UnitThe Freedom Givers

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1、Unit The Freedom Givers南阳理工学院教案 授课题目 Unit 2 The Freedom Givers 课时安排 2学时 教学目的及要求： 1. 熟悉本单元主题，即：Civil-Rights Heroes, 以及作者如何讲述三个典型的民权斗争的英雄的事迹； 2. 学生应该熟练掌握课文中的核心单词、词组和句法，根据要求进行造句，翻译，写作等； 教学内容及重点、难点： 教学内容：1. New Words and Expressions； 2. Listen and talk； 3. Background Information(the Civil Rights Movemen

2、t; the Underground Railroad) Comprehension of the Text； 4. Language Points 重点： Background information about the civil rights movements and the underground railroad 难点： Inversion caused by putting predicative at the front of a sentence 教学方法：功能法；以学生为中心，教师为主导；任务型教学 教学过程设计 听写：课后练习中的句子 介绍：背景信息 讲解：领读单词讲解关

3、键单词及词组 讨论：阅读前问题 泛读：学生自行阅读课文A分段并总结段落大意，分析段落之间关系 总结：总结本课学习内容，布置作业 讨论、作业和思考题： 讨论题: 1. Do you believe in the notion that men are created equal? 2. Whats civil rights? 3. Name some rights we should have but actually we have to fight for. 作业:exercise in this text; composition 主要参考资料： 用英语说全球社会热点 历年四级真题http

4、:/en.wikipedia.org/wiki/Civil_and_political_rights 教学后记： 周 次 第 3周 课 序 第 3次课 南阳理工学院教案 授课题目： Unit 2 The Freedom Givers 课时安排 2学时 周 次 第 4周 课 序 第 4次课 教学目的及要求： 1. 理解课文中的长难句；理解文章的衔接、连贯；理解作者所要表达的价值观。 2. 掌握写作技能: Using library resources. 教学内容及重点、难点： 教学内容：1. Structure of the text; 2. Details of the text; 3. Di

5、scussion of the authors view on life and value; 4. Writing features 重点：1. Details of the text (Difficult sentences) 2. The notion that men are created equal 难点： Using library resources. 教学方法：功能法；以学生为中心，教师为主导；任务型教学 教学过程设计 听写：课后练习的句子，听写后学生互对答案 复习：背景信息，段落关系 讲解：引导学生进行课文详细阅读 讨论：阅读后问题，本课写作特点 总结答疑：总结本课学习内容

6、，布置作业，答疑 讨论、作业和思考题： 讨论题: 1. Which is more important freedom of life? 2. How to get/protect our right? 作业：exercise in this text; tasks in self-assistant learning system 主要参考资料： 用英语说全球社会热点新概念英语 教学后记： 南阳理工学院备课讲稿 教学内容 Unit 2 Civil-Rights Heroes Text A The Freedom Givers Background Information 1. Uncle T

7、oms Cabin Uncle Toms Cabin is an anti-slavery novel by American author Harriet Beecher Stowe. Published in 1852, the novel, helped lay the groundwork for the Civil War, according to Will Kaufman. Uncle Toms Cabin was the best-selling novel of the 19th century, and the second best-selling book of tha

8、t century, following the Bible.It is credited with helping fuel the abolitionist cause in the 1850s. http:/en.wikipedia.org/wiki/Uncle_Tom%E2%80%99s_Cabin 批注 2 Underground Railroad The Underground Railroad was an informal network of secret routes and safe houses used by 19th-century black slaves in

9、the United States to escape to free states and Canada with the aid of abolitionists who were sympathetic to their cause. Created in the early 19th century, the Underground Railroad was at its height between 1850 and 1860. One estimate suggests that by 1850, 100,000 slaves had escaped via the Railroa

10、d. http:/en.wikipedia.org/wiki/Underground_railroad 3 Quaker member of the Society of Friends, a religious sect that worships Christ without any formal ceremony or stated creed and is strongly opposed to violence and war Methodism Protestantreligious denomination that originated in the teachings of

11、John Wesley. Methodist (member) of this denomination Pre-reading Questions 1. Name some rights we should have but actually we still have to fight for. 2. What can we/government do to protect every citizens civil rights? Text A Organization This passage can be divided into two parts in general. The f

12、irst part is about the writing background and writing purpose of the author, and the second part narrated three stories associated with underground railroad. The author began this passage with the meeting with Hensons great-great-granddaughter and ended it with Hensons fleeing story, which make a pe

13、rfect coherence within this passage. Parts Paragraphs Main Ideas It is high time to honor the heroes who helped 1 1-5 liberate slaves by forging the Underground Railroad in the early civil-rights struggles in America. 2 6-23 By citing examples the author praises the exploits of civil-rights heroes w

14、ho helped slaves travel the Underground Railroad to freedom. The author began with John Parkers story which is about a black man (an escaped slave) helped black escaping slaves. Then, Levi Coffins story is about a white man helped escaping slaves, which shows even honorable and respectable motivatio

15、n and behavior. By the end, the author ended the passage with Josiah Hensons story which makes a coherence with the very beginning of the passage and show the efforts of black slaves working out their own salvation. Stories Paragraphs Main Ideas After winning his own freedom from slavery, John 1 6-1

16、0 Parker helped other slaves to escape to Canada. Supported by a strong religious conviction, the 2 11-15 white man Levi Coffin helped black slaves to escape at huge risk to himself. 3 16-23 By traveling the Underground Railroad, Josiah Henson reached his destination and became free at last. New Wor

17、ds and Expressions 1. slender: (of people) slim; not very wide but comparatively long or high e.g: Although her face was quite plain, she had long, slender expressive hands, like a concert pianist. King crabs have long, slender legs, with a span over 1 meter (3 feet). 2. confident: feeling or showin

18、g trust in oneself or ones ability(usu. followed by about/of/that clause) e.g: Michael was confident that he would be enrolled by Harvard University. The more familiar you are with this machine, the more confident you will be about using it. The soccer team is quite confident of being able to win th

19、is important game. 3. ironically: it seems ironic (that) e.g: Ironically the widespread use of antibiotics seems to be causing a lot of unexpected health problems. Ironically it is often the poorer people who give the most. 4. forge: (fig) create by means of much hard work e.g: The two countries agr

20、eed to forge closer economic ties. She forged a new career for herself as a singer. 5. be intent on doing sth.: be eager and determined to do sth. e.g: Working day and night, Janet seems intent on breaking the record in the Guinness Book of Records. 6. peer: look closely or carefully, esp. as if una

21、ble to see well (followed by at/through/into, etc.) e.g: Stephen had been peering at a computer printout that made no sense at all. Hawking was a typical grind, underweight and awkward and peering through eye-glasses. 7. capture: capturing or being captured e.g: Rebel forces captured the city after

22、a week-long battle. Some of the terrorists who were involved in the 9.11 event were captured by the FBI. 8. religious: of religion e.g: Daoism (Taoism) is one of the three main religious and philosophical traditions, the other being Confucianism and Buddhism. The local government wants to increase t

23、he amount of religious education in schools. 9. impose: 1) place a (penalty, tax, etc.) officially on sb./sth. e.g: The government has made a decision to impose a further tax on wines and spirits. The local government tried to impose fines on the factories which poured untreated waste into the river

24、. 2) try to make sb. accept (an opinion or belief) e.g: I wouldnt want to impose my religious convictions on anyone. It may not be wise for parents to impose their own tastes on their children. 10. make the best of: accept an unsatisfactory situation cheerfully and try to manage as well as you can e

25、.g: I know its cold and raining but were here now, so lets just make the best of it. The living conditions in the village were very poor, but we had to make the best of it. 11. Liberate: set from (used in the pattern: liberate sb./ sth. from) e.g. The new Afghan government is trying to liberate its

26、people from poverty with international help. The Troops aim is to liberate the country by the end of the year. n. Liberation n. Liberty The Statue of Liberty 12. Authorize money to do sth 中央*拨款200亿美元建造新的大坝用来水力发电. The central government authorized $200 billion to construct new dams to generate cheap

27、hydro-electric power. 他被授权发表下列声明 He was authorized to issue the following statement. An authorized agent指定的代理人. Have authority over对有权利 By the authority of 蒙的许可 An academic authority 学术权威 Authorities concerned有关当局 13. Be intent on sth/ doing sth 他在学业上很专心Hes intent on his studies. 他一心一意要去法国.He is int

28、ent on going to France. 14. exploit: n. brave and adventurous deed or action(usu. pl)功绩，业绩 e.g. The generals wartime exploits were later made into a film and a television series. My grandfather entertained us with stories of wartime exploits. vt. 1) to use (esp. a person) unfairly for ones own profi

29、t 剥削 e.g. The cruel boss exploited the poor by making them work for less pay. 2) to use or develop (a thing) fully so as to get profit 开发，利用 e.g. to exploit the oil under the sea n. exploitation 15. disguise: 1) give sb./ sth. a false appearance (used in the pattern: disguise sb./ sth. as) 假扮，伪装 e.g

30、. Mulan disguised herself as a man so she could fight on the battlefield. Jack escaped across the border disguised as a priest. 2) hide (the real state of things) 伪装，掩饰，隐藏 It is impossible to disguise the fact that the business is bad. 16. in the eyes of: in the opinion of , in ones opinion e.g. In

31、the eyes of students, Richard is a sensible and reliable teacher. In the eye of my parents, Im still a young person although I am already in my thirties. 17. pass for: appear like; be accepted or look upon as ( same as pass as) 看上去像；被看作，被当作 他英语讲的如此好以至于被当作是美国人. He speaks American English well enough

32、to pass for an American. 我的小妹妹真的想去看电影,但我想她不会被看做是18岁. My younger sister really wants to go and see the film, but I dont think shed pass for 18. 18. peer: look closely or carefully , esp. as if unable to see well ( followed by at/ through/ into, etc.)凝视，盯着看 e.g. She peered through the mist, trying to

33、find the right path. He peered at me over the top of his glasses. He peered into his parents room and found they were quarrelling. 19. bid: 1) say, wish 说，致意 ( bid-bid-bid bid-bad-bidden) e.g. He bad me good morning as he passed . 2) order or tell 命令，吩咐 e.g. She was never do as she was bidden. 20. c

34、onfident Michael相信他能被哈佛大学录取. Michael was confident that he would be enrolled by Harvard University. 足球队非常有信心能赢得这场重要的比赛. The soccer team is quite confident of being able to win this important game. 21. Stand up for sb/sth 你必须准备好去支持你所相信的. You have to be prepared to stand up for the things you believe

35、in. 不要害怕去奋起力争.Dont be afraid to stand up for yourself. make the best of: accept an unsatisfactory situation cheerful and try to manage as well as you can 欣然接受； 充分利用，尽量利用，善用 我知道天气又冷又下雨,但我们现在到这儿了,就认命吧! I know its cold and raining but were here now, so lets just make the best of it. 村子里的生活条件很差,但我们只能认命了

36、. The living conditions in the village were very poor, but we had to make the best of it. 22. Close in on/around 当苏联军队包围柏林时,希特勒自杀了. Hitler committed suicide as Soviet forces were closing in on Berlin. 23. Impose fines on 当地*对于那些将未处理的污水倒入河里的工厂要克以罚金. The local government tried to impose fines on the f

37、actories which poured untreated waste into the river. 我不想把我的宗教信仰强加于任何人. I wouldnt want to impose my religious conviction on anyone. 对于父母而言将自己的兴趣强加于孩子是不明智的. It may not be wise for parents to impose their own tastes on their children. 24. Be at risk of 据报道西部的一些地区正面临着沙漠化的极大危险. It is reported that some

38、areas in the west are at high risk of desertification. Details in Text A 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 mark

39、edly Christian, 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 e

40、arly 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 brave white “conductor”; Josiah Henson is a slave who struggled his way t

41、o 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 speeches are more convincing than indirect speech, especially when

42、 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 make a story more vivid. For example, in the John Parker story, characters spoke s

43、hort sentences to stress the urgency of the situation. For another example, Josiah Henson threw himself to the ground and shouted to astonished onlookers: “Oh, no! Dont you know? Im free!” His joy affects us all. 1. For Josiah Henson has lived on through the character in American fiction that he hel

44、ped inspire: Uncle Tom, the long-suffering slave in Harriet Beecher Stowes Uncle Toms Cabin This sentence is a little bit complex. Josiah Henson is the subject of this sentence; has lived on the predicate; through the character adverbial. in American fiction which could been taken as part of the adv

45、erbial is a modifier of the character. that he helped inspire is the attributive clause modifying the character. Uncle Tom supplies the character. the long-suffering.Cabin is an appositive phrase. 2. Josiah Henson is but one name on a long list of courageous men but refers to only 3. Parker didnt he

46、sitate. Ill go, he said, pushing a pair of pistols into his pockets. These two phrases should be noticed: didnt hesitate and pushing a pair of pistols into his pockets. The need of pistols points out the risk of this task. Parker took this task without any hesitation which sets off his heroism. 4. W

47、hile black conductors were often motivated by their own painful experiences, whites were commonly driven by religious convictions. This is a connecting link. There are several ones, like Yet this stop was only part of a much larger mission for me. (par. 4), and As for the slaves, escape meant a jour

48、ney of hundreds of miles through unknown country, where they were usually easy to recognize (par. 14). 5. where he kept a log of his beatings: 35,105 stripes with the whip. Log: Record, diary After-reading Question We know slavery was abolished more than one hundred years ago. Why does the author wa

49、nt to remind Americans of that part of history now? Help Ss. to realize the importance of remember the history. As for Chinese, we have enjoyed the most brilliant part and suffered the darkest part. What attitude we shall take to face the history and current situation including domestic and international situation is everyones inescapable question. Writing Features l Indirect speech and direct speech l Example selection