book2 unit4unit6.docx

book2 unit4unit6.docx

《book2 unit4unit6.docx》由会员分享，可在线阅读，更多相关《book2 unit4unit6.docx（38页珍藏版）》请在冰点文库上搜索。

book2unit4unit6

UnitFourSomePhotographsMakeHistory

一.Teachingobjectives

1.Masterthekeywordsandstructures.

2.Trytounderstandhowsomepicturescanmakehistory.

3.Thestudentsshouldknowthestrongemotionalimpactthepicturesdescribedinthisarticlehavehadonviewers’hearts.

二.Keypoints

1.Vocabulary

2.Structure:

Once…;Thesameistrueof…;Insuchawaythat…

3.Languagepointsofthetext.

三.Teachingprocedures

Ⅰ.Teachingorganization

Greetings!

Calltheroll!

Ⅱ.Revision

Goovertheusefulexpressionsofaskingforone’sadvice/

opinionsandgivingone’sadvice/opinions.

Ⅲ.Introductoryremarks

Canyouimaginethehorrorofwar?

Howcanpeopleallovertheworldkeepworldpeaceandstopwar?

Photographsareapowerfulmeanstowhichpeoplecanresortfortheendingofwar.Photographscanbeinfluential,butimagesmayhaveonlyshort-livedeffects.

Ⅳ.Cometothenewlesson

（一）Leadinactivity

1.AskthestudentstolookatthepicturesonPage55inthetextbookanddiscussinpairsthequestionabovethepictures:

thecausesofwars.

2.Withthehelpofthe“Ideas”listedbesidethepictures,thestudentsshoulddiscusshowallthesefactorsmaycausewars.

3.Askthestudentstodescribesomemajorwarsinhistoryandtheirdisastrouseffectonvictimssoastounderstandmoreaboutthenatureofwar.

（二）Studyofthetext

1.Backgroundinformation

①VietnamWar

Aprolongedwar（1954-1975）betweenthearmyofNorthVietnamandthearmiesofSouthVietnamandtheU.S.Bytheendof1965,180,000U.S.troopswerefightinginVietnamandthenumberreacheditspeakof540,000by1969.TheU.S.feltthattheirsuperiorweaponsandmilitarytechnologywouldeasilyoverwhelmtheNorthVietnamthatreliedonguerrillatacticsperfectedovercenturiesoffightingsuperiorforcesandthathadthegrowingsupportoftheVietnamesepeople.TheU.S.military’sgoalsinVietnamwerenotachievedandtheyultimatelylostthewar.

②Gaza（thetownofGaza）

GazaisthelargestPalestiniancityandthetemporaryadministrativecapitalofthePalestinianNationalAuthority.

2.Languagepoints

⑴ImaginethattheFrenchtelevisioncrewhadnotbeenthere.

crew:

agroupofpeopleworkingtogether;allthepeopleworkingonashiporplane

e.g.Theplanecrashed,killingallthepassengersandcrew.

⑵Thedeathofachildwouldperhapshaveprovokedashrugoftheshoulders.

Thedeathofachildwouldperhapshavecausedonlyminorconcernorevenbeoverlooked.

⑶Butinaninstant,thesepicturesletviewersseetheterrorinMohammed’seyes…

instant:

amomentoftime

terror:

extremefear

e.g.Hehesitatedforaninstantandthenbegantotellushisstory.

Shotswerefired,andthechildrenscreamedinterror.

⑷Thereisalonghistoryofpowerimagesburningthemselvesintotheglobalconsciousnessanddivertingthecourseofhistory.

Historicallytherehavebeengreatpicturesthatimpressedandinfluencedtheworld’speoplesodeeplythatitmaybesaidthattheyhadhelpedchangethecourseofhistory.

global:

worldwide

e.g.Chinaisplayinganincreasinglyimportantroleinthepromotionofglobaleconomiccooperation.

⑸AnAmericanphotographercalledEddieAdamsfilmedthe1968executionofaVietcongsuspectbyasouthVietnamesepolicegeneral.

execution:

（acaseof）lawfulkillingasapunishment

suspectasnoun:

apersonwhoyouthinkhasdonesth.wrong

suspectasverb:

feeldoubtabout

e.g.Theexecutionofthecriminaltookplacethreedaysago.

Shesuspectedtheboyoftellinglies.

⑹onbehalfof:

for,intheinterestof,orastherepresentativeof

e.g.I’dliketoproposeatoast,onbehalfofallmycolleaguesandmyself,toeveryone’shealthandsuccess.

⑺Thepictureillustratedadeepertruth,…

illustrate:

explainbyexamples,pictures,etc.

e.g.Acomplicatedrulecanbeillustratedbyasimpleexample.

⑻…thepictureofanine-year-oldgirlrunningtowardsthecamera,screaminginpainfrombombburnsonherback.

…thepictureofanine-year-oldgirlrunningstraightatthephotographer,cryinginpainfrombombburnsonherback.

⑼convey:

make（feelings,ideas,thoughts,etc.）known

e.g.Pleaseconveysmybestwishestoyourparents.

⑽Thesuddenoutbreaksofangstoverindividualtragediesoftenevokeddeepthought…

individualasadjective:

single;foronepersononly

individualasnoun:

asinglepersonorthing

evoke:

produceorcallup（amemoryorfeeling,oritsexpression）

e.g.Therightsoftheindividualshouldbeprotected.

Hiscommentevokedstrongprotestsfromthepublic.

⑾Humanbeingsarewiredinsuchawaythatthetragedyofasingleindividualcanstiramoreemotionalresponsethanthedeathsofhundreds.

Thehumanmindhasdevelopedinsuchawaythatthetragicsightofonesufferingindividualmayhaveastrongeremotionaleffectthanthefactofhundredsdyingoff.

stir:

produce（strongfeeling）insb.

e.g.ThebookHenryPotterstirredtheboy’simagination.

⑿However,imagesarepowerfulbutshort-lived.

short-lived:

lastingonlyforashortperiod

e.g.Hisinterestinstamp-collectingwasshort-lived.

（三）Studyofwordsandphrases

Theteachersaysawordoranexpressionthestudentshavelearnedbefore,andthestudentsrespondwiththenewoneinthistext.

TeacherStudents

（Familiarwordsandexpressions）（Newwordsorexpressions）

arouse,giverisetoprovoke

pictureimage

awarenessorsenseconsciousness

turnaside（fromacourseordirection）divert

strengthenreinforce

feelingofanxiety,lackingasenseofsecurityunease

interferenceintervention

usingpowerinadishonestorillegalwaycorrupt

unwillingreluctant

communicateandmakeknownconvey

aconversationusu.madewithareporterinterview

asuddenoccurrenceofoutbreak

excitestrongfeelingsinstir

markonormaketoberememberedburninto

onthepartofonbehalfof

movementinacertaindirectionthecourseof

disconnect,stopbeingapartof…comeoff

takeoffpulloff

四.Consolidation

Todaywe’vemainlystudiedthetextSomePhotographsMakeHistory,whichtellsusthatphotographscanbeinfluentialandsometimescanevenchangethecourseofhistory,butimagesmayhaveonlyshort-livedeffects,andthenlearntsomewordsandexpressions.

五.Assignments

1.Gooverthewordsandtext.

2.Writtenhomework:

Student’sBookP.61-65&Workbook.

3.Previewthepracticalreadingandwriting.

六.Layout

UnitFourSomePhotographsMakeHistory

（一）Leadinactivity

（二）Studyofthetext

（三）Studyofwordsandphrases

UnitFourSomePhotographsMakeHistory

一.Teachingobjectives

1.Practicethereadingandwritingskills.

2.CommentontheexercisesofUnitFour.

二.Keypoints

1.Grammartips:

AdverbialClausesofTime

2.Readingskills:

Howtofindtheunstatedmainideas

3.Writingskill:

Writinglettersofapology

三.Teachingprocedures

Ⅰ.Teachingorganization

Greetings!

Calltheroll!

Ⅱ.Revision

Gooverthekeywordsandlanguagepointsofthetextwe

learntlasttime.

Ⅲ.Introductoryremarks

Lastclasswestudiedthetextabouttheeffectsofsomephotographs,sotodaywe’lllearnandpracticethereadingandwritingskillsofthisunit,thencommentontheexercises.

Ⅳ.Cometothenewlesson

（一）Grammartips:

AdverbialClausesofTime

1.Theadverbialclauseperformsthefunctionofanadverbial.

2.Adverbialclausesoftimeareusuallyintroducedbywhen,while,before,after,since,till,until,as,assoonas,solongas,whenever,etc.

3.Thedifferencebetween“till”and“until”isthatonly“until”canbeplacedatthebeginningofasentence.Buttheinversionmustbeusedinthesentenceintroducedby“Notuntil”.

4.Thesewordssuchasthemoment,theminute,thesecond,directly,immediately,presentlyandtheinstantcanbeusedasconnectionstointroducetheadverbialclausesoftime.

5.Thestructure“prepositioninoron+thegerund”means“when”,or“while”-clause.

6.Thestructures“hardly（scarcely）…when”and“nosooner…than”means“assoonas”.

（二）Studyofreadmore

Readingskill:

Understandingparagraphs---Howtofindtheunstatedmainideas

Occasionally,awritermaynotexplicitlystatethemainideaofagivenparagraphinatopicsentence.Instead,heorsheleavesituptothereadertoinfer,orreasonout,whatthemainideaofaparagraphis.Thistypeofparagraphcontainsonlydetailsorspecificsthatrelatetoagiventopicandsubstantiateanunstatedmainidea.Inreadingthistypeofparagraph,beginasyouwouldforparagraphswithstatedmainideas.Askyourselfthequestion:

Whatistheonethingtheauthorisdiscussingthroughouttheparagraph?

Thentrytothinkofatopicsentencethatallthedetailsincludedintheparagraphwouldsupport.

（三）Studyofpracticalreading

ReadingaMap

1.AskthestudentstolookatthemapofArizonacarefullyandworkoutthequestionsbelowit,thenthestudentsshouldreporttheirfindingstothewholeclass.

2.Askthestudentstosumupwhattheyhavelearntfromthetwomaps.

（四）Studyofpracticalwriting

Lettersofapology

1.Whenonedelaystoanswerhisfriendoracompany’sletter,orhemisunderstandssomeoneelse,heshouldwritealetterofapology.Heshouldexplainthereasonsforapologyandputforwardthemethodstomakeupwithandthesolution.

2.Reviewthebasicformoflettersandgooverthesampleletters.

3.Providethestudentswithcertainexpressionsusedinaletterofapologyandaskthemtocomposealetterofapologytoeachother.

A.Expressingregret

Wearevery/extremelysorrytolearnthat…

We（greatly）regretthe…（inconveniencecaused）

B.Apologizing

I/Wemustapologizefor…（thedelayinreplyingtoyourletter）/（notreplyingtoyourletter）.

Pleaseacceptourapologiesfor…（theinconveniencethiserrorhascausedyou