Using LanguageⅡ课堂实录

读写教学设计“I have a dream”

主题语境：人与社会---社会与文化

语篇类型：演讲

授课时长：一课时（45分钟）

文本分析：

本课的文本改编于美国民权领袖马丁路德金的著名演讲“I have a dream.”。本文可以分为两个部分：第一部分，马丁路德金揭露了黑人在美国南部遭到的种种不公正待遇及其原因；第二部分，马丁路德金对于未来美国黑人自由民主的生活进行了展望，以及表达了达成这种自由民主的决心和信心。

本课的重点词汇主要涉及三方面。第一组词有关于一些拥有不同信仰的人，如：Gentiles, Jews,

Catholics 和 Protestants等。第二组词有关于一些美国南部的一些地方，如：Georgia; Alabama; 和 Mississippi等。第三组词为文中被标黑的词，即对学生来说的生单词，如creed, oasis 和 symphony等。

除此之外，在写作特色上，本文还是一篇非常标准的演讲稿，涵盖了演讲稿的几乎所有要素，非常适合用来分析总结演讲稿书写的特征，即：背景信息，文本内容，词汇特点，写作策略，演讲目的和结构。

本文的价值取向在于学生通过本文的学习，体会到马丁路德金为美国黑人做出的不朽贡献，他大公无私的博大胸怀，以及追求美好生活的坚定信念。

学情分析：

相对于本省高二学生的英语平均水平，本班学生英语水平相对较好，尤其是读写能力方面。学生已基本能够读懂原版文章，部分学生能够比较流利的复述文本材料中的重要观点。尽管如此，大多数学生在信息的整合和归纳方面，以及书面表达的技巧方面还比较欠缺。此外，虽然很多学生对如何演讲有一定的了解，但对这个具体的步骤还缺乏整体的把握。

教学目标：

在本课学习结束时，学生能够：

1.

获取本篇演讲稿中的事实性信息；

2.

通过对本文内容的分析，概括出演讲稿在语言表达上的特征；

3.

总结演讲稿书写的基本步骤；

4.

应用上述第三点中所总结出的步骤，能够以“我的梦想”为题起草演讲稿；

5.

使学生对演讲有初步的认识，体会到演讲的乐趣。

教学重点：

学生通过学习此篇文章，总结概括出口语演讲的基本步骤并能够运用所学来起草演讲稿；

教学难点：

学生能够根据口语演讲的基本步骤来进行演讲；

教学资源：

人教版教材，选修10，多媒体，黑板，粉笔；

教学过程：

教学目标

活动名称

活动意活动形式及步骤

图

给予物征，学生测；

人Ask students to guess a person by giving them four clues.

特

让

猜学生学习效果评价

时间

Recognize the Lead-in

people who gave the speech “I

have a dream”.

通过给予背景信息，2’

让学生猜测演讲人是一个不错的导入方式；这个设计能激发学生的学习动机，让学生更愿意通过读来了解这个演讲人

Identify the Reading

basic information about this speech.

学生于本演讲内容结构一个本的识；

对Ask students to read the passage and answer the following two questions;

1.

When and where was the speech made and what was the purpose of it? 篇2.

How many sections can it be divided into? And what is the main idea of each 的section? 和有

基认学生能够了解文本基8’

本的事实性知识；学生能够了解到演讲的基本结构。

Identify the 1.

Learning 1.

词汇lexical feature some 教学

of this speech.

vocabularies 2.

Students try 2.

学生思考to find the 本文lexical 的词feature by themselves. 汇特征

1.

Learning vocabularies Group 1: Give students time to read words and find something in common between them.

Group 2: Give students time to read words and find something in common between them.

Group 3: Learn three words and do exercises. 2.

Find the lexical feature by thinking the following two questions

1.) How many words are there in the passage? How many challenging words we mentioned just now? How about the rest? 2.) Will many people understand the words in the wrong way?

Ask students to think about the features on writing by reading;

Ask students to answer a question to guide them find the first feature.

Ask students to answer a question to guide them find the second feature.

Ask students to answer a question to guide them find the third feature.

Teacher summarizes the features on writing

(Features on writing: quotation; repetition; parallelism)

学生们能够掌握某些6’

词，并能加以运用；学生能通过思考来找出文中的词汇特征。

Identify features writing.

the Reading

on 通过对本文内容的分析，概括出口头演讲在书写方面的特点。

学生们先自己尝试去12’

找到写作的特征，随后，在老师的启发下，大部分同学能够准确概括出演讲在语言表达上的特征；

Highlight the Brainstorm

speechwriting strategy.

学生根据篇课的内思考讲的作略；

们本文容演写策Students read the passage and think about the key elements in speechwriting.

Invite some students to say their ideas. This will improve their ability of logical thinking.

Teacher summarizes the key elements in speechwriting.

学生能总结出一些演5’

讲写作中的核心要素；

Apply the Give a speech

general procedures and the speechwriting strategy to practice.

依据所总结出的演讲步骤，学生以“我的梦想”为主题

进行一个3分

钟内的演讲；

Students are required to make a speech --- “My

dream”. The speech is based on the following background. [As a representative of Chinese teenagers, you are invited by the United Nations to join its International Teenagers Summit.

All representatives from different countries are supposed to give a speech (in three minutes) with the same title “my dream” , to make you understand each other better.]

Students do a self-check to know whether they consider the key elements. 大部分学生都能够把12’

之前总结出的步骤应用到演讲之中；在表达策略方面，只有少数同学能够灵活应用；

Homework: Write a short speechwriting entitled What is the Chinese dream to you? Here is the information you may need: •

The Chinese leader, President Xi Jinping, adopted "Chinese Dream" in 2013. •

When meeting with U.S. President Barack Obama in 2013, President Xi said that •

‘To the world, the Chinese dream is about a peaceful and stable society. In a way the Chinese dream is not just about China, but represents the common value and ideals of all human beings.’

•

‘To America, the Chinese dream is about cooperation, win-win results, and it is connected to the American dream. •

‘To China, the Chinese dream is about development, prosperity, collective effort, and national glory.

案例说明：

本案例教师基于语篇分析和学情分析，设计了相关教学目标。所有教学活动设计都以教学目标为导向，体现了学习理解，应用实践，迁移创新三类活动的关联和递进。教师首先创设情境，激起学生探讨学习的兴趣；在此基础上，通过读，让学生找到事实性信息并掌握文本的基本结构，并引导他们关注演讲在语言表达上的特征。接下来，教师引导学生关注演讲在结构方面的特征，并通过讨论，和学生一起概括总结出演讲的基本流程。然后，教师通过提供情境，让学生把之前总结的知识和技能应用到实际演讲之中，并通过一系列练习，锻炼学生的逻辑思维能力，这为培养学生的批判性思维打下了夯实的基础。整堂课中，教师把语言知识学习，语言技能运用，思维品质发展和文化意识形成都有机的融入到课堂内容和教学活动之中，为在课堂教学中培养学生的英语学科核心素养进行了探索和实践。

课文原文

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal.

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 the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little 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. I have a dream today! I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and "nullification" -- one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. …

This is our hope, and this is the faith that I go back to the South with.

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 sound 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.

And this will be the day -- this will be the day when all of God's children will be able to sing with new meaning

“My country, sweet land of liberty

– to you I sing. Land where my fathers died, from every mountain, let freedom ring!”

And if America is to be a great nation, this must become true. So

let freedom ring…

Let freedom ring.

And when this happens, when we allow freedom to ring - when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: “Free at last! Free at last!

Thank God Almighty, we are free at last!”