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新疆医科大学外语教研室全新版大学英语三册教案Unit21Unit2CivilRightHeroesⅠ.TeachingPlanObjectivesStudentswillbeableto:1.understandthemainidea(earlycivil-rightsstrugglesintheUS,esp.theUndergroundRailroad);2.learntouselibraryresourcesandotherresourcesforinformation;3.graspthekeylanguagepointsandgrammaticalstructuresinthetext;4.conductaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.PedagogicalmethodsPrinciples:stimulating,motivating,facilitating,enablingTask–based:reading,writing,discussing,practicing,commenting,criticizing,evaluating,recreating,investigating,searchingforresources,casestudying,presentinganddemonstrating,deducting,inducting,etc.Timeallotment1stperiod2ndperiod3rdperiod4thperiod5thperiodPre-readingPre-reading(ClozeB);While-reading(naturaldivision,PartI-PartIII)While-reading(continued)Post-reading;CheckonSs’homereading(TextB)Theme-RelatedLanguageLearningTasksPre-readingtasks1.TasksSsthefollowingquestionsontherecording:(5minutes)—WhatarethespecialcontributionsofAbraham,JohnandMartintotheAmericans?(Theyalladvocatedblackcivilrights.)—Howdidtheydie?(Theywereallassassinated.)2.KnowledgeofAmericangeography(10minutes)1)TbringsamapoftheUSAtoclass,hangsitinthefrontoftheclassroom.新疆医科大学外语教研室全新版大学英语三册教案Unit222)TexplainsthattheUSAwasdividedaftertheAbolitionAct(废除黑奴制法案):theNorthernStatessupportedit,whiletheSouthernStatesdisapprovedofit.3)TcirclesouttheSouthernStates(Alabama,Arkansas,Florida,Georgia,Louisiana,Mississippi,NorthCarolina,SouthCarolina,Tennessee,Texas,andVirginia)andtheDeepSouthstates(Alabama,Florida,Georgia,Louisiana,Mississippi,SouthCarolinaandeasternTexas)onthemap.4)Ssscanthetexttofindoutallplacenames(DresdenOntario,RipleyOhio,OhioRiver,Kentucky,NorthCarolina,NewPortIndiana,Maryland,Cincinnati,BuffaloN.Y.,NiagaraRiver)andlocatethemonthemap.TmayinviteSstocomeuptothemapandtracetheHensons’escaperoute(i.e.,thelastsectionofthetext)onit.3.KnowledgeofChristianity(10minutes)1)Texplainsthat,forhistoricalreasons,manyblackslavesbelievedinChristianity,likeUncleTominUncleTom’sCabin.Therefore,inblackwritingstherearefrequentreferencestoChristianity.2)Twritesdownthefollowingvocabularyitemsontheblackboard:theCreator,anAfrican-AmericanMoses,Quaker,Bible,Methodistminister,Bethlehem,salvation.3)Ssself-studytheirmeaningsbyreadingtheNewWordsandExpressionsandProperNamessectionsfollowingthetext.4)TchecksSs’understandingand,ifnecessary,givesfurtherguidance(seeTextAnalysis).4.Out-of-classresearchprojects:TguidesSsthroughWritingStrategy,thentellsthemtoformgroupstoresearchintothediscussionquestionsinPartIV:Theme-RelatedLanguageLearningTasksbyusinglibraryresources,theInternetandotherresources.Eachgroupmembermayfocusononlyonediscussionquestion.Theywillsharefindingsinalaterclass.(9minutes)5.SsdoClozeBtogetabetterunderstandingoftheUndergroundRailroad.(15minutes)While-readingtasks1.Ssscanthetexttoseeifthereisanynaturaldivisionbetweenpartsofthetext.(Thereisablanklinebetweeneachpart.)(2minutes)2.TexplainsthekeylanguagepointsinPartIandgivesSspractice(seeLanguageStudy).(10minutes)3.Sssumupthemainideaofthispart(seeTextOrganizationExercise1),thenidentifythesentencewhichconnectsthispartwiththefollowingparts,(lastsentenceinPara5—“Iwasintentontellingtheirstories.”)(3minutes)4.TexplainsthekeylanguagepointsinPartIIandgivesSspractice(seeLanguageStudy).(15minutes)5.Sssumupthemainideaofthispart(seeTextOrganizationExercise2).(3minutes)6.TexplainsthekeylanguagepointsinPartIIIandgivesSspractice(seeLanguageStudy).(15新疆医科大学外语教研室全新版大学英语三册教案Unit23minutes)7.Sssumupthemainideaofthispart(seeTextOrganizationExercise2).(3minutes)8.TexplainsthekeylanguagepointsinPartIVandgivesSspractice(seeLanguageStudy).(15minutes)9.Sssumupthemainideaofthispart(seeTextOrganizationExercise2).(3minutes)10.TmakesSsrealizethatthelastthreepartsareall“stories”supportingPartI.(2minutes)11.TdrawsSs’attentiontothetwodifferentusagesof“but”inthetext—“Therewasroomforallbuttwo”and“JosiahHensonisbutonenameonalonglist.”Ssthendoafter-textExerciseII,WordswithMultipleMeanings.(15minutes)Post-readingtasks1.1)Ssformgroupstodiscussthefollowingquestions:—AmongsomanyparticipantsoftheUndergroundRailroad,whywereJohnParker,LeviCoffinandHensonchosenastheirrepresentatives?Whodotheyeachrepresent?—WelearnaboutHensoninPartI,thenwhyishisstorydelayeduntilthelastpart?—Whydoestheauthorsometimesquotedirectlyfromcharactersinthestories?(TheanswerstothesequestionsarediscussedbelowinTextAnalysis.)2)SomeSsgroupreportdiscussionresultstoclass(seeTextAnalysis).(20minutes)2.TguidesSsthroughsomeafter-textexercises.(20minutes)3.TchecksonSs’homereading(TextB).(3minutes)4.SsdoPartIV:Theme-RelatedLanguageLearningTasksbydrawingontheirout-of-classresearchproject.(1period)5.TasksSstopreparethenextunit:(2minutes)1)dothepre-readingtask;2)previewTextA.Ⅱ.TextAnalysisWhenwelearnaforeignlanguage,wemustalsolearnthecultureofthespeakersofthatlanguage.TextAinthisunitisagoodcaseinpoint.ReadersneedsomebasicknowledgeofChristianity.SometermsinthistextaremarkedlyChristian,like“MethodistMinister”,“Bible”,“Quaker”.Othersrefertoc