High school Chinese "I have a dream" teaching plan.
First, the teaching objectives
1. Knowledge target
= 1 GB3 ① Understand the writing characteristics of speeches and be able to write speeches.
= 2 GB3 ② Understand the life of Martin Luther King.
2. Ability objectives:
(1) Develop speaking ability.
② Experience the passionate and inspiring language in this article.
3. Emotional goals:
(1) Understand Martin Luther King's lofty dedication.
Freedom, democracy and equality are the eternal themes pursued by human beings, guiding students to set up lofty ideals and inspiring them to struggle for their realization.
Second, the difficulties in teaching
1. Combine the background materials to deeply understand the harsh facts of black life reflected in the article.
2. Feel the expressive effect of parallelism, learn and apply it to writing, and improve your expressive ability.
Third, teaching rules.
1. Teaching methods
= 1 GB3 ① wind and light excitation method. Creating teaching situation by using multimedia teaching.
= 2 GB3 ② Discussion method. By designing questions, students can have an active discussion in an enlightening and guiding way.
Study law
= 1 GB3 ① reading method. After repeated reading, I can appreciate the passionate and inspiring language features of this article.
= 2 GB3 ② "independence, cooperation and exploration" method. Consciously cultivate students' spirit of "active inquiry, unity and cooperation, and courage to question" in classroom teaching.
Fourth, the curriculum: one class hour.
Five, teaching process design:
(a) guiding design
Students, there are always some faces, there are always some voices, which left moving marks when they passed by.
Perhaps there is no stalwart figure, but freedom and dreams can be injected into the hearts of desperate people;
There may be no rhetoric, but we can shake our hearts with the voice of justice.
"I have a dream" is the most thrilling voice in the twentieth century. Today, let's use this class to walk into Martin Luther King and his dream!
(2) Introduction of the author
Martin Luther King (1929— 1968), an American black lawyer, was a famous leader of the black civil rights movement.
1929 was born in an American black family, and 19 graduated from university. Received a doctorate at the age of 26. Since then, he has actively participated in and led the civil rights movement of African Americans.
1956, he organized blacks to oppose bus discrimination against blacks. 50,000 blacks in the city refused to take the bus for 385 days, forcing the Supreme Court to declare that buses have no right to separate blacks from whites.
1In August, 963, he led 250,000 people to the Lincoln Memorial in Washington and performed "I have a dream".
He was arrested three times and assassinated three times in his life.
1964, won the Nobel Peace Prize. He dedicated all the prize money ($54,600) to the freedom movement.
1968, was assassinated at the age of 39.
The American government has designated the third Monday of 1 month every year from 1986 (Kim's birthday is 65438+ 10/5) as the National Memorial Day.
(3), problem solving
The title of this article is "I have a dream". What's the title?
"Dream"!
(4) Appreciate the text
(1) Please scan the text quickly, please scan the text quickly and find out which paragraph in the article begins to have positive dreams.
17 paragraph
Master the structure of the article
The first part 1- 16 reality
The second part 17-32 dream
(2) The title of the article is "I have a dream", but the article only puts forward "dream" in paragraph 17. Then, can the first paragraph 16 be deleted? Why? What is the function of 16 in the first paragraph of this article?
cannot
The article first talks about the tragic reality of black people, which reflects the pertinence of the speech.
It is also because of the tragic experience that the dream of the second half was born, so the first half is essential and cannot be deleted. If deleted, it will make the dream lack foundation, and its attraction and persuasiveness will be greatly reduced.
Explain the causes of dreams, the way of struggle and determination in content, and make necessary and sufficient preparations for expressing dreams emotionally.
(3) Let's read the first paragraph of the article, understand the content expressed and taste the emotion contained in it.
One hundred years ago, a great American signed the Emancipation Declaration, and today we stand in front of his statue. This solemn declaration, like the light of a lighthouse, brought hope to millions of black slaves who suffered in the unjust fire that destroyed their lives. It is like a happy dawn, ending the long night that binds the black people.
Who is the great American?
Lincoln
What is the main content of the Emancipation Proclamation?
The abolition of slavery set the blacks free in law.
What are the functions of "lighthouse" and "dawn" in expression?
This image points out the great significance of the Emancipation Declaration. At the same time, it also implies that the resistance struggle of black people today is legal.
(4) So did the Emancipation Proclamation really end the long night? Are black people really free? Let's look at some pictures to see what kind of life black people lived from 19 to the 1950s after the Emancipation Declaration 100.
From these pictures, we can easily see that:
65438+In the 1950s, blacks were still inferior citizens, struggling at the bottom of society, living in poverty, unable to receive a good education, unable to enter various high-level institutions, unable to participate in voting and elections, and unable to enjoy personal freedom like whites.
In many southern States, blacks can't eat in restaurants run by whites, and many public places are hung with "white only" signs. Even on the bus, black people can only sit in the back compartment. Although blacks are allowed to sit in the middle of the car, whites must give up their seats when they get on the bus. It is in this situation that African Americans launched a massive civil rights movement, among which Martin Luther King was the most outstanding leader.
(5) So which passage in Martin Luther King's speech reflects the tragic fate and life of black people?
Teaching plan of "I have a dream" in senior high school Chinese II.
Teaching objectives:
1. Knowledge objective:
(1) Understand the main content of the text.
(2) Read the impassioned language of this article repeatedly.
(3) Taste the expressive effect of parallelism rhetoric in this article.
2. Ability objectives:
(1) The ability of cooperative inquiry and autonomous learning.
(2) improve reading ability.
(3) Cultivate students' vocabulary generalization ability.
3. Emotional goals:
(1) Know Martin? Lu Se? Jin's lofty dedication.
(2) Freedom, democracy and equality are the eternal themes pursued by human beings. Educate students to set up lofty ideals and link their personal destiny with the destiny of the motherland.
Teaching emphasis: clarify the thinking of this article, grasp the characteristics of the speech, and experience the lofty dedication of Martin Luther King.
Teaching difficulties: reading skills, understanding the significance and influence of this speech.
Teaching methods:
1, the reading method is realized in repeated reading, so as to better understand the full text.
2. The discussion method actively advocates students' "doubt and analysis" and cultivates the spirit of cooperation and coordination.
Teaching process and steps:
First, import:
1, (direct blackboard writing: I have a dream. )
No matter the elite or the grassroots, whenever they want to express a personal wish, they often mention "I have a dream", and some even say "I have a dream" in a foreign way. So, class, can you tell me what your dream is?
Students all have their own dreams and are fighting for them. Now let's look at the dream of Martin Luther King, the great leader of the black civil rights movement. (projection)
2, clear learning objectives
Management ideas and empirical logic
Recite the text and feel restless.
Understand the main idea and taste the ideological content
Second, check the preview:
Accumulate words
Shock: It makes people feel very shocked.
Anger: describes the anger inside.
Relax: Calm down, as usual.
Third, rational thinking:
Let's skip the text and solve three problems:
1. What kind of dreams does he have?
2. Why did he have this dream?
How did he realize this dream?
Ask the students to answer three questions in turn, find the paragraphs to which the questions belong, and outline the answers to each question in concise words. The teacher writes on the blackboard.
The behavioral context of this speech is: first state the living status of black people, then talk about the way of struggle, and finally state the specific content of dreams. Clear your mind and experience a feature of speech: logic. (blackboard writing)
High school Chinese "I have a dream" teaching plan.
Design intent
This lesson is one of the speeches in the eighth grade Chinese speech unit. The goal of this unit requires students to have a preliminary understanding of the general characteristics and related knowledge of speech, so this lesson will also closely follow this goal. This is a political speech. Starting from the Emancipation Proclamation signed by Lincoln one hundred years ago, and combining with the present situation of black life, this paper demands that the American government honor its promise, otherwise it will shake the foundation of the country. At the same time, it also reminds black compatriots to pay attention to the strategies and methods of struggle, calls on black people to fight to the end to achieve their goals, and expresses their strong desire for freedom, democracy and racial equality with great expectation. The article is full of love and words, and the language is fluent. Full passion is expressed through vivid language, which deeply infects the audience and causes people to sing. To learn this article, we should grasp the characteristics of speech, clarify the thinking of the article, and taste profound thoughts and wonderful language. Learning this article is helpful to improve students' language expression ability and inspire students' spirit of continuous struggle to realize their ideals.
Analysis of learning situation
Western religious life, American social system and development history are unfamiliar to students, and they have no feelings about American racial discrimination and apartheid policies, so it is difficult to understand the harsh facts reflected by the author, especially the students in towns and villages, and it is also difficult to understand the true feelings and firm beliefs of the author in realizing his dreams. Therefore, in order to truly understand the far-reaching significance of Martin Luther King's speech, it is particularly important to understand the background.
Teaching strategy
Guiding ideology: reflect the requirements of quality education, pay attention to students' learning activities and evaluate students' active learning; Give full play to students' subjective role, make the evaluation objective and operable, and make it easy for teachers to master and apply.
Teaching objectives
(A) the specific description of learning objectives
Knowledge goal:
1, accumulate words and master words such as "happy-go-lucky" and "indignant".
2. Understand the background and main contents of the speech.
3. Experience the characteristics of speech in repeated reading.
Ability goal: to experience the passionate and inspiring language features of the full text, express your views clearly around a center, and improve your language expression ability.
Emotional goal: to understand Martin Luther King's lofty dedication to life and pleading for the people.
Teaching focus
1, combined with the context and background of the times, try to figure out the deep meaning and strong emotional color of key paragraphs and words.
2. Understand the characteristics of the speech.
Teaching difficulties
1. Understanding and understanding of the background of this article.
2. Deeply understand the significance and influence of this speech.
teaching method
Students discuss, read aloud in groups, and learn independently.
1, Q&A and expansion. On the premise of doubt, dial to answer difficult questions; At the same time, provide relevant materials and words to broaden students' horizons and deepen their understanding of the article.
2. Give priority to self-study, and let students know the relevant knowledge and background with reference books before class. In order to make students better accept what they have learned and give full play to their enthusiasm, the whole class is divided into several groups, and the group learning mode of "independence, cooperation and inquiry" is adopted to organize students to exchange, discuss and read aloud, deepen the text and taste the language.
Class arrangement 1 class hour
teaching process
Preview outline
1, read the text and accumulate words.
2. Read the attachment after class, combine the materials (see attachment), and grasp the article as a whole.
3. Try to find out the key words and try to finish the exercise 1. List the problems found in the preview.
First, guide the design.
Brothers Grimm's dream is to let mankind fly into the sky; Yuan Longping's dream is that rice grows as tall as sorghum; Bill Gates' dream is to "let everyone have a computer" ... After listening to the dreams of so many great men, I want to ask you, what is your dream? The students answer, and then ask why there is this dream and how to realize it. Students can answer simply. Today, let's take a look at Martin with a "black voice". Lu Se? What is Kim's dream?
Second, students browse the text. Find the corresponding paragraph and try to sum it up.
(a) Find the corresponding paragraphs and try to summarize them.
1, Martin? Lu Se? What is Kim's dream? (combined with Martin? Lu Se? Kim's introduction) (paragraph 10-23) (the United States has achieved real equality)
2.martin? Lu Se? What is the reason for Kim's dream? (Background introduction) (Paragraph 1-6) (Black people still have no equality and freedom)
3.martin? Lu Se? How does Kim want to realize this dream? (Paragraphs 7-9) (Non-violent struggle)
(2) Taste the text
Q: Let me ask you a question first: What is the title of the full text? (dream)
Q: Where are the paragraphs that describe dreams positively? (End of section 17)
Question: "The positive description of dreams only accounts for one third of the full text. What is the function of1-16?
(Hint:1-16 does not describe dreams positively. What role did it play in this speech? What is the clue of this article? Emotion. The most important thing in a speech is to reach the audience's voice and emotional appeal. In addition to the content bedding and background introduction mentioned by some students just now, there are also emotional bedding and emotional preparation. With this campaign, the positive description of dreams in the later part is particularly touching, especially * * *, so we will take the emotion of the speech as the starting point and savor this article carefully. What kind of emotions is Martin Luther King full of, and what kind of * * * can he arouse? Please recommend a passage from 1-6, comment on it, read it out loud and give it a try. What emotions did you read from this passage? )
(Section 1-2. It shows the inner pain and anger of Martin Luther King. )
Q: From which sentences can you particularly see his pain and anger? (Read "Black people live in a ... exile." )
Q: These two sentences reflect the living conditions of black people at that time? (discriminated against) (mentally discriminated against) (materially poor. )
Introduction: the life of a group of black children, white people watched with interest as black people were lynched and the police in New Orleans killed them.
Teachers are passionate: from the18th century to the 1960s and 1970s, blacks who grew up in America endured being easily deprived of their right to life; Endure the random and malicious violence of the police; Freedom and equality seem to be just extravagant hopes for them. However, there are still some people who are trying to pursue, persist and persist. On the one hand, they silently endure all kinds of blows, humiliation and pain from the outside, on the other hand, they always stick to the freedom and equality of the hearty autumn.
Q: Apart from rhetorical metaphors, what else are there in the above two sections? (parallelism)
Q: What is the function of parallelism? (improve language potential)
Q: Why does the author always emphasize the attribute "100 years later" instead of today? (history, emotion)