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1、,3,Unit 6 War and peace,FOREIGN LANGUAGE TEACHING AND RESEARCH PRESS HEBEI UNIVERSITY,Objectives,Section A Under the bombs: 1945,Project of the unit,Inspiring your thoughts,Enhancing your skills,Presenting your project,Project forecasting,Inspiring your thoughts,Enhancing your skills,Presenting your

2、 project,Project of the unit,Lead-in,Watch the video clip and discuss the following question in pairs.,Step 1,Talking about the cruelty of war,Task,Lead-in,Project of the unit,According to the video, how did war affect peoples daily life?,Injury to people. Death. Daily life full of digging shelters.

3、 Vacant city. Slowdown economy.,Work in groups and discuss the following question.,Step 2,Lead-in,Project of the unit,What would you feel if you were under the air raid?,Scared. Want to find some shelter / run for life. Want to find parents and family members. Hate the enemy. Hate the war. Want to f

4、ight back.,Lead-in,Inspiring your thoughts,Enhancing your skills,Presenting your project,Project of the unit,Project forecasting,Please get prepared by doing the following activities.,Although war seems far away from our lives, it happens in the other corner of the world the very minute we study or

5、play. War affects not only the officers and soldiers in the battlefield but also the common people who are in the rear area. By the end of this unit, you are expected to write a descriptive essay on the following topic: The cruelty of war in my eyes.,Project of the unit,Global understanding,Detailed

6、 understanding,Enhancing your skills,Presenting your project,Project of the unit,Inspiring your thoughts,Skim the text in two minutes and then answer the following questions.,1) What type of writing is the text? 2) What does the author mainly talk about in the text? 3) What order does the text gener

7、ally follow?,Global understanding of the text,Task 1,Inspiring your thoughts,Global understanding,Description.,His experience during the war.,Time order.,Read the text again. Try to figure out the general structure of the text.,Inspiring your thoughts,Task 2,Identifying the structure of the text,Glo

8、bal understanding,Paras. 1-2: Beginning of the war. Paras. 3-5: Running away. Paras. 6-8: Suffering in winter. Para. 9: Feelings about the war.,Step 1,Work in groups and tell one another how you identified the text structure.,Step 2,Inspiring your thoughts,Global understanding,There are many words o

9、f time and place in the text which help the reader identify the flow of ideas or information, such as: Para. 1: Today, when I look back, ; It begins with Para. 3: Its night Para. 4: Im walking with my sister beside a wagon. Para. 6: When winter comes, Para. 8: One day Para. 9: I cant quite remember

10、when or how the war ended for us; my mind is always drawn back to that first day in the meadow, ,Global understanding,Detailed understanding,Enhancing your skills,Presenting your project,Project of the unit,Inspiring your thoughts,Inspiring your thoughts,Why does the author run toward the forest in

11、the direction of the falling bombs? What does it imply? What does the author think of their flight when he sees that everyone is running away? What does it indicate? 3) Why does the author write in detail his grandfathers situation? What does the author want to convey by describing the “increasingly

12、 appalling landscape” (Para. 5)? Why does the authors mother stand brooding at the window for hours with a fixed stare? Why does the author regard the metal container as something valuable?,Read the text again and answer the following questions.,Detailed understanding,Task 1,Detailed understanding o

13、f the text,Why does the author run toward the forest in the direction of the falling bombs? What does it imply?,Because he has not grown accustomed to war and cannot conceive of the danger, and he is fascinated by the bombs explosion. The naivety of the author mirrored the cruelty and mercilessness

14、of the war.,Inspiring your thoughts,Reference answers：,Detailed understanding,to be continued,2) What does the author think of their flight when he sees that everyone is running away? What does it indicate?,The author feels that flight has suddenly become some kind of higher necessity, some new form

15、 of life. It indicates that the sudden imperativeness of flight because of the war disturbed and overturned the childs peaceful and carefree life.,Detailed understanding,Inspiring your thoughts,to be continued,Why does the author write in detail his grandfathers situation?,Because the author wants t

16、o take his grandfather, a victim of war, as a typical example to reveal the helplessness of individuals in the cruel war.,Detailed understanding,Inspiring your thoughts,to be continued,4) What does the author want to convey by describing the “increasingly appalling landscape” (Para. 5)?,By describin

17、g the “increasingly appalling landscape”, the author wants to convey that war only brings people huge disasters, destroying everything without mercy and ruining peoples life completely.,Detailed understanding,Inspiring your thoughts,to be continued,5) Why does the authors mother stand brooding at th

18、e window for hours with a fixed stare?,Because she is worried and helpless. They have nothing to eat, and she doesnt know whether they can survive the severe war.,Detailed understanding,Inspiring your thoughts,to be continued,6) Why does the author regard the metal container as something valuable?,B

19、ecause they have nothing to eat and the sugar residue inside the container serves as their only nutrition for days.,Detailed understanding,Inspiring your thoughts,1) Does war solve problems, or create new ones in todays world? 2) Can you name several factors contributing to a war? 3) How do you thin

20、k about the relationship between war and peace?,Discuss the following questions in groups:,Detailed understanding,Inspiring your thoughts,Task 2,Critical thinking,1) Does war solve problems, or create new ones in todays world?,War sometimes does help solve some tough problems such as territory dispu

21、tes, but it can never solve them once and for all. Losers may take revenge on winners several years later or even decades later, and then wars will continue on and on. Common people will live in constant chaos of war and suffer the most. National hatred between the countries involved in wars will be

22、 triggered and will remain in peoples hearts for many years.,Reference answers：,Detailed understanding,Inspiring your thoughts,to be continued,2) Can you name several factors contributing to a war?,There are many factors that are widely believed to contribute to a war in human history, such as terri

23、tory expansion or dispute, economic crisis, terrorism, religious conflict, etc.,Reference answers：,Detailed understanding,Inspiring your thoughts,to be continued,3) How do you think about the relationship between war and peace?,It is war that inflicts devastation and destruction. It is peace that fa

24、cilitates long lasting prosperity and happiness. Any peace brought by war is just temporary. Only the sincere desire for peace radiating from peoples hearts can bring about world peace.,Reference answers：,Detailed understanding,Inspiring your thoughts,Language learning,Language focus,Presenting your

25、 project,Project of the unit,Inspiring your thoughts,Structure analysis,Develop a descriptive essay,Enhancing your skills,Language highlighting,Match the verbs with their explanations.,Step 1,Step 2,Make a sentence with each verb.,Step 3,Share your sentences in the class.,Enhancing your skills,Langu

26、age focus,Language learning,Task 1,Learning verbs to describe war,radiate evacuate inflict flush summon overturn brood,Read the text and find at least five nouns that are related to war.,Step 1,Step 2,Share your answers in groups.,Step 3,Work together on more words and enlarge your vocabulary about

27、war.,Enhancing your skills,Language focus,Language learning,Task 2,Learning nouns about war,About weapons: bomb, airplane, landmine, air raid, ammunition, battle, battlefield, war equipment, gunpowder, explosion About effects: hunger, tragedy, death, flight, casualty, massacre, corpse, disaster, slu

28、m, damage, suffering, destruction, terror, violence, fear, devastation, loss, wartime,Enhancing your skills,Language focus,Language learning,Reference answers：,a bomb hidden under the ground that explodes when sb. moves over it bullets, bombs, etc. that can be fired from a weapon a poor area of a to

29、wn A dead body, esp. of a human being the killing of a lot of people sb. or sth. that is damaged or suffers as a result of sth. else,Figure out the nouns that are described as follows.,landmine ammunition slum corpse massacre casualty,Step 4,Enhancing your skills,Language focus,Language learning,Fil

30、l in the blanks with the words or phrases in the box.,stray inflict huddle together weave ones way around / through / to sth.,1) Dont _ damage on any person. 2) An 8-year-old boy was killed by a _ bullet. 3) It was so cold outside that beggars had to _ for warmth. 4) There were so many people in the

31、 street that William had to _ the crowds.,inflict,stray,huddle together,weave his way through,Step 1,Enhancing your skills,Language focus,Language learning,Task 3,Using words and phrases,pervasive casualty appalling overturn fly at,5) The lorry veered out of control, _ and smashed into a wall. 6) He

32、 lives with a _ sense of guilt. 7) In this fire accident, most of the _ were women. 8) The mad man suddenly _ me; he was kicking and scratching, and all I could do was to call for help. 9) They have been living under the most _ conditions for two months.,pervasive,overturned,casualties,flew at,appal

33、ling,Enhancing your skills,Language focus,Language learning,Choose no less than five words or phrases from the following list and write a passage in groups to describe the cruelty of war.,Step 2,Enhancing your skills,Language focus,Language learning,vi. if things radiate from a central point, they s

34、pread out in different directions from that point 從中心向四周散開；從中心輻射狀發(fā)出,Task 4,Detailed learning of key vocabulary,Translation: 在巴黎，街道以凱旋門為中心向四方伸展。,Avenues radiate from the Arc de Triomphe in Paris.,Enhancing your skills,Language focus,Language highlighting,v. 1. produce heat, light, or energy 輻射；發(fā)射,Tra

35、nslation: 冬天，厚厚的墻壁白天吸收太陽的熱量，晚上釋放出熱量。,In the winter, the thick walls absorbed the suns warmth during the day and radiated the heat at night.,Enhancing your skills,Language focus,Language highlighting,v. 2. show a particular feeling or attitude in your expression or behavior 流露，顯示（感情或態(tài)度）,Translation:

36、盡管她聲音沒變，但我還是感受到了她所流露出的怒氣。,Her voice hadnt changed but I felt the anger that radiated from her.,Enhancing your skills,Language focus,Language highlighting,radiate from: spread out from sb. or sth., as with rays 自發(fā)出,Translation: 帳篷吸收著地面散發(fā)出來的熱量以及太陽光線的熱量。,The tents were collecting both the heat that rad

37、iated from the ground and the rays that came from the sun.,Enhancing your skills,Language focus,Language highlighting,v. leave a building or other place because it is not safe 撤離，撤出（某危險建筑物或地方）,Translation: 大學化學實驗室著火了，校警讓所有人盡快從大廈中撤離。,The college chemistry lab was on fire, and the campus police told e

38、veryone to evacuate the building as quickly as possible.,Enhancing your skills,Language focus,Language highlighting,n. C 1. the untidy shape that things make when they are twisted round each other or round sth. else 糾結(jié)的一團；亂糟糟的一堆,Translation: 原來的計算機和電話系統(tǒng)如今只剩下亂糟糟的一團電線。,A tangle of wires is all that re

39、mains of the computer and phone systems.,Enhancing your skills,Language focus,Language highlighting,n. C 2. a situation that is difficult to deal with because things are not organized properly 混亂,Translation: 我們雇了一位律師來理清這起法律糾紛的頭緒。,We employed a lawyer to straighten our legal tangle.,Enhancing your s

40、kills,Language focus,Language highlighting,v. 1. (also up) become twisted together, or make sth. become twisted together, in an untidy mass（使）纏結(jié)在一起；（使）亂成一團,Translation: 我的新長裙纏進了自行車輪子里。,My new long skirt got tangled up in the wheel of my bike.,Enhancing your skills,Language focus,Language highlightin

41、g,v. 2. ( with sb. / sth.) become involved in a quarrel or fight with sb. / sth. 與某人吵嘴或打架；與某事有糾葛,Translation: 我不應(yīng)該與彼特吵架，他的塊頭比我大。,I shouldnt tangle with Peter; he is bigger than me.,Enhancing your skills,Language focus,Language highlighting,v. 1. (of an idea, an influence, a feeling, etc.) affect eve

42、ry part of sth.（ 思想、影響、感情等）感染，傳播，擴散,Translation: 金錢的力量浸透著我們生活的方方面面。,The power of money permeates every aspect of our existence.,Enhancing your skills,Language focus,Language highlighting,v. 2. (of a liquid, gas, etc.) spread to every part of an object or a place（ 液體、氣體等）滲透，彌漫，擴散,Translation: 花朵的芬芳彌漫

43、著每個房間。,The fragrance of flowers permeates every room.,Enhancing your skills,Language focus,Language highlighting,vt. 1. (also up) manage to produce a quality or a reaction that helps you deal with a difficult situation 鼓起（勇氣）；振作（精神）,Translation: 經(jīng)歷了一個漫長的無眠之夜后，露絲深吸一口氣， 鼓起所有的勇氣把她決定要說的事情講了出來。,After her

44、 long, sleepless night, Ruth took a deep breath and summoned all her courage to put into words what she had decided to say.,Enhancing your skills,Language focus,Language highlighting,vt. 2. (fml.) officially order sb. to come to a place, esp. a court of law 召見，召喚，傳喚（某人到庭）,Translation: 今天下午院長已經(jīng)召集所有教師

45、開會，討論學校預(yù)算縮減的問題。,The dean has summoned all teaching staff to a meeting for a discussion of the schools budget cuts this afternoon.,Enhancing your skills,Language focus,Language highlighting,a. 1. (of people and their behavior) innocent and simple 天真的；率直的,Translation: 總的說來，人一開始都是天真無邪的兒童，然后成長為成熟的大人。但有一

46、些人似乎拒絕長大。,Generally, humans start as naive young children and grow into mature adults, but there are some, who, it seems, resist growing up.,Enhancing your skills,Language focus,Language highlighting,a. 2. lacking experience of life, knowledge or good judgment and willing to believe that people alwa

47、ys tell you the truth 毫無經(jīng)驗的；幼稚的； 無知的；輕信的,Translation: 指望任何社會都能一勞永逸地解決面臨的所有社會問題是幼稚的。,It is naive to expect that any society can resolve all of the social problems it faces, once and for all.,Enhancing your skills,Language focus,Language highlighting,Enhancing your skills,Language focus,Language highl

48、ighting,Task 5,Sentence analysis,1. I have not yet grown accustomed to war and cant relate into a single chain of causes and effects these airplanes, the roar of the bombs, the earth radiating out from the forest, and my seemingly inevitable death. (Para. 2),The direct objectives of relate are: thes

49、e airplanes, the roar of the bombs, the earth radiating out from the forest and my seemingly inevitable death. Into a single chain of causes and effects is the indirect objective of relate.,The latter part of the sentence means: I dont know that it is the planes that drop the bombs, and that the exp

50、losions of the bombs raise the earth out from the forest, and that all these may lead to my probably inescapable death.,Translation: 我還沒有習慣戰(zhàn)爭，也不能把這些飛機、炸彈的轟鳴、森林那邊飛濺開來的泥土以及我看似必然的死亡聯(lián)系成單一的因果關(guān)系。,Enhancing your skills,Language focus,Language highlighting,1. I have not yet grown accustomed to war and cant

51、relate into a single chain of causes and effects these airplanes, the roar of the bombs, the earth radiating out from the forest, and my seemingly inevitable death. (Para. 2),try as I might = although I try hard,War inevitably inflicts is an attributive clause modifying suffering to express that suf

52、fering is inescapable in a war.,Enhancing your skills,Language focus,Language highlighting,2. Try as I might, I still cant understand what we could have done to justify all the suffering war inevitably inflicts. (Para. 9),Translation: 無論我如何努力，我還是不清楚當初到底我們做了什么， 要讓我們承受戰(zhàn)爭不可避免帶來的所有這些傷害。,1. It begins wit

53、h my suddenly noticing . (Para. 1),Task 6,Language appreciation,Enhancing your skills,Language focus,Language highlighting,In this text, the narrative present is used. As we learned in B1U2, with a narrative present, the story which happened in the past is written in present tense in order to create

54、 a sense of urgency and immediacy and produces the effect of great vividness. Meanwhile, the use of first person narrative poses a feeling of the reader being right there, seeing through the main characters eyes and thinking their thoughts.,2. “Stay down,” I hear my mothers trembling voice, “Dont mo

55、ve!” (Para. 2),The short, brisk sentences such as Stay down and Dont move create a sense of danger, unease and anxiety and reflect the helpless and frightful atmosphere prevalent among people under war.,Enhancing your skills,Language focus,Language highlighting,Work in groups, find more examples of

56、short and powerful sentences from the text.,1. That way is death. (Para. 2) 2. Where to, I dont know; (Para. 3) 3. All highways, roads, and even country paths are a tangle of wagons, carts, and bicycles, with bundles and suitcases, and innumerable terrified, helplessly wandering people. Some are run

57、ning away to the east, others to the west, north, south; they run in circles, fall from profound fatigue, sleep for a moment, then begin anew their aimless journey. (Para. 3) 4. We mustnt get lost, my mother warns; (Para. 3) 5. He cant move; he is paralyzed, another casualty of a landmine. (Para. 4)

58、,Enhancing your skills,Language focus,Language highlighting,Reference answers：,3. Were entering an increasingly appalling landscape. Theres smoke on the horizon, the blaze of battle fading. We pass by deserted villages, solitary, burned-out houses. We pass battlefields dense with the garbage of aban

59、doned war equipment, bombed-out railway stations, overturned cars. It smells of gunpowder, and of burning, decomposing meat after a massacre. Everywhere are the corpses of horse, too defenseless in this human war. (Para. 5),Enhancing your skills,Language focus,Language highlighting,In this paragraph

60、, sensory language is used to describe the appalling landscape and helps create a vivid picture which makes the reader feel as if he / she were present at the scene.,Enhancing your skills,Language focus,Language highlighting,Very often the perceptions through sight are presented. But to some extent

61、we can also describe senses of touch, hearing, smell, and perhaps even taste.,Step 1,Divide the class into five groups, each assigned with one of the five senses: sight, touch, hearing, smell, or taste.,Step 2,Students work in groups and work out at least three words that are associated with the sen

62、ses they are assigned with.,Enhancing your skills,Language focus,Language highlighting,Do the following activities and appreciate the true-to-life picture that sensory language brings about.,Sight: red, green, triangular, round, smile, blood Touch: soft, hard, rough, smooth Hearing: hum, muffle, rum

63、ble, pop, ping, roar Smell: rancid, fragrant, smoky, stinky Taste: sour, salty, sweet, bitter ,Enhancing your skills,Language focus,Language highlighting,Reference answers：,Work in groups and find the sensory language from the text. Discuss how they help the description of war.,Step 3,Enhancing your

64、 skills,Language focus,Language highlighting,It begins with my suddenly noticing 12 distant silver points in the clear brilliant sky (sight) filled with an unfamiliar abnormal hum (hearing). (Para. 1) Suddenly, nearby, at the edge of the forest, theres the tremendous roar of bombs exploding (hearing

65、). From my standpoint, I see gigantic fountains of earth spraying upward (sight). (Para. 2),Theres smoke on the horizon, the blaze of battle fading. We pass by deserted villages, solitary, burned-out houses. We pass battlefields dense with the garbage of abandoned war equipment, bombed-out railway stations, overturned cars (sight). (Para. 5) It smells of gunpowder, and of burning, decomposing meat after a massacre (smell). (Para. 5),Enhancing your skills,Language focus,Language highlighting,Language highlighting,Language learning,Language focus,Presenti