Lesson 75 Martin Luther King, Jr. (2)
Teaching aims:
Learn and master the following words and phrases:
1. Learn and master the following words and expressions:
dream (v.), lawyer, revolution, tour
character, former, nationwide, speech,
clerk, president, refuse, unfair,
side by side, make a speech, give in
2. Grammar: Review the Attributive Clause.
3. Improve the students’ability of reading comprehension.
Teaching focuses & special difficulties:
1. How to improve the students’ability of reading comprehension.
2. Review the Attributive Clause.
3. How to help the students understand the text better.
4. How to introduce an Attributive Clause and how to choose proper relative pronouns or adverbs.
Teaching Methods:
1. Question-and-answer activity to help the students to go through with the learning content.
2. Pratice to help the Ss master the use of the different relative pronouns and adverbs.
3. Individual or pair work to make every student participate in class.
Teaching aids:
1. A projector.
2. A tape-recorder.
3. The blackboard.
Teaching Procedures:
Step 1. Greetings
Greet the whole class as usual.
Step 2. Revision and Lead-in
T: Yesterday we learnt the passage about Martin Luther King, Jr. By reading it, you’ve already known something about him and the situation of the black people living in the south in his time. Now I want someone to tell us something about the black people. Who will try?
S: In King’s time, the blacks were not treated equally. The law of continuing the separation of blacks and whites had been passed. The mixed race marriages were forbidden. Only one fourth of the money for white children’s education was spent on the black children. They had no right to vote.
T: Then, what did King do to help them? And what’s the result?
S: King supported and led them in their struggle for civil rights. And after the struggle, the situation of the black people was improved.
T: Perfect answers. Sit down, please. Today we are going to read about three important events in King’s life in Lesson 75. First let’s do some vocabulary work first.
Vocabulary work (1)
1. dream (v.) – to experience events and images in your mind while you are sleeping
2. lawyer – someone whose job is to understand the law and deal with legal situations
3. revolution – a change in the way a country is governed, usually to a different political system and often using violence or war
4. tour – a visit to and around a place, area, or country
Vocabulary work (2)
1. character – the combination of qualities and personality that makes one person or thing different from others
2. former – [always before noun] happening, existing, or true in the past but not now,
3. nationwide – including all parts of a country
4. speech – someone's ability to talk; a formal talk that someone gives to a group of people
Vocabulary work (3)
1. clerk – someone who works in an office or bank, keeping records and doing general office work
2. president – the highest political position in some countries, usually the leader of the government
3. refuse – to say that you will not do or accept something
4. unfair – not treating people in an equal way
Step 3. Reading
T: All right. Now, please open your books at Page 40. I’ll give you four minutes to read the text quickly and silently to get the general idea of the text. After that, I’ll ask you to tell me what the three important events in King’s life were.
(The Ss begin to read the text. After four minutes, the teacher says the following.)
T: Well, time is up. Who knows the first important event?
S1: The peaceful “bus-revolution” in Alabama.
T: The second?
S2: The revolution in Birmingham.
T: What about the third?
S3: King’s “dream” speech.
T: Very good. Next, I’ll give you another 3 minutes to read the text; then answer some detailed questions on the screen.
Lesson 75 Ex. 1 on Page 105
1. Why did the police take Parks away when she was taking a bus?
2. Why did the black people in Alabama refuse to take the city buses?
3. How long did the movement last?
4. What happened in the end?
5. Why was Martin Luther King, Jr. put in prison in 1963?
6. Why did he lead a big civil rights movement in Birmingham?
7. Why did King never give in even when he knew his life was in danger?
Suggested answers:
1. Because she sat in the “whites-only” section, and refused to move.
2. Because they wanted to demand that bus company should change its unfair practices in this way.
3. The movement lasted a whole year.
4. In the end they won the equal rights to the white people. Government lawyers in the capital said that the bus company hadn’t the right to separate blacks from whites on its buses.
5. Because he led a new revolution in Birmingham, Alabama.
6. Because the housing condition for blacks there was bad, there were few jobs for blacks and only 25% of them could vote.
7. Because he had a firm belief in all his life that it was right and necessary to demand changes in society by peaceful revolution not by fighting and killing if people didn’t have their civil rights.
T: Now you have understood the details of the passage. In order that you can learn the passage better. I’ll explain the following to you. Look at the screen.
(Show the following on the screen and explain them to the Ss.)
Language points:
1. demand v. ask for something as if ordering e.g.
The blacks demanded that they (should) be treated as equal citizens.
John came to my house and demanded that I should help him.
The policeman demanded his name and address.
The workers demanded (to have) a higher pay from this month on.
2. call for: ask for e.g.
They came into the restaurant, sat down and called for some beer.
The newspapers called for the severest punishment of the man who had killed King.
3. give in e.g.
She refused to give in before the enemy.
The chairman spoke so forcefully that the rest of the group gave in to his opinion.
4. make a speech = to speak e.g.
The President made a speech.
5. the sons of former slaves = the sons of people who had been slaves
the sons of former slave owners = the sons of people who had once owned slaves
6. sit down together at the table of brotherhood = to sit at the same table and to share a meal together is a symbol of friendship.
T: You should pay more attention to the use of “demand” when it is followed by an Object Clause, the predicate in the clause must be “should +infinitive” or “should” can be left out. It expresses the idea that something must be done, or is important. This also happens after some other verbs like “command, order, insist, request, suggest, advise, recommend”. For example:
He insisted that the contract (合同, 契約, 婚約) should be read aloud.
My uncle suggested that I should get a job in a bank.
Step 4. Consolidation
T: That’s all for my explanations. Now I’ll play the tape for you to listen to, follow and repeat. Try to remember what you will hear. After that, we’ll do an exercise on the screen. (Teacher plays the tape first, then shows the following on the screen and asks the Ss to finish it together.)
Cloze test: Fill in the blanks with proper words or phrases.
One day in 1955, a _____ lady, Rosa Parks was _________ by the _______ because she sat on the bus in the “__________” section. Martin Luther King _____ _____ blacks to struggle by not taking the city buses. Later, the government _____ that blacks could sat side by side with _______ on the bus.
At that time blacks had few jobs to do. They were in the bad _____ condition. Only 1/4 of them could _____. King never stopped leading the black _____. He was once _____ _____ ___ ________. But after a week all the prisons were full. The government in the USA had to _____ _____ because of a national wide support.
Suggested answers:
black; taken away; police; whites-only; called for; agreed; whites; housing; vote; revolution; put in; prison; give in
Step 5. Presentation and Practice (Ⅰ)
T: Now, please look at the blackboard.
Sentence 1.
The man who came here yesterday is a great political leader.
Sentence 2.
The President, who had heard of King before, was very interested to meet him.
T: Who can tell me the differences between the two sentences? Can you have a try?
S: Yes. Sentence 1 belongs to the Restrictive Attributive Clause. It tells us which person is being talked about. Sentence 2 belongs to the Non-Restrictive Attributive Clause. It tells us more information about the person being talked about.
T: Quite right. Who can tell us more?
S: In the second sentence, there is a comma between the noun and the clause, while in the first sentence, there is no comma.
T: A perfect answer. Can we use “that” to introduce a Non-Restrictive Attributive Clause?
Ss: No, we can’t.
T: Quite right. Now, please look at Part 2 in your textbooks. Fill in the gaps with proper relative pronouns or adverbs. First fill them with a pencil by yourselves, then you can discuss them with your partners. Finally I’ll check them with the whole class.
Suggested answers:
1.which 2.which 3.when 4.whose 5.where 6.when 7.who / that
T: Yeah, you should pay attention to a useful phrase “side by side”. It means “close together, facing in the same direction”. For example: Two children are walking side by side in the street.
Step 6. Practice (Ⅱ) (Ⅲ) (Ⅳ)
T: Next, let’s deal with Part 3, Part 4 and Part 5. All of them ask us to join the pairs of sentences. From the sentences on the blackboard, we’ve known that in the Non-Restrictive Attributive Clause, there is a comma between the noun and the clause, while in the Restrictive Attributive Clause, there is no comma. Now, let’s deal with Part 3 first. Are you clear?
Ss: Yes.
T: All right. Now please work in pairs. After a while, I’ll go over the answers with all of you.
Suggested answers to Part 3:
1. Citizens of the USA who are going abroad need to show their passports.
2. The district which / that has the best housing is called Cao Yang.
3. Couples whose children are in school will be given money for books.
4. I remember the time when we needed a permit to go out after dark.
5. I liked the first high school (that) I attended.
6. Voters who do not have a photo should see the clerk at the desk.
7. I lived in a part of town where there were no schools.
Suggested answers to Part 4:
1. My brother, whose arms had been broken by the police, was not taken to hospital.
2. We were against Law 531, which stopped black people from using the parks.
3. In the 1950s, when blacks did not have equal rights, a lot of marches took place.
4. Mr. King, who demanded equal rights for blacks, spoke for over an hour.
Or: Mr. King, who spoke for over an hour, demanded equal rights for blacks.
5. We spoke to the chairman of the meeting, which about 500 people had attended.
6. The boy, who admitted that he had been on the march, was put in prison.
7. They took us to the prison, which was full of civil rights marchers.
8. Martin Luther King, who died in 1968, was an important political leader.
T: (After Part 4) Now, look at Part 5. In this exercise, you must use the words in brackets to join the pairs of sentences, using commas where necessary. This time, please write down your sentences on a piece of paper, then check them with your partners. Finally, I’ll check the answers with the whole class.
Suggested answers:
1. The couple next door, whose son was injured in the march, demanded to see him.
2. The tour was made by 30 people, all of whom enjoyed it.
3. We met the new minister, who had been educated at the same school as my uncle.
4. I want to see the clerk with glasses who was here yesterday.
5. We moved to a new district, which had better schools.
6. We spoke to the officer, who admitted that mistakes had been made.
Step 7. Workbook
T: Now please turn to Page 105. Look at Ex.2 First, do it alone, then I’ll check the answers with all of you. While doing it, you must pay attention to the use of the words in bold.
Suggested answers:
1. 發生在伯明翰的那次游行的目的是為黑人要求平等的權利，改善住房和工作條件。
2. 羅莎帕克斯和她的同伴們要求公共汽車公司改變這套不公正的做法。
3. 黑人們要求被當作平等的公民對待。
4. 我答應你我會為你保守這個秘密。
5. 她答應在暑假期間帶她的女兒去海邊。
6. 金建議所有的黑人拒絕乘坐市內公共車。
7. 在會議上，他建議開始進行一次游行來反對黑人和白人的分隔。
Step 8. Summary and Homework
T: In this class, we read Martin Luther King, Jr. (2). By learning the passage, we’ve known more about him. At the same time, we learned the following useful words and expressions :
demand, call for, give in, make a speech. After class, you should use them as much as possible. Besides, we also revised the Attributive Clause and did some exercises. You should know how to use the Restrictive Attributive Clause and the Non-Restrictive Clause correctly. Today’s homework for you:
Ex.3 at Page 105 as written work. Write it down in your exercise-books, and don’t forget to revise what we’ve learnt in this class. Preview next lesson. That’s all for today. See you tomorrow!
Ss: See you tomorrow!
Suggested answers to Ex.3:
1. The house, which had been one of the most beautiful in the city, was destroyed during the war.
2. The furniture (which / that) my uncle collected was made in China.
3. The bridge, which was built in 1893, connects the east part with the west of the town.
4. Most of the students still remember the day when they said goodbye to each other at the railway station.
5. The teacher showed the students around the museum, in which they were interested.
6. At six o’clock in the morning I went to the park where I found many people doing morning exercises.
7. Most of the students liked and respected their English teacher, whose lecture was very interesting.