(natural division reading(Text B) Part 1- Part Ill Pre-reading tasks 1. 1. T asks Ss the following questions on the recording (5 minutes) What are the special contributions of Abraham, John and Martin to the Americans? (They all dvocated black civil rights. How did they die?(They were all assassinated. 2. Knowledge of American geography 1)1) T brings a map of the USa to class, hangs it in the front of the classroom 2)2) T explains that the USA was divided after the Abolition Act(废除黑奴制法案):the Northern States supported it, while the Southern States disapproved of it 3)3) T circles out the Southern States(Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia) and the Deep South states(Alabama, Florida, Georgia, Louisiana, and Mississippi) on the map the text to find out all place names(Dresden Ontario, Ripley Ohio, Ohio River, Kentucky, North Carolina, New Port Indiana, Maryland, Cincinnati, Buffalo N.Y Niagara River) and locate them on the map. T may invite Ss to come up to the map and trace the Hensons'escape route(i. e, the last section of the text)on it. (10 minutes) 3. 3. Knowledge of Christianity 1)1) T explains that, for historical reasons, many black slaves believed in Christianity, like Uncle Tom in Uncle Tom 's Cabin. Therefore, in black writings there are frequent nces to Christianity. 2)2) T writes down the following vocabulary items on the blackboard: the Creator, an 3 African American Moses, Quaker, Bible, Methodist minister, Bethlehem, salvation 3)3) Ss self-study their meanings by reading the New Words and Expressions and Proper Names sections following the text 4)4) T check Ss understanding and, if necessary, give further guidance(see Text Analysis).(10 minutes 4. 4. Out-of- class research projects: T guides Ss through Writing Strategy, then tells them to form groups to research into the discussion questions in Part IV: Theme-Related Language earning Tasks by using library resources, the Internet and other resources. Each group member may focus on only one discussion question. They will share findings in a later class (9 Ss do Cloze b to get a better understanding of the Underground Railroad (15 minutes) While-reading tasks 1. 1. Ss scan the text to see if there is any natural division between parts of the text. (There is a blank line between each part. )(2 minutes) 2. 2. T explains the key language points in Part I and gives Ss practice(See Language Study) (10 minutes) 3. 3. Ss sum up the main idea of this part(see Text Organization Exercise 1), then identify the sentence which connects this part with the following parts(Last sentence in Paragraph 5-" intent on telling their stories. " )(3 minutes) 4. 4. T explains the key language points in Part II and gives Ss practice(see Language Study ).(15 mi 5. 5. Ss sum up the main idea of this part(see Text Organization Exercise 2).(3 minutes) 6. 6. T explains the key language points in Part Ill and gives Ss practice(see Language dy).(15 7. 7. Ss sum up the main idea of this part(see Text Organization Exercise 2).(3 minutes) 8. 8. T explains the key language points in Part IV and gives Ss practice(see Language Study ).(15 9. 9. Ss sum up the main idea of this part(see Text Organization Exercise 2).(3 minutes) 10. 10. T make Ss real ize that the last three parts are all stories"supporting Part I.(2 minutes) 11. 11. t draws Ss attention to the two different usages of "but "in the text -"There was room for all but two" and "Josiah henson is but one name on a long list "Ss then do after-text Exercise II. Words with Multiple Meanings. (15 minutes)(natural division, Part I – Part III) reading (Text B) Pre-reading tasks 1. 1. T asks Ss the following questions on the recording (5 minutes): ---- What are the special contributions of Abraham, John and Martin to the Americans?(They all advocated black civil rights.) ---- How did they die? (They were all assassinated.) 2. 2. Knowledge of American geography 1) 1) T brings a map of the USA to class, hangs it in the front of the classroom. 2) 2) T explains that the USA was divided after the Abolition Act (废除黑奴制法案): the Northern States supported it, while the Southern States disapproved of it. 3) 3) T circles out the Southern States ((Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia) and the Deep South states (Alabama, Florida, Georgia, Louisiana, and Mississippi) on the map. 4) 4) Ss scan the text to find out all place names (Dresden Ontario, Ripley Ohio, Ohio River, Kentucky, North Carolina, New Port Indiana, Maryland, Cincinnati, Buffalo N.Y., Niagara River) and locate them on the map. T may invite Ss to come up to the map and trace the Hensons’ escape route (i.e., the last section of the text) on it. (10 minutes) 3. 3. Knowledge of Christianity 1) 1) T explains that, for historical reasons, many black slaves believed in Christianity, like Uncle Tom in Uncle Tom’s Cabin. Therefore, in black writings there are frequent references to Christianity. 2) 2) T writes down the following vocabulary items on the blackboard: the Creator, an African American Moses, Quaker, Bible, Methodist minister, Bethlehem, salvation. 3) 3) Ss self-study their meanings by reading the New Words and Expressions and Proper Names sections following the text. 4) 4) T check Ss understanding and, if necessary, give further guidance (see Text Analysis). (10 minutes) 4. 4. Out-of- class research projects: T guides Ss through Writing Strategy, then tells them to form groups to research into the discussion questions in Part IV: Theme-Related Language Learning Tasks by using library resources, the Internet and other resources. Each group member may focus on only one discussion question. They will share findings in a later class. (9 minutes) 5. 5. Ss do Cloze B to get a better understanding of the Underground Railroad. (15 minutes) While-reading tasks 1. 1. Ss scan the text to see if there is any natural division between parts of the text. (There is a blank line between each part.) (2 minutes) 2. 2. T explains the key language points in Part I and gives Ss practice (See Language Study). (10 minutes) 3. 3. Ss sum up the main idea of this part (see Text Organization Exercise 1), then identify the sentence which connects this part with the following parts (Last sentence in Paragraph 5 – “I was intent on telling their stories.”) (3 minutes) 4. 4. T explains the key language points in Part II and gives Ss practice (see Language Study). (15 minutes) 5. 5. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes) 6. 6. T explains the key language points in Part III and gives Ss practice (see Language Study). (15 minutes) 7. 7. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes) 8. 8. T explains the key language points in Part IV and gives Ss practice (see Language Study). (15 minutes) 9. 9. Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes) 10. 10. T make Ss realize that the last three parts are all “stories” supporting Part I. (2 minutes) 11. 11. T draws Ss attention to the two different usages of “but” in the text – “There was room for all but two” and “Josiah Henson is but one name on a long list.” Ss then do after-text Exercise II. Words with Multiple Meanings. (15 minutes)