Unit3 Fairness For AllThe First Period Reading (I)Teaching goals教学目标1．Target language目标语言重点词汇和短语boycott，prohibit，break the law，challenge，submit，negotiate，punctual，bomb，nationwide，constitutional，battle，happiness，liberty，unjust，separation，tradition，hopeful，coincidence，hostility2．Ability goals能力目标Enable students to know some background information of the Civil Rights Movement and develop students’ ability to master the basic strategy of reading narrative passage by using Inquiry-Answer．3．Learning ability goals学能目标Help students get familiar with the background information Of the Civil Rights Movement and write a summary of narrative passage by listing and arranging the major events in the right order．Teaching important points教学重点Help students to pick out the clues of the events and grasp the whole process Of the important movement．Teaching difficult points教学难点Help students master the reading strategies-prediction，inquiry and processing. Teaching methods教学方法Team work learning，task-based learning，inquiry，prediction and processing．Teaching aids教具准备A projector and some slides．Teaching procedures & ways教学过程与方式Step I Warming upTask one: Know the heroesT: Look at the three photos and tell me who they are.Sa: The out in the first picture is the president of Abraham Lincoln.Sb: The second one is the famous black leader Martin Luther King, Jr.Sc: The third one is Paul Robeson. He is a writer.Task two: Know their contributionsT: These three people are famous political leaders who devoted themselves to the liberty of the American black people. Work in pairs and tell me their separate contributions to this career.Sa: Lincoln is a famous American president, who declared to set free the black slaves free as equal citizens of the USA. But his decision caused strong opposition from the white people in the southern states, especially those owners of plantations. Later he was murdered by an extremist.Sb: Martin is a famous black leader during the Civil Rights Movement. He led non-violent marches and demonstrations in struggle for equality between black people and white people. His famous speech——I Have A Dream inspired a lot of people.Sc: Paul Robeson is a black writer, artist and political leader. He set up several magazines to call on black people to struggle for better treatment and equal rights during the Civil Rights Movement.Step II Pre-readingTask one: Brainstorm background informationT: What happened in picture one?Ss: A black man suffered beatings and was injured seriously.T: Picture two was the poor area where most black people lived. What kind of condition did they live in?Ss: They lived a hard life. Their houses were shabby and rubbish could be seen everywhere.T: From picture three we can see a sign "White Waiting Room", why was there such a Sign?Ss: Before 1950s in most southern states the government carried out the separation policy. The black people were not allowed to mix with the white people.Therefore they were restricted to use poor and uncomfortable public facilities.T: What conclusions can you draw from these three pictures?Ss: The black people were discriminated by the white people and the government. Task two: Find the factsT: Look at the facts below and find out what were the restrictions that the black people suffered before the Civil Rights Movement?Sa: The black people were not regarded as full citizens. Their rights were strongly restricted and the whole social system was not in favor of the black people. Sb: There were obvious different treatment for black people and white people. The black people must sit at the back of buses or trolleybuses; they go to special schools for blacks and they take jobs with lower pay than whites.Task three: "Experience" the poor life of black peopleT: If you were a black young student, you would have to go to a far-away school for schooling. On your way from and to school you would often be bullied by the white students. How would you feel if you suffered such unfair treatment?Sa: I would feel very angry and take up actions to fight for better and fairer treatment. Sb: l would feel it's unfair and find it hard to accept such a fact, because people in the same society should enjoy equal rights whatever their color is.T: The black people shared the same feeling with you. They also wanted to find a way out of their bad situations.Step III While-readingTask one: Predict the content according to the title ( Top - down)T: In China, it is said: "where there is oppression, there is rebellion." The black people suffered such unfair treatment. They had to fight for equality. There came a revolution. Please look at the title of the reading The Start of The Civil Rights Movement and guess who started the Civil Rights Movement.Sa: It should be the black people in the USA.T: Yes. You're right. What was the Civil Rights Movement about?Ss: The black people struggled for equal rights and full citizenship in the society.Task two: Skim for main ideaT: Read the passage quickly and try to find information to answer the questions. Questions:1. What incident started the opening of Montgomery Bus Boycott?2. What was the first day of boycott like?3. What difficulties did the boycott meet with?4. What was the symbol to show the success of Montgomery Bus Boycott? Answers:l. Rosa Parks was arrested because of her refusal to give seat to the white.2. It went smoothly as it was planned.3. The white people tried many tricks to stop the boycott, but they were not successful.4. The Supreme Court agreed it was wrong and declared the segregation policy on the bus should be canceled.Task three: SurveyT: Read this passage again carefully and answer the questions (Ex. 1) of Comprehending on Page 23.A few minutes later.T: Time is up. The first one. Volunteer?Sa: Because Rosa Parks refused to give seat to the white, then the blacks called on a boycott of the buses and trolleybuses. The accident happened on Sunday, Dec. 4th, 1955.Sb: All the blacks supported Rosa Parks.T: Correct. The third one.Sc: The boycott lasted a year.T: Yes. The next one.Sd: The white people wanted to bomb the Luther King, Jr and the other leaders.T: Good. You're right. The fifth.Se: White people think they were in upper-class of the society, and the black people were in lower-class.T: Good. Let's go on with next question.Sf. The success of the boycott began the Civil Rights Movement that led to the improvement of conditions for black people in education, housing, jobs and hotels throughout the USA.T: Good. You've got it. The last one, please.Sg: Nov. 13th, 1956.T: You did a good job in doing Exercise one. Now work in pairs and put these events in correct order. (Do Exercise two of Comprehending).Task four: Read and build the schema chart of the passageRead the whole passage and build the schema chart below.T: Let's analyze the text. Look at the slide. I'll give you five minutes to discuss the main idea of the four passages from Maryann Jones' diary.Task five: SummaryT: Write a summary according to the tasks above. List the major events of the whole process and organize the whole passage in a well-designed way.Sample summary:Rosa parks, a black woman, got on a bus and sat in the fifth row. She was supposed to give seat to a standing white man, but she refused to do so. Therefore, she was arrested. This unfair treatment made the black people very angry. King and other black people called on a bus boycott in Montgomery. The bus boycott went smoothly and successfully. All the black people united as a whole and they went to work on foot or in taxis. A year later, the boycott met with hardships. The white businesses were suffering and they tried many tricks to stop the boycott. The houses of Martin and other black leaders were bombed. But all their tricks failed. At last the boycott succeeded and it led to the improvement of black people's civil rights.Step V Post-readingTask one: DiscussionT: Turn to Page 24 and look at these sayings and discuss the changes in attitude towards the blacks. Please try to explain why the politicians show different attitude towards the situation of the black people.Sa: Men are created equal. This is American dream, and the dream inspired American people to strive for better living conditions for the whole nation. However, this dream was only intended for the white people in the past. The black slaves were only liberated after Lincoln's Emancipation Proclamation was signed before the Civil War.Sb: President Andrew Johnson wanted a government for white people because he looked down upon the black people, and his idea dominated the mainstream opinion of the white people. Therefore in America citizens were divided into two classes, the first class --- the white and the second class--- the black.Sc: Paul Robeson was an outstanding black political leader, and his words represented the voice of black people. It was because of these outstanding black leaders that black people raised their awareness to fight for equality with the white people. Declaration of Independence was the nation's dream, and it was also for the black people. Their effort led to the Civil Rights Movement, which was the beginning to change black people's social position.Task two: Change people's attitudenation's dream, and it was also for the black people. Their effort led to the Civil Rights Movement, which was the beginning to change black people's social position. Task two: Change people's attitudeT: The Civil Rights Movement was about changing people's attitude. Sometimes in our real life we need to change people's attitude to protect our rights and other people's rights. Look at Situation 1 on Page 24. Discuss with your partner and think out some strategies to change the situation.Sa: First I will tell him it is wrong to make fun of others. I will state my stand as the following. People come from different background, so their behavior and way of life vary. City children may be "cool" in the way they think right while country children may have their own way to be "cool". Therefore it's wrong to force one's opinion on others.Sb: I will stop him first and debate with him over the matter. First I will say people are equal no matter where they come from. Second I will tell him the real feeling of the country boy who is made fun of by him.Step VI HomeworkTask one: Make phrases by using the following words (for example:boycott---Montgomery Bus Boycott )boycott, prohibit, challenge, submit, negotiate, punctual, bomb, nationwide, constitutional, battle, happiness, liberty, unjust, separation, tradition, hopeful, coincidence, hostilityTask two: Translate the sentences into English (Exercise 3, Page 69).Unit3 Fairness For AllThe Second Period Language StudyTeaching goals教学目标1．Target language目标语言重点词汇和短语trolleybus，tradition，pedestrian，hopeful，separation，submit，liberty，battle，nationwide，freedom2．Ability goals能力目标Enhance students’ original understanding of the use of tenses．3．Learning ability goals学能目标Help students understand the use of different tenses in the context．Teaching important points教学重点By recognition，distinction and practice help students use and master different tenses in context．Teaching difficult points教学难点Recognize different tenses and practice the use of them by designing practical exercises．Teaching methods教学方法Team work learning，task-based learning，presentation and summarizing．Teaching aids教具准备A projector and some slides．Teaching procedures & ways教学过程与方式Step I RevisionT: Good morning / afternoon, first I will check to see how well you did your homework. Now I will show some phrases with the words given yesterday. Let's read them.Then the students read and memorize the phrases, show the phrases on the slide: Montgomery Bus Boycott, prohibit one's rights, challenge the unfair system, submit to the enemies, negotiate with business partners, be punctual to school, bomb a country, nationwide support, constitutional fights, win a battle, express one's happiness, win liberty, unjust treatment, separation policy, by tradition, hopeful tomorrow, by coincidence, show hostilityStep II Word StudyTask one: Fill in the blanksT: Now please turn to Page 25 and fill in the blanks with the fight words.After they've finished.T: Let's read and check.Task two: Fill in the ChartT: Now let's look at Exercise two. Before you do it individually, let's look at the two meanings of these words. Go through these meanings to find the words and then choose the fight meaning for each word. Notice the meaning that is used in the reading passage.Then show the answers on the slides.Step Ⅲ Grammar StudyTask one: Distinguish different tensesT: Look at the following sentences and find out what tense each sentence uses. Sample sentences:1. I have always hated having to sit in the worst seats on the bus, so I am happy to support it.2. He had left for Europe before the war broke out.3. Dr King encourages us to fight against this unfair system which prohibits us blacks from sitting where we like.4. King and other black leaders in Montgomery seized on this incident and decided on a collision course to change the law.5. But I do worry what will happen tomorrow.6. He said he would begin writing a book in the near future.7. Maybe white business are suffering now since we don't shop downtown anymore.8. I was not listening, so I missed what he said.Task two: List the use of different tenses in the context.T: Look at the following context and fill in the blanks using right tenses.Sample contexts:1. Harry seems like normal boy, but his life is miserable. His parents ___ (be) dead and he ___ (live) with a family that __ (treat) him badly. Harry ___ (be) very unhappy and __.(not know) what to do about his life. His life :__ (change) when a bird__ (tell) him to go to Hogwarts and become a student of witchcraft and wizardry.2. Debbie Hart is going to swim across the English Channel tomorrow. She __(set out) from the French coast at five o'clock in the morning. Debbie's father will set out with her in a small boat. Tomorrow he __ (watch) her anxiously as she____ (swim) the long distance to England. She ___ (have) something to drink but she __(not eat) any solid food.3. Yesterday I had a bad day. In the morning when I __(get up) I ___ (find) it was too late for work, I __ (dress) quickly only to find I had forgotten to put on my sweater. Then I __(wash) my face hurriedly and in no time I __(be) on my way to work. Key: 1: are, lives, treats, is, doesn't know, changes, tells 2: will set out/is going to set out, will be watching, will have, will not eat 3. got up, found, dressed, washed,wasT: Different tenses are used in certain contexts. As we see in the above exercise, we should first make sure what basic tense is used (the underlined tenses). Then we can make judgment to use the correct tenses to adapt to the right context.Task three: Revise useful structuresT: Turn to Page 26 and fill the correct tense of verbs into the dialogue according to the context. Find the basic tense in each context and judge what tense should be used. Task four: Pick out the right tensesT: Turn to Page 27. Read this passage taken from To Kill A Mockingbird by Harper Lee. Pick out the use of different tenses in the passage and find as many different tenses as you can.Step IV HomeworkTask one: Recite the words and phrasesseize the opportunity, suffer discrimination, resolve to do sth., cause chaos, be unwilling to do sth., unjust behavior, abuse bad words, give a yawn, on the pavement, be hopeful for a better tomorrow, buses and trolleybuses, fight against the separation of blacks and whites, liberty and liberation, nationwide support, be forced to submit Task two: Do Exercise 1 on Page 68Task three: Finish Exercises 1 and 2 on Page 69 &70.Sample writing to Exercise 2:Martin Luther King was born on January 15, 1929. At the age of 7 in 1935 he began school. He started his career as a minister in 1948 when he was ter when the Southern Christian Leadership Conference was founded, Dr King was chosen president. He directed the peaceful march on Washington, D.C. of 250,000 people, and then he made his famous speech --- I Have a Dream. Whenever there was injustice, he would be there to lead people to fight for liberty and freedom. Eventually he received the Nobel Peace Prize. On March 21st, 1965, he led a march from Selma to Montgomery to focus attention on problems in black voters' registration. At first about 3,000 people began the march, however, the number of people increased to 25,000 when march was completed at last. Anyway the struggle was successful and President Johnson signed the Voting Rights Bill to solve the problem. Martin was shot and killed in Memphis, Tennessee on the evening of April 4th, 1968.Unit3 Fairness For AllThe Third Period Reading (II)Teaching goals教学目标1．Target language目标语言a．重点词汇和短语self-evident, brief introduction, show discrimination, philosophy of one's life, live out one' s creed, oasis of freedom and justice, symphony of brotherhoodb.重点句子I have a dream that one day this nation will rise up and live out the true meaning ofits creed.I have a dream that one day on the red hills of Georgia the sons of former slavesand the sons of former slave owners will be able to sit down together at a table of brotherhood.I have a dream that one day even the state of Mississippi will be transformed intoan oasis of freedom and justice.I have a dream that my four children will one day live in a nation where they willnot be judged by the color of their skin but by the content of their character.With this faith we will be able to cut a stone of hope from the mountain of despair.With this faith we will be able to transform the unpleasant sounds of our nation into a beautiful symphony of brotherhood.With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.2．Ability goals能力目标Enable stude nts to use the rhetoric strategies in speech a|1d develop students’ ability of appreciation，imagination and resonance．3．Learning ability goals学能目标Help students know some rhetoric strategies used in the speech and learn to use them in writing．Help students learn to appreciate me beautiful sentences in t11e speech．Teaching important points教学重点Stimulate students’ imagination and arouse their resonance in understanding the speech and the strong emotion expressed between the lines of the speech．Teaching difficult points教学难点Arouse students’ desire to make a speech in front of the class by using right intonationsand rhythms．Teaching methods教学方法Team work learning, task-based learning, appreciation, brainstorm and stimulation, Teaching aids教具准备A projector and some slides．Teaching procedures ＆ways教学过程与方式Step I RevisionT: First I will check if you have memorized the words I gave you last class. Now I will say the Chinese and you give me the English.Review the words and expressions.Step Ⅱ Lead-inTask one: Fact boxT: Read the following facts about Martin Luther King, Jr and answer the questions. The major events of Martin will help you know more about him.Fact box:1. Martin Luther King was born on January 15, 1929.2. Montgomery bus boycott lasted 382 days. During these days of boycott, King was arrested, his home was bombed, he was subjected to personal abuse, but at the same time he emerged as a Negro leader of the first rank (一流的).3. In 1957 he was elected president of the Southern Christian Leadership Conference, an organization for the now burgeoning Civil Rights Movement.4. Between 1957 and 1968, King traveled over six million miles and spoke over twenty-five hundred times, appearing wherever there was injustice, protest, and action; and meanwhile he wrote five books as well as numerous articles.5. He directed the peaceful march in Washington, D. C. of 250,000 people to whom he delivered his address --- "I Have a Dream" on the steps of the Lincoln Memorial.6. He was named Man of the Year by Time magazine in 1963.7. At the age of thirty-five, Martin Luther King, Jr. was the youngest man to have received the Nobel Peace Prize.8. On the evening of April 4, 1968, he was murdered.9. He became not only the symbolic leader of American blacks but also a world figure. Questions:1. What did Martin lead in Montgomery, Alabama?2. What was the famous speech that Martin gave in Washington, D.C.?3. Where did he give "I Have A Dream"?4. What great honor did Martin receive in 1964?5. How did Martin die?Answers:1. He led a boycott of the buses in Montgomery from 1955 to 1956.2. On August 28, 1963 Martin gave his famous "I Have a Dream" speech.3. He spoke on the steps of the Lincoln Memorial in Washington, D.C.4. Martin was awarded the Nobel Prize for Peace.5. Martin Luther King Jr. was murdered in 1968.Step Ⅲ Pre-readingTask one: Predict and inquiryT: Look at the title --- "I Have A Dream", what dream did Martin have?Ss: Martin wanted to see equality and justice in the USA, where the black people were discriminated as the second class citizens.T: Look at the title and make up some questions on the title.Possible questions:1. What emotion did Martin want to express in his speech?2. On what condition did Martin make the speech?3. Why did he make the speech?Possible answers:1. Martin wanted to show his good will, strong wish and desire to seek freedom, liberty and equality for the black people.2. Martin made the speech in Washington D.C., capital city of America after a march. The speech inspired the whole audience and the whole black people.3. He wanted his dream to become the dream of the whole nation.Task two: Understand reading in the whole contextT: The reading passage is an extract of the speech, and it is the last part of the whole speech. Look at the major structure of the whole speech and find out why the dream should be realized.T: Look at the structure and find the main idea of each part.Task three: Arouse imagination and resonanceT: Imagine what kind of life the black people were leading, using the following questions and your former knowledge as a clue. You can imagine and show sympathy on the black people by using mind-map strategy.1. Why were the black people called second-class citizens?2. Why were the black people not allowed to sit in the same classroom with the white students? How could they receive education?3. Why did the black people have to sit at the back of the bus?4. In what way can the black people share equal rights with the white people? Answers:I. Politically. they didn't have rights to vote and economically, they were poor and live in slums.2. They were not allowed to mix with the white students and they had to go to far-away schools which were intended only to the black students.3. The black people were looked down upon and they were not allowed to mix with the white people.4. They should change the white people's attitude toward them. But first of all, they should show their determination and unite as a whole to win the war.Step IV ReadingTask one: Build the schema chartT: The speech can be divided into three parts. Read the speech quickly and generalize the main idea of each part.Task two: AppreciationT: Read the speech-and pick out the sentences that you like best.Give students 3 minutes to go through the whole speech and pick out their favorite sentences.T: Read your favorite sentences aloud and give a reason why you like all these sentences. After that I will show you the Sentences that I like best.Then students read their favorite sentences aloud and give reasons why they like them. T: I like the sentences(see the above 7 sentences in target language) that used the parallelism method, because these sentences are like poem with beat and I can sense both the beauty of the language and the strong emotion between the lines of the speech. Next I would like to make a short speech by using these sentences. Teacher recites the sentences with emotion. Students listen to the teacher and try to imitate.Step V Post-readingTask one: DiscussionT: Now please turn to Page 29 and discuss with your partner on the questions" of Post-Reading.Question:What makes the speech powerful? What special methods are used in the speech?Students discuss and present their ideas.Sa: The speech is powerful because we can sense the strong feeling expressed in it. The use of parallelism intensifies the special effect.Sb: The speech is very powerful because of its beautiful words, such as creed of equality, brotherhood, oasis of freedom and justice, sisters and brothers. These words express the same meaning, but it has different expressions. The use of metaphor and simile make this effect even stronger.Task two: WritingT: Write a short speech over the environmental problem. You can use the following structure to make your speech smooth and persuasive. First discuss what the problems are and then think out the possible solutions.Discuss and organize possible sentences needed.T: Organize the passage using repetition, parallelism, metaphor and simile. Follow the structure and try to organize the passage as a whole. Then try to use necessary rhetoric speech to make it flow.Sample speech:We Are EndangeredWe are living in a world that is badly polluted. Rubbish is around wherever we go. The air is not healthy for us to breathe; the water is no longer healthy for us to drink; the forest is destroyed day by day; the farmland is becoming desert; many species of animals are reducing in great numbers. We can't live a better life if we continue to pollute our environment.It's everyone's duty to give a hand to protect our environment; it's everybody's duty to save the energy and natural resources; it's everyone's responsibility not to produceharmful rubbish. Only when all of us give a hand can we expect a hopeful tomorrow. With this hope in mind we can see our sky become clear again; with this hope in mind we can find water in dyers get clean; with this hope in mind we will see flowers and grass instead of rubbish; with this hope in mind we will find the hills turn green; with this hope in mind we will see children breathe fresh air and play happily on the green grass.Step VI HomeworkTask one: Recite the speechTask two: Make phrases by using these words:self-evident, brief, discrimination, philosophy, creed, oasis, symphonyUnit3 Fairness For AllThe Fourth Period Listening and SpeakingTeaching goals教学目标1．Target language目标语言a．重点词汇和短语accuse of，attack，innocent，academic，athlete，lawyer，educator，career，education levelb．重点句子Give argument:I think they have these things in common.I believe it is better to...Is it better to...than...?It seems to me...because...I'm not sure if it's better to...Have you considered...?Which is more important...?I don't agree. I consider that...Our consensus is...Why don't you agree?Support argument:I believe Paul Robeson is the most outstanding black person because...His excellence lies in the fact that...During his / her life she / he made every effort to...She / He never only thought of himself / herself and devoted all his / her life to... 2．Ability goals能力目标Enable students to quickly get the main clue of a story and master，the basic skills of listening，such as predicting，preparation，grasping the key word．3．Learning ability goals学能目标Master the ski11 of collecting information to help understand the general content of the listening material and learn to sort and generalize information．Teaching important points教学重点Enable students to grasp the plot of the story and quickly pick out its main clue．Teaching difficult points教学难点By training listening strategies of predicting，grasping the main idea，catching the detailed information，students will learn to develop the proper way of listening．Teaching methods教学方法Team work learning and task-based learning．Teaching aids教具准备A projector and some slides．Teaching procedures & ways教学过程与方式Step I RevisionTask one: Check recitingT: I will check how well you have recited the speech made by Martin Luther King.Ask some volunteers to recite the speech in the front.Task two: Check words and expressions。
