2) 2) preview Text A.
Text Analysis
The author writes his piece in a clear and logical way. In many instances he employs the pattern of ― one topic sentence + several detail sentences‖ structure. It’s easy for readers to grasp the main idea, and it is also proven effective for learner writers like our students.
Sometimes the detail sentences run parallel to each other, like those in Paragraph 2. In some other paragraphs the detail sentences have their own hierarchy. Take Paragraph 5 for example. The first sentence tells how busy ―I‖ am. The second sentence states that Sandy, the wife, is also busy. The final sentence is a kind of summary – nobody can relax. Yet following the second sentence there are a few more detail sentences showing exactly how tight a schedule Sandy has. Take Paragraphs 12-13 for another example. The topic sentence therein is ―I suspect not everyone who loves the country would be happy living the way we do. It takes a couple of special qualities.‖ Then there are two sub-topic sentences: ―One is a tolerance for solitude‖; ―The other requirement is energy— a lot of it.‖ Each sub-topic sentence has its own supporting details.
Sometimes there is no transitional devices between detail sentences, sometimes there are, the most frequently used one of which is time words or phrases. For example, the detail sentences in Paragraph 4 begin with ―three months ago‖, ―three months from now‖, ―recently‖, and ―later this month‖, respectively. To be sure, other conjunctions scatter the text, like ―first‖- ―then‖ –―then‖ – ―eventually‖ in Paragraph 7.
Unit 2 Civil Rights Heroes
Suggested Teaching Plan (5 periods) Objectives
Students will be able to:
1. 1. understand the main idea (early civil-rights struggles in the U.S., esp. the Underground Railroad);
2. 2. learn to use library resources and other resources for information;
3. 3. grasp the key language points and grammatical structures in the text;
4. 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
Time Allotment 1st period
2nd period 3rd period 6
4th period 5th period Pre-reading Pre-reading (Cloze B); While-reading (natural division, Part I – Part III) While-reading Post-reading; Theme-Related (continued) Check student’s home reading (Text B) on Language Learning Tasks Pre-reading tasks
1. 1. T asks Ss the following questions on the recording (5 minutes): ---- What are the special contributions of Abraham, John and Martin to the Americans?(They all advocated black civil rights.) ---- How did they die? (They were all assassinated.) 2. 2. Knowledge of American geography
1) 1) T brings a map of the USA to class, hangs it in the front of the classroom.
2) 2) T explains that the USA was divided after the Abolition Act (废除黑奴制法案): the Northern States supported it, while the Southern States disapproved of it.
3) 3) T circles out the Southern States ((Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia) and the Deep South states (Alabama, Florida, Georgia, Louisiana, and Mississippi) on the map.
4) 4) Ss scan the text to find out all place names (Dresden Ontario, Ripley Ohio, Ohio River, Kentucky, North Carolina, New Port Indiana, Maryland, Cincinnati, Buffalo N.Y., Niagara River) and locate them on the map. T may invite Ss to come up to the map and trace the Hensons’ escape route (i.e., the last section of the text) on it. (10 minutes)
3. 3. Knowledge of Christianity
1) 1) T explains that, for historical reasons, many black slaves believed in Christianity, like Uncle Tom in Uncle Tom’s Cabin. Therefore, in black writings there are frequent references to Christianity.
2) 2) T writes down the following vocabulary items on the blackboard: the Creator, an African American Moses, Quaker, Bible, Methodist minister, Bethlehem, salvation.
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3) 3) Ss self-study their meanings by reading the New Words and Expressions and Proper Names sections following the text. 4) 4) T check Ss understanding and, if necessary, give further guidance (see Text Analysis). (10 minutes)
4. 4. Out-of- class research projects: T guides Ss through Writing Strategy, then tells them to form groups to research into the discussion questions in Part IV: Theme-Related Language Learning Tasks by using library resources, the Internet and other resources. Each group member may focus on only one discussion question. They will share findings in a later class. (9 minutes)
5. 5. Ss do Cloze B to get a better understanding of the Underground Railroad. (15 minutes)
While-reading tasks
1. 1. Ss scan the text to see if there is any natural division between parts of the text. (There is a blank line between each part.) (2 minutes) 2. 2. T explains the key language points in Part I and gives Ss practice (See Language Study). (10 minutes)
3. 3. Ss sum up the main idea of this part (see Text Organization Exercise 1), then identify the sentence which connects this part with the following parts (Last sentence in Paragraph 5 – ―I was intent on telling their stories.‖) (3 minutes)
4. 4. T explains the key language points in Part II and gives Ss practice (see Language Study). (15 minutes)
5. 5. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)
6. 6. T explains the key language points in Part III and gives Ss practice (see Language Study). (15 minutes)
7. 7. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)
8. 8. T explains the key language points in Part IV and gives Ss practice (see Language Study). (15 minutes)
9. 9. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes) 10. 10. T make Ss realize that the last three parts are all ―stories‖ supporting Part I. (2 minutes) 11. 11. T draws Ss attention to the two different usages of ―but‖ in the text – ―There was room for all but two‖ and ―Josiah Henson is but one name on a long list.‖ Ss then do after-text Exercise II. Words with Multiple Meanings. (15 minutes)
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Language Study
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 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 be about using it.
The soccer team is quite confident of being able to win this 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 agreed 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.
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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 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.
7. 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 9.11 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 the 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
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