Warming up、Pre-reading、Reading、Comprehending教学设计(教案)

Unit 3 Fairness for all The start of civil rights movement 1.

Guiding ideology and theoretical foundation New curriculum standard requires that English teaching should help the students to grasp the basic English language ability, in other words, listening, speaking, reading and writing. These four aspects are fundamentally important during the process of their growth. This unit is of great practical significance, as wildlife protection is becoming more and more urgent for everyone living on the earth. The teacher should create a student-centric teaching activities and help the students realize the importance of wildlife protection and the methods of wildlife protection.

2.

Teaching background This passage is from New Senior English for Chinese students, book 2.The topic of this passage is wildlife protection, which introduces the living condition of wildlife and the importance of wildlife protection. It aims to raise the students’

awareness of the importance of wildlife protection and how to protect wildlife. There are 52 students in this class, most of whom come from countryside, so their English ability is a little poor. But luckily, they are hardworking. What is more, they have got used to the characters of senior English class. As teenagers, they have the abilities to think independently, besides, they may have updated and unique opinions, which could help them improve their English learning. 3.

Teaching aims Knowledge aims:

a. help Ss to understand and master the words and expressions in reading. b. Let the students know some basic information about the Montgomery bus boycott. Ability aims:

a. Train Ss to catch the key words or phrases in the reading. b. Encourage Ss to think and express their attitude towards the Civil Rights

Movement. c. Enhance Ss’ reading ability and develop Ss’ ability and skills of guessing words and reading comprehension. Emotional aims:

a. Help Ss understand the importance of the Civil Rights Movement in America history. b. Develop Ss’ sense of cooperative learning.

4. Teaching key and difficult points: Teaching Key Points:

a. To train the reading comprehension to the whole passage b. To improve Ss’ ability of listening, speaking, reading and writing.

c. How to lead the students to organize their words and express them.

Teaching Difficult Points:

a. Enhance the students reading skills in the passage.

b. How to use the reading skills to make the passage better to understand. 5. Teaching methods：

Co-operative learning Activity-based teaching (individual work; group work; class work) Students-centered approach & Task-based teaching and learning 6.

Teaching Procedures:

Step 1: Leading-in The teacher plays a video of Martin Luther King’s famous speech-I have a dream. Then gives out the question: D o you know what were going on at that time? Step 2: Warming up The teacher shows the students three photos of Abraham Lincoln, Martin Luther King and Paul Robeson, and ask students to briefly introduce something about them. 1.Abraham Lincoln is a famous America president, who declared to set 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. 2.Martin Luther King 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. 3.Paul Robeson is a black writer, artist and political leader. He set up several organizations to call on black people to struggle for better treatment and equal rights during the Civil Rights Movement. Step 3 Pre-reading The teacher shows the students three pictures of the black’s living environment and some unfair rules set for the black. 1.

Sit at the back of buses or trolleybuses 2.

Drink from a particular fountain for blacks only 3.

Eat in a special part of a restaurant 4.

Register to vote（

but if they do they could lose their job) 5.

Take jobs with lower pay than whites 6.

Go to a black university

for higher education 7.

Go to special schools for blacks Step 4 Reading 1.

Listening The teacher plays the record of the passage and let the students write down some key words while listening. 2.

Skimming The teacher lets the students read through the passage and find out the main idea of each part. Part 1:Martin Luther King announced to start a bus boycott.

Part 2:The first day of the bus boycott. Part 3:The develpoment of the bus boycott.

Part 4:The result of the bus boycott. 3.

Scanning The teacher gives the students four questions and let each group finish one question. What was the cause of the bus boycott? The cause of the bus boycott was Rosa Parks, a black woman, being turned off the bus because she would not give up her seat for a white man. How did they perform the bus boycott? The blacks walked to work or used taxis. How long did the bus boycott last? The boycott continued very successfully for a year. What was the result of the bus boycott? The Supreme Court agreed it was wrong and declared segregation policy on the bus should be canceled. 4.Careful reading Put the sentences into time order. They went to work on foot or in taxis instead. Rosa Parks was arrested. Rosa Parks refused to give up her seat on the bus. Martin Luther King called on the blacks to boycott the city buses and trolleybuses. The Supreme Court agreed the boycott. The Whites were angry because their business suffered. 5.

Post-reading Topic

The Montgomery Bus __________ Main idea The blacks refused to ___________ in order to fight against ____________ Details Martin Luther King:___________ the boycott. The blacks: ___________ the boycott. Maryann Jones:__________________the boycott, ___________________

6.

Group discussion Look at the sayings and discuss the changes in attitude towards blacks. Give your opinions about these sayings. 7.

Summary 8.

Homework 1.Read the passage after class. 2.Finish the comprehending part on the textbook.