Unit6 The Admirable Viewing Workshop 教案-2025-2026学年高中英语北师大版必修第二册

Unit 6 The Admirable-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Ability: Understand and use words and sentences about speeches; Viewing Literacy: Decode the speech video. Cultural Awareness: Comprehend the spirit of Martin Luther King. Thinking Quality: Analyze speech skills and form judgments. Learning Ability: Master viewing and summarizing strategies. 2. 教学重难点 Key: Understand the core content and main purpose of Martin Luther King’s "I Have a Dream" speech; summarize speech information. Difficulty: Analyze the effect of rhetorical devices and express personal views on the speech’s spirit. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class with a question: “Who is the most admirable person in your mind? What qualities make him or her admirable?” Ask 3-4 students to share their answers briefly. After that, the teacher shows a photo of Martin Luther King and says: “Today, we will meet an admirable person — Martin Luther King. He is a great leader who fought for racial equality. Let’s watch a part of his famous speech ‘I Have a Dream’ and explore his spirit together.” Design Intention: The lead-in connects the unit theme “The Admirable” with students’ real life, activating their prior knowledge and emotional experience of “admirable people”. By asking questions, it stimulates students’ interest in participation and guides them to focus on the core figure of the lesson — Martin Luther King. Showing the photo and introducing his identity helps students establish a preliminary understanding of the speaker, laying a foundation for the subsequent viewing and understanding of the speech video. At the same time, it subtly leads to the main content of the Viewing Workshop, realizing a natural transition from the unit theme to the lesson content. Step 2: Pre-viewing (Vocabulary and Background Introduction) First, the teacher presents key vocabulary related to the speech on the screen, including segregation, injustice, oppression, dignity, equality, dream, struggle, etc. For each word, the teacher explains its meaning in simple English, combines it with the context of racial equality, and gives example sentences to help students understand and memorize. For example, “Segregation means separating people of different races in public places.” “Injustice refers to unfair treatment to someone.” Then, the teacher briefly introduces the background of the speech: “In the 1960s, there was serious racial segregation in the United States. Black people were treated unfairly in education, employment, and public places. Martin Luther King, as a leader of the civil rights movement, delivered the speech ‘I Have a Dream’ in 1963, calling for racial equality and justice. This speech has become one of the most famous speeches in history.” Finally, the teacher puts forward pre-viewing questions to guide students to watch the video with purposes: 1. What is the main purpose of Martin Luther King’s speech? 2. What is his dream mentioned in the speech? Design Intention: Vocabulary is the foundation of understanding the speech. By explaining key words in advance, it helps students eliminate language barriers in viewing the video, ensuring that they can focus on the content and emotion of the speech rather than struggling with new words. The background introduction enables students to understand the historical context of the speech, which is conducive to them comprehending the deep meaning of the speech and the speaker’s emotional appeal. Putting forward pre-viewing questions guides students to form a purposeful viewing habit, avoiding blind viewing, and helps them grasp the core information of the video efficiently. Step 3: While-viewing (Viewing and Information Extraction) The teacher plays the video of the end part of “I Have a Dream” twice. The first time, students watch it carefully to get a general impression of the speech, focusing on the speaker’s tone, intonation, and the audience’s reaction. After the first viewing, ask students to share their initial feelings: “How did you feel after watching the video? What kind of tone did Martin Luther King use? How did the audience react?” The second time, students watch the video again with the pre-viewing questions in mind, and take notes to extract key information. The teacher reminds students to pay attention to the key sentences and repeated expressions in the speech. After the second viewing, organize students to discuss in pairs for 3 minutes, sharing their answers to the pre-viewing questions and the key information they extracted. Then, invite several pairs to present their discussions to the whole class. The teacher summarizes and supplements: “The main purpose of the speech is to call for an end to racial segregation and realize racial equality. His dream is that all people, regardless of race, can be treated equally, live in harmony, and enjoy the same rights and dignity.” In addition, the teacher guides students to notice the repeated expressions in the speech, such as “I have a dream” and “Let freedom ring”, and asks: “How many times does Martin Luther King repeat these phrases? What effect do you think these repeated expressions have?” Students discuss freely, and the teacher concludes: “Repeating these phrases can emphasize the speaker’s core ideas, strengthen the emotional appeal, make the speech more powerful and memorable, and arouse the resonance of the audience.” Design Intention: Watching the video twice follows the law of gradual understanding — from overall perception to detailed extraction. The first viewing focuses on emotional experience and situational perception, helping students feel the atmosphere of the speech and the speaker’s emotion. The second viewing focuses on information extraction, training students’ viewing ability and note-taking skills. Pair discussion provides students with opportunities to communicate and cooperate, allowing them to complement each other’s ideas and improve the accuracy of information extraction. Guiding students to analyze repeated expressions helps them understand the rhetorical skills of the speech, laying a foundation for the subsequent in-depth analysis of the speech’s artistic characteristics. At the same time, it cultivates students’ ability to observe and analyze visual and auditory information, which is in line with the requirements of viewing literacy in core素养. Step 4: Post-viewing (In-depth Analysis and Language Application) This step is divided into three parts: in-depth analysis of the speech, group discussion, and language practice. Part 1: In-depth Analysis of the Speech The teacher plays key clips of the speech again, and guides students to analyze the speech from three aspects: content, emotion, and rhetorical devices. In terms of content, the teacher asks: “What specific scenes does Martin Luther King describe in his dream? What do these scenes represent?” Students think and answer, and the teacher summarizes: “He describes scenes such as black and white children holding hands, people of all races living in harmony, and everyone enjoying equal rights. These scenes represent his longing for racial equality and a just society.” In terms of emotion, the teacher asks: “How does Martin Luther King express his emotion in the speech? What emotions does he convey?” Students discuss and share, and the teacher concludes: “He uses a passionate tone, firm intonation, and sincere language to express his firm determination to fight for racial equality, his longing for a better future, and his sympathy for the suffering of black people. His emotion is full of power and can deeply move the audience.” In terms of rhetorical devices, besides the repetition mentioned earlier, the teacher guides students to find other rhetorical devices, such as metaphor and parallelism. For example, “This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice.” This sentence uses metaphor, comparing the decree to a beacon light, which vividly shows the significance of the decree to black people. The teacher explains the effect of each rhetorical device, helping students understand how the speaker uses language skills to enhance the appeal of the speech. Part 2: Group Discussion Divide students into groups of 4, and assign discussion tasks: “Why is Martin Luther King an admirable person? What qualities does he have that deserve our admiration? Combine the content of the speech and his background to discuss, and list at least 3 qualities.” Each group elects a recorder to take notes and a spokesperson to present the group’s views. After 5 minutes of discussion, each group’s spokesperson presents their views in turn. Common views include: firm determination, courage to fight, sense of responsibility, empathy, and pursuit of justice. The teacher affirms students’ views and supplements: “Martin Luther King dared to stand up against injustice, devoted his life to the cause of racial equality, and even sacrificed his life for it. His spirit of perseverance and pursuit of justice is worthy of our eternal admiration. He teaches us that we should have the courage to fight for what is right and make efforts to create a more just and equal world.” Part 3: Language Practice Design two language practice activities to help students apply the knowledge and skills learned in the lesson. Activity 1: Complete the summary of the speech. The teacher presents a summary with blanks, and students fill in the blanks with the key words and sentences learned. For example: “Martin Luther King delivered the famous speech ‘I Have a Dream’ in 1963. The main purpose of the speech is to call for an end to ______ and realize ______. He repeated the phrase ‘______’ to emphasize his dream of a just and equal society.” This activity helps students consolidate the key information and vocabulary of the speech. Activity 2: Write a short speech about “My Dream”. Ask students to refer to the structure and rhetorical devices of Martin Luther King’s speech, combine their own life and ideals, write a short speech of 80-100 words. The teacher provides a framework for reference: “I have a dream that... I hope that... I will work hard to...”. After students finish writing, invite several students to present their speeches in front of the class, and the teacher gives positive comments and guidance, focusing on the content, emotion, and language expression of the speech. Design Intention: In-depth analysis of the speech helps students understand the connotation of the speech from multiple angles, improve their ability to analyze and appreciate language works, and cultivate their thinking quality. Group discussion encourages students to think deeply about the meaning of “admirable” and connect the speaker’s qualities with the unit theme, which is conducive to cultivating students’ sense of social responsibility and correct values. Language practice activities realize the transformation from input to output: completing the summary consolidates the learned knowledge, and writing a short speech enables students to apply the rhetorical skills and language expressions in the speech, improving their language application ability. At the same time, the speech presentation link provides students with opportunities to show themselves, enhancing their confidence in speaking English. Step 5: Summary and Extension First, the teacher summarizes the whole lesson: “Today, we watched the famous speech ‘I Have a Dream’ by Martin Luther King, understood its core content and main purpose, analyzed its rhetorical devices and emotional expression, and discussed the admirable qualities of Martin Luther King. We also practiced writing and presenting short speeches about our own dreams. Through this lesson, we not only improved our viewing and language skills but also learned to appreciate the spirit of admirable people.” Then, the teacher puts forward extension tasks: 1. After class, watch the full version of “I Have a Dream” and write a 150-word reflection, talking about your feelings and gains. 2. Collect information about other admirable people in history or in modern society, and prepare a 2-minute oral report to share in the next class. 3. Discuss with your family or friends about “What makes a person admirable” and write down your views. Design Intention: The summary helps students sort out the knowledge and skills learned in the lesson, forming a systematic understanding. The extension tasks extend the teaching content from the classroom to daily life, guiding students to continue learning after class, expanding their horizons, and deepening their understanding of the unit theme “The Admirable”. Watching the full version of the speech and writing a reflection can further improve students’ viewing and writing abilities; collecting information about other admirable people can enrich students’ knowledge and cultivate their ability to collect and sort out information; discussing with others can help students form a more comprehensive understanding of “admirable qualities”, which is conducive to the cultivation of their cultural awareness and thinking quality. Step 6: Homework Arrangement 1. Finish the extension tasks mentioned in the summary part carefully. 2. Review the key vocabulary and sentences of this lesson, and recite the key sentences in the speech. 3. Preview the next part of the unit, and collect relevant materials about admirable people. Design Intention: Homework is an important part of consolidating teaching effects. Reviewing vocabulary and sentences helps students consolidate the basic knowledge of the lesson; reciting key sentences enables students to feel the beauty of the speech language and accumulate language materials. Previewing and collecting materials lays a foundation for the next lesson, realizing the continuity of teaching. The combination of extension tasks and basic homework not only pays attention to the consolidation of knowledge but also focuses on the cultivation of students’ comprehensive abilities, which is in line with the requirements of core literacy-oriented teaching. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $