大学英语教案

大学英语教案 . 全新版 大学英语教案 课程名称:大学英语三级 教材:大学英语综合教程3 课 时:64课时 学生:3级学生 Unit 2 Civil-Rights Heroes I. 教学目标 Objectives Students will be able to: 1. understand the main idea (civil-rights struggles in the US, esp. the Underground Railroad) by learning Text A & B and by references from library, Internet or other resources. 2. grasp the key language points and grammatical structures in the text. 3. conduct a series of activities of reading (Text A & B and news reports), listening (the speech by Martin Luther King and audio or video news reports), speaking (imitation of the speech, group presentation and discussion) and writing (biography). II. 课时安排 Time Allotment The suggested division goes like this: st 1period: Pre-reading (listening to a famous speech of Martin Luther King and writing a biography of him) nd2 period: Pre-reading (introducing some related cultural background) rd3 period: While-reading (the quick review of the text on the students’ part; introductory remark) th4 period: While-reading (quick check of the students’ comprehension of the overall text) th5 period: While-reading (language points) th6 period: While-reading (language points) th7 period: Post-reading (check on students’ home reading of text B) th8 period: Exercises and additional reading and problem solving exercises III. 教学内容及过程Tasks and Process 1. Warm-up questions: a) There is a famous speech given by Martin Luther King “I Have a Dream” . . during March on Washington. [Select part of the speech, and let students listen, and then imitate the pronunciation and intonation of the speech.] The audio material can be downloaded at: _.comwww.americanrhetoric.com/speeches/Ihaveadream.htm I Have a Dream I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal." I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today! b) Great Leader—Martin Luther King [The major events of Martin are provided for students and they are required to write a short, concise biography of Mr. King.] "Free at last, free at last. Thank God Almighty, we are free at last" -Dr Martin Luther King Major Events: , Birth date, 15 January 1929 in Atlanta, Georgia , Marriage to Coretta Scott, 18 June 1953 , Montgomery Bus Boycott, 1955-1956 , Southern Christian Leadership Conference, 1957 , Birmingham Protests, April 1963 , "I Have a Dream" Speech and the March on Washington, August 1963 , Nobel Prize, December 1964 , Assassination in 1968 in Memphis, Tennessee. Martin Luther King (biography) . . Martin Luther King Jr. was born in Atlanta, Georgia on 15 January 1929 and died in 1968 when he was assassinated in Memphis, Tennessee on 4 April. He led the black boycott of the Montgomery bus company in 1955 and in 1957 Martin Luther King helped found the Southern Christian Leadership Conference, which organized civil rights activities throughout America. King consistently promoted a campaign of non-violence. In 1958 in Strides towards Freedom, he stated: 'He who passively accepts evil is as much involved in it as he who helps to perpetuate it.' On 28 August 1963 he delivered his famous speech ("I have a dream") to a crowd of 200,000 demonstrators in Washington. King was a brilliant orator, and this speech has gone down in history as one of the most inspirational ever. The full sentence runs 'I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.' His work as a civil rights activist led to him being awarded the Nobel Peace Prize in 1964 and Martin Luther King Day has been named a national holiday in the US. 2. Culture Notes: Read the title ‘Civil Rights Heroes’, the American Civil-rights movement and its leaders may be associated. a) Great Movement ---Brief Introduction to the American Civil-rights Movement Time table of the American Civil Rights Movement 1954 Brown v. Board of Education 1955 Montgomery Bus Boycott 1957 Desegregation at Little Rock 1960 Sit-in Campaign 1961 Freedom Rides 1962 Mississippi Riot 1963 Birmingham March on Washington 1965 Selma Details [The teacher may just provide a brief introduction and show a few illustrative pictures, and then five groups of students find more details through library or internet references. The possible details are listed below.] • 1954 Oliver Brown v. Board of Education of Topeka, Kansas • In the 1950s, school segregation was widely accepted throughout the nation. In fact, it was required by law in most southern states. In 1952, the Supreme . . Court heard a number of school-segregation cases, including Brown v. Board of Education of Topeka, Kansas. It decided unanimously in 1954 that segregation was unconstitutional, overthrowing the 1896 Plessy v. Ferguson ruling that had set the "separate but equal" precedent. • 1955 Montgomery Bus Boycott • Rosa Parks, a 43 year old black seamstress, was arrested in Montgomery, Alabama, for refusing to give up her bus seat to a white man. The following night, fifty leaders of the Negro community met at Dexter Ave. Baptist Church to discuss the issue. Among them was the young minister, Dr. Martin Luther King, Jr. The leaders organized the Montgomery Bus Boycott, which would deprive the bus company of 65% of its income, and cost Dr. King a $500 fine or 386 days in jail. He paid the fine, and eight months later, the Supreme Court decided, based on the school segregation cases, that bus segregation violated the constitution. • 1960 Sit-in Campaigns • After having been refused service at the lunch counter of a Woolworth's in Greensboro, North Carolina, Joseph McNeill, a Negro college student, returned the next day with three classmates to sit at the counter until they were served. They were not served. The four students returned to the lunch counter each day. When an article in the New York Times drew attention to the students' protest, they were joined by more students, both black and white, and students across the nation were inspired to launch similar protests. • 1963 Birmingham • Birmingham, Alabama was one of the most severely segregated cities in the 1960s. Black men and women held sit-ins at lunch counters where they were refused service, and "kneel-ins" on church steps where they were denied entrance. Hundreds of demonstrators were fined and imprisoned. In 1963, Dr. King led a protest march in Birmingham. The protestors were met with policemen and dogs. The three ministers were arrested and taken to Southside Jail. • 1963 March on Washington • Despite worries that few people would attend and that violence could erupt, Philip Randolph and Bayard Rustin organized the historic event that would come to symbolize the civil rights movement. A reporter from the Times wrote, "no one could ever remember an invading army quite as gentle as the two hundred thousand civil rights marchers who occupied Washington." . . b) Background information of related organization and characters in Text A , The Underground Railroad The Underground Railroad is a secret system used in the US before the Civil War for helping thousands of slaves to escape to the free northern states or Canada. The slaves were called “passengers”, the people who helped them were “conductors”, and the slave hid in “stations” (safe houses) along the way. Underground Railroad Code Words a person who demanded immediate emancipation of Abolitionist slaves coordinator, plotting course of escape, making Agent contacts Drinking gourd Big Dipper and the North star Freedom train or Gospel code name for the Underground Railroad train Heaven or Promised land Canada Preachers leaders, speakers underground railroad Shepherds people escorting slaves Station place of safety and temporary refuge, safe-house Station Master keeper of safe-house donor of money, clothing, or food to the Underground Stockholder railroad Underground Railroad Code Phrases “The wind blows from warning of slave bounty hunters nearby the south today” “A friend with friends” A password used to signal arrival of fugitives with . . underground railroad conductor a password used by fugitives traveling alone to “The friend of a friend indicate they were sent by the underground railroad sent me” network Load of Potatoes, Parcel, fugitives to be expected or Bundles of Wood , Moses Moses was an Israelite leader, prophet and legislator, one of the greatest figures in the Old Testament. He led the Israelites out of slavery in Egypt, for 40 years through the desert towards Canaan, but he himself died before they reached it. The Pentateuch describes how the Ten Commandments were promulgated through him, and the making of the criminal and liturgical laws of the Israelites. , Josiah Henson Born in Maryland, Josiah Henson worked as a slave for forty-one years. In 1830, he and his family escaped to Upper Canada (Ontario) via the Underground Railroad. Initially, the Henson family settled near Fort Erie, Ontario, where Josiah gained employment through a local farmer. The family then moved to Colchester, in Essex County, where they settled on previously cleared lots. After a period of seven years, Josiah Henson aspired to obtain his own land. In 1841, he moved his family to Dresden and helped to establish the Dawn Settlement to provide a refuge and a new beginning for former slaves. Through his leadership, the British American Institute, one of Canada's first industrial schools, which was intended for the advancement of fugitive slaves were founded. Josiah Henson's name became synonymous with the central character "Uncle Tom" in Harriet Beecher Stowe's famous novel Uncle Tom's Cabin. In 1983, Josiah Henson became the first person of African descent to be featured on a Canadian stamp. In 1999, the Government of Canada erected a plaque designating him as a Canadian of National Historical Significance. The plaque stands in the Henson family cemetery. , Uncle Tom’s Cabin [The teacher may mention the “Roots” by Alex Haley, “Gone with wind” by Margaret Mitchell, literature works with similar background, and let students guess and tell something about Uncle Tom’s Cabin. ] This is a novel (1852) by the US writer Harriet Beecher Stowe which increased support for the movement to free slaves. It is about a kind slave called Tom who is badly treated and finally killed by Simon Legree. The novel sold 300,000 copies within the first year and helped to raise awareness to the brutality of slavery. Abraham Lincoln credited the book as being a catalyst of the Civil War. . . The name Uncle Tom is sometimes used as an insult to describe an African-American who has too much respect for white people. , Quaker Quakers were members of the Society of Friends, a religious group established in England in the 1650s by Gorege Fox. They were originally called Quakers because members were thought to “quake” or shake with religious excitement. Quakers worship Christ without any formal ceremony or fixed beliefs, and their meetings often involve silent thought or prayer. They are strongly opposed to violence and war, and are active in education and charity work. 3. Introductory Remark Freedom has a price but black people never give up! • The Black People they have got through a great long history to get their freedom and civil rights. Many heroes of the civil rights movement they had sacrificed their lives for racial dignity like Martin Luther King and his black brothers and sisters. Nevertheless, black people they will not give up until there is no racial prejudice in this world. • On balance, this movement was successful. But, it has not ended and still need to go ahead. In today’s American society, the racism is imminent because of it is hiding in the most of white men’s minds not their deeds. But I am confident that they will never give up for getting full equality completely that they deserve. Pre-reading tasks The teacher may ask the students some topic-related questions which might lead the students naturally into Text A. 1. Read the gist of Text A printed in green on P.38, make prediction by answering questions. Prediction questions: a) What is an underground railroad in the normal sense? b) What is this Underground Railroad special for? c) Can you imagine what this Railroad was built for? d) What probably are the dreams of the passengers? e) What probably is the destination of their dreams? f) What is the text probably about? 2. The background time line [The teacher may disorder the time line and ask the students to rearrange them.] 1619---- Slaves in Virginia 1705----Slaves as Property 1775----American Revolution Begins 1776----Declaration of Independence . . 1783----American Revolution Ends 1808----United States Bans Slave Trade 1860----Abraham Lincoln Elected 1861-1865---- United States Civil War 1863----Emancipation Proclamation 1865----Slavery Abolished While-reading tasks A. Content questions Global reading and text division Parts Paragraphs Main Ideas Part One Paras 1-5 It is high time to honor the heroes who helped liberate slaves by forging the Underground Railroad in the early civil-rights struggle in America. Part Two Paras 6-23 By citing examples the author praises the exploits of civil-rights heroes who helped slave travel the Underground Railroad to freedom. Part One Further Understanding [Questions and Answers] 1. Q: Both Josiah Henson and Uncle Tom were slaves. But in the eyes of Barbara Carter, they were different. In what ways was Josiah Henson different from Uncle Tome? A: Uncle Tom was an enduring slave and unwilling to struggle for himself, while Josiah Henson did what he believed was right and took an active part in the anti-slavery movement. 2. Q: Why was Henson called an African-American Moses? A: In the Bible, Moses is the leader who brought the Israelites out of slavery in Egypt and let them to the Promised Land. Just like Moses, Henson helps hundred of slaves to escape to Canada and liberty. So he was called an African-American Moses. 3. Q: What was the Underground Railroad? Who forged it? A: The Underground Railroad was a secret web of escape route and sage houses. Many men and women, including both the blacks and whites, together forged it. 4. Q: Why does the author want to tell the readers the stories of the heroes of the Underground Railroad? A: Because most of them remain too little remembered and their exploits are largely unsung. Part Two . . Further understanding [Students retell the three stories from different points of view.] Story 1: After winning his own freedom from slavery, John Parker helped other slaves to escape north to Canada to get freedom. (Tell the story from John Parker’s point of view by using students’ own words.) Story 2: Supported by a strong religious conviction, the white man Levi Coffin helped black slaves to escaped at huge risk. (Tell the story from an escaped slave’s point of view.) Story 3: By traveling the Underground Railroad, Josiah Henson reached his destination and became free at last. (Tell the story form Josiah Henson’s point of view.) B. Language points breeze: n. a gentle wind E.g. 1) a cool, refreshing breeze 凉爽清新的微风 2) A gentle breeze blew over the garden. All of the following words are related to wind. Can you match them with their definition? Hurricane a strong, abrupt rush of wind Gale a very strong wind Gust a severe tropical cyclone, usu. involving heavy rains Tornado a rotating column of air Slang “shoot the breeze”: to engage in idle conversation 侃大山 slender: adj. 1. (of people) slim; not very wide but comparatively long or high E.g. a woman with a slender figure slender expressive hands like a concert pianist 2. (of things) slight; inadequate; insufficient E.g. a slender income 微薄的收入 a slender chance of survival 生还的机会很 小 a slender check 小额支票 a slender means 小本钱，小额财产 3. CF slender, thin & slim SLENDER 主要表示苗条之瘦，往往含有瘦得好看或匀称的意思。 E.g. 1) The film actress is a slender woman. 2) When the wind blows, the slender tree bends but never breaks. THIN 表示人或物的直径与长度的比例较小。 E.g. 1) People usually get thinner after an illness. 2) This material may be thin but is of great strength. SLIM 用于指人或动物时，其含义与SLENDER相同，但在引申意义上却侧重 贫乏和不足。 E.g. 1) As a slim boy, he has now filled out. 2) To tell you the truth, your chances to pass the exam are too slim. . . settlement: n. a place where people have come to settle E.g. 1) Manhattan was the site of original Dutch settlement of New Amsterdam. 2) These tools were found in an early Iron Age settlement. Associated words: emigration n.移民，移居 immigrant n. 移民，侨民 transmigrant n. 移民，移居的植物 ironically: adv. you use ironically to draw attention to a situation which is odd or amusing because it involves a contrast. E.g. 1) Ironically, for a man who hated war, he would have made a superb war cameraman. 2) Ironically it is often the poorer people who give the most. Irony n. 反语;冷嘲 Ironic a. 讽刺的，用反语的 Your classmates were being ironic by calling you Mr. Popularity at high school. Examples of Irony: 1) An ironic "Not bad" would come when a fire-fighter across the street from a burning building sees a child on the window ledge and dashes across through traffic to catch the falling child in his arms. Both the speaker and the fire-fighter understand that "Not bad", meaning "That was acceptable, but no better" is not what the speaker means, or what he truly intends to convey. They share a perception of irony. 2) The rain that sets in immediately after one finishes watering one's garden, following many days of putting off watering in anticipation of rain. stand up (for sb./ sth.) 1. stand up for: speak, work, etc. in favor of sb./ sth.; support sb./ sth. 1) Think and answer a) When do you stand up for your rights? b) How do you stand up for what you think is right? 2) The first recorded use of the term is by Shakespeare in King Lear (1:2), when Edmund, Gloucester's bastard son, says: “Now gods, stand up for bastards!” 2. stand up to: 勇敢地面对;经得起 E.g. 1) The plum blossom can stand up to the harsh winter and demonstrate its beauty. 梅花可以经受冬季的严寒，展示其美丽。 2) Appearance will not stand up to the tear and wear of the years. 外表不会经得 起岁月的磨蚀的。 principle: n. a rule or standard, especially of good behavior E.g. 1) She was a woman of principle. 2) I usually follow the principle that it is better not get involved in other people’s quarrels. 3) We adhere to the principle that everyone should be treated fairly. Collocation: against one’s principle 违反原则 as a matter of principle 作为原 . . 则问题 by principle 按照原则、根据原则 of principle 有原则的 adhere to one’s principle 坚持原则 abandon one’s principle 抛弃 原则 historic: adj. famous or important in history E.g. a historic figure 历史人物 historic buildings 古建筑 historic battlefields 古战场 a historic voyage into outer space 进入外层空间的历史性旅行 a historic meeting between the two leaders (Churchill & Roosevelt) CF HISTORIC & HISTORICAL HISTORIC: 泛指历史上有名的或富有历史意义的。 E.g. 1) The change in government is a historic event of our times. 2) The signing of the Declaration of Independence was a historic occasion. HISTORICAL: (a neutral term) 主要意思是属于历史的，历史上的，与历史有关 的，真实的而不是传说中的。 E.g. 1) He gave all his historical papers to the library. 2) There is a historical society in our university. site: n. place where a building, town, etc. was, is or will be situated Collocation: a historic site 历史古迹 a construction site 建筑工地 a battlefield site 战场遗址 archaeological sites 考古遗址 a sheltered site 遮蔽的地方 the site of plane crash 飞机坠毁的现场 mission: n. particular task or duty undertaken by an individual or a group E.g. 1) The delegation completed its mission successfully. 2) The mission to blow up the bridge failed. Collocation: carry out/ perform a mission 执行使命 fulfill/ complete/ accomplish a mission 完成使命 cancel a mission 取消一项任务 CF ASSIGNMENT, MISSION & TASK ASSIGNMENT: 指职责外另行指派的具体“任务、工作”，assignment to student by teacher MISSION: 指被派遣人员领受的正式“使命”，有时专指“军事任务”或“飞机、 飞船上的飞行任务” TASK: 是常用词，应用范围比较广，既可指职责内的“任务”，一般“工作”， 又可指分派或指定的工作 forge: v. 1. create by means of much hard work E.g. 1) The two countries agree to forge closer economic ties. 2) She forged a new career for herself as a singer. 2. make a forgery or counterfeit; make an illegal copy of (sth.) in order to deceive E.g. 1) He got the money dishonestly by forging his brother’s signature on a check. . . 2) She was charged with carrying a forged passport. authorize: vt. give approval or permission for (sth.); give authority to E.g. 1) The government authorized the publication of this book. 2) I have authorized him to act for me during my absence. authority n. 权威，权力;authoritative adj. 权威性的，官方的;authoritarian adj. 权 力主义，独裁主义;专制的 Related words: authorize, accredit, commission, empower, license. These verbs mean to give someone the authority to act: authorized her partner to negotiate on her behalf; a representative who was accredited by his government; commissioned the real-estate agent to purchase the house; was empowered to make decisions during the president's absence; a pharmacist licensed to practice in two states. exploit 1. n. brave or adventures deed or action E.g. 1) Their heroic exploits will go down into history. 他们的英雄业绩将被载入史 册。 2) sing sb’s exploits 歌颂某人的功绩 2. vt. employ to the greatest possible advantage E.g. 1) exploit one’s talents 充分发挥某人的才能 2) exploit one’s friends 利用自己的朋友 3) The company exploited its workers with long hours and low pay. exploitable adj. 可利用的，可开发的; exploitation n. 开发，利用，剥削 A computer technique term: zero-day exploits An attack that takes place immediately after a security vulnerability is announced. Very often, the vendor publicly releases the vulnerability and patch simultaneously in order to keep zero-day exploits to a minimum. be intent on doing sth.: 1. intent adj. be eager and determined to do sth. E.g. 1) Working day and night, Janet seems intent on breaking the record in Guinness Book of Records. 2) Think and answer: What people will lose if they are only intent on earning money or getting promotion? 2. intent n. E.g. He came with intent to defraud. Intend v. intend to do sth. intention: with the intention of doing sth. Proverb: The road to hell is paved with good intentions. (Good intentions don’t always lead to good results.) peer: vi look closely or carefully, esp. as if unable to see well [followed by at/ through/ into etc.] E.g. She peered through the mist, trying to find the right path. . . CF PEER, GAZE & STARE PEER 通常是指半闭着眼镜看，并伴随着向前移动，含有好奇地看或难以看清的 意味。 E.g. 1) The old man peered at her over his spectacles. 老头儿从他的眼镜上方盯着 她。 2) The sleepy father got up and peered through a crack in the door to see who knock at the door. GAZE 指持久不停地看，通常有惊奇、羡慕、感叹等含义。 E.g. 1) All of us gazed at the beautiful view in the distance. 2) For two hours Tom sat gazing out of the window. STARE 指出于好奇、惊讶、茫然或赞叹等原因而瞪大眼睛长时间地直视注视。 E.g. 1) The woman stared at the stranger in astonishment. 2) It is very impolite to stare at other people. 死死盯着他人是极不礼貌的。 CF PEER, PEEK & PEEP PEER as the above PEEK 偷看，匆匆偷窥 peek over the fence 向篱笆那边偷瞥了一眼 peek at one’s diary PEEP 强调通过细孔匆匆地进行窥视 be caught peeping through the key hole 贴近 锁眼偷窥被当场抓住 capture 1. n. the act of taking by force or of being taken by force E.g. 1) He was released yesterday, six months after his capture by the terrorist. 2) The capture of Saddam Hussein is a far-reaching event for Iraqis and whole Middle East. 萨达姆侯赛因的被捕对于伊拉克乃至整个中东都是一件 意义深远的大事。 2. v. take (a person or animal) prisoner E.g. 1) She was captured trying to escape from the country. 2) Some of the terrorists who involved in 9.11 were captured by the FBI. close in (on/ around): come near to, esp. in order to attack form several directions; surround E.g. 1) Hitler committed suicide as Soviet forces were closing in on Berlin. 2) Night is closing in. (白昼)变短，(天)变黑。 Related phrases: close down 关闭，歇业 a shop ready to close down 准备歇业的商店 close on 抓紧，紧追上 close on the leading runner 逐渐追上领先的人 close with 接近，与。。。短兵相接 close with one’s hated enemy 与自己的死敌 肉搏 painful: adj. causing pain; hunting E.g. 1) Sunburn is painful and potentially dangerous. 2) The old photograph brought back painful memories of his childhood. Collocation: a painful decision/ choice/ task 令人痛苦的决定/选择/任务 . . be painful to watch/ hear sth. 看到/听到…令人很难受 Related words: painless a. 无痛的 pained a. 悲痛的，感情受到伤害的 E.g. a pained expression painstaking a. 勤勉的、刻苦的 conviction: n. firm opinion or belief E.g. 1) She expressed her firm conviction that television was harmful to children. 2) A non-believer, Tom doesn’t have any religious convictions. Collocation: a lifelong conviction 终身的信仰 a political conviction 政治信仰 be open to conviction 愿意服理 carry conviction 有说服力，令人信服 strength/ deep one’s conviction that… 增加/加深某人的信念 have the courage of one’s conviction 敢于按自己的信念(意见)做或说 terminal: (building at the) end of a railway line, bus route, etc.; a piece of equipment, usu. consisting of a keyboard and a screen, that connects the user with a computer system. E.g. 1) Most large airports have shops, restaurants, and banks in the terminal building, plus special lounges for departing passengers. 2) All staff have terminals attached to the company’s main computer. Related Film: “ The Terminal” 航站奇缘 (Tom Hanks & Catherine Zeta-Jones): Life is waiting. Terminate v. 停止，使中止 terminator n.终结者 termination n.终止，结束 impose: vt. 1. place (a penalty, tax,etc.) officially on sb./ sth. E.g. 1) New duties were imposed on wines and spirits. 2) The government imposed a ban on the transaction of ivory. 2. try to make sb. accept (an opinion or a belief) [impose sth. on/upon sth./sb.] E.g. 1) I wouldn’t want to impose any religious convictions on anyone. 2) It may not be wise for parents to impose their own tastes on their children. disguise: 1. give sb./sth. a false appearance [disguise sb./sth. as] E.g. 1) Hua Mulan disguised herself as a man so she could fight on the battle field. 2) The wolf disguised herself as Little Red Cap’s grandma and attempted to eat her. 3) There’s no way you can disguise your nervousness. 2. n.伪装物 E.g. The thief wore a false beard and a pair of sunglasses as a disguise. Collocation: in disguise in/under disguise of make no disguise of throw one’s disguise a blessing in disguise 貌似灾祸实际使人得福之事 abolish: vt. end the existence of (a law, custom, system,etc.) . . Think and answer: What kind of things should be abolished? [Bad customs, superstitious practices, abuse of power etc.] abolition n.(法律、习俗、死刑等)废除，废止 abolitionist n. (美国的)废奴主 义者 in the eyes of: in the opinion of E.g. 1) In the eyes of his students, Richard is a sensible and reliable teacher. 2) In the eyes of my parents, I am still a young person although I am already in my thirties. 3) In the eyes of his fans Elvis could do no wrong. Idiom: eagle eye Unusually keen sight; also, keen intellectual vision. E.g. 1) Antiques dealers have an eagle eye for valuable objects. 2) A good manager has an eagle eye for employee errors. pass for: appear like; be accepted or look upon as (same as pass as) E.g. 1) The fake picture can easily pass for the real one. 2) Jean is 23 but could pass for a teenager. VI. 练习 / 讨论Exercises / discussion Post-reading tasks 1. Teacher may invite students to summarize the article to see whether they have grasped the essence of the essay. 2. Teacher checks if students have done the rest of the after-text exercises in their spare time, discuss some problems if they have. 3. Reading Text B & Comprehension check [Questions and Answers] Questions: a) What’s the great achievement in less than 30 years after King’s death? b) Does systematic discrimination still exist? How can we know that? c) Why was it said that Dr. King worked against terrible odds in a hopeful time? d) Why three decades later, times are less hopeful? e) What’s the attitude of Newt Gingrich? f) What’s the opinion of Roger Wilkins in his essay in the National magazine? g) What’s Bob Dole’s opinion? h) Shall we carry on the legacy of Dr. King? V. 作业 / assignment 1. Teacher may assign students some theme-related essays for reading to reinforce the theme. . . Read or watch the video news reports about the disaster of Hurricane “Katrina” in America and comment on the current situation of the blacks in this special case. [Some audio or video reports can be found at: _.comnews.yahoo.com/fc/World/Hurricanes_and_Tropical_Storms] A related news report from: _.comwww.japantoday.com/e/?content=news&cat=8&id=348203 Rice dismisses racism charges [The news report is for oral interpretation and discussion] Monday, September 5, 2005 at 08:16 JST BAYOU LA BATRE, La — U.S. Secretary of State Condoleezza Rice on Sunday dismissed claims black people were discriminated against in hurricane-devastated New Orleans and appealed to Americans to unite and help the country ride out its biggest natural disaster crisis. "I don't believe for one minute that anybody allowed people to suffer because they were African-Americans. I just don't believe it," Rice told reporters after surveying a relief distribution operation in Bayou La Batre in Alabama. Rice, the highest-ranking African-American in the cabinet of President George W Bush, however agreed that some people in black-majority New Orleans could not evacuate because they were poor, saying this could be investigated after the crisis. "Some of the poorest people, obviously the African-American community in New Orleans, were especially hard hit," she said. "Yes, we do, I think at some point, need to see that people couldn't evacuate because they were poor, people couldn't evacuate who were elderly, people couldn't evacuate who were sick. We obviously need to understand better how to make sure it doesn't happen again." But Rice said what Americans needed to do now was to pull together as a country and ride out the current crisis period. "I am an African American. I am from Alabama. I can tell you that this response is not a response about color. This is a response about Americans helping Americans," she said. Alabama, Louisiana and Mississippi were worst hit by Hurricane Katrina, which slammed into the Gulf Coast last Monday leaving thousands feared dead and most of New Orleans under water. Some African-American leaders attacked the Bush administration for the slow response to the humanitarian crisis in New Orleans. . . Many victims in New Orleans, a city of around 1.4 million people, 67.3% of whom are black and 30 percent of whom live below the poverty line, were unable to flee because they did not have cars or cash to pay for hotels, charged Louisiana Congressman William Jefferson, an African-American. Veteran politician and civil rights activist Jesse Jackson said he regretted that blacks did not hold positions of responsibility in a hurricane fund-raising effort led by former presidents George Bush and Bill Clinton. "Why are there no African Americans in that circle?" Jackson asked. "How can blacks be left out of the leadership and trapped into the suffering?" Rice said she saw Americans across the spectrum working hard to alleviate the humanitarian crisis caused by the disaster. "What I see is I see Americans across the spectrum — Asians and blacks and whites, Latinos helping each other because you may be a hyphenated American, an African- or a German-American or a Mexican-African but you are an American in this country," she said. "Americans are pulling together to help Americans," she said. (Wire reports) Discussion questions: a) What might be the significance of American Civil Rights Movement? b) We know slavery was abolished more than one hundred years ago. Why does the author remind Americans of that part of history now? What is the purpose of the author in writing this essay? c) Black Americans have made great progress in getting full equality. According to the present situation, do you think there is still much left to be done? Give examples to support your point of view. 2. Problem solving If you had been free individuals living at the time, do you think you would have assisted in helping the slaves to freedom? Consider the pros and cons of your decisions, including the dangers for yourselves if you decided to help. 3. Jokes [Teachers may, if possible, read the jokes to students for fun as well as let them know the situation of the backs in 1960’s.] a) A black dies and goes to heaven. St. Peter asks how things are on earth. "Fine. Segregation gone; integration works." "How is that?" "I decided to go to the white Baptist church. The ushers were cordial and took me down to the front seat. Preacher directed the sermon to me, opened the doors of the church, and urged me to join. It passed unanimous. Then they asked if I was . . baptized. I said no and they showed me the pool right behind the pulpit. Me and the preacher in robes go down in the water." The black paused and scratched his head. St. Peter asked, "What is the matter?" "You know, that is the last thing I remember." b) A black gets a lawyer to take his case to sue another. The lawyer says that he will take the case on a "contingency basis." On leaving the office, the black asks the elevator operator what "contingency basis" meant. "If he loses, you lose; he doesn't get no money. If he wins yo case, you don't get no money." (September 15, 1964) . . .