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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
Unit
2
Unit 2
Civil Right Heroes
Ⅰ
. Teaching Plan
Objectives
Students will be able to:
1.
understand the
main idea (early civil-rights struggles in the US,
esp. the Underground Railroad);
2.
learn to use
library resources and other resources for
information;
3.
grasp the key language points and
grammatical structures in the text;
4.
conduct a
series of reading, listening, speaking and writing
activities related to the theme of the unit.
Pedagogical
methods
Principles:
stimulating,
motivating, facilitating, enabling
Task
–
based:
reading,
writing, discussing, practicing, commenting,
criticizing, evaluating,
recreating,
investigating, searching for resources, case
studying, presenting
and demonstrating,
deducting, inducting, etc.
Time allotment
1
st
period
2
nd
period
3
rd
period
4
th
period
5
th
period
Pre-reading
Pre-
reading
(Cloze
B);
While-reading
(natural division,
Part I-Part III)
While-reading
(continued)
Post-
reading;
Check on
Ss’ home
reading
(Text B)
Theme-
Related
Language
Learning Tasks
Pre-reading tasks
1.
T asks Ss the following
questions on the recording:
(5
minutes)
—
What
are
the
special
contributions
of
Abraham,
John
and
Martin
to
the
Americans?
(They
all
advocated black civil rights.)
—
How did they
die? (They were all assassinated.)
2.
Knowledge of American
geography
(10 minutes)
1)
T brings a map
of the USA to class, hangs it in the front of the
classroom.
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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
Unit
2
2)
T explains
that the USA was divided after the Abolition Act
(
废除黑奴制法案
): the Northern
States supported it, while the Southern
States disapproved of it.
3)
T circles out the Southern States
(Alabama, Arkansas, Florida, Georgia, Louisiana,
Mississippi,
North
Carolina,
South
Carolina,
Tennessee,
Texas,
and
Virginia)
and
the
Deep
South
states
(Alabama, Florida,
Georgia, Louisiana, Mississippi, South Carolina
and eastern Texas) on the map.
4)
Ss scan the
text to find out all place names (Dresden Ontario,
Ripley Ohio, Ohio River, Kentucky,
North Carolina, New Port Indiana,
Maryland, Cincinnati, Buffalo N.Y
.,
Niagara River) and locate
them on the
map. T may invite Ss to come
up to the
map and trace the Hensons’
escape route
(i.e., the last section of the text) on
it.
3.
Knowledge of
Christianity
(10 minutes)
1)
T explains
that, for historical reasons, many black slaves
believed in Christianity, like Uncle Tom
in
Uncle
Tom’
s
Cabin
.
Therefore,
in
black
writings
there
are
frequent
references
to
Christianity.
2)
T
writes
down
the
following
vocabulary
items
on
the
blackboard:
the
Creator,
an
African-American Moses, Quaker, Bible,
Methodist minister, Bethlehem,
salvation.
3)
Ss
self-study
their
meanings
by
reading
the
New
Words
and
Expressions
and
Proper
Names
sections following the text.
4)
T checks Ss’
understanding and, if necessary, gives further
guidance (see
Text
Analysis
).
4.
Out-of-class research projects: T
guides Ss through Writing Strategy, then tells
them to form groups
to
research
into the
discussion
questions
in
Part
IV:
Theme-Related
Language
Learning
Tasks
by
using library resources, the Internet
and other resources. Each group member may focus
on only
one discussion question. They
will share findings in a later class.
(9 minutes)
5.
Ss do Cloze B to get a better
understanding of the Underground
Railroad.
(15 minutes)
While-reading
tasks
1.
Ss scan the text to see if there is any
natural division between parts of the text. (There
is a blank line
between each part.)
(2 minutes)
2.
T
explains
the
key
language
points
in
Part
I
and
gives
Ss
practice
(see
Language
Study
).
(10
minutes)
3.
Ss
sum
up
the
main
idea
of
this
part
(see
Text
Organization
Exercise
1
),
then
identify
the
sentence
which
connects
this
part
with
the
following
parts,
(last
sentence
in
Para
5
—“
I
was
intent on telling their
stories.”)
(3 minutes)
4.
T
explains
the
key
language
points
in
Part
II
and
gives
Ss
practice
(see
Language
Study
).
(15
minutes)
5.
Ss sum up the
main idea of this part (see
Text
Organization Exercise 2).
(3
minutes)
6.
T
explains
the
key
language
points
in
Part
III
and
gives
Ss
practice
(see
Language
Study
).
(15
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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
Unit
2
minutes)
7.
Ss sum up the main idea of this part
(see
Text Organization Exercise
2
).
(3 minutes)
8.
T
explains
the
key
language
points
in
Part
IV
and
gives
Ss
practice
(see
Language
Study
).
(15
minutes)
9.
Ss sum up the
main idea of this part (see
Text
Organization Exercise 2
).
(3 minutes)
10.
T makes Ss realize that the last three
parts are all “stories” supporting Part
I
.
(2
minutes)
11.
T draws Ss’ attention to the two
different usages of “but” in the text—“There was
room for all
but
two” and
“Josiah Henson is but one name on a long list.” Ss
then do after
-text Exercise II, Words
with
Multiple Meanings.
(15
minutes)
Post-reading
tasks
1.
1) Ss
form groups to discuss the following
questions:
—
Among so many participants of the
Underground Railroad, why were John Parker, Levi
Coffin and
Henson chosen as their
representatives? Who do they each represent?
—
We learn about
Henson in Part I, then why is his story delayed
until the last part?
—
Why does the author sometimes quote
directly from characters in the stories?
(The answers to these questions are
discussed below in
Text
Analysis
.)
2) Some Ss group
report discussion results to class (see
Text Analysis
).
(20 minutes)
2.
T
guides Ss through some after-text exercises.
(20 minutes)
3.
T checks on Ss’ home reading (Text
B).
(3 minutes)
4.
Ss do Part IV:
Theme-Related Language Learning Tasks by drawing
on their out-of-class research
project.
(1 period)
5.
T asks Ss to
prepare the next unit:
(2 minutes)
1)
do the pre-
reading task;
2)
preview Text A.
Ⅱ
.Text Analysis
When we learn a foreign language, we
must also learn the culture of the speakers of
that language.
Text A in this unit is a
good case in point. Readers need some basic
knowledge of Christianity. Some terms in
this text are markedly
Christi
an, like “Methodist Minister”,
“Bible”, “Quaker”. Others
refer to
characters or
places from Biblical
stories, such as Moses who led the Jewish people
out of slavery in Egypt, or Bethlehem,
a holy city for Christians.
The
author
tells
three
stories
about
the
Underground
Railroad
and
the
early
Black
civil
rights
movement.
The
three
stories
are
chosen
because
they
are
representative
of
all
participants
in
this
movement:
John Parker is a freed slave who later turned into
a courageous “conductor”; Levi Coffin
is a
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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
Unit
2
brave white “conductor”; Josiah
Henson is a slave who struggled his way to freedom
with the
help of
the
Underground Railroad.
We
learn about the name of Josiah Henson at the
beginning of the text, yet his full story is not
told
until the last part. In this way
the author achieves coherence of text.
Direct speech is
more
convincing
than
indirect
speech,
especially
when
it
comes
to
expressing
personal beliefs.
For example, the text quotes Levi Coffin saying
“The Bible, in bidding us to feed the
hungry and
clothe the naked,
said nothing about color.”
On other occasions, direct speech makes
a story more vivid. For example, in the John
Parker story,
characters
spoke
short
sentences
to
stress
the
urgency
of
the
situation.
For
another
example,
Josiah
Henson
thre
w himself to the ground and shouted
to astonished onlookers: “Oh, no! Don’t you know?
I’m
free!” His joy affects us
all.
Ⅲ
. Cultural Notes
1.
Freedom and
rights:
Freedom of the individual is
considered one of the essential features of
western
civilization, which is itself
sometimes called the Free World. This freedom is
often expressed in terms
of rights to
do certain things or to be treated in a particular
way. When a person does something that
others
think
strange,
British
and
American
people
will
often
say,
“It’s
a
free
country,”
meaning
that
although they disagree with the choice
they recognize the other
person’s right
t
o make it.
Americans
sometimes call the US the “land of the free”, a
phrase taken from its national
anthem.
British
people have always strongly
defended their freedom. Fear that they will lose
the freedom to decide their
own future
is behind many people’s
lack of
enthusiasm for European unity
.
In Britain and the US the most basic
rights include freedom of expression ( = freedom
to say or write
anything),
freedom
of
choice
(=freedom
to
make
decisions
about
your
own
life)
and
freedom
of
worship (=freedom to practice any
religion).
2. the civil rights
movement:
(in the US) the national
campaign by African-Americans for equal rights,
especially
in
the
1950s
and
1960s.
The
campaign
included
boycotts
(
=
refusals
to
buy
particular
products), the actions of freedom
riders, and in 1963 a march to Washington led by
Martin Luther King.
It succeeded in
causing the introduction of bussing and
affirmative action. The Civil Rights Act of 1964
and the V
oting Rights Act of
1965 were also introduced as a result of the civil
rights movement, which
has helped to
change the attitudes of many white Americans.
3. the Civil Rights Act of 1964:
the US law that forced the southern
states to allow African-Americans
to
enter restaurants, hotels, etc. which had been
reserved for white people only and to end the
practice of
having
separate
areas
for
black
and
white
people
in
theatres,
train
stations,
buses,
etc.
The
act
was
mostly
the result of the civil rights movement and was
strongly supported by President Lyndon Johnson.
It was followed the next year by the
V
oting Rights Act.
4.
Uncle Tom’s
Cabin:
a novel (1852) by the US writer
Harriet Beecher Stowe which increased support for
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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
Unit 2
the movement to free slaves. It is
about a kind slave called Tom who is badly treated
and finally killed by
Simon Legree.
Tom’s daughter Little Eva also dies, and another
well
-known character in the novel is
the
slave child Topsy. The name Uncle
Tom is sometimes used as an insult to describe an
African-American
who has too much
respect for white people.
5.
the
Underground
Railroad:
a
secret
system
used
in
the
US
before
the
Civil
War
for
helping
thousands
of
slaves
to
escape
to
the
free
northern
states
or
Canada.
The
slaves
were
called
“passengers”, the
people who helped them were “conductors”, and the
slaves hid
in
“stations”
(safe houses)
along the way.
6.
Slavery:
Slavery
played a particularly important role in the
history of the US.
The first
slaves were taken to North America from Africa by
the Dutch in 1619. By the time of the
American Revolution (1775) there were
500 000 slaves, mostly in the South. After the
Revolution the
northern
states
made
slavery
illegal
but
the
South
needed
cheap
labor
for
the
cotton
plantations.
Gradually the South’s economy became
dependent on slaves and by 1860, the
year before the Civil War,
there were about 4 million slaves.
Conflict between the North and the
South increased, and it became clear that
supporters and opponents
of slavery
could not continue to be part of the same
country
. In 1861 the slave states left
the US and formed
their own government.
This was the beginning of the Civil War.
After the North won the Civil War and
brought the southern states back into the US,
slavery was ended.
But little changed
for former slaves. Some moved to the North but
there were not enough jobs there and
many suffered prejudice from Whites.
Those that stayed in the South often worked on the
plantations where
they had been slaves.
They were paid for their work, but had to buy food
and clothes. Many had to stay there
trying to pay off debts which became
larger each year.
7.
Bill
Clinton
(1946-
):
the
42
nd
US
President,
elected
in
1992
and
1996.
He
is
a
Democrat
and
was
previously
the
governor
of
Arkansas.
The
US
economy
improved
under
Clinton,
and
the
North
American
Free
Trade
Agreement
has
been
signed.
His
successes
in
helping
to
achieve
world peace
include the Camp David Agreement for
the Near East and the Dayton Agreement to end the
war in Bosnia
and Herzegovina. His wife
Hillary (1947- ) tried without success to improve
the US health system.
In
1998
President
Clinton
admitted
that
he
had
had
a
sexual
relationship
with
Monica
Lewinsky,
a
junior member of the White
House staff, after denying it earlier. He was
impeached for lying under oath and
obstructing justice, but the Senate
judged him not guilty
.
8.
Quaker:
any member of the Society of Friends, a
religious group established in England in the
1650s by
George Fox. They were
originally called Quakers because members were
thought to
“quake” or shake
with
religious excitement.
Quakers
worship Christ
without
any
formal
ceremony or fixed
beliefs, and
their meetings often
involve silent thought or prayer. They are
strongly opposed to violence and war, and are
active in education and charity
work.
9.
Grand Central Terminal:
the
best-known railway station in the US. It is on
East 42
nd
Street in New
Y
ork
and was completed in
1913 in the American Beaux Arts style. The main
area is very large, and the trains
5