一、教材分析

　　本单元的中心话题是“自由战士”（freedom fighters），听、说、读、写始终围绕这一主题展开。语言知识和语言技能部分主要是围绕“freedom fighters）这一中心话题进行设计的。课文讲述了美国黑人争取自由的历史，从而说明自由、平等的重要性。同时也表达了对那些为自由和平等权利而献身的勇士们的敬仰。

　　“热身”（Warming up）部分设计了三个讨论题，使人们对马丁·路德·金和曼德拉这两位为黑人自由和平等权利而斗争的领袖人物的人生经历有所了解，通过讨论，增强对他们国家目前现状的了解。

　　“听力”（Listening）部分是在“热身”活动的基础上，以听力训练形式进一步帮助学生了解马丁·路德·金，听力中节选了的“I HAVE A DREAM”的部分句子。练习包括四个项目，设计多样，生动有趣。第四题有利于培养学生用英语进行总结概括自己思想的能力。

　　“口语”（Speaking）部分设计了两个问题，第一题以三人小组的活动形式，组织学生谈论约翰·布朗（John Brown）和哈丽特·塔布曼（Harriet Tubman）的人生经历，引人深思，使学生能用英语阐述自己的意见。第二题以诗歌形式出现，有利于寓教于乐，激发学生学习英语的兴趣。

　　“读前”（Pre-reading）设计了三道题，为进入正文学习做准备。第一题分别描述了三个国家的人民为争取自由而进行斗争的情形，有利于培养学生的观察能力和语言表达能力。第二题假设一个情景，要求学生描述受到不公平待遇时的具体感受，有利于培养学生的想象能力与表达能力。第三题要求扫读文章，对下面内容的正确性做出判断，目的是引起学生对文章内容的思考，以便提高学生学习的自主性，同时也能训练学生快速阅读的技能。

　　“阅读”（Reading）部分讲述了马丁·路德·金为黑人争取平等权利的过程。教材设计的目的是在训练学生阅读技能的基础上，让他们认识到马丁·路德·金为黑人争取自由和平等权利而付出的艰辛苦努力。文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。

　　“读后”（Post-reading）部分是在阅读的基础上，要求学生完成五道题目，问答题的设计由表及里、层层深入，从而帮助学生逐步加深对课文的理解。

　　“语言学习”（Language study）部分分词汇和语法两部分，词汇部分第一题要求学生用课文中的词填空。第二题要求学生区分各种词类的具体用法。语法部分是复习被动语态的用法，练习紧密联系课文，能加深学生对教材的理解。

　　“综合技能”（Integrating skills）的阅读文不仅谈论人类为自由、平等而斗争，还谈到了动植物、海洋、地球，甚至机器和机器人的权利。在阅读和讨论的基础上，要求学生写出自己的看法。这是一个任务型的学习活动，练习生动有趣，能够引起学生的兴趣。同时让学生在实践中体验“自由”的内涵，有助于提高他们的语言概括能力。（摘自教参）

　　二、教学目标

　　1、语言知识

　　1）词汇（见教参）

　　2）句型：学习运用一些表示逻辑关系的句型

　　3）语法知识：复习被动语态

　　三、教学重点与难点

　　1、重点

　　重点词和词组：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 …

　　语法：被动语态

　　2、难点：如何培养学生根据阅读材料提高写作能力

　　四、教学策略

　　教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言。

　　五、学习策略

　　在认知策略培养方面，引导学生进一步了解史实和具体事件，加深对种族及种族歧视、不同国家、不同历史年代人物与事件等的认识和理解。另外，课前、课后鼓励学生利用网络和图书馆搜集相关资料，善于获得学习资源，充分利用学习资源，如：进入美国著名歌曲Glory, Glory, Hallelujah; Blowing In The Wind; We Shall Overcome及文化背景网页、斯坦福大学网页http://www.stanford.edu/等获得有关马丁-路德演说录音和部分黑人运动歌曲。在另一方面，着重培养情感策略，激励学生热爱民主、平等、和平、自由、守法，积极上进、奋斗创新。

　　六、课时安排

　　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 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