The teaching goal of "I have a dream" teaching plan design
1, knowledge and ability:
(1) Understand the history and present situation of African-Americans and deepen the understanding of the text.
Through reading, I can appreciate the characteristics of this article, passion, literature and art, and aestheticism.
(3) Experience and ponder the successful use of various rhetorical devices (especially repetition, parallelism and metaphor) and outstanding literary features in this speech, and apply what you have learned.
2, process and method:
Give full play to students' main role, read aloud fully, communicate in many ways, and practice paragraphs in class.
3, emotional attitudes and values:
Let students understand the great ideal of Martin Luther King, and guide students to set up lofty ideals in life.
Teaching emphases and difficulties
Try to figure out the language, experience the expressive function of rhetorical devices in speeches, and write with parallelism, repetition and metaphor commonly used in speeches.
Teaching assumption
The main purpose of this class is to read aloud in the whole teaching, so as to understand the most commonly used and effective rhetorical methods of speech-repetition, parallelism and metaphor, feel the author's passionate feelings and overwhelming appeal to the audience, and finally apply what he has learned.
teaching method
Reading comprehension, discussion and comparison, chewing appreciation, paragraph practice.
Class arrangement
1 class hour.
teaching process
First, import
Although President Lincoln signed the The Emancipation Proclamation after the Civil War, for a long time after that, racial discrimination and oppression in the United States were still very serious, and blacks could not enjoy freedom like whites.
In this case, African-Americans launched a massive civil rights movement with the goal of fighting for equality and freedom. Martin Luther King was an outstanding leader of this movement.
1On August 28th, 963, in front of Lincoln statue in Washington, D.C., he gave a world-famous speech-"I have a dream" (blackboard writing) to 250,000 people who attended the rally.
Second, solve the problem.
Who is "I"? Martin Luther king.
"Dream" generally has two meanings, one is fantasy and the other is ideal. Which one do you think?
-Ideal.
Then the title tells us that this article is about an ideal or a wish of Martin Luther King.
Stylistically speaking, this article belongs to a speech. Since it is a speech, it must be suitable for reading aloud. Let's read it together and see what Martin Luther King's dream is. Taste it carefully and see what charm this famous speech has.
Third, read aloud.
Teacher: In order to read better, let's have a simple competition between boys and girls! The specific requirements are: first, choose your favorite paragraphs to read freely, and then both men and women recommend one or two representatives to read or speak on stage to see which group performs positively and reads well. (PPT shows "See who reads well")
(PPT shows "Please select your favorite paragraph and read it aloud")
2, students read aloud, the teacher tour inspection guidance.
3. Two groups of representatives read aloud and commented on each other.
4. The teacher read a paragraph.
Fourth, cooperative exploration.
1, Teacher: These students read very well just now. Let's see how students' thinking ability is. (PPT shows "See who thinks all")
First, please think about it. What was Martin Luther King's dream? Which part of the article does this content mainly focus on?
(PPT shows "What is the author's dream?" )
Clear: Paragraphs 17 to 25.
2. Health: 17 to 25 paragraphs read together.
Teacher: Let's see if you can sum up this dream in one sentence. (You can write it in the blank space next to the text)
4, group discussion, teachers tour guidance.
5. Students communicate.
6, * * * * as clear: He hopes that one day, blacks can enjoy democracy, equality and freedom like whites, feel the same, and be linked by flesh and blood (blackboard writing).
7. If it can be summarized in one sentence, why did Martin Luther King use nine paragraphs to express it? Is it too wordy?
(PPT shows "What techniques are mainly used here?" )
The discussion is clear: rhetorical devices such as parallelism, repetition and metaphor are used.
8. So what are the functions of these technologies?
(PPT shows "What are the functions of these technologies?" )
Students discuss clearly: make the language of the article vivid and convincing; Play an emphasis role and fully express the author's thoughts and feelings; Make the article read in one go and have momentum; It can enhance the appeal of the article and arouse the resonance of the audience.
Teacher: These skills are the most useful and commonly used in speeches, and we should master them.
Verb (abbreviation of verb) classroom practice
1, Teacher: We often say that the stage is as big as the heart; How big the dream is, how big the future is. Voynich, a famous British woman writer, said: The nobler a person's ideal, the purer his life.
I believe that students also have their own lofty ideals. Next, we learn from the author to write a parallelism sentence, or several parallelism paragraphs, not less than three, and talk about our dreams.
(PPT shows "See who writes well")
PPT shows sentence patterns:
I dream that one day, ...
I dream that one day, ...
I dream that one day, ...
……
I have a dream today.
I dream that one day, ...
……
Talk to you later and see which group performs better in this "writing" session.
2. Students write their dreams and teachers tour to guide them.
3. Teachers and students exchange dreams.
PPT shows teachers' dreams;
I have a dream that one day, my students can finish their homework in class every day, exercise happily for one hour during the day and sleep for eight hours at night.
I have a dream that one day, our school will not only judge the merits by scores, but all students can do what we want according to their own characteristics.
I have a dream that one day, I will take my students to climb the towering peaks, meet the warm spring breeze and feel the ambition of "reaching the top, the other mountains all appear dwarfs under the sky.".
I dream that one day, I will take my students to the vast rivers and seas, teach them to swim, dance with the wind and waves, and experience the calmness of "no matter how big the wind and waves are, it is better to be leisurely".
I have a dream that one day, I will take my students to the vast grassland, prance and whip, and express the lofty sentiments of "riding a swift horse on my legs, feeling like Qian Shan".
I have a dream today.
I dream that one day, my students will have time to read sage's poetry books, taste the fragrance of calligraphy, taste the classic rhyme of the piano, enjoy the spring flowers and the autumn moon, feel the world and life, and let your youth glow with different passions.
I have a dream that one day, my students can use your language and articles to clean up the filth of the world and promote the righteousness of the world.
I have a dream that one day, my students can go out to the society alone, and in the secular wind and rain, they will become more and more brave and become heroes with literary skills and martial arts.
I have a dream today.
I have a dream that one day, when my students, even students from all over China, will become the masters of the motherland in the future, they will be able to make great achievements on the world stage and benefit the society, and wherever they go, they will be praised from the heart!
Finally, I believe that students will be able to set up lofty dreams and create the brilliance of life!
Sixth, homework
Improve this passage you wrote in class into a speech with the theme of "I have a dream". We will have a speech contest next class.
Class is over!
Attached to the blackboard: I have a dream Martin Luther King.
Teaching summary This article has been read many times, and it is also the topic of competition class (in the attached middle school, it won the first place in the liberal arts group of middle-aged and young teachers' high school in 20 12). Today, it is used as an open class. It's not that I'm irresponsible or just take out what I used to have. It can be said that I prepare lessons more attentively and pay more attention to the sense of design and scene, because I want to surpass myself two years ago. Today, I am facing different students in the new cycle. What I want to consider is how to make a brand-new collision with the article I have been keen on, and how to get the results I expect more. New attempts, new challenges, I want to seek new changes and inner changes in this cycle of teaching!
First of all, I am gratified that the students in Class 9 of Grade 1 in Senior High School have read through it twice in the morning, but their cooperation and discrepancy with me can be said to have reached my expectation, and their applause is enough to express their affirmation and satisfaction with the cooperation between teachers and students.
Secondly, as far as the design of this course is concerned, I think the following questions should be considered:
1. As a famous speech style, what should I teach you?
1, master basic speech skills.
Speech is a highly skilled language expression, which really can't be learned by students in one class. It can only be said that students should be given a little taste of speech in class, so the skills of speech should be constantly implemented and practiced in the usual teaching practice, so that as many students as possible can be familiar with and master the basic skills of speech.
2. Understand the content of this speech.
Understanding the content is the premise of learning any article. This article is simple in content and uncomplicated in thinking. I interpret the full text as the following four links: suffering-gathering-talking about dreams-singing freedom. Among them, the struggle mode of gathering and the content of dreams are interpreted as the key points.
3. Experience Martin Luther King's speech emotion.
Jin's emotion has both a rational side and a warm side; There is anger and joy. These feelings are expressed in different words from Jin's speech, so students' understanding of the content of the article is the basis for accurately grasping their feelings. Corresponding to the above contents, the author's mood is also changing: grief-reason-expectation-joy. Among them, the expectation of dreams and the joy of freedom are the climax of the speech.
Second, how to bring students into the speech situation of Martin Luther King?
How to make students "do as the Romans do" in this course is a problem worth thinking about. Because students can only "enter the country" if they enter the atmosphere of Martin Luther King's speech and can keep up with his speech, but it is not enough to just watch video files and read words, so I have designed the following links to let students "enter the country":
1, scene replacement method before class
Before class, I asked my classmates to put themselves in front of the 250,000 people gathered at the Lincoln Memorial in Washington, D.C., put on their own dark skin, and as one of them, "personally" experience the feeling of attending the party at that time.
2. Tell the current situation of black people's life in the tone of "we"
I looked up relevant information to understand the real living conditions of black people in the mid-20th century, and then asked my classmates to state their living conditions in the first person tone of "we", and changed their names to "compatriots" to further arouse their humiliation and grief.
Third, how can we dig deep into the things behind this article?
There are no particularly difficult words in this speech. Martin Luther king, as the background of black speech, has been known by students in history class, so it is difficult to teach it in a simple way, and it seems that there is no great need. But I think one thing is worth discussing: the way of civil disobedience advocated by Martin Luther King. Because the society has entered the present, the degree of civilization is getting higher and higher, and there are many violent ways to solve the problem, so it is really important to discuss this issue in order to educate everyone in this class to be kind, rational and harmonious and to fight for their rights more intelligently. So I threw this question to my classmates for discussion. Feng talked about the disadvantages of violence, and Chen Shuyu talked about the benefits and respect brought by non-violence, which is directly related to Kim's winning the Nobel Peace Prize. This in-depth and instructive discussion naturally meets my teaching expectation.
4. Where should students focus on imitating speeches?
The whole speech can be used as the material for students to imitate speeches everywhere, but in a class, what content should be regarded as a model of speech really needs to be considered and stipulated. I chose four points, all carefully selected:
1, black people are never satisfied with the status quo.
The current situation of black people here needs students to give speeches, because the long-term oppression makes the attitude of black people's grief, resentment and never cooperation fully reflected here.
2. Tell my dream.
The dream here is not one person's dream, but the dream of all black people in America. It is the core part of Martin Luther King's speech. Today, when we get together to talk about our dreams, we must imitate the speech as the climax of the article.
Let freedom ring from every corner.
There are many parallelism sentences in this place. The author took pains to compare every place, and naturally he had his intention. The emotion at this time is also very warm. The author hopes that true freedom will be realized in every corner of America, not in some places.
4. Sing the old "Black Soul Song" together.
This is a happy scene. Everyone singing the old "black soul song" together can clear up negative emotions such as sadness, humiliation and dissatisfaction. This is the moment of hope and relief for all people, and it is the greatest expectation in their hearts, because emotions are also the easiest to express in place.
Of course, our initial teaching design is expected to be satisfactory, and our teaching reflection will also bring us some thinking and progress. I don't think these are the most important. What matters is what kind of impression this class will leave on students, and what kind of memory and influence Martin Luther King's lecture will bring to students. This is what we do from student to student. I hope that every class I attend can leave some marks on my children more or less!