一、教材分析 

本單元的中心話題是“自由戰(zhàn)士”（freedom fighters），聽、說、讀、寫始終圍繞這一主題展開。語言知識和語言技能部分主要是圍繞“freedom fighters）這一中心話題進行設(shè)計的。課文講述了美國黑人爭取自由的歷史，從而說明自由、平等的重要性。同時也表達了對那些為自由和平等權(quán)利而獻身的勇士們的敬仰。 

“熱身”（Warming up）部分設(shè)計了三個討論題，使人們對馬丁·路德·金和曼德拉這兩位為黑人自由和平等權(quán)利而斗爭的領(lǐng)袖人物的人生經(jīng)歷有所了解，通過討論，增強對他們國家目前現(xiàn)狀的了解。 

“聽力”（Listening）部分是在“熱身”活動的基礎(chǔ)上，以聽力訓(xùn)練形式進一步幫助學(xué)生了解馬丁·路德·金，聽力中節(jié)選了的“I HAVE A DREAM”的部分句子。練習包括四個項目，設(shè)計多樣，生動有趣。第四題有利于培養(yǎng)學(xué)生用英語進行總結(jié)概括自己思想的能力。 

“口語”（Speaking）部分設(shè)計了兩個問題，第一題以三人小組的活動形式，組織學(xué)生談?wù)摷s翰·布朗（John Brown）和哈麗特·塔布曼（Harriet Tubman）的人生經(jīng)歷，引人深思，使學(xué)生能用英語闡述自己的意見。第二題以詩歌形式出現(xiàn)，有利于寓教于樂，激發(fā)學(xué)生學(xué)習英語的興趣。 

“讀前”（Pre-reading）設(shè)計了三道題，為進入正文學(xué)習做準備。第一題分別描述了三個國家的人民為爭取自由而進行斗爭的情形，有利于培養(yǎng)學(xué)生的觀察能力和語言表達能力。第二題假設(shè)一個情景，要求學(xué)生描述受到不公平待遇時的具體感受，有利于培養(yǎng)學(xué)生的想象能力與表達能力。第三題要求掃讀文章，對下面內(nèi)容的正確性做出判斷，目的是引起學(xué)生對文章內(nèi)容的思考，以便提高學(xué)生學(xué)習的自主性，同時也能訓(xùn)練學(xué)生快速閱讀的技能。 

“閱讀”（Reading）部分講述了馬丁·路德·金為黑人爭取平等權(quán)利的過程。教材設(shè)計的目的是在訓(xùn)練學(xué)生閱讀技能的基礎(chǔ)上，讓他們認識到馬丁·路德·金為黑人爭取自由和平等權(quán)利而付出的艱辛苦努力。文章的主題有利于培養(yǎng)學(xué)生堅強的意志，樹立正確的人生觀與世界觀。 

“讀后”（Post-reading）部分是在閱讀的基礎(chǔ)上，要求學(xué)生完成五道題目，問答題的設(shè)計由表及里、層層深入，從而幫助學(xué)生逐步加深對課文的理解。 

“語言學(xué)習”（Language study）部分分詞匯和語法兩部分，詞匯部分第一題要求學(xué)生用課文中的詞填空。第二題要求學(xué)生區(qū)分各種詞類的具體用法。語法部分是復(fù)習被動語態(tài)的用法，練習緊密聯(lián)系課文，能加深學(xué)生對教材的理解。 

“綜合技能”（Integrating skills）的閱讀文不僅談?wù)撊祟悶樽杂�、平等而斗爭，還談到了動植物、海洋、地球，甚至機器和機器人的權(quán)利。在閱讀和討論的基礎(chǔ)上，要求學(xué)生寫出自己的看法。這是一個任務(wù)型的學(xué)習活動，練習生動有趣，能夠引起學(xué)生的興趣。同時讓學(xué)生在實踐中體驗“自由”的內(nèi)涵，有助于提高他們的語言概括能力。（摘自教參） 

二、教學(xué)目標 

1、語言知識 

1）詞匯（見教參） 

2）句型：學(xué)習運用一些表示邏輯關(guān)系的句型 

3）語法知識：復(fù)習被動語態(tài) 

三、教學(xué)重點與難點 

1、重點 

重點詞和詞組：freedom, civil, revolution, slavery, abolish, put…into prison, racial, discrimination, join hands, set an example to , regardless of , at first sight, etc. 

句型：What happened first was that … 

What happened as a result of … 

You could expect …because… 

That led to … 

One of the reasons why … is … 

… is often followed by … 

語法：被動語態(tài) 

2、難點：如何培養(yǎng)學(xué)生根據(jù)閱讀材料提高寫作能力 

四、教學(xué)策略 

教師應(yīng)從學(xué)生的生活經(jīng)驗和興趣出發(fā)，在課堂教學(xué)中應(yīng)設(shè)計任務(wù)型教學(xué)活動，體現(xiàn)以學(xué)生為主體的教學(xué)活動，讓學(xué)生在完成各項任務(wù)的過程中自主學(xué)習語言。 

五、學(xué)習策略 

在認知策略培養(yǎng)方面，引導(dǎo)學(xué)生進一步了解史實和具體事件，加深對種族及種族歧視、不同國家、不同歷史年代人物與事件等的認識和理解。另外，課前、課后鼓勵學(xué)生利用網(wǎng)絡(luò)和圖書館搜集相關(guān)資料，善于獲得學(xué)習資源，充分利用學(xué)習資源，如：進入美國著名歌曲Glory, Glory, Hallelujah; Blowing In The Wind; We Shall Overcome及文化背景網(wǎng)頁、斯坦福大學(xué)網(wǎng)頁http://www.stanford.edu/等獲得有關(guān)馬丁-路德演說錄音和部分黑人運動歌曲。在另一方面，著重培養(yǎng)情感策略，激勵學(xué)生熱愛民主、平等、和平、自由、守法，積極上進、奮斗創(chuàng)新。 

六、課時安排 

Period 1：Warming-up and Listening 

Period 2：Speaking 

Period 3-Period 4：pre-reading, while-reading, post-reading 

Period 5：Word study and Grammar 

Period 6：Integrating skills. 

Period 1 Warming-up & Listening 

Goals: 

1.Learn and master the new words and expressions in this period. 

2.Talk about civil rights and freedom fighters to improve the students’ speaking ability. 

3.Do some listening practice to improve the students’ listening ability. 

4.Learn about some freedom fighters. 

Teaching Procedures: 

Step 1 Warming up 

Task1 Free Talk 

T: We are now living in a civilized world with every human race living in harmony with each other. And as a human being, what we are now paying more attention to, is the human right . 

Questions : 1. Was every human race are treated equally in the past? 

How about now? 

2. Were the blacks treated as equal citizens? How did they get their freedom? 

3. Who devoted themselves to this? Do you know any famous freedom fighters? (Show some pictures of some famous freedom fighters.) 

Task2 Discussion 

T: Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men and in which way struggle was an important part in the lives of these men. 

Step2 Listening 

Pre-Task 

T: From the discussion we had just now,we know that in 1993 Martin Luther King,Jr. gave a famous speech—“I have a dream”.Have you ever listened to it? ( Get the students to go through the exercises on Page 25 and Page 26 first. And the play the tape for the first time.) 

While-listening: 

Questions: What kind of talk did Martin Luther King, Jr give? 

What was his talk about? When did he give this talk? 

1. Listen for the first time with the book closed 

2. Listen again with the book open and individually answer the questions and complete the blanks. 

3. Check the answers in pairs. 

Post-listening questions: 

As freedom fighters, Martin Luther King was murdered and Nelson Mandela was put in prison for about 30 years. 

Do you think it is worthy-while? 

Why do you think so? 

Step3 Summary 

T: In this period, we have talked about two distinguished freedom fighters Martin Luther King,Jr. and Nelson Mandela. And we have also listened to the famous speech—I have a dream. There is no doubt that civil right is very important for everyone, to know more things about is surely necessary. 

Step4 Homework 

a. Go overl all the new words and expressions that occur in this unit. 

b. Finish the exercise Talk on the workbook. 

c. Search some information about the history of American Civil War , John Brown and the evolution of civil right. 

 

Period 2 Speaking 

Step 1 Revision 

Students retell about the two famous leaders Martin Luther King and Nelson Mandela, using the information in Warming Up. And students collect information about how the situation has been improved by their struggle. 

Step 2 Pre-speaking 

The teacher writes the information about the years in Warming Up on the blackboard and raise questions as below: 

T: Could you tell us what happened when in 1955? 

S: Yes, of course. King graduated and organized his first actions in （轉(zhuǎn)載自第一范文網(wǎng)http://www.diyifanwen.com，請保留此標記。）1955. 

T: What happened in the year of 1957? 

S: He formed an organization. 

T: What happened as a result of that? 

S: They carried out movement. / He became one of the leaders. 

That led to the freedom fighting. 

S1: What happened to N. Mandela during 1962-1989? What are the reasons? 

S2: One of the reasons why …is that he… 

S1: What led to his success? 

S2: His peaceful action led to his success. 

(Teachers use the new expressions on Page 27. Pay attention to the Language Input. 

We can change the practice into a filling form if it is too difficult for some students.) 

Step 3 Speaking 

1. Watch the video (from the film Gone with the wind). 

Talk about the situation when in American Civil War. The picture below 

is one about a battle. 

 Some other pictures and Questions: 

What was the life of the slaves like ? 

How was the life of the whites in the south ? 

Are there some people fighting against slavery? 

 Did people find good ideas to save the poor slaves? They took actions. 

fighting struggles demonstration 

↘ ↓ ↙ 

Saving slaves 

↗ ↑ ↖ 

wars escaping making laws 

(In addition: The civil war of American broke up slavery, and later brought about rapid development of industry . ) 

2. Practice 

Now read the notes about John Brown and Harriet Tubman. Ask them to tell about the two great freedom fighters. 

Use the expressions of Page 27 to make up some dialogues in pairs . Then teachers get some pairs to act out the dialogues in front of the class. 

To help the students grasp the information , we can use the years or some verbs : 

John Brown: in 1800; in the 1840s; in the 1850s ; in 1855 

Harriet Tubman: worked as a slave; escaped; joined; saved; fought; opened 

Step 4 Post-speaking 

1. Talking 

If time permits, get students to finish the task of talking ------ 

What’s your opinion to slavery? 

What do you think of John Brown / Harriet Tubman? 

(or: is his struggle important to the situation/ improvent? ; notes: their fighting is quite different from King’s or Mandela’s, while they . They fought to create a safe area for black people. ) 

 How did John Brown die? ----- He was killed by the slave owners/ farmers who wanted to keep slavery. 

 Information from the Internet: 

John Brown was a man of action -- a man who would not be deterred from his mission of abolishing slavery. On October 16, 1859, he led 21 men on a raid of the federal arsenal at Harpers Ferry, Virginia. His plan to arm slaves with the weapons he and his men seized from the arsenal was thwarted, however, by local farmers, militiamen, and Marines led by Robert E. Lee. Within 36 hours of the attack, most of Brown’s men had been killed or captured. 

During his first fifty years, Brown moved about the country, settling in Ohio, Pennsylvania, Massachusetts, and New York, and taking along his ever-growing family. (He would father twenty children.) Working at various times as a farmer, wool merchant, tanner, and land speculator, he never was finacially successful -- he even filed for bankruptcy when in his forties. His lack of funds, however, did not keep him from supporting causes he believed in. He helped finance the publication of David Walker’s Appeal and Henry Highland’s "Call to Rebellion" speech. He gave land to fugitive slaves. He and his wife agreed to raise a black youth as one of their own. He also participated in the Underground Railroad and, in 1851, helped establish the League of Gileadites, an organization that worked to protect escaped slaves from slave catchers. 

Brown, knowing that many of the families were finding life in this isolated area difficult, offered to establish his own farm there as well, in order to lead the blacks by his example and to act as a "kind father to them." 

Brown was wounded and quickly captured, and moved to Charlestown, Virginia, where he was tried and convicted of treason, Before hearing his sentence, Brown was allowed make an address to the court. 

“I believe to have interfered as I have done, . . . in behalf of His despised poor, was not wrong, but right. Now, if it be deemed necessary that I should forfeit my life for the furtherance of the ends of justice, and mingle my blood further with the blood of my children, and with the blood of millions in this slave country whose rights are disregarded by wicked, cruel, and unjust enactments, I submit: so let it be done." 

Henry David said in an address to the citizens of Concord, Massachusetts. "No man in America has ever stood up so persistently and effectively for the dignity of human nature. . . ." 

John Brown was hanged on December 2, 1859. 

2. Listen and learn the song. 

Glory, Glory, Hallelujah! (form the book Famous American songs and their cultural background) Remember:Each kid keeps a piece. 

Raise questions: 

What is the name of the song? What does it mean? 

What is the meaning of the sentence “he’s gone to be a soldier in the army of the Lord” ? 

Step 5 Singing 

Will you sing other songs like this one? 

Examples: Blowing in the wind; We shall overcome… 

Step Homework: 

Prepare the task of talking in the workbook. 

Get information about M. L King, especially about his stories. 

Talk about famous freedom fighters in China, such as Chen Sheng and Wu Guang.. .; Mao Zedong…… 

 Addition: