新世紀英語教案第2冊Unit Four

1、Unit FourSome Photographs Make History教學目的（teaching objective）：Master the key words and structures, and try to understand how some pictures can make history. Students should know the strong emotional impact the pictures decribed in this article have had on viewers hearts.教學內(nèi)容、課時安排及方法設(shè)計教學進程教 學 內(nèi) 容教學課

2、時教學方法設(shè)計1Study of the Text: Lead in, New words and text ,explaining Summary of the text提問、講授、板書或課件，師生互動2Focus on and Work out講練，板書或課件，師生互動3Grammar Tips: pronouns講練，板書，師生互動4Reading Skills: Expanding the vocabulary (two passages Practical Reading: Reading about places to stay講練，板書，師生互動5Practical Writin

3、g: memo講練，板書，師生互動6Study Guide講練，師生互動7Listening and Speaking: Fantastic講練，師生互動教學重點（key points）：Vocabularyconsciousness convey corrupt crew divert evoke execution film global illustrate image individual intervention interview outbreak provoke reinforce reluctant stir suspect unease yell be reluctant t

4、o do    come off   in an instant   on behalf of   pull offStructureOnceThe same is true ofIn such a way thatSkillsHow to find unstated main ideasGrammarTime adverbial clauseListening and SpeakingIn my opinion教學難點（teaching difficulties）：1.   

5、;   The usage of some important words;2.      Understanding some difficult sentences in the text. eg. The same was true of perhaps the most famous photograph from the Viet Nam War- the picture of a nine-year-old girl running towards the camera, screaming in pain fr

6、om bomb burns on her back.3.      Grammar.4.      Practical listening and speaking.教學方法（teaching methods）：課文以啟發(fā)式提問導(dǎo)入，采用講授法。通過教師分析、講解、提問使學生掌握重點難點。閱讀采用閱讀指導(dǎo)法：重點指導(dǎo)閱讀技巧。練習采用練習輔導(dǎo)法：指導(dǎo)學生正確完成課后練習。實驗法：主要應(yīng)用于聽力訓(xùn)練和課堂討論；教學手段 （teaching instruments）：板書和多媒體教學相結(jié)合，使用語音

7、設(shè)備進行聽力訓(xùn)練。教學過程（teaching procedures）：The first period:1.      Lead inDirections:1      Give out a question: Why does mankind continue to wage wars?2      The root causes of war?3      What is the meanin

8、g of different religious beliefs, political opinion, natural resources, border dispute?2.      Background informationDirections: The teacher introduces the background information of the text1      About Vietnam War   Read through some of th

9、e myths about the Vietnam War, and at this point I would have to place them in the "interesting but not proven" category. What I would like to see would be solid references rather than what appear to be assertions. While most of them are no doubt true in whole or in part, the absence of re

10、ferences makes them suspect, and certainly of no academic value.2      Middle East Conflict       It often amazes me how ignorant so many people in regards to the history of the Middle East conflict.  Most of these people don't really k

11、now the history.  I'm posting this to help those who wish to discuss FACTS and not the fantasy conjured up by Islamic idolators and Jew-hating Nazis. Check the facts out for yourself.  And watch as your light of truth sends those cockroaches scurrying for the darkness of their evil lie

12、s. Because no other peoples had ever established a national homeland here since the Jews had done it 2,000 years before, the British "looked favorably" upon the creation of a Jewish National Homeland throughout ALL of Palestine. The Jews had already begun mass immigration into Palestine in

13、 the 1880's in an effort to rid the land of swamps and malaria and prepare the rebirth of Israel. (There was never any attempt to "rid" the area of what few Arabs there were! This Jewish effort to revitalize the land attracted an equally large immigration of Arabs from neighboring area

14、s who were drawn by employment opportunities and healthier living conditions.1.      Study the New words and expressions Directions:1 listen to the tape recording or ask the students to read the new words, 2 correct the pronunciation, ask the students to read after the teach

15、er.3 explain some usage of words and phrases and the methods of learning new words such as word building.The second and third periods:1. Study the text in detail :Directions:1      listen to the tape recording or ask students to read the text2      e

16、xplain the text paragraph by paragraph.3      Language Points of the textLines 1-31.      復(fù)合詞的運用: 12-year-old; two-months-holidays2.      Once的使用: 一次; 一旦(連詞One again = repeat;Once upon a time = long long agoLines 4-71. 

17、die, dead deathdying, died2.  But in an instant, these pictures let viewers see the terror in .= a moment of time3.      ., screaming in pain from.現(xiàn)在分詞短語作伴隨狀語Lines 8-151.  There is a long history. burningThere be 句型的特殊句型2.  on behalf of  代表Lines 16-281.&#

18、160; 分析難句: The same was true of perhaps the most famous photograph from the Viet Nam War-    = n.      就是                  介詞短語作定語 the picture of a nine-year-old gir

19、l running towards the camera, screaming in pain from                                     現(xiàn)在分詞作伴隨狀語bomb burns on her back.作定語2

20、.  When we move closer to 副詞: 靠近3.  部分動詞跟不定式和動名詞時的意思區(qū)別:See, hear + doing/to doForget, remember + doing/to doTry + doing/to4.      . when I saw a woman with her left leg badly burned by a bomb.With的復(fù)合結(jié)構(gòu)5.      then came a woman carring a bab

21、y, 倒裝句Lines 29-39  1. 難句分析:Human beings are wired in such a way that the tragedy of a single individual can stir a more emotional response than the deaths of hundreds. 定語從句 So, such 區(qū)別:Such + ( u n. / (p n.Such + a/an + adj + n.So adj. + a/an + n.    2. 難句分析:  

22、0;    If the sight of Mohammed dying before our eyes ( 主語 does not change anything in the next few days or weeks ( 條件狀語從句 , it probably never will.3.      Main Ideas of Each SectionThe fourth period:Directions: 1      Review the text b

23、y reading and ask some questions according to the text so that the teacher can know whether the students understand the text completely.2      Discussion with the students about the war history. Particularly the consideration from the history.Questions:1   

24、60;  Why is it hard to look at the pictures showing a dying child?2      What can power imagines sometimes do to history?3      What deeper truth did the picture illustrate?4      What happened to the girl?5  &

25、#160;   Why cant power imagine always have an effect?Consideration: ( 語言教育和思想素質(zhì)教育的結(jié)合 1 Having said this, we would like to inform you that labelling us and our acts as terrorism is also a description of you and of your acts. Reaction comes at the same level as the original action. Our acts

26、are reaction to your own acts, which are represented by the destruction and killing of our kinfolk in Afghanistan, Iraq and Palestine. 2 Moreover, the examining of the developments that have been taking place, in terms of killings in our countries and your countries, will make clear an important fac

27、t; namely, that injustice is inflicted on us and on you by your politicians, who send your sons - although you are opposed to this - to our countries to kill and be killed. 3 As for President Bush, the leaders who are revolving in his orbit, the leading media companies and the United Nations, which

28、makes laws for relations between the masters of veto and the slaves of the General Assembly, these are only some of the tools used to deceive and exploit peoples. 4 Had he been truthful about his claim for peace, he would not describe the person who ripped open pregnant women in Sabra and Shatila re

29、ference to Israeli Prime Minister Ariel Sharon and the destroyer of the capitulation process reference to the Palestinian-Israeli peace process as a man of peace. 5 "No matter how many books are written or briefs filed, no matter how finely the lawyers analyzed it, the crime for which the Nazis

30、 were tried had never been formalized as a crime with the definiteness required by our legal standards, nor outlawed with a death penalty by the international community. By our standards that crime arose under an ex post facto law. Goering et al deserved severe punishment. But their guilt did not ju

31、stify us in substituting power for principle."2. Summary of the TextDirections: The teacher concludes the text3. HomeworkDirections: Assign the students to do all the exercises.The fifth and sixth period:Exercises: Directions: Ask the students to do the exercises in class. The teacher will corr

32、ect the mistakes and explain the important and difficult points. 1.      Focus on: 2.      work out:A: Read the text and then complete statements.B: Fill in the blanks with words and phrases from the Vocabulary Snapshot.C: Complete the sentences with

33、 the proper forms of the words given in blanks.D: Rearrange the words into sentencesE: Translate the Chinese into English.F: Make sentences according to the models of sentence structure.The seventh period:Grammar:Directions: The teacher explains the “time adverbial clause” of the grammar, and then a

34、sk the students to practice1      “till” and “until”:Not.until = before/after; 提前時倒裝2      時間狀語要用一般現(xiàn)在時代替將來時;3      When, while, as 的區(qū)別4      As soon as = the moment / the second / directly / the insta

35、nt etc. 一就5      In + doing6      No sooner thanThe eighth period:Reading skills: Directions: The teacher introduce the reading skills and ask the students to read the passages, trying to use the skills to find out the concerning information.Outline:1      Identify the topic;2      Study the detai