Step 1: Lead-in (5 minutes) 第一步：导入与讲解（5分钟） Five typical pictures about the 9/11 terrorist attack will be shown to the students on the PowerPoint, and the following questions will be asked. PPT展示5张代表性图片，还原9/11事件，并引导学生对人们在灾难来临时的反应开展常识性推断或推测，导入本堂课要讲内容。 1. Can you recognize this disaster? Do you think its’ a horrible disaster? Yes.It’s 9/11 terrorist attack. 2. When and where did it happen? It happened on September 11th, 2001 in New York. 3. How do you think people in the building would react in such a situation? People would act differently. Some would just run away for life; some might stay to offer help; some might be shocked too much to react. 4. What should we do when disaster happens? Open for discussion. Step 2: Students’ Presentation and Feedback(10 minutes) 第二步：学生课堂报告及教师评价与评鉴（10分钟） 1. Two pairs of students will share with their classmates some impressive behaviors in escaping the disaster they have collected about 9/11. (5 minutes) 两组学生报告课下所搜集的有关9/11事件中的救援和互相帮助的行为表现； 2. They will invite classmates to talk about their feelings on the behaviors they provide (3 minutes). 邀其他学生谈感受； 3. Teacher’s feedback on students’ performance (2 minutes). 教师对学生表现进行点评。 Step 3: Text Analysis (68 minutes) 第三步：授课内容实施（68分钟） 1. Plot and character analysis(5 minutes) Students will read Part 1 and Part 2 by skimming, finding out thetime,locationandkey charactersincluding their behaviors so as to figure out theplot of the story. 1.故事情节梳理和人物分析（5分钟） 学生略读Part1和Part2三分钟，找出事件发生的时间、地点、关键人物及其行为表现，勾勒故事情节。 2. Summarizing the gist of each paragraph(5 minutes)
Students are supposed to find in each paragraph the topic sentence or key words, and then summarize the gist of each paragraph. 2.段落大意总结（5分钟） 快速阅读段落，启发学生找出每段主旨句或关键词,总结段落大意。 3. Key words explanation(40 minutes) Based on an understanding of the main idea, students will be encouraged to summarize the meaning and uses of the key words by themselves. Examples and translation practices about these words will help students to use them appropriately. 3.重点词汇意思及用法讲解（40分钟） 在总体把握文章和段落大意的基础上，引导学生总结归纳重点词汇的意思和用法，采用例句和翻译练习，助学生对其得体运用。 The key words to be explained include:lash, scoff, sway, illusion, devastating, glance at, purgatory, dilemma, confusion, transfer, reassuring and panic, etc. Details are: （1）Lash:hit violently or suddenly vt. Sentence translation: ² 那个农民用木棍抽打着驴子。 The farmer lashed the donkeys with a stick. ² 海浪拍打着海岸。 The waves lashed the shore. Collocation: lash out (at / against sb. / sth.):make a sudden violent attack with blows or words （2）Scoff: laugh (at) vi. Sentence translation: ² 嘲笑贫困的人们是不礼貌的。 It is rude to scoff at those underprivileged. Derivation: scoffern.嘲笑者 Synonym:jeer, mock （3）Sway:move or swing from side to side vi. E.g. He swayed slightly, as if about to fall. 他身子一歪，像要倒下。 Synonym:swing, wave Sentence translation: ² 那棵苹果树在风中摇曳。 The apple tree sways in the wind. ² She swayed her hands gracefully as she gave lectures. 她演讲时优雅地摆动着手。 （4）Illusion:sth. that deceives a person by seeming to be real n. Sentence translation: ² 墙四周的镜子给人一种空间比较大的感觉。 The mirrors all round the walls give an illusion of greater space. ² I have no illusions about my ability. 我对自己的能力如何颇有自知之明。 Derivation: illusivea. illusivelyad. Collocation: be under the illusion that: believe wrongly I was under the illusion that he was honest until he was caught stealing some money. 他偷钱当场被人抓住，在此之前我一直误以为他是个老实人。 （5）Devastating: completely destructive a. Sentence translation: ² 这是百年不遇的洪水。 It is the most devastating flood in 100 years. Derivation: devastatevt. devastationn. Synonym: disastrous, destructive （6）Glance at:look at sb. or sth. quickly, esp. by raising your eyes and then lowering them again Sentence translation: ² 校长瞥了一眼时钟，宣布会议开始。 The president glanced at the clock and announced that the meeting started. （7）Purgatory:a place or condition of great suffering n. Sentence translation: ² 这次破坏性大地震把人们的家园变成了炼狱。 The devastating earthquake changed people’s home into a purgatory. Synonym: torture, plague Derivation: purgatoriala. （8）Dilemma：a situation in which it is very difficult to decide what to do, because all of the possible courses of action seem equally good or equally bad n. Sentence translation: ² The only way out of this dilemma is to cooperate within the group. 面对这样的两难境地，唯一的出路就是在团队内合作。 Collocation: in a dilemma ² Mary was in a dilemma whether to marry or continue her study. 玛丽在结婚和继续学业方面陷入两难。 （9）Confusion:a very disorganized situation usually with lots of noise, in which a lot of things are happening at the same time, so that it is difficult to understand or control n. Sentence translation: ² The enemy’s unexpected attack threw them into total confusion. 敌人的突然进攻突袭使他们完全不知所措。 Derivation: confuseda. confusevt. （10）Transfer:a change from one place to another n. ² The headmaster arranged for his transfer to another school. 校长安排他转到另一个学校。 vt. move sth. / sb. from one place to another ² The head office has been transferred from London to New York. 总部已由伦敦迁至纽约。 Synonym: remove, hand over Derivation: transferablea. （11）Reassuring:making sb. feel less worried or frightened a. Sentence translation: ² Before commencing the performance, she gave me a reassuring smile. 开始表演前，她自信地朝我微笑了一下。 ² 总统就国家的未来发表了信心满满十足的演讲。 The President gave a reassuring speech about the future of the country. Derivation: reassurancen. reassurevt. reassuringlyad. Antonym: threatening, discouraging （12）Panic:be suddenly frightened by sth. vt. Sentence translation: ² 鞭炮响声吓坏了小鸡。 The firecrackers panicked the chicks. ² 一声枪响吓坏了饭店里的顾客。 The shot panicked all the customers in the restaurant. Collocation: panic sb. into doing sth.:make sb. do sth. unwise or hasty because of panic ² The banks were panicked into selling sterling. 银行因恐慌而抛售英国货币。 4.Absolute Structure (8 minutes) Absolute Structure appears twice in the text, in Paragraph 8 and Paragraph 10 respectively. Based on an understanding of the examples in the text, the teacher and students will collaborate in summarizing the structural features, major functions and possible mistakes in using it so as to improve students’ identification and use of this grammatical device. 4.独立主格结构的讲解（8分钟） 文章中作者两次使用了独立主格这一语法现象，分别出现在第8段和第10段。在讲解中,教师将和学生一起总结归纳独立主格结构的形式特点和主要功能及易犯错误，提高学生对独立主格的识别和运用能力。 Definition:An Absolute Structure is usually composed of a noun or a pronoun plus an adjective, adverb, infinitive, or prepositional phrase. This structure has no grammatical relation to the main clause in the sentence and is therefore called independent “Absolute Structure”. It usually serves as a subordinate clause or an adverbial in a sentence, indicating causes, time, conditions, means, or accompanying situation, etc. 定义：“独立主格结构”是由名词或代词作为逻辑主语，加上分词、形容词、副词、动词不定式或介词短语作为逻辑谓语构成。这种结构在形式上与主句没有关系，通常称为“独立主格结构”。 虽然叫做独立主格结构，并不是真正的独立，它还是一种从属分句，在句中有多种作用。如：表原因、表时间、表条件、表方式、表伴随等，在句中通常起状语作用。 Structural features: 1) noun + past participle E.g. He went back upstairs, the whole area now filled with smoke and burning jet fuel (文中例句). 2) noun + adj. E.g. The men moved slowly forward, neck deep in the water. 3) noun + gerund E.g. The rain having stopped, he went out for a walk. 4) noun + prepositional phrase E.g. The man entered the forest, gun in hand. 5) noun + adv. E.g. Lunch over, he left the house. 6) noun + noun E.g. He fought the wolf, a stick his only weapon. 结构特点： 1）名词+过去分词 2）名词+形容词 3）名词+动名词 4）名词+介词短语 5）名词+副词 6）名词+名词 Functions:adverbials of cause, time, conditions, means, or accompanying situation, etc. For more information about this grammatical device, students are advised to log onto the webpage ofhttp://www.yygrammar.com/Article/nomi/. 功能： 独立主格在句子中一般做原因状语、时间状语、条件状语、方式状语和伴随状态。获得更多关于独立主格的知识，可以浏览下面的网址： http://www.yygrammar.com/Article/nomi/。 5. Rhetorical feature(10 minutes) Contrast: In Part 1, the image of “drawstring” was used, the motion of which implies the steadiness of the building and disaster respectively, formulating acontrast. Parallel structure: Aparallelstructure is used in paragraph 4 and 5 of Part 2. Students’ ability to spot and use these rhetorical features is expected to improve through the explanation of their definition, classification and examples. 5.修辞特点的分析（10分钟） 在文章的第一部分，作者以世贸大楼上的“拉绳”这一意象为切入点，以绳子的纹丝不动暗示大楼的坚固，以绳子的剧烈摇动来暗示灾难的来临，运用了对比的修辞手法。第4和第5段运用排比结构表明了灾难来临时人们命运的脆弱和不堪一击。 通过对这两个修辞手法的讲解和运用，增强学生对该修辞手法的识别能力和运用能力。 Step 4: Summary (5 minutes) Key points and difficult points of the lecture will be summarized by the teacher. 第四步：要点总结（5分钟） 教师用英语总结本节课所学重点及难点。 Step 5: Assignment (2 minutes) 1. Remember the key words in Part 1 and Part 2, and finish part 2 of the vocabulary exercise; 2. Write a story about 200 words that happened in disasters around you, using at least one parallel structure or contrast in your essay; 3. Preview the following paragraphs and get ready for the next class. 第五步：作业布置（2分钟） 1） 识记文中所讲生词并完成课后习题Vocabulary部分第二题。 2） 写一个发生在你身边的灾难中的故事，200字左右，至少运用本节课所学一个修辞手法。 3） 预习课文其余段落中的语言点，为下节课做准备。 |
