目录

  • 1 Unit 1 Another School Year--What for? 又是一个新学年,为了什么上大学?
    • 1.1 Lead-in 导入
    • 1.2 Background 背景信息
    • 1.3 Text analysis 课文分析
    • 1.4 Reinforcement 强化训练
    • 1.5 Assignments 课后作业
    • 1.6 课文朗读、理解师生互动视频
    • 1.7 课程思政映射点素材
  • 2 Unit 2 Say Yes 回答“是”
    • 2.1 Lead-in 导入
    • 2.2 Background 背景信息
    • 2.3 Text analysis 课文分析
    • 2.4 Reinforcement 强化训练
    • 2.5 Assignments 课后作业
    • 2.6 学生汇报 师生课堂互动视频
    • 2.7 课程思政映射点素材
  • 3 自学课程,教学不安排
  • 4 Unit 4 The Man in the Water 水中人
    • 4.1 Lead-in 导入
    • 4.2 Background 背景信息
    • 4.3 Text analysis 课文分析
    • 4.4 Reinforcement 强化训练
    • 4.5 Assignments 课后作业
    • 4.6 知识点教学视频
    • 4.7 课程思政映射点素材
  • 5 Quick Fix Society 寻求速成的社会
    • 5.1 Lead-in 导入
    • 5.2 Background 背景信息
    • 5.3 Text analysis 课文分析
    • 5.4 Reinforcement 强化训练
    • 5.5 Assignments 课后作业
    • 5.6 教学视频分享春天诗会教师朗读
    • 5.7 课程思政映射点素材
  • 6 Unit 6 Wisdom of Bear Wood 熊树林的智慧
    • 6.1 Lead-in 导入
    • 6.2 Background 背景信息
    • 6.3 Text analysis 课文分析
    • 6.4 Reinforcement 强化训练
    • 6.5 Assignments 课后作业
    • 6.6 学生优秀配音作品赏析:美丽中国之峨眉山
    • 6.7 课程思政映射点素材
  • 7 自学课程,教学不安排
  • 8 自学课程,教学不安排
  • 9 Confessions of a Miseducated Man一个错误教育受害者的自白
    • 9.1 Lead-in 导入
    • 9.2 Background 背景信息
    • 9.3 Text analysis 课文分析
    • 9.4 Reinforcement 强化训练
    • 9.5 Assignments 课后作业
    • 9.6 学生汇报、师生互动教学视频
    • 9.7 课程思政映射点素材
  • 10 Unit 10 Pompeii 庞贝
    • 10.1 Documentary appreciation纪录片欣赏课
    • 10.2 学生自制自然灾难主题视频赏析
课程思政映射点素材


Love is Color-Blind

It don't matter if you're black
white or yellow, if you're       1     or red
let's get down to that
love is color-blind

I remember when
I was a child and couldn't understand
people having fun
      2     all the different ones
mama just used to say
when you grow up you'll maybe find a way
to make these people see
that everything I do      3     back to me

You gotta live your live
we're all the same, no one's to       4     
they gotta live their lives
just play the game and let love reign 


It don't matter if you're black
white or yellow, if your brown or red
let's get down to that
love is color-blind
you're my brother, you're my friend
all that       5     in the very end is to       6    
love is color-blind

I remember as a young boy
I watched my neighbourhood go up in      7    

I saw the whole thing thru tears of pain
and a situation's rackin' my brain
I wish I could fly       8     and never come back again
we need some love y'all
we need some real       9     help from above y'all
I mean the kids watchin'
and I just can't see it stoppin', I don't understand
I mean we all       10      the same blood, man!

You gotta live your life
      11     than our fathers did
let's make some love, baby, have some kids
they gotta live their lives
and I don't care what color they are, or you are, or we are
it's all love, baby!

It don't matter if you're black
white or yellow, if your brown or red
let's get down to that
love is color-blind
you're my brother, you're my friend
all that matters in the very end is to understand
love is color-blind

You have been my mother
you could have been my brother
what if you were my sister
if you were my father?
you could have been my fella
you could have been my teacher
what if you were my friend?
would be so nice to meet ya

take it       12     to the world
tell every boy and every little girl
be      13     of yourself
cause you're as good as anybody else
put away your       14    

open your mind, don't need a stick to this
try to make this       15    
a better place without a racial       16    

 Yeah, it's time for some changes

 It don't matter if you're black
white or yellow, if your brown or red
let's get down to that
love is color-blind
you're my brother, you're my friend
all that matters in the very end is to understand
love is color-blind.

 

Lesson Two Say Yes

《回答“是”》

本课呈现的不是美国中年夫妇之间普通的争吵,探讨的话题关于20世纪80年代社会敏感和严肃的问题——种族主义。随着60年代民权运动的发展,种族主义不再呈现出激烈的表现形式,而是以微妙的形式展现出来。文中妻子一再询问丈夫,如果自己是黑人,丈夫愿意娶妻子为妻吗?丈夫以文化差异为借口,回复妻子的问题。丈夫以文化差异为借口,不赞同跨种族婚姻,妻子则以彼此相爱为前提赞同跨种族婚姻。在两个人的争论过程中,作者沃尔夫使用的是Show, dont tell(展示,不要告诉)的写作原则,注重人物的心理变化,并非以夸张的人物矛盾冲突构建小说中情节的发展。读者在阅读过程中能更好的发挥自己理解语篇和分析人物的能力,这种“低调陈述”的描写手法很值得学生们在学习和自我阅读中体会和感知。

1.基本教学目的和要求

3)提高学生讨论问题的口语表达能力,锻炼学生的英语运用能力

4)熟练掌握构词法和一些修辞手法

语言目标:

1. 掌握一下词汇和语法

 (1) Vocabulary: blur; considerate; indifference; pinch; plunge; rummage; squeeze; thoroughly

 (2) Grammar: functions of prepositional phrase; noun clause

2. 虚拟语气的使用;同位语从句和定语从句的区别

 

2. 能力目标:

1. 背景知识:种族歧视种族主义的历史背景介绍、80年代里根执政背景的介绍

2. 沃尔夫的写作手法赏析, show, don’t tell; non-dramatic; understatement

3. 人物心理透析

4. 语篇能力要求:了解西方社会存在的社会问题;注意文中描写丈夫和妻子心理的动词和短语;领悟文章“种族主义的观点”的主题。

 

育人目标:

1. 了解西方国家中存在的社会尖锐问题帮助学生对社会尖锐问题获得感性认识和理性理解

2. 西方社会的自由和平等是相对的,在文中展现的隐性的种族主义值得人们深思

3. 如何真正实现“Love is Color-blind”,实现各种族、各国人民的平等与尊重