1、Lesson One Where do we go from hereMartin Luther King Jr.一、教學安排：本單元分六個課時進行，第一個課時以問題討論的形式引入本課話題，討論文章的主題及篇章結構；第二個課時主要檢查學生對單詞的預習和學習，包括是否能準確、自然朗讀，并對重點詞匯進行解釋；第三四課時全面檢查學生對課文的閱讀賞析，包括語篇主題、結構層次、過渡、修辭、語言難點和重點，在討論過程中練習學生口語表達；第五、六課時通過練習讓學生鞏固所學知識，檢查學生課后作業(yè)完成情況、檢查學生課文誦讀情況，討論文章及練習疑難點。單詞預習：跟讀模仿，確保讀音準確流暢課文預習：文章話題及主要觀

2、點段落關系、銜接及篇章結構長句和難句的理解、重點詞匯、短語和句式修辭特點及修辭手法二、教學目的：1. Let students master the glossary and the phrase in the passage，and learn how to use the new words correctly in both writing and translation.2. Through learning the text, guide students to think over the real meaning of college life and how to take a

3、dvantage of it to serve their bright future3. Master the use of anticipatory “it” and the use of gerund.4. Attention should be paid also to the special technical terms such as “developmental changes”, “identity crises”, “psychological independence” “internalizing religious faith” etc without a clear

4、 understanding of which the meaning of the whole text will be hard to grasp.三、教學方法：以學生為中心，學生課下自學、課堂討論檢查為主，學生討論和教師引導及重點分析講解相結合，貫穿聽、說、讀、寫、譯各個方面，兼顧語言與文化差異，注意與同學互動，讓學生進行大量的口頭，筆頭的練習與實踐，充分調(diào)動學生學習積極性。個人自主學習、小組學習、班級學習四、教學重點及難點：1. Main idea2. Structure3. Long sentencesInformation on the author Martin Luther K

5、ing, Jr. was a vital figure of the modern era. His lectures and dialogues stirred the concern and sparked the conscience of a generation. The movements and marches he led brought significant changes in the fabric of American life through his courage and selfless devotion. This devotion gave directio

6、n to 13 years of civil rights movement. His charismatic leadership inspired men and women, young and old, in the United States and around the world.Martin Luther Kings concept of “somebodiness”, which symbolized the celebration of human worth and the conquest of subjugation , gave black and poor peo

7、ple hope and a sense of dignity. His philosophy of nonviolent direct action, and his strategies for rational and non-destructive social change, galvanized the conscience of the nation and reordered its priorities .His wisdom, his words, his actions ,his commitment and his dream for a new way of life

8、 are intertwined with the American experience. Background information The 1960s were turbulent times for the United States. The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time. The civil Rights movement was a

9、major movement which began with the Supreme Court decision of Brown v. Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955. Martin Luther King Jr. (1929-1968), as a key leader of the movement, played a significant and irreplaceable role. His name is associated with the march

10、on Washington in 1963 and his famous speech “I have a dream”, delivered in front of the Lincoln Memorial. He was awarded Nobel Peace Prize in 1964. This speech, delivered in 1967, is more on the side of reasoning and persuasion and less on emotional appeal. Thus his analysis of riots and revolution

11、in the United States in his speech is sound and convincing. On the night of April 4. 1968, King was shot dead, as he stood o the balcony of his hotel in Memphis, Tennessee. Topics for Pre-class Comprehension1) How does Dr. King begin his speech?2) How does the speaker move from the first task of dev

12、eloping a sense of values to the second task?3) How does the speaker bring up the last task of restructuring the whole of the American society?4) How does Dr. King end his speech? Is it a forceful ending? Why (not)?Structure of the text Part i (Paras. 1-2) Martin Luther King link the theme of the sp

13、eech with the question of Where we are now. That is, in order to know where we go from here we must first recognize where we are now. Without knowing our present situation, how can we design a policy for the future?Part ii (Paras. 3-5 )This is a transitional paragraph to call for all the African-Ame

14、rican must “rise up with an affirmation of his own Olympian manhood”.Part iii (Paras. 6-9) In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political power. Then the author goes on to define power and points out the consequence

15、of the misinterpretation of power.Part iv (Paras.10-15) This part deals with economic security for the Negro Americans. The speaker advocates guaranteed annual income which he thinks is possible and achievable. He also deals on the advantages of this security. Part v (Paras. 16-20) In this part, Mar

16、tin reaffirms his commitment to nonviolence. He explains why he thinks violence is no solution to racial discrimination. He refutes the idea of Black revolution.Part vi (Paras. 21-25) In this part, Dr. King raises a fundamental questionthe restructuring of the whole of American society. He points ou

17、t that the problem of racism. The problem of economic exploitation and the problem of war are tied together. They are the triple evils of the society.Part vii (Paras. 26-28) This part serves as the concluding remark for the speech: we shall overcome.Words and expressionsabhor: to feel hatred and dis

18、gust for sb.to abhor terrorism. affirmation: stating sth. as truth firmly and forcefully affirmation of human dignity He nodded in affirmation. anemic: suffering from or showing the symptom of anemiaShe looks anemic in my opinion. collision: 1) strong disagreement ; conflict or clash of opposing aim

19、s, ideas, etc. Her political activities brought her into collision with the law. 2) one object or person striking against another The two ships were in collision. confront: to face defiantly A solider often has to confront danger. compelling: extremely interesting and exciting so that one has to pay

20、 attention. He remains a compelling figure in politics. dedicate: to devoteShe dedicated her life to helping the poor.degenerate: to pass into a worse physical , mental or moral state than one which is considered normal or desirableThe situation degenerated into chaos. Dislocation: spoiling the way

21、in which a plan , system, or service is arranged, so that it cannot work normally. The storm caused considerable dislocation of air traffic. dire: extremeWe are in dire need your help. edifice: large or imposing buildingHe had high ideals in his youth but gradually the whole edifice crumbled. etch:

22、to cut ; not to forgetThe incident remained etched on her memory for years. segregate: to separatea segregated societysetback: thing that hinders the progress of sth.Hopes of an earlier end to the strike received a severe setback yesterday. strain: 1) to make the greatest possible effortto strain on

23、es ears to hear a conversation. 2) to injure or weaken to strain ones eyes/voice Strained expressionunassailable: that cannot be attacked or conqueredLiverpool have an unassailable lead at the top of the First Division. upset: to disrupt Our arrangements for the weekend were upset by her visit. whim

24、sical: unusual or strange and often amusing ; unpredictablea whimsical story for children. Long Sentences Today another curious formula seems to declare that he is 50 percent of a person. When the constitution was written, the Negro was considered as only 60 percent; but now he is even less, only 50

25、 percent of a person. In other words, his status has deteriorated. Negroes lag one to three years behind whites. In terms of learning, the kind of knowledge which a white kid would master in Grade3 would be grasped by a black kid sometime between Grade 4 and 6. First , we must massively assert our d

26、ignity and worth. First, we must state clearly and in an impressive way that we should be treated with respect and our value should be recognized. . A white lie is better than a black lie A lie concerning a trivial matter used for good intention is certainly better than a sinister one. To upset this

27、 cultural homicide, the Negro must rise up with an affirmation of his own Olympian manhood In order to defeat the practice of conditioning the Negros mind to a sense of inferiority, the Negro must stand upright and declare to the world that he is a Man, in the full sense of the word. . Now power pro

28、perly understood is nothing but the ability to achieve purpose.Walter Reuthers definition and example is intended to show that when a trade union puts forward a demand, a most powerful corporation has to accept it however unwillingly , that is power. The poor transformed into purchasers will do a gr

29、eat deal on their own to alter housing decay. . When the poor have money to buy worldly goods, they themselves will be able to do a lot to change the dilapidated state of their struggle. But those who express this view always end up with stumbling words when asked what concrete gains have been won a

30、s a result.Those people cannot clearly show what they have gained as a result of the riots. At best, the riots have produced a little additional antipoverty money allotted by frightened government officials , and a few water-sprinklers to cool the children of the ghettos. The blacks may have got a l

31、ittle more money for poverty relief and minor improvements in the ghettos. Nowhere have the riots won any concrete improvement such as have the organized protest demonstrations. The riots, wherever they have taken place, have not won the kind of improvement that organized nonviolent struggles have w

32、on. Without recognizing this we will end up with solutions that dont solve, answers that dont answer and explanation that dont explain. If we dont recognize that we need a strategy and a program to bring us into the mainstream of American life, which only the nonviolent movement can offer, we will e

33、nd up nowhere.Darkness cant put out darkness. Only light can do that.The implication is that you cannot eliminate violence by violence. You have to use love. We are called upon to help the discouraged beggars in lifes marketplace. We are asked to help those who have been defeated and thus become disadvantaged in life. Let us be