give up: abandon an attempt to do sth. e.g. He’s given up smoking since his illness. The rescue team had given up all hope of finding the two divers alive. She was working part-time but she suddenly gave up. 5. ironically: it seems ironic (that) e.g. Ironically the widespread use of antibiotics seems to be causing a lot of unexpected health problems. Ironically it is often the poorer people who give the most. 6. racial: relating to a person’s race, or different races of people e.g. Slavery is closely associated with racial prejudice, the belief that one race is superior to another. Mandela was elected President in South Africa’s first multi-racial elections, held in 1994. 7. stand up (for sb./sth.): speak, work, etc. in favor of sb./sth; support sb./sth. e.g. You have to be prepared to stand up for the things you believe in. Don’t be afraid to stand up for yourself. 8. historic: famous or important in history e.g. In his book, Churchill recalls that historic first meeting with Roosevelt. More money is needed for the preservation of historic buildings and monuments. Cf: historical e.g. Historical people, situations, or things existed in the past and are considered to be a part of history. Many historical documents were destroyed when the library was bombed. 9. site: place where a building, town, etc. was, is, or will be situated e.g. The local government hasn’t yet chosen the site for the new skyscraper. There are many archaeological sites in southern England. This monument marks the site of the battle. 10. mission: particular task or duty undertaken by an individual or a group e.g. Some delegates were immediately sent to Israel. Their mission was to negotiate a ceasefire. The five young people have been on a mission to help the Cambodians. 11. forge: (fig)create by means of much hard work e.g. The two countries agreed to forge closer economic ties. She forged a new career for herself as a singer. 12. underground: in or into secrecy or hiding e.g. His mother took him to Hong Kong where she worked in the underground communist movement. For about thirty years the African National Congress (ANC) operated as an underground organization
13. web: network of fine threads spun by a spider or some other spinning creature complex series or network g. The little boy was frightened by the spider's web in the window Many commercial and public organizations now have their own Web site and publish a home page, giving information about the organization Every day thousands of web surfers flock to this popular site, posting messages 14. liberate set free e.g. The new Afghan government is try ing to liberate its people from poverty with international help The troops aim is to liberate the country by the end of the year. 15. authorize: give approval or permission for(sth ) give authority to e.g. The central government authorized $200 billion to construct new dams to generate cheap hydro-electric power The President requests that Congress authorize the presence of US troops in the eastern region He was obliged by the arguments of the Minister of Labour to authorize a 23 per cent general wage increase 16. exploit: brave or adventurous deed or action e.g. The generals wartime exploits were later made into a film and a television series My grand father entertained us with stories of wartime exploits STEP FIVE Consolidation a Summary b. Practice STEP SIX Homework 1.Review. and preview the second part of the words and phrases 2. Language Focus P50-59 b written Teaching Period 10(5-6) Reference book: (New) Integrated Course 3 Student 's and Teaching's book Teaching Method: Combining explanation and practice To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE. Organization STEP TWO Revision a. Review the first part of the words and phrases b. Check the homework
13. web: network of fine threads spun by a spider or some other spinning creature; complex series or network e.g. The little boy was frightened by the spider’s web in the window. Many commercial and public organizations now have their own Web site and publish a :home page”, giving information about the organization. Every day thousands of web surfers flock to this popular site, posting messages. 14. liberate: set free e.g. The new Afghan government is trying to liberate its people from poverty with international help. The troops’ aim is to liberate the country by the end of the year. 15. authorize: give approval or permission for (sth.); give authority to e.g. The central government authorized $200 billion to construct new dams to generate cheap hydro-electric power. The President requests that Congress authorize the presence of US troops in the eastern region. He was obliged by the arguments of the Minister of Labour to authorize a 23 per cent general wage increase. 16. exploit: brave or adventurous deed or action e.g. The general’s wartime exploits were later made into a film and a television series. My grandfather entertained us with stories of wartime exploits. STEP FIVE: Consolidation ( 7’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1.Review … and preview the second part of the words and phrases 2.Language Focus P50-59 b.Written: 1. P51 1 Teaching Period : 10 (5-6) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) a. Review the first part of the words and phrases b. Check the homework