Language Study教案
Teaching goals教学目标1.Target language目标语言
重点词汇和短语
trolleybus,tradition,pedestrian,hopeful,separation,submit,liberty,battle,nationwide,freedom
2.Ability goals能力目标
Enhance students' original understanding of the use of tenses.
3.Learning ability goals学能目标
Help students understand the use of different tenses in the context.
Teaching important points教学重点
By recognition,distinction and practice help students use and master different tenses in context.
Teaching difficult points教学难点
Recognize different tenses and practice the use of them by designing practical exercises.
Teaching methods教学方法
Team work learning,task-based learning,presentation and summarizing.
Teaching aids教具准备
A projector and some slides.
Teaching procedures & ways教学过程与方式
Step I Revision
T: 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. Let's read them.
Then the students read and memorize the phrases, show the phrases on the slide:
Montgomery Bus Boycott, prohibit one's 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 one's happiness, win liberty, unjust treatment, separation policy, by tradition, hopeful tomorrow, by coincidence, show hostility
Step II Word Study
Task one: Fill in the blanks
T: Now please turn to Page 25 and fill in the blanks with the fight words.
After they've finished.
T: Let's read and check.
Task two: Fill in the Chart
T: Now let's look at Exercise two. Before you do it individually, let's 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 Ⅲ Grammar Study
Task one: Distinguish different tenses
T: 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 don't 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 become 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 o'clock in the morning. Debbie's 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, doesn't 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, was
T: 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 structures
T: 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 tenses
T: 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 Homework
Task one: Recite the words and phrases
seize 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 submit
Task two: Do Exercise 1 on Page 68
Task 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 completed 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.
