Post-reading tasks 1. 1)Ss form groups to discuss the following questions alde \mong so many participants of the Underground Railroad, why were John parker, Levi Coffin Henson chosen as their representatives? Who do they each represe We learn about Henson in Part I, then why is his story delayed until the last part? Why does the author sometimes quote directly from characters in the stories (The answers to these questions are discussed below in Text Analysis. 2)Some Ss group report discussion results to class. (see Text Analysis)(20 minutes) 2. T guides Ss through some after-text exercises. (20 minutes) 3. T checks on Ss home reading(Text B).(3 minutes) 4. 4. Ss do Part IV: Theme-related Language Learning Tasks by drawing on their out-of class research project. (1 period) 5. 5. T asks Ss to prepare the next unit(2 minutes) 1)1) do the pre-reading task 2)2)preview Text A Text Analysis When we learn a foreign language, we must also learn the culture of the speakers of that language. Text A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like"Methodist Minister","Bible "Quaker". Others refer to characters or places from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parker is a freed slave who later turned into a courageous "conductor Levi Coffin is a brave white conductor' Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text Direct speeches are more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quotes Levi Coffin saying "The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color. On other occasions, direct speech make a story more vivid. For example, in the John Parker ry,characters spoke short sentences to stress the urgency of the situation. For another example, Josiah henson threw himself to the ground and shouted to astonished onlookers: " Oh, no! Don't you know? I'm free! His joy affects us all Unit 3 Security Suggested Teaching Plan(5 periods) Objectives Students will be able to: 1. 1. grasp the main idea(America is deteriorating into "the most insecure nation") and the structure of the text(opening- body-conclusion) 2. 2. learn to use comparison and contrast in writing more effectively and to use keywords for more efficient reading 3. 3. master 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 I period period ding: While-reading While-reading:Post-reading;Theme-Related While-reading (understanding Post-reading Check (understanding text title, Part 1, I(cause effect, I students' home Learning TasksPost-reading tasks 1. 1) Ss form groups to discuss the following questions: ---- Among so many participants of the Underground Railroad, why were John parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent? ---- We learn about Henson in Part I, then why is his story delayed until the last part? ---- Why does the author sometimes quote directly from characters in the stories? (The answers to these questions are discussed below in Text Analysis.) 2) Some Ss group report discussion results to class. (see Text Analysis) (20 minutes) 2. T guides Ss through some after-text exercises. (20 minutes) 3. T checks on Ss’ home reading (Text B). (3 minutes) 4. 4. Ss do Part IV: Theme-related Language Learning Tasks by drawing on their out-of class research project. (1 period) 5. 5. T asks Ss to prepare the next unit (2 minutes): 1) 1) do the pre-reading task; 2) 2) preview Text A. Text Analysis When we learn a foreign language, we must also learn the culture of the speakers of that language. Text A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christian, like “Methodist Minister”, “Bible”, “Quaker”. Others refer to characters or places from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians. The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parker is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. Direct speeches are more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quotes Levi Coffin saying “The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color.” On other occasions, direct speech make a story more vivid. For example, in the John Parker story, characters spoke short sentences to stress the urgency of the situation. For another example, Josiah Henson threw himself to the ground and shouted to astonished onlookers: “Oh, no! Don’t you know? I’m free!” His joy affects us all. Unit 3 Security Suggested Teaching Plan (5 periods) Objectives Students will be able to: 1. 1. grasp the main idea (America is deteriorating into “the most insecure nation”) and the structure of the text (opening – body – conclusion); 2. 2. learn to use comparison and contrast in writing more effectively and to use keywords for more efficient reading; 3. 3. master 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 1 st period 2 nd period 3 rd period 4 th period 5 th period Pre-reading; While-reading (understanding While-reading (understanding text title, Part I, While-reading; Post-reading (cause & effect, Post-reading; Check on students’ home Theme-Related Language Learning Tasks