Unit Two Civil-Rights Heroes Teaching Period : 10 (1-2) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To understand the reading material (Text A) Important Point: Understanding the reading material (Text A) Difficult Point: Training the Ss’ reading ability Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 0’ ) STEP THREE: Introduction ( 10’ ) a. Pre-reading task on P38 Get the Ss to listen to the recording Ask the Ss to answer the following questions: Q1: Can you guess who Abraham, Martin, John and Bobby are? Q2: What did these people stand for? Q3: Do you know why they all dies young and who killed them? Q4: Can you guess what the texts in this unit are going to be about? b. Theme of the unit: & Text A: Civil-Rights Heroes In the text, the author mainly talks about early struggles in the Us, esp. the Underground Railroad. STEP FOUR: New Lesson ( 80’ ) Text A on P38-P43 Comprehension a. Pre-reading Background Knowledge (1) freedom and rights (2) the civil rights movements (3) the Civil Rights Act of 1964 (4) Slavery (5) the Underground Railroad New words and expressions b. While-reading Go through the Text paragraph by paragraph Point out the important structures and long sentences for further explanation later c. Post-reading Text Questions on P46 (1) Why did Barbara Cater speak proudly of her great-great-grandfather? Why did the author travel to Henson’s last home? What was the Underground Railroad? Who forged it? Why did the author want to tell the readers the stories of the heroes of the Underground Railroad? How did John Parker win his freedom? Why did some people try to capture John Parker? Why did Levi Coffin, a white man, help black slaves to freedom? What risks did Coffin run while helping slaves? What difficulties did the slaves have in traveling the Underground Railroad to freedom? Why did many slaves go to Canada? Why did Henson decide to escape? What help did Henson receive on the way to safety and freedom? Text Organization Part One: (Paras1-5) It is high time to honor the heroes who helped liberate slaves by forging the Underground Railroad in the early civil-rights struggles in America. Part Two: (Paras6-23) By citing examples the author praises the exploits of civil-rights heroes who helped slaves travel the Underground Railroad to freedom. Story1: (Paras6-10) After winning his won freedom from slavery, John Parker helped other slaves to escape north to Canada to get freedom. Story2: (Paras11-15) Supported by a strong religious conviction, the white man Levi Coffin helped black slaves to escape at huge risk. Story3: (Paras16-23) By traveling the Underground Railroad, Josiah Henson reached his destination and became free at last. 3. Writing characteristics (1) a narrative essay (2) Stories telling (3) Coherence (4) Direct speech It is more convincing than indirect speech. It makes a story more vivid. 4. Discussion (1) Both Josiah Henson and Uncle Tom are slaves. But in the eyes of Barbara Carter, they are different. In what way is Josiah Henson different from Uncle Tom? (2) We know slavery was abolished more then one hundred years ago. Why does the author want to remind Americans of that part of history now? (3) Black Americans have made great process in getting full equality. Do you think there is still much left to be done? Give examples to support your point of view. 5. Main idea The author relates three stories that happened to three “conductors” on the Underground Railroad in the early civil rights movement in America. With the help of the stories readers may reconstruct the fierce struggles at that time and the exploits of those courageous “freedom givers”. STEP FIVE: Consolidation ( 8’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review the understanding of the text and preview the language items of the text; Comprehension P46-48 b. Written: Nothing Teaching Period : 10 (3-4) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) Revising the understanding of Text A b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A 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. settlement: a place where people have come to settle e.g. Manhattan was the site of the original Dutch settlement of New Amsterdam. These tools were found in an early Iron Age settlement. 3. confident: feeling or showing trust in oneself or one’s 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 about using it. The soccer team is quite confident of being able to win this important game. 4. give up: abandon an attempt to do sth. e.g. He’s given up smoking since his illness. The rescue team had given up all hope of finding the two divers alive. She was working part-time but she suddenly gave up. 5. 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. 6. racial: relating to a person’s race, or different races of people e.g. Slavery is closely associated with racial prejudice, the belief that one race is superior to another. Mandela was elected President in South Africa’s first multi-racial elections, held in 1994. 7. stand up (for sb./sth.): speak, work, etc. in favor of sb./sth; support sb./sth. e.g. You have to be prepared to stand up for the things you believe in. Don’t be afraid to stand up for yourself. 8. historic: famous or important in history e.g. In his book, Churchill recalls that historic first meeting with Roosevelt. More money is needed for the preservation of historic buildings and monuments. Cf: historical e.g. Historical people, situations, or things existed in the past and are considered to be a part of history. Many historical documents were destroyed when the library was bombed. 9. site: place where a building, town, etc. was, is, or will be situated e.g. The local government hasn’t yet chosen the site for the new skyscraper. There are many archaeological sites in southern England. This monument marks the site of the battle. 10. mission: particular task or duty undertaken by an individual or a group e.g. Some delegates were immediately sent to Israel. Their mission was to negotiate a ceasefire. The five young people have been on a mission to help the Cambodians. 11. forge: (fig)create by means of much hard work e.g. The two countries agreed to forge closer economic ties. She forged a new career for herself as a singer. 12. underground: in or into secrecy or hiding e.g. His mother took him to Hong Kong where she worked in the underground communist movement. For about thirty years the African National Congress (ANC) operated as an underground organization. 13. web: network of fine threads spun by a spider or some other spinning creature; complex series or network e.g. The little boy was frightened by the spider’s web in the window. Many commercial and public organizations now have their own Web site and publish a :home page”, giving information about the organization. Every day thousands of web surfers flock to this popular site, posting messages. 14. liberate: set free e.g. The new Afghan government is trying to liberate its people from poverty with international help. The troops’ aim is to liberate the country by the end of the year. 15. authorize: give approval or permission for (sth.); give authority to e.g. The central government authorized $200 billion to construct new dams to generate cheap hydro-electric power. The President requests that Congress authorize the presence of US troops in the eastern region. He was obliged by the arguments of the Minister of Labour to authorize a 23 per cent general wage increase. 16. exploit: brave or adventurous deed or action e.g. The general’s wartime exploits were later made into a film and a television series. My grandfather entertained us with stories of wartime exploits. STEP FIVE: Consolidation ( 7’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1.Review … and preview the second part of the words and phrases 2.Language Focus P50-59 b.Written: 1. P51 1 Teaching Period : 10 (5-6) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful words and phrases and have a better understanding of Text A Important Point: Grasping the useful words and phrases in the text Difficult Point: Putting the words and phrases into practical use Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 10’ ) a. Review the first part of the words and phrases b. Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to learn some useful words and phrases. STEP FOUR: New Lesson ( 80’ ) Text A 17. be intent on doing sth. be eager and determined to do sth. e.g. Working day and night, Jane seems intent on breaking the record in the Guinness Book of Records. 18. peer: look closely or carefully, esp. as if unable 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. 19. decade: period of ten years e.g. Many countries were involved in Antarctica exploration during the first decades of the 20th century. Education budgets have been increased over the last decade in China. 20. on the side: as an additional job or source of income; secretly e.g. Some teachers have to find ways of making some money on the side. In order to earn enough money to send his children to school, he makes a little money on the side by cleaning windows in his spare time. 21. capture: capturing or being captured e.g. Rebel forces captured the city after a week-long battle. Some of the terrorists who were involved in the 9.11event were captured by the FBI. At one time Peter took part in the capture of three thieves. The International Whaling Commission permits the capture of only 400 whales annually for scientific purpose. 22. close in(on/around): come near to, esp. in order to attack from several direction; surround e.g. Hitler committed suicide as Soviet forces were closing n on Berlin. Right after the suicide explosion, Israeli troops began to close in on the Palestinian city. 23. painful: causing pain; hurting e.g. Symptoms of pneumonia include painful cough, fever, difficulty in breathing, rapid breathing and chest pain. The old photograph brought back painful memories of his childhood. 24. religious: of religion e.g. Daoism (Taoism) is one of the three main Chinese religious and philosophical traditions, the others being Confucianism and Buddhism. The local government wants to increase the amount of religious education in schools. 25. conviction: firm opinion or belief e.g. The old woman had a firm conviction that there would be a better life after death. A non-believer, Tom doesn’t have any religious convictions. It is her personal conviction that all corruption should be exposed and dealt with according to relevant laws. 26. terminal: (building at the) end of a railway line, bus route, etc. a piece of equipment, usu. consisting of a keyboard and a screen, that connects the user with a computer system e.g. Most large airports have shops, restaurants, and banks in the terminal building, plus special lounges for departing passengers. All staff have terminals attached to the company’s main computer. 27. impose: place a (penalty, tax, etc.) official 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. try to make sb. accept (an opinion or a belief) e.g. I wouldn’t want to impose my religious convictions on anyone. It may not be wise for parents to impose their own tastes on their children. 28. as for: with regard to e.g. As for your request for a free sample, we will send it to you in about ten days. Some people have complained, but as for me I’m perfectly satisfied with the working conditions here. 29. transport: take sth./sb. from one place to another in a vehicle e.g. Reducing the costs of transporting natural resources to production sites is one of the key factors in economic competition. Pipelines are used mainly to transport liquids or gases over long distances. 30. disguise: give sb./sth. a false appearance (used in the pattern disguise sb./sth.as) e.g. She disguised herself as a man so she could fight on the battle field. Jack escaped across the border disguised as a Catholic priest. 31. abolish: end the existence of (a law, custom, system, etc.) e.g. Slavery was not finally abolished in the British Empire until 1833. Their mission is to abolish the global fur industry permanently by utilizing appropriate legal and non-violent methods. 32. make the best of: accept an unsatisfactory situation cheerfully and try to manage as well as you can e.g. I know it’s cold and raining but we are here now, so let’s just make the best of it. The living conditions in the village were very poor, but we had to make the best of it. 33. compel: make (sb.) do sth; force e.g. In the past children were frequently compelled to work from an early age. A large debt burden compelled many developing countries to undertake stabilization and adjustment policies. 34. at risk: threatened by the possibilities of loss, failure, etc; in danger e.g. It is reported that some areas in the west are at high risk of desertification. The buildings in the slum tend to be overcrowded, inadequately served by water and at risk from fire. 35. starve: (cause a person or an animal) suffer severely or die from hunger e.g. Some people starved to death during the long drought. Children in the developed countries are ling a happy life, while many African children are starving. 36. in the eyes of: in the opinion of e.g. In the eyes of his students, Richard is a sensible and reliable teacher. In the eyes of my parents, I am still a young person although I am already in my thirties. 37. pass for: appear like; be accepted or looked upon as (same as pass as) e.g. He speaks American English well enough to pass for an American. My younger sister really wants to go and see the film, but I don’t think she’s pass for 18. STEP FIVE: Consolidation ( 7’ ) a.Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1.Review … and preview the structures and long sentences of the text; 2.Language Focus P50-59 b.Written: 1. P53-54 4 Teaching Period : 10 (7-8) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: To grasp some useful structures, understand some difficult sentences and check the exercises in Part II Important Point: Grasping some useful structures and understanding some difficult sentences Difficult Point: Practising the usage of the structures Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Revising the words and phrases of Text A (Usage) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with some important structures and difficult sentences in Text A and check the exercises of Part II. STEP FOUR: New Lesson ( 80＇ ) Important structures in Text A 1. Carter’s devotion to her ancestor is about more than personal pride; it is about family honour. (1) more than做连词短语时一般是引导表示比较关系的从句或短语，做介词短语时表示比较或做某事所用的时间，与某物的距离等等，文章中词组意思相当于not only. e.g. He loves me more than you do. He can’t be more than fifteen. He is more than a good guy. (2) 与more than搭配的其他的一些词组 no more than=only e.g. I am broke. I have no more than 10 cents in my pocket. not more than=at most e.g. He doesn’t have more than 3 friends. not/no more…than =not as/so…as e.g. He is no more a painter than a writer. He is no richer than you. Josia Henson is but one name on a long name on a long list if courageous men and women who together forged the… *but (1) but做介词通常放在no one, none, nobody, nothing, nowhere, all, every, anybody, anyone, anything等代词后面，表示only. e.g. Nobody but Ellen went to the funeral. You can marry anyone but my daughter. (2)but做连词往往放在一个否定词后面，表示“除了，不同于”。 e.g. It never rains but it pours. (3) but做副词表示“仅仅，只有，只”。 e.g. Hopes that lasted but a moment. He is but a child. 3. For the heroes of the Underground railroad remain too little remembered, their exploit still largely unsung. (1) remain 系动词，后面接表示某种状态的形容词或分词，表示“继续停留”或“继续保持某种状态，关系或行为。” e.g. This place remains cool all summer. He remained silent. (2) unsung分词做状语，表示行为方式或伴随发生的情况。 e.g. She had to work standing up. 4. The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color…. *(1) nothing but 仅仅，只不过 e.g. Nothing but a miracle can save her now. (2) nothing less than 完全，全部 e.g. His negligence was nothing less than criminal. (3) nothing like 绝对不，完全不象 e.g. It looks nothing like a horse. His cooking is nothing like as good as yours. (4) nothing more than 只不过 e.g. It was nothing more than a shower. Difficult sentences in Text A 1. For Josia Henson has lived on through the character in America fiction that he helped inspire: Uncle Tome, the long-suffering slave in Harriet Beecher Stowe’s Uncle Tome’s Cabin. (*For Josia Henson helped inspire Harriet Beecher Stowe’s novel Uncle Tome’s Cabin, in which Uncle Tome was a long-suffering slave. Josia Henson is thus still remembered through that character.) 2. I had traveled here to Henson’s last home---now a historic site that Carter formerly directed---to learn more about a man who was, in many ways, an African---American Moses. (*Henson’s last home, which was once managed by Carter, is now a historic site. I traveled here to learn more about Henson, a man who was an African-American Moses to a great extent.) And it’s about time. For the heroes of the Underground Railroad remain too little remembered, their exploits still largely unsung. (*It’s time that the center was established because people today hardly remember the heroes of the Underground Railroad and almost haven’t celebrated their heroic deeds.) 4. Determined to live free someday, he managed to get trained in iron molding. (*As he was determined to live his life free someday, he managed to get trained in iron molding.) 5. Eventually three principal routes converged at the Coffin house, which came to be the Grand Central Terminal of the Underground Railroad. (*Eventually three main escape routes met at the Coffin house, which gradually became the Grand Central Terminal of the Underground Railroad. ) Exercises of Part II STEP FIVE: Consolidation ( 10ˊ ) Summary Part II. Text A 1. Comprehension Pre-reading * Background knowledge (2) While-reading * Go through the Text paragraph by paragraph *Point out the important structures and long sentences for further explanation later (3) Post-reading *Text Questions *Text Organization * Writing Characteristics * Discussion *Main Idea 2. Language items 37 words and phrases 4 structures 5 sentences 2 paragraphs 1 essay 3. Exercises P46-P59 b. Practice STEP SIX: Homework ( 1ˊ ) a. Oral: 1. Review the structures and difficult sentences and preview Part III & IV. b. Written: 1. P56-57 Structure 1, 2 Teaching Period : 10 (9-10) Reference Book: (New) Integrated Course 3 Student’s and Teaching’s Book Teaching Method: Combining explanation and practice Objective: 1.To understand Text B To perform the theme-related language learning tasks . Practising the speaking and writing skills Important Point: Understanding Text B Difficult Point: .Practising the speaking and writing skills Processes: STEP ONE: Organization ( 1’ ) STEP TWO: Revision ( 7’ ) Review Part II (Text A) Check the homework STEP THREE: Introduction ( 1’ ) a. Tell the Ss that in these two periods, we are going to deal with Part III & IV: Text B and the theme-related language learning tasks STEP FOUR: New Lesson ( 80＇ ) Text B (Part III) 1. Words and phrases to learn (P60) (1) come a long way (2) with each passing year (2) guarantee (4) result from (5) commitment (6) against (all) the odds (7) remarkable (8) in the midst of (9) recovery (10) in this context (11) flourish (12) remedy (13) be subjected to (14) discriminate (15) enforce (16) play up (17) at best (18) unlike (19) do well to do sth. (20) grave 2. Comprehension (1) Explain the text (2) Summarize Text Organization Part One (Paras 1-3) Civil-right activists have made progress in recent 30 years. Part Two: (Paras 4-5) The ugly shadow of racial discrimination is still hanging over America. Part Three: (Para 6-12) The affirmative action---the legacy of civil-rights movement led by Dr. King---was under political assault from the conservatives in America. Part Four: (Paras13-15) There is a long way to go, so we people should try our best to continue the civil-rights movement. (3) Summarize General idea The author reviews the progress civil-rights activists have made in recent 30 years. But as he argues, the ugly shadow of racial discriminations is still hanging over America. The affirmative action led by Dr. King was under political assault from the conservatives in America. As a result, there is along way to go before the ultimate end of the civil-rights movement can be achieved. 3. Long sentences Our society benefits as fewer of its people have their genius suppressed or their talents wasted. Today, Dr. King’s legacy---the commitment to take affirmative actions to open doors and opportunity—is under political assault. Modern-day conservatives haven’t a clue about what to do with an economy that is generating greater inequality and reducing the security and living standards of more and more Americans. Men and women, he taught, “have the capacity to do right as well as wrong, and our history is a path upward, not downward. It’s only when it is truly dark that you can see the stars. b. the theme-related language learning tasks (Part IV) 1. Special Contest (P68) When were the first black people brought to America? How were they treated in the new land? How did black Americans live in the U.S after slavery ended? What gave rise to the civil-rights movement? Who was its leader? What has the civil-rights movement helped to bring about? Why is it believed that much remains to be done before black Americans enjoy full equality? 2. Essay Writing P69 Using Library Resources ①General References General references include dictionaries, encyclopedias, atlases, etc. They can give you a basic understanding of a topic. ②Index, Catalogs They give information on what has been written and published about a subject. ③Abstracts Abstracts not only list subject headings, but also summarize key information in a highly condensed form. ④Bibliographies A bibliography—a list of publications on a subject---gives you an overview of what has been published on a given subject. Titles for choice * The Civil-Rights Movement in the U.S. STEP FIVE: Consolidation ( 10’ ) Summary b. Practice STEP SIX: Homework ( 1’ ) a. Oral: 1. Review Text B and finish the exercises (P64-67) b. Written: Write an essay