Warming up、Pre-reading、Reading、Comprehending教案教学设计导入设计

Unit3

Reading教案

Teaching goals教学目标

1．Target language目标语言

a．重点词汇和短语

boycott

prohibit offence unjust separation tradition submit unwilling seize collision hopeful negotiate chaos sandal punctual cioncidence pedestrain march pavement salute abuse hostility resolve prayer bomb supreme nationwide constitution constitutional fundamental battle happiness liberty

b．重点句子

Dr King encourages us to fight against this unfair system which prihibits us blacks from sitting where we like.

I’m glad to say, this unjust separation of people on the basis of skin color was challenged. The other three submitted but Rosa was unwilling to do so and she refused. King and the other black leaders in Montgomery have seized on this incident and decided on a collisin course to change the law.

Envouraged by a Supreme Court decision that public education must be mixed nationwide, the leaders went to court to argue against separation on buses.

In court we won a fundamental victory in the battle for our civil rights. 2．Ability goals能力目标

Let the students know the history of black people fighting for their equal rights. 3．Learning ability goals学能目标

Help the students learn to appraciate diarys and the way diarys rare witeen . Teaching important points教学重点

Let the students understand the whole passage and identify new words and expressions which appear in the text．

Teaching aids教具准备

Computer and some slides．

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Teaching methods教学方法

Task-based learning and communicative．

Teaching procedures ＆

ways教学过程与方式

Step I Lead-in ＆

Warming up T：Good morning，students．As we know, the 29th Olympic Games was held in our country. Do you know what is the basic standard of compition?

S1: I think it should be fair. S2: All competitors should obey fairness for all.

T：Yes. But in the wolrd, there were unfairness in other areas. For example the black people didn’t have fair rights as the white.So they had to fight for their equal rights.Do you know the history of their fighting? Ss: Yes. T: OK. Today we will have a new period about “How the black fought for their rights”. Look at the pictures in Warming Up, do you know who thry are? S1: The first is Abraham Lincon, an American president, who led the civil war of theUSA. T: Good. The next one. S2: The next is Martin Luther King. He was the leader of American black civil rights movement. T: Well done. Maybe you don’t know the third one. His name is Paul Robeson. He was a man talented in many fields. As an athelets, actor, academic, and political acivisti, Robeson used his fame to help his fellow blacks. He would normally have been remembered for his exceptional abilities but his political ideas hav meant he has been largely forgotten. It is only now one hundred years after his birth that his life is being peoperly appreciated.

I give you the backgound information of the passage.

When settlers moved into the southern states of American they found that the climate was ideal for growing cotton. However the climate proved too hot for prisoners from English jails who were the earliest workers sent over to work in the fields so the plantation owners looked for alternative workers who could cope with such how

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weather. They discovered men and women carried from Africa and sold to the sugar plantation owners of the

Step Ⅱ Pre-reading Let’s look at the background of the movements.Look at Pre-reading. What were the situations of blacks at that time?

S3: They only could sit at the back of buses or trolleybuses. The first picture shows a black man being mistreated by a policeman during a demonsteation to draw attention to the lack of civil rights for black people in America in the 1050s. T: Good.

S2: The second picture shows a black housing area after some white gangs have tried to stop black people from drawing attentio to their civil rights in the 1950s. T: You have done a good job. How about the third picture. S3: This shows that there were two sets of parallel facilities that operated in the southern states during the 1950s. White people had their own waiting rooms, drinking fountains, seats and toilets during this period. The black had other less xomfortable facilities. The police upheld the rights of the whiths at the expense of those of the black people in the 1950s.

T: How would you feel if you were treated differently for something you couldnot change –

the color of their skin. How would you respond to all the rules in the textbook? Discuss with your partners about how would you respond to the situations. Step Ⅲ

While-reading T: What was the cause of the boycott?

S6: The immediate cause of the boycott was Rosa Parks, a black woman, being turned off the bus because she would not give up her seat for a white man. She was arrested because she challenged the racial discrimination on buses. Then king and the other black leaders in Montgomery called on all the blacks to start a bus boycott movement.

T: Well done. Sit. down, please. Do you understand this passage? Which people supported Rosa Parks?

S7: The black community and the black churches supported Rosa Parks.

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T: Good. How long did the boycott last? What did the blacks do to show their determination? S8: The boycott lasted about a year. All that time the blacks walked to work or used taxis.

T: What did the white do to end the boycott? Ss: The white tried to end the boycott by playing tricks, and boming the houses of the leaders of the movement. T: Why do you think white people wanted to sit seperatelu from Blacks? S9: I think white people wanted to sit away from blacks because they thought blacks were inferior. T: In what ways do you think the boycott influencesd the city? Ss: It made clear to the people of the city that the black community was not going to put up with unfair treatment any more. T: When was the boycott over? How did the blacks win the battle? T: The boycott was over when the Supreme Court said that it was illegal to sections reserced for black and white people on the buses. The blacks won the battle through their continuous sstruggle, in which they showed their determination, perseverance and unity.

Step IV Language focus Words and useful expressions：

1．prohibit

v. 禁止，阻碍

~ sb./ sth. from doing sth. 禁止某人或某物做某事。

Smoking is strictly ~ed in public places.公共场所禁止吸烟。

Traffic regulations ~s us from riding bikes on the sidewalk.

交通法规禁止我们在行人道上骑自行车。

The guard came over and ~s us from entering the theater.

警卫过来阻止我们进入剧院。

2．seize

1) vt./ vi. 抓住，逮住；夺取，占领

The bird ~d a big beetle.

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The army ~d the fort. 军队占领了这个要塞。

~ the chance.

2) ~on / upon 意识到并加以利用

She ~d on my suggestion and began work immediately.

他采纳了我的建议，马上干了起来。

The critics ~d on my mistake and said I was ignorant.

批评我的人抓住了我的错误就说我无知。

3．accustom （与to连用）使习惯于…

accustom oneself

to sth./ doing

使自己习惯于; 养成...的习惯

be accustomed to

sth./ doing

习惯于

They had to accustom themselves to the hot weather.

他们不得不使自己习惯于炎热的天气。

The child was accustomed to having her way.

这孩子任性惯了。

I have accustomed myself to working long hours.

我已习惯于长时间工作

Step V Homework 1. Read the text repeatedly. 2. Finish Part 1 of Learning about Language.

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