北师大版（2019）必修 第二册Unit 6 The admirable Lesson 2 History Makers名师教学设计

Unit6 Lesson 2 名师教学设计
课时内容：
History Makers
主题语境：人与社会
主题群：历史、社会与文化
子主题：对社会有突出贡献的人物
语篇类型：对话、图片
文本分析：
[What]本节课为听、说课，学习语篇为两段对话，关于伟人甘地和马丁·路德·金的生平经历及伟大贡献。文本设置通过讨论和听录音，获取二人的基本信息和事迹，然后完成相关习题，通过讨论二人的经历以及作出的巨大贡献，激发学生对探究式学习的浓厚兴趣。最后选择位中国的历史创造者并进行简短的陈述。
[Why]使学生了解历史伟人的经历及贡献产生敬佩之情，激发学生的学习兴趣，培养学生为社会作页献的品质。
[How]将英语语用目标和本单元的主题语境结合起来，设置听，说活动，让学生在主题语境的探索中提高英语语言的运用能力，深入对主题的探究。
课时目标：
1. 能够从录音对话中了解甘地和马丁·路德·金的生平经历及他们的主要贡献。
2. 能够根据实际情况使用恰当的语言介绍伟人的事迹或贡献。
3. 培养学生对伟人的敬佩之情以及为社会作页献的优秀品质。
4. 运用恰当的句型表达确定性和不确定性。
重点难点：
重点：
获取对话中的细节，深人理解课文内容，获取文本信息
难点：
用恰当的语言介绍自己最敬佩的人。
教学准备：
教师准备：
教学录音、关于甘地和马丁·路德·金的图片及相关资料。
学生准备：
查阅资料，了解更多关于甘地和马丁·路德·金的背景知识。
教学过程：
Step I 学习理解
活动一：感知与注意
1. Ask students to pay attention to the title of the lesson and ask what it means.
2. Ask students to work in groups or pairs if they have difficulty in completing the task.
(1) Ask student to read the sentences and look up any difficult words.
(2) Ask students to write G for Gandhi and K for King next to the sentences that match them.
( ) He fought to win equal rights for black people in the US. ( ) He led his country to independence from British. ( ) He organised peaceful protests. ( ) He suffered racial discrimination in South Africa. ( ) He gave a famous and inspiring speech which started with the words “I have a dream”. ( ) He was put behind bars many times. ( ) He inspired people around the world to fight for equal rights and justice. ( ) He won the Nobel Peace Prize.
Suggested answers: K G G/K G/K K G/K G/K K
3. Ask students a question:
What else do you know about Mahatma Gandhi and Martin Luther King
【设计意图】在学习之前，教师首先让学生讨论历史创造者的含义。然后呈现圣雄甘地和马丁·路德·金的图片，让学生完成练习并简单讨论甘地和马丁·路德·金的相关信息，激活学生的背景知识。
活动二：获取与梳理
1. Ask students to read the “Skill Builder”. Let them know that sequencing skill is important when listening to facts about a person or story. Read aloud the events. The teacher explains any unknown words.
2. Play the tape once and have students listen for understanding. Ask students to add the year for each event and then order them.
He ________ ________ ________ ________ ________
a organised a march to Washington, D. C. 1963 b organised a bus protest to help black people win the right to sit next to white people on buses. ________ c was killed. ________ d had to give up his seat to two white people on a bus because he was black. ________ e received the Nobel Peace Prize. ________
4. Play the tape a second time and have students work on their own to complete the task. Have students review their answers in pairs or as a class.
Suggested answers: d 1943 ② b 1955 ③ a 1963 ④ e 1964 ⑤ c 1968
【设计意图】通过听录音了解马丁·路德·金的信息，给句子进行排序，获取描述人物经历和事迹的主要词汇和句型。
Step Ⅱ 应用实践
活动三：获取相关背景信息
Do you know more about Mahatma Gandhi and Martin Luther King
Mohandas Karamchand Gandhi (1869~1948) was the most respected spiritual and political leader in Indian nonviolent struggle for freedom and independence from Great Britain. He also successfully pushed for better treatment of those who were considered to be at the bottom of Indian social ladder. These people, known as the Untouchables were renamed the Children of God by him. In his peaceful struggle for better treatment of his country and countrymen, Gandhi, who was also known as Mahatma Gandhi (which means “Great Soul”), performed a great deal of self-sacrifice. Although the methods of protest were non-violent, his civil disobedience was often returned with prison sentences and physical abuse. On 30 January 1948, Gandhi was assassinated while he walked to a platform from which he was to address a prayer meeting. The same year, India became an independent nation. At present, he has been officially honoured in India as the Father of the Nation (Bapu). Following the teachings of Gandhi, Martin Luther King, promoted the use of civil disobedience and non-violent tactics to bring about change in America. Just as India had gained its independence with passive resistance, African Americans were also able to use similar tactics to secure their guaranteed rights.
Martin Luther King, (January 15, 1929~April 4, 1968) was born Michael Luther King, but later had his name changed to Martin. His grandfather began the family’s long tenure as pastors of the Ebeneezer Baptist Church in Atlanta, serving from 1914 to 1931; his father had served from, and from 1960 until his death Martin Luther acted as co-pastor. Martin Luther attended segregated public schools in Georgia, graduating from high school at the age of fifteen; he received the B. A. degree in 1948 from Morehouse College, a distinguished Negro institution of Atlanta from which both his father and grandfather had graduated. After three years of theological study at Crozier Theological Seminary in Pennsylvania where he was elected as president of a predominantly white senior class, he was awarded the B.D. in 1951.with a fellowship won at Crozier, he enrolled in graduate studies at Boston University, completing his residence for the doctorate in 1953 and receiving the degree in 1955. In Boston he met and married Coretta Scott, a young woman of uncommon intellectual and artistic attainments. Two sons and two daughters were born into the family.
活动四：语言学习
1. Ask students to listen to the discussion and complete the answers to the questions about Martin Luther King.
Suggested answers: racial discrimination a bus protest and many peaceful protests, a march to Washington D. C. and made a speech win the right to sit next to white people on buses the Nobel Peace Prize to fight for equal rights and justice
2. Ask students to talk about what Martin Luther King did in the following years.
Suggested answers: 1943: Martin Luther King was asked to give up his seat on the bus. 1955: Martin Luther King organised a bus protest and won the right for black people to sit next to white people on buses. 1963: Martin Luther King organised a march to Washington, D. C. and made a speech starting with the words “I have a dream”. 1964: Martin Luther King received the Nobel Peace Prize. 1968: Martin Luther King was killed.
活动五：描述与阐释
1. Listen and discuss
(1) Why does the girl suggest that they talk about Mahatma Gandhi in their project
(2) Invite volunteers to answer the question.
Suggested answer: The girl suggests they talk about Mahatma Gandhi because she admires and respects him and because he was one of the most important figures of the 20th century.
2. Listen again and decide. (Part 6, P57)
(1) Read the sentences. Explain how certainty and uncertainty can be expressed. point out that students need to be careful who the sentence is about, as both of the speakers express their opinions on some points.
(2) Play the discussion once and if necessary, play it again. Students complete the exercise.
(3) Review answers in pairs or as a class.
Suggested answers: 1. certain 2. uncertain 3. uncertain 4. certain 5. uncertain
(4) Challenge students to note down the expression each speaker uses to express their opinion and share their answers with the class, e.g. there’s no doubt; mm, I’m not sure about…
3. Listen, imitate and complete the Talk Builder.
(1) Read the sentence frames.
(2) Encourage students to work in pairs and complete the sentences from memory.
(3) Play the discussion for students to check their answers and complete any blank spaces.
(4) Review the answers as a class.
Suggested answers: Certainty A. There’s no doubt B. am certain C. don’t think D. sure Uncertainty A. am not sure B. Really; sure about that C. I don’t know D. Perhaps
【设计意图】在英语课堂教学中，设定特定的场景，让学生去积极了解历史伟人的生活经历和他们的杰出贡献，使学生们在轻松愉快的环境中学习，激发学生对伟人的敬佩之情。
Step Ⅲ 迁移与创新
活动六：Make a presentation
Present a history maker for China.
(1) Ask students to make use of books from the library or Internet to find out more about the history maker
(2) Ask students to share the relevant information about the history maker and their reasons for choosing this person.
(3) Encourage students to use the words and expressions that they have learnt in this unit.
(4) Make a short presentation about this person to the class.
板书设计：
Unit 6 The Admirable Period Ⅲ Lesson 2 I. 学习理解 活动一：感知与注意 活动二：获取与梳理 Ⅱ. 应用实践 活动三：获取相关背景信息 活动四：语言学习 活动五：描述与阐释 Ⅲ. 迁移创新 活动六：Make a presentation
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