2019-2020年高中英語 Unit 3 Period 2 Fairness for all-Language points教案 新人教版選修10.doc

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2019-2020年高中英語 Unit 3 Period 2 Fairness for all-Language points教案 新人教版選修10Teaching goals教學(xué)目標1Target language目標語言 重點詞匯和短語 trolleybus，tradition，pedestrian，hopeful，separation，submit，liberty，battle，nationwide，freedom2Ability goals能力目標 Enhance students original understanding of the use of tenses3Learning ability goals學(xué)能目標 Help students understand the use of different tenses in the contextTeaching important points教學(xué)重點By recognition，distinction and practice help students use and master different tenses in contextTeaching difficult points教學(xué)難點Recognize different tenses and practice the use of them by designing practical exercisesTeaching methods教學(xué)方法Team work learning，task-based learning，presentation and summarizingTeaching aids教具準備A projector and some slidesTeaching procedures & ways教學(xué)過程與方式Step I RevisionT: Good morning / afternoon, first I will check to see how well you did your homework. Now I will show some phrases with the words given yesterday. Lets read them.Then the students read and memorize the phrases, show the phrases on the slide:Montgomery Bus Boycott, prohibit ones rights, challenge the unfair system, submit to the enemies, negotiate with business partners, be punctual to school, bomb a country, nationwide support, constitutional fights, win a battle, express ones happiness, win liberty, unjust treatment, separation policy, by tradition, hopeful tomorrow, by coincidence, show hostilityStep II Word StudyTask one: Fill in the blanksT: Now please turn to Page 25 and fill in the blanks with the fight words.After theyve finished.T: Lets read and check.Task two: Fill in the ChartT: Now lets look at Exercise two. Before you do it individually, lets look at the two meanings of these words. Go through these meanings to find the words and then choose the fight meaning for each word. Notice the meaning that is used in the reading passage. Then show the answers on the slides.Step Grammar StudyTask one: Distinguish different tensesT: Look at the following sentences and find out what tense each sentence uses.Sample sentences:1. I have always hated having to sit in the worst seats on the bus, so I am happy to support it.2. He had left for Europe before the war broke out.3. Dr King encourages us to fight against this unfair system which prohibits us blacks from sitting where we like.4. King and other black leaders in Montgomery seized on this incident and decided on a collision course to change the law.5. But I do worry what will happen tomorrow.6. He said he would begin writing a book in the near future.7. Maybe white business are suffering now since we dont shop downtown anymore.8. I was not listening, so I missed what he said.Task two: List the use of different tenses in the context.T: Look at the following context and fill in the blanks using right tenses.Sample contexts:1. Harry seems like normal boy, but his life is miserable. His parents _ (be) dead and he _ (live) with a family that _ (treat) him badly. Harry _ (be) very unhappy and _.(not know) what to do about his life. His life :_ (change) when a bird_ (tell) him to go to Hogwarts and bee a student of witchcraft and wizardry.2. Debbie Hart is going to swim across the English Channel tomorrow. She _(set out) from the French coast at five oclock in the morning. Debbies father will set out with her in a small boat. Tomorrow he _ (watch) her anxiously as she_ (swim) the long distance to England. She _ (have) something to drink but she _(not eat) any solid food.3. Yesterday I had a bad day. In the morning when I _(get up) I _ (find) it was too late for work, I _ (dress) quickly only to find I had forgotten to put on my sweater. Then I _(wash) my face hurriedly and in no time I _(be) on my way to work. Key: 1: are, lives, treats, is, doesnt know, changes, tells 2: will set out/is going to set out, will be watching, will have, will not eat 3. got up, found, dressed, washed, wasT: Different tenses are used in certain contexts. As we see in the above exercise, we should first make sure what basic tense is used (the underlined tenses). Then we can make judgment to use the correct tenses to adapt to the right context.Task three: Revise useful structuresT: Turn to Page 26 and fill the correct tense of verbs into the dialogue according to the context. Find the basic tense in each context and judge what tense should be used.Task four: Pick out the right tensesT: Turn to Page 27. Read this passage taken from To Kill A Mockingbird by Harper Lee. Pick out the use of different tenses in the passage and find as many different tenses as you can.Step IV HomeworkTask one: Recite the words and phrasesseize the opportunity, suffer discrimination, resolve to do sth., cause chaos, be unwilling to do sth., unjust behavior, abuse bad words, give a yawn, on the pavement, be hopeful for a better tomorrow, buses and trolleybuses, fight against the separation of blacks and whites, liberty and liberation, nationwide support, be forced to submitTask two: Do Exercise 1 on Page 68Task three: Finish Exercises 1 and 2 on Page 69 &70.Sample writing to Exercise 2:Martin Luther King was born on January 15, 1929. At the age of 7 in 1935 he began school. He started his career as a minister in 1948 when he was 19.Later when the Southern Christian Leadership Conference was founded, Dr King was chosen president. He directed the peaceful march on Washington, D.C. of 250,000 people, and then he made his famous speech - I Have a Dream. Whenever there was injustice, he would be there to lead people to fight for liberty and freedom. Eventually he received the Nobel Peace Prize. On March 21st, 1965, he led a march from Selma to Montgomery to focus attention on problems in black voters registration. At first about 3,000 people began the march, however, the number of people increased to 25,000 when march was pleted at last. Anyway the struggle was successful and President Johnson signed the Voting Rights Bill to solve the problem. Martin was shot and killed in Memphis, Tennessee on the evening of April 4th, 1968.