Using LanguageⅠ教学设计(教案)

The 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 brotherhood b.重点句子

I have a dream that one day this nation will rise up and live out the true meaning of its creed.

I have a dream that one day on the red hills of Georgia the sons of former slaves and 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 into an oasis of freedom and justice.

I have a dream that my four children will one day live in a nation where they will not 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 students 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

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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 intonations and 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 Revision T: 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-in Task one: Fact box T: 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

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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-reading Task one: Predict and inquiry T: 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:

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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 context T: 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.

Part one

The situation of black people doesn't live up to the dream of American ideal—Men are created equal．

Part two

It is important and urgent for America to give true liberty and freedom to the black people if America Wants to march to greater heights．

Part three

Martin calls on the black people to fight for their civil rights using proper ways．

Part four

He expresses his strong hope that me black people and the white people will enjoy equal rights，freedom and liberty．

Task three: Arouse imagination and resonance T: 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?

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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 Reading Task one: Build the schema chart T: The speech can be divided into three parts. Read the speech quickly and generalize the main idea of each part.

Sample chart: Title

Part l

Part 2

Part 3

Answer：

Title

I Have A Dream

Part 1

Martin described a picture of his dream．He used the words(creed of equality，

brotherhood，oasis of freedom and justice，sisters and brothers)

to strengthen its vivid description．

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Part 2

Part 3

Martin expressed his hope to see equality，freedom and liberation nationwide．

He expressed his strong wish to see a world of freedom，where people of different background enjoy freedom together．

Task two: Appreciation T: 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-reading Task one: Discussion T: 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.

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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: Writing T: 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.

Possible structure: Title：

Problem：

1．The harm that these problems cause．

2．Point out how serious they are．

Solution：

1．Possible solutions to call on the audience to make their effort．

2．Special measures t0 call on t11e whole society to take part．

Sample speech:

We Are Endangered

We 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

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to save the energy and natural resources; it's everyone's responsibility not to produce harmful 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 Homework Task one: Recite the speech Task two: Make phrases by using these words: self-evident, brief, discrimination, philosophy, creed, oasis, symphony

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