Unit4ThenextstepGrammarandusageThoughtsonthedesign:本单元的内容是修辞典故。语言是文化的载体，是文化的结晶，又是文化的重要组成部分，典故中潜藏着大量的语言文化信息，是语言的重要组成部分。了解典故的出处与内涵，就能准确地理解其寓意，欣赏其魅力，对跨文化交际很有必要，无论是在书面语中，还是在口头语中，习语使用的频率都很高，有着重要的交际功能。本单元用一课时教学，采用发现法教学方法，即教师呈现语法结构，学生在感知和理解的基础上，通过观察和发现，从而归纳出语法规则。通过多媒体的导入和活动的开展，学生在准备、参与的过程中会充分体现教学目标，以亲历亲为的感受去领悟语言语法知识。TeachingAims:Afterlearningthegrammar,thestudentswillbeableto:1.Knowwhatanallusionis,howanallusionisused,andhowtounderstandanallusion;2.Applywhattheyhavelearnedcorrectly.Teachingprocedures:Step1Lead-inGetthestudentsenjoythefollowingpicturesandanswersomequestions.Question:CanyouguessthemeaningofeachpictureinChinese?[Explanation]利用图片、音像资料创设情境，以学生熟悉的内容为切入点，将枯燥的语法知识讲解转化为生动的生活情景，使课堂活动栩栩如生，让学生在逼真的生活空间中领悟典故语法知识的内涵，欣赏典故英语语言的魅力。Step2Moreinformationaboutthetopic1.WhataretheexpressionsabovecalledinChinese?典故Allusions;Whenwerefertowordsorphraseslikethesetotalkaboutanotherpersonorthing,weareusingallusions.2.DoyouknowsomeEnglishallusions?(allusionsinreadingpart)Scrooge—Samsavedeverypennyhehadinordertobuyanewbike.Infact,someofhisfriendssaidhewasabitofaScrooge.(Acharacterwhoisextremelymean.ItcomesfromthenovelAChristmasCarol).3.IntroducemoreallusionsinEnglish.asacredcow—Thispolicy,whichusedtobeverysuccessful,remainsasacredcow,thoughitnolongermeetstheneedsofthecurrentsituation..(Someoneorsomethingthatisheldinhighregardandcannotbeharmed.Itisfromreligion).beoverthemoon—Terrywasoverthemoonbecausehisfavouriteteamhadjustwonthechampionshipmatch.(Someonewhoisveryhappy.Itisfromworks).Pandora’sbox—HowcouldwehaveknownthatbyapplyingforacreditcardwewereopeningPandora’sbox.(Oneactionhascausedalotofbadthingstohappen.Itcomesfromworks).Waterloo—Afterspendingallhismoneyandfailingtoraisefundsforhisproject,heisfacinghisWaterloo.(Afinaldefeatorfailure.Itcomesfromhistory).MotherTeresa—ShehasdonealotofcharityworkthisyearandisarealMotherTeresa.(Apersonwhoworksselflesslyforothers.Itcomesfromreallife).[Explanation]典故往往会导致理解上的障碍或造成误解。中国人在口头或书面表达事物及思想感情时经常使用典故，巧妙地运用典故，不仅会使文章多姿多彩，而且寓意深刻，令人回味。英语中典故也是非常丰富的，通过配对练习，唤起学生的求知兴趣。学生的思维随着练习的展开逐步深入，感知典故的魅力。Step3Furtherunderstanding1.Thewaysofmakinganallusion.a.examplesfromliteratureb.examplesfromreligionc.examplesfromworksd.examplesfromhistorye.examplesfromreallife2.Fillintheblanks.AllusionsComefromThemeaningsLeiFengReallifeTodescribeapersonwhoiskindandreadytohelpothers.MonaLisaAworkofartTodescribeapersonwithcharmingsmile.LinDaiyuThenovelRedMansionTodescribetheyoungladywhoissentimentalandsickish.Judas犹大TheBibleTodescribesomeonewhobetraytheirfriendsorbeliefs.[Explanation]先阅读领悟再练习巩固，任务型活动辅助语法教学，让学生在实践中领会语法知识，“在做中学”。以具体的任务为载体，以完成任务为动力，把知识和技能融为一体，有利于引导学生形成“为用而学、在用中学、学以致用”的良性学习循环和思维习惯。Step4Practice1.Readtheinstructionandthetabletounderstandthemeaningofeachallusion.(1)MickeyMousec...
