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现代大学英语精读教案
《综合英语》Ⅰ、Ⅱ、Ⅲ、Ⅳ课程教学大纲
课程编号：6100111、6100121、6100131、6100141
学分：24 学时：384
执笔者：蒋学清、刘小燕 编写日期：2003年6月
内容简介
一、课程的性质和目的
《综合英语》是为高等学校英语专业本科生基础阶段开设的专业必修课，为期２年，即四个学期。累计（96+96+96+96）384学时。该课程的前提是学生在语音方面，能熟练地运用拼读规则和音标读生词；能比较流利地朗读浅易材料，语音、语调大体正确。在语法方面，能识别词类；基本掌握名词、代词、数词、常用介词和连词、形容词和副词、冠词的用法及句法功能，了解动词的时态、语态及不定式和分词的用法。在词汇方面，认知词汇不少于2，000个；熟用1，200个左右的常用词和一定数量的短语。了解基本构词法。在听力方面，能听懂教师的讲课；听懂浅易材料，理解正确率达到70%。在口语方面，能熟练地就课文内容进行问答和讨论；能就日常话题进行初步的交际。在阅读方面，能读懂浅易读物并掌握主要内容和中心思想。在写作方面，能在20分钟内写出100个单词左右的短文，表达清楚，无严重语法错误。
本课程是一门综合英语技能课，其主要目的在于培养和提高学生综合运用英语的能力。主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力。熟悉中国传统文化；熟悉英语国家的地理、历史、发展现状、文化传统、风俗习惯；具有较多的人文知识和科技知识；具有较强的创新意识和一定的创新能力。教师应鼓励学生积极参与课堂的各种语言交际活动以获得基本的交际技能，并达到《英语专业教学大纲》所规定的听、说、读、写、译等技能的要求，为升入高年级打下扎实基础。
二、课程教学内容
第一阶段：语音阶段
重点是整顿提高学生的语音、语调和朗读技巧。具体要求见《语音》课程教学大纲。
第二阶段：综合英语课
综合英语课(即精读课)重点在口笔头运用能力的训练上，并训练学生的阅读理解能力与阅读技能，与单项技能课相辅相成。特点在于所使用的语言材料是系统的、精选的，技能的训练是综合的。整个教学按以下模式循序渐进：
I级(第一年第一学期)的任务：在96学时内完成第一册的教学，要求大力盘活中学所学内容，狠抓语音，侧重听说。具体为：
1． 改变观念：帮助学生尽快熟悉大学学习环境和自主学习方法；使学生养成良好的学习习惯；培养学生的独立工作能力。引导学生改变应试学习的观点，逐步树立“To
know English is to speak English.”的观念。
2． 语音：通过一对一纠音练习，语音模仿秀等，整顿学生的语音面貌，提高学生的朗读技巧。
3． 词汇和语法：盘活中学所学语法和词汇，使之成为语言交际的实际技能。认知词汇3000-4000个(其中含中学已学2 000个)，熟用其中1600-1800个及其最基本的搭配。
4． 听力：能在15分钟听写根据已学知识编写的材料(词数120左右，念四遍，第一、四遍语速为每分钟100个词，第二、三遍根据意群停顿)，错误率不超过8%。
要求学生每天收听CRI及VOA的Special English。熟悉新闻广播的特点和语速。
5． 口语：能使用课文中的重点词汇和短语复述课文；能用英语正确表达所学的功能意念，以达到实际交流运用的目的。内容有：
1)问候与道别(Greetings & farewell)
2)相互介绍; 询问事物(Introducing others/oneself; Identifying objects)
3)描述事物；谈论工作(Describing an object; Talking about one’s job)
4)获取信息及告之对方信息(Getting & giving information)
5)解释原因及询问理由(Giving & asking for reasons)
6)建议(Making suggestions)
7)感情喜恶(Likes & dislikes)
8)激动与惊奇(Excitement & surprise)
9)主动提供帮助(Offering)
10)征询及提供意见(Asking & giving advice)
11)允许，许可/不许可(Asking for/giving/refusing permission)
12)请求(Making requests)
13)问路(Asking & giving directions)
14)比较(Making comparison)
15)抱怨和道歉(Complaining & apologizing)
6． 阅读和写作：能读懂词汇量为2500的浅易材料及简易读物，阅读速度每分钟60-80个词，理解基本正确，能抓住中心大意。对重点句子能够释义。学会初步使用“英英”词典(Longman
Dictionary of Contemporary English 或Oxford Learner’s Dictionary
of Current English)。能改写课文，能书写简单应用文，无重大错误。
7． 翻译：能根据词汇或句型提示完成课后的翻译练习。
II级(第一年第二学期)的任务：在96学时内完成第二册的教学，要求继续大力盘活中学所学内容。巩固学生良好语音。培养学生独立工作能力（如记笔记、会使用参考书查阅课文相关背景及人物等）具体为：
1． 语音：能自觉模仿和纠音，有初步节奏感和语调。
2． 语法和词汇：掌握各种从句句型和时态，语态。认知词汇达4000-5000个，熟用其中2500个及其最基本搭配。提高语法和词汇的活用能力。
3． 听力：听懂VOA慢速新闻广播和文化节目，抓住主要内容。能在15分钟内听写根据已学知识编写或选用的录音材料（词数150左右，念四遍，语速100单词/分），错误率不超过10%。
1）询问对某人/物的印象及如何表达印象（Asking about & expressing impressions）
2) 表达忧虑和担心(Expressing worries & concerns)
3) 表达受挫和恼怒 (Expressing distress & annoyance)
4) 表达可能与不可能 (Expressing possibility & impossibility)
5) 询问和表达意见 (Asking & expressing opinions)
6) 表达满意和不满意 (Expressing satisfaction & dissatisfaction)
7) 表达愿望和悔意 (Expressing wishes & regrets)
8) 表达意图 (Expressing intentions)
9) 表示警告 (Expressing warnings)
10) 发布命令 (Expressing commands)
11) 表达愤怒 (Expressing anger)
12) 表达肯定和不肯定 (Expressing certainty & uncertainty)
13) 赞成和反对 (Expressing agreement & disagreement)
14) 表达失望 (Expressing disappointment)
15) 表示相信和怀疑 (Expressing belief & disbelief)
5. 阅读和写作: 能阅读难度相当于Thirty-Nine Steps(简写本)的浅易读物及Reader’s Digest, 速度80-120词/分,
理解大意, 对难句能够释义（paraphrase）。熟悉记叙文、说明文等各种文体。能改写或缩写课文内容。能正确书写便条等应用文。能熟练使用《英汉大词典》和英英词典(如Longman
Dictionary of Contemporary English)。
6．翻译：能独立并正确完成课后翻译练习。
III级(第二年第一学期)的任务：在96学时内完成第三册的教学，继续打好语言基本功，在狠抓听说的前提下，加强对写作和翻译能力的训练。指导学生进行广泛阅读，进一步扩大知识面，提高对英语国家社会、文化等方面的了解。具体为：
1． 语音：语音、语调准确。
2． 语法和词汇：语法要查漏补缺，加大练习。了解句子之间和段落之间衔接手段。能够对所学文章的语言技巧，篇章结构及文体修辞进行分析。借助构词法，大力扩充词汇量。使总词汇量再增加1500-2000。
3． 听力：能大致听懂VOA正常速度和BBC新闻节目的主要内容。能在15分钟内听写根据已学知识编写或选用的材料（150-180词左右，语速120词/分），错误率不超过10%。
4． 口语：应由第一年的问答应对及简单复述过渡到较长的叙述、描写以及初步分析和辩论的能力的培养上。 能对专项话题发表自己的观点，语言流畅，无重大语法错误。
5． 阅读和写作：能读懂英语国家出版的中等难度的各种材料和文章以及难度相当于The Moon Is Down的文学原著和Reader’s
Digest等报刊。阅读速度100-140词/分。能在5分钟内速读1000词左右、中等难度的文章，掌握文章大意。能用英语解释文中难句（paraphrase）。
能识别不同文体及修辞手段。懂得如何欣赏文学原著。能写摘要，能在30分钟内，模仿不同文体，写出长度150-200词的短文。条理清楚，语言正确。
6． 翻译：能独立完成老师给定的各种翻译练习。译文通顺。
VI级(第二年第二学期)的任务：在96学时内完成第四册的教学，要求全面完成基础阶段的训练，努力加强写作和翻译能力的训练。具体为：
1． 语音：发音正确；朗读、说话节奏感好。发音技巧运用恰当，语调准确。
2． 语法和词汇：语法继续查漏补缺，同时要更加突出句法，要更加重视语法在交际中的实用功能。提升学生对语法的掌握和运用能力。认知词汇5500-6500，正确而熟练使用其中3000-4000个及其最基本的搭配。
3． 听力：听懂VOA正常速度和BBC新闻节目的主要内容。能在15分钟内听写根据已学知识编写或选用的材料（200词左右，语速120词/分），错误率不超过8%。
4． 口语：能就热点话题分析辩论，条理清楚，论点明确。用词得体，语言流畅，无重大语法错误。
5． 阅读和写作：能读懂难度相当于美国Newsweek的国际新闻快报。能批判性地阅读一些文学原著。阅读速度120-180词/分。能在3-4分钟内速读1000词左右、中等难度的文章，掌握文章大意。
加大不同文体的写作训练，观点新颖；能根据作文题目、提纲或图表等在30分钟内写出长度150-200词的短文。内容切题，结构严谨，条理清楚，语法正确。并能根据提示在10分钟内写出60词左右的应用文。
6． 翻译：能独立完成老师给定的各种翻译练习。译文忠实、通顺。
三、课程教学的基本要求
对英语专业本科生而言，英语精读课是一门最主要的课程。它是英语学习的核心，通过精读课，学生可以学到英语语言知识，并能培养学生运用语言知识的综合能力。因此，本课程以课堂讲授为主，要求学生课前预习，广泛查阅各种资料（包括互联网资源）；课上做好笔记；课后复习，背诵课文重点段落。做到基本功扎实，在听说读写等方面全面得到训练和发展。
讲课中注意知识的层层递进，具有连续性，语言点突出，讲解清晰准确，通过典型例句解释语言现象。课堂上，遵循精讲多练，以学生为主的原则，采取问答、复述、听写、讨论、讲故事、表演等有利于学生学习英语并能引发学生对英语学习兴趣的多种课堂活动的方式，以便达到教学目的。本课程是培养学生综合能力、较好地掌握各门专业课程所必需的基础课，教学时应综合运用各门学科的理论和原则，为学生专业课的学习打下良好的基础。每天除了要布置具体作业外，还要敦促学生阅读指定的课外读物，写好英文日记。教师认真检查和批改。
期末成绩评定：1）每天课前口语操练（新闻播报、时政讨论、小幽默等）占成绩总评5%；2）课堂活动参与性（回答问题、表演等）占5%；3）作业（作文+翻译+英文日记等）占5%；4）三次月考，分别占10%、20%和20%。5）期末考，占35%。
适应专业：英语专业
先修课程：本课程的先修课为《听力》、《语法》和《语音》
开课（归口）单位：人文学院外语系
建议教材与教学参考书
[1] 黄源深，虞苏美等主编，《综合英语教程》（1-4册），高等教育出版社，1998
[2] 杨立民主编， 《现代大学英语》，外语教学研究出版社，2001
[3] 李观仪主编，《新编英语教程》，上海外语教育出版社，1999
[4] 《高等学校英语专业英语教学大纲》，外语教学研究出版社，. 上海外语教育出版社，2000
[5] Jack C. Richards,《剑桥国际英语教程》，外语教学研究出版社，2000
[6] Longman Dictionary of Contemporary English, 外语教学研究出版社，1995
[7] Collins English Dictionary for Advanced Learners, 2001
授课教案:现代大学英语精读第一册
Unit 1 Half a day
学校：北京交通大学 课程名称：综合英语
学院：人文与社会科学院 教学对象：英语专业本科一年级
教学目的 1. 了解作者及其背景知识；
2．熟悉本文使用的写作手法；
3．掌握修辞疑问句、倒装句等修辞手法；
4．熟练掌握三类构词法；
5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。
教学内容 1. 热身
2．作者
? 教育与背景
? 主要著作
? 创作观
3．作品赏析
? 结构分析
? 如何赏析文学作品
? 扩展式讨论
4．写作技巧
? 省略疑问句和修辞疑问句
? 倒装句
? “with”独立结构
5．语言理解
? 长难句解析
? 核心词汇学习
? 介词练习
? 构词法：前缀
6．课堂讨论
7．练与讲
教学重点 1. 文学作品的赏析；
2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构
3．构词法：前缀
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。
Half a Day
By Naguib Mahfouz
Picture Talking for Warming-up (10 minutes)
Today, we will study Half a day by Naguib Mahfouz. Let’s first appreciate
The Persistence of Memory, 1931 by Salvador Dali (萨尔瓦多-达利的油画《记忆的永恒》).
Can you find any clue about life and time from the picture? Do you
know any sayings or quotes wise enough to express your feelings?
I will write down a couple on the blackboard as hints.
Let’s categorize the sayings and quotes according to the implications
they carry. Hopefully, some expressions may help you better understand
the story Half a Day, and meanwhile, you will find it excellent
to have lots to express yourself in both writing and speaking.
Quotes and sayings
劝诫 “They always say time changes things, but you actually have to
change them yourself.” --Andy Warhol
感慨 “Life is short and time is swift.”
无奈 "Time is a great teacher, but unfortunately it kills all
its pupils." --Hector Berlioz
More quotes and sayings of time and life:
? If you want to make good use of your time, you've got to know
what's most important and then give it all you've got.
--Lee Iacocca
? Nothing is worth more than this day.
--Johann Wolfgang von Goethe
? Every second is of infinite value.
--Johann Wolfgang von Goethe
? Half our life is spent trying to find something to do with the
time we have rushed through life trying to save.
--Will Rogers
? Don't say you don't have enough time. You have exactly the same
number of hours per day that were given to Helen Keller, Pasteur,
Michaelangelo, Mother Teresea, Leonardo da Vinci, Thomas Jefferson,
and Albert Einstein.
--H. Jackson Brown, Jr.
? Time is what we want most, but what we use worst.
--William Penn
课前口头描述图画练习 （10分种）
由口头描述相关图画入手，以了解学生预习课文内容的深度，提高学生描述场景的口语表达能力，帮助学生把扩充词汇量和在具体情景中使用词汇有机结合起来。课前有趣的话题、竞争的气氛和合作的态度也有助于加快学生进入最佳的学习状态。
? Time is but the stream I go a-fishing in.
--Henry David Thoreau
But what minutes! Count them by sensation, and not by calendars,
and each moment is a day.
--Benjamin Disraeli
? Men talk of killing time, while time quietly kills them.
--Dion Boucicault
? The time for action is now. It's never too late to do something.
--Carl Sandburg
? “How we spend our days is, of course, how we spend our lives.”
--Annie Dillard
? Make today the first day of the rest of your life.
? The only thing constant is change.
? “Time lost is time when we have not lived a full human life, time
unenriched by experience, creative endeavor, enjoyment, and suffering.”
--Dietrich Bonhoeffer
? "Be mindful of how you approach time. Watching the clock
is not the same as watching the sun rise."-- Sophia Bedford-Pierce
? To live is so startling it leaves little time for anything else.
--Emily Dickinson:
Reference 1: About The Persistence of Memory, 1931 by Salvador Dali
萨尔瓦多-达利(SalvadorDail)，1904年5月11日生于西班牙菲格拉斯，1989年1月23日逝世。西班牙超现实主义画家和版画家，以探索潜意识的意象著称。与毕加索、马蒂斯一起被认为是二十世纪最有代表性的三个画家。
他是一位具有卓越天才和想象力的画家 。在把梦境的主观世界变成客观而令人激动的形象方面，他对超现实主义、对20世纪的艺术做出了严肃认真的贡献。达利的一生充满了传奇色彩。除了他的绘画，他的文章、口才、动作、相貌以及胡须均给欣赏他的人们留下了扑朔迷离的印象。
柔软的钟表是达利最广为人知的题材。达利著名的油画《记忆的永恒》、雕塑《时间的贵族气息》、《时间马鞍》、《时间的侧影》等都出现了仿佛是快被烈日晒化的钟表。柔软的钟表达了达利与时间之间的狂热关系，以及他对时间的制约性和时间对记忆固有的重要性的理解。达利经常把时间的使者——钟描绘得软绵绵的，这种象征主义的手法只限于他所痛恨的事物。在《达利的秘密生活》一书中，他指出：“机械从来就是我个人的仇敌；至于钟表，它们注定要消亡或根本不存在。”
Background Information (40 minutes)
I. Naguib Mahfouz—— Education & Background
Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter
of Cairo, the youngest son of a merchant. He studied philosophy
at King Faud I (now Cairo) University, graduating in 1934. He worked
in university administration and then in 1939 he worked for the
Mini-stry of Islamic Affairs. He was later Head of the State Cinema
Organisation at the Ministry of Culture. He also worked as a journalist.
Although widely translated, his works are not available in most
Middle Eastern countries because of his support of Sadat's Camp
David initiative. In 1994 he survived an assassination attempt by
Islamic extremists.
背景知识 （40分钟）
通过问答和讲解的方式，帮助学生了解
1. 纳吉布?马福兹所受教育和一般背景;
He is married, has two daughters and lives in Cairo.
Naguib Mahfouz —— important works
Naguib Mahfouz was the first Arab to win the Nobel prize for literature,
in 1988. He has been described as "a Dickens of the Cairo cafés"
and "the Balzac of Egypt".
He is now the author of no fewer than 30 novels, more than 100 short
stories, and more than 200 articles. Half of his novels have been
made into films which have circulated throughout the Arabic-speaking
world.
Mahfouz began writing when he was 17. His first novel was published
in 1939 and ten more were written before the Egyptian Revolution
of July 1952, when he stopped writing for several years. One novel
was republished in 1953, however, and the appearance of The Cairo
Trilogy in 1957 made him famous throughout the Arab world as a depictor
of traditional urban life.
Works of his second writing period:
The Children of Gebelawi (1959)
The Thief and the Dogs (1961)
Autumn Quail (1962)
Small Talk on the Nile (1966)
Miramar (1967)
several collections of short stories.
III. Naguib Mahfouz —— how he pictures the world
The picture of the world as it emerges from the bulk of Mahfouz's
work is very gloomy indeed, though not completely despondent. It
shows that the author's social utopia is far from being realized.
Mahfouz seems to conceive of time as a metaphysical force of oppression.
His novels have consistently shown time as the bringer of change,
and change as a very painful process, and very often time is not
content until it has dealt his heroes the final blow of death.
To sum up, in Mahfouz's dark tapestry of the world there are only
two bright spots. These consists of man's continuing struggle for
equality on the one hand and the promise of scientific progress
on the other; meanwhile, life is a tragedy.
Reference 2: Midaq Alley (DVD available)
Plot Summary for Callejón de los milagros( Midaq Alley), El (1995)
2. 纳吉布?马福兹的主要著作:阿拉伯世界的第一位诺贝尔文学奖获得者;
3. 纳吉布?马福兹笔下的世界: 无尽的拼搏与悲剧的人生
Based on the Nobel Prize Winner's novel, the Egyptian Naguib Mahfouz.
The story, translated from El Cairo to Mexico City's downtown, narrates
the life of the members of the neighbourhood and the connection
between them Don Ru, the owner of the local pub; Eusebia, his wife;
Guicho, his son and Abel his friend, who emigrate to USA in search
of fortune; Susanita, the single landtender always dreaming to marry
a good man; Jimmy, the pub's employee, who extracts the money when
Don Ru is not there and finally marries Susanita; Alma, the very
good looking girl, the Abel's dream, who becomes a luxury prostitute
while he's away, etc. This movie won the Ariel (the Mexican Oscar)
as best movie in 1995
Text Appreciation (50 minutes)
I. Structure of the text (10 minutes)
The text can be conveniently divided into three parts. In the first
part (para.1-7), we learn about the boy’s misgivings about school.
He found it hard to be away from home and mom, and thought school
was punishment. The second part (para.8-16) describes how the boy
felt about school. He found that life at school was rich and colorful
in many ways, although it also required discipline and hard work.
In the last part of the text, the boy walked out of the school to
find that the outside world had changed beyond measure and that
he had grown into an old man.
= 2 \* ROMAN II. How to appreciate literature (15 minutes)
? Plot of the story:
? Setting of the story:
? Protagonist v.s. Antagonists:
? Drama of the story lies in:
? Writing technique: (Have you ever read a story using the similar
technique?)
? Theme of the story:
= 3 \* ROMAN III Further discussion (15 minutes)
1. Read the following suggestions made by the father. Which ones
do you agree with and which ones not? Have you ever been given some
suggestions by your parents when entering the university? List them
out.
? School is a place that make useful men out of boys.
? Don’t you want to be useful like your brothers?
? Put a smile on your face and be a good example to others.
? Be a man.
? Today you truly begin life.
? …
2. From the description between Para.8 and Para.16, we can see
different aspects of school life. Try to list as many aspects as
possible in the following table.
3. In the last part of the text, the boy walked out of the school
to find that the outside world had changed beyond measure. How might
he feel about the changes? List exact words that support your choice.
4．After-class thinking
? "who, through works rich in nuance - now clear-sightedly
realistic, now evocatively ambiguous - has formed an Arabian narrative
art that applies to all mankind”
After reading “Half a Day”, how do you understand the comment on
Naguib Mahfouz?
? Great works never fail to reveal the common human experience.
After reading the story, do you feel emotionally or spiritually
touched? Why or why not?
Writing devices (30 minutes)
Ⅰ. Elliptical question & rhetorical question
“Why school?” I asked my father. “What have I done?”
A: Headmaster: We want you to go and tell the boy’s parents the
news.
B: Teacher: Why me?
Father: We’ll go to Tianjin this weekend.
Daughter: What for?/ Why this weekend?/Why Tianjin?
Don’t you want to be useful like your brothers?
Can’t you see I’m busy? (Don’t disturb me!)
What good is a promise for an unemployed worker?
Does nothing ever worry you?
Please give more examples.
Ⅱ. Inverted sentences
… here and there stood conjurers showing off their tricks, or making
snakes appear from baskets.
Conjurers stood everywhere. They were showing off their tricks or
making snakes appear from baskets.
More examples:
? There are some exceptions to this reaction.
? Were there no air on the earth, there would be no life on it.
? In no case should we waste our time.
? There goes the bell.
? Away hurried the customers.
Ⅲ. “with” absolute structure
课后思考讨论
写作技巧（30分钟）
1．省略疑问句和修辞疑问句
2． 倒装句
3．“with”独立结构
Then there was a band ..., with clowns and weight lifters walking
in front.
More examples:
? He stood there with a stick in his hand. (with + n. + prep.)
? Paul soon fell asleep with the light still burning. (with + n.
+ participle)
? She can’t go out with all these dishes to wash. (with + n. + to
do.)
? He was lying on the bed with all his clothes on. (with + n. +
adv. )
Language Understanding （60 minutes）
I. Sentence Paraphrase (20 minutes)
1. They did not make me happy, however, as this was the day I was
to be thrown into school for the first time.
What does “they” refer to?
What does the narrator imply by using “to be thrown into school”?
2. My mother stood at the window watching our progress, and I turned
towards her from time to time, hoping she would help.
? What does “progress” mean here?
? What kind of help could his mother offer?
? What does the sentence tell us about the boy’s relationships with
his parents?
3. a street lined with gardens …
a street where there are gardens … along both sides
lined with …: past participle phrase used here to modify “a street”.
It can be regarded as a relative clause cut short, eg.
personal cgmputers (that are) made in China
4. I did not believe there was really any good to be had in tearing
me away from my home and throwing me into the huge, high-walled
building.
There is no good to be had in doing sth.
It is no good/use doing sth.
5. … from each floor we were overlooked by a long balcony roofed
in wood.
… on one side of the courtyard was a building with a long wood-roofed
balcony on each floor where we could be seen. Or
… from the balcony on each floor of the building people could see
the pattern into which we formed.
6. Well, it seemed that my misgivings had had no basis.
Well, perhaps my doubt, worry and fear about what school would be
like were all groundless. Or
Well, it seemed that I was wrong to think that school was a dreadful
place.
7. In addition, the time for changing one’s mind was over and gone
and there was no question of ever returning to the paradise of home.
There is no question (of doing): there is no possibility
Besides, it was impossible for us to quit school and return to the
good old days when we stayed home playing and fooling around all
day. Our childhood was gone, never to come back.
8. Nothing lay ahead of us but exertion, struggle, and perseverance.
nothing but: only
We would have to do our best and keep working very hard until we
finished school. This is what I imagined our school days would be
like. Or
The kind of life that was waiting for us at school would be full
of exertion, struggle and perseverance.
9. Those who were able took advantage of the opportunities for success
and happiness that presented themselves.
to present itself/ themselves: (formal) to appear, happen
If there came opportunities, capable students would seize them to
achieve success and happiness.
Ⅱ. Word study (20 minutes)
1. to make sb./sth. (out) of sb./sth.
It’s a place that makes useful men out of boys.
(make boys become useful men)
eg.
The army made a man of him.
He said the Government were frightened of nothing. The real trouble
was we were making a mountain out of a molehill.
2. There is no good to be had in doing sth.
It is no good/use doing sth.
There is no good to be had in buying a boat when you don’t have
enough spare time to use it.
It’s no good crying over spilt milk.
It is worth doing well what is worth doing.
it is no (not much) good
it is no (not any, hardly any, little) use
it is useless
it is not the slightest use
it is worth(worthwhile)
there is no (no good, no use)
There is no denying that women are playing an important role in
the world today.
3. to tear sb. away from a place
to (make sb.) leave a place or a person unwillingly because one
has to
eg.
Can’t you tear yourself away from the TV for dinner?
I found the program absolutely fascinating. I couldn’t tear myself
away—even to finish an urgent e-mail.
4. to cling to sth.
to hold tightly; not release one’s grip on
eg.
The little child clung to his mother for comfort.
Some of the victims of the fire climbed out of the building, clung
to the window ledges for a minute or two and then dropped to their
death a hundred feet below.
She still clings to the belief that her son is alive.
5. burst into (tears, sobs; laughter, a guffaw, song)
begin, suddenly and/or violently, to cry, laugh, sing etc.
eg.
Aunt Annabel, who has been nervous and jumpy lately, suddenly burst
into tears.
As the comic got into his stride, the audience burst into hoots
of laughter.
cf.
The aircraft turned on its back and burst into flames.
The orchards seemed to have burst into blossom overnight.
I mentioned the incident later to a tailor friend and he burst out
laughing/crying.
6． sort people into ranks
put ... in order; arrange
They sorted the apples according to size into large ones and small
ones.
cf.
She spent a happy afternoon sorting out her coins and stamps.
It’s no good standing back and waiting for things to sort themselves
out.
7．to resort to
to make use of ; to turn to sth. (esp. sth. bad) as a solution
eg.
Terrorists resorted to bombing city centers as a means of achieving
their political aims.
These are means we have never resorted to to obtain information.
8．to present oneself
to appear, happen
eg.
When the chance to study at Harvard presented itself, I jumped at
it.
He was ordered to present himself at the chairman’s office at nine
o’clock next morning.
Guess the word meaning
They unwrapped their Christmas presents.
His wife presented him with a brand-new baby girl.
His sudden resignation presents us with a tricky situation.
The National Theatre is presenting “King Lear” next month.
It was unfair to discuss his case if he wasn’t present.
III. Preposition exercises（5 minutes）
Fill in the blanks with proper prepositions.
The change of air is particularly beneficial _______ her health.
He is now convinced ______ the truth of the report.
Please do not be irritated _______ his bad manners since he is merely
trying to attract attention.
The old woman is unbearably curious _______ other people’s business.
Prefixes (15 minutes)
Fill in the blanks with proper words having the required prefix.
After class, study such words as much as possible.mis-= wrong(ly),
bad(ly), ill (misgiving…)
1. The irresponsible of a drunken driver resulted in an accident.
2. ___________ never come singly.
3. I like your plan in principle; my only is that it may take too
long to carry out.
4. How can we clear up the between the two families?
Fill in the blanks with proper words having the required prefix.
After class, study such words as much as possible.
over- = above, across, beyond (overlook, …)
1. The fire was completely by daybreak.
2. Water from the kitchen sink onto the floor.
3. Our garden is from the neighbor’s windows.
4. Well, I’ll it this time; but don’t do it again.
Fill in the blanks with proper words having the required prefix.
After class, study such words as much as possible.
var(i)=diverse, to change (vary, variation, various, variety, ...)
1. Features such as height, weight, and skin color ____ from individual
to individual and from face to face.
2. The weatherman broadcasts the ________ in temperature twice a
day.
3. The remarkable _______ of life on the Galopagos Islands inspired
Charles Darwin to establish his theory of evolution.
In-class discussion and presentation (40 minutes)
1. If you had only half a day left to live, what would you most
want to do? List the top five things you would do and give us your
reason.
2. Suppose the narrator found his home at last. What would happen
after that?
3. Work in group. Make up your own story of “Half a Day” and perform
it.
Textbook exercises (70 minutes)
1. In-class news report
2. In-class dictation
2．P.11-P. 21 (Contemporary College English 1)
授课教案:现代大学英语精读第一册
Unit 2 Maheegun My Brother
学校：北京交通大学 课程名称：综合英语
学院：人文与社会科学院 教学对象：英语专业本科一年级
教学目的 1. 了解作品主旨，强化人与自然和谐共处意识；
2．熟悉本文使用的主要语言风格；
3．熟练掌握倒装、明喻与暗喻等修辞手法；
4．理解熟悉描述动物动作语汇；
5．通过深刻理解文章内涵，培养学生相关的讨论能力，同时掌握文中的核心语言点。
教学内容 1. 热身
2．背景知识
? 狼的智慧
? 关于狼的语汇
? 复活节
3．作品赏析
? 结构分析
? 文本赏析
4．语言风格
? 倒装
? 明喻与暗喻
? 丰富的动作语汇
5．语言理解
? 长难句解析
? 核心词汇学习
? 语法词汇练习
6．课堂讨论
7．练与讲
教学重点 1. 关于作品主题的赏析与讨论；
2．深入了解背景知识；
3．修辞手法的鉴赏――倒装；明喻与暗喻；丰富的动作语汇；多样的狩猎语汇和天气语汇；
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
Picture Test for Warming-up (20 minutes)
Today, we will study Maheegun My Brother by Eric Acland. Let’s first
test your wolf IQ by answering the following questions and let’s
see how well you did. Then let’s check the answers and raise your
wolf IQ.
WOLF IQ TEST
A. Which wolf, now extinct, had evolved mainly in South America?
A. Mexican Wolf B. Dire Wolf C. Red Wolf B. The red wolf is _________
the gray wolf. A. smaller than B. the same size as C. larger than
C. The dominant member of the wolf pack is referred to as which
wolf? A. Alpha B. Beta C. Omega D. Generally, how old are wolf pups
before they can walk? A. Three hours B. Three days C. Three weeks
E. Wolves use __________ for individual as well as pack development.
A. Sleep B. Play C. Aggression F. How successful are wolves when
hunting their prey? A. Not Very Successful B. Mostly Successful
C. Always Successful G. To signal alarm, a wolf will: A. Howl B.
Growl C. Bark H. A high, curled tail on a wolf is generally a sign
of: A. Dominance B. Fear C. Submission I. The survival and the future
of wolves will depend on: A. Sending wolves to Canada B. Making
wolves pets C. Increased education J. The story, Little Red Riding
Hood, portrays wolves A. Accurately B. Inaccurately C. Fairly
Keys and hints:
1. Which wolf, now extinct, had evolved mainly in South America?
A: The dire wolf, a larger and heavier relative of the gray wolf,
shared its habitat with the latter until about 7,000 years ago.
The dire wolf probably became extinct due to lack of large enough
prey.
2. The red wolf is _______ the gray wolf.
A: The red wolf is smaller than the gray wolf.
3. The dominant member of a wolf pack is referred to as which wolf?
A: There are usually two alpha animals in a pack; the alpha male
and the alpha female.
4. Generally, how old are wolf pups before they can walk?
A: Wolf pups can manage to get around the den site moderately well,
about three weeks after being born.
5. Wolves use _______ for individual as well as pack development.
A: Most scientists believe that the more intelligent the animal,
the greater the need to play. Playing strengthens social bonds,
relieves stress, and possibly serves as training for adult behaviors,
such as stalking and pouncing.
热身（20分钟）
由趣味活动入手，帮助学生扩充词汇量、拓宽视野，使学生以积极主动的心理状态进入到课文学习中。
6. How successful are wolves when hunting their prey?
A: Actually, wolves are not very successful, when hunting. In one
scientific study, wolves successfully hunted only 3% of a given
natural prey population over a specific period of time.
7. To signal alarm, a wolf will _______.
A: Wolves use a type of bark to signal alarm. This starts out as
a high-pitched sound or bark, which almost immediately turns into
a short howl. Wolves do not bark in the same manner that domestic
dogs do.
8. A high, curled tail on a wolf is generally a sign of _______.
A: Wolves carrying their tail high, with perked ears and upright
stance, are displaying dominance over other pack members.
9. The survival and future of wolves will depend on _______.
A: Aldo Leopold once said that "Only the Mountain has lived
long enough to listen objectively to the howl of the wolf."
Through education comes the objectivity which will allow us to better
understand, and live with, the wolf.
10. The story Little Red Riding Hood portrays wolves _______.
A: Wolves are not vicious killers. They are not saintly creatures.
They are animals which fit a role and fulfill a need in nature.
Wolves, like any other creature on the planet with the exception
of one, live in balance with the rest of nature. Stories which portray
the wolf as evil are portraying wolves inaccurately.
Reference 1: Survival of the wolf
The wolf today is an endangered species. This creature, which once
roamed freely over most of the North American continent is now only
found in isolated patches. The major reason for this endangerment
is that wolves do not mix with humans. Like many other forms of
wildlife, the wolves habitat has dwindled because of human development.
When wolves cannot find their prey in the wild, they have been known
to kill domesticated animals, from cattle to a family's pet. As
a result, the wolf has been one of the wild enemies of mankind,
to be demonized in children's fairytales.
Public sentiment is now swaying in favor of the wolves. Yet there
are still many issues to consider about trying to build the wolf
population back up and off the endangered list. The same public
who are now wolf advocates may feel differently when a wolf makes
lunch out of a treasured pet. Wolves need unsettled land to roam,
breed, kill and survive. More and more humans want to live amongst
the wildlife. These well-intentioned people are also posing a threat
to the wolves future. A balance must be achieved so wolves can flourish
with minimal harm, financial or otherwise, to the humans that share
their habitat.
The key to human understanding of wolves must come through education.
This education must be unbiased, so that people know that although
wolves are intelligent and beautiful creatures, they are wild animals,
not cute and cuddly like their domestic cousin, the dog.
Background Information (50 minutes)
I. WOLF WISDOM
Many of the prevailing stories depict wolves in a negative way--such
as in Aesop's Fables.
通过讨论的方式，帮助学生了解
1. 狼的智慧
In fiction, the wolf is sometimes represented as an evil, conniving
carnivore which preys on small children and livestock. While wolves
do sometimes prey on livestock, they are responsible for a very
small percentage of the livestock deaths in North America. Attacks
by healthy wild wolves on humans is almost unheard of, and there
has never been a fatal attack on a human by a healthy wild wolf
in North America. Those attacks that do take place might involve
an unhealthy wolf, or a human who is somehow inciting the wolf to
action or impinging upon the wolf's territory.
Other cultures have better views of the wolf. In Roman mythology,
the god Mars considered the wolf a sacred animal, and the founders
of Rome were raised by a wolf. Native Americans also hold the wolf
in high regard and believe that wolves carry characteristics that
humans should also find important, such as strong family structure
and teaching the young. Eastern Europeans often viewed wolves as
protectors of the harvest.
There seems to be very little in the way of a 'middle ground' about
wolves. They will probably always be both revered and hated. However,
As time passes and education efforts continue, these perceptions
seem to be changing to a more realistic view of the wolf as a vital
part of a balanced ecosystem.
II. Wolf Phrases
wcry wolf
wa lone wolf
wwolf in sheep's clothing
whave/hold a wolf by the ears
whave a wolf in the stomach
wkeep the wolf from the door
wsee a wolf
wugly enough to tree a wolf
wwake a sleeping wolf
wset the wolf to keep the sheep
= 3 \* ROMAN III． Easter
1． The Date of Easter
Prior to A.D. 325, Easter was variously celebrated on different
days of the week, including Friday, Saturday, and Sunday. In that
year, emperor Constantine issued the Easter Rule which states that
Easter shall be celebrated on the first Sunday that occurs after
the first full moon on or after the vernal equinox. The "full
moon" in the rule is the ecclesiastical full moon. It does
not always occur on the same date as the astronomical full moon.
The ecclesiastical "vernal equinox" is always on March
21. Therefore, Easter must be celebrated on a Sunday between the
dates of March 22 and April 25.
Easter 2004
Ash Wednesday is 25 February
Palm Sunday is 4 April
Good Friday is 9 April
(Western) Easter Sunday is 11 April
(Orthodox) Easter Sunday is 11 April
2. The Easter Bunny
The bountiful Easter bunnies have become the most favorite Easter
symbol. It's universal and secular in its appeal. And, most important
of all, it relates to Easter historically.
The ancient Egyptians related hares to the moon. Egyptian name for
hare was 'un', meaning 'open'. And they were beloved to be watching
the full moon opened eyes throughout the night.
Also the hare and eggs have to the Anglo-Saxon spring goddess Eostre.
Possibly, this is because both of them were regarded to be emblems
of fertility.
The German immigrants, who brought in most of the Teutonic Easter
traditions here, made rabbits so popular among the non-German kids.
The German children used to have rabbit's nests filled with decorated
eggs. They also used to build nests. They looked so attractive that
even the non-German kids demanded such gifts on the Easter.
3. The Easter Egg
As with the Easter Bunny and the holiday itself, the Easter Egg
predates the Christian holiday of Easter. The exchange of eggs in
the springtime is a custom that was centuries old when Easter was
first celebrated by Christians.
From the earliest times, the egg was a symbol of rebirth in most
cultures. Eggs were often wrapped in gold leaf or, if you were a
peasant, colored brightly by boiling them with the leaves or petals
of certain flowers.
Today, children hunt colored eggs and place them in Easter baskets
along with the modern version of real Easter eggs -- those made
of plastic or chocolate candy.
The Armenians would decorate hollow eggs with pictures of Christ,
the Virgin Mary, and other religious designs
4. Easter Egg Games
On Easter morning the children of the house join in a search to
locate the eggs that the Easter Bunny had hidden while they where
asleep. The searching might continue though out the house with the
older children helping the youngest. Sometimes prizes of candy are
awaiting the child finding the most eggs
Easter egg hunts can are also part of a community's celebration
of holiday. The eggs are hidden in public places and the children
of the community are invited to find the eggs
The rules of an Easter Egg Roll are to see who can roll an egg the
greatest distance or can make the roll without breaking it, usually
down a grassy hillside or slope
Maybe the most famous egg rolling takes place on the White House
Lawn. Hundreds of children come with baskets filled with brightly
decorated eggs and roll them down the famous lawn, hoping the President
of the United States is watching the fun.
5. The Lovely Lily of Easter
Who doesn't love to have the nice white lily as part of the Easter
gift?
In fact, the lovely white trumpet lily has been enjoying a great
favor in being included as a principal item for church decoration
for quite some time. A perfect gift of nature to beautify our Easter.
Isn't it?
But its acceptance in America, as such, dates back around the 1800s.
It came in with the rise in the Easter observances by the Protestants
in America. And, strange, it took some more time to find a widespread
acceptance.
In the 1880s, while in Bermuda, Ms Thomas P Sargent became familiar
with a beautiful lily that blooms naturally in springtime. She just
fell for this lovely white 'Bermuda' lily. She brought its bulbs
in back home in Philadelphia. There, a nursery man, called William
Harris, fostered its popularity among other florists. Following
this it did not take long for the flower to win the hearts of million
to be the main flower of the Easter floral arrangements.
6. Easter Island
Easter Island is over 2,000 miles from the nearest population center,
(Tahiti and Chile), making it one of the most isolated places on
Earth. A triangle of volcanic rock in the South Pacific - it is
best known for the giant stone monoliths, known as Moai, that dot
the coastline. The early settlers called the island "Te Pito
O Te Henua" (Navel of The World). Admiral Roggeveen, who came
upon the island on Easter Day in 1722, named it Easter Island.
Text Appreciation (60 minutes)
I. Structure of the text (10 minutes)
The story can be roughly divided into four parts: the first three
paragraphs serve as the introduction. The second part describes
the happy days the boy and Maheegun had together in the short period
of less than a year, and how Maheegun returned to the wild where
he belonged. Next is the reunion of the two when the boy’s life
was endangered by two hungry wolves. In the concluding part, the
brothers returned to the place where they each belonged – the boy
to his warm home and his loved ones, the world to his kind in the
wild. The story beings in spring and ends in early spring, in the
normal sequence of Nature.
= 2 \* ROMAN II. How to appreciate literature (20 minutes)
? Plot of the story:
? Setting of the story:
? Protagonist v.s. Antagonists:
? Drama of the story lies in:
? Writing technique:
? Theme of the story:
Language and style (30 minutes)
Ⅰ. Inversion
Gone was the puppy-wool coat.
In its place was a handsome black mantle.
In sailed Mrs. Yesno, wild anger, who demanded…
On the top was the clear outline of a great wolf sitting still.
There, about 50 feet away, crouched my two attackers…
There stood a giant black wolf.
Ⅱ. Simile & metaphor
We hunted the grasshoppers that leaped about like little rockets.
For the next two years I was as busy as a squirrel storing nuts
for the winter.
Gone was the puppy-wool coat. In its place was a handsome black
mantle.
Ⅲ. Action expressions
The writer is successful in his description of natural scenes, the
snowstorm, for example, and the wolf – his appearance, action and
mood. The text is rich in verbs, phrases and idioms denoting action.
Here are some describing Maheegun’s actions: upset, scatter, poke
his head around the corner, lay his head between his front paws,
turning his head this way and that, lick at the dried blood.
= 4 \* ROMAN IV. grouping words of hunting and weather
Language Understanding （60 minutes）
I. Sentence Paraphrase (20 minutes)
1. …Meheegun would poke his head around the corner, waiting for
things to quiet down.(5)
–(At such times) he would moved to and stay somewhere out of Grandma’s
sight, and wait until her anger died down.
vThe film crew waited for three hours for the sun to come up.
2．Gone was the puppy-wool coat. In its place was a handsome black
mantle. (6)
His skin changed. It used to be covered with soft thick hair, and
now it had turned into a beautiful black and was no longer woolly.
3．It all served to fog my mind with pleasure so that I forgot my
Grandpa’s repeated warnings, and one night left Maheegun unchained.
(8)
Although my Grandpa had told me to chain Maheegun at night, I forgot
to do so one night – I was so happy with him that my alertness slackened.
serve to do sth.: to have a particular effect or result.
fog: to confuse or hide
4．Then after a while, from the distance came a softer call in reply.
Maheegun stirred, with the deep rumble of pleasure in his throat.
He slipped down the rock and headed out across the ice.(14)
After a while, a less passionate cry came fromteh distance answering
Maheegun’s call. Maheegun moved, he seemed pleased, for I heard
a deep rolling sound of pleasure in his throat. Then he got down
from the rock and moved away across the ice.
5．A mile down the road I slipped into my snowshoes and turned into
the bush. (22)
After walking a mile along the road, I decided to cut through/take
a shortcut through the bush. So I quickly put on my snowshoes, left
eh road and moved into the bush.
6．A great white stillness had taken over and with it, biting cold.
(27)
The storm had blown itself out. Now nothing in this white world
moved. It was quiet and terribly cold.
7．Suddenly the world exploded in snarls. I was thrown against the
branches of the shelter.(33)
Suddenly with terrible snarls, the wolf began to attack. I was sent
flying and landed against the shelter.
Ⅱ. Word study (20 minutes)
1.
howl
rumble
snarl
whimper
2．
? take sb./sth. to : to make sb./sth. go from one level, or situation
to another
His job as a UN official took him to over sixty countries.
Her excellent performance soon took her to the top management of
the firm.
? take over: to gain control
Who do you think will take over now that the governor has been dismissed?
I’m feeling to tired to drive any more; will you take over?
? take its/their/a heavy toll on sb./sth.: to have a bad effect
on sb./sth.
His liver trouble has taken a heavy toll on him.
The destruction of the World Trade Center in New York is taking
its toll on US airlines.
3．
compound adjectives: n.+ -ed
moon-flooded cabin
snow-filled creek bed
blood-soaked bandage
thunder-struck crowd
sun-tanned arms
wind-driven generator
cloud-capped tower
4．only too: very
…but I knew only too well there should have been no creek there.
I shall be only too pleased to do my best in that line of work.
You know but too well to hold your tongue.
only to do sth: used to mention sth. that happens immediately afterwards,
esp. sth. that causes surprise, disappointment, etc.
I tried to travel west but only to hit the creek again.
He went to see her only to find the door was locked.
He returned after the war, only to be told that his wife had left
him.
Cf.
They belonged only to Maheegun and myself.
5．on one’s own: without help, alone独自地，独立地，主动地
So I decided to come back home on my own.
We should learn to tackle problems on our own.
They helped fetch water on their own.
Cf.
of one’s own 属于自己的
I have nothing of my own.
She has a mind of her own.
For reasons of his own, he refused to join the club.
6．thrill to sth.: (formal) to feel excited at sth.
The whole white world thrilled to that wild cry.
We thrilled to his tales of South Sea adventure.
What a thrilling game; the winner was in doubt until the last minute.
We were thrilled to hear about your new job.
Meeting the famous footballer was a great thrill for the children.
I felt a thrill of terror as the door began to creak open.
This is one of the best of American thrillers.
7．(all) for the best: best for the long run although sth. appears
bad or unpleasant
I tried to tell myself it was all for the best, but it was hard
to lose my brother.
His parents didn’t want him to work in London, but they knew it
was perhaps for the best.
Cf
Most athletes are at their best during their early manhood.
I was in the best of health and spirits.
8．see: to be the time when/ the place where an event happens; to
witness
The light of another day still saw no end to the storm.
September 11, 2001 saw a coordinated terrorist strike on the United
States.
The house saw many important meetings in the country’s history.
9．in(to) focus 焦点对准;清楚的,明白的
It was quite some time before my eyes came into focus enough to
see my grandfather sitting by my bed.
The image is in focus.
His explanation brought the meaning of the event into focus for.
She always wants to be the focus of attention.
The eyes of the world are focused of him.
Many firms are focusing on increasing their markets overseas.
III. Vocabulary and grammar exercises（10 minutes）
Many people complain of the rapid _______ of modern life.
A. rate B. speed
C. growth D. pace
w
wIt is a common theme in many fiction stories that the world may
one day be taken ________ by insects.
A. to B. apart
C. in D. over
w
wA sparrow is very ______ in its movement.
A. alert B. restless
C. numb D. mischievous
w
wI was ________ by a flat tire on my way home.
A. contained B. detained
C. maintained D. attained
w
w________, he does get irritated with her sometimes.
A. As he likes her much
B. Much though he likes her
C. Though much he like her
D. Much as he likes her
In-class discussion and presentation (40 minutes)
1. What roles do you think wild animals play in nature?
2. It is reported that several local people have been seriously
hurt by wild tigers in a far-reaching village in China. What measures
do you suggest taking to solve the dilemma?
3. Can you tell us a touching story between man and wild animals?
Textbook exercises (70 minutes)
1. In-class news report
2. In-class dictation
2．P.11-P. 21 (Contemporary College English 1)
授课教案:现代大学英语精读第一册
Unit 2 Maheegun My Brother
学校：北京交通大学 课程名称：综合英语
学院：人文与社会科学院 教学对象：英语专业本科一年级
教学目的 1. 了解作品主旨，强化人与自然和谐共处意识；
2．熟悉本文使用的主要语言风格；
3．熟练掌握倒装、明喻与暗喻等修辞手法；
4．理解熟悉描述动物动作语汇；
5．通过深刻理解文章内涵，培养学生相关的讨论能力，同时掌握文中的核心语言点。
教学内容 1. 热身
2．背景知识
? 狼的智慧
? 关于狼的语汇
? 复活节
3．作品赏析
? 结构分析
? 文本赏析
4．语言风格
? 倒装
? 明喻与暗喻
? 丰富的动作语汇
5．语言理解
? 长难句解析
? 核心词汇学习
? 语法词汇练习
6．课堂讨论
7．练与讲
教学重点 1. 关于作品主题的赏析与讨论；
2．深入了解背景知识；
3．修辞手法的鉴赏――倒装；明喻与暗喻；丰富的动作语汇；多样的狩猎语汇和天气语汇；
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
Picture Test for Warming-up (20 minutes)
Today, we will study Maheegun My Brother by Eric Acland. Let’s first
test your wolf IQ by answering the following questions and let’s
see how well you did. Then let’s check the answers and raise your
wolf IQ.
WOLF IQ TEST
A. Which wolf, now extinct, had evolved mainly in South America?
A. Mexican Wolf B. Dire Wolf C. Red Wolf B. The red wolf is _________
the gray wolf. A. smaller than B. the same size as C. larger than
C. The dominant member of the wolf pack is referred to as which
wolf? A. Alpha B. Beta C. Omega D. Generally, how old are wolf pups
before they can walk? A. Three hours B. Three days C. Three weeks
E. Wolves use __________ for individual as well as pack development.
A. Sleep B. Play C. Aggression F. How successful are wolves when
hunting their prey? A. Not Very Successful B. Mostly Successful
C. Always Successful G. To signal alarm, a wolf will: A. Howl B.
Growl C. Bark H. A high, curled tail on a wolf is generally a sign
of: A. Dominance B. Fear C. Submission I. The survival and the future
of wolves will depend on: A. Sending wolves to Canada B. Making
wolves pets C. Increased education J. The story, Little Red Riding
Hood, portrays wolves A. Accurately B. Inaccurately C. Fairly
Keys and hints:
1. Which wolf, now extinct, had evolved mainly in South America?
A: The dire wolf, a larger and heavier relative of the gray wolf,
shared its habitat with the latter until about 7,000 years ago.
The dire wolf probably became extinct due to lack of large enough
prey.
2. The red wolf is _______ the gray wolf.
A: The red wolf is smaller than the gray wolf.
3. The dominant member of a wolf pack is referred to as which wolf?
A: There are usually two alpha animals in a pack; the alpha male
and the alpha female.
4. Generally, how old are wolf pups before they can walk?
A: Wolf pups can manage to get around the den site moderately well,
about three weeks after being born.
5. Wolves use _______ for individual as well as pack development.
A: Most scientists believe that the more intelligent the animal,
the greater the need to play. Playing strengthens social bonds,
relieves stress, and possibly serves as training for adult behaviors,
such as stalking and pouncing.
热身（20分钟）
由趣味活动入手，帮助学生扩充词汇量、拓宽视野，使学生以积极主动的心理状态进入到课文学习中。
6. How successful are wolves when hunting their prey?
A: Actually, wolves are not very successful, when hunting. In one
scientific study, wolves successfully hunted only 3% of a given
natural prey population over a specific period of time.
7. To signal alarm, a wolf will _______.
A: Wolves use a type of bark to signal alarm. This starts out as
a high-pitched sound or bark, which almost immediately turns into
a short howl. Wolves do not bark in the same manner that domestic
dogs do.
8. A high, curled tail on a wolf is generally a sign of _______.
A: Wolves carrying their tail high, with perked ears and upright
stance, are displaying dominance over other pack members.
9. The survival and future of wolves will depend on _______.
A: Aldo Leopold once said that "Only the Mountain has lived
long enough to listen objectively to the howl of the wolf."
Through education comes the objectivity which will allow us to better
understand, and live with, the wolf.
10. The story Little Red Riding Hood portrays wolves _______.
A: Wolves are not vicious killers. They are not saintly creatures.
They are animals which fit a role and fulfill a need in nature.
Wolves, like any other creature on the planet with the exception
of one, live in balance with the rest of nature. Stories which portray
the wolf as evil are portraying wolves inaccurately.
Reference 1: Survival of the wolf
The wolf today is an endangered species. This creature, which once
roamed freely over most of the North American continent is now only
found in isolated patches. The major reason for this endangerment
is that wolves do not mix with humans. Like many other forms of
wildlife, the wolves habitat has dwindled because of human development.
When wolves cannot find their prey in the wild, they have been known
to kill domesticated animals, from cattle to a family's pet. As
a result, the wolf has been one of the wild enemies of mankind,
to be demonized in children's fairytales.
Public sentiment is now swaying in favor of the wolves. Yet there
are still many issues to consider about trying to build the wolf
population back up and off the endangered list. The same public
who are now wolf advocates may feel differently when a wolf makes
lunch out of a treasured pet. Wolves need unsettled land to roam,
breed, kill and survive. More and more humans want to live amongst
the wildlife. These well-intentioned people are also posing a threat
to the wolves future. A balance must be achieved so wolves can flourish
with minimal harm, financial or otherwise, to the humans that share
their habitat.
The key to human understanding of wolves must come through education.
This education must be unbiased, so that people know that although
wolves are intelligent and beautiful creatures, they are wild animals,
not cute and cuddly like their domestic cousin, the dog.
Background Information (50 minutes)
I. WOLF WISDOM
Many of the prevailing stories depict wolves in a negative way--such
as in Aesop's Fables.
通过讨论的方式，帮助学生了解
1. 狼的智慧
In fiction, the wolf is sometimes represented as an evil, conniving
carnivore which preys on small children and livestock. While wolves
do sometimes prey on livestock, they are responsible for a very
small percentage of the livestock deaths in North America. Attacks
by healthy wild wolves on humans is almost unheard of, and there
has never been a fatal attack on a human by a healthy wild wolf
in North America. Those attacks that do take place might involve
an unhealthy wolf, or a huean who is somehow inciting the wolf to
action or impinging upon the wolf's territory.
Other cultures have better views of the wolf. In Roman mythology,
the god Mars considered the wolf a sacred animal, and the founders
of Rome were raised by a wolf. Native Americans also hold the wolf
in high regard and believe that wolves carry characteristics that
humans should also find important, such as strong family structure
and teaching the young. Eastern Europeans often viewed wolves as
protectors of the harvest.
There seems to be very little in the way of a 'middle ground' about
wolves. They will probably always be both revered and hated. However,
As time passes and education efforts continue, these perceptions
seem to be changing to a more realistic view of the wolf as a vital
part of a balanced ecosystem.
II. Wolf Phrases
wcry wolf
wa lone wolf
wwolf in sheep's clothing
whave/hold a wolf by the ears
whave a wolf in the stomach
wkeep the wolf from the door
wsee a wolf
wugly enough to tree a wolf
wwake a sleeping wolf
wset the wolf to keep the sheep
= 3 \* ROMAN III． Easter
1． The Date of Easter
Prior to A.D. 325, Easter was variously celebrated on different
days of the week, including Friday, Saturday, and Sunday. In that
year, emperor Constantine issued the Easter Rule which states that
Easter shall be celebrated on the first Sunday that occurs after
the first full moon on or after the vernal equinox. The "full
moon" in the rule is the ecclesiastical full moon. It does
not always occur on the same date as the astronomical full moon.
The ecclesiastical "vernal equinox" is always on March
21. Therefore, Easter must be celebrated on a Sunday between the
dates of March 22 and April 25.
Easter 2004
Ash Wednesday is 25 February
Palm Sunday is 4 April
Good Friday is 9 April
(Western) Easter Sunday is 11 April
(Orthodox) Easter Sunday is 11 April
2. The Easter Bunny
The bountiful Easter bunnies have become the most favorite Easter
symbol. It's universal and secular in its appeal. And, most important
of all, it relates to Easter historically.
The ancient Egyptians related hares to the moon. Egyptian name for
hare was 'un', meaning 'open'. And they were beloved to be watching
the full moon opened eyes throughout the night.
Also the hare and eggs have to the Anglo-Saxon spring goddess Eostre.
Possibly, this is because both of them were regarded to be emblems
of fertility.
The German immigrants, who brought in most of the Teutonic Easter
traditions here, made rabbits so popular among the non-German kids.
The German children used to have rabbit's nests filled with decorated
eggs. They also used to build nests. They looked so attractive that
even the non-German kids demanded such gifts on the Easter.
3. The Easter Egg
As with the Easter Bufny and the holiday itself, the Easter Egg
predates the Christian holiday of Easter. The exchange of eggs in
the springtime is a custom that was centuries old when Easter was
first celebrated by Christians.
From the earliest times, the egg was a symbol of rebirth in most
cultures. Eggs were often wrapped in gold leaf or, if you were a
peasant, colored brightly by boiling them with the leaves or petals
of certain flowers.
Today, children hunt colored eggs and place them in Easter baskets
along with the modern version of real Easter eggs -- those made
of plastic or chocolate candy.
The Armenians would decorate hollow eggs with pictures of Christ,
the Virgin Mary, and other religious designs
4. Easter Egg Games
On Easter morning the children of the house join in a search to
locate the eggs that the Easter Bunny had hidden while they where
asleep. The searching might continue though out the house with the
older children helping the youngest. Sometimes prizes of candy are
awaiting the child finding the most eggs
Easter egg hunts can are also part of a community's celebration
of holiday. The eggs are hidden in public places and the children
of the community are invited to find the eggs
The rules of an Easter Egg Roll are to see who can roll an egg the
greatest distance or can make the roll without breaking it, usually
down a grassy hillside or slope
Maybe the most famous egg rolling takes place on the White House
Lawn. Hundreds of children come with baskets filled with brightly
decorated eggs and roll them down the famous lawn, hoping the President
of the United States is watching the fun.
5. The Lovely Lily of Easter
Who doesn't love to have the nice white lily as part of the Easter
gift?
In fact, the lovely white trumpet lily has been enjoying a great
favor in being included as a principal item for church decoration
for quite some time. A perfect gift of nature to beautify our Easter.
Isn't it?
But its acceptance in America, as such, dates back around the 1800s.
It came in with the rise in the Easter observances by the Protestants
in America. And, strange, it took some more time to find a widespread
acceptance.
In the 1880s, while in Bermuda, Ms Thomas P Sargent became familiar
with a beautiful lily that blooms naturally in springtime. She just
fell for this lovely white 'Bermuda' lily. She brought its bulbs
in back home in Philadelphia. There, a nursery man, called William
Harris, fostered its popularity among other florists. Following
this it did not take long for the flower to win the hearts of million
to be the main flower of the Easter floral arrangements.
6. Easter Island
Easter Island is over 2,000 miles from the nearest population center,
(Tahiti and Chile), making it one of the most isolated places on
Earth. A triangle of volcanic rock in the South Pacific - it is
best known for the giant stone monoliths, known as Moai, that dot
the coastline. The early settlers called the island "Te Pito
O Te Henua" (Navel of The World). Admiral Roggeveen, who came
upon the island on Easter Day if 1722, named it Easter Island.
Text Appreciation (60 minutes)
I. Structure of the text (10 minutes)
The stnry can be roughly divided into four parts: the first three
paragraphs serve as the introduction. The second part describes
the happy days the boy and Maheegun had together in the short period
of less than a year, and how Maheegun returned to the wild where
he belonged. Next is the reunion of the two when the boy’s life
was endangered by two hungry wolves. In the concluding part, the
brothers returned to the place where they each belonged – the boy
to his warm home and his loved ones, the world to his kind in the
wild. The story beings in spring and ends in early spring, in the
normal sequence of Nature.
= 2 \* ROMAN II. How to appreciate literature (20 minutes)
? Plot of the story:
? Setting of the story:
? Protagonist v.s. Antagonists:
? Drama of the story lies in:
? Writing technique:
? Theme of the story:
Language and style (30 minutes)
Ⅰ. Inversion
Gone was the puppy-wool coat.
In its place was a handsome black mantle.
In sailed Mrs. Yesno, wild anger, who demanded…
On the top was the clear outline of a great wolf sitting still.
There, about 50 feet away, crouched my two attackers…
There stood a giant black wolf.
Ⅱ. Simile & metaphor
We hunted the grasshoppers that leaped about like little rockets.
For the next two years I was as busy as a squirrel storing nuts
for the winter.
Gone was the puppy-wool coat. In its place was a handsome black
mantle.
Ⅲ. Action expressions
The writer is successful in his description of natural scenes, the
snowstorm, for example, and the wolf – his appearance, action and
mood. The text is rich in verbs, phrases and idioms denoting action.
Here are some describing Maheegun’s actions: upset, scatter, poke
his head around the corner, lay his head between his front paws,
turning his head this way and that, lick at the dried blood.
= 4 \* ROMAN IV. grouping words of hunting and weather
Language Understanding （60 minutes）
I. Sentence Paraphrase (20 minutes)
1. …Meheegun would poke his head around the corner, waiting for
things to quiet down.(5)
–(At such times) he would moved to and stay somewhere out of Grandma’s
sight, and wait until her anger died down.
vThe film crew waited for three hours for the sun to come up.
2．Gone was the puppy-wool coat. In its place was a handsome black
mantle. (6)
His skin changed. It used to be covered with soft thick hair, and
now it had turned into a beautiful black and was no longer woolly.
3．It all served to fog my mind with pleasure so that I forgot my
Grandpa’s repeated warnings, and one night left Maheegun unchained.
(8)
Although my Grandpa had told me to chain Maheegun at night, I forgot
to do so one night – I was so happy with him that my alertness slackened.
serve to do sth.: to have a particular effect or result.
fog: to confuse or hide
4．Then after a while, from the distance caee a softer call in reply.
Maheegun stirred, with the deep rumble of pleasure in his throat.
He slipped down the rock and headed out across the ice.(14)
After a while, a less passionate cry came fromteh distance answering
Maheegun’s call. Maheegun moved, he seemed pleased, for I heard
a deep rolling sound of pleasure in his throat. Then he got down
from the rock and moved away across the ice.
5．A mile down the road I slipped into my snowshoes and turned into
the bush. (22)
After walking a mile along the road, I decided to cut through/take
a shortcut through the bush. So I quickly put on my snowshoes, left
eh road and moved into the bush.
6．A great white stillness had taken over and with it, biting cold.
(27)
The storm had blown itself out. Now nothing in this white world
moved. It was quiet and terribly cold.
7．Suddenly the world exploded in snarls. I was thrown against the
branches of the shelter.(33)
Suddenly with terrible snarls, the wolf began to attack. I was sent
flying and landed against the shelter.
Ⅱ. Word study (20 minutes)
1.
howl
rumble
snarl
whimper
2．
? take sb./sth. to : to make sb./sth. go from one level, or situation
to another
His job as a UN official took him to over sixty countries.
Her excellent performance soon took her to the top management of
the firm.
? take over: to gain control
Who do you think will take over now that the governor has been dismissed?
I’m feeling to tired to drive any more; will you take over?
? take its/their/a heavy toll on sb./sth.: to have a bad effect
on sb./sth.
His liver trouble has taken a heavy toll on him.
The destruction of the World Trade Center in New York is taking
its toll on US airlines.
3．
compound adjectives: n.+ -ed
moon-flooded cabin
snow-filled creek bed
blood-soaked bandage
thunder-struck crowd
sun-tanned arms
wind-driven generator
cloud-capped tower
4．only too: very
…but I knew only too well there should have been no creek there.
I shall be only too pleased to do my best in that line of work.
You know but too well to hold your tongue.
only to do sth: used to mention sth. that happens immediately afterwards,
esp. sth. that causes surprise, disappointment, etc.
I tried to travel west but only to hit the creek again.
He went to see her only to find the door was locked.
He returned after the war, only to be told that his wife had left
him.
Cf.
They belonged only to Maheegun and myself.
5．on one’s own: without help, alone独自地，独立地，主动地
So I decided to come back home on my own.
We should learn to tackle problems on our own.
They helped fetch water on their own.
Cf.
of one’s own 属于自己的
I have nothing of my own.
She has a mind of her own.
For reasons of his own, he refused to join the club.
6．thrill to sth.: (formal) to feel excited at sth.
The whole white world thrilled to that wild cry.
We thrilled to his tales of South Sea adventure.
What a thrilling game; the winner was in doubt until the last minute.
We were thrilled to hear about your new job.
Meeting the famous footballer was a great thrill for the children.
I felt a thrill of terror as the door began to creak open.
This is one of the best of American thrillers.
7．(all) for the best: best for the long run although sth. appears
bad or unpleasant
I tried to tell myself it was all for the best, but it was hard
to lose my brother.
His parents didn’t want him to work in London, but they knew it
was perhaps for the best.
Cf
Most athletes are at their best during their early manhood.
I was in the best of health and spirits.
8．see: to be the time when/ the place where an event happens; to
witness
The light of another day still saw no end to the storm.
September 11, 2001 saw a coordinated terrorist strike on the United
States.
The house saw many important meetings in the country’s history.
9．in(to) focus 焦点对准;清楚的,明白的
It was quite some time before my eyes came into focus enough to
see my grandfather sitting by my bed.
The image is in focus.
His explanation brought the meaning of the event into focus for.
She always wants to be the focus of attention.
The eyes of the world are focused on him.
Many firms are focusing on increasing their markets overseas.
III. Vocabulary and grammar exercises（10 minutes）
Many people complain of the rapid _______ of modern life.
A. rate B. speed
C. growth D. pace
w
wIt is a common theme in many fiction stories that the world may
one day be taken ________ by insects.
A. to B. apart
C. in D. over
w
wA sparrow is very ______ in its movement.
A. alert B. restless
C. numb D. mischievous
w
wI was ________ by a flat tire on my way home.
A. contained B. detained
C. maintained D. attained
w
w________, he does get irritated with her sometimes.
A. As he likes her much
B. Much though he likes her
C. Though much he like her
D. Much as he likes her
In-class discussion and presentation (40 minutes)
1. What roles do you think wild animals play in nature?
2. It is reported that several local people have been seriously
hurt by wild tigers in a far-reaching village in China. What measures
do you suggest taking to solve the dilemma?
3. Can you tell us a touching story between man and wild animals?
Textbook exercises (70 minutes)
1. In-class news report
2. In-class dictation
2．P.11-P. 21 (Contemporary College English 1)
授课教案:现代大学英语精读第一册
Unit 4 The Boy and the Bank Officer
教学目的
1. 了解银行的发展历史。
2. 掌握“happen to do, in the first place, overlighted, authority,
more than, think twice about, as to whether, no…but to, one cannot
but do, move in sth,. zero in on sth, damn”等重点词汇和短语的意义及用法.
3. 通过句子释义，理解课文中难句。
教学内容
1. 课文背景介绍 (1/ 2学时)
2. 语言难点（2学时）
1． 语言技能训练（1／2学时）
2． 难句讲解 （1/2学时）
5．课堂讨论（1／2学时）
6．练习及作业（2学时）
教学重点
掌握重点词汇及其同义、同形词辨析。
加强学生的口语练习。
教学方法
讲授＋问答＋讨论＋练习
教学手段
多媒体＋黑板＋网络
教学内容
1．课文背景介绍 （1／2学时）
Banks
Banks first emerged in the Middle Ages when people grew tired of
carrying around all their gold and began leaving their money with
the goldsmith. The Medici family, one of the most prominent banking
families in Europe during this time, became quite wealthy from its
banking and money lending practices. This 14th-century painting
depicts people depositing and withdrawing money in an Italian bank.
Italian Banking in the 14th Century
HISTORY OF BANKS
Functions performed by banks today have been carried out by individuals,
families, or state officials for at least 4,000 years. Clay tablets
dated from about 2000 BC indicate that the Babylonians deposited
personal valuables for a service charge of one 60th of their worth.
Interest charges on loans ran as high as one third.
The widespread commerce of Rome required a well-developed banking
system. Roman authorities set aside the Street of Janus in the Forum
for money changers. These individuals not only bought and sold foreign
coins; they accepted deposits, made loans, issued bills of exchange
and bills of credit (similar to today's checks), and bought mortgages.
The Justinian Code of the 6th century AD included laws that governed
the lending and trading in money. During the Middle Ages banking
activities werecurbed by severe restrictions on lending practices.
But during the early Renaissance, as international trade revived,
Italian money changers once again appeared. They did business in
the streets from a bench (banca in Italian; hence the word bank).
Florence, Italy, became a great banking center, dominated by the
Medici family.
A 16th century painting depicts a money changer and his wife
Banking as it is now practiced dates from the Banco di Rialto,
founded in Venice in 1587. It accepted demand deposits and permitted
depositors to transfer their credits by checks. It could not makeloans,however,or
pay interest on deposits. Its services were free since its expenses
were paid by the city. The Banco Giro was formed in Venice in 1619.
The two banks merged in 1637 and continued to operate under the
nameBanco Giro until Napoleon liquidated it in 1806.
Built in the style of ancient Greek temple, the Bank of United States
had its headquarters in Philadelphia. It was the nation’s first
experiment with central banking
With the growth of commerce and trade in Northern Europe, the Netherlands
became an international financial center. The Bank of Amsterdam
was organized in 1609. A chartered public bank was opened in Sweden
in 1656. It was probably the first financial institution in the
world to issue standard-size payable-on-demand bank bills, which
eliminated the handling of copper coins. This bank was merged with
the Bank of Sweden in 1668.
Until the founding of the Bank of England in 1694, England's goldsmiths
were its first bankers. They kept money and other valuables in safe
custody for their customers. They also dealt in gold bullion and
foreign exchange. They profited from acquiring and sorting coins
of all kinds. To attract coins, the smiths were willing to pay interest.
The goldsmiths noticed that deposits remained at a fairly steady
level over long periods of time. Deposits and withdrawals tended
to balance each other because customers only wanted enough money
on hand to meet everyday needs. This allowed the smiths to loan
out at interest cash that would otherwise be idle. From this practice
emerged the modern facets of banking: keeping deposits, making loans,
and maintaining reserves. Another practice of the goldsmiths, by
which a customer could arrange to transfer part of his balance to
another party by written order, was the start of the modern check-writing
system.
Banks of the 17th century also began to issue bank notes as a form
of money. The notes had monetary value because they could be exchanged
for specie: hard cash in the form of gold or silver. The amounts
of the bank notes issued depended on a banker's expectation of public
demand for specie and the bank's confidence in itself. Bank notes
were probably first issued in the 1660s by the Bank of Stockholm
in Sweden; the practice soon spread to England.
The Bank of France was founded in 1800. For most of the 19th century
the money markets of Europe were dominated by the House of Rothschild.
Background: Churches and churchgoers
As for the British churchman, he goes to church as he goes to the
bathroom, with the minimum of fuss and no explanation if he can
help it.
---Ronald Blythe, British writer.
The British churchgoer prefers a severe preacher because he thinks
a few home truths will do his neighbours no harm.
---Attributed to George Bernard Shaw, Irish playwright.
A man who is good enough to go to heaven, is good enough to be a
clergyman.
---Samuel Johnson (1709 - 1784) British lexicographer and writer
I had explained that a woman's asking for equality in the church
would be comparable to a black person's demanding equality in the
Ku Klux Klan.
---Mary Daly (1928 - ) U.S. feminist and theologian.
If people want a sense of purpose they should get it from their
archbishop. They should certainly not get it from their politicians.
- --Harold Macmillan British prime minister
Nobody but poor foljs get happy in church.
---Richard Wright, U.S. novelist.
2．语言难点（2学时）
1)happen to do: occur by chance, take place
She happefed to be out when he called yesterday.
happen: ---refer to accidental or unplanned event
occur: ---refer to accidental or unplanned event; more formal than
happen
take place: suggest that an event is/was planned
2) in the first / second…place: ---firstly / secondly…
in my / your… place: ---in my situation or circumstances
3)overlighted: --- having too much light
over-: ---above; outside; across
overcoat overhead overhang overall
,-- to excess; too much
overtime overeat over-rich overburden
overcharge overweight overstaffed overwhelm
4)fortyish: at about the age of forty
-ish: a).. reddish greenish bluish yellowish darkish brownish
b). foolish childish babyish boyish womanish snobbish
clownish
c). English Irish Polish Scottish Finnish Spanish
Swedish
d). selfish bookish
e). fiftyish fortyish
f). publish polish punish accomplish abolish astonish establish
5)mustache: hair on upper lip
beard: hair growing on man’s chin
goatee: short pointed beard
6)authority: powers to give orders and make others obey
Eg: The leader must be a person of authority.
--- person or group having the power to give orders or take actions
Eg: The health authority is investigating the matter.
--- person with special knowledge
Eg: She is an authority on phonetics.
more than: (colloq.) ---very; extremely; beyond
They were more than willing to help.
Some of the stories were really more than could be believed.
more… than…:
The child was more frightened than hurt.
He always seemed old to me, more like a grandfather than a father.
no more than: ---only; just
It cost me only $5 to buy the book.
Before long her white sails were no more than a speck upon the waters.
---the same as
He’s no more able to read Spanish than I am.
8)think twice about / doing sth: ---think carefully befnre deciding
to do sth
You should think twice about employing someone you’ve never met.
Once bitten, twice shy.
---(saying) after an unpleasant experience one is careful to avoid
sth similar
Lightning never strike in the same place twice.
---(saying) an unusual event, or one that happens by chance, is
not likely to occur again in the exactly the same circumstances
or to the same people.
9)as to + whether : concerning / about / regarding
who
when
…
I can’t decide as to when we should start.
It’s still unclear as to whom this car belong to.
10)no… but to…:
He had no choice but to sell the house.
(do / did/ does) + no… but do:
I did nothing but follow the rules.
11)but:
one cannot / couldn’t but do sth: ---(fml) have to
I couldn’t but admit that he was right and I was wrong.
(negative word) + but + clause: ---without the result that
No man is so cruel but he may feel some pity.
but for sb / sth: --- without sb / sth
But for the rain, we would have had a nice holiday.
12) move in sth: --- live, be active, pass one’s time, etc. in a
particular social group
She always moves in the best circles.
move in for sth: --- become active in doing sth
I moved in for the kill.
move in on sb / sth: ---converge on sb / sth, esp. in a menacing
way
The police moved in on the terrorists.
13)zero in on sb / sth:---aim guns, etc. at or find the range of
( a particular target)
--- fix attention on sb / sth; focus on sb / sth
We should zero in on the key issues for discussion
14)damn: adv. very
damn good / clever / well
3．语言技能训练（1／2学时）
用 “happen to do, in the first place, overlighted, authority, more
than, think twice about, as to whether, no…but to, one cannot but
do, move in sth,. zero in on sth, damn”等词汇和短语编一故事。
4．难句讲解 （1/2学时）
1)Everything about him suggested a carefully dressed authority.
---His clothes, his manner, etc. indicated that he was a carefully
dressed man who had an important position and power.
2) Now if you will excuse me.
This expression is used when one wants to go back to one’s work,
or to attend to other customers, or just to end the conversation.
I didn’t think twice.
I didn’t think very carefully.
I moved in for the kill.
I began to prepare to kill, destroy or defeat my enemy.
Look, we’re just wasting each other’s time.
You are just talking nonsense. I don’t want to listen to you any
more.
Anyway, the police are on the case.
Anyway, the police are working on the case.
5．课堂讨论（1／2学时）
1) How do you understand the author’s friend’s attitude toward banks?
2) What can banks do for us? And what about churches?
4br>
Are there any differences and similarities between banks and churches?
What do you think of the ending of the story? What effect may it
bring to the story?
Discuss with your partner the phenomenon of “School Bully” in both
Foreign countries and China. Analyze its reasons and make certain
suggestions on its solution.
6．练习及作业（2学时）
1)完成书本上的课后练习。
2)就课堂上讨论的话题 “ School Bully ”写一篇250词左右的议论文。
授课教案:现代大学英语精读第一册
Unit 5
教学对象： 英语专业本科一年级
教案说明 本教案反映第三十三课时的内容。在学生预习课文的基础上，本次授课将系统讲解文化背景知识、课文整体脉络和文章写作技巧。本次授课的效果将在第四十课时通过读书讨论和作文评析得到检查和升华。
教学目的 1. 以课文内容为纲，关键语汇为点带领学生了解文划背景知识，认识课文逻辑顺序和结构安排；
2. 通过讨论精彩段落写作的要素和手段，帮助学生掌握描写该种情形的技巧，并能够进行相似主题的短文欣赏和写作。
教学内容 1. 以形象的方式结合课文内容发展顺序，带领学生了解我们平时遇到的许多问题的答案都不是唯一的，看问题要从不同的角度出发。尽管这与我们现行的教育制度有些不合，但是相信这样更能够启迪学生的智慧和创造力。
2．启发学生寻找关键语汇，总结全文整体的逻辑结构和各个部分的行文安排以及由此达到的效果。
3．通过多种方式赏析精彩段落的修辞特点，帮助学生掌握活动场景写作的要素和技巧。
教学重点 1.识别关键语汇（形容词、名词和短语）以分析文章的逻辑结构及其效果；
2．分析活动场景写作中的行为动词、象声词、同义词、短句、断句和比喻及其效果。
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。
Angles on a Pin
By Alexander Calandra
¨ Warming-up question(4 minutes):
– When was it written?
– Do you believe in the so-called “standard answers”?
– Was creative thinking encouraged in your high school?
– What may affect or destroy one’s creativity? How can it be cultivated?
– Based on what you know from TV or newspaper, in what ways are
American teaching different from Chinese one? Give examples.
– What do you think of the educational system in general and the
examination system in particular? Is there something wrong with
it? In what way do you think we should improve our own educational
system?
Background Information(5 minutes):
I. Why is the parable entitled “Angels on a Pin”?
– Medieval scholastics were fond of debating such meaningless questions
as "How many angels can dance on the point of a pin,"
"Did Adam have a navel," and "Do angels defecate."
The emerging sciences replaced such `scholarly' debates with experimentation
and appeals to observable fact.
– Callandra seems to be suggesting that “exploring the deep inner
logic of a subject in a pedantic（学究的；迂腐的） way is similar to the
empty arguments of scholasticism. He compares this to th ‘new math’,
so much in the news in the 60s, which attempted to replace rote
memorization(死记硬背） of math with a deeper understanding of the logic
and principles of mathematics, and he seems to be deriding（嘲笑） that
effort, too.
–
II. What Is Meant By Academic Creativity?
¨ Academic creativity is a way of thinking about, learning, and
producing information in school subjects such as science, mathematics,
and history. Few experts agree on a precise definition, but when
we say the word, everyone senses a similar feeling. When we are
creative, we are aware of its special excitement.
¨ Creative thinking and learning involve such abilities as evaluation
(especially the ability to sense problems, inconsistencies, and
missing elements); divergent production (e.g., fluency, flexibility,
originality, and elaboration); and redefinition. Creative learning
is a natural, healthy human process that occurs when people become
curious and excited. In contrast, learning by authority requires
students to use thinking skills such as recognition, memory, and
logical reasoning--the abilities most frequently assessed by traditional
tests of intelligence and scholastic aptitude. Children prefer to
learn in creative ways rather than just memorizing information provided
by a teacher or parents. They also learn better and sometimes faster.
III. Three questions illustrate the difference between learning
information provided by an adult or textbook and creative learning:
1. In what year did Columbus discover America? (The answer, 1492,
requires recognizing and memorizing information.)
2. How are Columbus and an astronaut similar and different? (The
answer requires more than memorization and understanding; it requires
students to think about what they know.)
3. Suppose Columbus had landed in California. How would our lives
and history have been different? (The answer requires many creative
thinking skills including imagining, experimenting, discovering,
elaborating, testing solutions, and communicating discoveries.)
IV. How Adults "Kill" Creativity:
Insisting that children do things the "right way."
Teaching a child to think that there is just one right way to do
things kills the urge to try new ways.
Pressuring children to be realistic, to stop imagining.
When we label a child's flights of fantasy as "silly,"
we bring the child down to earth with a blow, causing the inventive
urge to die.
Making comparisons with other children.
This is a subtle pressure on a child to conform; yet the essence
of creativity is freedom to conform or not to conform.
Discouraging children's curiosity.
One of the indicators of creativity is curiosity; yet we often brush
questions aside because we are too busy for "silly" questions.
Children's questions deserve respect.
V. A Reflection of a teacher: Creativity Killer
¨1. I Kill Creativity when I encourage Renting (borrowing) instead
of Owning ideas.
Real artwork is based on the child's own experience, memory, observation,
and/or imagination. Real artwork is not borrowed from other children
or other artists. The definition of borrowing is "use it and
give it back". In a sense it would be better to steal it. Thieves
take ownership. They do not intend to return what they take. I stole
this idea from Nick Lindsay, a good friend and poet. He is the son
of poet Vachel Lindsay.
¨2. I Kill Creativity when I Assign Grades without providing Informative
Feedback.
Grades without rationale give no useful information that helps a
person be creative. Sometimes they punish instead of rewarding.
If grading is used as punishment, it can motivate rebellion or passive
resistance unless the student is unusually mature. When grading
is needed in art, we can use an accumulation of positive points
including credit for growth and improvement (longitudinal grading
instead of normative grading). Normative grading assumes that there
is a certain equal norm that everybody most achieve. It would be
like forcing all children to be a certain height by a certain age.
¨3. I Kill Creativity when I allow Cliché Symbols to substitute
for Original or Observed Representation of Experience.
Snoopy dogs, hearts, smiley faces, stick figures, formulas for drawing
trees or animals, ovals for people, and so on, are all counterproductive
activities. Would it not be more productive to spend the time generating
some original symbols that go beyofd the "no brainers"?
Can we encourage the use of imagination, observation, and memory?
Can we prohibit Cliché production?
¨4. I Kill Creativity when I Demonstrate instead of having students
Practice.
I can sleep through a demonstration. I can not sleep through a hands-on
practice lesson. Tell me and I might remember a little while - if
I listen. Show me and I will remember a bit longer - if I pay attention.
Have me do it - I learn it. When I demonstrate, I still get quite
a few questions about what I "taught". When I direct a
practice session nearly everybody feels confident to do it again
using their own ideas. If a demo is the only way, I find that it
needs to immediately followed by practice, not by the final product
assignment.
¨5. I Kill Creativity when I Show an Example instead of Defining
a Problem.
I like to show the Art History, the Fine Art Exemplar, the multicultural
examples at the end of the lesson. This allows us to use what we
learn during the media work experience as frame of reference for
the example.
However, when not showing examples, I must provide a better problem
definition, more chances to practice the technique, and be particularly
alert to students who may be floundering at the beginning of a problem
because they are not accustomed to doing their own thinking. Often,
if students are not accustomed to listening carefully, they feel
lost if I do not show them what it is supposed to look like. In
these cases, I repeat the problem definition using different words,
or I have them make a some sketches of what they think might work.
I also have them make written lists of ideas to pick from. Some
are not accustomed to thumbnailing. They not used to the idea that
they are to originate ideas from their own lives, experiences, and
concerns. Few other teachers ask this of them.
While "image flooding" may be inspirational, it can also
be intimidating and very suggestive. It can be argued that image
flooding creates slicker work, but less creative thinking skills.
It may win the scholastic awards, but it teaches us to go through
life in other people's skins. We never learn the ecstasy of having
original ideas.
¨6. I Kill Creativity when I Praise Neatness and Conformity more
than Expressive Original work
Neatness is over rated. Conformity (and even following the assignment
too slavishly) may be a negative indicator when assessing art. Product
centered work may be thought of as very good slave training. What
I want is student ownership. I often imagine what it might be like
to be one of those artists cranking out "Starving Artist"
oil paintings. They are done in painting factories.
¨7. I Kill Creativity when I give Freedom without Focus
Good lessons provide some specific learning goals, practice objectives,
and so on. If I ask students to do whatever they want to do, they
do whatever they already have learned in the past. The amount of
creative thinking may be zero. When there are limits, there is a
better chance of having a challenging task. The teacher's challenge
is to make the limits seem compelling and interesting to the student.
My job is to make the hard stuff easy and to make the easy stuff
hard
¨8. I Kill Creativity by Making Suggestions instead of asking Open
Questions.
Too often I am so glad I have what seems like an intelligent answer
that I blurt it out without thinking. When I do this I am taking
away several important things. I make my students more dependent
on me and less self-reliant. I teach them not to think for themselves.
Would it not be better to bite my tongue - to pause long enough
to phrase a question or two that helps students realize that what
they think is important. At other times I may need to help them
set up the needed experiment to find and answer. I can often simplify
the problem by asking them to solve a smaller problem that helps
with the larger question.
¨9. I Kill Creativity if I Give an Answer instead of teaching Problem
Solving methods.
Artists use a variety of problem solving strategies. Some move things
around until they look "right". Some know that they need
to cause an accident (often a series of accidents) and look for
ideas in the accidents. Some know that they need to simplify. Some
need to work at creating new kinds of order from chaos. Some want
to point out the problems of the world. Some want to search for
more perfect beauty. There are many methods of working aesthetically,
and I need to expose students to as many ways as feasible. It is
not my responsibility to answer the students questions. It is my
job to help the students learn how to formulate questions that the
students find compelling. Hmm. How could I have stated this as a
question?
VI. What Can Parents Do?
It is natural for young children to learn creatively by dancing,
singing, storytelling, playing make-believe, and so forth. One of
the first challenges to creativity may be formal schooling. By this
time parents, as well as teachers, appreciate conforming behaviors
such as being courteous and obedient, following rules, and being
like others. While these are desirable traits to some extent, they
may also destroy a child's creative potential.
The following are some positive ways parents can foster and nurture
the growth of creativity:
1. Encourage curiosity, exploration, experimentation, fantasy, questioning,
testing, and the development of creative talents.
2. Provide opportunities for creative expression, creative problem-solving,
and constructive response to change and stress.
3. Prepare children for new experiences, and help develop creative
ways of coping with them.
4. Find ways of changing destructive behavior into constructive,
productive behavior rather than relying on punitive methods of control.
5. Find creative ways of resolving conflicts between individual
family members' needs and the needs of the other family members.
6. Make sure that every member of the family receives individual
attention and respect and is given opportunities to make significant,
creative contributions to the welfare of the family as a whole.
Use what the school provides imaginatively, and supplement the
school's efforts.
Give the family purpose, commitment, and courage. (Torrance, 1969,
p. 59)
VII. Word Formation(10 minutes):
(I). Word Formation
aid n. aid v.
calculate v. calculation n. calculating
competence n. competent adj.
creative adj. creativity n. create v.
impartial adj. impartiality n. partial adj.
launch v. launching n.
panic n. panic adj. panic v.
proportion n. proportionate adj. proportion v.
recall v. recall n. recallable adj.
resist v. resistance n. resistant adj.
select v. selection n. selective adj.
solve v. solution n.
sophisticated adj. sophistication n.
swing v. swing n.
temptation n. tempt v. tempting adj.
warn v. warning adj. warner n.
instructor n. instruction n. instruct v. instructive adj.
credit n. credit v. creditable, credible, incredible, credulous,
incredulous adj.
(II). Word study
aid, calculate, deserve
nIf you do wrong, you ___ punishment.
nHe has done such a good deed that he ___ to be rewarded.
nI ___ him in his enterprise.
nThey ___ in solving the problem.
nWith the ___ of his wife, he finished his thesis before the deadline.
nHis brother is really a ___ businessman; he never passes up any
opportunity to earn money.
nThe scientists are able to ___ accurately when the spaceship will
reach the moon.
nI ___ that she will arrive at 8 a.m.
affixes: -meter, & im-, super-
n-meter
n表示“计量器, 计, 表”, 如: thermometer（温度计）, barometer（气压记）, gasometer
n表示“米, 公尺”, 如: kilometer, centimeter, milimeter
nim-
n表示“向...内”; “在...上”; “向...”, 如: immigrate, imprison, import
n表示“否定”, 如: immoral, impatient, immaterial, immobile, immortal(fame),
immovable, imperfect, impolite, impersonal, improper
nsuper-
nabove; over; upon:上；上方；在…之上：
nsuperstructure,
nsuperior in size, quality, number, or degree: 超尺寸、质量、数量或程度上超极的：
nsuperfine. 极好的, superpower, superman, supermarket, superintendent
nexceeding a norm: 超出标准 ：
nsupersaturate. 使过饱和, supersonic, supernatural,
nexcessive in degree or intensity: 超过…程度或强度上过分的
nsupersubtle.过分精细的
competence, competent;
n有资格的， 主管的， 权限内的
n足够的， 充足的； 耐久的
n应该的， 被许可的
na competent cook 能干的厨子
ncompetent knowledge 足够的知识
nHe is competent for the task. 他胜任这项任务。
nIf you want to learn English, you must first find a competent teacher.你如要学习英文，
你须先找一位称职的教师。
nIt was competent to him to refuse. 他拒绝是对的。
credit（信誉；信用）; creditable（可称赞的）; credible（可信的）; incredible（另人难以置信的）;
credulous（轻信的）, incredulous （不相信的；怀疑的)
nThe student made a ___ effort on the essay.
nHe was too ___ of what other people say, and that was why he was
taken in.
nAs a communist, he is ____ of stories about ghosts.
n-What? You said the man had jumped down from the skyscraper simply
to test his courage? That is ____!
nThe mother is a ___ witness to the crime.
credit n.& v.
nYou’re credit to your team/family.(光荣，荣誉）
nThey bought the furniture on credit.（赊帐）
nYou should have no trouble getting the loan if your credit is good.（信誉，信用）
nDo you expect me to credit that absurd tale?（相信）
nWe should credit the invention of light bulb to Thomas Edison.（把…归于）
nPlease credit $5,000 to my account. (把…记入贷方）
instructor, panic, recall, swing
nThe crowd ___ at the sound of the guns.
nEveryone was in a ___ when the war broke out.
nI have been ___ to wait here until the lecturer arrives.
nI find these lectures on science ___.
nThe boy ___ on the rope tied to a tree.
nThe pendulum’s ___ is 12 inches.
nThe makers have ___ a lot of unsafe cars.
n___ the misery of the past and contrast it with the happiness of
today.
give way, give away; give out, give off, give in, give up?
nThe bridge gave ___ under the heavy weight.
nHe pretended to be calm, but his eyes gave him ___.
nThe food went bad and gave ___ a bad smell.
nThe candle in the dark room gave ___ a weak light.
nWhen would you give __ smoking?
nMy mother is strong willed; she never gives __ in face of difficulties.
(III). Idiomatic expressions
ndo somebody a favor at this point
nbe about to do set up a system
nwalk up stairs mark off
nwith the aid of in units
nbring something up the beauty of sth.
npoint out to sb. the trouble with sth.
nhave a strong case for/against
nat a certain level in principle
nbe supposed to do. to work out sth.
ngive sb. a try at . as follows
nput down a word be fed up with ..
nexcuse oneself for doing rather than
ndash off the answer throw sb. Into a panic
nlean over the edge blame sb. For sth.
Ⅷ. Text Analysis(10 minutes):
nWe must admit the student really had a pretty strong case for full
credit.
nadmit sth.
nadmit (to) doing sth.
nadmit that …
nadmit sb. into some place
case: reason or argument
Undoubtedly,/It is undeniable that he had good reason to get a high
mark.
nA high grade is supposed to prove competence in the course
nA high grade should reflect how well one has done in his course.
nbe supposed to do: be intended to do, although in this case it
is not so.
This medicine is supposed to be good for your heart, but to my surprise
it has no effects on your heart.
nCourse: compulsory/optional course
nHe appeared to be thinking hard.
He seemed to be thing hard.
It looked as if he were thinking hard.
nHe dashed off his answer
He wrote his answer very quickly.
nThe beauty of this method is that.
The advantage/the good thing about this method is that …
The beauty of this project is that it doesn’t cause any pollution.
nIf you prefer a more sophisticated method
nprefer:
nprefer A to B
I prefer fish to meat.
He preferred history to literature.
nprefer to do sth.
I preferred to wear sports shoes.
nprefer doing sth
I prefer going to the Summer Palace to sleeping in the dorm.
nsophisticated: complicated, more advanced, complex; having acquired
worldly knowledge and refinement, lacking natural simplicity or
naivety
sophisticated weapons/equipment,
a sophisticated girl
nThe height of the building can in principle be worked out.
nin principle: generally
In principle, every child has the right to go to school.
worj out: calculate (but it has not yet been carried out)
She could work out the answer quickly on a sheet of paper.
n.which had been thrown into such a panic by the successful launching
of the Russian Sputnik.
During the cold war, the successful launching of the Russian Sputnik
caused great fear it the US, because it felt that it could no longer
depend on the two oceans for its safety. The American general public
put the blame on their government, especially their educational
system, which they believed had lagged far behind the Russians.
To be thrown into panic: to get into a sudden strong feeling of
fear and nervnusness.
nPerhaps we should ask ourselves whether we are always asking the
right questions.
This is a common problem. Many questions are complicated and require
careful analysis. We cannot easily give true-or-false or yes-or-no
answers. In fact, often the questions are wrong in the first place.
Please discuss whether these questions are right:
When can we give every Chinese a car?
How can we make machines work for us so that we do not have to work
at all?
Ⅸ.Assignment And Q&A （5 minutes）
Imagine yourself to be the student and describe your experience
of the exam in about 100 words.
Ⅹ. PowerPoint
备注：教学内容：课文背景、语言点、语言技能训练、课堂活动安排 （以上每一部分的都要求标注所需时间）、练习，以上为六个小时的教学内容。教案每两个小时为一个单元。
授课教案:现代大学英语精读第一册
Unit 6
教学对象： 英语专业本科一年级
教案说明 本教案反映第四十一课时的内容。在学生预习课文的基础上，本次授课将系统讲解文化背景知识、课文整体脉络和文章写作技巧。本次授课的效果将在第四十八课时通过读书讨论和作文评析得到检查和升华。
教学目的 1. 以课文内容为纲，关键语汇为点带领学生了解文化背景知识，认识课文逻辑顺序和结构安排；
2. 通过讨论精彩段落写作的要素和手段，帮助学生掌握描写该种情形的技巧，并能够进行相似主题的短文欣赏和写作。
教学内容 1. 以形象的方式结合课文内容发展顺序，带领学生了解科幻小说以及戏剧的相关知识，培养学生的想象力和创造能力。
2．启发学生寻找关键语汇，总结全文整体的逻辑结构和各个部分的行文安排以及由此达到的效果。
3．通过多种方式赏析精彩段落的修辞特点，帮助学生掌握活动场景写作的要素和技巧。
教学重点 1.识别关键语汇（形容词、名词和短语）以分析文章的逻辑结构及其效果；
2．分析活动场景写作中的行为动词、象声词、同义词、短句、断句和比喻及其效果。
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
The Monsters are on Maple Street
By Rod Serling
Ⅰ.Background knowledge(5 minutes):
The author: Rod Serling is one of the leading television playwrights
today in the United States, best known for his science fiction TV
series, The Twilight Zone. His religion is Judaism He married a
protestant, Carol Kramer, which disagreed with the intention of
both families. He was enlisted in the United States Army after graduation.
Beginning in May 1944 he served with the 511th Parachute Infantry
Regiment of the 11th Airborne Division in New Guinea and during
the invasion of the Philippines. –He was awarded the Purple Heart
for a severe wound to his knee. The war was also a permanent mental
suffering: he would suffer from flashbacks, nightmares, and insomnia
for the rest of his life. He co-wrote “Planet of the Apes” more
movie scripts and teleplays.
Seven Days in May, 1964 which showed Serling‘s passion for nuclear
disarmament（核裁军） and peace. Serling said, "If you want to prove
that God is not dead first prove that man is alive."
The Loner, 1965-1966, and Night Gallery, 1970-1973
Ⅱ.Knowledge of
1.How did science fiction come? Serling believed that TV was a good
way to present the controversy (prolonged argument) to the audience,
with TV he could “get a point across”. Corporate sponsors, on the
other hand, had no desire to have their products matched with messages
that might be considered offensive. In 1959, Serling expressed his
frustration: "I think it is criminal that we are not permitted
to make dramatic note of social evils that exist, of controversial
themes as they are inherent in our society." Because of the
hostile creative environment, Serling began to see the advantages
of writing science fiction and fantasy. He learned that advertisers
would routinely approve stories including controversial situations
if they took place on fictional worlds. Out of this realization
came the television series The Twilight Zone, 1959-64, on which
Serling and other writers would enjoy unprecedented artistic freedom.
On Screen narrator of The Twilight Zone, he won two Emmys for it.
(A statuette awarded annually by the Academy of Television Arts
and Sciences for outstanding achievement in television.) The Twilight
Zone included:
–social issues such as prejudice ("The Eye of the Beholder,"
1960), – loss of identity ("Mirror Image," 1960),
–capital punishment ("Execution," 1960),
–censorship ("The Obsolete Man," 1961),
–the Holocaust ("Deaths-Head Revisited," 1961),
–ageism ("The Trade-Ins," 1962)
–social conformity ("Number Twelve Looks Just Like You,"
1964).
"I happen to think that the singular evil of our time is prejudice.
It is from this evil that all other evils grow and multiply. In
almost everything I've written, there is a thread of this: a man's
seemingly obvious need to dislike someone other than himself."
He viewed evil in this way.
2.Early science fiction:
In the 18th-century
Jonathan Swift's :'Gulliver's Travels', had strange alien creatures,
(not in a real sense)
Voltaire's 'Micromegas' (1752) imagined a trip to the moon.
Mary Wollstonecraft Shelley’s 'Frankenstein' (1817) merits being
called a science-fiction.
In the decades after 'Frankenstein'
Nathaniel Hawthorne, Edgar Allan Poe, and Herman Melville in the
United States; Honore de Balzac in France; and
Samuel Butler and Edward Bulwer-Lytton in England.
Later in the 19th century
Jules Verne raised science fiction to new heights and paved the
way for the more innovative writings of H.G. Wells. 'Journey to
the Center of the Earth' (1864), 'From the Earth to the Moon' (1865),
and 'Twenty Thousand Leagues Under the Sea' (1870).
The novels of H.G. Wells were published between 1895 and 1908.
20th century (until the late 1930s).?
After this time science fiction went in two directions until the
late 1930s.
? Europe produced a more pessimistic science fiction because it
had just gone through the tragedy of World War I.
? US, relatively untouched by the war, was more open to optimistic
fantasy stories. In the United States most science fiction was published
in cheap pulp magazines (so called because of the cheap quality
of their paper) and written by dozens of hack writers for large
audiences.
By the late 1940s
the American pulp magazines had been superseded by better monthlies.
The Magazine of Fantasy and Science Fiction was founded in 1949
and Galaxy Science Fiction in 1950.
The end of World War II
It inaugurated the atomic age, and the space age was shortly to
follow. Science fiction burgeoned as literature and soon found its
way into movies and television. The television series Star Trek
attracted a large following. The Star Wars series of motion pictures
gained huge audiences.
3.Science-fiction clubs had emerged in the 1930s and the first "world"
convention was held in 1939. By the 1980s the World Science Fiction
Conventions were drawing thousands of people yearly. Literary awards
are given annually for the best science-fiction works. The Hugo
award, named after Hugo Gernsback, was established in 1953 and the
Nebula award in 1965.
4.Verne, Jules (1828-1905) ,the father of science fiction is a French
author. In 1863 he achieved his first real success with the publication
of Cinq semaines en ballon (Five Weeks in a Balloon, 1869(. He forecast
with remarkable accuracy many scientific achievements of the 20th
century. He anticipated flights into outer space, submarines, helicopters,
air conditioning, guided missiles, and motion pictures long before
they were developed. His most popular books:
Journey to the Center of the Earth (1864; trans. 1874),
From the Earth to the Moon (1865; trans. 1873),
20,000 Leagues Under the Sea (1870; trans. 1873),
Mysterious Island (1870; trans. 1875), and
Around the World in Eighty Days (1873; trans. 1873).
Around the World in Eighty Days is a novel about the adventures
of Phileas Fogg and his servant Passerpartout. Nne day while Phileas
Fogg is with some friends, he reads in a newspaper that it is possible
to travel around the world in eighty days. No one believes this
is true, except Phileas. Then Phileas bets them that he could make
the journey in eighty or under days, and then leaves along with
his servant immediately. The thing Jules Verne concentrates most
on during Around the World in Eighty Days is how precise Phileas
Fogg is. In the beginning, Mr. Fogg fires his servant because the
water he brought him to shave in was four degrees of the correct
temperature. When Mr. Fogg hires Passerpartout, he instructs him
exactly when to prepare breakfast, exactly how hot his water should
be and many other silly things. When Phileas is talking to his friends
after making his bet he told them exactly when he would return and
exactly where he would be.
One thing about Around the World in Eighty Days, is this entire
notion of taking eighty days to travel around the world. When Jules
Verne wrote this book, he probably had no idea about how much the
world would advance. Today, with the technology we have, we can
physically travel around the world in about a day. But also today,
we have the power to travel around the world in about eight seconds
with computers.
A Journey to the Center of the Earth is about an eccentric old scientist
named Professor Hardwigg that finds directions to the center of
the earth in a old book. He sets out along with his nephew Henry,
and a Icelandic guide named Hans to Iceland, where he enters a dormant
volcano, that supposedly leads to the center of the earth. After
many weeks of traveling, they come to a huge sea in the middle of
the earth. Eventually they get out, by getting caught in a lava
stream of a volcano that is about to erupt. When they come out,
they find themselves thousands of miles away from their starting
point.
Play, Act, scene,
Setting/background, characters,
Plot and dramatic conflict
Climax
Ⅲ.Classroom Activities & Discussion (3 minutes):
1. Act out the scene.
2. What is the literary genre of this text?
3. Can you name a few other books of science fiction? What do they
have in common?
4. What is the message conveyed in the text?
Text Analysis (12 minutes):
Title:
Literal meaning of? Monsters: alien/ETs (extraterrestrial beings)
Implied meaning:? monsters actually live in our own hearts.
Three fatal human weaknesses:
Our deep suspicion? and distrust of one another,
Our eagerness to? find a scapegoat,
Our readiness to? turn into a mob.
Questions: Who are the monsters? Are they really responsible for
all the troubles that happen on Maple Street? Where are the real
monsters?
to be due: to be expected to happen or arrive at a? particular time
The train is due in? 25 minutes.
The meeting is due? to start at 10 o’clock.
A Good Humor man
a man who sells? Good Humor products or works for Good Humor company
Another man waters his lawn.
?(n. v.)
The workers are? landing goods from a ship.
She slowly backed? the car into the garage.
Before we move in? we have to paper the room first.
Would you please? book a ticket for me?
A flash of light plays on his face, …
If light plays on? something, it shines on it and moves about on
it.
…the man…stands there speechless.
The sun was? burning hot.
He was? lying there, fast asleep.
Three months later,? she came back home, penniless.
We will get this all straightened out.
?straighten out: to settle a difficult situation by dealing with
the things that cause problems or confusion.
We still need to? straighten out a few things before we sign the
contract.
It will take a? while before the two countries can straighten out
their difference.
Whatever gave you that idea? (emphatic)
?What on earth gave you that idea?
A policeman came?? Whatever did he want?
It can’t be done?? Whatever do you mean?
Why, there is no telling the sort of stuff it can do.
?Why: interjection: His son is so young. Why, he is not yet six.
?It is impossible to know what has happened or what will happen
next.
The general impression holds that..
Most people believe? that…
hold:? formal
a practical joke:
a trick that is intended to give somebody a? surprise or shock and
make other people laugh
I just don’t understand it .. Any more than any of you do!
I don’t earn any? more than you do. Why do I have to pay more?
I don’t like him? any more than you do.
Awful adj. Awfulness n. Awe v. n.
Comic adj. Comic n.
Concern n. Concern v. concerned, concerning adj.
Conscious adj. consciousness n.
Crash n. Crash v.
Criminal n. criminal adj. crime n.
Desperate adj. Desperation n.
Exchange v. exchange n. exchangeable adj.
Gossip v. gossip n.
Impression n. impress v. impressive adj.
Lighten v. lightening n.
Menace v. menacing adj. menace n.
Optimistic adj. optimize v. optimism n.
Persistently adv. Persistent adj. persist v. persistence n.
Precisely adv. Precise adj. precision n.
Reluctant adj. reluctance n. reluct v.
Residential adj. reside v. residence n. resident n.
Sense n. sense v. Sensitive, sensible, sensual, sensory adj.
Space n. Spatial adj.
Weird adj. weirdness n.
Whirl v. whirl n.
consciousness, conscience
a movement aimed at? raising the general public's consciousness
of social injustice.
His conscience? troubled him after he took the money.
concern v.
to have to do with? or relate to:涉及与…有关或相关：
?an article that concerns the plight of homeless people.
to be of interest? or importance to: 关心有兴趣的或有重要性的：
?This problem concerns all of us.这个问题攸关我们全部人
to engage the? attention of; involve: 参与集中注意力于…；卷入：
?We concerned ourselves with accomplishing the task at hand.
to cause anxiety or? uneasiness in: 使担忧引起焦躁或不安：
?The firm's weak financial posture is starting to concern its stockholders.
concern n.
?The managing director's only concern was how to improve the quality
of their products.
crash, gossip, whirl
The cars crashed? into each other.
The car hit the? tree with a crash.
Gossiping and lying? go together.
You shouldn’t? listen to gossip.
The earth whirls on? its axis. 地球绕轴自转。
My brain whirled.? 我的头眩晕。
residential, resident, residence, reside
n. Their residential building is located next to the park.
n. The real resides in the people.
n. He has a residence in the country.
n. City residents complain that migrant workers have threatened
to take already scarce urban jobs.
n. the resident population adj. 现住人口
He sensed that his proposals were unwelcome.
A sense of humor is a great asset for a person. (喻)
in a sense 在某一方面；就某种意义来说
n. make sense 有 意义；意思清楚；有道理
n. make sense of 理解；懂；明白
n. There is no sense in …是没道理的
the senses (=the five senses) 五官
a sense of sight [hearing, smell, taste, touch]
a sense of humor 幽默感
a sense of duty 责任感
sense of righteousness 正义感
the sense of locality [direction] 对方位[向]的识别力
a man of sense 有理智的人
common sense 常识[理]
good sense 通情达理
keen [dull] sense of smell 敏锐[迟钝]的嗅觉
have plenty of sense 富有见识
sense：sensible, sensory, sensitive, sensual
n. If you are ___ sensible__, you will say nothing to your boss.
n. She is ___ sensitive__ to what people think of her.
n. Some religions condemn _sensual___ pleasure as evil.
n. There is something wrong with his __ sensory___ nervous system.
Lean against sth. Cut through a place
A couple of make sense
Check with sb. Go off (said of power)
Play on one’s face (said of light) get sth. Straightened out
Fill up gas turn on/off the switch
Be out of sth. In a tone
Screw in a bulb get down off a stool
Come by be at the wheel
Kneel down turn over (said of an engine)
Shut off start up back away
Whirl around demand for
be conscious of cut in
Make up a story hear of get the same deal
Prepare for sth. Be caught in the middle of sth.
Ⅶ.
6. What is the message of the story?
PowerPoint
备注：教学内容：课文背景、语言点、语言技能训练、课堂活动安排 （以上每一部分的都要求标注所需时间）、练习，以上为六个小时的教学内容。教案每两个小时为一个单元。
授课教案:现代大学英语精读第一册
Unit 7 Mandela’s Garden
教案说明 本教案反映第七课的全部内容。在学生预习课文的基础上，本次授课将系统讲解文化背景知识、课文整体脉络和以及重要的语言点及课文难点部分，同时将对课后的练习进行有针对性地强化。本次授课的效果将在第六课时通过讨论的形式得到检查和升华。本教案共分三部分，每部分为两课时。
教学目的 1. 以课文内容为纲，音像资料为线，关键语汇为点带领学生了解文化背景知识，认识课文逻辑顺序和结构安排；
2. 通过详细地课文讲解，帮助学生掌握大纲所要求的英语专业一年级学生所应该掌握的内容；
3. 通过讨论，帮助学生深刻地认识该文的主人公，帮助学生树立正确的人生观。
教学内容 1. 以形象的方式，带领学生了解曼德拉的一生以及他所作出的贡献，提高学生；
2. 启发学生寻找关键语汇，总结全文整体的逻辑结构和各个部分的行文安排以及由此达到的效果，同时讲解每段伴随出现的重点语言点；
3. 在所学的基础上，深入讨论与文章相关的内容，完成课后练习。
教学重点 1. 本文主人公的生平；
2. 文章的语言点；
3. 文章的课后讨论，及所学语言点的融会贯通。
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
第一单元
课时安排: 两课时
教学内容: 文化背景及其相关的课堂讨论
Nelson Mandela
Nelson Rolihlahla Mandela was born in Transkei, South Africa on
July 25th,1918. His father was Chief Henry Mandela of the Tembu
Tribe.
“In my youth in the Trandkei I listened to the elders of my tribe
telling stories of the old days. Among the tales they related to
me were those of wars in defense of the fatherland.”
----- Mandela
Mandela himself was educated at University College of Fort Hare
and the University of Witwatersrand and qualified in law in 1942.
He joined the African National Congress (ANC) in 1944 and was engaged
in resistance against the ruling National Party's apartheid policies
after 1948.
He went on trial for treason in 1956-1961 and was aquitted in 1961.
Mandela married Winnie in 1958. It was a love story, tempered tragically
by the political ambitions of its two larger-than-life protagonists.
He felt guilt for what Winnie had endured because of years of imprisonment.
But Winnie and his family always came second to his other great
love, the ANC and the liberation struggle.
“I part from my wife with no recriminations. I embrace her with
all the love and affection I have nursed for her inside and outside
of prison from the moment I first met her.”
------ Nelson Mandela
Aprid, 1992 Statement announcing his separation from Winnie
“I have fought against white domination and I have fought black
domination. I have cherished the ideal of a democratic and free
society, in which all persons live together in harmony and with
equal opportunities. It is the hope to live for and to achieve.
But if needs be, it is an ideal for which I am prepared to die.”
Mandela
the statement from the dock.
nIn 1960, ANC was banned by the government, so Mandela began the
underground activities. In 1963, when many fellow leaders of the
ANC were arrested, Mandela was brought to stand trial with them
for plotting to overthrow the government by violence. His statement
from the dock received considerable international publicity.
nMap of Robben Island
nOn June 12, 1964, eight of the accused, including Mandela, were
sentenced to life imprisonment. From 1964 to 1982, he was incarcerated
at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor
Prison, nearby on the mainland.
“He always made the point. If they say you must run, insist on walking.
If they say you must walk fast, insist on walking slowly. That was
the whole point. We are going to set the terms.”
--fellow prisoner
Nelson Mandela visits his former prison cell.
nDuring his years in prison, Nelson Mandela's reputation grew steadily.
He was widely accepted as the most significant black leader in South
Africa and became a potent symbol of resistance as the anti-apartheid
movement gathered strength. He consistently refused to compromise
his political position to obtain his freedom
Release day
Nelson Mandela was released on February 18, 1990. After his release,
he plunged himself wholeheartedly into his life's work, striving
to attain the goals he and others had set out almost four decades
earlier. In 1991, at the first national conference of the ANC held
inside South Africa after the organization had been banned in 1960,
Mandela was elected President of the ANC.
1993 Nobel Peace Prize Laureate
Excerpt from the Nobel Peace Prize acceptance speech
"We stand here today as nothing more than a representative
of the millions of our people who dared to rise up against a social
system whose very essence is war, violence, racism, oppression,
repression and the impoverishment of an entire people."
In 1994, he was elected President of South Africa
Mandela’s contribution
there is consensus in South Africa that without Mandela‘s personal
commitment to reconciliation, his moral authority, integrity, and
intense compassion, the country’s transition to democracy might
not have gone as smoothly. He brought about a peaceful transition
from white to black rule.
Mandela’s reflection on his legacy
nHe made it clear that he regarded himself as a "loyal and
obedient servant" of the African National Congress “I would
like to be remembered as part of a team, and I would like my contribution
to be assessed as somebody who carried out decisions taken by that
collective,"
nHe would like to be remembered as an ordinary mortal with qualities
that are within the reach of ordinary people.
nHe is still active in stepped-up phianthropic activities.
Former South African President Nelson Mandela speaks to the media
during the launch of a worldwide music-led campaign to raise awareness
of the impact of AIDS in Africa, at a London hotel, Tuesday Oct.
21, 2003. Mandela's old prison number '46664' has been chosen for
people to ring to join a global petition, via local call-in numbers,
on which they can hear songs written by contributing artists with
all proceeds going to Aids charities.
Warming-up questions
nHow much do you know about Nelson Mandela?
nWhat do you think is his greatest contribution to his country and
whole human being?
nWhat personality do you find about Mandela from the text?
nDo you find any charisma of him as a leader and husband?
第二单元
课时安排: 两课时
教学内容: 文章赏析、结构分析及课内讨论（一小时）；语言点（一小时，待续）
Structure:
Part 1: Description of his gardening experience (para. 1- 8 )
The gardening gives him satisfaction, offers a taste of freedom,
and makes him strong physically and mentally.
Part 2: Significance of his gardening experience (para. 9 - the
end)
It has become a metaphor and gives him inspiration on how to be
a good revolutionary leader and how to nourish important human relationship
Questions for Text Appreciation
n“one can feel fulfilled by washing one’s clothes ….” what is meant
by “feel fulfilled…” in this sentence, and why does he say so? (para.
2)
nWhat does the important tasks outside of prison refer to? How can
he feel the sane pride in doing small things inside prison? (para.2)
nWhy do people say that Mandela “was a miner at heart”? (para.4)
n“in some way, I saw the garden as a metaphor for certain aspects
of my life.” what is being compared? (para.9)
nWhy does he have a mixture of feelings when he writes to Winnie?
Language understanding
nThe end of manual work is liberating.
I felt liberated from the manual work.
I found Dickens’s novel very interesting. I was ____.
The news was very disappointing. I felt terribly ______.
The result is a bit surprising. Everybody was ______.
The whole experience was exciting. We all got extremely ______.
survive 比……活得长， 幸存
nvi. to remain alive or in existence:
----Few survived after the flood.
----Books have survived from the time of the Egyptians.
nvt. to live longer than; outlive:
----He survived his wife for many years.
to live or persist through
----The house survived the storm.
----He did not long survive his humiliation.
nthe survival of the fittest, hopes of survival
nthe only survivor of the shipwreck
send help to the survivors of the earthquake
nOne must develop ways to take satisfaction in one’s daily life.
take satisfaction in (doing) sth.
to learn to enjoy sth.
more phrases:
find satisfaction in
feel satisfaction at
to sb.'s satisfaction (to the satisfaction of sb.)
nsatisfy, satisfied, satisfying, satisfactory satisfaction
I had a feeling of _____ when the work was finished.
Mr. Knight give a _____ smile.
All the information was not enough to ___ me.
I am not ____ with the present situation.
After a ____ meal, you no longer feel hungry.
That certainly seems a ____ explanation.
nHe is an enthusiastic reformer _at_ heart.
nI must get this poem _by_ heart.
nThe words were spoken _from_ the depths of her heart.
nHe has lost his heart _to_ a very pretty young girl.
nheart and soul
nheart attack
nbreak one’s heart
第三单元
课时安排: 两课时
教学内容: 语言点（一小时）；练习、text B及讨论（一小时）
contact
Finally he managed to get into contact with him.
The journalist has a contact in Paris.
v.
I shall contact you by telephone on Friday.
be in [out of] contact with
lose contact with
contact lenses
Contact person
Decline v.
nto slope or move downwards
About 2 miles east, the land begins to decline towards the river.
nto move from a better to a worse position, or from higher to lower
His power/health/influence has begun to decline now that he is old.
nto refuse, usu. politely; be unwilling
We asked them to come to our party, but they declined (the invitation).
The minister declined to make a statement to the newspapers.
nDecline n.
There is a sharp decline in interest in sports in our town.
She went into a decline and soon died.
ndecline, to refuse politely, formal word
nrefuse, to say or show one is unwilling to give or accept sth.
general word.
nreject, to refuse to accept, submit to, believe, or make use of,
strong word
nrefuse/decline an invitation;
refuse permissions;
decline, reject, or turn down a suggestion;
refuse, decline, reject, or turn down an offer;
reject or turn down a plan or proposal.
nmust decline in words:
The horse rejected/refused the apple.
nHe had set his heart on pursuing his studies abroad.
nWe have always pursued a friendly policy towards the Japanese people.
nHe has been pursued by misfortune.
nHe pursued the river to its source.
nclnsely pursue the enemy
nresolutely pursue knowledge
npursue a 4-year course of study at a college
npursue the study of English for five years
nprudently pursue the plan
nAfter a pursuit lasting all day we finally caught up with them.
nThe new cleanser completely fulfilled its purpose.
nThe doctor’s instructions must be fulfilled exactly.
nShe succeeded in fulfilling herself both as an actress and a mother.
nfulfil a task ahead of schedule
nfulfil a promise to the letter
nAfter many years, his plans came to fulfillment.
nThe fulfillment of my dream is apparently as far off as ever.
nHe drove at a constant speed.
nA thermostat keeps the temperature constant.
nThe machinery requires constant maintenance.
nconstant arguments
nunder constant attack in the newspapers
na constant friend
nconstancy of temperature
nCrops flourish in rich soil.
nHe is flourishing in his new job.
nThe British Empire flourished in the 19th century.
nThe magazine was in full flourish then.
nThey vowed their love would endure for ever.
nThey had spent three days in the desert without water, and could
not endure much longer.
nFew of the runners endured to the finish.
nShe endures many discomforts without complaint.
nCheap cloth has little endurance.
nHis cruelty is beyond endurance.
nShe went through the typescript carefully to eliminate all errors
from it.
nWe eliminate most of the runners in the heats; only the best run
in the final.
nThe platform bridge over the railroad tracks eliminated danger
in crossing.
nHe was distressed at the elimination from the contest.
nnourish hope in one’s heart
nnourish the baby on healthy mother’s milk
nnourish an infant with milk
nThe flowers have withered away/up.
nOlder people are complaining that the old ethical values are withering
away.
nThe wound is still tender.
ntender meat a tender heart
na child of tender years
nShe has a tenderness for cats.
nAnyway he was dead. I couldn’t bring him back to life.
nHis painting is a strange mixture of styles.
nIn poetry the rose is often a metaphor for love.
nYou can learn technical skills through/by trial and error.
manual
manual skill (adj.)
a manual worker (adj.)
a manual for students (n.)
nOf or relating to the hands
nA small reference book, especially one giving instructions.
nEmploying human rather than mechanical energy:
na pocket reference manual
nthe service manual
nmanual industry
nmanual labor
nmanual training
Bar
nThe bar of soap slipped from his grasp.
nPoor health may be a bar to success in life.
nAfter finishing here legal studies she was called to the bar.
nHe opened a snack bar.
nHe barred all the doors and windows of his house.
nMy father barred smoking at the dinner-table.
Language understanding
nAt length
* After some time; eventually:
At length we arrived at our destination.
* For a considerable time; fully:
spoke at length about the court ruling.
nMore phrases about length
*cannot see beyond the length of one's nose
find [have, get, know, take] the length of sb.'s foot
keep sb. at arm's length
nThere’s little chance that mankind would __ a nuclear war.
A. retain B. endure
C. maintain D. survive
nIn the past, most foresters have been men, but today, the number
of women __ this field is climbing.
A. engaging B. devoting
C. registering D. pursuing
nIn previous times, when fresh meat was in short __, pigeons were
kept by many households as a source of food.
A. store B. provision
C. reserve D. supply
n__ she wondered if she had made a mistake.
A. Not until long afterwards that
B. Not long until afterwards
C. It was not until long afterwards that
D. It was long afterwards until
nHumidity is so intense in some parts of the tropics that Europeans
find they are unable to __ it.
A. maintain B. persist
C. endure D. sustain
nShe once again went through her composition carefully to __ all
spelling mistakes from it.
A. withdraw B. diminish
C. abandon D. eliminate
nThose people __ a general understanding of the present situation.
A. lack of B. are lacking of
C. lack D. are in lack
nlast year, the crime rate in Chicago has sharply __.
A. declined B. lessened
C. descended D. slipped
nCrisis would be the right term to describe the __ in many animal
species.
A. minimization B. restriction
C. descent D. decline
Topics for discussion
nWhat do you think made Mandela such a remarkable person? There
are quite a few people who think that he should be considered the
man of the 20th century. Do you agree? Why or why not?
nIn the last paragraph, Mandela wrote, “Sometimes there is nothing
one can do to save something that must die.” Do you agree? Why or
why not?
授课教案:现代大学英语精读第一册
Unit 8 My Personal Manager
教案说明 本教案反映第八课的全部内容。在学生预习课文的基础上，本次授课将系统讲解文化背景知识、课文整体脉络和以及重要的语言点及课文难点部分，同时将对课后的练习进行有针对性地强化。本次授课的效果将在第六课时通过讨论的形式得到检查和升华。本教案共分三部分，每部分为两课时。
教学目的 1. 以课文内容为纲，音像资料为线，关键语汇为点带领学生了解文化背景知识，认识课文逻辑顺序和结构安排；
2. 通过详细地课文讲解，帮助学生掌握大纲所要求的英语专业一年级学生所应该掌握的内容；
3. 通过小组活动，加深对课文的理解，同时增强学生的实践能力。
教学内容 1. 以形象的方式，带领学生了解作家的写作风格；
2. 启发学生寻找关键语汇，总结全文整体的逻辑结构和各个部分的行文安排以及由此达到的效果，同时讲解每段伴随出现的重点语言点；
3. 在所学的基础上，深入讨论与文章相关的内容，完成课后练习。
教学重点 1. 本文结构；
2. 文章的语言点；
3. 文章的课后讨论，及所学语言点的融会贯通。
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
第一单元
课时安排: 两课时
教学内容: 作家介绍及其作品的相关课堂讨论
Background
nMargaret Goff Clark is a prolific author.
nShe wrote stories about teenagers.
nThemes: mysteries, science fiction, human relationship and wild
animals.
Theme one: mysteries
Theme two: science fiction
nBarney and UFO
nBarney on Mars
Theme three:
human relationship
nThe book is a historical fiction about a family helping slaves
escape to Canada.
Theme four: wild animals
The endangered Florida Panther
There is a good mix of high-interest anecdotes about the panther
and the people who study and safeguard it, and of facts and photos
that present basic information about the species and its ecological
role. Habits and habitat are briefly discussed; history focuses
on the panther's endangered status and the efforts to protect it.
nThe Threatened Florida Black Bear
In this companion book to The Endangered Florida Panther (1993)
and The Vanishing Manatee (1990, both Cobblehill), Clark gives basic
historical and scientific facts interspersed with eyewitness accounts
of the wildlife biologists who study and protect the animals. It
is these anecdotes that create a sense of excitement and convey
the tragedy of habitat loss that puts various species at risk worldwide.
Full-color photographs provide information and a feeling of immediacy
and awe. Solidly on the side of wildlife conservation, Clark presents
a balanced picture of the bear's relationship with the environment
and with humans, discussing conflicts and compromise.
Warming-up questions
nWhat is your favorite book and who is your favorite character in
Juvenile literature?
nWhat does a good story usually contain?
nIn this text, Why doesn’t the story directly begin from the first
day I meet Carlos?
nWho Stole Kathy Young?
第二单元
课时安排: 两课时
教学内容: 文章赏析、结构分析及课内讨论（一小时）；语言点（一小时，待续）
In-class discussion
nWhat troubles the hero and heroine in the story? What will it usually
result in? How do they deal with it?
nIf you were Karen, what would you do? And if you were Carlos? What
would you do to help Karen?
nDo you have the similar problems? what is your way to resolve them?
Text appreciation
nDevelopment of story
Part I (para. 1 ) suspense of the story
Part II (para. 2-6 ) the first day I met Carlos.
Part III (para. 7-8 ) Carlos became my personal manager.
Part IV (para. 9-end) the success of us.
Language understanding
nIt was one of those golden days in late October.
days of great happiness or success
ngolden age
ngolden boy/girl
nGolden Gate
ngolden hours
ngolden opportunity
ngolden rule
ngolden saying
ngolden wedding
nYou sound like a soap commercial.
an advertisement for soap on television or radio
nsoap opera
a continuing series, broadcast in some countries as often as five
days a week, about the lives of a group of characters, often centering
on their romantic lives
nIt’s funny you should say that.
主语从句中的虚拟语气。
it is/was + 形容词／过去分词 + that... (should) + v.
nIt is natural that every child want to be loved by his parents.
nIt’s strange that she should refuse this offer.
nI’m going to be promotion man. I can promote big things.
nThis method must be promoted everywhere.
nThe meeting discussed how to promote co-operation between the two
countries.
nThe company are promoting their new sort of toothbrush on television.
nHe was promoted to Sales Manager.
nThe clerk was given a promotion and an increase in salary.
nPromotion and publicity helped to make that novel a best-seller
within weeks.
nI was tearing into the classroom when I ran into something solid.
nmoving quickly, especially in a careless way
nhit, bump into
nThey torn into the enemy.
nExplosive shells tore into the walls of the strongpoint.
nrun into an old friend
nrun into debt
ntwo things running into each other
nThat would be the last straw.
nafter a series of problems or blows, this additional one is more
than you can bear
nIt is the last straw that breaks the camel’s back.
nA straw show which way the blow blows.
nthrow straws against the wind
na man of straw
nA drowning man will catch at a straw.
na good two inches taller than I
rather more than
nShe is a good ten years younger than he is.
nThe nearest station was a good five miles away.
nI came back to earth to see the cocky newcomer…
to stop dreaming; to come back to the real world
nbring sb. back (down) to earth
ncome back (down) to earth
too confident about oneself or one’s abilities
nI don’t like him; he’s far too cocky.
nDon’t be cocky at success.
第三单元
课时安排: 两课时
教学内容: 语言点（一小时）；练习、text B及讨论（一小时）
I ought to know better.
nKnow better than to
She is old enough to know better than to spend all her money on
clothes.
I know better than to lend him any money.
He ran away from school. He ought to have known better.
nI brushed by him…
walked past quickly
nhe brushed past me in a very rude way.
nDon’t bother to move. I think I can just brush past.
nI was brushed against by a bicycle.
nYou and I have a lot in common.
be similar or the same in some way
nThey have something/nothing/one thing in common with each other.
nHe believed, in common with the majority, that it was true.
nHe was blamed in common with the rest.
nReed Harrington was voted president.
nWho was voted president of the Students’ Union?
nWho was elected mnnitor?
nWho do you think will be chosen the new President of the US?
nWho should be named the best athlete?
nWho was appointed China’s ambassador to the UN?
nI stopped Carlos and said, point blank,…
forceful and direct
na point-blank refusal
nto refuse point blank
nI told him point-blank what I thought of his bad behavior.
nHe told me point-blank that he would not go.
nIt doesn’t seem to bother you…
nto cause to be nervous; annoy or trouble, esp. in little ways
nI’m busy; don’t bother me.
nto cause inconvenience to
nI’m sorry to bother you, but can you tell me the time?
nWe had a lot of bother finding our way here. (by small matters)
nI don’t want to be a bother to you, but could I possibly stay here
for the night?
nbeing knee-high to a flea
bend [bow] one's knee before [to] sb.
bring sb. to his knees
on the knees of the gods
on one's knees
flea market
a flea in one’s ear
in this undersized skin
under-
nBeneath or below in position:
underground, undergarments, undercurrent
nInferior or subordinate in rank or importance:
undergraduate, undersecretary
nLess in degree, rate, or quantity than normal or proper:
undersized, underdeveloped, underpaid, underdone, undernourished
nIt seemed my acting career was about to burst into flower with
the lead part in a play Carlos had dug up.
to begin to show happy results
to find sth. hidden or forgotten by careful searching
nA remarkable collection of historical relics has been dug up.
nI’ll dig you up in New York City.
laugh, smile, grin, chuckle, sneer, giggle
grin, to smile showing the teeth
chuckle, to laugh quietly or to oneself.
Sneer, to assume a scornful, contemptuous, or derisive facial expression.
giggle, to laugh with repeated short, spasmodic sounds.
nAt that moment, everybody began to ___ and sing.
nHe ____from ear to ear.
nHe was ____ to himself over what he was reading.
nJames ____ at my old bicycle. He has a new one.
nThe funny man amused the girls, so they____.
nCarlos gave me a pleading look.
nTo appeal earnestly; beg:
The boy pleaded for mercy.
She pleaded with the officer not to give her a ticket.
nTo assert as defense, vindication, or excuse; claim as a plea(辩护，
答辩）
I pleaded illness as the reason of absence.
He pleaded not guilty.
nargue earnestly(抗辩）
plead against a bill.
...making a laughing stock of myself...
nlaughing-stock
nburst out laughing
nHe laughs best who laughs last.
nHe who laughs at crooked men should need walk very straight.
nIt is enough to make a cat(horse) laugh.
nLaugh and grow fat.
nLaugh, and the world will laugh with you.
nMother and Dad were flushed and happy looking.
nHer cheeks flushed brightly in the sun.
nHer face flushed hotly.
nFather asked me to flush off the garage floor.
nThe criminal put the torn papers in the lavatory and tried to flush
them away.
Language understanding
nCast
*As soon as they reached the fishing area, the fishermen cast their
nets into the sea.
*She cast an eye in his direction.
*Many senators cast their votes against the new tax law.
*Carlos Cast Karen as the lead.
*The play’s cast was given a standing ovation.
*It is a cast of her face made in plaster.
*Her face has a distinctly oriental cast.
nI’m very sorry to have __ you with so many questions on such an
occasion.
A. interfered B. offended
C. impressed D. bothered
nAnne couldn’t concentrate __ what she was doing while her family
were watching TV.
A. to B. on
C. for D. in
nIt is rather __ that we still do not know how many species there
are in the world today.
A. misleading B. embarrassing
C. boring D. demanding
nThe river is already __ its banks because of excessive rainfall;
and their city is threatened with a likely flood.
A. parallel to B. level in
C. flat on D. flush with
nThe government is trying to do something to __ better understanding
between the two countries.
A. raise B. promote
C. heighten D. increase
dbbdb
Group activities
nGroup discussion
How do you think Karen will choose between Reed Harrington and Carlos
as her boyfriend according to story? Why do you think so? If you
were Karen, which one would you choose?
nDramatize the story
Writing
Write a story. pay attention to the plot and dialogue.
授课教案:现代大学英语精读第一册
Unit 9 Against All Odds
学校：北京交通大学 课程名称：综合英语
学院：人文与社会科学院 教师姓名：莫永谊
教学对象：英语专业本科一年级
教案说明 本教案反映《现代大学英语》(精读I) Lesson 9的内容。在学生预习课文的基础上，授课集中在六课时。第一、二课时将系统讲解文化背景知识、课文整体脉络和文章写作技巧；第三、四课时讲解和处理课文的语言；第五课时做课文练习和补充；第六课时通过读书讨论和作文评析检查和升华学生学过的内容。
教学目的 1. 以课文内容为纲，音像资料为线，关键语汇为点带领学生了解文化背景知识，认识课文逻辑顺序和结构安排；
2. 通过讨论精彩段落写作的要素和手段，帮助学生掌握描写该种情形的技巧，并能够进行相似主题的短文欣赏和写作。
教学内容 1. 以形象的方式结合课文内容发展顺序，带领学生了解霍金生平，提高学生勇于面对困难、克服困难的意识；
2．启发学生寻找关键语汇，总结全文整体的逻辑结构和各个部分的行文安排以及由此达到的效果。
教学重点 识别关键语汇（形容词、名词和短语）以分析文章的逻辑结构及其效果；
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
Against All Odds
By Michael White & John Gibbin
Part I: (The 1st & 2nd Hour)
Picture Talking for Warming-up (10 minutes)
Today, we will study Against All odds by Michael White & John
Gribbin.
. Let’s first look at the picture. Please talk with your partner
what you know about this man in the picture. After 3 minutes, I
will ask two students to tell us what they’ve got about this man.
Background Information (25 minutes)
Reference 1:
Stephen Hawking - a Life in Science (1992)
A non fiction book by
John Gribbin
This biography pays particular attention to Hawking's scientific
achievement, as well as to the tragic progress of his illnesses
and his extraordinary will to survive and to continue working despite
major progressive handicap.
I am quite often asked how do you feel about having ALS?
The answer is, not a lot. I try to lead as normal a life as possible,
and not think about my condition, or regret the things. I have had
motor neurone disease for practically all my adult life. I could
select words from a series of menus on the screen, by pressing a
switch in hands. head or eye movement. A speech synthesizer fitted
to my wheel chair allowed me to write, talk. Yet it has not prevented
me from having a very attractive family, and success in my work.
It gave me something to live for. I realised that there were a lot
of worthwhile things I could do I was enjoying life in the present
more than before. thanks to the help I have received from Jane,
my children, and a large number of other people. I have been lucky,
that my condition has progressed more slowly than is often the case.
But it shows that one need not lose hope.
---Stephen Hawking
Reference 2: Stephen William Hawking
l Hawking, Stephen William (1942- ), British theoretical physicist
and mathematician whose main field of research has been the beginning
of the universe, and a unified theory of physics, the nature of
space and time, including irregularities in space and time known
as singularities.
Life experience:
l Born on 8 January 1942 (300 years after the death of Galileo)
in Oxford, England...
l In 1958 he entered Oxford University.
l In 1961 he attended a summer course at the Royal Observatory.
l In 1962 he completed his undergraduate courses and received a
bachelor’ degree in physics. Then Hawking enrolled as a research
student in general relativity at the department of applied mathematics
and theoretical physics at the University of Cambridge.
l In 1966 Hawking earned his Ph.D. degree from Trinity College at
the University of Cambridge.
l In 1974 he became one of the youngest fellows of the Royal Society.
l In 1977 he became a professor of physics after finishing doing
post-doctoral research at the University of Cambridge.
l In 1979 he was appointed Lucasian Professor of Mathematics at
Cambridge.
Scientific research:
l In the earliest stages, Hawking has been concerned with the concept
of singularities breakdowns in space and time. The most familiar
example of a singularity is a black hole, (the final form of a collapsed
star). During the late 1960s Hawking proved that a singularity must
occur at the big bang( the explosion that marked the beginning of
the universe and the birth of space-time itself).
l In 1970 Hawking turned to the examination of the properties of
black holes: the surface area of the event horizon (The boundary
of a black hole) around a black hole could only increase or remain
constant with time this area could never decrease.
l From 1970 to 1974, Hawking provided mathematical proof for the
hypothesis as the "No Hair Theorem”: matter entering a black
hole loses its shape, its chemical composition, and its distinction
as matter or antimatter.
l Since 1974 Hawking has studied the behavior of matter in a black
hole in quantum mechanics. Quantum mechanics is a theory that describes
black holes from which nothing was supposed to be able to escape
could emit thermal radiation, or heat.
l Throughout the 1990s Hawking sought to explain the universe by
incorporating all four basic types of interactions between matter
and energy: strong nuclear interactions, weak nuclear interactions,
electromagnetic interactions, and gravitational interactions.
Current news:
Professor Hawking is currently interested in selling his hot air
balloon basket, especially designed by experts for wheelchair access.
This very special item is in excellent condition and ready to use
Professor Hawking has given many lectures to the general public.
Here are the more recent public lectures at Zhejiang University.
Major works:
l Universe in a Nutshell/ The Illustrated Brief History of Time(1988)
l Black Holes and Baby Universes and Other Essays (1993),
l The Theory of Everything: The Origin and Fate of the Universe
l The Future of Spacetime
l A Brief History of Time: From the Big Bang to Black Holes
l In 1992 American filmmaker Errol Morris helped make all-time best
seller A Brief History of Time into a film about Hawking’s life
and work.
Reference 3: What is ALS?
l ALS Amyotrophic Lateral Sclerosis
l 肌萎缩侧索硬化
l A = absence of 缺乏
l myo = muscle 肌肉
l trophic = nourishment 营养
l Lateral = side(of spine) （脊髓的）边沿
l Sclerosis = hardening 硬化
l
l The ALS Association is the only national not-for-profit health
organization dedicated solely to the fight against ALS through research,
patient and community services, public education, and advocacy.
Reference 4: The University of Cambridge
l One of the oldest universities in the world and one of the largest
in the United Kingdom
l The University of Cambridge consists of over 100 departments,
faculties and schools plus a central administration
Warm-up Exercises (15 minutes)
l List as many as possible the abbreviated form of English words.
l Discussion: What made Stephan Hawking drag out of the depression
and decide to go back to work?
Text Analysis (30 minutes)
I. Text Glimpse (10 minutes)
Since you have previewed the lesson before class, I’d like to ask
some students a few questions:
1. How did Stephen Hawking first discover that he had this disease?
2. How did Stephen Hawking take the news?
3. What helped him get out of his depression?
4. How did Hawking struggle bravely against all the physical obstructions?
5. Can you describe his married life
II. General Analysis (10 minutes)
Questions: 1. What kind of order does the text adopt? (the chronological
order)
2. How many parts can this text be divided into?
III. Detailed Analysis (10 minutes)
Try to find the key sentences in each part and summarize their main
ideas.
Part II: (the 3rd & 4th hour)
Language understanding (100 minutes)
1. odd:
1) peculiar or eccentric, fantastic 奇怪的古怪
2) number not divisible by two (opposed to even) 单数的,奇数的
3) not fixed, not regular, occasional 零星临时
E.g. odd-looking man make a living by doing odd jobs
odds: 1)the chance in favor of/against sth. Happen可能的机会
2) things that are not even, inequalities 不平等
E.g. The odds are against/ in favor of us.
odds and ends: small articles and pieces usu. of small value;
零碎杂物 oddment
2. modal auxiliaries + perfect tense
can/could have done
may/might have done
must have done
should /ought to have done
needn’t have done
Exercise:
Her eyes are red. She _____. (cry)
You ____more careful in this experiment.
I dressed very warmly for the trip, but I __ ; the weather was hot.
prep. + doing
has difficulty /trouble/a hard time (in) doing sth.
has a good time (in) doing sth.
There is no point /use (in) doing sth.
What is the use/ point/good (of) doing sth.?
be through (with) doing sth.
3. end up: 结束告终
E.g. People who earn less money but enjoy life may end up happier
than those who work too much.
4. only to: 结果却，不料，反而
E.g. The enemy troops rushed there only to be ambushed. 敌人扑到那里却遭到伏击。
5. Worth
l sth. is worth +n. ( money, time, energy)
l sth. is worth doing
l worthy: 值得
be worthy of n.
be worthy of being done
be worthy to be done
worthwhile
l doing sth./to do sth. + be worthwhile
l It is worthwhile + doing sth./to do sth.
l It is worth one’s while + to do sth.
l Exercises
l 1） The Yellow Stone Park is well -----
l a worth visiting b worthy visiting
l c worth to visit d worth visiting it
l 2） The book is wort`y of -------
l a reading b read
l c having read d being read
l 3) Handle that flower vase carefully; it --- a lot of money.
l a worths b is worth
l c worthed d is worthy nf
6. cover: to include; travel; deal with
包含 包括，处理，走过
l E.g.
l The class covered only half of what the teacher intended.
这堂课只完成了老师想干的工作的一半。
Our trip covered only half of what the tour guide intended.
我们这趟旅游只去了一半导游想去的地方。
7. turn
l turn up:
l 1) to fold turn up the shirt sleeves
l 2)to bring to the surface
l 3)to happen/ occur
l He’s still waiting for something to turn up.
l 4)to appear/ arrive
l He promised to come, but hasn’t turned up yet.
l Turn up one’s nose at sth. 轻视瞧不起
l Turn on/off
l Turn down翻下/转小拧小/拒绝
l Turn to 开始工作从事
8. disability: n. 残疾
Compare:
able: adj.
unable: adj.
enable: v.使能够
disable: v.使无能为力， 尤指使残疾
disabled: adj. crippled 残废的
(disabled ex-service man退役军人)
9. term:
1) fixed period of time 期间 a long term of imprisonment
2) (of school) period into which academic year is divided学期
3) word to express an idea, esp a specialized concept 术语
technical term/ legal term
4) (pl.) mode of expression 措辞,说法
conditions offered or agreed to 条件
relations 关系,交情
E.g.
come to/make – with sb./sth.与某人达成协议/接受某物
be on good /bad/ friendly – with sb.与某人关系良好….
He referred to your work in terms of high praise.
I didn’t know you and he were on such good terms
synonyms: adviser, counselor, instructor, supervisor, faculty staff
(pl.) , crew
10. affect: act on
effect: result; outcome
influence: v./n. exercise power to affect one’s character,
beliefs or actions through example, fear, admiration
1.Don’t be ___ by bad examples.
2.The ___ of Chinese medicine in treating the kind of disease is
clear.
3.The person who ___ me most deeply in my childhood was my aunt.
4.The amount of fertilizer you use often__ the size of a crop.
5.Climate has a great__ on people’s lives. It can__ the food they
eat, the houses they build and the way in which they dress. And
weather__ the way people feel, too. A gloomy day often makes people
feel low. On the other hand, a bright sunny day__ people quite differently.
6. Einstein’s theory of relativity has great __ on the science.
Group discussion (20minutes)
1. What made Stephan Hawking succeed in his research work? Do you
believe in the power of love?
2. Can you think of anyone you know in China who has or had the
same kind of courage to defy fate?
Part III: (The 5th &6th hour)
More Work on the Text (50 minutes)
(See exercises from P221 to P228)
Study Text B (30 Minutes)
Please summarize the main ideas of Text B in two or three sentences.
Written Work (20 Minutes)
What can you learn from Stephen Hawking? (100w)
授课教案:现代大学英语精读第一册
Unit 10 The Green Banana
教学对象：英语专业本科一年级
教案说明 本教案反映第七十二课时的内容。在学生预习课文的基础上，本次授课将系统讲解文化背景知识、课文整体脉络和文章写作技巧。本次授课的效果将在第八十课时通过读书讨论和作文评析得到检查和升华。
教学目的 1. 以课文内容为纲，音像资料为线，关键语汇为点带领学生了解文化背景知识，并告诉我们应该尊重世界上的每一种文明，任何一个地方，任何一个小镇甚至家庭都可能被人认为是世界的中心。
2. 认识课文逻辑顺序和结构安排，通过讨论精彩段落写作的要素和手段，帮助学生掌握描写该种情形的技巧，并能够进行相似主题的短文欣赏和写作。
教学内容 1. 以形象的方式结合课文内容发展顺序，带领学生了解不同于本民族的文化和风俗习惯。开拓学生的视野，扩大知识面。
2．启发学生寻找关键语汇，总结全文整体的逻辑结构和各个部分的行文安排以及由此达到的效果；
3．通过多种方式赏析精彩段落的修辞特点，帮助学生掌握活动场景写作的要素和技巧。
教学重点 1. 识别关键语汇（形容词、名词和短语）以分析文章的逻辑结构及其效果；
2．分析活动场景写作中的行为动词、象声词、同义词、短句、断句和比喻及其效果。
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其它来源）。
The Green Banana
By Donald Batchelder
Ⅰ. Background (4 minutes):
The text is taken from Beyond Experience:
An Experiential Approach to Cross-cultural
Education edited by Donald Batchelder and Elizabeth G. Warner in
1974. When the second edition of the book was published in 1993,
Batchelder explained his view on cross-cultural education: “ If
some of the goals of education in modern times are to open up possibilities
for discovery and expand learning and the chance for mutual acceptance
and recognition in a wider world, it may be important to offer students
a perspective on their own immediate center of the world by enabling
them to participate sensitively as cross-cultural sojourners to
the center of someone else’s world.”
Ⅱ.
Text Analysis (10 minutes):
1.Questions:
l What is “learning moments”? Have you ever experienced “learning
moments”?
l Have you ever heard of or encountered the experience of cultural
differences? List the examples.
2. Batchelder’s view on cross-cultural education:
“If some of the goals of education in modern times are to open up
possibilities for discovery and expand learning and the chance for
mutual acceptance and recognition in a wider world, it may be important
to offer students a perspective on their own immediate center of
the world by enabling them to participate sensitively as cross-cultural
sojourners to the center of someone else’s world.”
Ethnocentrism (种族优越论)
provincialism
regionalism Cultural
chauvinism Relativism
racism
(cultural) imperialism
3. Quoted sentences from text to think over the excerpts.
l The occasion called for some show of recognition on my part. (para.3)
What does this sentence mean?
l … trying to show interest if not complete acceptance. (para.3)
Does the author agree with the villagers?
l …its time had come to meet my need. …It was my own time that had
come, all in relation to it, (para.5) “It was my own time” to do
what? Why is it, in the author’s opinion, that many useful things
remain unknown to us? Who is to blame?
l But once a conscious breakthrough to a second center is made,
a life-long perspective and collection can begin, (para.7) What
does he mean by the “second center”? Which is the first center?
How can we make a conscious breakthrough to a second center? What
does he mean by “perspective” and “collection”?
l …a green banana is waiting for all of us if we would leave our
own centers of the world…” (para.8) What does “a green banana” here
stand for? When the author says we should leave our own centers
of the world, doe he mean we should travel to other countries more
often?
Ⅲ. Language Understanding (10 minutes):
consist of ...: include .. as its main parts or aspects包括,
相似结构：由 … 组成 构成
be composed of … … constitute
be made up of …
fall into…
e.g. 这本书是有八个章节构成的。
The book consists of eight chapters.
is composed of
The book is made up of eight chapters.
falls into
Eight chapters constitute the book.
l Sure adj. (predicative only)
Be sure to do sth. 务必，一定要
make sure that… 确信
Be/feel sure of (about) sth./ that…确信
adv. I said it’d happen, and sure enough it
did. (确实事实上)
I don’t know it for sure.(的确，确实地)
Compare:
assure有信心地说，使相信确信
ensure保证（得到），确定，获得
l work out
This problem will not work out.?
?
They ‘ve worked out? a method of sending a spacecraft to Mars.
?
The champion? is working out in the gym.
?
How will things? work out?
I wonder how his ideas worked out in practice?
ignore
: take no notice of refuse to take notice of 不顾,不理,忽视 （有意识的）
e.g. ignore rude remarks
be ignored by one’s superiors
My advice was completely ignored.
Variants:
ignorant: adj. unaware, knowing little or nothing 没知识的,不知道的
e.g. I am quite ignorant of what his plans are.
an ignorant replay/ conduct/ behavior
ignorance: n. being ignorant want of knowledge 无知,不知
e.g. We are in complete … of his plan.
Compare:
neglect: pay no attention to/give no notice or not enough
care to unconscious, unaware
忽略玩忽（粗心无意识造成的）
e.g. neglect one’s studies/ children/ health
neglect one’s duty玩忽职守
Don’t ~ writing to your mother.
negligent: taking little care 不注意的, 疏忽的
e.g. He is ~ of his duties. He is ~ in his work.
negligible: that needn’t be considered; of little or no
importance or size不重要的
e.g. a ~ quantity
l call for: demand, require, need要求，需要，提倡
e.g. ~ economy
The occasion ~ prompt action.
You must take such steps as seem to be ~ (do
what seems necessary)你必须采取似乎必要的措施．
call sb./ sth. up: telephone to / bring back to mind/ summon for
military service
e.g. I will call you up the morning.
If the war breaks out, we shall be ~ at once.
The scenes ~ my childhood memory.
call by: visit briefly when passing house顺便拜访
call on/upon sb.: make a short visit to短暂拜访
call on/ upon sb. to do sth.: require sb.要求恳请呼吁号召
call off 取消，停止，放弃
e.g. You’d better call the deal off.
The football match was called off due to the fog.
l relate vi. 涉及，有关
relate to
e.g. The paper ~ to the situation.
related adj. 有联系的， 相关的
relative adj. 相关的， 相对的，比较的
n. 亲戚，亲属
relation n. 关系，联系
(in/with relation to) 关系涉及，有关
relativity n. 相对性， 相关性
?
e.g. His heart attack could be
related to his car crash last year. 他的心脏病发作与去年的车祸有关。
e.g. The cost relates directly to the amount of time spent on the
job. 费用与工作所耗的时间直接相关。
tend：vi. 倾向于 趋于 tend to—
E.g. People tend to gain weight on
holidays.
vt. 照顾护理 tend the sick
tendency: n. 趋势
compare：
intend v. 想要,打算
intend to do sth.
intention: a plan or purpose 意图，打算
e.g. I’ve no intention of changing my plans.
l time: all the time / at times /on time/ at the time/ for a time
/in time / at the same time / for some time / from time to time
/ at a time / for the time being
1. Do you agree that the 21th century will see the bitter conflicts
between the west culture and the east culture?
2.
What do you think is the right attitude towards cultural difference.
Conclusion
What we’v learned from the text is cultural difference from China,
and
Ⅴ. Assignment and Q &A (5 minutes):
Give short answers to the questions.
1. What was the author’s first learning moment?
2. What was the author’s second learning moment?
Ⅵ. PowerPoint
备注：教学内容：课文背景、语言点、语言技能训练、课堂活动安排 （以上每一部分的都要求标注所需时间）、练习，以上为六个小时的教学内容。教案每两个小时为一个单元。
第一标题为三号字
第二标题为小四号
正文为五号
授课教案:现代大学英语精读第一册
Unit 11 The Midnight Visitor
学校：北京交通大学 课程名称：综合英语
学院：人文与社会科学院 教师姓名：莫永谊
教学对象：英语专业本科一年级
教案说明 本教案反映《现代大学英语》(精读I) Lesson 11的内容。在学生预习课文的基础上，授课集中在六课时。第一、二课时将系统讲解文化背景知识、课文整体脉络和文章写作技巧；第三、四课时讲解和处理课文的语言；第五课时做课文练习和补充；第六课时通过读书讨论和作文评析检查和升华学生学过的内容。
教学目的 1. 以课文内容为纲，音像资料为线，关键语汇为点带领学生了解文化背景知识，认识课文逻辑顺序和结构安排；
2. 通过讨论精彩段落写作的要素和手段，帮助学生掌握描写该种情形的技巧，并能够进行相似主题的短文欣赏和写作。
教学内容 1. 以形象的方式结合课文内容发展顺序，带领学生理解课文；
2．启发学生寻找关键语汇，总结全文整体的逻辑结构和各个部分的行文安排以及由此达到的效果。
教学重点 识别关键语汇（形容词、名词和短语）以分析文章的逻辑结构及其效果；
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
The Midnight Visitor
By Robert Arthur
Part I: (The 1st & 2nd Hour)
DVD-Watching & Picture Talking for Warming-up (10 minutes)
Today, we will study The Midnight Visitor by Robert Arthur
. Please enjoy the following DVD and pictures in Hollywood movies
and give your description of 007—James Bond , the best-known secret
agent ever invented across the world, and.
Background Information (15 minutes)
Reference 1:
Although Ian Fleming's James Bond novels first appeared in the 1950's,
it was not until the Bond films hit the big screen in 1962's "Dr.
No", that the figure of James Bond - 007 - became famous. The
huge success of the first picture, spurred Albert R. "Cubby"
Broccoli and Harry Salzman to quickly commence work on the follow-up,
capitalising on the public's interest in the suave British secret
agent and soon, Bond became possibly the most instantly recognizable
character in cinema, making its star, Sean Connery into the biggest
box office attraction in the world.
It is difficult to pinpoint a single catalyst for the Bond phenomenon,
but by the time that 1964's Goldfinger was released, the Bond image
was hot property. Maurice Binder's gunbarrel opening titles, Monty
Norman's theme tune, that car - the gadget-laden Aston Martin DB5
- all are instantly recognizable images to any cinema-goer anywhere,
something few films almost forty years old can boast. Since then,
the Bond series has progressed, not always smoothly, over a total
of 19 (official) films, which have grossed over $1 billion at the
box office, making it the most successful film series ever. Due
to its longevity, almost everyone has seen a Bond film and many
people all of them. Everyone has an opinion on the best film, best
actor to have played the lead role, the most villainous villain,
or the most beautiful Bond girl - arguments are discussed in pubs
and bars throughout the world. Most people secretly, or not so,
would love to live that kind of lifestyle. Perhaps it is the fact
that hardly any of us will ever come close to that lifestyle is
why we indulge ourselves with the escapism of the films.
Reference 2: One of James Bond’s Missions
Mystified by the sudden disappearance of Commander John Strangways,
their agent in Jamaica, the British Secret Service sends for agent
007. Following an urgent briefing, agent double-0-seven, armed with
his new Walther PPK, is dispatched to Jamaica. His mission: To investigate
the disappearance of Strangways and whether it is linked to the
recent 'toppling' of American missiles - the disruption of a guided
missile by radio beam.
Upon his arrival, Bond soon realizes that the Caribbean island holds
many mysteries, and that his visit is not so secret after all. Why
is the woman at the airport so insistent on taking his photograph?
Who has sent the taxi to collect him? And why does his encounter
with a local taxi driver end with the man committing suicide - what
was he so terrified of - and why was death an easier option?
During a search of Strangways' home, Bond finds a receipt from Dent
Laboratories, and also learns that the agent had recently hired
the services of Quarrel, a local fisherman. Bond meets Felix Leiter,
a CIA agent who has enlisted the services of Quarrel to try and
locate the source of a radio beam that could disrupt the forthcoming
launch of a rocket from Cape Canaveral.
A search of the local islands has proved fruitless, but one island,
Crab Key - owned by a Chinese man called Dr. NO - is private property,
and no one is allowed ashore. However, Bond learns that Quarrel
has taken Strange ways to the island at night to collect rock samples
without xplanation.
The following day, Bond questions Professor Dent about the rock
samples, but Dent dispels any significance to their geological value,
nervously denying that their origins lie in Crab Key. Unnerved by
Bond's questioning, Dent takes a boat out to Crab Key, undeterred
that visits during daylight are strictly forbidden.
He is shown to a small cell-like room, where a sinister voice over
the loudspeaker gives him an ultimatum for his incompetence: kill
or be killed - Bond must die! That night, Bond receives a visitor
of his own.
But Dent isn't the only suspicious character Bond encounters. Whilst
visiting Government House he catches their secretary, Miss Taro,
listening at the door - maybe she is the reason his arrival on the
island is no secret? Intent on discovering the truth, he suggests
that she might be a good 'guide' to what the island has to offer
- she agrees, and he invites her to meet him at his hotel that afternoon.
After checking Quarrel's boat with a geiger counter, Bond soon discovers
that the rock samples were radioactive, confirming his suspicions
that Dent and the island of Crab Key hold the answers to Strangway's
disappearance.
Undeterred by Quarrel's fear that the island is inhabited by 'dragons',
Bond arranges to go that night - with or without the fisherman's
assistance. Quarrel relents, and agrees to go with him
Planning to collect Miss Taro at her home in the hills, Bond narrowly
escapes death at the hands of the 'three blind men' who assassinated
Commander Strangways, sending them to an explosive death at the
bottom of a ravine. Surprised at Bond's 'safe' arrival , a scantily-clad
Miss Taro succumbs to his advances. After their lovemaking, Bond
spurns her offer to cook a meal, and calls for a taxi to take them
to a restaurant. However, the 'taxi' turns out to be the police.
Back at her apartment, Bond lies in waiting for his assassin, which
turns out to be professor Dent. After a botched attempt on Bond's
life, Dent manages to get the upper hand and grab his gun. Unfortunately,
his knowledge of weaponry is not as profound as his opponent.
Confident now that Strangways was murdered, and that the impending
missile launch could be in jeopardy, Bond decides it's time to visit
Crab Key and discover its secrets. That night Bond and Quarrel head
for Crab Key. Hiding their boat in the undergrowth, they sleep on
the beach. Bond is awakened by the sound of a woman singing, and
is amazed to see a gorgeous bikini-clad girl rising from the surf.
She is startled by his appearance, and after assuring her that he
is not intent on stealing her shells, he discovers her name is Honey
and that she regularly visits the island unnoticed by the security
guards which patrol its shores. This time, they are not so lucky,
as it is soon apparent that their presence is known. Quarrel is
killed by the flame-throwing 'dragon' on patrol, while Bond and
Honey are taken prisoner by the guards. Bond and Honey find themselves
the 'guests' of a tall, soft-spoken Chinese man, with, what appears
to be, metal hands - Dr. NO, (DN:015.) Over dinner, the doctor explains
that he works for SPECTRE - Special Executive for Counterintelligence,
Terrorism, Revenge and Extortion - who intend to sabotage the American
missile launch, as suspected earlier. Not amused by Bond's constant
quips, and dismissing him as "just a stupid policeman,"
the Doctor orders his guards to "soften him up," and lock
him away.
With the missile launch imminent, Bond makes his escape via the
ventilation system, surviving electrocution and scalding, in the
process.
Disguised as a lab technician, he infiltrates the control room,
overpowers one of the guards, and proceeds to cause havoc with the
atomic reactor. Bond battles with Dr. NO, and finally overcomes
the megalomaniac villain as he slides into the reactor's boiling
waters - his metal hands unable to grip the steel structure of the
gantry.
With the underground island headquarters exploding around him, Bond
discovers Honey manacled before a huge sluice gate. Rescuing her
from a watery grave, they both make their escape by boat, as Dr.
NO's island HQ comes to an explosive end.
Warming-up Discussion (25 minutes)
1. In contrast to 007, what is the image of the secret agent called
Ausable in The Midnight Visitor? Try to describe him, please.
2. Being a secret agent so far away from the commonly accepted image,
what is it that makes Ausable so uncommon?
Text Analysis (50 minutes)
I. Text Glimpse (15 minutes)
questions:
1. What was Fowler’s first impression of Ausable?
2 How did Fowler get his first thrilling experience of the day?
3 How did Ausable deal with the situation?
4. How did Ausable finally outwit Max?
II. General Analysis (20 minutes)
Questions: How many parts can this text be divided into?
q Structure of the text
Part 1 (para. 1- 5 ) about: Who Ausable is & why Fowler wants
to see him
Part 2 (para. 6-16 ) about: The unexpected visit of Ausable’s adversary
Max
Part 3 (para. 17-26) about: How Ausable outwits Max and makes him
jump on the “balcony”
III. Detailed Analysis (15 minutes)
1. Making character sketches: physical appearance; how the person
acts, talks, thinks and deals with person.
2. Activities: 1) Retelling the text in your own words.
2) Find words and phrases that can sum up our impressions of Ausable.
Part II: (the 3rd & 4th hour)
Language understanding (100 minutes)
1. figure:
1). symbol for a number
He has an annual income of six figures.
2). diagram
The blackboard is covered with geometrical figures like squares
and triangles.
3). human form
I saw a figure approaching in the darkness.
She is now on a diet to keep her figure.
4). person , esp. person of influence
a great historical figure
figure… out: calculate; think about until one understands
Can you figure out the total number?
I can’t figure him out.
2. risk
She is too sensible to take/run a risk when driving.
We’ll take /run the risk of being late.
He was determined to get there even at the risk of his life.
v. risk+ n.
-ing
To save that traveler, they had to risk getting caught in the storm.
3. start n.[c] sudden movement of surprise, fear etc.
He sat up with a start.
The news gave him a start.
startle vt. give a shock or surprise to
She was startled to see that man so pale.
What startling news it was that the building caught fire!
4. concerning prep.
This book deals with questions concerning China’s diplomatic policies.
synonyms:
regarding
with reference to
with respect to
5. command:
1). order
The officer commanded his men to fire.
The officer commanded that his men (should) fire.
2). control; hold back
command oneself / one’s temper
commanding adj.
He said in a commanding tone.
He is now in a commanding position.
6. blink: vt & vi. shut and open the eyes quickly
blink one’s eyes
blink away one’s tears
blink the fact that… (fig) refuse to consider; ignore
There is no denying the fact…
7. gaze stare glance glimpse
gaze (at): 尤指以 赞赏、愉快、好奇或饶有兴趣的神态长时间地盯着看，常常达到出神的地步；
stare (at): 尤指吃惊、恐惧、愤怒或无礼地瞪大眼睛目不转睛地看；
glance: “看一眼” “扫视”，强调匆忙快速的动作过程；
glimpse:“瞥见”，强调动作的偶然性和所见到事物的不充分、不全面。
examples:
We stood there, gazing at the beautiful scenery.
They stared at her clothes in amazement.
He stared at her straight in the eye.
She glanced at her watch.
He glanced through the report.
He caught a glimpse of the Town Hall clock as he drove past.
Ex. 6. 2) on P. 275
to glance at to stare at to gaze at
1. Miss Zhou __________ the memo and said my appointment with the
president was at 4:00 p.m.
2. He just __________ her. He simply could not recall where he had
met her.
3. I __________ the envelope and immediately recognized my mother’s
handwriting.
4. My father would sometimes sit at his desk, __________ the photo
of my grandparents with tears in his eyes.
5. Why are you __________ me like this? What have I done wrong?
6. We call it the Moon Festival because on the night of that day,
people whll go outside and __________ the moon.
8. Word Formation
1)compound nouns
?n.+ n. doorbell seaside
?n.+v. heartbeat headache
?adj. + n. greenhouse shorthand
?n.+ gerund daydreaming sun-bathing
?gerund + n. frying-pan sleeping-bag
?v. +adv. breakthrough dropout
?adv.+ v. income outbreak
?n.+prep.+n. sister-in-law mother-in-law
?v.+pron.+adv. forget-me-not touch-me-not
2)compound adjectives
?n..+ -ed thunder-struck sun-tanned
n.+ -ing peace-loving fault-finding
meat-eating English-speaking
n.+ adj. seasick taxfree
knee-deep nation-wide
adj.+ -ed open-minded hot-tempered
quick-witted cool-headed
adv.+-ing hardworking everlasting
well-behaved new-built
3)compound adjectives formed from phrases :
They kept a round-the-clock watch on the house.
The police made an on-the-spot inspection.
Jack is of the look-before-you-leap sort.
He told the whole story in a matter-of-fact tone.
I’ll cherish those never-to-be-forgotten days.
you will see a paper…come to me in the next-last-step of its journey
into official hands.
Group discussion (20minutes)
?◆ Try to turn the passage into a little play and act it out.
Part III: (The 5th &6th hour)
More Work on the Text (50 minutes)
(See exercises from P273 to P278)
◆Paraphrase the following sentences:
?(para. 1) It was a small room on the sixth floor, and hardly a
setting for a romantic figure.
…it was not the kind of place suitable for a romantic person like
a secret agent.
?(para. 5) Before long you will see a paper, … come to me in the
next-to-last step of its journey into official hands.
…Soon you will see a document/a report come to me and then I’ll
place it in the hands of the proper authorities. By that time I
will have fulfilled my task.
◆Focus In
Examine the following sentences in Text A
1. …instead of having messages slipped into his hand by dark-eyed
beauties… (para. 4)
2. Keeping his body twisted so that his gun covered the fat man
and his guest… (para. 22)
3. For halfway across the room, … stood a man.(para. 6)
4. This is the second time in a month that somebody has gotten into
my room … (para. 11)
5. It might have saved me some trouble had I known about it. (para12)
6. I wish I knew how you learned about the report. (para. 15)
7. Except for the gun, he did not look very dangerous. (para. 9)
◆Grammar Exercises
1. In Australia, the Asians make their influence ___ in business
large and small.
A. feeling B. feel
C. felt D. to be felt
2. His remarks left me ___ about his real purpose.
A. wondered B. wonder
C. to wonder D. wondering
3. You will see this product ___ wherever you go.
A. to be advertised B. advertised
C. advertise D. advertising
4.The manager promised to keep me ___ of how business was going
on.
A. to be informed B. on informing
C. informed D. informing
5. To the north of the village ____ a small island.
A. lain B. lies
C. was there D. there lays
6. ____ at full speed.
A. Away the car went B. Away did the car go
C. Away was the car going D. Away went the car
7. You ___ him so closely; you should have kept your distance.
A. shouldn’t follow
B. mustn’t follow
C. couldn’t have been following
D. shouldn’t have been following
8.When we reached the pier, the ferry had not arrived, so we ___.
A. needn’t have hurried B. needed not worry
C. didn’t need to hurry D. need not to have worried
9. The millions of calculations involved, had they been done by
hand, ___ all practical value by the time they were finished.
A. had lost B. would lose
C. would have lost D. should have lost
10. I wish I ___ longer this morning, but I had to get up and come
to class.
A. could have slept B. slept
C. might have slept D. have slept
Study Text B (30 Minutes)
Please summarize the main ideas of Text B in two or three sentences.
Written Work (20 Minutes)
Imagine yourself to be the writer and retell what happened after
you and Ausable entered his room in no more than 100 words.
Unit 13 Christmas Day in the Morning
学校：北京交通大学 课程名称：综合英语
学院：人文与社会科学院 教学对象：英语专业本科一年级
教学目的 1. 了解作者及其背景知识；
2．熟悉本文使用的写作手法；
3．掌握比喻、头韵及委婉语等修辞手法；
4．通过深刻理解文章内涵，培养学生的关爱之心和相关的讨论能力，同时掌握文中的核心语言点。
教学内容 1. 热身：
? 圣诞节
? 耶稣的诞生
2．作者? 教育与背景
? 主要著作
? 成就与贡献
3．作品赏析
? 如何赏析文学作品
? 倒叙
? 扩展式讨论
4．写作技巧
? 比喻
? 头韵
? 委婉语
5．语言理解
? 长难句解析
? 核心词汇学习
6．课堂讨论
7．练与讲
教学重点 1.背景文化: 赛珍珠及圣诞节；
2．文学作品的赏析:倒叙;
3．文学中的修辞手法――头韵和委婉语.
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、歌唱、游戏、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
Picture Singing for Warming-up (10 minutes)
Today, we will study Christmas Day in the Morning by Pear S. Buck.
Let’s first sing the song We Wish you a Merry Christmas. Do you
like it? Do you like Christmas? Some people think a festival can
best offer you a chance to express your love to those you love deeply.
Do you agree?
Background Information (40 minutes)
I. About Pearl S. Buck
Birthday: June 26, 1892
Parents: Absalom & Caroline Sydenstricker (Southern Presbyterian
missionaries, stationed in China )
Came to China: 3 months old
Period of stay in China: 40 years
Residential area: Zhenjiang, Jiangsu Province
In 1915 she met a Cornell graduate, John Lossing Buck, who became
her husband in 1917. They moved to South Xuzhou, Anhui province
where she gathered the materials she would use in the Good Earth
and other stories. Their marriage was unhappy but would last 18
years.
Pearl’s first child proved to be retarded智力迟钝的，低能的, and Pearl herself
underwent a hysterectomy子宫切除术. The couple later adopted a baby girl.
II. Pearl and her family
1st husband: John Lossing Buck, a Cornell graduate
Carol (first child): Profoundly retarded
Janice: adopted child
1st Marriage: unhappy but last 18 years
2nd husband: Richard Walsh, a publisher
III. Pearl’s life in 1920s
In 1921, her mother died.
In 1927, Nanking incident broke out which made her suffer a lot.
She spent a terrified day in hiding, and was rescued by the American
gunboat. The Bucks sailed to Japan for a year.
IV. Pearl’s works
East wind, West Wind
The Good Earth
Dragon Seed
The Big Wave
Satan Never Sleeps Etc.
V. Pearl and Her Prizes
Pulitzer Prize and Howells Medal for The Good Earth
Nobel Prize in Literature 1938 for The Good Earth
VI. Pearl’s Special Contributions
wIn 1942, Pearl and Richard founded the East and West Association,
dedicated to cultural exchange and understanding between Asia and
the West.
wIn 1949, outraged that existing adoption services considered Asian
and mixed-race children unadoptable, Pearl established Welcome House,
the first international, inter-racial adoption agency; in the nearly
five decades of its work, Welcome House has assisted in the placement
of over five thousand children.
wIn 1964, to provide support for Amerasian children who were not
eligible for adoption, Pearl also established the Pearl S. Buck
Foundation, which provides sponsorship funding for thousands of
children in half-a-dozen Asian countries.
Writing skills (30 minutes)
Ⅰ. Simile and metaphor
a direct comparison between two unlike elements
“as, as…..so, like”
?As cold water to a thirsty soul, so is good news from a far country.
?as cunning as a fox, as poor as a church’s mouse
?The world is like a stage.
An indirect comparison. It implies the likeness between things without
the use of like or as.
Life is a highway. The world is a stage.
Exercise:
For secrets are edged tools,and must be kept from children and fools.
No man is an island, entire of itself.
IF poetry comes not as naturally as leaves to a tree, it had better
not come at all.
His friend has become a thorn in his side.
A dance is a measured pace, as a verse is a measured speech.
Some books are to be tasted, others to be swallowed, and some few
to be chewed and digested.
Ⅱ. Alliteration
the same consonant sound is repeated at intervals in the initial
position
She sells sea-shells on the seashore.
Wild Mushrooms: Mysterious-Menacing- Magnificent
Predictably the winter will be snowy, sleety and slushy.
Weak and weary
Reference 2:
the repetition of identical consonant sounds in different words
in close proximity
接近，邻近 e.g. frothing and fragrant
Slushy:溶雪的，泥泞的
Ⅲ. Euphemism
The substitution of a mild or indirect word or phrase for a blunter
or harsher one
v ugly: plain-looking; homely-looking
v die: to pass away, to depart, to go to sleep(heaven)
v fat: Plump, stout, chubby, weight catcher
v toilet habits, etc.:
to urinate or to defecate
to go to the bathroom
to do one’s business
to answer nature’s call
In-class discussion and presentation (40 minutes)
1.What is the writing technique here?
2.What is the theme of this text?
3.“Love alone could awaken love.” how do you understand the sentence?
And “Love is like measles. Everyone has to go through it.”; “Love
is blind.”3. Do you agree that only love can awaken love? What is
the essence of true love? Give your reasons.
4. Is love the solution to all the problems in the world today?
Comment.
Text Appreciation (50 minutes)
I. How to appreciate literature (20 minutes)
? Plot of the story:
? Setting of the story:
? Protagonist v.s. Antagonists:
? Drama of the story lies in:
? Writing technique: (Have you ever read a story using the similar
technique?)
? Theme of the story:
II . Flashback (10 minutes)
III Further discussion (20 minutes)
Love alone could waken love. Do you agree?
? Faults are thick where love is thin.
? Love and cough cannot be hid.
? Love at first sight.
? Love cannot be forced.
? Love is blind.
? Love is neither bought nor sold.
? Love is the mother of love.
? Love lives in cottages as well as in courts.
? No herb will cure love.
One love drive out another.
? Love me, love my dog.
Language Understanding （60 minutes）
I. Sentence Paraphrase (30 minutes)
1. Strange how the habits of his youth clung to him still!(P.1)
It was strange how up to that moment he had continued doing things
the way he had always done them from boyhood.
2. He slipped back in time, as he did so easily nowadays.
He had recently got into the habit of recalling things in the past
/of reminiscing/ of letting his thoughts go back to the old days.
3. He had never thought of it before, taking for granted the tie
of their blood.
He had never thought of the fact that his father loved him because
he took the relationship of father and son as a matter of course.
He had never given this another thought.
4.…there would be no more loitering in the mornings and having to
be called again.
…he would never loiter in the morning and need no longer to be called
again and again.
to loiter: to move or go about business slowly and with many stops
5.… stumbling blind with sleep and pulled on his clothes.
When he got up, it was still very dark and he was still very sleepy.
He could hardly open his eyes and could not see or think clearly,
so he walked or moved unsteadily and blindly.
6. Then Jesus had been born in a barn,… bring their Christmas gifts.
Bible:
…And when they had come into the house, they saw the young child
with Mary his mother, and fell down, and worshipped him; and when
they had opened their treasures, they presented unto him gifts:
gold and frankincense, and myrrh…
7. …he got up and crept downstairs, careful of the creaky boards…
He had to be careful so that the boards would not make any noise
and wake up his father, thus spoiling his plan.
Ⅱ. Word study (30 minutes)
Game:
Use your body language to express the following phrases:
dash into the room, steal into the room, to burst into the room,
to sneak into the room, to tiptoe into the room, to sail into the
room, to break into the room, to dance out of the room, to stagger
out of the room, to fly out of the room, to crawl out of the room,
to slip out of the room, to creep downstairs, to make her way towards
the door, to bow her way out of the room, to shoulder her way through
the crowd, to worm his way into the organization, to beg her way
back home, to inch his way up the mountain
1. Bar: [often passive] v.
1. to close with a bar
to bar the door
2. to make … safe by putting metal bats across it.
The windows are barred.
3. to stop going in a certain direction
He stood in the door and barred my way.
n. barrister, the profession of lawyer
behind the bar; go to the bar
bolt v. to close the door with a bolt 闩门， 栓住
2.Burst:
His heart was bursting with love.（shyness and pride)
(to be filled ) to the breaking point (with a substance or usually
pleasant things)
The bag is bursting with potatoes.
He is bursting with health.
The hall was bursting with people.
The barns were bursting with grain.
cling to sth/an idea/the hope
His mother’s last words clung to his memory.
The wet clothes clung to his body.
The child clung onto its mother.
3. chore n.
Milking for once was not a chore.
do one’s daily chores
do odd chores
domestic chores
Feeding the chickens and milking the cows were John’s chores on
the farm.
4. creep:
creep into the barn; crept downstairs; creeping up to where the
star had been
to move slowly and quietly with the body close to the ground (usu.
stealthily)
a creeping plant
creep on all fours
The hours crept by.
We took off our shoes and crept cautiously along the passage.
crawl:
to move slowly with the body close to the ground/floor, or on the
hands and knees
crawl about on all fours
They crawled into their beds to get warm.
She crawled across the pool in record time.
5. Grant
1. to give what is wanted/requested准许，授予
They were granting a holiday for their achievement
2. to admit to the truth of sth.
I had to grant him the reasonableness of his argument.
6. Loiter: to move on /about with frequent stops
loiter the whole afternoon
loiter along the street
loiter over a job
You should not loiter your time away.
7. Stable n.
Lock the stable door after the horse is stolen.贼走关门。
a.
stable currency
a stable economy
Price has been stabilized.
Slow and steady wins the race. 慢而稳事必成。
8. Slip v. (He slipped back in time.)
Time is slipping away.
The patient’s energy is slipping away.
Your work has been slipping back recently, you must make more effort.
Never let a good chance to slip by!
He slipped in unnoticed.
Mary couldn’t bear the party, so she slipped off while no one was
looking.
I didn’t mean to tell you his name, it just slipped out.
She gave them a peek and slipped out of the room.
n. a slip of paper
a slip of the tongue/pen
There’s many a slip between the cup and the lip.
9. Strike v.
A thought struck him like a silver dagger.
He must have waked twenty times, striking a match each time to look
at his old watch.
Many students were struck down by the epidemic.
His heart struck heavily as he thought of the coming interview.
The tree had been struck by lightning.
The idea at first struck me as stupid, but now I think it is a good
one.
10. Stumble: vi.
The tired old man stumbled along.
She stumbled on the stairs and fell forward to the bottom.
While in the country, she stumbled upon some fine antiques.
The officials stumbled repeatedly in carrying out the new program.
She stumbled at/over the long word.
( to stop or make a mistake when you are reading to people or speaking
~over/at/through
<stutter, stammer>)
11.
Shimmer: to shine with a soft trembling light 闪烁，发出柔和的微光
The water shimmered in the moonlight.
Beam:
1. of the sun or other shining objects to send out light (and heat)
The sun beamed through the cloud.
2. to smile brightly and happily
The new father beamed with pleasure when he saw the baby for the
first time.
Glimmer: to give a very fait unsteady light闪烁不定的微光
The faint light glimmered at the end of the passage.
gleam:
1. to give out a bright light
The furniture gleamed after being polished.
2. (of a felling) to be expressed with a sudden light in the eyes
Amusement gleamed in his eyes.
12.
feel for 摸索着寻找，同情，体谅
His father was standing beside his bed, feeling for him…
He felt in his pocket for a penny.
I felt for my purse and found it gone.
He felt along the wall for the door.
I feel for him in his sorrow.
We feel keenly for you.
13. get by:
1. to continue one’s way of life度日，过生活，糊口
You can’t get by on such a small income.
2. be good enough but not very good, be accepted凑合，差强人意
Your work will get by, but try to improve it.
Get off:
1. to leave work
2. to stop riding a horse or bicycle下车，下马
3. to start a journey, leave动身，出发
4. [vt, vi, (with)] (to cause to) escape punishment 获释， 不被处罚
The man went to prison but the two boys get off with a warning
Get on: to become late/older
Time is getting on.
Grandfather is getting on for 80.
Get over:
1. to return to one’s usual state of health, happiness. After a
bad experience 痊愈，恢复，淡忘
to get over an illness
She can’t get over the man she was going to marry, he disappeared
so unexpectedly.
To get over a shock
2. to find a way to deal with, overcome越过，克服
get over the difficulty
3. reach the end of (usually sth unpleasant) 完成
to get the operation over
get through
1. to reach sb. by telephone
I called you but could not get through.
2. (with) to finish
3. to cause to pass, come successfully to the end of …通过考试，熬过， 考试（及格），使（人）成功
to get through an exam/the winter
to get sb through an exam
14.
in place适当的位置上，恰当的
He put the stool in its place by the door.
I like to have everything in place.
Your suggestion is quite in place.
Textbook exercises (70 minutes)
1. In-class news report
2. In-class dictation
3. P.321-P. 327 (Contemporary College English 1)
授课教案:现代大学英语精读第二册
Unit 1
学校：北京交通大学 课程名称：综合英语
学院：人文与社会科学院
教学对象：英语专业本科一年级
教学目的 1. 了解作者及其背景知识；
2．熟悉本文使用的写作手法；
3．掌握委婉语；
5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。
教学内容 1. 课前讨论
2．背景知识介绍
3．作品赏析
4．写作技巧
5．语言理解
教学重点 1. 文学作品的赏析；
2．文学中的修辞手法―委婉语的使用
3．构词法：词缀
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
Another School Year ---What For?By I. Warming-up: Discussion ( 30
minutes) Divide the class into several groups and make them have
a discussion about the advantages and disadvantages of formal education
at school. Suggested Answers: Advantages: 1. a systematic mastery
of the knowledge required by the public education;2. an access to
an atmosphere which is full of competition;3. opportunities of being
together with those with whom you share the similar experience4.
teachers are professionals in the field of education and can provide
with what we expect from them; …… Disadvantages:1. formal education
pays much attention to similarity rather than individuality;2. those
with special talents cannnt exert their potentiality at a formal
school;…… II. Background Information ( 100 minutes) i. William Shakespeare
Tragedies: ? (1) 'Hamlet', 'Macbeth', 'King Lear', 'Othello'; ?
(2) 'Antony and Cleopatra', 'Coriolanus', 'Romeo and Juliet', 'Julius
Caesar'; ? (3) 'Richard II', 'Richard III', 'Timon of Athens'; ?
(4) 'King John', 'Titus Andronicus', 'Henry VI'. Comedies: ? 'The
Tempest', ? 'As You Like It', ? 'The Winter's Tale', ? 'The Merchant
of Venice', ? Twelfth Night', ? 'Much Ado about Nothifg', ? 'Cymbeline',
? 'A Midsummer Night's Dream'; ? 'The Merry Wives of Windsor',?
'The Taming of the Shrew',? 'Two Gentlemen of Verona',? 'All's Well
That Ends Well',? 'A Comedy of Errors',? 'Pericles',? 'Love's Labour's
Lost',? 'Two Noble Kinsmen'. Histories: ? 'Henry IV', Parts 1 and
2, ? 'Henry V', ? 'Richard II', ? 'Richard III', ? 'Henry VIII,;
? 'King John', ? 'Henry VI', Parts 2 and 3, ? 'Henry VI', Part 1.
Serious Plays, or Bitter Comedies:? 'Measure for Measure', ? 'Troilus
and Cressida'. ii. Bach (1685-1750) ? Bach, Johann Sebastian, was
considered by many of his peers to be the supreme master of counterpoint
(compositional technique pitting note against note or melody against
melody). This quality was expressly illustrated in his fugal compositions.
In this excerpt from his famous Toccata and Fugue in D Minor, written
in his early years as a court organist, Bach expands on the toccata
(short, intricately articulated keyboard movement) form in an elaborately
constructed fugue. iii. Homer ? Homer, name traditionally assigned
to the author of the Iliad and the Odyssey, the two major epics
of Greek antiquity. Nothing is known of Homer as an individual,
and in fact it is a matter of controversy whether a single person
can be said to have written both the Iliad and the Odyssey. Linguistic
and historical evidence, however, suggests that the poems were composed
in the Greek settlements on the west coast of Asia Minor sometime
in the 8th century bc. THE ILIAD ? The Iliad is set in the final
year of the Trojan War, fought between the Greeks and the inhabitants
of the city of Troy. The legendary conflict forms the background
for the central plot of the story: the wrath of the Greek hero Achilles.
Insulted by his commander in chief, Agamemnon, the young warrior
Achilles withdraws from the war, leaving his fellow Greeks to suffer
terrible defeats at the hands of the Trojans. Achilles rejects the
Greeks' attempts at reconciliation but finally relents to some extent,
allowing his companion Patroclus to lead his troops in his place.
Patroclus is slain, and Achilles, filled with fury and remorse,
turns his wrath against the Trojans, whose leader, Hector (son of
King Priam), he kills in single combat. The poem closes as Achilles
surrenders the corpse of Hector to Priam for burial, recognizing
a certain kinship with the Trojan king as they both face the tragedies
of mortality and bereavement. THE ODYSSEY? The Odyssey describes
the return of the Greek hero Odysseus from the Trojan War. The opening
scenes depict the disorder that has arisen in Odysseus's household
during his long absence: A band of suitors is living off of his
wealth as they woo his wife, Penelope. The epic then tells of Odysseus's
ten years of traveling, during which he has to face such dangers
as the man-eating giant Polyphemus and such subtler threats as the
goddess Calypso, who offers him immortality if he will abandon his
quest for home. The second half of the poem begins with Odysseus's
arrival at his home island of Ithaca. Here, exercising infinite
patience and self-control, Odysseus tests the loyalty of his servants;
plots and carries out a bloody revenge on Penelope's suitors; and
is reunited with his son, his wife, and his aged father. iv. VIRGIL,
or VERGI (70-19 BC). ? The greatest of the Roman poets, Publius
Vergilius Maro, was not a Roman by birth. His early home was on
a farm in the village of Andes, near Mantua. His father was a farmer,
prosperous enough to give his son the best education. The young
Virgil was sent to school at Cremona and then to Milan. At the age
of 17 he went to Rome to study. There he learned rhetoric and philosophy
from the best teachers of the day. ? Virgil studied the Greek poets.
He wrote his 'Eclogues'. These are pastoral poems describing the
beauty of Italian scenes. At the suggestion of Maecenas he wrote
a more serious work on the art of farming and the charms of country
life called the 'Georgics'. This established his fame as the foremost
poet of his age. ? The year after the 'Georgics' was published,
he began his great epic, the 'Aeneid'. He took as his hero the Trojan
Aeneas, supposed to be the founder of the Roman nation. The poem,
published after Virgil's death, exercised a tremendous influence
upon Latin and later Christian literature, prose as well as poetry.
Thus his influence continued through the Middle Ages and into modern
times. v. DANTE (1265-1321). ? One of the greatest poets in the
history of world literature, Italian writer Dante Alighieri composed
poetry influenced by classical and Christian tradition. ? Dante’s
greatest work was the epic poem La divina commedia (1321?; The Divine
Comedy, 1802). ? It includes three sections: ? the Inferno (Hell),
in which the great classical poet Virgil leads Dante on a trip through
hell; ? the Purgatorio (Purgatory), in which Virgil leads Dante
up the mountain of purification; and ? the Paradiso (Paradise),
in which Dante travels through heaven. This passage from the Inferno
(recited by an actor) comes at the beginning of the epic, when Dante
loses his way in the woods. The Divine Comedy ? was probably begun
about 1307; it was completed shortly before his death. The work
is an allegorical narrative, in verse of great precision and dramatic
force, of the poet's imaginary journey through hell, purgatory,
and heaven. ? In each of the three realms the poet meets with mythological,
historical, and contemporary personages. Each character is symbolic
of a particular fault or virtue, either religious or political;
and the punishment or rewards meted out to the characters further
illustrate the larger meaning of their actions in the universal
scheme. ? Dante is guided through hell and purgatory by Virgil,
who is, to Dante, the symbol of reason. The woman Dante loved, Beatrice,
whom he regards as both a manifestation and an instrument of the
divine will, is his guide through paradise. vi. ARISTOTLE (384-322
BC). ? One of the greatest thinkers of all time, an ancient Greek
philosopher. His work in the natural and social sciences greatly
influenced virtually every area of modern thinking. ? Aristotle
was born in 384 BC in Stagira, on the northwest coast of the Aegean
Sea. His father was a friend and the physician of the king of Macedonia,
and the lad spent most of his boyhood at the court. At 17, he went
to Athens to study. He enrolled at the famous Academy directed by
the philosopher Plato. ? Aristotle threw himself wholeheartedly
into Plato's pursuit of truth and goodness. Plato was soon calling
him the "mind of the school." In later years he renounced
some of Plato's theories and went far beyond him in breadth of knowledge?
After his death, Aristotle's writings were scattered or lost. In
the early Middle Ages the only works of his known in Western Europe
were parts of his writings on logic. They became the basis of one
of the three subjects of the medieval trivium--logic, grammar, and
rhetoric. Early in the 13th century other books reached the West.
Some came from Constantinople; others were brought by the Arabs
to Spain. Medieval scholars translated them into Latin. ? The best
known of Aristotle's writings that have been preserved are 'Organon'
(treatises on logic); 'Rhetoric'; 'Poetics'; 'History of Animals';
'Metaphysics'; 'De Anima' (on psychology); 'Nicomachean Ethics';
'Politics'; and 'Constitution of Athens'. vii. Geoffrey Chaucer
? Called the Father of the English Language as well as the Morning
Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. ?
He was the first to commit to lines of universal and enduring appeal
a vivid interest in nature, books, and people. As many-sided as
Shakespeare, he did for English narrative what Shakespeare did for
drama. If he lacks the profundity of Shakespeare, he excels in playfulness
of mood and simplicity of expression. ? Though his language often
seems quaint, he was essentially modern. Familiarity with the language
and with the literature of his contemporaries persuades the most
skeptical that he is nearer to the present than many writers born
long after he died. The Canterbury Tales ? The Tales is a collection
of stories set within a framing story of a pilgrimage to Canterbury
Cathedral, the shrine of Saint Thomas à Becket. The poet joins a
band of pilgrims, vividly described in the General Prologue, who
assemble at the Tabard Inn outside London for the journey to Canterbury.
Ranging in status from a Knight to a humble Plowman, they are a
microcosm of 14th-century English society. ? The Canterbury Tales
contains 22 verse tales and 2 prose tales presumably told by pilgrims
to pass the time on their way to visit a shrine in Canterbury, England.
? The tales represent nearly every variety of medieval story at
its best. The special genius of Chaucer's work, however, lies in
the dramatic interaction between the tales and the framing story.
LA ROCHEFOUCAULD, Francois de (1613-80). ? Francois de La Rochefoucauld
was born to one of the noble families of France on Sept. 15, 1613,
in Paris. His notions of human faults and foibles grew out of a
life immersed in the political crises of his time. The public life
of his family was conditioned by the attitude of the monarchy toward
the nobility--sometimes flattering, sometimes threatening. Having
served in the army periodically from 1629 to 1646, La Rochefoucauld
became one of the prominent leaders in the civil war from 1648 to
1653. Wounded in 1649 and again in 1652, he finally retired from
the struggle with extensive face and throat wounds and with his
health ruined. ? The literary reputation of La Rochefoucauld rests
on one book: 'Reflexions ou sentences et maximes morales', published
in 1665. Generally called the 'Maximes', these moral reflections
and maxims are a collection of cynical epigrams, or short sayings,
about human nature--a nature that the author felt is dominated by
self-interest. Typical of his point of view are the following sayings:
"We seldom find such sensible men as those who agree with us";
"Virtues are lost in self-interest as rivers are lost in the
sea"; "The surest way to be deceived is to think oneself
cleverer than the others"; and "We always like those who
admire us; we do not always like those whom we admire." ? After
convalescing, he settled in Paris where he became involved with
a circle of brilliant and cultivated people who debated intellectual
subjects of all kinds. As an exercise, they attempted to express
their thoughts with the greatest brevity. In so doing they made
great use of the epigram, or maxim, which creates surprise through
the devices of exaggeration and paradox. La Rochefoucauld soon gained
mastery of this device. The first edition of his 'Maximes' contains,
in fact, some longer selections along with the epigrams. Altogether
he authorized five editions of the book in his lifetime, the last
appearing in 1678. Two years later, on March 17, 1680, he died in
Paris. Massachusetts Institute of Technology (MIT)Massachusetts
Institute of Technology (MIT), one of the world’s leading research
universities, in Cambridge, Massachusetts. In 1865 the school was
opened in Boston by geologist William Barton Rogers, who became
its first president. Throughout its history MIT has held a worldwide
reputation for teaching and research. It was among the first schools
to use the laboratory method of instruction, develop the modern
profession of chemical engineering, and offer courses in aeronautical
and electrical engineering and applied physics. III. Word Study
(100 minutes) 1. Verbal affixies-ize/ise to cause to be; to make;
to become modernize / stablize / realize / crystalize / materialize
/ standardize / computerize / idealize / capitalize to put into
stated place hospitalize / centralize / socialize -fy to cause to
be purify / simplify / clarify / justify / notify / simplify / classify
identify / terrify / qualify / terrify -en to become darken / weaken
/ blacken / sadden to be made of wooden / golden / woolen 2. body
/ faculty / staff body1). whole physical structure of a human being
or an animal; main part of a human body dead body a strong body
2). main part of sth the body of a ship the body of the theater
the main body of the book 3). object heavenly bodies a foreign body
4). group of people working or acting as a unit a body of troops
a body of supporters a legislative body a government body the student
body the governing body the school body an elected body Faculty1).
any of the power s of the body or mind the faculty of the sight
mental faculties 2). department or group of related departments
in a university the Faculty of Law the Faculty of Science 3). the
whole teaching staff in one of the departments or in the whole universityThe
entire faculty of the university will attend the meeting. Staff
(usu. sing)1). group of assistants working together in a business,
etc responsible to a manager or a person in authority the hotel
staff the shop staff We need more staff in the office. I have a
staff of ten 2). Those people doing administrative work a head teacher
and her staff (校长及全体教师）The school staff are expected to supervise
school meals. 3. testify / justify / verify / Certify 1). testify
declare as a witness, esp in court; give evidence （提供证据，作证） Two
witnesses testified against her and one in her favor. 2). justify
show that sth / sb is right, reasonable or just （表明或证明某人或某事是正当的，有理的或
公正的） You shouldn’t attempt to justify yourself They found it hard
to justify their son’s giving up a secure well-paid job. 3). verify
to check; to make sure sth is true or accurate （证实，核查） The computer
verified the data was loaded correctly. 4). certify to declare formally,
esp in writing or on a printed document （尤指书面证明） He certified it
was his wife’s handwriting. 4. say / speak / talk / tell / converse
1). say 其宾语通常是所说的话的内容， He hasn’t said that he is leaving. 或用以表达出直接引语
He said, “Good night”, and went to bed. 2). speak 用途较广，可指说或说话， The
baby is learning to speak. Please don’t speak with your mouth full
of food. 还可指发言或演讲，通常是一人讲大家听 I’d like to speak with you about my
idea. We have invited her to speak on American politics. 还可用来指会说或能够用某种语言说话。
He speaks several languages. 3). talk 通常用来指两人或两人以上相互交谈，含着 有话对象的意思,
往往只调侃或闲聊 We sat in the bar and talked for hours 4). tell 强调一人提供信息，其他人接受信息
She told him to hurry up. She told me nothing about herself. 5).
converse 谈话交谈，更正式 It is a pleasure to converse with you. It is difficult
to converse with people who do not speak your language. 5. rather
/ fairly / quite / pretty 几个副词均可以表示“适度地”，“在某种程度 上”，或“不很”意思，常用于改变所修饰的形
容词或副词的分量1). rather a. 既可与褒义词连用也可与贬义词连用。与褒义词连 用时，听起来令人心情愉悦； rather
good play rather poor work b. 与贬义词或中性词连用时，表示不赞成或不满意。 rather hot
rather small c. 可与比较级或too连用 The house is rather bigger than we thought.
Those shoes are rather too small. d. 与a/an + adj. + n.连用时，可置于a /
an 之前。 a rather nice day a rather pretty woman 2). fairly 词义最弱，多与褒义词连用
fairly tidy / friendly 3). quite 和rather一样，在与a/an + adj. + n.连用时，
可置于a / an 之前。 A quite nice guy a quite promising future 4). pretty
a. 词义最强也最通俗，但词义的强弱受语调影 箱较大。 A pretty simple question a pretty ugly
man b. 和rather一样既可与褒义词连用也可与贬义 词连用。与褒义词连用时，听起来令人心情 愉悦； 6. sensitive
/ sensible 1). sensible reasonable; having or showing good sense
a sensible person a sensible suggestion 2). sensitive easily hurt,
damaged, affected, offended, upset a sensitive nerve heat-sensitive
a sensitive girl sensitive to criticism VI. Writing Technique (
20 minutes) Euphemism 委婉语 jump the fence go to the electric chair
Euphemism, or “language pollution”, or “double speak,” as some call
it, is often intended to obscure or hide the real situation. pass
away rest in peace go to the bathroom ladies’ room senior citizen
sanitary engineer correction center domestic help meat technologist
substandard housing He is a bit slow for his age. VII. Text Analysis
(50 minutes) 1. Structure Part I (para.1 – 8) describes the writer’s
encounter with one of his student. Part II (para. 9 – 14) restates
what the writer still believes to be the purpose of a university:
putting its students in touch with the best civilizations the human
race has created. 2. Difficult Sentences 1). New as I was to the
faculty, I could have told this specimen a number of things. Though
I was a new teacher, I knew I could tell him what a university was
for, but I couldn’t. Note specimen: a person who is unusual in some
way. Here it refers to the student who challenges the teacher. 2).
You will see to it that the cyanide stays out of the aspirin, that
the bull doesn’t jump the fence, or that your client doesn’t go
to the electric chair as a result of your incompetence. You have
to take responsibility for the work you do. If you’ re a pharmacist,
you should make sure that aspirin is not mixed with poisonous chemicals.
As an engineer, you shouldn’t get things out of control. If you
become a lawyer, you should make sure an innocent person is not
sentenced to death because you lack adequate legal knowledge and
skill to defend your client. Note see to it that: to make sure that
the bull Jumps the fence: to make trouble; to make out of control.
go to the electric chair: to be sentenced to death 3). They will
be your income, and may it always suffice. Those professional skills
will be rewarding for your career and we hope that there may always
be opportunities of further learning. Note May: in formal English,
“may” is used to express a hope or wish May you happy new year.
May you a happy holiday. May peace finadly prevail. May our country
be prosperous and our people happy. 4. You are on your way to being
that new species of mechanized savage, the push-button Neanderthal.
You will soon become an uneducated, ignorant person who can only
work machines and operate mechanical equipment. Note 1). on one’s
way to: on the point of experiencing or achieving 2). new species
of mechanized savage: new types of humans who are intellectually
simple and not developed and who can only work machines 3). The
push-button Neanderthal: an uneducated, ignorant person who can
only use / operate machines by pushing the buttons. 课前讨论：30 分钟 将学生分成小组就有关学校教育的问题进行讨论
， 以了解学生对教育体制的认识， 逻辑分析能力， 口头表达能力以及小组合作的能力。 背景介绍：100分钟 在课文讲解的过程中，穿插介绍文章中出现的各种人物，
可以使学生在深入理解作者的写作意图之外，充分了解相关文化背景知识，扩大学生的视野。 词汇学习：100
分钟此部分将与课文的串讲结合起来。在讲解课文的同时， 着重分析课文中出现的重点词汇。 写作技巧：20 分钟 此部分重点介绍课文中出现的特殊写作技巧，
文外语系学生高年级的修辞与写作课奠定一定的基础，同时亦有助于提高学生对课文的理解能力。 课文分析：50分钟 此部分在理解课文细节的前提下重点分析课文的结构以及难句使学生对于课文有纵观而全面的了解。
授课教案:现代大学英语精读第二册
Unit 3 More Crime and Less Punishment
教案说明 本教案共6课时。
教学目的 1. 了解美国司法制度中的关键概念。
2. 学习文中一些长句的写法。
3. 学习议论性文体中显著的写作特征。
4. 通过课文理解与主题讨论使学生能够使用相关短语与表达方式。
教学内容 1. 讲述美国司法制度中的陪审团制度与主要司法原则
2. 课文的理解与分析
3. 表达方式的学习与强化
4. 议论文的写作技巧
5. 学生辩论
教学重点 1. 课文的理解与分析
2．文中大量表达方式的学习与强化
3. 议论文的写作技巧
教学方法 讲授，问答，辩论，练习
教学手段 用投影仪播放PowerPoint
First lecture (two hours)
I. Background information
A. About the author
Richard Moran
Richard Moran is a criminologist and a leading expert on the insanity
defense, capital punishment, and the history of the electric chair.
The author of numerous articles and reviews, Moran has also written
articles for the Washington Post, Christian Science Monitor, New
York Times, and Newsweek.
l
l The Executioner's Current
It is the story of how the electric chair developed out of an effort
by one nineteenth-century electric company to discredit the other.
B. Alcatraz Island
B.
Alcatraz Island is one of Golden Gate National Recreation Area's
most popular destinations, offering a close-up look at a historic
and infamous federal prison. Visitors to the island cannot only
explore the remnants of the prison, but can also learn about the
Indian occupation of 1969 - 1971, early military fortifications
(the first U.S. fort on the coast), and the West Coast's first (and
oldest operating) lighthouse. These structures and the island's
many natural features are being preserved by the National Park Service
which is working to make it accessible to visitors, preserve its
buildings, protect its birds and other wildlife, and interpret its
history.
II. Warm-up
1. What do you now about jury system in? America?
2. What is the? guiding principle in criminal court in America?
3. What are the advantages and disadvantages of the principle?
4. What expressions do you know about crime, law and court?
Jury system
The Jury trial is an important component in the judicial system.
The jury consists of 12 jurors, selected at random, which will,
after hearing all the evidence and cross-examination, give a verdict
of guilty or innocent. Then,the judge will pass sentence.
In many jurisdictions, the majority of a jury is not sufficient
to find a defendant guilty, all 12 members must agree to the person’s
guilt.
Guiding principle
The court must prove the accused person’s guilt beyond a reasonable
doubt. In other words, the accused is held innocent until proved
guilty.
In theory, the concept makes sure that a case is not misjudged and
that an innocent person is not unjustly treated.
However, in other cases, this may help criminals to escape punishment
for his lawyer can always raise a reasonable doubt concerning the
evidence or the
第一讲
背景介绍（15分钟）
简单了解作者。
热身练习（25分钟）
由口头问答入手。通过此练习使学生简单了解美国司法制度中的关键概念。并用著名案例加以说明。
trustworthiness of the witnesses.
Also, collecting evidence and having a trial or even summon a jury
cost a lot of money.
Famous trail of O.J. Simpson
l Simpson, famous American football player and actor, was charged
with murdering his former wife and her boy friend and eventually
declared innocent.
l The jury spent three hours deliberating the case that had produced
150 witnesses over 133 days and had cost $15 million to try.
Expressions related to crime, law and court
Correctional personnel to prosecute sb
parole to imprison/jail a criminal
crime rate to supervise a criminal
arrest record to execute a murderer
property crime
III. New words
Get familiar with the new words and expressions in Glossary.
Pay attention to the pronunciation and special usage.
IV. Text analysis
A. General analysis
Part I (para.1-3) Introduction of the central idea: punishment does
not reduce crime
Part II (para. 4-9) Why punishment doesn't deter crime.
Part III (para. 10) Conclusion: getting tough with criminals is
not the answer to the crime problem.
B. Detailed analysis
Part one
Questions:
1) The best estimates suggest that 36 to 40 million people have
arrest records for nontraffic offenses. (para.1)
Paraphrase the sentence.
2) We already have 2.4 million people under some form of correstional
supervision.（para.1）
What is meant by ‘under some form of correctional supervision”?
3) The painful fact is that the more crime there is the less we
ate able to punish it. (para.2)
Analyze the grammatical structure of the sentence.
4) We think that punishment deters crime, but it just might be the
other way around. (para. 3)
Paraphrase the sentence.
熟悉新单词 （10分钟）
课文分析 （50分钟）
分析课文的整体结构与第一部分。
Lecture two (two hours)
V. Text analysis
Part two
Questions:
1) Just as the decline in the number of high-school graduates …made
it more difficult to get into prison. (para.4)
Explain the use of “as” here. What are being compared in this sentence?
2） While elite colleges and universities still have high standards
of admissions, some of the more “exclusive” prisons now require
about five prior serious crimes before an inmate is accepted into
their correctional program. (para. 4)
Define “elite colleges”, “exclusive prisons”, and “prior serious
crimes”.
3）Our current crop of prinsoners is an elite group…. (para.4)
Paraphrase the sentence.
4) Yet when measured against the lower crime rates…are not worth
the cost to state and local governments. (para.7)
Explain the first part of the sentence.
5) Besides, those states that have tried to gain voters’ approval
for bonds to build new prisons often discover…. (para.7)
What does “bonds” mean here? What do the bonds have to do with the
voters’ approval?
6) While it is not possible to know the true amount of crime committed
by people released from prison in any given year, … (para. 8)
Explain the use of “while” and the meaning of the word “given” here.
7) …this would amount to only 15,000 crimes prevented: a drop in
the bucket when measured against the 41 million crimes committed
each year. (para. 8)
Paraphrase the sentence.
8) The first-year operation cost would be… worth it if the victim
were you or me, but much too expensive to be feasible as a national
policy. (para. 9)
Why worth it if we were the victims, but no feasible as a national
policy?
Part three
Question:
What is the conclusion of the author?
VI. Writing skills
A. Statistical Information
In an argumentative piece of writing, statistical evidence is convincing.
In this article, the author chiefly uses statistical evidence including
exact statistical
第二讲
继续课文第二、三部分的分析。（50分钟）
写作技巧 （20分钟）
information ( on he re-imprisonment of paroled criminals) and approximate
statistics (on the crime rate of the U. S.)
B. Rhetorical Questions
These are questions that do not expect an answer but express a strong
feeling, opinion or impression.
l Can we send them to prison?
l Can we execute more than 22,000 murderers?
More examples:
l Who was he to take stand against a custom?
l Do you see anything green in my eyes?
C. Selective Use of Repetition
Repetition is used for emphasis and expression of a strong feeling.
In Para. 6, the structure “of the /every… only/about” is used five
times for emphasis.
More examples:
l Alone, alone, all, all alone.
l He is as vulgar as a hog, as awkward as an elephant, and as ugly
as an ape.
D. Analogy
It is the comparison of two unlike things for the purpose of illustration.
The comparison is possible because the two things have something
in common.
In Para. 4, the writer compares a criminal’s acceptance into a prison
with e admission of a high-school graduate to a college.
More examples:
l Judicious praise is to children what the sun is to flowers.
l The growth of alternative mental interests is a long process.
The seeds must be carefully chosen; they must fall on good ground;
they must be sedulously tended, if the vivifying fruits are to be
at hand when needed.
E. language and style
Formal essay
VII. Language points (words and expressions)
A. words
1. convince persuade
convince, make sb. believe that something is true
? He failed to convince the jury of his innocence.
persuade, make sb agree to do something by giving them reasons
why they should.
? Nobody would persuade her to change her mind.
? How can I persuade you of my sincerity?
2. refuse reject
refuse is more positive, often implying decisiveness.
decline means to refuse courteously.
结合课文要求学生找出文中典型的写作方法并说明。
语言点
（30分钟）
突出一词多义及大量短语。
reject means a throwing away, a discarding, or abandoning of someone
or
something as unsatisfactory, defective, or useless.
Exercise:
? The company _____. the entire shipment.
? I'll make him an offer he can't ____.
? We asked her to he reception, but she ___ the invitation.
3. commit
? To make somebody agree or promise to do something
The agreement commits them to a minimum number of performances per
year.
? To use available things or people for a particular purpose.
They’ll have to commit more money to the project if it’s to succeed.
? To give someone or something to someone else to look after
They commit a child to a doctor’s care.
? Commit oneself to give a definite opinion
Chairman refused to commit himself on the controversial subject
before making investigations.
4. deter
? The rain didn't deter people from coming to the game.
? The university enforces severe punishment to deter cheating in
exams.
illustrate
? To show what something is like, or show that something is true.
The following examples illustrate our point.
? To draw the pictures in a book, or put pictures in a book.
The book was illustrated with color photographs.
She has illustrated several children’s book.
5. Measure
? Measure sth by sth
Success isn’t measured by how much money you have.
? Measure sth in terms of sth
Popularity is still measured in terms of winning elections.
? Measure sb/sth/against sb/sth
Measured against the success of some of their rivals, the performance
looks poor.
B. Expressions
1. tough
? Get tough with
When he started to argue, I got tough with him.
? Be tough on
The new mayor intends to be tough on crime.
? Take a tough stance/stand
We must take a tough stance against terrorism.
? Tough luck
Used for saying that you have no sympathy for someone
Well, tough luck! I’m not going to do what he wants.
2. Lock away (lock up)
? to put something in a place or container which you fasten with
a lock
Take good care to lack away your jewellery before going away on
holiday
? to put someone in a prison, or a hospital for mentally ill people.
After murder, he was locked away for 50 yeas.
3. Be/go easy on sb (be/go easy with/on sth)
?.To tell someone not to punish a person too severely.
Go easy on these children and let them enjoy themselves.
? To eat or use a small amount of something.
Go easy on the cake. There isn’t much left.
? easier said than done
? easy come, easy go
4. so as to
? so…as to…
Are you so na?ve as to imagine this is not taking place elsewhere?
Who could be so mean as to do a thing like that.
? so as to
Go in quietly so as not to wake the baby.
5. work out to
? The total area works out to 25,000 square miles.
6. the other way around
? You would think that the John would have been the courageous one
and Jane the timid one, but it was just the other way around.
Lecture three (two hours)
VIII. Discussion
What is the root of crime?
? The lack of moral control
? The gap between the rich and poor
? The lack of effective laws
? The police and court being too soft on criminals
? The meaningless of life
? Lack of education
IX. Exercise
第三讲
讨论（50分钟）
课后练习 及答疑（50分钟）
授课教案:现代大学英语精读第二册
Unit 3 More Crime and Less Punishment
教案说明 本教案共6课时。
教学目的 1. 了解美国司法制度中的关键概念。
2. 学习文中一些长句的写法。
3. 学习议论性文体中显著的写作特征。
4. 通过课文理解与主题讨论使学生能够使用相关短语与表达方式。
教学内容 1. 讲述美国司法制度中的陪审团制度与主要司法原则
2. 课文的理解与分析
3. 表达方式的学习与强化
4. 议论文的写作技巧
5. 学生辩论
教学重点 1. 课文的理解与分析
2．文中大量表达方式的学习与强化
3. 议论文的写作技巧
教学方法 讲授，问答，辩论，练习
教学手段 用投影仪播放PowerPoint
First lecture (two hours)
I. Background information
A. About the author
Richard Moran
Richard Moran is a criminologist and a leading expert on the insanity
defense, capital punishment, and the history of the electric chair.
The author of numerous articles and reviews, Moran has also written
articles for the Washington Post, Christian Science Monitor, New
York Times, and Newsweek.
l
l The Executioner's Current
It is the story of how the electric chair developed out of an effort
by one nineteenth-century electric company to discredit the other.
B. Alcatraz Island
B.
Alcatraz Island is one of Golden Gate National Recreation Area's
most popular destinations, offering a close-up look at a historic
and infamous federal prison. Visitors to the island cannot only
explore the remnants of the prison, but can also learn about the
Indian occupation of 1969 - 1971, early military fortifications
(the first U.S. fort on the coast), and the West Coast's first (and
oldest operating) lighthouse. These structures and the island's
many natural features are being preserved by the National Park Service
which is working to make it accessible to visitors, preserve its
buildings, protect its birds and other wildlife, and interpret its
history.
II. Warm-up
1. What do you now about jury system in? America?
2. What is the? guiding principle in criminal court in America?
3. What are the advantages and disadvantages of the principle?
4. What expressions do you know about crime, law and court?
Jury system
The Jury trial is an important component in the judicial system.
The jury consists of 12 jurors, selected at random, which will,
after hearing all the evidence and cross-examination, give a verdict
of guilty or innocent. Then,the judge will pass sentence.
In many jurisdictions, the majority of a jury is not sufficient
to find a defendant guilty, all 12 members must agree to the person’s
guilt.
Guiding principle
The court must prove the accused person’s guilt beyond a reasonable
doubt. In other words, the accused is held innocent until proved
guilty.
In theory, the concept makes sure that a case is not misjudged and
that an innocent person is not unjustly treated.
However, in other cases, this may help criminals to escape punishment
for his lawyer can always raise a reasonable doubt concerning the
evidence or the
第一讲
背景介绍（15分钟）
简单了解作者。
热身练习（25分钟）
由口头问答入手。通过此练习使学生简单了解美国司法制度中的关键概念。并用著名案例加以说明。
trustworthiness of the witnesses.
Also, collecting evidence and having a trial or even summon a jury
cost a lot of money.
Famous trail of O.J. Simpson
l Simpson, famous American football player and actor, was charged
with murdering his former wife and her boy friend and eventually
declared innocent.
l The jury spent three hours deliberating the case that had produced
150 witnesses over 133 days and had cost $15 million to try.
Expressions related to crime, law and court
Correctional personnel to prosecute sb
parole to imprison/jail a criminal
crime rate to supervise a criminal
arrest record to execute a murderer
property crime
III. New words
Get familiar with the new words and expressions in Glossary.
Pay attention to the pronunciation and special usage.
IV. Text analysis
A. General analysis
Part I (para.1-3) Introduction of the central idea: punishment does
not reduce crime
Part II (para. 4-9) Why punishment doesn't deter crime.
Part III (para. 10) Conclusion: getting tough with criminals is
not the answer to the crime problem.
B. Detailed analysis
Part one
Questions:
1) The best estimates suggest that 36 to 40 million people have
arrest records for nontraffic offenses. (para.1)
Paraphrase the sentence.
2) We already have 2.4 million people under some form of correstional
supervision.（para.1）
What is meant by ‘under some form of correctional supervision”?
3) The painful fact is that the more crime there is the less we
ate able to punish it. (para.2)
Analyze the grammatical structure of the sentence.
4) We think that punishment deters crime, but it just might be the
other way around. (para. 3)
Paraphrase the sentence.
熟悉新单词 （10分钟）
课文分析 （50分钟）
分析课文的整体结构与第一部分。
Lecture two (two hours)
V. Text analysis
Part two
Questions:
1) Just as the decline in the number of high-school graduates …made
it more difficult to get into prison. (para.4)
Explain the use of “as” here. What are being compared in this sentence?
2） While elite colleges and universities still have high standards
of admissions, some of the more “exclusive” prisons now require
about five prior serious crimes before an inmate is accepted into
their correctional program. (para. 4)
Define “elite colleges”, “exclusive prisons”, and “prior serious
crimes”.
3）Our current crop of prinsoners is an elite group…. (para.4)
Paraphrase the sentence.
4) Yet when measured against the lower crime rates…are not worth
the cost to state and local governments. (para.7)
Explain the first part of the sentence.
5) Besides, those states that have tried to gain voters’ approval
for bonds to build new prisons often discover…. (para.7)
What does “bonds” mean here? What do the bonds have to do with the
voters’ approval?
6) While it is not possible to know the true amount of crime committed
by people released from prison in any given year, … (para. 8)
Explain the use of “while” and the meaning of the word “given” here.
7) …this would amount to only 15,000 crimes prevented: a drop in
the bucket when eeasured against the 41 million crimes committed
each year. (para. 8)
Paraphrase the sentence.
8) The first-year operation cost would be… worth it if the victim
were you or me, but much too expensive to be feasible as a national
policy. (para. 9)
Why worth it if we were the victims, but no feasible as a national
policy?
Part three
Question:
What is the conclusion of the author?
VI. Writing skills
A. Statistical Information
In an argumentative piece of writing, statistical evidence is convincing.
In this article, the author chiefly uses statistical evidence including
exact statistical
第二讲
继续课文第二、三部分的分析。（50分钟）
写作技巧 （20分钟）
information ( on he re-imprisonment of paroled criminals) and approximate
statistics (on the crime rate of the U. S.)
B. Rhetorical Questions
These are questions that do not expect an answer but express a strong
feeling, opinion or impression.
l Can we send them to prison?
l Can we execute more than 22,000 murderers?
More examples:
l Who was he to take stand against a custom?
l Do you see anything green in my eyes?
C. Selective Use of Repetition
Repetition is used for emphasis and expression of a strong feeling.
In Para. 6, the structure “of the /every… only/about” is used five
times for emphasis.
More examples:
l Alone, alone, all, all alone.
l He is as vulgar as a hog, as awkward as an elephant, and as ugly
as an ape.
D. Analogy
It is the comparison of two unlike things for the purpose of illustration.
The comparison is possible because the two things have something
in common.
In Para. 4, the writer compares a criminal’s acceptance into a prison
with e admission of a high-school graduate to a college.
More examples:
l Judicious praise is to children what the sun is to flowers.
l The growth of alternative mental interests is a long process.
The seeds must be carefully chosen; they must fall on good ground;
they must be sedulously tended, if the vivifying fruits are to be
at hand when needed.
E. language and style
Formal essay
VII. Language points (words and expressions)
A. words
1. convince persuade
convince, make sb. believe that something is true
? He failed to convince the jury of his innocence.
persuade, make sb agree to do something by giving them reasons
why they should.
? Nobody would persuade her to change her mind.
? How can I persuade you of my sincerity?
2. refuse reject
refuse is more positive, often implying decisiveness.
decline means to refuse courteously.
结合课文要求学生找出文中典型的写作方法并说明。
语言点
（30分钟）
突出一词多义及大量短语。
reject means a throwing away, a discarding, or abandoning of someone
or
something as unsatisfactory, defective, or useless.
Exercise:
? The company _____. the entire shipment.
? I'll make him an offer he can't ____.
? We asked her to he reception, but she ___ the invitation.
3. commit
? To make somebody agree or promise to do something
The agreement commits them to a minimum number of performances per
year.
? To use available things or people for a particular purpose.
They’ll have to commit more money to the project if it’s to succeed.
? To give someone or something to someone else to look after
They commit a child to a doctor’s care.
? Commit oneself to give a definite opinion
Chairman refused to commit himself on the controversial subject
before making investigations.
4. deter
? The rain didn't deter people from coming to the game.
? The university enforces severe punishment to deter cheating in
exams.
illustrate
? To show what something is like, or show that something is true.
The following examples illustrate our point.
? To draw the pictures in a book, or put pictures in a book.
The book was illustrated with color photographs.
She has illustrated several children’s book.
5. Measure
? Measure sth by sth
Success isn’t measured by how much money you have.
? Measure sth in terms of sth
Popularity is still measured in terms of winning elections.
? Measure sb/sth/against sb/sth
Measured against the success of some of their rivals, the performance
looks poor.
B. Expressions
1. tough
? Get tough with
When he started to argue, I got tough with him.
? Be tough on
The new mayor intends to be tough on crime.
? Take a tough stance/stand
We must take a tough stance against terrorism.
? Tough luck
Used for saying that you have no sympathy for someone
Well, tough luck! I’m not going to do what he wants.
2. Lock away (lock up)
? to put something in a place or container which you fasten with
a lock
Take good care to lack away your jewellery before going away on
holiday
? to put someone in a prison, or a hospital for mentally ill people.
After murder, he was locked away for 50 yeas.
3. Be/go easy on sb (be/go easy with/on sth)
?.To tell someone not to punish a person too severely.
Go easy on these children and let them enjoy themselves.
? To eat or use a small amount of something.
Go easy on the cake. There isn’t much left.
? easier said than done
? easy come, easy go
4. so as to
? so…as to…
Are you so na?ve as to imagine this is not taking place elsewhere?
Who could be so mean as to do a thing like that.
? so as to
Go in quietly so as not to wake the baby.
5. work out to
? The total area works out to 25,000 square miles.
6. the other way around
? You would think that the John would have been the courageous one
and Jane the timid one, but it was just the other way around.
Lecture three (two hours)
VIII. Discussion
What is the root of crime?
? The lack of moral control
? The gap between the rich and poor
? The lack of effective laws
? The police and court being too soft on criminals
? The meaningless of life
? Lack of education
IX. Exercise
第三讲
讨论（50分钟）
课后练习 及答疑（50分钟）
授课教案:现代大学英语精读第二册
Unit 5 Say Yes
学校：北京交通大学 课程名称：综合英语
学院：人文与社会科学院 教学对象：英语专业本科一年级
教案说明 讲解第五课的内容，共分六课时授课完成。要求学生课前预习课文，第一二小节课先对一幅图画提问, 口头描述画面上传达的信息，以了解学生预习课文内容的深度。然后给同学们展示一个调查统计数据并就此进行讨论，进入文章主题。主要系统讲解与文章相关的文化背景知识。文章写作的政治背景和社会背景，以及突出的社会问题—种族主义。第三和第四小节课侧重分析讲解课文。最后两节课在总结课文的基础上鼓励学生参与讨论话题。
教学目的 1 以课文内容为基础，借助一些文化背景资料和图片使学生通过文化背景知识，了解西方国家中存在的社会尖锐问题。
2通过问答和讲解的方式，帮助学生对社会尖锐问题获得感性认识。
3 通过讨论深入探讨这种社会现象的同时，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课前有趣的话题、竞争的气氛和合作的态度也有助于加快学生进入最佳的学习状态。
5熟练掌握构词法和一些修辞手法
教学内容 1借助多种教学途径介绍文化背景知识。（两个小时左右）
2精讲课文除掌握特殊句型，构词法和长难句分析以外，还要使学生掌握语言点启发学生寻找重点词汇，运用文章中的语言和短语词汇复述故事，帮助学生把扩充词汇量和在具体情景中使用词汇有机结合起来。并且讨论提供不同的故事结局。
（一个半小时左右）
3熟悉课文的写作手法，通过一对美国普通家庭的夫妇一次普通对话，引发了一场针对种族问题的正面交锋。文章多以对话为主，口语化交流，语言通俗简单易懂，但是普通的对话下面却隐藏着夫妻二人尖锐的矛盾。揭示了一个严肃的社会问题。（十五分钟）
4 丰富课堂内容。尝试多种课堂活动，结合本课特点，由学生分角色朗读课文，分饰角色，以话剧的形式表现故事和结局。布置练习，通过课后练习随堂做使学生加深对所涉及的内容的理解和掌握。（两个小时左右）
教学方法手段 讲授为主，结合问答，讨论，练习，分角色朗读课文，运用多媒体电子课件，板书和一些关于文化背景的复印材料。课后布置作业，鼓励学生想象故事的不同结局并讨论。
Unit 5
Say Yes
By Tobias Wollf
Picture for Warming-up Exercises (40 minutes)
Today, we will study a special passage written by Tobias Wolff
. Before a careful study let’s first look at the picture below.
Try to describe the picture and pick out what it conveys to us.
In fact, the picture shows us a serious social problem--racism.
Make more examples concerned with a controversial issue. (20 minutes)
(Reference: The picture suggests racism--- a social problem in U.S.A.)
Look at the statistics. Most of those marriages break up. Conduct
research to find out statistics of how many interracial marriages
versus same-race marriages break up. Can you come up with a hypothesis
for your findings? (20minutes)
1980s: At the beginning of the 1980s, nine percent of all United
States households are made up solely of a married couple. There
are over forty-eight million married couples in the United States.
1990s: At the end of the 1990s, only three percent of all United
States households are made up solely of a married couple. There
are close to fifty-five million married couples in the United States.
1980s: In 1980, 67.2 percent of the white American population is
married, and 51.4 percent of the African-American population is
married.
1990s: While more than half of the American population continues
to marry, the percentages for both whites and African Americans
has decreased in the past ten years. In 1997, 62.1 percent of the
white American population is married, and 42.4 percent of the African-American
population is married.
1980s: In 1980, there are 651,000 interracial couples in the United
States....
Background Information (45 minutes)
Introduction of the author
1) Tobias Wolff was born in Alabama in 1945. His parents divorced
when he was a boy. Wolff’s mother retained custody of him, while
his brother Geoffrey who also became a writer lived with their father.
As a child, Wolff traveled with his mother, Rosemary, to the Pacific
Northwest, where she remarried. Growing up in the Pacific Northwest,
young Tobias soon was forced to endure life under his strict and
cruel stepfather. During the time, his efforts to get away from
his stepfather led to his self-transformation.That period of Wglff’s
life is recounted in This Boy’s Life: A Memoir. Tobias Wolff is
perhaps best known by the American reading public for his memoir
This Boy’s Life, which was later made into an acclaimed movie,
2) From 1964 through 1968, Wolff served as a lieutenant with the
U.S. Army Special Forces (Green
Berets) in Vietnam. He later recounted his wartime experiences in
the memoir In the Pharaoh’s Army:
Memoirs of the Lost War.
3) In 1972 Wolff earned his B.A. and then his M.A. from Oxford University
with First Class Hongrs an English three years later. That year,
his first book, Ugly Rumours, was published in London. Also that
year, he won a prestigious Stegner Fellowship from Stanford University.
4) He lives with his familx in upstate New York and teaches writing
at Syracuse University.
His literary reputation was first established on the merit of his
short stories. He is still primarily known for these short stories,
in which he depicts many characters’ voices and a wide range of
emotions. Since the early 1980s, Wolff has produced several collections
of short stories. These fictions focus on the important relationships
and the moral choices in everyday people’s lives: men and women,
husbands and wives, parents and children. As scholar Marilyn C.
Wesley writes in the Dictionary of Literary Biography, Wolff writes
about the basic needs of Everyman, written with a respect that Everyman
deserves.
5) Works of the author
u He is the author of the short novel The Barracks Thief, which
won the 1985 PEN/Faulkner Award;
u two collections of short stories, Back in the World (collectifg
“Say Yes”) and In the Garden of the North American Martyrs, which
received the Saint Lawrence Award for fiction in 1982;
u Mr. Wolff's work appears frequently in Esquire, Vanity Fair, The
Atlantic, and other magazines and reviews.
Historical Context: The passage is written during the Republican
years
u The 1980s was a decade led by Republican policy.
u Ronald Reagan took office as president of the United States in
1980, and served two terms, after which his vice president, George
Bush, was elected to the nation’s top office.
u Reagan held conservative political beliefs, both on the domestic
front and when it came to foreign policy. Although his economic
programs brought the national inflation rate down, they also seemed
to favor the wealthy. During the Reagan era, many middle-class Americans
saw their personal income shrinking, while the richest of Americans
increased their wealth.
u By the 1980s, as the United States and the Soviet Union built
up a stockpile of nuclear weapons, the cold war had been ongoing
for almost forty years. led by the two superpowers. Reagan, an ardent
opponent of communism, encouraged his administration to greatly
increase military spending.
“Say Yes” is such a story about the relationship between husband
and wife. Looking deeply, we find that it really is a discussion
of subtle expressions of racist feelings that are found in many
ordinary people.
Racism has been called the national curse of the United States ever
since the first black slaves were brought into this continent. We
all know the sufferings of the blacks as described in Uncle Tom’s
Cabin; we also know about the Ku Klux Klan and the Jim Crow Laws.
But since the Civil Right movement of th e1960s, a lot of changes
have taken place, and the racial relationship has improved. However
racism is still very much alive. The only thing is that it now may
take more subtle forms.
KKK( Ku Klux Klan)
a secret white supremacist organization at various times in American
history terrorized blacks and white sympathizers with violent acts
of lynching, shootings, and whippings.
pronunciation: /koo klucks klan/ also known as kkk
u Founder: Confederate Civil War veterans Captain John C. Lester,
Major James R. Crowe, John
D. Kennedy, Calvin Jones, Richard R. Reed, Frank O. McCord
u Founded: 1866
u Headquarters: Imperial Klans of America is headquartered in Powderly,
Kentucky;
American Knights of the Ku Klux Klan in Butler, Indiana;
Knights of the White Kamelia in Jasper, Texas.
u Background: The Klan has fragmented intg scgres of competing factions.
Most of these are
nominally independent, while a few remain affiliated with one of
the umbrella groups listed above.
u Estimated size: No more than a few thousand, organized into slightly
more than 100 units.
u Media: Mass mailings, leafletting afd the Internet
u Strategy: Public rallies 集会and protests, "Adopt-A-Highway"
programs, Internet
u Ideology: Some Christian fundamentalist beliefs, Christian Identity,
white supremacy
u Connections: Militias国民自卫队, Aryans雅利安（印欧语系）Nations, National Alliance盟国
u Financial support: Little. Even Imperial Wizards have to hold
day jobs. Most funding comes
from membership dues and sales of Klan paraphernalia个人财物.
Birth of the Klan
u Six college students founded the Ku Klux Klan between December
1865 and the summer of 1866 in the town of Pulaski, Tennessee. Former
Confederate officers, the six young men organized as a social club
or fraternity and spent their time in horseplay of various types,
including wearing disguises and galloping （疾驰匆匆走过）about town after
dark. They were surprised to learn that their nightly appearances
were causing fear, particularly among farmer slaves in the area.
They quickly took advantage of this effect and the group began a
rapid expansion. Various factions formed in different towns, which
led to a meeting in April 1867 to codify rules and organizational
structure.
u Targeting those set free after the American Civil War - the African
Americans, KKK designed to spread fear throughout the Black population
that still lived in the southern states. This was the KKK. Only
WASP’s could belong to it — White Anglo-Saxon Protestants. It is
common that the KKK targeted only the Blacks - also the Jews, Catholics,
liberals etc but most hatred was directed against the poor black
families in the south who were very vulnerable to attack.
Reconstruction Era KKK
u In 1867, General Nathan Bedford Forrest, the Grand Wizard of the
Empire, converted the Klan into a paramilitary force that served
to directly oppose the formation of Republican governments set up
by Congressional Reconstruction acts. Klansmen dressed in white
robes and covered hoods, rode on horses, and dragged black people
and some white republicans from their homes, assaulting them by
whipping or lynching them. Such assaults were successful in keeping
black men from the polls, and thus altering election results.
u To stop the reconstruction era Klan, federal intervention was
necessary. With the enactment of Congressional legislation and enforcement
of the law by the federal government, the Klan was extinguished
in 1871 – 1872.
The World War I Era Klan
In 1915, the second Klan era began. As World War I was underway,
a strong patriotism developed and anti-Catholic sentiments emerged.
Along with these new ideas, white supremacist attitudes, the publication
of Thomas Dixon’s novel, The Clansman (1905), and the 1915 movie,
Birth of a Nation, by D.W. Griffith, a new Klan emerged. It was
at this time that cross burning became a popular form of intimidation.
After The World War I
u The leader of the KKK in the 1920’s was a dentist called Hiram
Wesley Evans whose name in the KKK was Imperial Wizard. The KKK
were a violent organization. The white KKK burnt churches of the
black population, murdered, raped, castrated etc and they were rarely
caught as most senior law officers in the South were high ranking
KKK men or sympathetic with their aims - which was a white protestant
south. Even white people who had contacts with the blacks had reason
to fear the KKK.
u The Black Americans tried to fight back using non-violent methods.
The NAACP (National Association for the Advancement of Colored People)
asked Washington for new laws to help combat the KKK violence but
received very little, if any, help.
u In the 1920’s Black Americans started to turn to the ‘Back to
Africa’ movement which told blacks that they should return to their
native America. This was started by Marcus Garvey but the whole
movement faltered when he was arrested for fraud and sent to prison.
The Civil Rights Era Klan
u By the 1960s, as the civil rights movement was emerging, the Klan’s
membership reached almost twenty thousand. Like the former Klan
organization, there was not a central leadership.
u While the Klan still exists today, its membership is in the low
thousands. The Klan has ties to other white supremacist organizations
such as the Aryan Nations and the Skinheads.
Creation of the Jim Crow South
u In the South, during the 1870s and 1880s, it was not uncommon
for blacks and whites to use the same public facilities. However,
Supreme Court decisions began to strip away the gains of Reconstruction,
which led the way to the creation of Jim Crow laws.
u After 1877, and the election of Republican Rutherford B. Hayes,
the South quickly replaced Reconstruction laws with new ones that
restricted the rights of blacks. These laws allowed the South's
new upper class of planters, merchants and industrialists to prosper,
while most blacks sank deeper into poverty. Between 1880 and 1900,
the per capita income of the Deep South showed no increase at all,
and the average black farmer's decreased. Racial segregation, called
"Jim Crow," excluded blacks from public transport and
facilities, jobs, juries, and neighborhoods. Blacks had separate
hospitals, prisons, orphanages, parks and pools. The 19th century
ended with the races firmly segregated -- culturally and legally.
Text Analysis (100 minutes)
I. Detailed Analysis of Language Points (20 minutes)
u consider: v.
E.g. All things considered, the reform is a success.
u considerate: a. showing kind regard for the feelings, thoughtful,
careful not to hurt or cause inconvenience to others
E.g. It is considerate of you not to play the piano while I was
having a sleep.
u considerable: a. rather large or great , as in size , distance,
or extent
E.g. He bought a house at a considerable expense.
u considering: prep. in view of, having regard to
E.g. She’s very active, considering her age.
u break
break up: divide/ split, (a couple, relationship) come to
an end
break down: collapse, failure in machinery useless,
suffer physical or mental weakening
break in (to): enter a building by force
break away: go away suddenly, give up (idea, belief)
break through: make a way through
break off: stop, pause
u hypo- : prefix meaning “below, under”
1) in words denoting an organ or location below a given body part
在-- 下面
hypoderm 皮下组之
2) term denoting body condition in which substances or functions
are at below-normal levels 低于
hypotension 血压过低 hypothermia 体温过低
3) used in the names of chemical compounds that are in a lower state
of oxidation（氧化） than a given compound 亚
4) counterpart to a word formed with “hyper”(在--上面，超越， 过于，极度)
hypotension 血压过低 ---- hypertension 血压过高
After studying the text, we just pick out some idiomatic expressions
from the text:
To do the dishes to pitch in to congratulate sb. on sth. to get
on a subject to come along all things considered to be okay with
sb. to take one’s word to break up at a rate as a matter of fact
to be angry with sb. to take a deep breath to feel cornered to have
no choice but to do sth. to be at sth. to put sth. to have effect
on sb. to take one’s hand by the wrist to make it up to hold sth.
up to dab at sth. to start up a conversation to finish up to feel
ashamed to blur sth. out
to do sth. out of concern for sb. for Christ’s sake to come up with
sth. to take a reasonable tone to get sb. into a fight to come to
one’s aid or so
II. General Analysis
Textual Structure schedule (20 minutes)
On an ordinary night after supper → a common talk → different altitudes
→conflicts
While reading the whole text, pay attention to some verbs or phrases
employed to show the inner feeling of both husband and wife.
Pinch her brows together her lips pressed tight together bite her
lips keep his mouth shut plunge her hands under the surface with
her eyes closed take a deep breath snap through the pages his throat
tightened his heart pounded
Text Glimpse (20 minutes)
Now turn to page 118, read the following sentences to see whether
the students have grasped the main ideas of the article or not.
1. This is not an ordinary family quarrel. The talk between the
husband and wife touches upon __________. (the serious issue of
racism)
2. We can assume that the time background was probably_________
(in the 1960’s) in the United States, a time when there was a new
national awareness of the need to fight for________. (race and gender
equality)
3. The man here was by no means a terrible racist or male Chauvinist.
In fact, he was considered________ (a good husband) because he shared
the housework and probably was also considered________ (liberal)
on racial problems.
4. But the man was not free from the influence of racism as shown
in his _______ (objection to marriage) between a black and a white.
His basic argument was that they had different______ (cultures)
and therefore could never______ (really know each other). It was
very similar to the “different but equal” principle much under attack
at the time as _____. (hypocritical) Therefore he was still racist
in a way although his____ (racism) was _____ ( more subtle).
5. The man’s wife on the other hand believed that marriage between
blacks and whites ______ (was perfect natural) if they loved each
other and she could not _____ (tolerate) her husband’s racist attitude.
She was obviously a person of ____ (high moral principles) and took
such issues as ____ (racial or gender equalities) very seriously.
6. Throughout the conversation, the man appeared eager to _____
(dismiss the subject) and make peace whereas the woman kept trying
to corner him. This would make us readers feel that the man was
easygoing and the woman_______(difficult and quarrelsome). This
is, however, a false______(impression).
7. The woman seemed to know how her husband would__________ (respond)
when she asked him whether he would marry her if she were black.
This indicated that she must have found out _______ (where her husband
stood in this issue) before this conversation.
8. When the woman was heard turning the pages of a magazine, the
man knew that she was angry and ______ (was trying to hurt him)
by appearing indifferent to him.
9. When the woman asked her husband to turn off the light, the man
thought that soon _______ (she would come to lie down besides him).
But nothing happened.
10. The man had said that blacks and whites could not know each
other. But the irony was he did not know his own wife although they___________
(had the same cultural background). To him, she was still someone
moving through the house, ___________ (a stranger).
Theme of the text: (15 minutes)
The idea of racism is a theme in the story, for the implication
of the husband’s racism is what causes the couple to quarrel. The
wife dislikes her husband’s beliefs that African Americans are different
from whites. He maintains that it is not that he is prejudiced against
African Americans, but that they come from a different culture from
white people? And they even have their own language. His protestation
that I like hearing them talk because it makes him feel happy reveals
much about his personality: his belief that African Americans are
inherently foreign to whites, his condescending attitude, and his
sense of otherness from himself? He needs something completely unlike
himself to bring him pleasure.
The husband’s negative response to Ann’s question of whether he
would marry her were she African American indicates the pervasive
and destructive nature of his racism.
Analysis of husband (15 minutes)
The husband in the story is generally an unsympathetic character.
He appears to have racist feelings and seems to be dishonest with
himself. He claims to appreciate the stability his life with Ann
provides him, but he still makes efforts to undermine it. He refuses
to take responsibility for his actions. Throughout the evening,
he is seen to be less than a genuine person; he does things for
effect rather than out of a genuine, sincere desire. Within the
confines of the story, his most significant trait is his rejection
of his wife, which she takes quite seriously, much to his surprise.
By the end of the story, the husband demonstrates yet another shift
in mood: excitement as he realizes that, in certain ways, his wife
is unknowable to him. The final scene has him awaiting his wife
in their darkened bedroom, imagining that she is a stranger that
he seems to embrace, as demonstrated by the excited pounding of
his...
Writing Devices (10 minutes)
Wolff has often been likened to other writers of his generation
such as Raymond Carver and Richard Ford. In his short stories, Wolff
practices a direct, even non-dramatic, style of writing. This is
certainly the case in his story “Say Yes” which takes as its backdrop
an average evening in the life of a married couple. When the conversation
delves into an issue on which the couple do not agree, the relationship
experiences a newfound rockiness. The husband’s reaction to this
argument demonstrates the secret undercurrents that run through
relationships.
Assignment
1. How do you think the husband and wife will resolve their situation?
Do you think they will resolve it? Write a scene that takes place
the following day.
2. Analyze the husband in terms of whether or not he is a racist
character.
3. Write a counterargument to the husband’s statement that African
Americans don’t come from the same culture as whites.
授课教案:现代大学英语精读第二册
Unit 6 The Man in the Water
教学目的：以空难为纲，图片资料为辅，关键词汇为点了解史实，赏析叙事技巧。
教学内容：1. 通过大量历史图片及相关报导使同学了解整个空难经过；
2． 讨论灾难中普通人所体现出的非凡的英雄主义；
3．掌握重点词汇及完成练习.
教学重点：识别关键词汇及分析理解难句。
教学方法: 讲授、问答、讨论、模仿、练习、作业等。
教学手段: 用投影仪播放PowerPoint 课件及板书.
The Man in the Water
(Period 1 and Period 2)
Background Knowledge (50 minutes)
I. About the Author (2 min.)
Roger Rosenblatt
Professor of English
Professor of Writing
AB, New York University
Ph.D, Harvard University
Roger Rosenblatt is a journalist, author, playwright and professor.
As an essayist for Time magazine, he has won two George Polk Awards,
and awards from the Overseas Press Club and the American Bar Association,
among others. His television essays for the “MacNeil/Lehrer NewsHour”
have won him a George Foster Peabody Award and an Emmy. He is also
the author of six books.
II. About the Air Crash (10 min.)
One of the worst snowstorms in the history of Washington, D.C. hit
the city 20 years ago on Jan. 13, 1982. Just about everything closed
down — the government, businesses, schools, the airports.
By about noon, the skies cleared and Washington’s National Airport
reopened for business. The crew of Air Florida Flight 90 began preparing
for a nonstop trip to sunny Fort Lauderdale, Florida. At 3:59 p.m.,
the twin-engine Boeing 737 was cleared for takeoff and began rumbling
down the runway on its final flight.
课文背景（50分钟）
作者介绍（2分钟）
通过简单的介绍，使学生对作者有一般的了解。
通过介绍美国历史上1982年空难，使学生了解此次空难的时间、地点 、起因及整个过程中普通人所表现出的非凡的英雄主义。(10 分钟.)
Minutes later, the plane smashed into the 14th Street Bridge, only
1,200 yards from the Pentagon, destroying four automobiles and killing
five people. The jet then fell into the ice-covered Potomac River
, bringing all the passengers to their instant death except five
—four passengers and one flight attendant — from the tail section,
who found themselves gasping and struggling in the icy water.
These five people however survived and they were able to survive
because of four heroes. The author wrote this essay in praise of
these heroes, three of whom had risked their lives to rescue the
survivors and were able to live to tell the story, but the man that
really held the whole nation’s attention was the fourth one who
had kept pushing his lifeline and flotation rings to others until
he went under.
Moments After the Crash (15 min.)
At 3:59 the plane shuddered as it took off and tried to gain altitude.
It cleared two of the bridges on the Potomic River, but was losing
altitude. The crew and passengers knew they were in trouble before
it struck the 14th Street Bridge and it tore in half as it slammed
through cars and railing (栏杆）then plunged into the cold, icy, dark
waters.
Moments later only the tail section remained afloat, 79 people were
aboard Flight 90, six were to survive the crash, but only five would
live.
Huddled together in the cold icy waters，the survivnrs waited for
the rescue helicopter to arrive. Treading （踩，踏）water, the survivors
held on, some with broken arms and legs, two with collapsed lungs
caused from the impact. "We're all going to die," someone
said.
按时间顺序描述空难经过, 并使学生注意其中的关键词语，为随后的口语练习打下 基础。（15分钟）
Aboard Flight 90 was Arland K. Williams Jr., who always sat in the
tail section of the plane, “the safest part of the plane, he said.”
Not long before, Williams had just discussed his marriage with the
woman he loved, “I think we’re going to marry soon. ”
It was 4:20 before the helicopter arrived at the scene, dropping
the first lifeline delivering Bert Hamilton 100 yards to shore.
It would be ten minutes before the helicopter returned, dropping
the line to Williams. He caught it, but instead of wrapping it around
himself, he passed the line to flight attendant Kelly Duncan, the
only crew member to survive. She took the line, wrapped it under
her arms and held tight as she was carried to shore
With room for only one helicopter at a time between bridges, it
returned with two lifelines, and again Williams caught it and handed
it off to yet another survivor, Joe Stiley, the most seriously injured
passenger.
Tirado , who also clung to Stiley and her life line, however, exhausted,
in pain and shock, soon lost her grip and plunged back into the
cold icy waters of the Potomac. Rescuers again tossed her a life
line but she was unable to grasp it to save her own life.
Upon seeing this and as Tirado was about to go under, an onlooker,
Lenny Skutnik, plunged from the banks of the river into the freezing
water and brought her safely to shore.
By 4:30 p.m, Williams had been in the freezing water for 29 minutes,
and his turn had finally come. The helicopter turned once more toward
the sinking tail, its two-man crew eager to meet the man in the
water, "to tell him they had never seen such selfless courage."
They strained (竭尽全力）for signs of the hero of Flight 90. But the
balding man was gone. "He could have gone on the first trip,"
pilot Usher wept, “but he put everyone else ahead of himself. Everyone.”
Comments on the Event (5 min.)
The following are a few words his mother Virginia Williams used
to describe her son.
"He was average," she said. "Just average."
Others’comment: “It‘s people like these that are heroes. Those people
who step out of
关于此次空难的评论（5 分钟）
the norm（规范, 准则） and put their life second in consideration of others
in a crisis.”
“For isn't it, in times of danger, the average man who saves us
all?”
Theme of the Text (8 min.)
Heroism.
Heroism of course has been admired. But this man’s heroism was unusual.
People usually expect revolutionaries to die martyrs; true believers
to be willing to die for their faith; people ready to lay down their
lives in performing their duty; even people to show courage in their
attempt to win power, influence, money or to save their loved ones.
But the man in the water did not fit any of these descriptions.
The man in the water did not have to give his rings to others; he
did not even know these people. He was extraordinary precisely because
he was ordinary. He showed what everyone of us could do. The display
of his heroism was a song to the beautiful human character.
This is true heroism.
III. Related Information (10 min.)
Presidential Monuments:Washington Monument
In recognition of his leadership in the cause of American independence,
Washington earned the title "Father of his Country". With
this monument, the citizens of the United States show their enduring
gratitude and respect for the first president in the United States.
Presidential Monuments:Jefferson Memorial
Thomas Jefferson — political philosopher, architect, musician, book
collector,
文章主题： 英雄主义（8分钟）
课文相关信息。通过对华盛顿纪念碑、
杰斐迅纪念碑、林肯纪念碑的介绍，使 学生对Potamac河畔的历史文化有更多的了解。（10分钟）
horticulturist（园艺学家）, scientist, diplomat, inventor, and third President
of the United States, also author of the Declaration of American
Independence, and Father of the University of Virginia.
Presidential Monuments: Lincoln Memorial
The Lincoln Memorial is a tribute to President Abraham Lincoln and
the nation he fought to preserve during the Civil War (1861-1865).
The Lincoln Memorial was built to resemble a Greek temple. It has
36 Doric columns, one for each state at the time of Lincoln’s death.
A sculpture by Daniel Chester French of a seated Lincoln is in the
center of the memorial chamber.
The Potomac River
The Potomac River is often referred to as the "Nation's River,"
because it flows through the nation's capital, where the magnificent
monuments of the Washington, Jefferson, and Lincoln memorials are
reflected in its waters. It is one of the most beautiful and bountiful
rivers on the East Coast and is known for its historic, scenic and
recreational significance. It begins as a small spring at the Fairfax
Stone in West Virginia, and winds its way through the mountains
and valleys of Appalachia, past battlefields and old manufacturing
towns. The river flows more than 380 miles and grows to more than
11
miles wide as it reaches the Chesapeake Bay at Point Lookout, Maryland.
IV. In-class activities. (50 min.)
1. Divide the students into five groups and describe in turn what
happened during the whole air crash, and ask them to try to use
the words and phrases they’ve just met. (15 min.)
2. Discussion: Why? Why did the hero in the story do this? What
did he do this for?
(10 min.)
课堂活动：（50分钟）
1．把学生分成 5个组，用刚刚见过的词描述 空难过程。（15分钟）
3. Discussion: Heroism in the story. (15 min.)
4. Talk about heroic stories the students have experienced or heard
about. (10 min.)
2．讨论；为什么？为什么一个普通人会有如此英雄行为？（10分钟）
3. 讨论：文章 中的英雄主义（15 分钟）
4．谈论学生曾经历过的或听说过的英雄故事（10分钟）
The Man in the Water
(Period 3 and Period 4)
I. Language Points (50 minutes)
1. As disasters go, this one was terrible, but not unique…
as…goes… : compared with sth. average
l As writers go, Oscar Wilde was not the most
talented. But he was among the most popular.
和一般商人相比， 人们认为他是非常诚实的。
l As businessmen go, he is considered pretty honest.
2. Washington, the city of form and rules, turned chaotic by a blast
of real winter and a single slap of metal on metal. (para 1)
chaotic: adj. in a state of disorder and confusion
chaos: n.
l The room was in a chaos.
blast: strong , sudden movement of wind or air
l When the window was opened, an icy blast came into the room.
slap : strike with the palm of the hand, used figuratively here.
3. And there was the aesthetic clash as well -—blue and green Air
Florida, the name of a flying garden, sunk down among gray chunks
of ice in a black river. (para 1)
aesthetic: 审美的；有审美能力的
aesthetics: 审美学；美学
anaesthetic / anesthetic: 麻木的；麻醉的；麻醉剂
chunk: thick, solid piece or lump 一厚块，一大块
a chunk of meat / ice
clash: V. 1. make a loud, broken, confused noise (as when metal
objects strike together)
Their swords clashed.
2. meet in conflict
o The two armies clashed outside the town.
3. (of events) intefere with each other because
they are to be at the same timeon the same date
o It’s pity that the two concerts clashed. I want to go to both.
4. be in disagreement with
o I clashed with him at the meeting.
o The color of the curtain clashes with the of the carpet.
n. the clash of weapons / views / opinions
本单元两节课重点在于语言技能培训，集中讲解语言点及难句。词：通过恰当的例句使学生掌握生词的用法。方法为请同学用英文释义、汉译英、英译汉练伟等。
4. Last Wednesday the elements, indifferent as ever, brought down
Flight 90. And on that same afternoon human nature —groping and
struggling — rose to the occasion. (para 2)
the elements: the forces of nature 自然力；风，雨 等的力量
o be exposed to the fury of the elements
grope: feel or search in the dark
o grope for the door-handle / light switch
o We groped our way in the dark corridor.
indifferent to : having no interest in ; not caring for
o How can you be so indifferent to the sufferings of those people?
rise to the occasion /challenge /task: prove oneself able to deal
with an unexpected problem, a difficult task, etc.
o I’m sure he will rise to the occasion when he realizes what is
at stake. (处于危险境地）
5. Of the four acknowledged heroes of the event, three ate able
to account for their behavior. (para. 3)
acknowledge:
1. admit
l He refused to ~ that he was defeated.
He ~ having been cheated.
2. express thanks for
l We should ~ gifts promptly.
3. indicate that one recognizes sb. by greeting
l I passed her in the street , but she didn’t even ~ me when I smiled.
4. acknowledgement n.
l We are sending you a small sum of money in acknowledgement of
your help.
account for:
1. give an explanation or reason for
o He can account for every penny in his pocket.
o Science can now account for many things that
ancient people could not understand.
2. answer for
l You will have to account for the misprints in the article.
3. amount to
l In that country the production of raw materials account
for a considerable proportion of the national economy.
那个国家原材料的生产在国民 经济中占相当大的比重。
6. On television, side by side, they described their courage as
well in the line of duty.
line: range of activity
His line is banking. 他从事银行业。
That’s not my line. 那不是我的本行。
in line with: in agreement with
o Our foreign policy is in line with the interests of all the people
of
the world.
(be) in line with (be) out of line with
7. Skutnik added that “somebody had to go into the water, delivering
every hero’s line that is no less admirable for being repeated.
(para 3)
deliver one’s line : give a remark
deliver a speech
deliver a lecture
8 . “In a mass casualty, you’ll find people like him,” said Windsor.”
But I’ve never seen one with that commitment. (para 4)
mass casualty: large number of people hurt or killed in an accident
or battle
9 . His selfishness was one reason the story held national attention;
his anonymity another. (para 4)
anonymity n.
anonymous adj. an ~ letter an ~ gift
10. Still he could never have imagined such a capacity in himself.
(para. 5)
ability capability & capacity:
ability: 做某种具体事情的能力，特别是经过学习的实际本领;
capability：做某事 的才干或本领，可与 ability通用，但更强 潜在的能力；
capacity： 主要指接受，吸收 或容纳的能力.
He has the ability to swim like a fish.
He has the capability of solving practical problems.
The theater has a seating capacity of 300 people.
The book is within the reading capacity of young readers.
11. He was there, in the essential, classical circumstance. (para
7)
essential: basic typical, most important
classic: traditional or long established
12. So the age-old battle began again in the Potomac. For as long
as man could last, they went at each other, nature and man. (para
7)
go at: attack; fight
13. The man in the water set himself against an immovable, impersonal
enemy; he fought it with kindness; and he held it to a standoff.
He was the best we can do.. (para. 9)
set sb. against: make sb. start to fight or quarrel with
an immovable, impersonal enemy: refers to nature, which is indifferent
and cannot be persuaded to change its attitude towards us humans
standoff: a situation in which neither side in a fight or battle
can give an advantage
II. Difficult Sentences (30 min.)
1．And there was the aesthetic clash as well -—blue and green Air
Florida, the name of a flying garden, sunk down among gray chunks
of ice in a black river. (para 1)
When the air crash occurred, it was not just a clash of metal against
the bridge, but also a clash between colors: the blue-green color
of the plane ant the gray and black color of the ice and river.
2．Last Wednesday the elements, indifferent as ever, brought down
Flight 90. And on that same afternoon human nature —groping and
struggling — rose to the occasion. (para. 2)
Last Wednesday, the bad weather, unconcerned about the consequences
it might bring about as always, made Flight 90 fall down. On that
same afternoon, human nature, groping for the flotation rings and
struggling in the icy water, came to prove its greatness displayed
in an unexpected tragedy.
3. Of the four acknowledged heroes of the event, three ate able
to account for their behavior. (para. 3)
Only three out of these four heroes lived to tell people what they
actually had done and how they rescued the five survivors.
4. Skutnik added that “somebody had to go into the water, delivering
every hero’s line that is no less admirable for being repeated.
(para 3)
Skutnik gave a remark that has been said before by many people in
similar situations, but it is still admirable.
5．“In a mass casualty, you’ll find people like him,” said Windsor.”
But I’ve never seen one with that commitment. (para 4)
We can always find heroic people like him in a mass casualty because
although not everyone is a hero, there’s bound to be a fair representation
of heroes in a big crowd. But I’ve never seen anyone with such a
strong sense of responsibility.
6 . His selfishness was one reason the story held national attention;
his anonymity another. (para 4)
We can always find heroic people like him in a mass casualty because
although not everyone is a hero, there’s bound to be a fair representation
of heroes in a big crowd. But I’ve never seen anyone with such a
strong sense of responsibility.
7. The fact that he went unidentified gave him a universal character.
(para 4)
The fact that he went unidentified made him a representative man,
like everyone of us could do. We may feel that it might have been
anyone.
8. For a while he was Everyman, and thus proof (as if one needed
it) that no one is ordinary. (para 4)
难句解析。请同学碘释迪难句子，锻炼学生分析句子、组织句子的能力。(30分钟)
“Everyone” echoes the title of a medieval play about a typical human
being. It conveys the idea that this anonymous man really represents
the best of human nature. What he did was not the act of a supernatural
being, but the act of an ordinary person. Yet
9. He was there, in the essential, classical circumstance. (para
7)
What happened that day was a typical situation in which nature and
man fought each other. And when nature begins to show its power,
you always find man fight back. He is always there. We can always
expect to find such a hero.
10. … the one making no distinctions of good and evil, acting on
no principles, offering no lifelines; the other acting wholly on
distinctions, principles and , perhaps, on faith. (para. 7)
Nature is indifferent. It does not have any idea what is good or
what is bad for human beings, and it does not care. It has no moral
principles. Human beings, on the other hand, are different. They
have moral standards. They have feelings. They care and they love.
Therefore they are able to choose between right and wrong.
11. In reality, we believe the opposite, and it takes the act of
the man in the water to remind us o four true feelings in this matter.
(para. 8)
Actually, the death of the man did not mean that human beings had
lost the battle. In a moral sense, man had won because man’s courage
to defy death was also a tremendous power. Therefore, what happened
to this man in the water should fill us with pride rather than sadness.
III. In-class activities (20 minutes)
Divide the students into five groups and ask them to make up as
many sentences as they can by using the new words and phrases they’ve
just learned. and choose the best performers.
课堂活动：
新语言点强化阶段。把学生分成五组，鼓励学生造出尽可能多的句子，并选出最佳表现者。
The Man in the Water
(Period 5 and Period 6)
I. Vocabulary & Grammar Exercises (15 min.)
1. His long service with the company was ____ with a present.
A. admitted B. acknowledged
C. attributed D. accepted
2. Teaching students of threshold level is hard work but the effort
is very ____.
A. precious B. rewarding
C. worth D. challenging
3. Among all the changes resulting from the ____ entry of women
into the workforce, the transformation that has occurred in the
women themselves is not the least important..
A. massive B. quantitative
C. surplus D. tragic
4. Whether their football team will win is a matter of ____ to me.
A. indifference B. discrimination
C. deviation D. interests
5. The plane ____, its bombs exploding as it hit the ground.
A. collided B. crushed
C. plunged D. crashed
6. The morning news says a school bus ____ with a train at the junction
a group of policemen were sent there immediately.
A. stumbled B. collided
C. crashed D. struck
7. Today the public is much concerned about the way ____.
A. nature is being ruined B. which nature is ruined
C. on which to ruin nature D. of nature to be ruined
8. These surveys indicate that many crimes go ____ by the police,
mainly because not all victims report them.
A. to be unrecorded B. unrecorded
C. to have been unrecorded D. unrecording
II. Oral Work（15 min.）
Role-play a television interview with three students acting as the
three heroes and another student as the anchorman. Make sure that
the questions and answers bring out the dramatic details about their
rescue mission, and about the man in the water.
III. Vocabulary.
Page 152. Exercises 1 to 12.
本单元两节课重点在于语法、词汇、口语及写作练习。
语法词汇习题及讲解（15分钟）
口语练习
（15分钟）
课本词汇练习（20分钟）
IV. Grammar （20 min.）
Page 159. Exercises 2 to 6
V. Written Work （30 min.）
Describe the plane crash briefly in about 130 words, with emphasis
on the behaviour of the “man in the water.”
授课教案:现代大学英语精读第二册
Unit 7 The Greatest Invention
教案说明 本教案共6课时。在学生预习课文的基础上，本课将系统讲解文化背景知识、课文整体分析，语言及文体。
教学目的 1. 带领学生了解作者生平，著作，作品特色，以及文中提到的相关背景知识。
2. 学习本文作为现代寓言的文体特征，及其在文中的表现方式。
3. 学习文中大量常用表达方式的运用。
4. 通过课文主题的分析和学生的自主讨论使学生对科学的目的，科学对社会的作用，科学家的动力等话题有所思考并能得出自己的结论。
教学内容 1. 讲述作者生平，著作，作品特色以及文中提到的细菌战争，使学生认识到细菌战对人类的危害。
2. 通过精彩的故事线索对课文进行分析
3. 通过神幻小说，寓言，现代寓言的讲解使学生了解相近文体的相同与不同。
4. 学生讨论升华对课文的理解。
教学重点 1. 课文的理解与分析与学生对主题的讨论
2．了解现代寓言
教学方法 讲授，问答，讨论，练习
教学手段 用投影仪播放PowerPoint
First lecture (two hours)
I. Background information (30)
A. Lord Dunsany
Lord Dunsany (July 24, 1878 - October 25, 1957) was an Irish writer
and dramatist. His full name was Edward John Moreton Drax Plunkett,
18th Baron Dunsany.
Edward Plunkett was born on July 24, 1878 to John William Plunkett,
17th Baron Dunsany (1853 - 1899) and his wife Ernle Grosvenor. He
was a relative of the Roman Catholic Saint Oliver Plunkett, the
martyred Archbishop of Armagh.
Lord Dunsany was educated at Eton College and Sandhurst. He served
as an officer during the Boer War, and in World War I. He was a
keen huntsman, and sportsman, and was at one time the chess and
pistol champion of Ireland.
His fame arose, however, from his prolific writings of short stories,
novels, plays and poetry, reportedly mostly written with a quill
pen.
His most notable fantasy short stories were published in collections
from 1905 to 1919: he had to pay for publication of the first, "The
Gods of Pegana". The stories were set within an invented world,
with its own gods, history and geography. His significance within
the genre of fantasy writing is considerable.
B. Germ warfare
Germ is an informal term for a disease-causing organism, particularly
bacteria.
Biological warfare, also known as germ warfare, is the use of any
organism (bacteria, virus or other disease-causing organism) or
toxin found in nature, as a weapon of war. It is meant to incapacitate
or kill an adversary.
Biological warfare is a cause for concern because a successful attack
could conceivably result in thousands, possibly even millions, of
deaths and could cause severe disruptions to societies and economies.
However the consensus among military analysts is that except in
the context of bioterrorism, biological warfare is militarily of
little use.
Examples of biological warfare
:
Rajneeshi Salmonella Attack
In a small town in Oregon, followers of the Rajneesh Yoga attempted
to control a local election by infecting a salad bar with salmonella.
The attack caused about 900 people to get sick, and was thus quite
effective.
2001 anthrax attack
In September and October of 2001, several cases of anthrax broke
out in the United States in the 2001 anthrax attacks, caused deliberately.
This was a well-publicized act of bioterrorism.
II.
New words (20 minutes)
Get familiar with the new words and expressions in Glossary.
Pay attention to the pronunciation and special usage.
Text analysis (50 minutes)
A. Detailed analysis
Questions:
1) What do you think is going to happen, Jokens? (para.1)
“Happen” to what? What were these people talking about? Who were
they?
2) When the bottle had been uncorked and the wine poured out, …
he began to talk.（para.5）
What words have been omitted in “ the wine poured out”? Why was
the wine compared to the tropical sunlight? What special quality
was being suggested?
3) And we had a scientist who, as I have since seen proved, had
no rival west of the Atlantic. (para.6)
Paraphrase the sentence.
4) “You may not have thought it,” he said, “but I was in our Ministry
of Warfare.” (para. 10)
Explain the use of “may” here. Have you ever heard of any government
that calls its Ministry of Defense by that name? What purpose do
you think is achieved by using the word “warfare”?
5) He thought of war simply as an opportunity for cavalry charges
and fine uniforms and glory. (para.12)
Explain the word” charge” here.
Lecture two (two hours)
III. Text analysis (50 minutes)
Questions
6) And the splendor of our position faded like dreams. We were so
nearly one of the Great Powers but for a fancy that came to this
man’s mind. (para.24)
Paraphrase the first sentence. Explain “but for a fancy”.
7) I examined his blade of grass, and he gave me every facility,
… (para. 44)
What facility.
8) “Whether it was that the stranger’s tale was told,”Jorkens concluded,
…perhaps on the world.” (para.45)
Who was putting down his glass? Why did Jorkens mention” wine” so
many times? What kind of picture was he trying to paint about this
man?
B. Theme of the story
l In today’s world, ordinary people may have access to the most
dangerous weapons of mass destruction. It is possible for a few
individuals to hold the whole of humanity as hostage. It is not
easx to find a solution. But now is the time to start thinking.
l What is the purpose of science. It can bring happiness to us.
But it can also turn out to be Pandora’s box
l What should scientists do in the circumstance?
l What is the driving force of scientific development? Should science
always aim at serving a practical need?
IV. Writing skills (25 minutes)
A. Type of writing
Fantasy, fable and modern fable
Fantasy
l It is a situation imagined by an individual or group, which does
not correspond with reality but expresses certain desires or aims
of its creator.
l Fantasies typically involve situations which are impossible (such
as the existence of magic powers) or highly unlikely (such as world
peace)
l In literature fantasy is a form of fiction, usually novels or
short stories.
l As a genre, fantasy is both associated and contrasted with science
fiction and horror fiction.
l "Fantasy" seems reserved for fiction that features magic,
brave knights, damsels in distress, mythical beasts, and quests.
Fable
l a short moral story (often with animal characters)
l In its strict sense a fable is a short story or folk tale with
a moral at the end. It often, but not necessarily, makes metaphorical
use of an animal as its central character. In some cases usage the
term has been extended to include stories with mythical or legendary
elements. An author of fables is a fabulist.
Notable fabulists and their works
Aesop Stone Soup
Berechiah ha-Nakdan The Little Engine that Could
Jean de La Fontaine Jonathan Livingston Seagull
Ivan Krylov Watership Down
Marie de France The Lion King
Modern fable
l fabled characters of more modern archetypes
l using familiar characters in an unfamiliar setting
l introduce people’s characters in modern life
l updated message with contemporary circumstance and plot line
Question: Which writing style does this story belong to?
V. Language points (words and expressions) (25 minutes)
A. words
1.go ashore: go to the shore
prefix “a-”加在名词、动词、形容词前,构成副词或表语形容词
? They were walking abreast.
? He was standing a few steps apart from them.
? She left the door ajar.
? Many of those visitors came from afar.
2. decent: acceptable, good enough
? a decent meal/job/house/ hotel
? decent clothes/ wages
3．figure
? You have to watch our diet if you want to keep your figure.
? the exact figure
? both a political and a religious figure
? a five-digit figure
? to play the figure of a judge
4. cavalry charges: rushes to attack the enemy on horseback
? The hotel charged me $50 for a room for the night. (ask in payment)
? .Suddenly the wild animal charged at us. (rush in or as if in
an attack)
? He was charged with murder and betrayal. (to declare officially
and openly)
? The soldiers charged their guns and prepared to fire. (to load)
? He is always charged with strength and power. (to take in the
correct amount of electricity)
5. spur
? The rider spurred on to his destination. (疾驰)
? He was spurred on by poverty to commit a crime.(刺激)
? To him difficulties were simply spurs to endeavor.(刺激（物）)
? 雄心是青年人的一种极好的推动力.
? Ambition is an excellent spur for the young.
6. fierce
? fierce emotions
? fierce attack
? fierce competition
? fierce anger
? fierce look
? fierce heat
? fierce tempest
? fierce pain
7. bribe
? take/ offer a bribe
? bribe sb. into silence
? commit bribery
? The children were given candy as a bribe to be good.
8. glory
? return with glory
? in one’s glory
? go to glory
? glory to do/in doing sth.
? glorify oneself
? a glorious death
9. plague
? A great many people have been swept away by the plague.
? That child is a plague of her life.
? The little boy plagued his father by begging over and over to
go to the zoo.
? You’ve been plaguing me with silly questions all day!
B.
A. Expressions
1. what if
? What if we move the picture over here?
2. let loose
?You should not let loose your indignation in this way
3. have sth. within one’s grasp
? Success is within our grasp now.
4. keep sb. at sth
? To do exercise once in awhile is not enough. You’ve got to keep
at it.
? He keeps at his studies, although he is ill.
? Keep at him for payment.
5. but for: if not for要不是…
要不是他一把抓住,我就摔倒了.
? I would have fallen but for his sudden arm.
要不是你的帮助,我无法完成这工作.
? But for your help, I would not have finished the work.
6. mark an area off
? We marked off the limits of our lots with stakes.
? mark off spheres of influence
? Her smiling eyes marks her off from other girls.
? The place was marked off as a tennis court.
7. a strip of:
? a strip of paper/ cloth/ board/ tape
? a strip of garden/ territory
? landing strip
8. brood
? She sat there brooding on whether life is worth living.
? Don’t brood over lost opportunities.
? Just as physicists worry about he nature of matter, historians
brood about the study of man’s past.
9. lose the grip on:
?
His mind has lost its grip.
? The policeman would not lose his grip on the thief.
? He has a good grip of several modern languages.
Lecture three (two hours)
VI. Discussion (50 minutes)
l “I do not work for use, but for wonder.” Do you support this view
of science for science’s sake? Should scientists mainly aim at those
“purposeful effort”?
In order to make their voice heard, many small nations and nationalities
resort to terrorism. Is it a necessary approach for them to get
powerful? Discuss with your partners.
VII. Exercise (50 minutes)
授课教案:现代大学英语精读第二册
Unit 8 Psychologically Speaking
学校：北京交通大学 课程名称：综合英语
学院：人文与社会科学院 教学对象：英语专业本科一年级
教案说明 讲解第八课的内容，共分六课时授课完成。要求学生课前预习课文，第一二小节课先导入一幅图画, 口头回答画面上面的内容，以了解学生对于课文内容的预习程度。然后给同学们做一个心理测试游戏并就此进行讨论，进入文章主题。主要系统讲解与文章相关的文化背景知识。文章写作的社会背景，以及突出的社会问题。第三和第四小节课侧重分析讲解课文。最后两节课在总结课文的基础上鼓励学生参与讨论话题。
教学目的 1 以课文内容为基础，借助一些文化背景资料和图片使学生通过文化背景知识，了解不同时代观念上的尖锐冲突问题。
2通过问答和讲解的方式，帮助学生对观念差异问题获得感性认识。
3 通过讨论深入探讨这种社会现象的同时，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课前有趣的话题、竞争的气氛和合作的态度以及课后的心理游戏也有助于加快学生进入最佳的学习状态。
教学内容 1借助多种教学途径介绍文化背景知识。（两个小时左右）
2精讲课文使学生掌握语言点启发学生寻找重点词汇，运用文章中的语言和短语词汇复述故事，帮助学生把
扩充词汇量和在具体情景中使用词汇有机结合起来。并且讨论提供不同的故事结局。（一个半小时左右）
3熟悉课文的写作手法，通过一对美国普通家庭的母女观念上的冲突，引发了不同时代人的观念差异。文章多以普通对话为主，口语交流，语言通俗简单易懂，揭示了一个严肃的社会问题。（十五分钟）
4 采用多样形式，结合本课特点和授课实际，由学生分角色朗读课文，分饰角色，以话剧的形式表现故事和结局。布置练习，通过肺后练习随堂做使学生加深对所涉及的内容的理解和掌握。设计话题激发学生联系实际谈谈两代人的代沟问题。（两个小时左右）
教学方法手段 讲授为主，结合问答，讨论，练习，分角色朗读课文，运用多媒体电子课件，板书和一些关于文化背景的复印材料。课后布置作业，鼓励学生想象故事的不同结局并讨论。
LESSON EIGHT
Psychologically Speaking
By Lucretia Govedare
Picture for Warming-up Exercises (20 minutes)
Firstly, ask students to describe the following picture and imagine
to define what psychoanalysis is? (20 minutes)
What psychoanalysis is?
Patient lying on the couch with the analyst sitting, pen and notebook
poised, behind him.
People asked already have such an idea of the analytic situation
from a thousand cartoon images. Even jokes may familiarize us with
some of the essentials of analytic technique.
Psychoanalysis first emerged, was pioneered by Dr Josef Breuer and
his patient who described the therapy from 1880 to 1882 as a "talking
cure. As a therapy, psychoanalysis is based on the observation that
individuals are often unaware of many of the factors that determine
their emotions and behavior. These unconscious factors may create
unhappiness, sometimes in the form of recognizable symptoms and
at other times as troubling personality traits, difficulties in
work or in love relationships, or disturbances in mood and self-esteem.
Background Information (100 minutes)
Background
1) Sigmund Freud was born on May 6 1856, in the small town of Freiberg,
Moravia, which is now in Czechoslovakia. He was the eldest of eight
children born to Jacob and Amalie Freud.
2) When Freud was about three years old his father, who was a wool
merchant, lost much of his business. The family were now poor and
had to leave Freiberg, where Freud was happy, and go to live in
Vienna, the capital city of Austria.
3) It was in Vienna that Freud came across anti-semitism反犹太教 for
the first time. Jewish people had been persecuted in Europe for
hundreds of years and they would often be called names or attacked
on the street. Freud's father told him of a time when a man knocked
his hat into the road and told him to get off the pavement. "What
did you do?" asked Freud. "I walked into the road and
picked up my hat" replied his father. That incident made the
young Freud feel more….
Freud was intelligent and hard-working at school, and always liked
to express his opinions even when he disagreed with his teachers
or other pupils. When he was older Freud said that he didn't think
he was particularly clever, even though he often came top of the
class - the most important thing was working hard and wanting to
find out about things.
4) When he left school he was not sure what he wanted to do. At
first he thought he would become a lawyer. Then he decided to study
medicine and become a doctor, so he enrolled in the medical school
of the University of Vienna. From 1859 until 1938, Sigmund Freud
was a doctor in Vienna,
5) While he was still at university, Freud decided to specialize
in neurology, the study and treatment of the brain and the nervous
system. In 1885, just befgre he got married, he obtained a grant
to go to Paris to see the famous neurologist Jean Martin Charcot.
Freud returned from Paris determined to study and treat mental disorders.
He called his new ideas 'psychoanalysis'
Experience
During all his time in Vienna the Freud family had to suffer many
hardships.
Firstly during the First World War,
And then in the economic depression when Austrian money became almost
worthless.
After the War there was a great epidemic of flu. Freud's daughter
Sophie died in 1920, and three years later his grandson Heinerle
died too.
In March1938, Freud come to London to flee from the Nazis after
the German annexation of Austria.
In 1939, he died in his study at 20 Maresfield Garden, London, and
later was cremated火葬. His ashes are interred埋葬 in a Greek urn from
his collection, in the Columbarium at Golders Green Crematorium,
London.
The last 16 years of Freud's life were spent in continual pain,
physical discomfort. He had cancer of the jaw (mouth) and was operated
on over thirty more times, as well as radiation treatment, the fitting
of an artificial palate and jaw, and an overdose of morphine administered
by his doctor. The operations also caused deafness in his right
ear, together with heart failure. Throughout this time Freud continued
to smoke. He knew it was killing him but he carried on, despite
the advice of family, doctors, and friends.
In his six children, the youngest one, Anna Freud became a pioneering
psychoanalyst, and an important theorist of psychoanalysis.
Works: in a chronological order
Studies on Hysteria (with Breuer) Project for a Scientific Psychology(unpublished)
1895.
‘The Interpretation of Dreams’ 1900
The Psychopathology of Everyday Life . 1901
Fragment of an Analysis of a Case of Hysteria 1905
New Introductory Lectures on Psycho-Analysis 1916
Group Psychology and the Analysis of the Ego 1921
The Future of an Illusion. 1927
Civilization and its Discontents. 1930
Moses and Monotheism. 1939
S.弗洛伊德 Sigmund Freud 1856-1939
奥地利心理学家，精神分析学派创始人。出生于奥地利的摩拉维亚（现属捷克），三岁时随父移居维也纳，1876年于维也纳大学医学系毕业，·1881年获医学博士学位。1885年留学巴黎，跟随法国精神医学家沙克学习臆病的催眠疗法。归国后与神经病医生布洛伊尔合作，使用催眠疗法治疗臆病患者。随着临床经验的增加，弗洛伊德认为臆病是由性的原因引起的。
The Interpretation of Dreams
Freud says that dreams are about all the things we wish for. But
rather than just wishing for something, the dream shows us a picture
as if the wish has come true. So instead of thinking 'I wish I had
an ice-cream', a dream shows you actually eating the ice-cream!
But sometimes you are not allowed to have an ice-cream. Freud said
that the wish is often forbidden, so it becomes uncnnscious and
repressed.
So part of you wants to make the wish come true and part gf you
wants to stop the wish. Because of this the wish is disguised, which
means that the dream has to be interpreted before it makes sense.
That's why Freud called his book The Interpretation of Dreams.
Gradually Freud developed the theory of Psychoanalysis and the method
of helping people he called free association. With free association
Freud simply asked his patients to lie on the couch and say anything
that came into their heads. He tried to interpret what they said
by relating it to the repressed ideas and wishes in the unconscious.
In this way he hoped that things which were unconscious would gradually
become conscious, so that the patient would have more control over
them and they would not be able to affect him or her so much.
Practice and try to interpret the following dream. (30 minutes)
Look at the cartoon of the ‘Nurse's Dream' reproduced in The Interpretation
of Dreams.
Questions:
How do you know it is a dream?
Describe what happens in the dream.
How do you think the events of the dream relate to the daily life
of the dreamer?
What is the meaning or symbolism of the dream-element 'water' in
the dream?
Possible answers:
the last picture shows the nurse waking up and an earlier picture
shows something strange happening. These two answers can be the
starting point for thinking about the differences and similarities
between the mind and the outside world,dreams and waking life.
Two levels here: the dream related to the subliminal潜意识的 stimulus
(the baby crying or whatever)- you can‘t get rid of it so it keeps
getting more and more insistent急迫的; and the dream related to the
life of the dreamer - a governess or nurse looking after someone
else's children.
a child dream that a natural function - urination. A possible way
to think about the emotional life of children.
The First World War（1914-1918）
Fought between 1914 and 1918, was the first of the great world-wide
conflicts of the twentieth century, pitting the ‘Central Powers'
of Germany, Austria-Hungary, Turkey and smaller allies against the
‘Entente,' notably the British Empire, France, Russia, Italy, Japan,
the United States, and their allies.
Western Front
1) In World War One, the main theatre of war, the Western Front,
was deadlocked处于僵局 after the war's start in 1914 until a few months
before its end in 1918, stretching in a continuous line of trenches
from the English Channel to the Swiss frontier. By 1916 the forces
of Germany, France and the British Empire, armies millions of men
strong, measured advances in terms of a few miles gained over several
months. Casualties for each big attack or 'push' ran into hundreds
of thousands on both sides, with calculations for victory based
on national birth-rates to replace the losses. This was not the
kind of war that anyone, including the politicians and generals
who directed it, wanted to fight.
2) By 1918, although the Western armies outnumbered the Germans,
the Western Front began to slow down offensives攻势 into another phase
of static warfare, turning strategic situation into a murderous
war of attrition 消耗战 in which each shattered side could no longer
sustain an offensive. It was believed that a successful Allied attack
in the region of St. Mihiel, the Metz, and Verdun would psychologically
break the Germans will to fight. This psychological theory was similar
to what had happened to the French armies at Verdun in 1917. Then
the Americans, from their bases on the Rhine, could launch offensives
into Germany. 12-16 Sept. 1918, the Western Front of France,
the Battle of St. Mihiel.: One of the most significant battles of
World War One was fought:
The engagement was the first battle in which American led forces,overcoming
the bad weather condition and in-depth series of trenches, wire
obstacles, and machine-gun nests that the Germans installed to augment
their defensive positions. It altered the strategic situation along
the whole Western Front till the Germans lost the War.
Final Peace Treaty: The Versailles Treaty of June 28, 1919. This
is the complete text
of the Versaille Treaty which ended World War I.
Puritan: The term "Puritan" first began as a taunt or
insult applied by traditional Anglicans to those who criticized
or wished to "purify" the Church of England.In November
1620, a group of Puritan separatists, attempting to escape religious
persecution, fled England on the Mayflower to settle in the New
World. Within five months half of the original 101 colonists were
dead.
"Puritan" refers to two distinct groups:
"separating" puritans, such as the Plymouth colonists,
who believed that the Church of England was corrupt and that true
Christians must separate themselves from it;
non-separating puritans, such as the colonists who settled the Massachusetts
Bay Colony, believed in reforming the established church but not
separation, and who believed in forming churches through voluntary
compacts. The idea of compacts was central to the Puritans' conception
of social, political, and religious organizations.
Puritan’s belief
Like their counterparts in Britain they were extreme Calvinistic
Protestants who viewed the Reformation as a victory of true Christianity
over Roman Catholicism. They believed that the Universe was God-
centered, and that man, inherently sinful and corrupt, rescued from
damnation only by arbitrary divine grace, was duty-bound to do God's
will, which he could understand best by studying the Bible and the
universe which God had created and which he controlled.
"Quaker“, from England in the mid 17th cen, refers to a member
of the Religious Society of Friends.
"Quaker“ rebelled against the rigid hierarchy and government
control prevalent in the Anglican church, and began meeting in homes
or buildings, waiting upon God silently to make His presence felt
and inwardly heard. Any person could be called by God to rise and
preach upon any occasion of worship. They were much persecuted in
England before finding refuge in the American colonies.
Two reputed origins of the Quarker:
the first refers to people "quaking" or trembling when
feeling moved by the Holy Spirit to speak in Meetings for Worship.
The other is: George Fox was arrested in Derby in October 1650 and
charged with blasphemy. George Fox was questioned intermittently
over an eight hour period, during which at one point George Fox
told the magistrates who tried him "Tremble at the word of
the Lord". It was Justice Bennett who coined the name "Quakers"
for the followers of George Fox
Rules of the Quarker: formerly a Quaker background practices: simplicity,
financial responsibility, work ethic, belief in the perfectibility
of humankind...
Text Analysis (100 minutes)
I. Detailed Analysis of Language Points (20 minutes)
u claim v./ n.
1) demand recognition that one has a right to sth.承认--享有权利
E.g. He claimed to be the owner of the land.
He claimed that he owned the land.
2) assert, say sth. is a fact 宣称, 声言
E.g. he claimed to be the best tennis player in the school.
n.
E.g. Did anyone make a claim to this bike? 承认认领
E.g. You’ve no claim on my sympathies. 你无权要求我同情。
u in some/great measure: 在某种/很大程度上
E.g. Drunkenness and carelessness are in large measure responsible
for automobile accidents.
u respect
respectable: E.g.Respectable（受人尊敬的）citizens obey the laws.
He earns quite a respectable（可观的，相当的）income.
respectful: He behaved in a respectful （恭敬的）way.
respected:
respecting: 关于Respecting your problem, we’ll come to a decision
later.
respective: The men were given work according to their respective
（各自的）abilities.
The first and second prizes went to John and James respectively.（分别，一人一样）
u honor with honors以优异成绩
E.g. The young man will graduate soon from university with high
honors.
do honor (to)给带来荣誉
E.g. His contributions do honor to his university.
in honor of 为了（纪念或表敬意而举行活动）
E.g. The city built up a monument in honor of him.(in his honor.)
on one’s honor 以人格担保
E.g. I promise on my honor (never to do such a thing again.) / that
it won’t be done.
put sb. on one’s honor 靠--- 的自觉，相信—有自觉性
E.g. The father put the boys on their honor not to smoke in the
dorm.
There is no doing 不可能做某事
E.g. there is no telling what will happen later. 将来怎么样谁也难说。
There is no point/use (in) doing sth.干---没意义
E.g. there is no much point (in) arguing with him.
have difficulty/ trouble/ a hard time (in) doing sth. 玩得痛快 过得愉快
E.g. we had little trouble (in) getting the work done.
What is the use/ point/ good (of) doing sth.
E.g. what is the use of talking ? 空谈有什么用？
It is no use / point doing sth.
After studying the text, we just pick out some idiomatic expressions
from the text:
To fool around to behave oneself out with it for certain Stuff and
nonsense to go separate ways all things considered to put one on
one’s honor to run of f with sb. to gn off with another man in some
measure to have control over sth. at a cost
to like nothing better than the sooner the better to live in a fool’s
paradise a clue to sth. for all one knows to beat about the bush
to wander over a place to speak of sb./sth. to open one’s eyes to
sth. to be killed in action . to decide on
to hang around one’s neck It is no use doing sth
Students are supposed to retell the outline of the story by using
these words and phrases.
II. General Analysis
Textual Structure schedule (20 minutes)
The story developed according to the conflicts.
In this comedy play, there are two conflicts. The chief conflict
was between the mother who wanted to stick to the traditional way
of life and the daughter who yearned for change and freedom, especially,
as is often the case, in love and marriage. Of course, this conflict
is not new, as we can find in our famous love story in the western
culture Romeo and Juliet. What is unusual was the way the conflict
was resolved. It was resolved in a melo-dramatic way by a psychologist.
A minor conflict is the fight over Mrs.Kent between Mr. Kent, her
husband, and the psychologist, who pretended to be her long-lost
first husband coming back to claim her. It was interesting that
the resolution of the first conflict occurred at the same time when
the second conflict was resolved.
Text Glimpse (20 minutes)
Now turn to page 204, read the following sentences to see whether
the students have grasped the main ideas of the article or not.
Retell the story with the help of these sentences.
1. This is a little _______ (play) about how a psychologist helped
his______ (dead brother’s wife) talk her daughter out of her_______
(foolishness) and find out if her husband still_____(loved her).
2. The story took place in a typical ________ family who lived a
_______, most likely in the south of the US. It was a conventional
family where moral standards were______ and children and the maid
were all taught to _______.
3. Then one day something happened that was like a bombshell in
this otherwise peaceful family. The daughter came home and declared
that she was leaving home with a young man for ______.
4. The mother was _____. She tried to talk to her daughter out of
this ________.but the daughter ________.
5. Upon hearing her troubles, the man decided to help the mother.
His plan was to _______ , but actually the mother was ________ by
this plan.
III. Writing Devices (10 minutes)
This text is what we might call a situational comedy. It does not
have a particularly significant social or moral message to give
to the readers. Nor can it be regarded as a great work of art. The
main merit is its amusing story.
Assignment: game of psychological analysis
Think of the name of your favorite song or film.
Now write down the name in picture language.
Each group has to try to decipher the other's script.
Discussion: 1) how should we look at the young people’s views about
the conventional way of life in general?
2) How should we understand the title of the play?
授课教案:现代大学英语精读第二册
Unit 9 Quick Fix Society
教案说明 本教案共6课时。
教学目的 1.了解文中提到的Pennsylvania Dutch town 的独特风格
2. 学习文中当代的一些表达方式和缩略语
3. 学习说明性文体中显著的写作特征
4. 通过课文理解与主题辩论使学生了解现代社会的快节奏给人们生活带来的利与弊。
教学内容 1. Pennsylvania Dutch town 的特色及其它相关知识
2. 课文的理解与分析
3. 表达方式的学习与强化
4. 说明文的写作技巧
5. 学生辩论
教学重点 1. 课文的理解与分析
2. 文中大量表达方式的学习与强化
3. 说明文的写作技巧
教学方法 讲授，问答，辩论，练习
教学手段 用投影仪播放PowerPoint
First lecture (two hours)
I. Warming up
1. If you want to read a novel, which one would you like to read,
a complete
one or a compressed one? Why?
2. Do you have any doubts about the fast paced society?
II. Background information
A. Fast roads in America
?Highways: connect cities
?Superhighways: a road with six or more lanes
?Interstate highways: connect cities in different states
?Freeways: roads within a city
?Expressways: fast roads in or near cities
?Turnpike: pay money before you use it.
B. Pennsylvania Dutch town
l Location: Lancaster County, PA
The heart of the Pennsylvania Dutch Country is located in south
central Pennsylvania 1 1/2 hours west of Philadelphia. Most of the
Amish Country attractions are in Lancaster County, and almost all
of the local Amish people live here as well.
l People: Amish
The Amish are a religious group who live in settlements in 22 states
and Ontario, Canada. The oldest group of Old Order Amish, about
16-18,000 people live in Lancaster County, Pennsylvania. The Amish
stress humility, family and community, and separation from the world.
l Beliefs: The Amish was part of the early Anabaptist movement in
Europe, which took place at the time of the Reformation. The Anabaptists
believed that only adults who had confessed their faith should be
baptized, and that they should remain separate from the larger society.
They also believe in non-resistance and basic Bible doctrines.
Life style: They are a private people who believe God has kept them
together. They are a strong example of a community that supports
and cares for its members. They are a people apart; they are also
a people together.
Cliff’s Notes
:
Cliff’s notes is a series of reference book written to help undergraduate
students to understand and appreciate important literary works.
With such notes, students don’t have to read the work itself and
be able to write papers and take exams.
D. Iceberg principle
"If a writer of prose knows enough about what he is writing
about he may omit things that he knows and the reader, if the writer
is writing truly enough, will
第一讲
课前热身（10分钟）
由口头问答入手。
背景介绍（30分钟）
重点是Pennsylvania Dutch town
have a feeling of those things as strongly as though the writer
had stated them. The dignity of movement of the iceberg is due to
only one-eighth of it
being above water. The writer who omits things because he does not
know them only makes hollow places in his writing.
III. New words
Get familiar with the new words and expressions in Glossary.
Pay attention to the pronunciation and special usage.
IV. Text analysis
A. General analysis
?Introduction (para.1-3) Her ride on fast roads and her return trip
of a country road
?Body (para.4-6) Now instead of later
Faster instead of slower
Superficially instead of thoroughly
?Conclusion (para.7-8) Slow down and rediscover life
B. Detailed analysis
Part one
Questions:
1) What is the meaning of “Quick Fix”?
2) We took the Pennsylvania Turnpike and a couple of interstates.
（para.1）
What are they? Why did they take the turnpike and interstates?
3) For four hours, our only real amusement … hold still again? (para.1)
Did they have any fun on the way? Paraphrase the sentence.
4) We toured a Civil War battlefield… get killed in the vain attempt.
(para. 2)
Analyze the grammatical structure of the sentence
5) And we returned home refreshed, revitalized, and reeducated.
(para.2)
Why did they say so? Paraphrase the sentence.
熟悉新单词 （10分钟）
课文分析 （50分钟）
分析课文的整体结构与第一部分。
Lecture two (two hours)
Part two
Questions:
1) Americans understood the principle of deferred gratification.
(para.4)
What is “deferred gratification”?
2） This general impatience, the “I-hate-to-wait” attitude, ahs infected
every level of our lives. (para. 5)
Paraphrase the whole sentence.
3）And if our fast food doesnt agree with us. (para.5)
What does “agree” mean here?
4) Even our personal relationships have become compressed. (para.6)
How can human relationships be compressed? What does the author
mean>
5) We replace them with something called “quality time”. (para.6)
Explain “quality time”.
Part three
Questions:
1) But I am saying that all of us … out of control. (para. 8)
Why did the author say she wrote this article? Was she suggesting
we stop using all time-saving techniques and products?
V. Writing skills
A. Comparison-contrast
It is a way of developing an essay. It means explaining the similarities
and differences between events, people, ideas and so on. In this
essay the writer concentrated on differences rather than similarities.
In the first two paragraphs, she contrasts her featureless ride
driving on fast roads and the pleasure of the return trip of a different
route. In Paragraph 4, she points out how Americans’ lifestyle has
changed from “saving for a rainy day” to “relax now, pay later”,
and what they did in the past when they wanted to lose weight, and
how they try to get quick results today.
B. Examples
Using an example or examples is one of the simplest ways of explaining
anything. In Para. 5, several examples are given to illustrate how
the “I-hate-to-wait” attitude is reflected in various aspects of
American life. In the next paragraph, the writer lists facts to
show how the iceberg principle applies to the way many Americans
live their lives.
C. Rhetorical Questions
In para. 3, 5 and 7
Why is it that he featureless turnpike and interstates are the route
of choice for so
第二讲
继续课文第二、三部分的分析。（50分钟）
写作技巧 （20分钟）
结合课文要求学生找出文中典型的写作方法并说明。
many of us?
Why doesn’t everybody try slowing down and exploring the countryside?
D. Repetition of structure and words
Of structure: in Para. 4, four if-clause are used to contrast the
way Americans did things in the past and the way they seek a quick
fix today.
Of words: The writer repeats the word “fast” throughout Para. 5
with negative implications.
E. language and style
Informal essay
VI. Language points (words and phrases)
A. words
1. contract, condense, compress
?Ccontract is to draw together, especially by an internal force,
with a resultant reduction in size, extent, or volume:
?Condense refers to a reduction in volume and an increase in compactness:
?Compress applies to increased compactness brought about by pressing
or squeezing; the term implies reduction in volume and change of
form or shape
Exercise:
?The pupil of the eye dilates and _______in response to light
?She sat on the lid of the suitcase to _______ the clothes.
?The chairman_______all the suggestions put forward into a single
plan of action.
2. defer postpone delay
?defer implies the an intentional delaying
I deferred paying the bills
?postpone implies an intentional deferring, commonly until a definite
time.
We postponed the match from March 5th to March 19th.
?delay cause to be behind schedule.
The bus was delayed by a cloudburst.
Exercise:
?We would like to ______ your appointment until Saturday.
?We will______ a discussion of the program until more members are
present.
?A criminal court jury ______ a verdict all afternoon.
3. slide, slip, glide
?
?The ship _____down into the water
?A submarine _____ silently through the water。
?He _____ on a patch of ice and sprained his ankle.
4. guarantee (be guaranteed to)
?It is guaranteed to rain when you want to go out..
?The government guaranteed to free the captives.
?The rain guarantees a good crop this year.
?I guarantee that you'll like this book.
语言点
（30分钟）
突出同义词辨析及大量的使用频率高的短语
??Many shopkeepers guarantee satisfaction to customers.
?The new television had a guarantee with it.
?Lack of interest is a guarantee of failure.
B. Expressions
1. put away
?We put a little of each paycheck away “for a rainy day”.
?Put away all your books on the desk. The guest might come any time.
?Please put all negative thoughts away.
?The boy put away the dinner in just a few minutes.
?The injured cat was put away
2. can’t wait to do sth.
?When I arrived at the railway station, I couldn't wait to see my
parents.
3. stuff…with
?His head is stuffed with silly notions
?stuff a bag with things
to save up for
?They are saving up for a vacation.
4. to help out: help sb. in a difficult situation.
?Who is helping out in the garden this afternoon?
?I’ve often helped Bob out when he has been a bit short of money.
5. to save sb. the trouble of doing sth.
?Fast-food restaurant are popular because they save people the trouble
of cooking.
6.
?off the rack/off the peg: ready made
?on the rack: under great press
7.
not agree with sb.: to be suitable, appropriate, pleasing, or healthful:
? Spicy food does not agree with me.
8. More often than not
Nancy comes over on Saturday more often than not.
9.
to get over with一劳永逸地做完(不愉快但不得不做的事), 把...做完了事
?He looked upon the marriage ceremony as a mere formality---- something
to be got over with as quickly as possible.
?Let’s get the goodbyes over with and go!
10. to go back to
?Let’s go back to what the chairman said before. (回过来谈)
?The valentines’day goes back to Roman times. （可追溯到）
Lecture three (two hours)
VII. Debate
Does the fast paced society benefit us more?
Pro.: The fast paced society benefit us more.
Con.: The fast paced society doesn’t benefit us more.
VIII. Exercise
第三讲
辩论 （50分钟）
课后练习 及答疑（50分钟
授课教案:现代大学英语精读第二册
Unit 10 The Richer, the Poorer
学校：北京交通大学 课程名称：综合英语
学院：人文与社会科学院
教学对象：英语专业本科一年级
教学目的 1. 了解作者及其背景知识；
2．熟悉本文使用的写作手法；
3．掌握仿拟，提喻，对比等修辞手法；
5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。
教学内容 1. 课前讨论
2．背景知识介绍
3．作品赏析
4．写作技巧
5．语言理解
教学重点 1. 文学作品的赏析；
2．文学中的修辞手法―仿拟，提喻，对比等的使用
3．文章中重点词汇及重点句型的讲解与介绍
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
The Richer, the Poorer By _____ I. Warming-up Discussion: (20 minutes)
A wise man once said that happiness is somewhere between too much
and too little. Do you agree? II. Background Information (100 minutes)
i. Gypsies Roma (people), commonly known as Gypsies, a traditionally
nomadic people found throughout the world. While the term gypsy
is often attached to anyone leading a nomadic life, the Roma share
a common biological, cultural, and linguistic heritage that sets
them apart as a genuine ethnic group. When they first arrived in
Europe over 500 years ago, the Roma were called Gypsies in the mistaken
belief that they had come from Egypt. The true origins of the Roma
remained a mystery until the late 18th century, when European linguists
discovered connections between the Romani language and certain dialects
spoken in northwestern India. More recent linguistic and historical
studies have confirmed that the Roma originated in India. The world
population of Roma is difficult to establish with any certainty.
Estimates suggest that there are between approximately 15 and 30
million Roma worldwide. Some 10 million Roma live in Europe, and
they make up that continent’s largest minority population. The largest
concentrations of Roma are found in the Balkan peninsula of southeastern
Europe, in central Europe, and in Russia and the other successor
republics of the Union of Soviet Socialist Republics (USSR). Smaller
numbers are scattered throughout western Europe, the Middle East,
North Africa, and the Americas. The Roma are divided into groups
sometimes referred to as nations or tribes. These divisions generally
reflect historical patterns of settlement in different geographic
areas. Although historically renowned as wanderers, the vast majority
of modern Roma live in settled communities. 课前讨论：20 分钟 将学生分成小组就有关幸福的定义的问题进行讨论
， 以了解学生对不同生活方式的认识和理解， 逻辑分析能力， 口头表达能力以及小组合作的能力。 背景介绍：100分钟 在课文讲解的过程中，穿插介绍美国不同历史时期中出现的各种生活方式及其代表人物，
可以使学生在深入理解作者的写作意图之外，充分了解相关文化背景知识，扩大学生的视野。
ii. Lifestyles in America 1. Lost Generation Lost Generation, group
of expatriate American writers residing primarily in Paris during
the 1920s and 1930s. The group never formed a cohesive literary
movement, but it consisted of many influential American writers,
including Ernest Hemingway, F. Scott Fitzgerald, William Carlos
Williams, Thornton Wilder, Archibald MacLeish, and Hart Crane. The
group was given its name by the American writer Gertrude Stein,
who, in a conversation with Hemingway, used an expression she had
heard from a garage manager, une géneration perdue (“a lost generation”),
to refer to expatriate Americans bitter about their World War I
(1914-1918) experiences and disillusioned with American society.
Hemingway later used the phrase as an epigraph for his novel The
Sun Also Rises (1926). Ernest Hemingway Twentieth-century American
author Ernest Hemingway wrote novels and stories that reflected
his rich life experiences as a war correspondent, outdoor sportsman,
and bullfight enthusiast. His writing style is simple yet vivid,
and his characters embody the idea of “grace under pressure.” 2.
Beat Generation The beat generation is a group of American writers
of the 1950s whose writing expressed profound dissatisfaction with
contemporary American society and endorsed an alternative set of
values. The term sometimes is used to refer to those who embraced
the ideas of these writers. The Beat Generation's best-known figures
were writers Allen Ginsberg and Jack Kerouac, who met as students
at Columbia University in the 1940s, and San Francisco-based poet
and publisher Lawrence Ferlinghetti. Ferlinghetti’s City Lights
Bookstore, in the North Beach section of San Francisco, became a
center of Beat culture and remained an enduring symbol of alternative
literature into the 1990s. Another center of Beat activity was New
York City’s East Village, where Ginsberg made his home.
3. hippie Hippie, member of a youth movement of the late 1960s that
was characterized by nonviolent anarchy, concern for the environment,
and rejection of Western materialism. Also known as flower power,
the hippie movement originated in San Francisco, California. The
hippies formed a politically outspoken, antiwar, artistically prolific
counterculture in North America and Europe. Their colorful psychedelic
style was inspired by drugs such as the hallucinogen Lysergic Acid
Diethylamid (LSD). This style emerged in fashion, graphic art, and
music by bands such as Love, the Grateful Dead, Jefferson Airplane,
and Pink Floyd. Pink Floyd The British rock group Pink Floyd, left
to right, Roger Waters, Syd Barrett, Nick Mason, and Rick Wright,
was formed in London, England, in 1965. In 1968 British guitarist
David Gilmour joined the band, with Barrett leaving soon after.
One of the group’s most successful albums was Dark Side of the Moon,
from 1973, which spent 15 years as one of the top 200 albums in
the United States. 4. yuppie n yuppie ---a Young Upwardly mobile
Professional Person; ---someone under 40 who prospered during the
1980s n yuppie ---Young Urban Professional Person Yuppies are thought
to be more conservative than the preceding hippie generation. Dispensing
of the social causes of their more passionate parents (who themselves
shed traditional values), yuppies tend to be 9-5 professional workers.
Because of this, some people see them as sellouts. Yuppies tend
to value material goods (especially trendy new things). In particular
this can apply to their stocks, imported automobiles, development
houses, and technological gadgets, particularly cell phones. Unfortunately,
the fast paced pursuit of these material goods has unintended consequences.
Usually in a hurry, they seek convenience goods and services. Being
"time poor", their family relations can become difficult
to sustain. Maintaining their way of life is mentally exhausting.
Sometimes, they will move every few years to where their job goes,
straining their family. The fast-paced lifestyle has been termed
a rat race. III. Word Study (100 minutes) 1. leanv. ---rest on sth
for support ~ against: a ladder leaning against the wall ~ on /
upon: The old man leaned upon his stick. lean upon others for guidance
a. ---without much flesh / thin and healthy a ~ body ---containing
no or little fat ~ beef ~ meat ---small in amount or quantity /
not productive a ~ diet a ~ harvest a ~ year a ~ season for good
films 2. worldly a. ---material / not spiritual~ concerns 世俗的心思
~ distractions世俗的乐趣 ---sophisticated / practical a ~ person 老成持重的人
a few words of ~ wisdom 人生的经验之谈 earthly a. ---of this world / not
spiritual ~ joys ~ possessions 3. errand n. ---short journey to
take a message, get or deliver goods, etc. run ~ be on ~ an ~ of
mercy: 雪中送炭 ---journey tg bring help to sb who is in distress a
fool’s ~ : 徒劳无功的差事 ---(be sent / go on) a senseless or unprofitable
mission 4. indulge v. ---allow oneself / sb have whatever one likes
or wants ~ oneself / sb with sth ~ in sth I’m really going to indulge
myself tonight with a bottle of champagne. ~ in a long hot bath---satisfy
Will you indulge my curiosity and tell me how much it is? indulgent
a. ~ parents ~ teachers indulgence n. a life of ~ self- ~ constant
~ in bad habits A cigar after dinner is my only ~. 5. put set one’s
mind to sth: give all one’s attention to turn keep one’s mind on
sth: continue to pay attention to give one’s mind to sth: concentrate
on or give all one’s attention to have sth on one’s mind: worry
about sth bear / keep sth / sb in mind: remember sth / sb bend one’s
mind to sth: direct one’s thoughts to sth bring / call sb / sth
to mind: recall sb / sth to one’s memory 6. expand v. ---长度、面积或体积等方面的扩张、
膨胀，多含有 朝四面八方扩展或延伸之义 He breathed deeply and expands his chest. He
expanded his operation to include all aspects of the clothing industry.
extend v. ---表示时间、空间或土地等方面的纵向扩展或延 续 The cold weather extended into
March. The railway has been extended to the next town. spread v.
---多指事物在时间、距离或面积上的扩大或延伸 The various dealer’s prices shoe a wide
spread. There is a tree with a spread of 100 feet. stretch v. ---可指身体上的伸展，
长度或广度上的增长性， 伸缩性 There is not much stretch in this collar, I can
hardly get it over my head. She got out of bed and had a very good
stretch. 7. rags n. --- (pl. of rag) old, worn or torn clothes dressed
in rags from rags to riches riches n. ---being rich / wealth the
riches of Oriental arts chaos n. ---confusion be in chaos means
n. ---method by all means by no means 8. better adv. be better off
without sb / sth: ---be happier without sb / sth We’d be better
off without them as neighbors. be better off doing sth: ---be wiser
He’d be better off going to the police about it. better late than
never better safe than sorry n. for better (or) for worse: for better
or worse: It’s been done, and, for better or worse, we can’t change
it now. 9. threadbare a. ---worn thin; shabby a ~ carpet a ~ joke
bare-: ---without the usual covering or protection bareback: a.
adv. ---on a horse without a saddle barefaced: a. ---(定语）shameless
barefoot(ed): a. adv. ---without shoes or stockings bareheaded:
a. adv. ---not wearing a hat barelegged: a. adv. ---wearing nothing
on one’s legs 10. conscience: n. ---person’s awareness of right
and wrong with regard to his own thoughts and action have a clear
/ guilty ~ He has several murders on his conscience （受到良心的谴责）. You
cannot in all conscience （的确，凭良心） regard that as fair pay. conscientious:
a. ---careful to do what one ought to do and do it as well as one
can; done with great care and attention a ~ worker a ~ attitude
This essay is a most ~ piece of work. conscious： a. ---awake He
was in a coma for days, but now he’s conscious again. Are you conscious
of how people will regard such behavior. consciousness: n. class
~ 阶级觉悟 stream of consciousness 11. onrush: n. ---a strong movement
forward an onrush of cold air oncoming: a. ---coming an oncoming
event ongoing: a. --- （定语）continuing to exist or progress an ~ program
of research onshore: a ---（定语）blowing from the sea towards the land
an ~ breeze onslaught: n. ---fierce attack an ~ on government housing
policies on-stage: a. / adv. ---on the stage three actors ~ 12.
to kick up one’s heels: --to be relaxed and enjoy oneself She’s
a workholic and doesn’t know how to kick up her heels. to kick one’s
heels: --to have nothing to do while waiting for sb / sth We’re
just kicking our heels until the next semester begins. VI. Writing
Technique ( 50 minutes) 1. parody Parody(仿拟）, comic imitation of
a piece of writing. The term has come to be applied also to the
comic imitation of history, fiction, scientific writing, or any
other prose. The essence of parody is the treatment of a light theme
in the style appropriate to a serious work. The humor lies in the
contrast between subject matter and the treatment of it. In parody,
the theme and the characters are greatly modified or completely
changed, but the style of the original is closely followed in those
peculiarities that easily lend themselves to ridicule. eg. 1). Familiarity
breeds contempt. (old saying ) Quality breeds success. (ad for Ford
) 2. Necessity is the mother of invention. (from Aesop’s Fable )
Failure is the mother of success. 3. A bird in hand is worth two
in the woods. (saying) A job in hand was worth two in the future.
4. Twinkle, twinkle, little star, How I wonder what you’re! Up above
the world so high, Like a diamond in the sky. (The Star by Jane
Taylor) Twinkle, twinkle, little bat, How I wonder what you’re at!
Up above the world you fly Like a teatray in the sky. (from Alice
in Wonderland by Lewis Carrol) 5. synecdoche（提喻） Synecdoche, figurative
locution whereby the part is made to stand for the whole, the whole
for a part, the species for the genus, and vice versa. Thus, in
the phrase “50 head of cattle,” ”head” is used to mean whole animals,
and in the sentence “The president's administration contained the
best brains in the country,” ”brains” is used for intellectually
brilliant persons. eg. That Lottie had a doorstep was only because
her boss… doorstep a house more examples:wheels car (infml )engine
locomotive (a vehicle that pulls a train)mind an intelligent personhand
a person who does physical workbig mouth a person who talks too
much or too loudly someone who tells secretsloudmouth a person who
talks too much or too loudly 6. contrasteg. Let both sides explore
what problems unite us instead of laboring those problems which
divides us. (John F. Kennedy) Your knowledge of English “tells”
you that certain strings of phonemes are permissible and others
are not. (Victoria Franklin) VII. Text Analysis (30 minutes) 1.
Structure n Part One: (para. 1) the two sisters’ contrasting financial
conditions in old age n Part Two (para. 2-19) racall on every earlier
crucial stage of their lives n Part Three (Para. 20-34) their reunion
in old age and similar opinions they share on life 2. Difficult
Sentences 1). Over the years Bess had lived each day as if there
were no other. Over the years in spite of her sister’s urge to prepare
for her old age, Bess seized every minute to enjoy herself as if
she would die the next day. 2). Lottie had a bank account that had
never grown lean. Lottie always had quite a sum of money deposited
in the bank. 3). When the dimes began to add up to dollars, she
lost her taste for sweets. When her savings grew considerably, she
was too old to want candy any more. 4). She made her choice easily.
A job in hand was worth two in the future. She made her choice without
the slightest hesitation. To have a promising job now was surely
far more worthwhile than college. 5). Two or three times she was
halfway persuaded, but to give up a job that paid well for a homemaking
job that paid nothing was a risk she was incapable of taking. Two
nr three times, urged by others, she thought seriously about marrying,
but she didn’t because that would mean she had to give up a well-paying
job and become a housewife / homemaker who didn‘t get paid or all
the work she did. This was something she couldn’t make herself accepted.
6). They were often in rags and never in riches. They were often
poor and never had much money. 7). Very likely she would have dumped
them on Lottie’s doorstep. If she had had children, she would very
probably have left them with Lottie. 8). The years, after forty,
began to race. After one reached forty, one grew old rapidly. 9).
Lottie, trapped by the blood tie, knew she would have to send Bess
money to bring her home. Though she always disproved of Bess’s way
of life, she was well aware that as sisters they were closely related.
She knew that she would have to help her out by sending money for
her journey home. 10). Don’t count the years that left us. At our
time of life it’s the days that count. Don’t try to figure out how
many years we are going to live. At our age, we must live in terms
of days, not years, and spend each day joyfully. 词汇学习：100 分钟此部分将与课文的串讲结合起来。在讲解课文的同时，
着重分析课文中出现的重点词汇。 写作技巧：50 分钟 此部分重点介绍课文中出现的特殊写作技巧，文外语系学生高年级的修辞与写作课奠定一定的基础，同时亦有助于提高学生对课文的理解能力。
课文分析：30分钟 此部分在理解课文细节的前提下重点分析课文的结构以及难句使学生对于课文有纵观而全面的了解。
授课教案:现代大学英语精读第二册
Unit 11 You Have to Get Me Out of Here
教案说明 本教案共6课时。
教学目的 1. 了解登山常识。
2. 学习文中动作动词的用法。
3. 学习叙述性文体的特征。
4. 通过复述课文使学生能够使用动作动词与相关表达方式。
教学内容 1. 讲述登山常识
2. 课文的理解与分析
3. 动作动词的学习与强化
4. 学生复述故事及讨论
教学重点 1. 课文的理解与分析
2．文中动作动词的学习与强化
教学方法 讲授，问答，复述，练习
教学手段 用投影仪播放PowerPoint
First lecture (two hours)
I. Warm-up
A. Mountaineer's Essentials
1) AT LEAST ONE COMPLETE CHANGE OF CLOTHING including extra for
such contingencies as rain & cold weather.
2) EXTRA FOOD. Include extra rations in your minimum. This is your
insurance policy in case something goes really wrong.
3) SUNGLASSES. Every time you set out for a strange area it's good
to have a pair along.
If you are planning on desert, alpine or winter camping, it's a
rare occasion that you will not need them. Even Eskimos worry about
snow blindness.
4) A KNIFE. A substantial pocket-knife is the order of the day.
A good Swiss army knife is excellent or a Buck for bigger job.
5) FIRE STARTERS; jelly, ribbon, tablets or impregnated peat bricks.
There are emergencies where a fire is both necessary and difficult
to start. Every kit MUST include a supply of starters of one kind
or another.
6) EMERGENCY MATCHES. Fire starters alone don't a fire make. You
need matches. Long wooden ones are best & soaked in wax to make
them weather proof and keep them in a waterproof container.
7) A FIRST AID KIT.
8) A FLASHLIGHT. Everyone should carry his own and add extra batteries
& bulbs just in case.
9) MAPS. You should have a map when going to all but the most familiar
places. It's not only a safety factor but can add a lot of enjoyment
to your trip, helping you to find the best spots and sights.
10) A GOOD QUALITY COMPASS even two might help in case the first
one goes berserk.
11) A SPACE BLANKET. Today it's an invaluable safety precaution.
Weighing only 2 ounces it opens up to a full 56"X84".
It reflects up to 90% of a sleeper's body heat while at the same
time keeping out rain, rain and snow.
B. What Causes Altitude Illnesses?
A.
1) At sea level:
The concentration of oxygen: about 21%
The barometric pressure: averages 760 mmHg.
2) As altitude increases, the concentration remains the same but
the number of oxygen molecules per breath is reduced.
3) At 12,000 feet (3,658 meters) the barometric pressure is only
483 mmHg, so there are roughly 40% fewer oxygen molecules per breath.
C. How to prevent Altitude Illnesses?
1) If possible, don't fly or drive to high altitude. Start below
10,000 feet (3,048 meters) and walk up.
第一讲
热身练习（25分钟）
由口头问答入手。通过此练习使学生简单了解登山常识。
2) If you do fly or drive, do not over-exert yourself or move higher
for the first 24 hours.
3) If you go above 10,000 feet (3,048 meters), only increase your
altitude by 1,000 feet (305 meters) per day and for every 3,000
feet (915 meters) of elevation gained, take a rest day.
4) Eat a high carbohydrate diet (more than 70% of your calories
from carbohydrates) while at altitude.
5) The acclimatization process is inhibited by dehydration（脱水）,
over-exertion（用力过度）, and alcohol and other depressant drugs（镇静药物）.
6) "Climb High and sleep low." This is the maxim used
by climbers. You can climb more than 1,000 feet (305 meters) in
a day as long as you come back down and sleep at a lower altitude.
7) If you begin to show symptoms of moderate altitude illness, don't
go higher until symptoms decrease
8)If symptoms increase, go down, down, down!
9) Keep in mind that different people will acclimatize at different
rates. Make sure all of your party is properly acclimatized before
going higher.
II.
New words
Get familiar with the new words and expressions in Glossary.
Pay attention to the pronunciation and special usage.
Text analysis
A. Detailed analysis
Questions:
1) Katie… had taken time off from her work to come her. (para.2)
Was Katie a professional rock climber?
2) Ric had heard Katie was a strong and disciplined climber….（para.2）
Explain the word “disciplined”.
3) When they arrived… the group discussed plans for a climb up Ophir
wall, a notoriously cliff. (para.3)
What was “Ophir wall”,? Why did they choose this?
4) Its sheer granite face juts up hundreds of feet, with only a
few handholds to bear a climber’s weight.. (para. 3)
Paraphrase the sentence.
5) Sitting cross0legged and sheltered by the cliff, she was unaware
of the 54-mph. gusts sweeping over the top of the wall. (para.5)
Paraphrase the sentence.
6) Rocks the size of trash cnas were crashing down the cliff and
exploding around her. (para.6)
Paraphrase the sentence.
熟悉新单词 （15分钟）
课文分析 （50分钟）分析课文的1-17段。
Lecture two (two hours)
III. Text analysis
Questions
1) …he tried to ignore the gruesome vision of Katie’s leg, … choked
back the nausea. (para. 18)
Paraphrase the sentence.
2) His heart was racing, and breath came in painful gasps from the
altitude. (para.20)
Paraphrase the sentence.
3) As they sped down the road, bumps sent lightning bolts of pain
through Katie’s body. (para.21)
Paraphrase the sentence.
4) Katie would have to wear a metal frame resembling a leg brace.
(para. 34)
Explain “metal frame resembling a leg brace”.
5) Katie held in her emotions for three weeks after the accident.
T hen it hit her. (para. 36)
Explain “it hit her”. What “hit her”?
IV. Writing skills
A. Type of writing
Narration. It is powerful in convincing readers of what you say.
B. Action verbs
The writer uses a large number of action verbs in describing what
happened.
For example:
bump, land, leap to one’s feet, struggle down the trail, stagger,
speed down the road, pound on the door, etc.
More exercise on action verbs (read the paragraph with action verbs)
Shortly before 9 a.m., American Airlines' Flight 11 from Boston,
hijacked by suspects with knives, slammed into one trade center
tower. Eighteen minutes later, a second hijacked jet crashed into
the other tower. By midmorning, the south tower had exploded and
collapsed , raining debris and
sending choking dust and smoke across lower Manhattan. Within
half an hour, the second tower caved in. As that scene unfolded,
a third hijacked jet crashed into the Pentagon. The side of the
building caved in, with secondary explosions bursting in the aftermath
and huge billows of smoke rising over the Potomac River.
Fill in the blanks with proper action verbs
The crashes _______ a placid, clear morning in New York and Washington.
By early afternoon, fighter jets were _______ Manhattan. With cellphones
not working, people _______ pay phones and ______ around radios.
On the street, people ______ up at the gaping, smoking hole in the
building, some ______ handkerchiefs over their mouths. And the trade
center towers had disappeared from the skyline.
-----2003 Pulitzer Prize Breaking News Reporting
Swarmed, shattered, patrolling, huddled, holding, gazed
第二讲
继续课文分析。（50分钟）
写作技巧 （25分钟）
讲解写作类型与文中显著的动作动词用法。
V. Language points (words and expressions)
A. words
1. Medical terms
vein, artery, nerve endings, emergency-room staff, surgery, soft
tissue, a severed leg, to cleanse a wound, etc.
2. Shine, glow, gleam, shimmer
? The star shone red on his cap.
? Her eyes shone with excitement.
? The metal glowed in the furnace.
? Parents glowing with pride
? The furniture gleamed after being polished.
? A gleam of hope
? A gleam of interest in this matter came into his eyes.
? Moonlight is shimmering on the lake.
? The surface of the road shimmered in the heat of the sun.
3．Shake, tremble, shiver
? The house shook as the heavy truck went past.
? The victim described the enemy's bombardment in a voice shaking
with emotion. 激动得发抖的声音
? I tremble at the very thought of it.不寒而栗
? leaves trembling in the breeze.颤动
? She shivered at the thought of going into the dark house alone.
4. missing lost
? The missing letter was in his pocket
? This book has 12 missing pages.
? A lost child/pen/art/ship
? Our advice was not lost on him.
5. Fashion: to shape or make, usu. with hands or with a few tools,
? The children learn how to fashion clay into cups, vases, or whatever.
B. Expressions
1. Catch up with sb.: to finally start to cause trouble for sb.
after they managed to avoid this for some time
? Some day, his old wound will catch up with him.
2.Wear off: (of a feeling, effect, etc. , esp. an unpleasant one)
to become less strong, to be reduced until disappear
? An hour after he took the medicine, his toothache began to wear
off.
Lecture three (two hours)
VI. Discussion
l Is courage only to be found in wars? How is it displayed in everyday
life?
What do you think are the sources of courage?
VII. Exercise
语言点
（25分钟）
突出词义辨析。
第三讲
讨论（50分钟）
课后练习 及答疑（50分
授课教案:现代大学英语精读第一册
Unit 11 The Midnight Visitor
学校：北京交通大学 课程名称：综合英语
学院：人文与社会科学院 教师姓名：莫永谊
教学对象：英语专业本科一年级
教案说明 本教案反映《现代大学英语》(精读I) Lesson 11的内容。在学生预习课文的基础上，授课集中在六课时。第一、二课时将系统讲解文化背景知识、课文整体脉络和文章写作技巧；第三、四课时讲解和处理课文的语言；第五课时做课文练习和补充；第六课时通过读书讨论和作文评析检查和升华学生学过的内容。
教学目的 1. 以课文内容为纲，音像资料为线，关键语汇为点带领学生了解文化背景知识，认识课文逻辑顺序和结构安排；
2. 通过讨论精彩段落写作的要素和手段，帮助学生掌握描写该种情形的技巧，并能够进行相似主题的短文欣赏和写作。
教学内容 1. 以形象的方式结合课文内容发展顺序，带领学生理解课文；
2．启发学生寻找关键语汇，总结全文整体的逻辑结构和各个部分的行文安排以及由此达到的效果。
教学重点 识别关键语汇（形容词、名词和短语）以分析文章的逻辑结构及其效果；
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
The Midnight Visitor
By Robert Arthur
Part I: (The 1st & 2nd Hour)
DVD-Watching & Picture Talking for Warming-up (10 minutes)
Today, we will study The Midnight Visitor by Robert Arthur
. Please enjoy the following DVD and pictures in Hollywood movies
and give your description of 007—James Bond , the best-known secret
agent ever invented across the world, and.
Background Information (15 minutes)
Reference 1:
Although Ian Fleming's James Bond novels first appeared in the 1950's,
it was not until the Bond films hit the big screen in 1962's "Dr.
No", that the figure of James Bond - 007 - became famous. The
huge success of the first picture, spurred Albert R. "Cubby"
Broccoli and Harry Salzman to quickly commence work on the follow-up,
capitalising on the public's interest in the suave British secret
agent and soon, Bond became possibly the most instantly recognizable
character in cinema, making its star, Sean Connery into the biggest
box office attraction in the world.
It is difficult to pinpoint a single catalyst for the Bond phenomenon,
but by the time that 1964's Goldfinger was released, the Bond image
was hot property. Maurice Binder's gunbarrel opening titles, Monty
Norman's theme tune, that car - the gadget-laden Aston Martin DB5
- all are instantly recognizable images to any cinema-goer anywhere,
something few films almost forty years old can boast. Since then,
the Bond series has progressed, not always smoothly, over a total
of 19 (official) films, which have grossed over $1 billion at the
box office, making it the most successful film series ever. Due
to its longevity, almost everyone has seen a Bond film and many
people all of them. Everyone has an opinion on the best film, best
actor to have played the lead role, the most villainous villain,
or the most beautiful Bond girl - arguments are discussed in pubs
and bars throughout the world. Most people secretly, or not so,
would love to live that kind of lifestyle. Perhaps it is the fact
that hardly any of us will ever come close to that lifestyle is
why we indulge ourselves with the escapism of the films.
Reference 2: One of James Bond’s Missions
Mystified by the sudden disappearance of Commander John Strangways,
their agent in Jamaica, the British Secret Service sends for agent
007. Following an urgent briefing, agent double-0-seven, armed with
his new Walther PPK, is dispatched to Jamaica. His mission: To investigate
the disappearance of Strangways and whether it is linked to the
recent 'toppling' of American missiles - the disruption of a guided
missile by radio beam.
Upon his arrival, Bond soon realizes that the Caribbean island holds
many mysteries, and that his visit is not so secret after all. Why
is the woman at the airport so insistent on taking his photograph?
Who has sent the taxi to collect him? And why does his encounter
with a local taxi driver end with the man committing suicide - what
was he so terrified of - and why was death an easier option?
During a search of Strangways' home, Bond finds a receipt from Dent
Laboratories, and also learns that the agent had recently hired
the services of Quarrel, a local fisherman. Bond meets Felix Leiter,
a CIA agent who has enlisted the services of Quarrel to try and
locate the source of a radio beam that could disrupt the forthcoming
launch of a rocket from Cape Canaveral.
A search of the local islands has proved fruitless, but one island,
Crab Key - owned by a Chinese man called Dr. NO - is private property,
and no one is allowed ashore. However, Bond learns that Quarrel
has taken Strangways to the island at night to collect rock samples
without explanation.
The following day, Bond questions Professor Dent about the rock
samples, but Dent dispels any significance to their geological value,
nervously denying that their origins lie in Crab Key. Unnerved by
Bond's questioning, Dent takes a boat out to Crab Key, undeterred
that visits during daylight are strictly forbidden.
He is shown to a small cell-like room, where a sinister voice over
the loudspeaker gives him an ultimatum for his incompetence: kill
or be killed - Bond must die! That night, Bond receives a visitor
of his own.
But Dent isn't the only suspicious character Bond encounters. Whilst
visiting Government House he catches their secretary, Miss Taro,
listening at the door - maybe she is the reason his arrival on the
island is no secret? Intent on discovering the truth, he suggests
that she might be a good 'guide' to what the island has to offer
- she agrees, and he invites her to meet him at his hotel that afternoon.
After checking Quarrel's boat with a geiger counter, Bond soon discovers
that the rock samples were radioactive, confirming his suspicions
that Dent and the island of Crab Key hold the answers to Strangway's
disappearance.
Undeterred by Quarrel's fear that the island is inhabited by 'dragons',
Bond arranges to go that night - with or without the fisherman's
assistance. Quarrel relents, and agrees to go with him.
Planning to collect Miss Taro at her home in the hills, Bond narrowly
escapes death at the hands of the 'three blind men' who assassinated
Commander Strangways, sending them to an explosive death at the
bottom of a ravine. Surprised at Bond's 'safe' arrival , a scantily-clad
Miss Taro succumbs to his advances. After their lovemaking, Bond
spurns her offer to cook a meal, and calls for a taxi to take them
to a restaurant. However, the 'taxi' turns out to be the police.
Back at her apartment, Bond lies in waiting for his assassin, which
turns out to be professor Dent. After a botched attempt on Bond's
life, Dent manages to get the upper hand and grab his gun. Unfortunately,
his knowledge of weaponry is not as profound as his opponent.
Confident now that Strangways was murdered, and that the impending
missile launch could be in jeopardy, Bond decides it's time to visit
Crab Key and discover its secrets. That night Bond and Quarrel head
for Crab Key. Hiding their boat in the undergrowth, they sleep on
the beach. Bond is awakened by the sound of a woman singing, and
is amazed to see a gorgeous bikini-clad girl rising from the surf.
She is startled by his appearance, and after assuring her that he
is not intent on stealing her shells, he discovers her name is Honey
and that she regularly visits the island unnoticed by the security
guards which patrol its shores. This time, they are not so lucky,
as it is soon apparent that their presence is known. Quarrel is
killed by the flame-throwing 'dragon' on patrol, while Bond and
Honey are taken prisoner by the guards. Bond and Honey find themselves
the 'guests' of a tall, soft-spoken Chinese man, with, what appears
to be, metal hands - Dr. NO, (DN:015.) Over dinner, the doctor explains
that he works for SPECTRE - Special Executive for Counterintelligence,
Terrorism, Revenge and Extortion - who intend to sabotage the American
missile launch, as suspected earlier. Not amused by Bond's constant
quips, and dismissing him as "just a stupid policeman,"
the Doctor orders his guards to "soften him up," and lock
him away.
With the missile launch imminent, Bond makes his escape via the
ventilation system, surviving electrocution and scalding, in the
process.
Disguised as a lab technician, he infiltrates the control room,
overpowers one of the guards, and proceeds to cause havoc with the
atomic reactor. Bond battles with Dr. NO, and finally overcomes
the megalomaniac villain as he slides into the reactor's boiling
waters - his metal hands unable to grip the steel structure of the
gantry.
With the underground island headquarters exploding around him, Bond
discovers Honey manacled before a huge sluice gate. Rescuing her
from a watery grave, they both make their escape by boat, as Dr.
NO's island HQ comes to an explosive end.
Warming-up Discussion (25 minutes)
1. In contrast to 007, what is the image of the secret agent called
Ausable in The Midnight Visitor? Try to describe him, please.
2. Being a secret agent so far away from the commonly accepted image,
what is it that makes Ausable so uncommon?
Text Analysis (50 minutes)
I. Text Glimpse (15 minutes)
questions:
1. What was Fowler’s first impression of Ausable?
2 How did Fowler get his first thrilling experience of the day?
3 How did Ausable deal with the situation?
4. How did Ausable finally outwit Max?
II. General Analysis (20 minutes)
Questions: How many parts can this text be divided into?
q Structure of the text
Part 1 (para. 1- 5 ) about: Who Ausable is & why Fowler wants
to see him
Part 2 (para. 6-16 ) about: The unexpected visit of Ausable’s adversary
Max
Part 3 (para. 17-26) about: How Ausable outwits Max and makes him
jump on the “balcony”
III. Detailed Analysis (15 minutes)
1. Making character sketches: physical appearance; how the person
acts, talks, thinks and deals with person.
2. Activities: 1) Retelling the text in your own words.
2) Find words and phrases that can sum up our impressions of Ausable.
Part II: (the 3rd & 4th hour)
Language understanding (100 minutes)
1. figure:
1). symbol for a number
He has an annual income of six figures.
2). diagram
The blackboard is covered with geometrical figures like squares
and triangles.
3). human form
I saw a figure approaching in the darkness.
She is now on a diet to keep her figure.
4). person , esp. person of influence
a great historical figure
figure… out: calculate; think about until one understands
Can you figure out the total number?
I can’t figure him out.
2. risk
She is too sensible to take/run a risk when driving.
We’ll take /run the risk of being late.
He was determined to get there even at the risk of his life.
v. risk+ n.
-ing
To save that traveler, they had to risk getting caught in the storm.
3. start n.[c] sudden movemeft of surprise, fear etc.
He sat up with a start.
The news gave him a start.
startle vt. give a shock or surprise to
She was startled to see that man so pale.
What startling news it was that the building caught fire!
4. concerning prep.
This book deals with questions concerning China’s diplomatic policies.
synonyms:
regarding
with reference to
with respect to
5. command:
1). order
The officer commanded his men to fire.
The officer commanded that his men (should) fire.
2). control; hold back
command oneself / one’s temper
commanding adj.
He said in a commanding tone.
He is now in a commanding position.
6. blink: vt & vi. shut and open the eyes quickly
blink one’s eyes
blink away one’s tears
blink the fact that… (fig) refuse to consider; ignore
There is no denying the fact…
7. gaze stare glance glimpse
gaze (at): 尤指以 赞赏、愉快、好奇或饶有兴趣的神态长时间地盯着看，常常达到出神的地步；
stare (at): 尤指吃惊、恐惧、愤怒或无礼地瞪大眼睛目不转睛地看；
glance: “看一眼” “扫视”，强调匆忙快速的动作过程；
glimpse:“瞥见”，强调动作的偶然性和所见到事物的不充分、不全面。
examples:
We stood there, gazing at the beautiful scenery.
They stared at her clothes in amazement.
He stared at her straight in the eye.
She glanced at her watch.
He glanced through the report.
He caught a glimpse of the Town Hall clock as he drove past.
Ex. 6. 2) on P. 275
to glance at to stare at to gaze at
1. Miss Zhou __________ the memo and said my appointment with the
president was at 4:00 p.m.
2. He just __________ her. He simply could not recall where he had
met her.
3. I __________ the envelope and immediately recognized my mother’s
handwriting.
4. My father would sometimes sit at his desk, __________ the photo
of my grandparents with tears if his eyes.
5. Why are you __^_______ me like this? What have I done wrong?
6. We call it the Moon Festival because on the night of that day,
people will go outside and __________ the moon.
8. Word Formation
1)compound nouns
qn.+ n. doorbell seaside
qn.+v. heartbeat headache
qadj. + n. greenhouse shorthand
qn.+ gerund daydreaming sun-bathing
qgerund + n. frying-pan sleeping-bag
qv. +adv. breakthrough dropout
qadv.+ v. income outbreak
qn.+prep.+n. sister-in-law mother-in-law
qv.+pron.+adv. forget-me-not touch-me-not
2)compound adjectives
qn..+ -ed thunder-struck sun-tanned
n.+ -ing peace-loving fault-finding
meat-eating English-speaking
n.+ adj. seasick taxfree
knee-deep nation-wide
adj.+ -ed open-minded hot-tempered
quick-witted cool-headed
adv.+-ing hardworking everlasting
well-behaved new-built
3)compound adjectives formed from phrases :
They kept a round-the-clock watch on the house.
The police made an on-the-spot inspection.
Jack is of the look-before-you-leap sort.
He told the whole story in a matter-of-fact tone.
I’ll cherish those never-to-be-forgotten days.
you will see a paper…come to me in the next-last-step of its journey
into official hands.
Group discussion (20minutes)
u◆ Try to turn the passage into a little play and act it out.
Part III: (The 5th &6th hour)
More Work on the Text (50 minutes)
(See exercises from P273 to P278)
◆Paraphrase the following sentences:
q(para. 1) It was a small room on the sixth floor, and hardly a
setting for a romantic figure.
…it was not the kind of place suitable for a romantic person like
a secret agent.
q(para. 5) Before long you will see a paper, … come to me in the
next-to-last step of its journey into official hands.
…Soon you will see a document/a report come to me and then I’ll
place it in the hands of the proper authorities. By that time I
will have fulfilled my task.
◆Focus In
Examine the following sentences in Text A
1. …instead of having messages slipped into his hand by dark-eyed
beauties… (para. 4)
2. Keeping his body twisted so that his gun covered the fat man
and his guest… (para. 22)
3. For halfway across the room, … stood a man.(para. 6)
4. This is the second time in a month that somebody has gotten into
my room … (para. 11)
5. It might have saved me some trouble had I known about it. (para12)
6. I wish I knew how you learned about the report. (para. 15)
7. Except for the gun, he did not look very dangerous. (para. 9)
◆Grammar Exercises
1. In Australia, the Asians make their influence ___ in business
large and small.
A. feeling B. feel
C. felt D. to be felt
2. His remarks left me ___ about his real purpose.
A. wondered B. wonder
C. to wonder D. wondering
3. You will see this product ___ wherever you go.
A. to be advertised B. advertised
C. advertise D. advertising
4.The manager promised to keep me ___ of how business was going
on.
A. to be informed B. on informing
C. informed D. informing
5. To the north of the village ____ a small island.
A. lain B. lies
C. was there D. there lays
6. ____ at full speed.
A. Away the car went B. Away did the car go
C. Away was the car going D. Away went the car
7. You ___ him so closely; you should have kept your distance.
A. shouldn’t follow
B. mustn’t follow
C. couldn’t have been following
D. shouldn’t have been following
8.When we reached the pier, the ferry had not arrived, so we ___.
A. needn’t have hurried B. needed not worry
C. didn’t need to hurry D. need not to have worried
9. The millions of calculations involved, had they been done by
hand, ___ all practical value by the time they were finished.
A. had lost B. would lose
C. would have lost D. should have lost
10. I wish I ___ longer this morning, but I had to get up and come
to class.
A. could have slept B. slept
C. might have slept D. have slept
Study Text B (30 Minutes)
Please summarize the main ideas of Text B in two or three sentences.
Written Work (20 Minutes)
Imagine yourself to be the writer and retell what happened after
you and Ausable entered his rgom in no more than 100 words.
授课教案:现代大学英语精读第二册
Unit 12 Confessions of a Miseducated Man
教学目的：通过学习本课，使学生提高理解颇具难度文章的能力。
教学内容：1. 作者及背景知识介绍
2．语言点及若干难句的逐一解释
3．文章写作技巧分析
4．讨论及辩论
5．语言技能训练
教学重点： 词汇、难句及对文章深层含义的理解。
教学方法: 讲授、问答、讨论、模仿、练习、作业等。
教学手段: 用投影仪播放PowerPoint 课件及板书.
Confessions of a Miseducated Man
(Period 1 and Period 2)
I. Background Knowledge (50 einutes)
About the Author
Life Story
writer,
editor,
citizen diplomat,
promoter of holistic healing,
unflagging optimist
born in New Jersey, on June 24, 1915.
a fine athlete and a fine writer.
writer and editor with brief stints at the New York Evening Post
and Current History.
executive editor of the Saturday Review of Literature (later Saturday
Review)
"Inevitably, an individual is measured by his or her largest
concerns."
-from Human Options, by Norman Cousins
Lifelong Concerns
War and peace, world governance, justice, human freedom, the human
impact on the environment, and health and wholeness.
His primary platform for promoting his views: editor of Saturday
Review for the better part of forty years.
Belief in World Governance
During World War II Cousins was a member of the editorial board
for the Overseas Bureau of the Office of War Information and was
cochairman of the 1943 Victory Book Campaign.
He also came to believe that enduring world peace could only be
achieved through effective world governance.
In Saturday Review, Cousins affirmed that “The need for world
government was clear before August 6, 1945, but Hiroshima(广岛) and
Nagasaki（长崎） raise that need to such dimensions that it can no longer
be ignored."
Belief in World Federalism
In Who Speaks for Man, Cousins expanded his arguments for world
federalism and for a world no longer based on the supremacy of nationalism
and other superficial differences: "The new education must
be less concerned with sophistication than compassion. It must recognize
the hazards of tribalism. It must teach man the most difficult lesson
of all—to look at someone anywhere in the world and be able to see
the image of himself. The old emphasis upon superficial differences
that separate peoples must give way to education for citizenship
in the human community. "With such an education and with such
self-understanding, it is possible that some nation or people may
come forward with the vital inspiration that men need no less than
food. Leadership on this higher level does not require mountains
of gold or thundering propaganda. It is concerned with human destiny.
Human destiny is the issue. People will respond." He concluded
the book with this hopeful affirmation: "War is an invention
of the human mind. The human mind can invent peace with justice."
Contribution to Peace and Human Well-being
His concern, for the victims of Hiroshima, following a postwar visit
to that devastated city, became quite personal. He arranged, with
funding from Saturday Review readers, for medical treatment in the
United States for twenty-four young Japanese women who came to be
known as the "Hiroshima Maidens."
Saturday Review readers also supported the medical care of 400 Japanese
children orphaned by the atomic bomb.
In the 1950s Cousins and his wife legally adopted one of the "Maidens."
A few years later, again with the support of Saturday Review readers,
Cousins helped create a program for the " thirty-five Polish
women who had been victims of Nazi medical experiments during the
war.
Criticism of Atmospheric Nuclear Testing
During the 1950s Cousins was outspoken in his criticism of atmospheric
nuclear testing. In 1957 he was among the founders and became the
first cochairman of the National Committee for a Sane Nuclear Policy
(SANE). In the early 1960s he became an unofficial citizen diplomat,
facilitating communication between the Vatican, the Kremlin, and
the White House which helped to lead to the Soviet-American nuclear
test ban treaty. Upon ratification of the treaty in 1963, President
Kennedy publicly thanked Cousins for his help with the treaty, and
Pope John XXIII awarded Cousins his personal medallion.
Anti-war voice
oppose the American role in Vietnam;
oppose the nuclear arms race,
argue for a strengthened United Nations leading to world government.
As he wrote: "The essential lesson most people still resist
is that they are members of one species. It is this that we all
share—the emergence of a common destiny and the beginning of the
perception, however misty, that something beyond the nation will
have to be brought into being if the human race is to have any meaning."
Attitude towards Disease
a regimen（养生法）:
high doses of vitamin C
positive emotions (including daily doses of belly laughter)
"the life force may be the least understood force on earth“
Books:
“Anatomy（剖析） of an Illness as Perceived by the Patient: Reflections
on Healing and Regeneration,”
“The Healing Heart: Antidotes to Panic and Helplessness.”
Reflection on Atomic Bomb
I wonder if we might go back to that day in August when the world
learned of the dropping of the atomic bomb. As editor of a leading
magazine in the United States, what was your reaction? What were
your thoughts, and what did you do?
And one had a feeling, or at least I did, that a curtain had dropped
on human history and that a new curtain was going up, and that no
one quite knew what the new script would be. But the fact that the
old play had ended seemed rather clear. It also seemed to me that
a blanket of obsolescence(荒废，退化) had been thrown over human history,
because all the things that human beings did, in terms of civilization,
suddenly seemed to have no validity because there was now no mechanism
by which human beings could provide for a reasonably secure future.
We had always lived with the habits of war, and now methods for
fighting war represented an entirely new dimension in warfare which
threatened the species as a whole. But the habits of war, and the
habits of thinking about
relations among nations, hadn't changed, and so we were trapped.
And so I say there was a sense that the curtain had come down on
one stage in human history and a new curtain was going up, the script
for which had not been written.
And you became an even more intense an advocate of world government
and world federalism as a way out.
Since I am opposed to anarchy, and since the principle danger in
the world was anarchy on a world level, I couldn't take leave of
my convictions about the dangers of anarchy just because nations
created this situation.
Quotes by Norman Cousins
Hearty laughter is a good way to jog internally without having to
go outdoors.
The more serious the illness, the more important it is for you to
fight back, mobilizing all your resources-spiritual, emotional,
intellectual, physical.
Your heaviest artillery will be your will to live. Keep that big
gun going.
Hope is independent of the apparatus of logic.
History is a vast early warning system.
Life is an adventure in forgiveness.
A library, to modify the famous metaphor of Socrates, should be
the delivery room for the birth of ideas - a place where history
comes to life.
If something comes to life in others because of you, then you have
made an approach to immortality.
Just as there is no loss of basic energy in the universe, so no
thought or action is without its effects, present or ultimate, seen
or unseen, felt or unfelt.
Wisdom consists of the anticipation of consequences.
Summary of his life
"In June 1983 Cousins told the graduating class of Harvard
Medical School that the "conquest of war and the pursuit of
social justice... must become our grand preoccupation and magnificent
obsession." These certainly were the concerns that obsessed
him throughout his life, and over the years he battled through his
writings and actions to make them matters of more general concern.
Driven by the shock and portent of Hiroshima, he worked to combat
unchecked nationalism, promote federalism, and build a sense of
world citizenship, in the belief that people as a whole might yet
construct a new world order of peace and justice. His optimism,
intellectual curiosity, and commitment to the preservation of human
life were equally unquenchable."
II. Warming-up questions (10 min.)
Today everybody agrees that the world is getting smaller and smaller.
International community, world village, global integration globalization,
world market, etc. have become some of the most frequently used
words in the English language. What kind of
impact will all this have on us? What must we do to adapt ourselves
to these changed
conditions? Ask the students to give their opinions.
III. Theme of the Text: (5 min.)
The author’s central idea is that , to prepares ourselves for this
new world, we must all be re-educated so that we will be able to
understand that there are more similarities than differences among
peoples. The differences are superficial and insignificant whereas
the similarities are essential and fundamental. These similarities
enable all of us to be members in this global village and to live
happily with mutual respect.
IV. Writing technique: (15 min.)
Repetition.
Normally to make a piece of writing neat, we don’t repeat the main
verb or other parts of a sentence. But repetition is a technique
frequently used by writers and speakers for emphasis. In Paragraphs
3, 4 and 9 of the text, not only the structure but the key words
are repeated while in Paragraph 10 , only the structure of “how
to do” is repeated.
eg. 1. And the simplest reality of all was that the human community
was one --- greater than any of its parts, greater than the separateness
imposed by the nations, greater than the different faiths and loyalties
or the depth and color of varying cultures.(para.4)
2. Geography had instructed me in differences of terrain, resources,
and productivity. Comparative culture had instructed me in the differences
of background and group interests. Anthropology had instructed me
in the differences of facial bone structure, skin color and general
physical aspect. (para.3)
Ask the students to pick out all the other repetitions in the text.
V. Discussion (10 min)
1. What’s the difference between a miseducated and an uneducated
person?
2. What is your understanding of tribalism?
VI. Dictation (10 min.)
Ask the students to take out a piece of paper and have a dictation
of para 4.and then check what they have written by themselves.
Confessions of a Miseducated Man
(Period 3 and Period 4)
I. Language Points (50 minutes)
Word-formation (10 min.)
-ship
表示“情况”, “状态”, “性质”, 如:hardship, friendship，sportsmanship运动员的风度，精神
表示“身分”, “职业”,如:kingship，王权，王位，君主政体；professorship; internship实习医生；apprenticeship学徒身份、期限;
dictatorship独裁，专政；membership成员资格/身份
表示“技巧”, “技能”, 如:marksmanship枪法；craftsmanship技艺，技能；
Mis-
Misapply, misaim, misinform, misinterprete曲解, misunderstanding,
mislead误导
Word usage (5 min.)
secure a. v.
Free from danger or attack:安全的没有危险或免受攻击的：
a secure fortress.
Reliable, dependable 可靠的；可依赖的：
secure investments.可靠的投资
Fill in the blanks with the appropriate forms of the words: (15
min.)
They ___ (Compression) two-month’s work into one.
On the top of very high mountains snow ___ throughout the year.
(Persistence)
The boy tried to ___ the scene it was described. (visual)
Some people fail to see the fallacy of “white ___” . (supreme)
What is the difference between “____” and “publicize”? (propaganda)
A teacher should not show ___ for any one of his pupils. (prefer)
According to the treaty, some countries can enjoy ___ tariff rates.
(prefer)
Paraphrase (20 min.)
The differences were all but wiped out by the similarities.
The differences became so insignificant compared with the similarities,
they were almost completely pushed aside and forgotten.
Wipe out:
All but: almost, nearly
This larger unity was the most important central fact of our time
– something on which people could build at a time when hope seemed
misty, almost unreal.
What can we build?
our hope in the future of the mainkind
What is “this larger unity”?
The human community as a whole
But to stop there was like clearing the ground without any idea
of what was to be built on it.
If we only respect differences but pay no attention to similarities,
it will be aimless/unconstructive.
It was the mark of a rounded man to be well traveled.
Rounded man: someone who has received a well-rounded education.
Not one-sided, but complete and varied.
For tribalism had persisted from earliest times, though it had taken
refined forms
Tribalism: nationalism if also a enlarged form of it.部落主义 民族主义
The universe itself does not hold life cheaply. Life is a rare occurrence…
The earth is the only place where life can be found, so the universe
seems to favor life more/take life seriously. And the respect of
life is the very basis on which we must build the future world community.
Leadership on this higher level does not require mountains of gold
or thundering propaganda.
Leadership on the spiritual/moral level is not based on money or
propaganda.
II. In-class vocabulary exercises (20 minutes.)
1. Obviously, the Chairman’s remarks at the conference were ___
and not planned.
a. Substantial b. spontaneous
c. Simultaneous d. synthetic
2. For the success of the project, the company should ___ the most
of the opportunities at hand.
a. obtain b. grasp
c. catch d. make
3. Failure to follow the club rules ___ him from the volleyball
team.
a. disfavoured b. dispelled
c. disqualified d. dismissed
4. The discovery of new oil-fields in various parts of the country
filled the government with ____ hope.
a. eternal b. infinite
c. ceaseless d. everlasting
5. At first the company refused to purchase the equipment, but this
decision was ____ revised.
a. subsequently b. successively
c. Predominantly d. preliminarily
6. The local police are authorized to ___ anyone’s movements as
they think of it.
a. pause b. halt
c. repel d. keep
7. The local authorities realized the need to make ___ for elderly
people in their housing programs.
a. Preparation b. requirement
c. Specification d. provision
8. Twelve is to three __ four is to one.
a. what b. as
c. that d. like
9. Things went well for her during her early life but in her middle
age her ___ seemed to change.
a. affair b. luck
c. event d. chance
III. In-class activity:(30 minutes)
Discussion (15 min.)
Discuss how the author bases his arguments:
(1) We need to respect all human beings because human life is such
a rare occurrence.
(2) Globalization makes us all part of the whole.
(3) Today we have many serious problems that depend on our global
perspective for solution.
Please elaborate on each point.
Debate (15 min.)
Some students may disagree with the author and think that it is
extremely important to realize the differences. Ask the students
having opposite opinions to have a debate
Confessions of a Miseducated Man
(Period 5 and Period 6)
I. Dictation of the new words in this unit.(10 minutes)
II. Exercises on the textbook.
Vocabulary Exercises 1 to 9 (page 320) (30 minutes)
Grammar Exercises 1 to 6 (page 326) (30 minutes)
III. Go through the main points of Text B (30 minutes)
IV. Assignment
Written work:
The writer believes that the similarities between nations outweigh
the differences. Describe his argument in 120-130 words.
现代大学英语精读第二册授课教案
Unit 1 Another School Year –What for?
教学目的 1. 了解作者及其背景知识；
2．熟悉本文使用的写作手法；
3．掌握委婉语；
4．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。
教学内容 1. 课前讨论
2．背景知识介绍
3．作品赏析
4．写作技巧
5．语言理解
教学重点 1. 文学作品的赏析；
2．文学中的修辞手法―委婉语的使用
3．构词法：词缀
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
Another School Year ---What For?
I. Warming-up: Discussion ( 30 minutes)
Divide the class into several groups and make them have a discussion about
the advantages and disadvantages of formal education at school.
Suggested Answers:
Advantages:
1. a systematic mastery of the knowledge required by
the public education;
2. an access to an atmosphere which is full of
competition;
3. opportunities of being together with those with whom you share the similar
experience
4. teachers are professionals in the field of education and can provide with
what we expect from them;
……
Disadvantages:
1. formal education pays much attention to similarity rather
than individuality;
2. those with special talents cannot exert their potentiality
at a formal school;
……
II. Background Information ( 100 minut
i. William Shakespeare
Tragedies:
? (1) 'Hamlet', 'Macbeth', 'King Lear', 'Othello';
? (2) 'Antony and Cleopatra', 'Coriolanus', 'Romeo and Juliet', 'Julius Caesar';
? (3) 'Richard II', 'Richard III', 'Timon of Athens';
? (4) 'King John', 'Titus Andronicus', 'Henry VI'.
Comedies:
? 'The Tempest',
? 'As You Like It',
? 'The Winter's Tale',
? 'The Merchant of Venice',
? Twelfth Night',
? 'Much Ado about Nothing',
? 'Cymbeline',
? 'A Midsummer Night's Dream';
? 'The Merry Wives of Windsor',
? 'The Taming of the Shrew',
? 'Two Gentlemen of Verona',
? 'All's Well That Ends Well',
? 'A Comedy of Errors',
? 'Pericles',
? 'Love's Labour's Lost',
? 'Two Noble Kinsmen'.
Histories:
? 'Henry IV', Parts 1 and 2,
? 'Henry V',
? 'Richard II',
? 'Richard III',
? 'Henry VIII,;
? 'King John',
? 'Henry VI', Parts 2 and 3,
? 'Henry VI', Part 1.
Serious Plays, or Bitter Comedies:
? 'Measure for Measure',
? 'Troilus and Cressida'.
ii. Bach (1685-1750)
? Bach, Johann Sebastian, was considered by many of his peers to be the supreme
master of counterpoint (compositional technique pitting note against note or
melody against melody). This quality was expressly illustrated in his fugal
compositions. In this excerpt from his famous Toccata and Fugue in D Minor,
written in his early years as a court organist, Bach expands on the toccata
(short, intricately articulated keyboard movement) form in an elaborately constructed
fugue.
iii. Homer
? Homer, name traditionally assigned to the author of the Iliad and the Odyssey,
the two major epics of Greek antiquity. Nothing is known of Homer as an individual,
and in fact it is a matter of controversy whether a single person can be said
to have written both the Iliad and the Odyssey. Linguistic and historical evidence,
however, suggests that the poems were composed in the Greek settlements on the
west coast of Asia Minor sometime in the 8th century bc.
THE ILIAD
? The Iliad is set in the final year of the Trojan War, fought between the
Greeks and the inhabitants of the city of Troy. The legendary conflict forms
the background for the central plot of the story: the wrath of the Greek hero
Achilles. Insulted by his commander in chief, Agamemnon, the young warrior Achilles
withdraws from the war, leaving his fellow Greeks to suffer terrible defeats
at the hands of the Trojans. Achilles rejects the Greeks' attempts at reconciliation
but finally relents to some extent, allowing his companion Patroclus to lead
his troops in his place. Patroclus is slain, and Achilles, filled with fury
and remorse, turns his wrath against the Trojans, whose leader, Hector (son
of King Priam), he kills in single combat. The poem closes as Achilles surrenders
the corpse of Hector to Priam for burial, recognizing a certain kinship with
the Trojan king as they both face the tragedies of mortality and bereavement.
THE ODYSSEY
? The Odyssey describes the return of the Greek hero Odysseus from the Trojan
War. The opening scenes depict the disorder that has arisen in Odysseus's household
during his long absence: A band of suitors is living off of his wealth as they
woo his wife, Penelope. The epic then tells of Odysseus's ten years of traveling,
during which he has to face such dangers as the man-eating giant Polyphemus
and such subtler threats as the goddess Calypso, who offers him immortality
if he will abandon his quest for home. The second half of the poem begins with
Odysseus's arrival at his home island of Ithaca. Here, exercising infinite patience
and self-control, Odysseus tests the loyalty of his servants; plots and carries
out a bloody revenge on Penelope's suitors; and is reunited with his son, his
wife, and his aged father.
iv. VIRGIL, or VERGI (70-19 BC).
? The greatest of the Roman poets, Publius Vergilius Maro, was not a Roman
by birth. His early home was on a farm in the village of Andes, near Mantua.
His father was a farmer, prosperous enough to give his son the best education.
The young Virgil was sent to school at Cremona and then to Milan. At the age
of 17 he went to Rome to study. There he learned rhetoric and philosophy from
the best teachers of the day.
? Virgil studied the Greek poets. He wrote his 'Eclogues'. These are pastoral
poems describing the beauty of Italian scenes. At the suggestion of Maecenas
he wrote a more serious work on the art of farming and the charms of country
life called the 'Georgics'. This established his fame as the foremost poet of
his age.
? The year after the 'Georgics' was published, he began his great epic, the
'Aeneid'. He took as his hero the Trojan Aeneas, supposed to be the founder
of the Roman nation. The poem, published after Virgil's death, exercised a tremendous
influence upon Latin and later Christian literature, prose as well as poetry.
Thus his influence continued through the Middle Ages and into modern times.
v. DANTE (1265-1321).
? One of the greatest poets in the history of world literature, Italian writer
Dante Alighieri composed poetry influenced by classical and Christian tradition.
? Dante’s greatest work was the epic poem La divina commedia (1321?; The Divine
Comedy, 1802).
? It includes three sections:
? the Inferno (Hell), in which the great classical poet Virgil leads Dante
on a trip through hell;
? the Purgatorio (Purgatory), in which Virgil leads Dante up the mountain of
purification; and
? the Paradiso (Paradise), in which Dante travels through heaven. This passage
from the Inferno (recited by an actor) comes at the beginning of the epic, when
Dante loses his way in the woods.
The Divine Comedy
? was probably begun about 1307; it was completed shortly before his death.
The work is an allegorical narrative, in verse of great precision and dramatic
force, of the poet's imaginary journey through hell, purgatory, and heaven.
? In each of the three realms the poet meets with mythological, historical,
and contemporary personages. Each character is symbolic of a particular fault
or virtue, either religious or political; and the punishment or rewards meted
out to the characters further illustrate the larger meaning of their actions
in the universal scheme.
? Dante is guided through hell and purgatory by Virgil, who is, to Dante, the
symbol of reason. The woman Dante loved, Beatrice, whom he regards as both a
manifestation and an instrument of the divine will, is his guide through paradise.
vi. ARISTOTLE (384-322 BC).
? One of the greatest thinkers of all time, an ancient Greek philosopher. His
work in the natural and social sciences greatly influenced virtually every area
of modern thinking.
? Aristotle was born in 384 BC in Stagira, on the northwest coast of the Aegean
Sea. His father was a friend and the physician of the king of Macedonia, and
the lad spent most of his boyhood at the court. At 17, he went to Athens to
study. He enrolled at the famous Academy directed by the philosopher Plato.
? Aristotle threw himself wholeheartedly into Plato's pursuit of truth and
goodness. Plato was soon calling him the "mind of the school." In
later years he renounced some of Plato's theories and went far beyond him in
breadth of knowledge
? After his death, Aristotle's writings were scattered or lost. In the early
Middle Ages the only works of his known in Western Europe were parts of his
writings on logic. They became the basis of one of the three subjects of the
medieval trivium--logic, grammar, and rhetoric. Early in the 13th century other
books reached the West. Some came from Constantinople; others were brought by
the Arabs to Spain. Medieval scholars translated them into Latin.
? The best known of Aristotle's writings that have been preserved are 'Organon'
(treatises on logic); 'Rhetoric'; 'Poetics'; 'History of Animals'; 'physics';
'De Anima' (on psychology); 'Nicomachean Ethics'; 'Politics'; and 'Constitution
of Athens'.
vii. Geoffrey Chaucer
? Called the Father of the English Language as well as the Morning Star of
Song, Geoffrey Chaucer, after six centuries, has retained his status as one
of the three or four greatest English poets.
? He was the first to commit to lines of universal and enduring appeal a vivid
interest in nature, books, and people. As many-sided as Shakespeare, he did
for English narrative what Shakespeare did for drama. If he lacks the profundity
of Shakespeare, he excels in playfulness of mood and simplicity of expression.
? Though his language often seems quaint, he was essentially modern. Familiarity
with the language and with the literature of his contemporaries persuades the
most skeptical that he is nearer to the present than many writers born long
after he died.
The Canterbury Tales
? The Tales is a collection of stories set within a framing story of a pilgrimage
to Canterbury Cathedral, the shrine of Saint Thomas à Becket. The poet joins
a band of pilgrims, vividly described in the General Prologue, who assemble
at the Tabard Inn outside London for the journey to Canterbury. Ranging in status
from a Knight to a humble Plowman, they are a microcosm of 14th-century English
society.
? The Canterbury Tales contains 22 verse tales and 2 prose tales presumably
told by pilgrims to pass the time on their way to visit a shrine in Canterbury,
England.
? The tales represent nearly every variety of medieval story at its best. The
special genius of Chaucer's work, however, lies in the dramatic interaction
between the tales and the framing story.
LA ROCHEFOUCAULD, Francois de (1613-80).
? Francois de La Rochefoucauld was born to one of the noble families of France
on Sept. 15, 1613, in Paris. His notions of human faults and foibles grew out
of a life immersed in the political crises of his time. The public life of his
family was conditioned by the attitude of the monarchy toward the nobility--sometimes
flattering, sometimes threatening. Having served in the army periodically from
1629 to 1646, La Rochefoucauld became one of the prominent leaders in the civil
war from 1648 to 1653. Wounded in 1649 and again in 1652, he finally retired
from the struggle with extensive face and throat wounds and with his health
ruined.
? The literary reputation of La Rochefoucauld rests on one book: 'Reflexions
ou sentences et maximes morales', published in 1665. Generally called the 'Maximes',
these moral reflections and maxims are a collection of cynical epigrams, or
short sayings, about human nature--a nature that the author felt is dominated
by self-interest. Typical of his point of view are the following sayings: "We
seldom find such sensible men as those who agree with us"; "Virtues
are lost in self-interest as rivers are lost in the sea"; "The surest
way to be deceived is to think oneself cleverer than the others"; and "We
always like those who admire us; we do not always like those whom we admire."
? After convalescing, he settled in Paris where he became involved with a circle
of brilliant and cultivated people who debated intellectual subjects of all
kinds. As an exercise, they attempted to express their thoughts with the greatest
brevity. In so doing they made great use of the epigram, or maxim, which creates
surprise through the devices of exaggeration and paradox. La Rochefoucauld soon
gained mastery of this device. The first edition of his 'Maximes' contains,
in fact, some longer selections along with the epigrams. Altogether he authorized
five editions of the book in his lifetime, the last appearing in 1678. Two years
later, on March 17, 1680, he died in Paris.
Massachusetts Institute of Technology (MIT)
Massachusetts Institute of Technology (MIT), one of the world’s leading research
universities, in Cambridge, Massachusetts. In 1865 the school was opened in
Boston by geologist William Barton Rogers, who became its first president.
Throughout its history MIT has held a worldwide reputation for teaching and
research. It was among the first schools to use the laboratory method of instruction,
develop the modern profession of chemical engineering, and offer courses in
aeronautical and electrical engineering and applied physics.
III. Word Study (100 minutes)
1. Verbal affixies
-ize/ise to cause to be; to make; to become
modernize / stablize / realize / crystalize /
materialize / standardize / computerize /
idealize / capitalize
to put into stated place
hospitalize / centralize / socialize
-fy to cause to be
purify / simplify / clarify / justify / notify /
simplify / classify identify / terrify / qualify /
terrify
-en to become
darken / weaken / blacken / sadden
to be made of
wooden / golden / woolen
2. body / faculty / staff
body
1). whole physical structure of a human being or an animal;
main part of a human body
dead body a strong body
2). main part of sth
the body of a ship the body of the theater
the main body of the book
3). object heavenly bodies a foreign body
4). group of people working or acting as a unit
a body of troops a body of supporters
a legislative body a government body
the student body the governing body
the school body an elected body
Faculty
1). any of the power s of the body or mind
the faculty of the sight mental faculties
2). department or group of related departments in a university
the Faculty of Law the Faculty of Science
3). the whole teaching staff in one of the departments or in the
whole university
The entire faculty of the university will attend the meeting.
Staff (usu. sing)
1). group of assistants working together in a business, etc
responsible to a manager or a person in authority
the hotel staff the shop staff
We need more staff in the office.
I have a staff of ten
2). Those people doing administrative work
a head teacher and her staff(校长及全体教师）
The school staff are expected to supervise school meals.
3. testify / justify / verify / Certify
1). testify declare as a witness, esp in court; give evidence （提供证据，作证）
Two witnesses testified against her and one in her favor.
2). justify show that sth / sb is right, reasonable or just
（表明或证明某人或某事是正当的，有理的或公正的）
You shouldn’t attempt to justify yourself
They found it hard to justify their son’s giving up a secure well-paid job.
3). verify to check; to make sure sth is true or accurate
（证实，核查）
The computer verified the data was loaded correctly.
4). certify to declare formally, esp in writing or on a printed document （尤指书面证明）
He certified it was his wife’s handwriting.
4. say / speak / talk / tell / converse
1). say 其宾语通常是所说的话的内容，
He hasn’t said that he is leaving或用以表达出直接引语
He said, “Good night”, and went to bed.
2). speak用途较广，可指说或说话，
The baby is learning to speak.
Please don’t speak with your mouth full of food.
还可指发言或演讲，通常是一人讲大家听
I’d like to speak with you about my idea.
We have invited her to speak on American politics.
还可用来指会说或能够用某种语言说话。
He speaks several languages.
3). talk 通常用来指两人或两人以上相互交谈，含着有话对象的意思, 往往只调侃或闲聊
We sat in the bar and talked for hours
4). tell强调一人提供信息，其他人接受信息
She told him to hurry up. She told me nothing about herself.
5). converse 谈话交谈，更正式
It is a pleasure to converse with you.
It is difficult to converse with people who do not speak your language.
5. rather / fairly / quite / pretty
几个副词均可以表示“适度地”，“在某种程度
上”，或“不很”意思，常用于改变所修饰的形
容词或副词的分量
1). rather
a. 既可与褒义词连用也可与贬义词连用。与褒义词连用时，听起来令人心情愉悦；rather good play rather poor work
b. 与贬义词或中性词连用时，表示不赞成或不满意。
rather hot rather small
c. 可与比较级或too连用
The house is rather bigger than we thought.
Those shoes are rather too small.
d. 与a/an + adj. + n.连用时，可置于a / an 之前。
a rather nice day a rather pretty woman
2). fairly词义最弱，多与褒义词连用
fairly tidy / friendly
3). quite 和rather一样，在与a/an + adj. + n.连用时, 可置于a / an 之前。
A quite nice guy a quite promising future
4). pretty
a. 词义最强也最通俗，但词义的强弱受语调影响较大。
A pretty simple question a pretty ugly man
b. 和rather一样既可与褒义词连用也可与贬义词连用。与褒义词连用时，听起来令人心情愉悦；
6. sensitive / sensible
1). sensible reasonable; having or showing good sense
a sensible person a sensible suggestion
2). sensitive easily hurt, damaged, affected, offended, upset
a sensitive nerve heat-sensitive
a sensitive girlsensitive to criticism
VI. Writing Technique ( 20 minutes)
Euphemism 委婉语
jump the fence go to the electric chair
Euphemism, or “language pollution”, or “double speak,” as some call it, is
often intended to obscure or hide the real situation.
pass away rest in peace
go to the bathroom ladies’ room
senior citizen sanitary engineer
correction center domestic help
meat technologist substandard housing
He is a bit slow for his age.
VII. Text Analysis (50 minutes)
1. Structure
Part I (para.1 – 8)
describes the writer’s encounter with one of his student.
Part II (para. 9 – 14)
restates what the writer still believes to be the purpose of a university:
putting its students in touch with the best civilizations the human race has
created.
2. Difficult Sentences
1). New as I was to the faculty, I could have told this
specimen a number of things.
Though I was a new teacher, I knew I could tell him what a university was for,
but I couldn’t. Note
specimen: a person who is unusual in some way.
Here it refers to the student who challenges the teacher.
2). You will see to it that the cyanide stays out of the aspirin, that the
bull doesn’t jump the fence, or that your client doesn’t go to the electric
chair as a result of your incompetence.
You have to take responsibility for the work you do. If you’ re a pharmacist,
you should make sure that aspirin is not mixed with poisonous chemicals. As
an engineer, you shouldn’t get things out of control. If you become a lawyer,
you should make sure an innocent person is not sentenced to death because you
lack adequate legal knowledge and skill to defend your client.
Note
see to it that: to make sure that
the bull Jumps the fence:
to make trouble; to make out of control.
go to the electric chair: to be sentenced to death
3). They will be your income, and may it always suffice.
Those professional skills will be rewarding for your career and we hope that
there may always be opportunities of further learning.
Note
May: in formal English, “may” is used to express a hope or wish
May you happy new year.
May you a happy holiday.
May peace finally prevail.
May our country be prosperous and our
people happy.
4. You are on your way to being that new species of
mechanized savage, the push-button Neanderthal.
You will soon become an uneducated, ignorant person who can only work machines
and operate mechanical equipment.
Note 1). on one’s way to:
on the point of experiencing or achieving
2). new species of mechanized savage:
new types of humans who are intellectually simple and not developed and who
can only work machines
3). The push-button Neanderthal:
an uneducated, ignorant person who can only use / operate machines by pushing
the buttons.
Unit 2 Maheegun My Brother
I. WOLF WISDOM
Many of the prevailing stories depict wolves in a negative way--such as in
Aesop's Fables. 《伊索寓言》
伊索(约六世纪古希腊寓言作家,相传原为奴隶,善讲故事,讽刺权贵,有传世)
通过讨论的方式，帮助学生了解
1. 狼的智慧
In fiction, the wolf is sometimes represented as an evil, conniving carnivore
which preys on small children and livestock. While wolves do sometimes prey
on livestock, they are responsible for a very small percentage of the livestock
deaths in North America. Attacks by healthy wild wolves on humans are almost
unheard of, and there has never been a fatal attack on a human by a healthy
wild wolf in North America. Those attacks that do take place might involve an
unhealthy wolf, or a human who is somehow inciting the wolf to action or impinging
upon the wolf's territory.
Other cultures have better views of the wolf. In Roman mythology, the god Mars
considered the wolf a sacred animal, and the founders of Rome were raised by
a wolf. Native Americans also hold the wolf in high regard and believe that
wolves carry characteristics that humans should also find important, such as
strong family structure and teaching the young. Eastern Europeans often viewed
wolves as protectors of the harvest.
There seems to be very little in the way of a 'middle ground' about wolves.
They will probably always be both revered and hated. However, as time passes
and education efforts continue, these perceptions seem to be changing to a more
realistic view of the wolf as a vital part of a balanced ecosystem.
II. 喊叫“狼来了”，发假警报
独居单干的人
披着羊皮的狼
骑虎难下，进退两难
饿到极点
免于饥饿，勉强度日
说不出话来，目瞪口呆
丑陋已极，不中用到极点
自找麻烦
引狼入室
Wolf Phrases
?cry wolf
?a lone wolf
?wolf in sheep's clothing
?have/hold a wolf by the ears
?have a wolf in the stomach
?keep the wolf from the door
?see a wolf
?ugly enough to tree a wolf
?wake a sleeping wolf
?set the wolf to keep the sheep
III．Easter
1．The Date of Easter
Prior to A.D. 325, Easter was variously celebrated on different days of the
week, including Friday, Saturday, and Sunday. In that year, Emperor Constantine
issued the Easter Rule which states that Easter shall be celebrated on the first
Sunday that occurs after the first full moon on or after the vernal equinox.
The "full moon" in the rule is the ecclesiastical full moon. It does
not always occur on the same date as the astronomical full moon. The ecclesiastical
"vernal equinox" is always on March 21. Therefore, Easter must be
celebrated on a Sunday between the dates of March 22 and April 25.
Easter 2004
Ash Wednesday is 25 February
Palm Sunday is 4 April
Good Friday is 9 April
(Western) Easter Sunday is 11 April
(Orthodox) Easter Sunday is 11 April
2. The Easter Bunny
The bountiful Easter bunnies have become the most favorite Easter symbol. It's
universal and secular in its appeal. And, most important of all, it relates
to Easter historically.
The ancient Egyptians related hares to the moon. Egyptian name for hare was
'un', meaning 'open'. And they were beloved to be watching the full moon opened
eyes throughout the night.
Also the hare and eggs have to the Anglo-Saxon spring goddess Eostre. Possibly,
this is because both of them were regarded to be emblems of fertility.
The German immigrants, who brought in most of the Teutonic Easter traditions
here, made rabbits so popular among the non-German kids. The German children
used to have rabbit's nests filled with decorated eggs. They also used to build
nests. They looked so attractive that even the non-German kids demanded such
gifts on the Easter.
3. The Easter Egg
As with the Easter Bunny and the holiday itself, the Easter Egg predates the
Christian holiday of Easter. The exchange of eggs in the springtime is a custom
that was centuries old when Easter was first celebrated by Christians.
From the earliest times, the egg was a symbol of rebirth in most cultures.
Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly
by boiling them with the leaves or petals of certain flowers.
Today, children hunt colored eggs and place them in Easter baskets along with
the modern version of real Easter eggs -- those made of plastic or chocolate
candy.
The Armenians would decorate hollow eggs with pictures of Christ, the Virgin
Mary, and other religious designs
4. Easter Egg Games
On Easter morning the children of the house join in a search to locate the
eggs that the Easter Bunny had hidden while they where asleep. The searching
might continue though out the house with the older children helping the youngest.
Sometimes prizes of candy are awaiting the child finding the most eggs
Easter egg hunts can are also part of a community's celebration of holiday.
The eggs are hidden in public places and children of the community are invited
to find the eggs
The rules of an Easter Egg Roll are to see who can roll an egg the greatest
distance or can make the roll without breaking it, usually down a grassy hillside
or slope
Maybe the most famous egg rolling takes place on the White House Lawn. Hundreds
of children come with baskets filled with brightly decorated eggs and roll them
down the famous lawn, hoping the President of the United States is watching
the fun.
5. The Lovely Lily of Easter
Who doesn't love to have the nice white lily as part of the Easter gift?
In fact, the lovely white trumpet lily has been enjoying a great favor in being
included as a principal item for church decoration for quite some time. A perfect
gift of nature to beautify our Easter. Isn't it?
But its acceptance in America, as such, dates back around the 1800s. It came
in with the rise in the Easter observances by the Protestants in America. And,
strange, it took some more time to find a widespread acceptance.
In the 1880s, while in Bermuda, Ms Thomas P Sargent became familiar with a beautiful
lily that blooms naturally in springtime. She just fell for this lovely white
'Bermuda' lily. She brought its bulbs in back home in Philadelphia. There, a
nursery man, called William Harris, fostered its popularity among other florists.
Following this it did not take long for the flower to win the hearts of million
to be the main flower of the Easter floral arrangements.
6. Easter Island
Easter Island is over 2,000 miles from the nearest population center, (Tahiti
and Chile), making it one of the most isolated places on Earth. A triangle of
volcanic rock in the South Pacific - it is best known for the giant stone monoliths,
known as Moai, that dot the coastline. The early settlers called the island
"Te Pito O Te Henua" (Navel of The World). Admiral Roggeveen, who
came upon the island on Easter Day in 1722, named it Easter Island.
Text Appreciation (60 minutes)
I. Structure of the text (10 minutes)
The story can be roughly divided into four parts: the first three paragraphs
serve as the introduction. The second part describes the happy days the boy
and Maheegun had together in the short period of less than a year, and how Maheegun
returned to the wild where he belonged. Next is the reunion of the two when
the boy’s life was endangered by two hungry wolves. In the concluding part,
the brothers returned to the place where they each belonged – the boy to his
warm home and his loved ones, the world to his kind in the wild. The story beings
in spring and ends in early spring, in the normal sequence of Nature.
II. How to appreciate literature (20 minutes)
Plot of the story:
Protagonist v.s. Antagonists:
Drama of the story lies in:
Writing technique:
Theme of the story:
Language and style (30 minutes)
Ⅰ. Inversion
Gone was the puppy-wool coat.
In its place was a handsome black mantle.
In sailed Mrs. Yesno, wild anger, who demanded…
On the top was the clear outline of a great wolf sitting still.
There, about 50 feet away, crouched my two attackers…
There stood a giant black wolf.
Ⅱ. Simile & phor
We hunted the grasshoppers that leaped about like little rockets.
For the next two years I was as busy as a squirrel storing nuts for the winter.
Gone was the puppy-wool coat. In its place was a handsome black mantle.
Ⅲ. Action expressions
The writer is successful in his deion of natural scenes, the snowstorm, for
example, and the wolf – his appearance, action and mood. The text is rich in
verbs, phrases and idioms denoting action. Here are some describing Maheegun’s
actions: upset, scatter, poke his head around the corner, lay his head between
his front paws, turning his head this way and that, lick at the dried blood.
IV. Grouping words of hunting and weather
Language Understanding （60 minutes）
I. Sentence Paraphrase (20 minutes)
1. …Meheegun would poke his head around the corner, waiting for things to quiet
down.(5)
–(At such times) he would moved to and stay somewhere out of Grandma’s sight,
and wait until her anger died down.
The film crew waited for three hours for the sun to come up.
2．Gone was the puppy-wool coat. In its place was a handsome black mantle. (6)
His skin changed. It used to be covered with soft thick hair, and now it had
turned into a beautiful black and was no longer woolly.
3．It all served to fog my mind with pleasure so that I forgot my Grandpa’s repeated
warnings, and one night left Maheegun unchained. (8)
Although my Grandpa had told me to chain Maheegun at night, I forgot to do
so one night – I was so happy with him that my alertness slackened.
Serve to do sth: to have a particular effect or result. Fog: to confuse or
hide
4．Then after a while, from the distance came a softer call in reply. Maheegun
stirred, with the deep rumble of pleasure in his throat. He slipped down the
rock and headed out across the ice. (14)
After a while, a less passionate cry came from the distance answering Maheegun’s
call. Maheegun moved, he seemed pleased, for I heard a deep rolling sound of
pleasure in his throat. Then he got down from the rock and moved away across
the ice.
5．A mile down the road I slipped into my snowshoes and turned into the bush.
(22)
After walking a mile along the road, I decided to cut through/take a shortcut
through the bush. So I quickly put on my snowshoes, left eh road and moved into
the bush.
6．A great white stillness had taken over and with it, biting cold. (27)
The storm had blown itself out. Now nothing in this white world moved. It was
quiet and terribly cold.
7．Suddenly the world exploded in snarls. I was thrown against the branches of
the shelter. (33)
Suddenly with terrible snarls, the wolf began to attack. I was sent flying
and landed against the shelter.
Ⅱ. Word study (20 minutes)
狼、狗、狐狸的嚎叫，常指夜间嗥叫
隆隆的响声
露齿而吠，嗥叫
动物的悲嗥声，唔咽
1. howl rumble snarl whimper
2．take sb./sth. to : to make sb./sth. go from one level, or situation to another
His job as a UN official took him to over sixty countries.
Her excellent performance soon took her to the top management of the firm.
take over: to gain control
Who do you think will take over now that the governor has been dismissed?
I’m feeling to tired to drive any more; will you take over?
take its/their/a heavy toll on sb./sth.: to have a bad effect on sb./sth.
His liver trouble has taken a heavy toll on him.
The destruction of the World Trade Center in New York is taking its toll on
US airlines.
3．compound adjectives: n.+ -ed
moon-flooded cabin snow-filled creek bed blood-soaked bandage
thunder-struck crowd sun-tanned arms wind-driven generator
cloud-capped tower
4．only too: very
…but I knew only too well there should have been no creek there.
I shall be only too pleased to do my best in that line of work.
You know but too well to hold your tongue.
only to do sth: used to mention sth. that happens immediately afterwards, esp.
sth. that causes surprise, disappointment, etc.
I tried to travel west but only to hit the creek again.
He went to see her only to find the door was locked.
He returned after the war, only to be told that his wife had left him.
Cf. They belonged only to Maheegun and myself.
5．on one’s own: without help, alone独自地，独立地，主动地
So I decided to come back home on my own.
We should learn to tackle problems on our own.
They helped fetch water on their own.
Cf. of one’s own 属于自己的
I have nothing of my own. She has a mind of her own.
For reasons of his own, he refused to join the club.
6．thrill to sth.: (formal) to feel excited at sth.
The whole white world thrilled to that wild cry.
We thrilled to his tales of South Sea adventure.
What a thrilling game; the winner was in doubt until the last minute.
We were thrilled to hear about your new job.
Meeting the famous footballer was a great thrill for the children.
I felt a thrill of terror as the door began to creak open.
This is one of the best of American thrillers.
7．(all) for the best: best for the long run although sth. appears bad or unpleasant
I tried to tell myself it was all for the best, but it was hard to lose my
brother.
His parents didn’t want him to work in London, but they knew it was perhaps
for the best. Cf
Most athletes are at their best during their early manhood.
I was in the best of health and spirits.
8．see: to be the time when/ the place where an event happens; to witness
The light of another day still saw no end to the storm.
September 11, 2001 saw a coordinated terrorist strike on the United States.
The house saw many important meetings in the country’s history.
9．in(to) focus 焦点对准;清楚的,明白的
It was quite some time before my eyes came into focus enough to see my grandfather
sitting by my bed.
The image is in focus.
His explanation brought the meaning of the event into focus for.
She always wants to be the focus of attention.
The eyes of the world are focused on him.
Many firms are focusing on increasing their markets overseas.
III. Vocabulary and grammar exercises（10 minutes）
Many people complain of the rapid _______ of modern life
A. rate B. speed C. growth D. pace? It is a common theme in many fiction stories
that the world may one day be taken ________ by insects.
A. to B. apart C. in D. over
A sparrow is very ______ in its movement.
A. alert B. restless C. numb D. mischievous?
I was ________ by a flat tire on my way home.
A. contained B. detained
C. maintained D. attained
________, he does get irritated with her sometimes.
A. As he likes her much B. Much though he likes her
C. Though much he like her D. Much as he likes her
In-class discussion and presentation (40 minutes)
1. What roles do you think wild animals play in nature?
2. It is reported that several local people have been seriously hurt by wild
tigers in a far-reaching village in China. What measures do you suggest taking
to solve the dilemma?
3. Can you tell us a touching story between man and wild animals?
Textbook exercises (70 minutes)
1. In-class news report
2. In-class dictation
2．P.11-P. 21 (Contemporary College English 1)
Unit 3 More Crime and Less Punishment
教案说明 本教案共6课时。
教学目的
1. 了解美国司法制度中的关键概念。
2. 学习文中一些长句的写法。
3. 学习议论性文体中显著的写作特征。
4. 通过课文理解与主题讨论使学生能够使用相关短语与表达方式。
教学内容
1. 讲述美国司法制度中的陪审团制度与主要司法原则
2. 课文的理解与分析
3. 表达方式的学习与强化
4. 议论文的写作技巧
5. 学生辩论
教学重点
1. 课文的理解与分析
2．文中大量表达方式的学习与强化
3. 议论文的写作技巧
教学方法
讲授，问答，辩论，练习
教学手段
用投影仪播放PowerPoint
First lecture (two hours)
I. Background information
A. About the author Richard Moran
? Richard Moran is a criminologist and a leading expert on the insanity defense,
capital punishment, and the history of the electric chair. The author of numerous
articles and reviews, Moran has also written articles for the Washington Post,
Christian Science Monitor, New York Times, and Newsweek. The Executioner's Current
It is the story of how the electric chair developed out of an effort by one
nineteenth-century electric company to discredit the other.
B. Alcatraz Island
Alcatraz Island is one of Golden Gate National Recreation Area's most popular
destinations, offering a close-up look at a historic and infamous federal prison.
Visitors to the island cannot only explore the remnants of the prison, but can
also learn about the Indian occupation of 1969 - 1971, early military fortifications
(the first U.S. fort on the coast), and the West Coast's first (and oldest operating)
lighthouse. These structures and the island's many natural features are being
preserved by the National Park Service which is working to make it accessible
to visitors, preserve its buildings, protect its birds and other wildlife, and
interpret its history.
II. Warm-up
1. What do you now about jury system inn America?
2. What is then guiding principle in criminal court in America?
3. What are the advantages and disadvantages of the principle?
4. What expressions do you know about crime, law and court?
Jury system
The Jury trial is an important component in the judicial system. The jury consists
of 12 jurors, selected at random, which will, after hearing all the evidence
and cross-examination, give a verdict of guilty or innocent. Then, the judge
will pass sentence.
In many jurisdictions, the majority of a jury is not sufficient to find a defendant
guilty, all 12 members must agree to the person’s guilt.
Guiding principle
The court must prove the accused person’s guilt beyond a reasonable doubt.
In other words, the accused is held innocent until proved guilty.
In theory, the concept makes sure that a case is not misjudged and that an
innocent person is not unjustly treated.
However, in other cases, this may help criminals to escape punishment for his
lawyer can always raise a reasonable doubt concerning the evidence or the trustworthiness
of the witnesses. Also, collecting evidence and having a trial or even summon
a jury cost a lot of money.
第一讲 背景介绍（15分钟） 简单了解作者。 热身练习（25分钟）
由口头问答入手。通过此练习使学生简单了解美国司法制度中的关键概念。并用著名案例加以说明。
Famous trail of O.J. Simpson
Simpson, famous American football player and actor, was charged with murdering
his former wife and her boy friend and eventually declared innocent.
The jury spent three hours deliberating the case that had produced 150 witnesses
over 133 days and had cost $15 million to try.
Expressions related to crime, law and court
Correctional personnel to prosecute sb
parole to imprison/jail a criminal
crime rate to supervise a criminal
arrest record to execute a murderer
property crime
III. New words
Get familiar with the new words and expressions in Glossary.
Pay attention to the pronunciation and special usage.
A.
IV. Text analysis
A. General analysis
Part I (para.1-3) Introduction of the central idea: punishment does not reduce
crime
Part II (para. 4-9) Why punishment doesn't deter crime.
Part III (para. 10) Conclusion: getting tough with criminals is not the answer
to the crime problem.
B. Detailed analysis
Part one
Questions:
1) The best estimates suggest that 36 to 40 million people have arrest records
for nontraffic offenses. (para.1)
Paraphrase the sentence.
2) We already have 2.4 million people under some form of correctional supervision.（para.1）
What is meant by ‘under some form of correctional supervision”?
3) The painful fact is that the more crime there is the less we ate able to
punish it. (para.2)Analyze the grammatical structure of the sentence.
4) We think that punishment deters crime, but it just might be the other way
around. (para. 3) Paraphrase the sentence.
熟悉新单词 （10分钟）课文分析（50分钟） 分析课文的整体结构与第一部分。
Lecture two (two hours)
V. Text analysis
Part two
Questions:
1) Just as the decline in the number of high-school graduates …made it more
difficult to get into prison. (para.4)
Explain the use of “as” here. What are being compared in this sentence?
2） While elite colleges and universities still have high standards of admissions,
some of the more “exclusive” prisons now require about five prior serious crimes
before an inmate is accepted into their correctional program. (para. 4)
Define “elite colleges”, “exclusive prisons”, and “prior serious crimes”.
3）Our current crop of prinsoners is an elite group…. (para.4)
Paraphrase the sentence.
4) Yet when measured against the lower crime rates…are not worth the cost to
state and local governments. (para.7)
Explain the first part of the sentence.
5) Besides, those states that have tried to gain voters’ approval for bonds
to build new prisons often discover…. (para.7)
What does “bonds” mean here? What do the bonds have to do with the voters’
approval?
6) While it is not possible to know the true amount of crime committed by people
released from prison in any given year, … (para. 8)
Explain the use of “while” and the meaning of the word “given” here.
7) …this would amount to only 15,000 crimes prevented: a drop in the bucket
when measured against the 41 million crimes committed each year. (para. 8)
Paraphrase the sentence.
8) The first-year operation cost would be… worth it if the victim were you
or me, but much too expensive to be feasible as a national policy. (para. 9)
Why worth it if we were the victims, but no feasible as a national policy?
Part three Question: What is the conclusion of the author?
VI. Writing skills
A. Statistical Information
In an argumentative piece of writing, statistical evidence is convincing. In
this article, the author chiefly uses statistical evidence including exact statistical
第二讲
继续课文第二、三部分的分析。（50分钟）
写作技巧 （20分钟）
information ( on he re-imprisonment of paroled criminals) and approximate statistics
(on the crime rate of the U. S.)
B. Rhetorical Questions
These are questions that do not expect an answer but express a strong feeling,
opinion or impression.
Can we send them to prison?
Can we execute more than 22,000 murderers?
More examples:
? Who was he to take stand against a custom?
? Do you see anything green in my eyes?
C. Selective Use of Repetition
Repetition is used for emphasis and expression of a strong feeling.
In Para. 6, the structure “of the /every… only/about” is used five times for
emphasis.
More examples:
? Alone, alone, all, all alone.
? He is as vulgar as a hog, as awkward as an elephant, and as ugly as an ape.
D. Analogy
It is the comparison of two unlike things for the purpose of illustration.
The comparison is possible because the two things have something in common.
In Para. 4, the writer compares a criminal’s acceptance into a prison with
e admission of a high-school graduate to a college.
More examples: Judicious praise is to children what the sun is to flowers.
The growth of alternative mental interests is a long process. The seeds must
be carefully chosen; they must fall on good ground; they must be sedulously
tended, if the vivifying fruits are to be at hand when needed
E. language and style
Formal essay
VII. Language points (words and expressions)
A. words
1. convince persuade
convince, make sb. believe that something is true
? He failed to convince the jury of his innocence.
persuade, make sb agree to do something by giving them reasons why they should.
? Nobody would persuade her to change her mind.
? How can I persuade you of my sincerity?
2. refuse reject
refuse is more positive, often implying decisiveness.
decline means to refuse courteously.
结合课文要求学生找出文中典型的写作方法并说明。
语言点（30分钟）
突出一词多义及大量短语。
reject means a throwing away, a discarding, or abandoning of someone or
something as unsatisfactory, defective, or useless.
Exercise:
? The company _____. the entire shipment.
? I'll make him an offer he can't ____.
? We asked her to he reception, but she ___ the invitation.
3. commit
? To make somebody agree or promise to do something
The agreement commits them to a minimum number of performances per year.
? To use available things or people for a particular purpose.
They’ll have to commit more money to the project if it’s to succeed.
? To give someone or something to someone else to look after
They commit a child to a doctor’s care.
? Commit oneself to give a definite opinion
Chairman refused to commit himself on the controversial subject before making
investigations.
4. deter
? The rain didn't deter people from coming to the game.
? The university enforces severe punishment to deter cheating in exams.
illustrate
? To show what something is like, or show that something is true.
The following examples illustrate our point.
? To draw the pictures in a book, or put pictures in a book.
The book was illustrated with color photographs.
She has illustrated several children’s book.
5. Measure
? Measure sth by sth
Success isn’t measured by how much money you have.
? Measure sth in terms of sth
Popularity is still measured in terms of winning elections.
? Measure sb/sth/against sb/sth
Measured against the success of some of their rivals, the performance looks
poor.
B. Expressions
1. tough
? Get tough with
When he started to argue, I got tough with him.
? Be tough on
The new mayor intends to be tough on crime.
? Take a tough stance/stand
We must take a tough stance against terrorism.
? Tough luck
Used for saying that you have no sympathy for someone
Well, tough luck! I’m not going to do what he wants.
2. Lock away (lock up)
? to put something in a place or container which you fasten with a lock
Take good care to lack away your jewellery before going away on holiday
? to put someone in a prison, or a hospital for mentally ill people.
After murder, he was locked away for 50 yeas.
3. Be/go easy on sb (be/go easy with/on sth)
?.To tell someone not to punish a person too severely.
Go easy on these children and let them enjoy themselves.
? To eat or use a small amount of something.
Go easy on the cake. There isn’t much left.
? easier said than done ? easy come, easy go
4. so as to
? so…as to…
Are you so na?ve as to imagine this is not taking place elsewhere?
Who could be so mean as to do a thing like that.
? so as to
Go in quietly so as not to wake the baby.
5. work out to
? The total area works out to 25,000 square miles.
6. the other way around
? You would think that the John would have been the courageous one and Jane
the timid one, but it was just the other way around.
Lecture three (two hours)
VIII. Discussion
What is the root of crime?
? The lack of moral control
? The gap between the rich and poor
? The lack of effective laws
? The police and court being too soft on criminals
? The meaningless of life
? Lack of education
IX. Exercise
第三讲讨论（50分钟）
课后练习及答疑（50分钟）
Unit 4 The Nightingale and the Rose
(Period 1 and period 2)
I. Background (35 minutes)
About the author:
Oscar Wilde’s early school years (5 min.)
In 1871, Oscar was awarded a Royal School Scholarship to Trinity College in
Dublin. Again, he did particularly well in Classics, earning first in his examinations
in 1872 and earning the highest honor the College could bestow on an undergraduate
- a Foundation Scholarship.
In 1874, Oscar crowned his successes at Trinity with two final achievements.
He won the College's Berkeley Gold Medal for Greek and was awarded a scholarship
to Magdalen College, Oxford.
1874-1878, He had a brilliant career at Oxford, where he won the Prize for
English verse for a poem. Even before he left the University in 1878 Wilde had
become known as one of the most affected of the professors of the aesthetic
craze, and for several years it was as the typical aesthete that he kept himself
before the notice of the public.
Oscar Wilde’s works (3 min.)
Poems 1881
The Happy Prince And Other Tales 1888
Dorian Gray 1890
The House Of Pomegranates 1891
The Ballad of Reading Goal 1898
Plays:
Lady Windermere's Fan 1892.
A Woman of No Importance 1893.
An Ideal Husband 1895
The Importance of Being Earnest 1895
Criticism: (7 min.)
a man of far greater originality and power of mind than many of the apostles
of aestheticism
undoubted talents in many directions
as a typical aesthete that he kept himself before the notice of the public
a poet of graceful diction
playwright of skill and subtle humor
a dramatist whose plays had all the characteristics of his conversations
All these pieces had the same qualities--a paradoxical humour and a perverted
outlook on life being the most prominent. They were packed with witty sayings,
and the author's cleverness gave him at once a position in the dramatic world
Oscar Wilde’s belief (5 min.)
Art for art’s sake
The only purpose of the artist is art, not religion, or science, or interest.
He who paints or writes only for financial return or to propagandize political
and economic interests can only arouse feeling of disgust.
Quotes from Oscar Wilde’s Works: (15 min.)
Quotes on Men
Men become old, but they never become good. Lady Windermere's Fan.
Rich bachelors should be heavily taxed. It is not fair that some men should
be happier than others. In Conversation.
Men are horribly tedious when they are good husbands, and abominably conceited
when they are not. A Woman of No Importance.
Lady Windermere: ...I don't like compliments, and I don't see why a man should
think he is pleasing a woman enormously when he says to her awhile heap of things
that he doesn't mean. Lady Windermere's Fan.
Quotes on Woman
One should never trust a woman who tells one her real age. A woman who would
tell one that, would tell one anything.
A Woman of No Importance.
Crying is the refuge of plain women but the ruin of pretty ones.
Lady Windermere's Fan.
Women know life too late. That is the difference between men and women.
A Woman of No Importance.
Women are meant to be loved, not to be understood.
The Sphinx Without a Secret.
Quotes on Love
One should always be in love. That is the reason one should never marry.
In Conversation.
To love oneself is the beginning of a life-long romance.
Phrases and Philosophies for the Use of the Young.
A man can be happy with any woman as long as he does not love her.
The Picture of Dorian Gray.
Young men want to be faithful and are not; old men want to be faithless and
cannot. The Picture of Dorian Gray.
II. Text Analysis (65 minutes)
Structure (5 min.)
z Nightingale struck by the “the mystery of love”
z Nightingale looking for a red rose to facilitate the love
z Nightingale sacrificing her life for a red rose
z Student discarding the red rose
Genre of this story and its characteristics:
Fairy tales (10 min.)
- fairies play a part
- contain supernatural or magical elements
- children’s stories
- full of veiled comments on life
? Characteristics:
1) personification of birds, insects, animals and trees
2) vivid, simple narration --- typical of the oral tradition of fairy tales
3) repetitive pattern
Symbolic meanings of “Red rose”, “Lizard” “Butterfly” and “Nightingale”:
Symbolic meanings: (10min.)
Red rose --- true love, which needs constant nourishment of passions of the
lovers.
Lizard --- cynic (cynical people)
cynic: a person who sees little or no good in anything and who has no belief
in human progress; person who shows this by sneering and being contemptuous.
Nightingale --- a truthful, devoted pursuer of love, who dares to sacrifice
his own precious life
Student --- not a true lover, ignorant of love, not persistent in pursuing
love
Wilde’s comments in a letter to one of his friends (May 1888): (5 min.)
z The nightingale is the true lover, if there is one. She, at least, is Romance,
and the student and the girl are, like most of us, unworthy of Romance. So,
at least, it seems to me, but I like to fancy that there may be many meanings
in
z the tale, for in writing it I did not start with an idea
z and clothe it in form, but began with a form and strove to make it beautiful
enough to have many secrets and many answers.
Other analyses (10 min.)
z The Student's one-sided preference for word knowledge over emotions is clear
from the moment he first sees the rose. "It is so beautiful," he says,
"that I am sure it has a long Latin name" .
z The Student, the young woman, and their society are all one-sided psychically.
They have ded the "capacity to love", here symbolized by both the
Nightingale and the rose.
z The relationship of head and heart is a central concern of Wilde's fairy
tales. Promising to provide the red rose "out of music by moonlight"
and to "stain it with my own heart's-blood," the Nightingale asks
of the Student only that he "will be a true lover, for Love is wiser than
Philosophy, though she is wise, and mightier than Power, " But the Student
cannot understand what the Nightingale says, "for he only knew the things
that are written down in books.” He has too much "head" knowledge
and almost no "heart" knowledge.
z Wilde is right that the only lover is the Nightingale. The wholeness it achieves
is symbolized by the discarded, ded rose. In the end, the Student and the young
woman reject the wholeness offered by that symbol.
Figurative speeches used in the text: (10 min.)
? Personification
? Simile and phor
? Climax and Anticlimax
? Personification
--- give human forms or feelings to animals, or life and personal attributes
to inanimate objects, or to ideas and abstractions.
e.g. Time, you old gypsy man,
Will you not stay,
Put up your caravan
Just for one day?
? Simile and phor
Simile:
…her voice was like water bubbling from a silver jar.
…as white as the foam of the sea…
phor:
...and the cold crystal moon
Writing techniques: (10 min.)
? Climax
--derived from the Greek word “ladder,” implies the progression of thought
at a uniform or almost uniform rate of significance or intensity
e.g. I came, I saw, I conquered.
Some books are to be tasted, others to be swallowed, and some few to be chewed
and digested.
? Anti-climax:
--- stating one’s thoughts in a descending order of significance or intensity,
often used to ridicule or satire.
eg. 1. As a serious man, I loved Beethoven, Keats, and hot dogs.
2. For God, for America, for Yale.
3. You manage a business, stocks, bonds, people.
And now you can manage your hair.
Syntactic device: (5 min.)
z Inversion
y …yet for want of a red rose is my life made wretched.
(for emphasis)
y …Crimson was the girdle of petals, and crimson as ruby was the heart.
y She passed through the grove like a shadow and like a shadow she she sailed
across the garden.
y Night after night have I sung of him.
The Nightingale and the Rose
(Period 3 and period 4)
I. Language Points (50 minutes)
1. jewels (gems): emeralds（绿宝石）, ruby（红宝石）, sapphire（蓝宝石）, jade（翡翠）diamond
plants: daisy（雏菊）, rose, oak-tree（橡树）daffodil 水仙花）
animals: nightingale, lizard（蜥蜴）, butterfly
subjects: philosophy, physics（形而上学）, logic
stringed instruments: harp（竖琴）, violin
2. want:
1)the condition or quality of lacking something usual or necessary
for /from want of 由于缺少
The plants died for/from want of water.
stayed home for want of anything better to do.
2) pressing need; 贫困
to live in want = to live in poverty
3) something desired:
in want of = in need of
Are you in want of money?
He’s a person of few wants and needs.
3. fling
1) to throw violently, with force
Don’t fling your clothes on the floor.
2) to move violently or quickly
She flung herself down on the sofa.
She flung back her head proudly.
3) to devote to
He flung himself into the task.
4. bloom
vi. to produce flowers, yield flowers, come into flower or be in flower开花
The roses are blooming.
blossom
1) vi. (of a seed plant, esp a tree or plant) to produce or yield flowers,
bloom
The apples trees are blossoming.
2) vi. to develop
Their friendship blossomed when they found out how many interests they shared.
5. ebb
n. 1.The tide is on the ebb.
2.The financial resources have reached its lowest ebb.
vi. 1) fall back from the flood stage
The tide will begin to ebb at 4 o’clock.
2) to fall away or back; decline or recede
The danger of conflict is not ebbing there.
6. linger
vi.
1) to be slow in leaving, especially out of reluctance
The children lingered at the zoo until closing time.
2) to proceed slowly
linger over one’s work (磨洋工）
3) to persist
Winter lingers.
vt. to pass (a period of time) in a leisurely or aimless manner.
We lingered away the whole summer at the beach.
7. linger
vi.
1) to be slow in leaving, especially out of reluctance
The children lingered at the zoo until closing time.
2) to proceed slowly
linger over one’s work (磨洋工）
3) to persist
Winter lingers.
vt. to pass (a period of time) in a leisurely or aimless manner.
We lingered away the whole summer at the beach.
8. see
see about doing: attend to, make arrangements for, deal with安排，处理
It is time for me to see about cooking the dinner.
see something out: to last until the end of 熬过，度过
Will our supplies see the winter out?
It was such a bad play we couldn’t see out the performance and we left early.
see through sb./ sth
The paper is too thick to see though.
It was a hard time for us, but we managed to see it through.
see to something: to attend to, take care of负责，留意
If I see to getting the car out, will you see to closing the windows?
9. go
go about something: to perform to do从事，着手
to go about one’s business
Don’t go about the job that way.
go after sb/sth
to go after a job, a girl, a prize
go against sb/sth
Opinion is going against us.
The case may go against us.
go along : vi. to agree with, support
We’ll go along with you /your suggestion.
go round vi. 萦绕，
There is a tune going round in my head.
If there are not enough chairs to go round, some people have to stand.
go back on sth
Don’t go back on your promise.
Never go back on your friends.背叛，出卖
go by vi.
He let the chance go by.
A car went by.
go by sth = according to, based on
to go by the rules/the book
go for sb/sth
My wife went for me because I was late for dinner.
Do you go for modern music?
I find this report badly done, and that goes for all the other work done in
the office.
go into: to enter a profession, state of life
to go into business/films
go over vi.= change one’s stance
He went over from the People’s Party to the Enemy’s Party.
go through sth. vt = (some formalities)
The country has gone through too many wars.
They went through the new marriage service.
go under vi= go bankrupt, fail
She has so many worries, she is sure to go under.
II. In-class activity: (50 minutes)
Discussion：(30 minutes)
1. The characters’ different attitudes toward love: (15 min.)
(1) The Student’s
(2) The Lizard’s, the Butterfly’s and the Daisy’s
(3) The Nightingale’s
2. Is love better than life, as the Nightingale believed? Interview other students.
Be prepared to summarize their ideas. (15 min.)
III. Exercises in the textbook. (20 minutes)
Vocabulary
Ex.1 to 12 (Page 95)
Nightingale and the Rose
(Period 5 and period 6)
I. Dictation of the new words and phrases. (10 minutes)
II. Exercises in the textbook: (30 minutes)
Grammar
Ex. 1 to 6 (page 101)
III. Check the students’ self-study of Text B: Nightingale
III. Use the dialogues in the text to dramatize the story. (50 minutes)
IV. Assignmen
Written work: Describe how the Nightingale built a red rose out of music in
about 150 words.
Unit 5 Say Yes
By Tobias Wollf
Picture for Warming-up Exercises (40 minutes)
Today, we will study a special passage written by Tobias Wolff. Before a careful
study let’s first look at the picture below. Try to describe the picture and
pick out what it conveys to us. In fact, the picture shows us a serious social
problem--racism. Make more examples concerned with a controversial issue. (20
minutes)
(Reference: The picture suggests racism--- a social problem in U.S.A.)
Look at the statistics. Most of those marriages break up. Conduct research
to find out statistics of how many interracial marriages versus same-race marriages
break up. Can you come up with a hypothesis for your findings? (20minutes)
1980s: At the beginning of the 1980s, nine percent of all United States households
are made up solely of a married couple. There are over forty-eight million married
couples in the United States.
1990s: At the end of the 1990s, only three percent of all United States households
are made up solely of a married couple. There are close to fifty-five million
married couples in the United States.
1980s: In 1980, 67.2 percent of the white American population is married, and
51.4 percent of the African-American population is married.
1990s: While more than half of the American population continues to marry,
the percentages for both whites and African Americans has decreased in the past
ten years. In 1997, 62.1 percent of the white American population is married,
and 42.4 percent of the African-American population is married.
1980s: In 1980, there are 651,000 interracial couples in the United States....
Background Information (45 minutes)
Introduction of the author
1) Tobias Wolff was born in Alabama in 1945. His parents divorced when he was
a boy. Wolff’s mother retained custody of him, while his brother Geoffrey who
also became a writer lived with their father. As a child, Wolff traveled with
his mother, Rosemary, to the Pacific Northwest, where she remarried. Growing
up in the Pacific Northwest, young Tobias soon was forced to endure life under
his strict and cruel stepfather. During the time, his efforts to get away from
his stepfather led to his self-transformation.That period of Wolff’s life is
recounted in This Boy’s Life: A Memoir. Tobias Wolff is perhaps best known by
the American reading public for his memoir This Boy’s Life, which was later
made into an acclaimed movie,
2) From 1964 through 1968, Wolff served as a lieutenant with the U.S. Army
Special Forces (Green Berets) in Vietnam. He later recounted his wartime experiences
in the memoir In the Pharaoh’s Army:Memoirs of the Lost War.
3) In 1972 Wolff earned his B.A. and then his M.A. from Oxford University with
First Class Honors in English three years later. That year, his first book,
Ugly Rumours, was published in London. Also that year, he won a prestigious
Stegner Fellowship from Stanford University.
4) He lives with his family in upstate New York and teaches writing at Syracuse
University.
His literary reputation was first established on the merit of his short stories.
He is still primarily known for these short stories, in which he depicts many
characters’ voices and a wide range of emotions. Since the early 1980s, Wolff
has produced several collections of short stories. These fictions focus on the
important relationships and the moral choices in everyday people’s lives: men
and women, husbands and wives, parents and children. As scholar Marilyn C. Wesley
writes in the Dictionary of Literary Biography, Wolff writes about the basic
needs of Everyman, written with a respect that Everyman deserves.
5) Works of the author
? He is the author of the short novel The Barracks Thief, which won the 1985
PEN/Faulkner Award; two collections of short stories, Back in the World (collecting
“Say Yes”) and In the Garden of the North American Martyrs, which received the
Saint Lawrence Award for fiction in 1982; Mr. Wolff's work appears frequently
in Esquire, Vanity Fair, The Atlantic, and other magazines and reviews.
Historical Context: The passage is written during the Republican years
? The 1980s was a decade led by Republican policy.
? Ronald Reagan took office as president of the United States in 1980, and
served two terms, after which his vice president, George Bush, was elected to
the nation’s top office.
? Reagan held conservative political beliefs, both on the domestic front and
when it came to foreign policy. Although his economic programs brought the national
inflation rate down, they also seemed to favor the wealthy. During the Reagan
era, many middle-class Americans saw their personal income shrinking, while
the richest of Americans increased their wealth.
By the 1980s, as the United States and the Soviet Union built up a stockpile
of nuclear weapons, the cold war had been ongoing for almost forty years. led
by the two superpowers. Reagan, an ardent opponent of communism, encouraged
his administration to greatly increase military spending.
“Say Yes” is such a story about the relationship between husband and wife.
Looking deeply, we find that it really is a discussion of subtle expressions
of racist feelings that are found in many ordinary people.
Racism has been called the national curse of the United States ever since the
first black slaves were brought into this continent. We all know the sufferings
of the blacks as described in Uncle Tom’s Cabin; we also know about the Ku Klux
Klan and the Jim Crow Laws. But since the Civil Right movement of th e1960s,
a lot of changes have taken place, and the racial relationship has improved.
However racism is still very much alive. The only thing is that it now may take
more subtle forms.
KKK( Ku Klux Klan)
a secret white supremacist organization at various times in American history
terrorized blacks and white sympathizers with violent acts of lynching, shootings,
and whippings.
pronunciation: /koo klucks klan/ also known as kkk
? Founder: Confederate Civil War veterans Captain John C. Lester, Major James
R. Crowe, John D. Kennedy, Calvin Jones, Richard R. Reed, Frank O. McCord
? Founded: 1866
? Headquarters: Imperial Klans of America is headquartered in Powderly, Kentucky;
American Knights of the Ku Klux Klan in Butler, Indiana;
Knights of the White Kamelia in Jasper, Texas.
Background: The Klan has fragmented into scores of competing factions. Most
of these are nominally independent, while a few remain affiliated with one of
the umbrella groups listed above.
? Estimated size: No more than a few thousand, organized into slightly more
than 100 units.
Media: Mass mailings, leafletting and the Internet
Strategy: Public rallies 集会and protests, "Adopt-A-Highway" programs,
Internet
? Ideology: Some Christian fundamentalist beliefs, Christian Identity, white
supremacy
? Connections: Militias国民自卫队, Aryans雅利安（印欧语系）Nations, National Alliance盟国
? Financial support: Little. Even Imperial Wizards have to hold day jobs. Most
funding comes from membership dues and sales of Klan paraphernalia个人财物.
Birth of the Klan
? Six college students founded the Ku Klux Klan between December 1865 and the
summer of 1866 in the town of Pulaski, Tennessee. Former Confederate officers,
the six young men organized as a social club or fraternity and spent their time
in horseplay of various types, including wearing disguises and galloping（疾驰匆匆走过）about
town after dark. They were surprised to learn that their nightly appearances
were causing fear, particularly among farmer slaves in the area. They quickly
took advantage of this effect and the group began a rapid expansion. Various
factions formed in different towns, which led to a meeting in April 1867 to
codify rules and organizational structure.
Targeting those set free after the American Civil War - the African Americans,
KKK designed to spread fear throughout the Black population that still lived
in the southern states. This was the KKK. Only WASP’s could belong to it — White
Anglo-Saxon Protestants. It is common that the KKK targeted only the Blacks
- also the Jews, Catholics, liberals etc but most hatred was directed against
the poor black families in the south who were very vulnerable to attack.
Reconstruction Era KKK
? In 1867, General Nathan Bedford Forrest, the Grand Wizard of the Empire,
converted the Klan into a paramilitary force that served to directly oppose
the formation of Republican governments set up by Congressional Reconstruction
acts. Klansmen dressed in white robes and covered hoods, rode on horses, and
dragged black people and some white republicans from their homes, assaulting
them by whipping or lynching them. Such assaults were successful in keeping
black men from the polls, and thus altering election results.
? To stop the reconstruction era Klan, federal intervention was necessary.
With the enactment of Congressional legislation and enforcement of the law by
the federal government, the Klan was extinguished in 1871 – 1872.
The World War I Era Klan
In 1915, the second Klan era began. As World War I was underway, a strong patriotism
developed and anti-Catholic sentiments emerged. Along with these new ideas,
white supremacist attitudes, the publication of Thomas Dixon’s novel, The Clansman
(1905), and the 1915 movie, Birth of a Nation, by D.W. Griffith, a new Klan
emerged. It was at this time that cross burning became a popular form of intimidation.
After The World War I
The leader of the KKK in the 1920’s was a dentist called Hiram Wesley Evans
whose name in the KKK was Imperial Wizard. The KKK were a violent organization.
The white KKK burnt churches of the black population, murdered, raped, castrated
etc and they were rarely caught as most senior law officers in the South were
high ranking KKK men or sympathetic with their aims - which was a white protestant
south. Even white people who had contacts with the blacks had reason to fear
the KKK.
? The Black Americans tried to fight back using non-violent methods. The NAACP
(National Association for the Advancement of Colored People) asked Washington
for new laws to help combat the KKK violence but received very little, if any,
help.
? In the 1920’s Black Americans started to turn to the ‘Back to Africa’ movement
which told blacks that they should return to their native America. This was
started by Marcus Garvey but the whole movement faltered when he was arrested
for fraud and sent to prison.
The Civil Rights Era Klan
? By the 1960s, as the civil rights movement was emerging, the Klan’s membership
reached almost twenty thousand. Like the former Klan organization, there was
not a central leadership.
? While the Klan still exists today, its membership is in the low thousands.
The Klan has ties to other white supremacist organizations such as the Aryan
Nations and the Skinheads.
Creation of the Jim Crow South
? In the South, during the 1870s and 1880s, it was not uncommon for blacks
and whites to use the same public facilities. However, Supreme Court decisions
began to strip away the gains of Reconstruction, which led the way to the creation
of Jim Crow laws.
? After 1877, and the election of Republican Rutherford B. Hayes, the South
quickly replaced Reconstruction laws with new ones that restricted the rights
of blacks. These laws allowed the South's new upper class of planters, merchants
and industrialists to prosper, while most blacks sank deeper into poverty. Between
1880 and 1900, the per capita income of the Deep South showed no increase at
all, and the average black farmer's decreased. Racial segregation, called "Jim
Crow," excluded blacks from public transport and facilities, jobs, juries,
and neighborhoods. Blacks had separate hospitals, prisons, orphanages, parks
and pools. The 19th century ended with the races firmly segregated -- culturally
and legally.
Text Analysis (100 minutes)
I. Detailed Analysis of Language Points (20 minutes)
? consider: v.
E.g. All things considered, the reform is a success.
? considerate: a. showing kind regard for the feelings, thoughtful, careful
not to hurt or cause inconvenience to others
E.g. It is considerate of you not to play the piano while I was having a sleep.
? considerable: a. rather large or great , as in size , distance, or extent
E.g. He bought a house at a considerable expense.
? considering: prep. in view of, having regard to
E.g. She’s very active, considering her age.
? break
break up: divide/ split, (a couple, relationship) come to an end
break down: collapse, failure in machinery useless,
suffer physical or mental weakening
break in (to): enter a building by force
break away: go away suddenly, give up (idea, belief)
break through: make a way through
break off: stop, pause
? hypo- : prefix meaning “below, under”
1) in words denoting an organ or location below a given body part 在-- 下面
hypoderm 皮下组织
2) term denoting body condition in which substances or s are at below-normal
levels 低于
hypotension 血压过低 hypothermia 体温过低
3) used in the names of chemical compounds that are in a lower state of oxidation（氧化）
than a given compound 亚
4) counterpart to a word formed with “hyper”(在--上面，超越， 过于，极度)
hypotension 血压过低 ---- hypertension 血压过高
After studying the text, we just pick out some idiomatic expressions from the
text:
To do the dishes to pitch in to congratulate sb. on sth. to get on a subject
to come along all things considered to be okay with sb. to take one’s word to
break up at a rate as a matter of fact to be angry with sb. to take a deep breath
to feel cornered to have no choice but to do sth. to be at sth. to put sth.
to have effect on sb. to take one’s hand by the wrist to make it up to hold
sth. up to dab at sth. to start up a conversation to finish up to feel ashamed
to blur sth. out
to do sth. out of concern for sb. for Christ’s sake to come up with sth. to
take a reasonable tone to get sb. into a fight to come to one’s aid or so
II. General Analysis
Textual Structure schedule (20 minutes)
On an ordinary night after supper → a common talk → different altitudes →conflicts
While reading the whole text, pay attention to some verbs or phrases employed
to show the inner feeling of both husband and wife.
Pinch her brows together her lips pressed tight together bite her lips keep
his mouth shut plunge her hands under the surface with her eyes closed take
a deep breath snap through the pages his throat tightened his heart pounded
Text Glimpse (20 minutes)
Now turn to page 118, read the following sentences to see whether the students
have grasped the main ideas of the article or not.
1. This is not an ordinary family quarrel. The talk between the husband and
wife touches upon __________. (the serious issue of racism)
2. We can assume that the time background was probably_________ (in the 1960’s)
in the United States, a time when there was a new national awareness of the
need to fight for________. (race and gender equality)
3. The man here was by no means a terrible racist or male Chauvinist. In fact,
he was considered________ (a good husband) because he shared the housework and
probably was also considered________ (liberal) on racial problems.
4. But the man was not free from the influence of racism as shown in his _______
(objection to marriage) between a black and a white. His basic argument was
that they had different______ (cultures) and therefore could never______ (really
know each other). It was very similar to the “different but equal” principle
much under attack at the time as _____. (hypocritical) Therefore he was still
racist in a way although his____ (racism) was _____ ( more subtle).
5. The man’s wife on the other hand believed that marriage between blacks and
whites ______ (was perfect natural) if they loved each other and she could not
_____ (tolerate) her husband’s racist attitude. She was obviously a person of
____ (high moral principles) and took such issues as ____ (racial or gender
equalities) very seriously.
6. Throughout the conversation, the man appeared eager to _____ (dismiss the
subject) and make peace whereas the woman kept trying to corner him. This would
make us readers feel that the man was easygoing and the woman_______(difficult
and quarrelsome). This is, however, a false______(impression).
7. The woman seemed to know how her husband would__________ (respond) when
she asked him whether he would marry her if she were black. This indicated that
she must have found out _______ (where her husband stood in this issue) before
this conversation.
8. When the woman was heard turning the pages of a magazine, the man knew that
she was angry and ______ (was trying to hurt him) by appearing indifferent to
him.
9. When the woman asked her husband to turn off the light, the man thought
that soon _______ (she would come to lie down besides him). But nothing happened.
10. The man had said that blacks and whites could not know each other. But
the irony was he did not know his own wife although they___________ (had the
same cultural background). To him, she was still someone moving through the
house, ___________ (a stranger).
Theme of the text: (15 minutes)
The idea of racism is a theme in the story, for the implication of the husband’s
racism is what causes the couple to quarrel. The wife dislikes her husband’s
beliefs that African Americans are different from whites. He maintains that
it is not that he is prejudiced against African Americans, but that they come
from a different culture from white people? And they even have their own language.
His protestation that I like hearing them talk because it makes him feel happy
reveals much about his personality: his belief that African Americans are inherently
foreign to whites, his condescending attitude, and his sense of otherness from
himself? He needs something completely unlike himself to bring him pleasure.
The husband’s negative response to Ann’s question of whether he would marry
her were she African American indicates the pervasive and destructive nature
of his racism.
Analysis of husband (15 minutes)
The husband in the story is generally an unsympathetic character. He appears
to have racist feelings and seems to be dishonest with himself. He claims to
appreciate the stability his life with Ann provides him, but he still makes
efforts to undermine it. He refuses to take responsibility for his actions.
Throughout the evening, he is seen to be less than a genuine person; he does
things for effect rather than out of a genuine, sincere desire. Within the confines
of the story, his most significant trait is his rejection of his wife, which
she takes quite seriously, much to his surprise. By the end of the story, the
husband demonstrates yet another shift in mood: excitement as he realizes that,
in certain ways, his wife is unknowable to him. The final scene has him awaiting
his wife in their darkened bedroom, imagining that she is a stranger that he
seems to embrace, as demonstrated by the excited pounding of his...
Writing Devices (10 minutes)
Wolff has often been likened to other writers of his generation such as Raymond
Carver and Richard Ford. In his short stories, Wolff practices a direct, even
non-dramatic, style of writing. This is certainly the case in his story “Say
Yes” which takes as its backdrop an average evening in the life of a married
couple. When the conversation delves into an issue on which the couple do not
agree, the relationship experiences a newfound rockiness. The husband’s reaction
to this argument demonstrates the secret undercurrents that run through relationships.
Assignment
1. How do you think the husband and wife will resolve their situation?
Do you think they will resolve it? Write a scene that takes place the following
day.
2. Analyze the husband in terms of whether or not he is a racist character.
3. Write a counterargument to the husband’s statement that African Americans
don’t come from the same culture as whites.
unit 6 The Man in the Water
(Period 1 and Period 2)
Background Knowledge (50 minutes)
I. About the Author (2 min.)
Roger Rosenblatt
Professor of English
Professor of Writing
AB, New York University
Ph.D, Harvard University
Roger Rosenblatt is a journalist, author, playwright and professor. As an essayist
for Time magazine, he has won two George Polk Awards, and awards from the Overseas
Press Club and the American Bar Association, among others. His television essays
for the “MacNeil/Lehrer NewsHour”have won him a George Foster Peabody Award
and an Emmy. He is also the author of six books.
II. About the Air Crash (10 min.)
One of the worst snowstorms in the history of Washington, D.C. hit the city
20 years ago on Jan. 13, 1982. Just about everything closed down — the government,
businesses, schools, the airports.
By about noon, the skies cleared and Washington’s National Airport reopened
for business. The crew of Air Florida Flight 90 began preparing for a nonstop
trip to sunny Fort Lauderdale, Florida. At 3:59 p.m., the twin-engine Boeing
737 was cleared for takeoff and began rumbling down the runway on its final
flight.
课文背景（50分钟）
作者介绍（2分钟）
通过简单的介绍，使学生对作者有一般的了解。
通过介绍美国历史上1982年空难，使学生了解此次空难的时间、地点 、起因及整个过程中普通人所表现出的非凡的英雄主义。(10 分钟.)
Minutes later, the plane smashed into the 14th Street Bridge, only 1,200 yards
from the Pentagon, destroying four automobiles and killing five people. The
jet then fell into the ice-covered Potomac River , bringing all the passengers
to their instant death except five —four passengers and one flight attendant
— from the tail section, who found themselves gasping and struggling in the
icy water.
These five people however survived and they were able to survive because of
four heroes. The author wrote this essay in praise of these heroes, three of
whom had risked their lives to rescue the survivors and were able to live to
tell the story, but the man that really held the whole nation’s attention was
the fourth one who had kept pushing his lifeline and flotation rings to others
until he went under.
Moments After the Crash (15 min.)
At 3:59 the plane shuddered as it took off and tried to gain altitude. It cleared
two of the bridges on the Potomic River, but was losing altitude. The crew and
passengers knew they were in trouble before it struck the 14th Street Bridge
and it tore in half as it slammed through cars and railing (栏杆）then plunged
into the cold, icy, dark waters.
Moments later only the tail section remained afloat, 79 people were aboard
Flight 90, six were to survive the crash, but only five would live.
Huddled together in the cold icy waters，the survivors waited for the rescue
helicopter to arrive. Treading （踩，踏）water, the survivors held on, some with
broken arms and legs, two with collapsed lungs caused from the impact. "We're
all going to die," someone said.
按时间顺序描述空难经过, 并使学生注意其中的关键词语，为随后的口语练习打下基础。（15分钟）
Aboard Flight 90 was Arland K. Williams Jr., who always sat in the tail section
of the plane, “the safest part of the plane, he said.” Not long before, Williams
had just discussed his marriage with the woman he loved, “I think we’re going
to marry soon. ”
It was 4:20 before the helicopter arrived at the scene, dropping the first
lifeline delivering Bert Hamilton 100 yards to shore. It would be ten minutes
before the helicopter returned, dropping the line to Williams. He caught it,
but instead of wrapping it around himself, he passed the line to flight attendant
Kelly Duncan, the only crew member to survive. She took the line, wrapped it
under her arms and held tight as she was carried to shore
With room for only one helicopter at a time between bridges, it returned with
two lifelines, and again Williams caught it and handed it off to yet another
survivor, Joe Stiley, the most seriously injured passenger.
Tirado , who also clung to Stiley and her life line, however, exhausted, in
pain and shock, soon lost her grip and plunged back into the cold icy waters
of the Potomac. Rescuers again tossed her a life line but she was unable to
grasp it to save her own life.
Upon seeing this and as Tirado was about to go under, an onlooker, Lenny Skutnik,
plunged from the banks of the river into the freezing water and brought her
safely to shore.
By 4:30 p.m, Williams had been in the freezing water for 29 minutes, and his
turn had finally come. The helicopter turned once more toward the sinking tail,
its two-man crew eager to meet the man in the water, "to tell him they
had never seen such selfless courage."
They strained (竭尽全力）for signs of the hero of Flight 90. But the balding man
was gone. "He could have gone on the first trip," pilot Usher wept,
“but he put everyone else ahead of himself. Everyone.”
Comments on the Event (5 min.)
The following are a few words his mother Virginia Williams used to describe
her son.
"He was average," she said. "Just average."
Others’comment: “It‘s people like these that are heroes. Those people who step
out of
关于此次空难的评论（5 分钟）
the norm（规范, 准则） and put their life second in consideration of others in a
crisis.”“For isn't it, in times of danger, the average man who saves us all?”
Theme of the Text (8 min.)
Heroism.
Heroism of course has been admired. But this man’s heroism was unusual. People
usually expect revolutionaries to die martyrs; true believers to be willing
to die for their faith; people ready to lay down their lives in performing their
duty; even people to show courage in their attempt to win power, influence,
money or to save their loved ones. But the man in the water did not fit any
of these deions.
The man in the water did not have to give his rings to others; he did not even
know these people. He was extraordinary precisely because he was ordinary. He
showed what everyone of us could do. The display of his heroism was a song to
the beautiful human character.
This is true heroism.
III. Related Information (10 min.)
Presidential Monuments:Washington Monument
In recognition of his leadership in the cause of American independence, Washington
earned the title "Father of his Country". With this monument, the
citizens of the United States show their enduring gratitude and respect for
the first president in the United States.
Presidential Monuments:Jefferson Memorial
Thomas Jefferson — political philosopher, architect, musician, book collector,
文章主题： 英雄主义（8分钟）
课文相关信息。通过对华盛顿纪念碑、杰斐迅纪念碑、林肯纪念碑的介绍，使 学生对Potamac河畔的历史文化有更多的了解。（10分钟）
horticulturist（园艺学家）, scientist, diplomat, inventor, and third President of
the United States, also author of the Declaration of American Independence,
and Father of the University of Virginia.
Presidential Monuments: Lincoln Memorial
The Lincoln Memorial is a tribute to President Abraham Lincoln and the nation
he fought to preserve during the Civil War (1861-1865). The Lincoln Memorial
was built to resemble a Greek temple. It has 36 Doric columns, one for each
state at the time of Lincoln’s death. A sculpture by Daniel Chester French of
a seated Lincoln is in the center of the memorial chamber.
The Potomac River
The Potomac River is often referred to as the "Nation's River," because
it flows through the nation's capital, where the magnificent monuments of the
Washington, Jefferson, and Lincoln memorials are reflected in its waters. It
is one of the most beautiful and bountiful rivers on the East Coast and is known
for its historic, scenic and recreational significance. It begins as a small
spring at the Fairfax Stone in West Virginia, and winds its way through the
mountains and valleys of Appalachia, past battlefields and old manufacturing
towns. The river flows more than 380 miles and grows to more than 11
miles wide as it reaches the Chesapeake Bay at Point Lookout, Maryland.
IV. In-class activities. (50 min.)
1. Divide the students into five groups and describe in turn what happened
during the whole air crash, and ask them to try to use the words and phrases
they’ve just met. (15 min.)
2. Discussion: Why? Why did the hero in the story do this? What did he do this
for?
(10 min.)
课堂活动：（50分钟）
1．把学生分成 5个组，用刚刚见过的词描述 空难过程。（15分钟）
3. Discussion: Heroism in the story. (15 min.)
4. Talk about heroic stories the students have experienced or heard about.
(10 min.)
2．讨论；为什么？为什么一个普通人会有如此英雄行为？（10分钟）
3. 讨论：文章 中的英雄主义（15 分钟）
4．谈论学生曾经历过的或听说过的英雄故事（10分钟）
The Man in the Water
(Period 3 and Period 4)
I. Language Points (50 minutes)
1. As disasters go, this one was terrible, but not unique…
as…goes…: compared with sth. average
As writers go, Oscar Wilde was not the most talented. But he was among the
most popular.
和一般商人相比， 人们认为他是非常诚实的。
As businessmen go, he is considered pretty honest.
2. Washington, the city of form and rules, turned chaotic by a blast of real
winter and a single slap of l on l. (para 1)
chaotic: adj. in a state of disorder and confusion
chaos: n.
? The room was in a chaos.
blast: strong , sudden movement of wind or air
? When the window was opened, an icy blast came into the room.
slap : strike with the palm of the hand, used figuratively here.
3. And there was the aesthetic clash as well -—blue and green Air Florida,
the name of a flying garden, sunk down among gray chunks of ice in a black river.
(para 1)
aesthetic: 审美的；有审美能力的
aesthetics: 审美学；美学
anaesthetic / anesthetic: 麻木的；麻醉的；麻醉剂
chunk: thick, solid piece or lump 一厚块，一大块
a chunk of meat / ice
clash: V. 1. make a loud, broken, confused noise (as when l objects strike
together) Their swords clashed.
2. meet in conflict The two armies clashed outside the town.
3. (of events) intefere with each other because they are to be at the same
timeon the same date It’s pity that the two concerts clashed. I want to go to
both.
4. be in disagreement with
I clashed with him at the meeting.
The color of the curtain clashes with the of the carpet.
n. the clash of weapons / views / opinions
本单元两节课重点在于语言技能培训，集中讲解语言点及难句。词：通过恰当的例句使学生掌握生词的用法。方法为请同学用英文释义、汉译英、英译汉练习等。
4. Last Wednesday the elements, indifferent as ever, brought down Flight 90.
And on that same afternoon human nature —groping and struggling — rose to the
occasion. (para 2)
the elements: the forces of nature 自然力；风，雨 等的力量
be exposed to the fury of the elements
grope: feel or search in the dark
grope for the door-handle / light switch
We groped our way in the dark corridor.
indifferent to : having no interest in ; not caring for
How can you be so indifferent to the sufferings of those people?
rise to the occasion /challenge /task: prove oneself able to deal with an
unexpected problem, a difficult task, etc.
I’m sure he will rise to the occasion when he realizes what is at stake.
(处于危险境地）
5. Of the four acknowledged heroes of the event, three ate able to account
for their behavior. (para. 3)
acknowledge:
1. admit
He refused to ~ that he was defeated.
He ~ having been cheated.
2. express thanks for
We should ~ gifts promptly.
3. indicate that one recognizes sb. by greeting
I passed her in the street , but she didn’t even ~ me when I smiled.
4. acknowledgement n.
We are sending you a small sum of money in acknowledgement of your help.
account for:
1. give an explanation or reason for
He can account for every penny in his pocket.
Science can now account for many things that ancient people could not understand.
2. answer for
You will have to account for the misprints in the article.
3. amount to
In that country the production of raw materials account for a considerable
proportion of the national economy.
那个国家原材料的生产在国民 经济中占相当大的比重。
6. On television, side by side, they described their courage as well in the
line of duty.
line: range of activity
His line is banking. 他从事银行业。That’s not my line. 那不是我的本行。
in line with: in agreement with
Our foreign policy is in line with the interests of all the people of the world.
(be) in line with (be) out of line with
7. Skutnik added that “somebody had to go into the water, delivering every
hero’s line that is no less admirable for being repeated. (para 3)
deliver one’s line : give a remark
deliver a speech deliver a lecture
8 . “In a mass casualty, you’ll find people like him,” said Windsor.” But I’ve
never seen one with that commitment. (para 4)
mass casualty: large number of people hurt or killed in an accident or battle
9 . His selfishness was one reason the story held national attention; his anonymity
another. (para 4)
anonymity n.
anonymous adj. an ~ letter an ~ gift
10. Still he could never have imagined such a capacity in himself. (para. 5)
ability capability & capacity:
ability: 做某种具体事情的能力，特别是经过学习的实际本领;
capability：做某事 的才干或本领，可与 ability通用，但更强 潜在的能力；
capacity： 主要指接受，吸收 或容纳的能力.
He has the ability to swim like a fish.
He has the capability of solving practical problems.
The theater has a seating capacity of 300 people.
The book is within the reading capacity of young readers.
11. He was there, in the essential, classical circumstance. (para 7)
essential: basic typical, most important
classic: traditional or long established
12. So the age-old battle began again in the Potomac. For as long as man could
last, they went at each other, nature and man. (para 7)
go at: attack; fight
13. The man in the water set himself against an immovable, impersonal enemy;
he fought it with kindness; and he held it to a standoff. He was the best we
can do.. (para. 9)
set sb. against: make sb. start to fight or quarrel with
an immovable, impersonal enemy: refers to nature, which is indifferent and
cannot be persuaded to change its attitude towards us humans
standoff: a situation in which neither side in a fight or battle can give an
advantage
II. Difficult Sentences (30 min.)
1．And there was the aesthetic clash as well -—blue and green Air Florida, the
name of a flying garden, sunk down among gray chunks of ice in a black river.
(para 1)
When the air crash occurred, it was not just a clash of l against the bridge,
but also a clash between colors: the blue-green color of the plane ant the gray
and black color of the ice and river.
2．Last Wednesday the elements, indifferent as ever, brought down Flight 90.
And on that same afternoon human nature —groping and struggling —rose to the
occasion. (para. 2)
Last Wednesday, the bad weather, unconcerned about the consequences it might
bring about as always, made Flight 90 fall down. On that same afternoon, human
nature, groping for the flotation rings and struggling in the icy water, came
to prove its greatness displayed in an unexpected tragedy.
3. Of the four acknowledged heroes of the event, three ate able to account
for their behavior. (para. 3)
Only three out of these four heroes lived to tell people what they actually
had done and how they rescued the five survivors.
4. Skutnik added that “somebody had to go into the water, delivering every
hero’s line that is no less admirable for being repeated. (para 3)
Skutnik gave a remark that has been said before by many people in similar situations,
but it is still admirable.
5．“In a mass casualty, you’ll find people like him,” said Windsor.” But I’ve
never seen one with that commitment. (para 4)
We can always find heroic people like him in a mass casualty because although
not everyone is a hero, there’s bound to be a fair representation of heroes
in a big crowd. But I’ve never seen anyone with such a strong sense of responsibility.
6 . His selfishness was one reason the story held national attention; his anonymity
another. (para 4)
We can always find heroic people like him in a mass casualty because although
not everyone is a hero, there’s bound to be a fair representation of heroes
in a big crowd. But I’ve never seen anyone with such a strong sense of responsibility.
7. The fact that he went unidentified gave him a universal character. (para
4)
The fact that he went unidentified made him a representative man, like everyone
of us could do. We may feel that it might have been anyone.
8. For a while he was Everyman, and thus proof (as if one needed it) that no
one is ordinary. (para 4)难句解析。请同学解释较难句子，锻炼学生分析句子、组织句子的能力。(30分钟)
“Everyone” echoes the title of a medieval play about a typical human being.
It conveys the idea that this anonymous man really represents the best of human
nature. What he did was not the act of a supernatural being, but the act of
an ordinary person. Yet
9. He was there, in the essential, classical circumstance. (para 7)
What happened that day was a typical situation in which nature and man fought
each other. And when nature begins to show its power, you always find man fight
back. He is always there. We can always expect to find such a hero.
10. …the one making no distinctions of good and evil, acting on no principles,
offering no lifelines; the other acting wholly on distinctions, principles and
, perhaps, on faith. (para. 7)
Nature is indifferent. It does not have any idea what is good or what is bad
for human beings, and it does not care. It has no moral principles. Human beings,
on the other hand, are different. They have moral standards. They have feelings.
They care and they love. Therefore they are able to choose between right and
wrong.
11. In reality, we believe the opposite, and it takes the act of the man in
the water to remind us o four true feelings in this matter. (para. 8)
Actually, the death of the man did not mean that human beings had lost the
battle. In a moral sense, man had won because man’s courage to defy death was
also a tremendous power. Therefore, what happened to this man in the water should
fill us with pride rather than sadness.
III. In-class activities (20 minutes)
Divide the students into five groups and ask them to make up as many sentences
as they can by using the new words and phrases they’ve just learned. and choose
the best performers.
课堂活动：
新语言点强化阶段。把学生分成五组，鼓励学生造出尽可能多的句子，并选出最佳表现者。
The Man in the Water
(Period 5 and Period 6)
I. Vocabulary & Grammar Exercises (15 min.)
1. His long service with the company was ____ with a present.
A. admitted B. acknowledged
C. attributed D. accepted
2. Teaching students of threshold level is hard work but the effort is very
____.
A. precious B. rewarding C. worth D. challenging
3. Among all the changes resulting from the ____ entry of women into the workforce,
the transformation that has occurred in the women themselves is not the least
important.
A. massive B. quantitative C. surplus D. tragic
4. Whether their football team will win is a matter of ____ to me.
A. indifference B. discrimination C. deviation D. interests
5. The plane ____, its bombs exploding as it hit the ground.
A. collided B. crushed C. plunged D. crashed
6. The morning news says a school bus ____ with a train at the junction a group
of policemen were sent there immediately.
A. stumbled B. collided C. crashed D. struck
7. Today the public is much concerned about the way ____.
A. nature is being ruined B. which nature is ruined C. on which to ruin nature
D. of nature to be ruined
8. These surveys indicate that many crimes go ____ by the police, mainly because
not all victims report them.
A. to be unrecorded B. unrecorded C. to have been unrecorded D. unrecording
II. Oral Work（15 min.）
Role-play a television interview with three students acting as the three heroes
and another student as the anchorman. Make sure that the questions and answers
bring out the dramatic details about their rescue mission, and about the man
in the water.
III. Vocabulary.
Page 152. Exercises 1 to 12.
本单元两节课重点在于语法、词汇、口语及写作练习。
语法词汇习题及讲解（15分钟）
口语练习（15分钟）
课本词汇练习（20分钟）
IV. Grammar （20 min.）
Page 159. Exercises 2 to 6
V. Written Work （30 min.）
Describe the plane crash briefly in about 130 words, with emphasis on the behaviour
of the “man in the water.”
Unit 7 The Greatest Invention
教案说明
本教案共6课时。在学生预习课文的基础上，本课将系统讲解文化背景知识、课文整体分析
，语言及文体。
教学目的
1. 带领学生了解作者生平，著作，作品特色，以及文中提到的相关背景知识。
2. 学习本文作为现代寓言的文体特征，及其在文中的表现方式。
3. 学习文中大量常用表达方式的运用。
4. 通过课文主题的分析和学生的自主讨论使学生对科学的目的，科学对社会的作用，科学
家的动力等话题有所思考并能得出自己的结论。
教学内容
1. 讲述作者生平，著作，作品特色以及文中提到的细菌战争，使学生认识到细菌战对人类
的危害。
2. 通过精彩的故事线索对课文进行分析
3. 通过神幻小说，寓言，现代寓言的讲解使学生了解相近文体的相同与不同。
4. 学生讨论升华对课文的理解。
教学重点
1. 课文的理解与分析与学生对主题的讨论
2．了解现代寓言
教学方法
讲授，问答，讨论，练习
教学手段
用投影仪播放PowerPoint
First lecture (two hours)
I. Background information (30)
A. Lord Dunsany
Lord Dunsany (July 24, 1878 - October 25, 1957) was an Irish writer and dramatist.
His
full name was Edward John Moreton Drax Plunkett, 18th Baron Dunsany.
Edward Plunkett was born on July 24, 1878 to John William Plunkett, 17th Baron
Dunsany (1853 - 1899) and his wife Ernle Grosvenor. He was a relative of the
Roman
Catholic Saint Oliver Plunkett, the martyred Archbishop of Armagh.
Lord Dunsany was educated at Eton College and Sandhurst. He served as an officer
during the Boer War, and in World War I. He was a keen huntsman, and sportsman,
and
was at one time the chess and pistol champion of Ireland.
His fame arose, however, from his prolific writings of short stories, novels,
plays and
poetry, reportedly mostly written with a quill pen.
His most notable fantasy short stories were published in collections from 1905
to 1919:
he had to pay for publication of the first, "The Gods of Pegana".
The stories were set
within an invented world, with its own gods, history and geography. His significance
within the genre of fantasy writing is considerable.
B. Germ warfare
Germ is an informal term for a disease-causing organism, particularly bacteria.
Biological warfare, also known as germ warfare, is the use of any organism
(bacteria,
virus or other disease-causing organism) or toxin found in nature, as a weapon
of war. It
is meant to incapacitate or kill an adversary.
Biological warfare is a cause for concern because a successful attack could
conceivably
result in thousands, possibly even millions, of deaths and could cause severe
disruptions to societies and economies. However the consensus among military
analysts
is that except in the context of bioterrorism, biological warfare is militarily
of little use.
Examples of biological warfare:
Rajneeshi Salmonella Attack
In a small town in Oregon, followers of the Rajneesh Yoga attempted to control
a local
election by infecting a salad bar with salmonella. The attack caused about
900 people to
get sick, and was thus quite effective.
2001 anthrax attack
In September and October of 2001, several cases of anthrax broke out in the
United
States in the 2001 anthrax attacks, caused deliberately. This was a well-publicized
act of
bioterrorism.
II. New words (20 minutes)
Get familiar with the new words and expressions in Glossary.
Pay attention to the pronunciation and special usage.
A.
III. Text analysis (50 minutes)
A. Detailed analysis
Questions:
1) What do you think is going to happen, Jokens(para.1)
“Happen” to whatWhat were these people talking aboutWho were they?
2) When the bottle had been uncorked and the wine poured out,he began to
talk.（para.5）
What words have been omitted in “ the wine poured out”Why was the wine compared
to the tropical sunlightWhat special quality was being suggested?
3) And we had a scientist who, as I have since seen proved, had no rival west
of the
Atlantic. (para.6)
Paraphrase the sentence.
4) “You may not have thought it,” he said, “but I was in our Ministry of Warfare.”
(para.
10)
Explain the use of “may” here. Have you ever heard of any government that calls
its
Ministry of Defense by that nameWhat purpose do you think is achieved by using
the
word “warfare”?
5) He thought of war simply as an opportunity for cavalry charges and fine
uniforms
and glory. (para.12)
Explain the word” charge” here.
Lecture two (two hours)
III. Text analysis (50 minutes)
Questions
6) And the splendor of our position faded like dreams. We were so nearly one
of the
Great Powers but for a fancy that came to this man’s mind. (para.24)
Paraphrase the first sentence. Explain “but for a fancy”.
7) I examined his blade of grass, and he gave me every facility, … (para. 44)
What facility.
8) “Whether it was that the stranger’s tale was told,”Jorkens concluded, …perhaps
on
the world.” (para.45)
Who was putting down his glassWhy did Jorkens mention” wine” so many timesWhat
kind of picture was he trying to paint about this man?
B. Theme of the story
In today’s world, ordinary people may have access to the most dangerous weapons
of
mass destruction. It is possible for a few individuals to hold the whole of
humanity as
hostage. It is not easy to find a solution. But now is the time to start thinking.
What is the purpose of science. It can bring happiness to us. But it can also
turn out to
be Pandora’s box
What should scientists do in the circumstance?
What is the driving force of scientific developmentShould science always aim
at
serving a practical need?
IV. Writing skills (25 minutes)
A. Type of writing
Fantasy, fable and modern fable
Fantasy
It is a situation imagined by an individual or group, which does not correspond
with
reality but expresses certain desires or aims of its creator.
Fantasies typically involve situations which are impossible (such as the existence
of
magic powers) or highly unlikely (such as world peace)
In literature fantasy is a form of fiction, usually novels or short stories.
As a genre, fantasy is both associated and contrasted with science fiction
and horror
fiction.
"Fantasy" seems reserved for fiction that features magic, brave knights,
damsels in
distress, mythical beasts, and quests.
Fablea short moral story (often with animal characters)
In its strict sense a fable is a short story or folk tale with a moral at the
end. It often, but
not necessarily, makes phorical use of an animal as its central character.
In some cases
usage the term has been extended to include stories with mythical or legendary
elements. An author of fables is a fabulist.
Notable fabulists and their works
Aesop Stone Soup
Berechiah ha-Nakdan The Little Engine that Could
Jean de La Fontaine Jonathan Livingston Seagull
Ivan Krylov Watership Down
Marie de France The Lion King
Modern fable
fabled characters of more modern archetypes
using familiar characters in an unfamiliar setting
introduce people’s characters in modern life
updated message with contemporary circumstance and plot line
Question: Which writing style does this story belong to?
V. Language points (words and expressions) (25 minutes)
A. words
1.go ashore: go to the shore
prefix “a-”加在名词、动词、形容词前,构成副词或表语形容词
They were walking abreast.
He was standing a few steps apart from them.
She left the door ajar.
Many of those visitors came from afar.
2. decent: acceptable, good enough
a decent meal/job/house/ hotel
decent clothes/ wages
3．figure
You have to watch our diet if you want to keep your figure.
the exact figure
both a political and a religious figure
a five-digit figure
to play the figure of a judge
4. cavalry charges: rushes to attack the enemy on horsebac
The hotel charged me $50 for a room for the night. (ask in payment)
.Suddenly the wild animal charged at us. (rush in or as if in an attack)
He was charged with murder and betrayal. (to declare officially and openly)
The soldiers charged their guns and prepared to fire. (to load)
He is always charged with strength and power. (to take in the correct amount
of
electricity)
5. spur
The rider spurred on to his destination. (疾驰)
He was spurred on by poverty to commit a crime.(刺激)
To him difficulties were simply spurs to endeavor.(刺激（物）)
雄心是青年人的一种极好的推动力.
Ambition is an excellent spur for the young.
6. fierce
fierce emotions
fierce attack
fierce competition
fierce anger
fierce look
fierce heat
fierce tempest
fierce pain
7. bribe
take/ offer a bribe
bribe sb. into silence
commit bribery
The children were given candy as a bribe to be good.
8. glory
return with glory
in one’s glory
go to glory
glory to do/in doing sth.
glorify oneself
a glorious death
9. plague
A great many people have been swept away by the plague.
That child is a plague of her life.
The little boy plagued his father by begging over and over to go to the zoo.
You’ve been plaguing me with silly questions all day!
B. A. Expressions
1. what if
What if we move the picture over here?
2. let loose
?You should not let loose your indignation in this way
3. have sth. within one’s grasp
Success is within our grasp now.
4. keep sb. at sth
To do exercise once in awhile is not enough. You’ve got to keep at it.
He keeps at his studies, although he is ill.
Keep at him for payment.
5. but for: if not for要不是…
要不是他一把抓住,我就摔倒了.
I would have fallen but for his sudden arm.
要不是你的帮助,我无法完成这工作.
But for your help, I would not have finished the work.
6. mark an area off
We marked off the limits of our lots with stakes.
mark off spheres of influence
Her smiling eyes marks her off from other girls.
The place was marked off as a tennis court.
7. a strip of:
a strip of paper/ cloth/ board/ tape
a strip of garden/ territory
landing strip
8. brood
She sat there brooding on whether life is worth living.
Don’t brood over lost opportunities.
Just as physicists worry about he nature of matter, historians brood about
the study of
man’s past.
9. lose the grip on:
His mind has lost its grip.
The policeman would not lose his grip on the thief.
He has a good grip of several modern languages.
Lecture three (two hours)
VI. Discussion (50 minutes)
“I do not work for use, but for wonder.” Do you support this view of science
for
science’s sakeShould scientists mainly aim at those “purposeful effort”?
In order to make their voice heard, many small nations and nationalities resort
to
terrorism. Is it a necessary approach for them to get powerfulDiscuss with
your
partners.
?
VII. Exercise (50 minutes)
Unit 8 Psychologically Speaking
教案说明 讲解第八课的内容，共分六课时授课完成。要求学生课前预习课文，第一二小节课先导入一幅图画, 口头回答画面上面的内容，以了解学生对于课文内容的预习程度。然后给同学们做一个心理测试游戏并就此进行讨论，进入文章主题。主要系统讲解与文章相关的文化背景知识。文章写作的社会背景，以及突出的社会问题。第三和第四小节课侧重分析讲解课文。最后两节课在总结课文的基础上鼓励学生参与讨论话题。
教学目的 1 以课文内容为基础，借助一些文化背景资料和图片使学生通过文化背景知识，了解不同时代观念上的尖锐冲突问题。
2通过问答和讲解的方式，帮助学生对观念差异问题获得感性认识。
3 通过讨论深入探讨这种社会现象的同时，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课前有趣的话题、竞争的气氛和合作的态度以及课后的心理游戏也有助于加快学生进入最佳的学习状态。
教学内容 1借助多种教学途径介绍文化背景知识。（两个小时左右）
2精讲课文使学生掌握语言点启发学生寻找重点词汇，运用文章中的语言和短语词汇复述故事，帮助学生把
扩充词汇量和在具体情景中使用词汇有机结合起来。并且讨论提供不同的故事结局。（一个半小时左右）
3熟悉课文的写作手法，通过一对美国普通家庭的母女观念上的冲突，引发了不同时代人的观念差异。文章多以普通对话为主，口语交流，语言通俗简单易懂，揭示了一个严肃的社会问题。（十五分钟）
4 采用多样形式，结合本课特点和授课实际，由学生分角色朗读课文，分饰角色，以话剧的形式表现故事和结局。布置练习，通过课后练习随堂做使学生加深对所涉及的内容的理解和掌握。设计话题激发学生联系实际谈谈两代人的代沟问题。（两个小时左右）
教学方法手段 讲授为主，结合问答，讨论，练习，分角色朗读课文，运用多媒体电子课件，板书和一些关于文化背景的复印材料。课后布置作业，鼓励学生想象故事的不同结局并讨论。
LESSON EIGHT
Psychologically Speaking
By Lucretia Govedare
Picture for Warming-up Exercises (20 minutes)
Firstly, ask students to describe the following picture and imagine to define
what psychoanalysis is? (20 minutes)
What psychoanalysis is?
Patient lying on the couch with the analyst sitting, pen and notebook poised,
behind him.
People asked already have such an idea of the analytic situation from a thousand
cartoon images. Even jokes may familiarize us with some of the essentials of
analytic technique.
Psychoanalysis first emerged, was pioneered by Dr Josef Breuer and his patient
who described the therapy from 1880 to 1882 as a "talking cure. As a therapy,
psychoanalysis is based on the observation that individuals are often unaware
of many of the factors that determine their emotions and behavior. These unconscious
factors may create unhappiness, sometimes in the form of recognizable symptoms
and at other times as troubling personality traits, difficulties in work or
in love relationships, or disturbances in mood and self-esteem.
Background Information (100 minutes)
Background
1) Sigmund Freud was born on May 6 1856, in the small town of Freiberg, Moravia,
which is now in Czechoslovakia. He was the eldest of eight children born to
Jacob and Amalie Freud.
2) When Freud was about three years old his father, who was a wool merchant,
lost much of his business. The family were now poor and had to leave Freiberg,
where Freud was happy, and go to live in Vienna, the capital city of Austria.
3) It was in Vienna that Freud came across anti-semitism反犹太教 for the first time.
Jewish people had been persecuted in Europe for hundreds of years and they would
often be called names or attacked on the street. Freud's father told him of
a time when a man knocked his hat into the road and told him to get off the
pavement. "What did you do?" asked Freud. "I walked into the
road and picked up my hat" replied his father. That incident made the young
Freud feel more….
Freud was intelligent and hard-working at school, and always liked to express
his opinions even when he disagreed with his teachers or other pupils. When
he was older Freud said that he didn't think he was particularly clever, even
though he often came top of the class - the most important thing was working
hard and wanting to find out about things.
4) When he left school he was not sure what he wanted to do. At first he thought
he would become a lawyer. Then he decided to study medicine and become a doctor,
so he enrolled in the medical school of the University of Vienna. From 1859
until 1938, Sigmund Freud was a doctor in Vienna,
5) While he was still at university, Freud decided to specialize in neurology,
the study and treatment of the brain and the nervous system. In 1885, just before
he got married, he obtained a grant to go to Paris to see the famous neurologist
Jean Martin Charcot. Freud returned from Paris determined to study and treat
mental disorders. He called his new ideas 'psychoanalysis'
Experience
During all his time in Vienna the Freud family had to suffer many hardships.
Firstly during the First World War,
And then in the economic depression when Austrian money became almost worthless.
After the War there was a great epidemic of flu. Freud's daughter Sophie died
in 1920, and three years later his grandson Heinerle died too.
In March1938, Freud come to London to flee from the Nazis after the German annexation
of Austria.
In 1939, he died in his study at 20 Maresfield Garden, London, and later was
cremated火葬. His ashes are interred埋葬 in a Greek urn from his collection, in
the Columbarium at Golders Green Crematorium, London.
The last 16 years of Freud's life were spent in continual pain, physical discomfort.
He had cancer of the jaw (mouth) and was operated on over thirty more times,
as well as radiation treatment, the fitting of an artificial palate and jaw,
and an overdose of morphine administered by his doctor. The operations also
caused deafness in his right ear, together with heart failure. Throughout this
time Freud continued to smoke. He knew it was killing him but he carried on,
despite the advice of family, doctors, and friends.
In his six children, the youngest one, Anna Freud became a pioneering psychoanalyst,
and an important theorist of psychoanalysis.
Works: in a chronological order
Studies on Hysteria (with Breuer) Project for a Scientific Psychology(unpublished)
1895.
‘The Interpretation of Dreams’ 1900
The Psychopathology of Everyday Life . 1901
Fragment of an Analysis of a Case of Hysteria 1905
New Introductory Lectures on Psycho-Analysis 1916
Group Psychology and the Analysis of the Ego 1921
The Future of an Illusion. 1927
Civilization and its Discontents. 1930
Moses and Monotheism. 1939
S.弗洛伊德 Sigmund Freud 1856-1939
奥地利心理学家，精神分析学派创始人。出生于奥地利的摩拉维亚（现属捷克），三岁时随父移居维也纳，1876年于维也纳大学医学系毕业，·1881年获医学博士学位。1885年留学巴黎，跟随法国精神医学家沙克学习臆病的催眠疗法。归国后与神经病医生布洛伊尔合作，使用催眠疗法治疗臆病患者。随着临床经验的增加，弗洛伊德认为臆病是由性的原因引起的。
The Interpretation of Dreams
Freud says that dreams are about all the things we wish for. But rather than
just wishing for something, the dream shows us a picture as if the wish has
come true. So instead of thinking 'I wish I had an ice-cream', a dream shows
you actually eating the ice-cream!
But sometimes you are not allowed to have an ice-cream. Freud said that the
wish is often forbidden, so it becomes unconscious and repressed.
So part of you wants to make the wish come true and part of you wants to stop
the wish. Because of this the wish is disguised, which means that the dream
has to be interpreted before it makes sense.
That's why Freud called his book The Interpretation of Dreams.
Gradually Freud developed the theory of Psychoanalysis and the method of helping
people he called free association. With free association Freud simply asked
his patients to lie on the couch and say anything that came into their heads.
He tried to interpret what they said by relating it to the repressed ideas and
wishes in the unconscious. In this way he hoped that things which were unconscious
would gradually become conscious, so that the patient would have more control
over them and they would not be able to affect him or her so much.
Practice and try to interpret the following dream. (30 minutes)
Look at the cartoon of the ‘Nurse's Dream' reproduced in The Interpretation
of Dreams.
Questions:
How do you know it is a dream?
Describe what happens in the dream.
How do you think the events of the dream relate to the daily life of the dreamer?
What is the meaning or symbolism of the dream-element 'water' in the dream?
Possible answers:
the last picture shows the nurse waking up and an earlier picture shows something
strange happening. These two answers can be the starting point for thinking
about the differences and similarities between the mind and the outside world,dreams
and waking life.
Two levels here: the dream related to the subliminal潜意识的 stimulus (the baby
crying or whatever)- you can‘t get rid of it so it keeps getting more and more
insistent急迫的; and the dream related to the life of the dreamer - a governess
or nurse looking after someone else's children.
a child dream that a natural function - urination. A possible way to think about
the emotional life of children.
The First World War（1914-1918）
Fought between 1914 and 1918, was the first of the great world-wide conflicts
of the twentieth century, pitting the ‘Central Powers' of Germany, Austria-Hungary,
Turkey and smaller allies against the ‘Entente,' notably the British Empire,
France, Russia, Italy, Japan, the United States, and their allies.
Western Front
1) In World War One, the main theatre of war, the Western Front, was deadlocked处于僵局
after the war's start in 1914 until a few months before its end in 1918, stretching
in a continuous line of trenches from the English Channel to the Swiss frontier.
By 1916 the forces of Germany, France and the British Empire, armies millions
of men strong, measured advances in terms of a few miles gained over several
months. Casualties for each big attack or 'push' ran into hundreds of thousands
on both sides, with calculations for victory based on national birth-rates to
replace the losses. This was not the kind of war that anyone, including the
politicians and generals who directed it, wanted to fight.
2) By 1918, although the Western armies outnumbered the Germans, the Western
Front began to slow down offensives攻势 into another phase of static warfare,
turning strategic situation into a murderous war of attrition 消耗战 in which each
shattered side could no longer sustain an offensive. It was believed that a
successful Allied attack in the region of St. Mihiel, the Metz, and Verdun would
psychologically break the Germans will to fight. This psychological theory was
similar to what had happened to the French armies at Verdun in 1917. Then the
Americans, from their bases on the Rhine, could launch offensives into Germany.
12-16 Sept. 1918, the Western Front of France,
the Battle of St. Mihiel.: One of the most significant battles of World War
One was fought:
The engagement was the first battle in which American led forces,overcoming
the bad weather condition and in-depth series of trenches, wire obstacles, and
machine-gun nests that the Germans installed to augment their defensive positions.
It altered the strategic situation along the whole Western Front till the Germans
lost the War.
Final Peace Treaty: The Versailles Treaty of June 28, 1919. This is the complete
text
of the Versaille Treaty which ended World War I.
Puritan: The term "Puritan" first began as a taunt or insult applied
by traditional Anglicans to those who criticized or wished to "purify"
the Church of England.In November 1620, a group of Puritan separatists, attempting
to escape religious persecution, fled England on the Mayflower to settle in
the New World. Within five months half of the original 101 colonists were dead.
"Puritan" refers to two distinct groups:
"separating" puritans, such as the Plymouth colonists, who believed
that the Church of England was corrupt and that true Christians must separate
themselves from it;
non-separating puritans, such as the colonists who settled the Massachusetts
Bay Colony, believed in reforming the established church but not separation,
and who believed in forming churches through voluntary compacts. The idea of
compacts was central to the Puritans' conception of social, political, and religious
organizations.
Puritan’s belief
Like their counterparts in Britain they were extreme Calvinistic Protestants
who viewed the Reformation as a victory of true Christianity over Roman Catholicism.
They believed that the Universe was God- centered, and that man, inherently
sinful and corrupt, rescued from damnation only by arbitrary divine grace, was
duty-bound to do God's will, which he could understand best by studying the
Bible and the universe which God had created and which he controlled.
"Quaker“, from England in the mid 17th cen, refers to a member of the Religious
Society of Friends.
"Quaker“ rebelled against the rigid hierarchy and government control prevalent
in the Anglican church, and began meeting in homes or buildings, waiting upon
God silently to make His presence felt and inwardly heard. Any person could
be called by God to rise and preach upon any occasion of worship. They were
much persecuted in England before finding refuge in the American colonies.
Two reputed origins of the Quarker:
the first refers to people "quaking" or trembling when feeling moved
by the Holy Spirit to speak in Meetings for Worship.
The other is: George Fox was arrested in Derby in October 1650 and charged with
blasphemy. George Fox was questioned intermittently over an eight hour period,
during which at one point George Fox told the magistrates who tried him "Tremble
at the word of the Lord". It was Justice Bennett who coined the name "Quakers"
for the followers of George Fox
Rules of the Quarker: formerly a Quaker background practices: simplicity, financial
responsibility, work ethic, belief in the perfectibility of humankind...
Text Analysis (100 minutes)
I. Detailed Analysis of Language Points (20 minutes)
u claim v./ n.
1) demand recognition that one has a right to sth.承认--享有权利
E.g. He claimed to be the owner of the land.
He claimed that he owned the land.
2) assert, say sth. is a fact 宣称, 声言
E.g. he claimed to be the best tennis player in the school.
E.g. Did anyone make a claim to this bike? 承认认领
E.g. You’ve no claim on my sympathies. 你无权要求我同情。
u in some/great measure: 在某种/很大程度上
E.g. Drunkenness and carelessness are in large measure responsible for automobile
accidents.
u respect
respectable: E.g.Respectable（受人尊敬的）citizens obey the laws.
He earns quite a respectable（可观的，相当的）income.
respectful: He behaved in a respectful （恭敬的）way.
respected:
respecting: 关于Respecting your problem, we’ll come to a decision later.
respective: The men were given work according to their respective （各自的）abilities.
The first and second prizes went to John and James respectively.（分别，一人一样）
u honor with honors以优异成绩
E.g. The young man will graduate soon from university with high honors.
do honor (to)给带来荣誉
E.g. His contributions do honor to his university.
in honor of 为了（纪念或表敬意而举行活动）
E.g. The city built up a monument in honor of him.(in his honor.)
on one’s honor 以人格担保
E.g. I promise on my honor (never to do such a thing again.) / that it won’t
be done.
put sb. on one’s honor 靠--- 的自觉，相信—有自觉性
E.g. The father put the boys on their honor not to smoke in the dorm.
There is no doing 不可能做某事
E.g. there is no telling what will happen later. 将来怎么样谁也难说。
There is no point/use (in) doing sth.干---没意义
E.g. there is no much point (in) arguing with him.
have difficulty/ trouble/ a hard time (in) doing sth. 玩得痛快 过得愉快
E.g. we had little trouble (in) getting the work done.
What is the use/ point/ good (of) doing sth.
E.g. what is the use of talking ? 空谈有什么用？
It is no use / point doing sth.
After studying the text, we just pick out some idiomatic expressions from the
text:
To fool around to behave oneself out with it for certain Stuff and nonsense
to go separate ways all things considered to put one on one’s honor to run of
f with sb. to go off with another man in some measure to have control over sth.
at a cost
to like nothing better than the sooner the better to live in a fool’s paradise
a clue to sth. for all one knows to beat about the bush to wander over a place
to speak of sb./sth. to open one’s eyes to sth. to be killed in action . to
decide on
to hang around one’s neck It is no use doing sth
Students are supposed to retell the outline of the story by using these words
and phrases.
II. General Analysis
Textual Structure schedule (20 minutes)
The story developed according to the conflicts.
In this comedy play, there are two conflicts. The chief conflict was between
the mother who wanted to stick to the traditional way of life and the daughter
who yearned for change and freedom, especially, as is often the case, in love
and marriage. Of course, this conflict is not new, as we can find in our famous
love story in the western culture Romeo and Juliet. What is unusual was the
way the conflict was resolved. It was resolved in a melo-dramatic way by a psychologist.
A minor conflict is the fight over Mrs.Kent between Mr. Kent, her husband, and
the psychologist, who pretended to be her long-lost first husband coming back
to claim her. It was interesting that the resolution of the first conflict occurred
at the same time when the second conflict was resolved.
Text Glimpse (20 minutes)
Now turn to page 204, read the following sentences to see whether the students
have grasped the main ideas of the article or not. Retell the story with the
help of these sentences.
1. This is a little _______ (play) about how a psychologist helped his______
(dead brother’s wife) talk her daughter out of her_______ (foolishness) and
find out if her husband still_____(loved her).
2. The story took place in a typical ________ family who lived a _______, most
likely in the south of the US. It was a conventional family where moral standards
were______ and children and the maid were all taught to _______.
3. Then one day something happened that was like a bombshell in this otherwise
peaceful family. The daughter came home and declared that she was leaving home
with a young man for ______.
4. The mother was _____. She tried to talk to her daughter out of this ________.but
the daughter ________.
5. Upon hearing her troubles, the man decided to help the mother. His plan was
to _______ , but actually the mother was ________ by this plan.
III. Writing Devices (10 minutes)
This text is what we might call a situational comedy. It does not have a particularly
significant social or moral message to give to the readers. Nor can it be regarded
as a great work of art. The main merit is its amusing story.
Assignment: game of psychological analysis
Think of the name of your favorite song or film.
Now write down the name in picture language.
Each group has to try to decipher the other's script.
Discussion: 1) how should we look at the young people’s views about the conventional
way of life in general?
2) How should we understand the title of the play?
Unit 9 Quick Fix Society
教案说明
本教案共6课时。
教学目的
1.了解文中提到的Pennsylvania Dutch town 的独特风格
2. 学习文中当代的一些表达方式和缩略语
3. 学习说明性文体中显著的写作特征
4. 通过课文理解与主题辩论使学生了解现代社会的快节奏给人们生活带来的利与弊。
教学内容
1. Pennsylvania Dutch town 的特色及其它相关知识
2. 课文的理解与分析
3. 表达方式的学习与强化
4. 说明文的写作技巧
5. 学生辩论
教学重点
1. 课文的理解与分析
2. 文中大量表达方式的学习与强化
3. 说明文的写作技巧
教学方法
讲授，问答，辩论，练习
教学手段
用投影仪播放PowerPoint
First lecture (two hours)
I. Warming up
1. If you want to read a novel, which one would you like to read, a complete
one or a compressed one? Why?
2. Do you have any doubts about the fast paced society?
II. Background information
A. Fast roads in America
?Highways: connect cities
?Superhighways: a road with six or more lanes
?Interstate highways: connect cities in different states
?Freeways: roads within a city
?Expressways: fast roads in or near cities
?Turnpike: pay money before you use it.
B. Pennsylvania Dutch town
Location: Lancaster County, PA
The heart of the Pennsylvania Dutch Country is located in south central Pennsylvania
1 1/2 hours west of Philadelphia. Most of the Amish Country attractions are
in Lancaster County, and almost all of the local Amish people live here as well.
People: Amish
The Amish are a religious group who live in settlements in 22 states and Ontario,
Canada. The oldest group of Old Order Amish, about 16-18,000 people live in
Lancaster County, Pennsylvania. The Amish stress humility, family and community,
and separation from the world.
Beliefs: The Amish was part of the early Anabaptist movement in Europe, which
took place at the time of the Reformation. The Anabaptists believed that only
adults who had confessed their faith should be baptized, and that they should
remain separate from the larger society. They also believe in non-resistance
and basic Bible doctrines.
? Life style: They are a private people who believe God has kept them together.
They are a strong example of a community that supports and cares for its members.
They are a people apart; they are also a people together.
C. Cliff’s Notes:
Cliff’s notes is a series of reference book written to help undergraduate students
to understand and appreciate important literary works. With such notes, students
don’t have to read the work itself and be able to write papers and take exams.
D. Iceberg principle
"If a writer of prose knows enough about what he is writing about he may
omit things that he knows and the reader, if the writer is writing truly enough,
will
第一讲
课前热身（10分钟）
由口头问答入手。
背景介绍（30分钟）
重点是Pennsylvania Dutch town
have a feeling of those things as strongly as though the writer had stated
them. The dignity of movement of the iceberg is due to only one-eighth of it
being above water. The writer who omits things because he does not know them
only makes hollow places in his writing.
III. New words
Get familiar with the new words and expressions in Glossary.
Pay attention to the pronunciation and special usage.
IV. Text analysis
A. General analysis
?Introduction (para.1-3) Her ride on fast roads and her return trip of a country
road
?Body (para.4-6) Now instead of later Faster instead of slower
Superficially instead of thoroughly
?Conclusion (para.7-8) Slow down and rediscover life
B. Detailed analysis
Part one
Questions:
1) What is the meaning of “Quick Fix”?
2) We took the Pennsylvania Turnpike and a couple of interstates. （para.1）
What are they? Why did they take the turnpike and interstates?
3) For four hours, our only real amusement … hold still again? (para.1)
Did they have any fun on the way? Paraphrase the sentence.
4) We toured a Civil War battlefield… get killed in the vain attempt. (para.
2)
Analyze the grammatical structure of the sentence
5) And we returned home refreshed, revitalized, and reeducated. (para.2)
Why did they say so? Paraphrase the sentence.
熟悉新单词 （10分钟）
课文分析 （50分钟）
分析课文的整体结构与第一部分。
Lecture two (two hours)
Part two
Questions:
1) Americans understood the principle of deferred gratification. (para.4)
What is “deferred gratification”?
2） This general impatience, the “I-hate-to-wait” attitude, ahs infected every
level of our lives. (para. 5)
Paraphrase the whole sentence.
3）And if our fast food doesnt agree with us. (para.5)
What does “agree” mean here?
4) Even our personal relationships have become compressed. (para.6)
How can human relationships be compressed? What does the author mean?
5) We replace them with something called “quality time”. (para.6)
Explain “quality time”.
Part three
Questions:
1) But I am saying that all of us … out of control. (para. 8)
Why did the author say she wrote this article? Was she suggesting we stop using
all time-saving techniques and products?
V. Writing skills
A. Comparison-contrast
It is a way of developing an essay. It means explaining the similarities and
differences between events, people, ideas and so on. In this essay the writer
concentrated on differences rather than similarities. In the first two paragraphs,
she contrasts her featureless ride driving on fast roads and the pleasure of
the return trip of a different route. In Paragraph 4, she points out how Americans’
lifestyle has changed from “saving for a rainy day” to “relax now, pay later”,
and what they did in the past when they wanted to lose weight, and how they
try to get quick results today.
B. Examples
Using an example or examples is one of the simplest ways of explaining anything.
In Para. 5, several examples are given to illustrate how the “I-hate-to-wait”
attitude is reflected in various aspects of American life. In the next paragraph,
the writer lists facts to show how the iceberg principle applies to the way
many Americans live their lives.
C. Rhetorical Questions
In para. 3, 5 and 7
Why is it that he featureless turnpike and interstates are the route of choice
for so many of us? Why doesn’t everybody try slowing down and exploring the
countryside?
D. Repetition of structure and words
第二讲
继续课文第二、三部分的分析。（50分钟）
写作技巧 （20分钟）
结合课文要求学生找出文中典型的写作方法并说明。
Of structure: in Para. 4, four if-clause are used to contrast the way Americans
did things in the past and the way they seek a quick fix today.
Of words: The writer repeats the word “fast” throughout Para. 5 with negative
implications.
E. language and style
Informal essay
VI. Language points (words and phrases)
A. words
1. contract, condense, compress
?Ccontract is to draw together, especially by an internal force, with a resultant
reduction in size, extent, or volume:
?Condense refers to a reduction in volume and an increase in compactness:
?Compress applies to increased compactness brought about by pressing or squeezing;
the term implies reduction in volume and change of form or shape
Exercise:
?The pupil of the eye dilates and _______in response to light
?She sat on the lid of the suitcase to _______ the clothes.
?The chairman_______all the suggestions put forward into a single plan of action.
2. defer postpone delay
?defer implies the an intentional delaying
I deferred paying the bills
?postpone implies an intentional deferring, commonly until a definite time.
We postponed the match from March 5th to March 19th.
?delay cause to be behind schedule.
The bus was delayed by a cloudburst.
Exercise:
?We would like to ______ your appointment until Saturday.
?We will______ a discussion of the program until more members are present.
?A criminal court jury ______ a verdict all afternoon.
3. slide, slip, glide
?The ship _____down into the water
?A submarine _____ silently through the water。
?He _____ on a patch of ice and sprained his ankle.
4. guarantee (be guaranteed to)
?It is guaranteed to rain when you want to go out..
?The government guaranteed to free the captives.
?The rain guarantees a good crop this year.
?I guarantee that you'll like this book.
语言点（30分钟）突出同义词辨析及大量的使用频率高的短语
??Many shopkeepers guarantee satisfaction to customers.
?The new television had a guarantee with it.
?Lack of interest is a guarantee of failure.
B. Expressions
1. put away
?We put a little of each paycheck away “for a rainy day”.
?Put away all your books on the desk. The guest might come any time.
?Please put all negative thoughts away.
?The boy put away the dinner in just a few minutes.
?The injured cat was put away
2. can’t wait to do sth.
?When I arrived at the railway station, I couldn't wait to see my parents.
3. stuff…with
?His head is stuffed with silly notions ?stuff a bag with things
to save up for ?They are saving up for a vacation.
4. to help out: help sb. in a difficult situation.
?Who is helping out in the garden this afternoon?
?I’ve often helped Bob out when he has been a bit short of money.
5. to save sb. the trouble of doing sth.
?Fast-food restaurant are popular because they save people the trouble of cooking.
6. ?off the rack/off the peg: ready made
?on the rack: under great press
7. not agree with sb.: to be suitable, appropriate, pleasing, or healthful:
? Spicy food does not agree with me.
8. More often than not
Nancy comes over on Saturday more often than not.
9. to get over with一劳永逸地做完(不愉快但不得不做的事), 把...做完了事
?He looked upon the marriage ceremony as a mere formality---- something to
be got over with as quickly as possible.
?Let’s get the goodbyes over with and go!
10. to go back to
?Let’s go back to what the chairman said before. (回过来谈)
?The Valentines’ day goes back to Roman times. （可追溯到）
Lecture three (two hours)
VII. Debate
Does the fast paced society benefit us more?
Pro.: The fast paced society benefit us more.
Con.: The fast paced society doesn’t benefit us more.
VIII. Exercise
第三讲
辩论 （50分钟）
课后练习 及答疑（50分钟）
Unit 10 The Richer, the Poorer
教学目的 1. 了解作者及其背景知识；
2．熟悉本文使用的写作手法；
3．掌握仿拟，提喻，对比等修辞手法；
5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。
教学内容 1. 课前讨论
2．背景知识介绍
3．作品赏析
4．写作技巧
5．语言理解
教学重点 1. 文学作品的赏析；
2．文学中的修辞手法―仿拟，提喻，对比等的使用
3．文章中重点词汇及重点句型的讲解与介绍
教学方法 结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段 用投影仪播放PowerPoint课件及板书；
群发电子邮件布置课堂资料和课后作业（或其来源）。
The Richer, the Poorer
By _____
I. Warming-up Discussion: (20 minutes)
A wise man once said that happiness is somewhere between too much and too little.
Do you agree?
II. Background Information (100 minutes)
i. Gypsies
Roma (people), commonly known as Gypsies, a traditionally nomadic people found
throughout the world. While the term gypsy is often attached to anyone leading
a nomadic life, the Roma share a common biological, cultural, and linguistic
heritage that sets them apart as a genuine ethnic group. When they first arrived
in Europe over 500 years ago, the Roma were called Gypsies in the mistaken belief
that they had come from Egypt. The true origins of the Roma remained a mystery
until the late 18th century, when European linguists discovered connections
between the Romani language and certain dialects spoken in northwestern India.
More recent linguistic and historical studies have confirmed that the Roma originated
in India. The world population of Roma is difficult to establish with any certainty.
Estimates suggest that there are between approximately 15 and 30 million Roma
worldwide. Some 10 million Roma live in Europe, and they make up that continent’s
largest minority population. The largest concentrations of Roma are found in
the Balkan peninsula of southeastern Europe, in central Europe, and in Russia
and the other successor republics of the Union of Soviet Socialist Republics
(USSR). Smaller numbers are scattered throughout western Europe, the Middle
East, North Africa, and the Americas. The Roma are divided into groups sometimes
referred to as nations or tribes. These divisions generally reflect historical
patterns of settlement in different geographic areas. Although historically
renowned as wanderers, the vast majority of modern Roma live in settled communities.
课前讨论：20 分钟
将学生分成小组就有关幸福的定义的问题进行讨论 ， 以了解学生对不同生活方式的认识和理解， 逻辑分析能力， 口头表达能力以及小组合作的能力。
背景介绍：100分钟
在课文讲解的过程中，穿插介绍美国不同历史时期中出现的各种生活方式及其代表人物， 可以使学生在深入理解作者的写作意图之外，充分了解相关文化背景知识，扩大学生的视野。
ii. Lifestyles in America
1. Lost Generation
Lost Generation, group of expatriate American writers residing primarily in
Paris during the 1920s and 1930s. The group never formed a cohesive literary
movement, but it consisted of many influential American writers, including Ernest
Hemingway, F. Scott Fitzgerald, William Carlos Williams, Thornton Wilder, Archibald
MacLeish, and Hart Crane.
The group was given its name by the American writer Gertrude Stein, who, in
a conversation with Hemingway, used an expression she had heard from a garage
manager, une géneration perdue (“a lost generation”), to refer to expatriate
Americans bitter about their World War I (1914-1918) experiences and disillusioned
with American society. Hemingway later used the phrase as an epigraph for his
novel The Sun Also Rises (1926).
Ernest Hemingway
Twentieth-century American author Ernest Hemingway wrote novels and stories
that reflected his rich life experiences as a war correspondent, outdoor sportsman,
and bullfight enthusiast. His writing style is simple yet vivid, and his characters
embody the idea of “grace under pressure.”
2. Beat Generation
The beat generation is a group of American writers of the 1950s whose writing
expressed profound dissatisfaction with contemporary American society and endorsed
an alternative set of values. The term sometimes is used to refer to those who
embraced the ideas of these writers. The Beat Generation's best-known figures
were writers Allen Ginsberg and Jack Kerouac, who met as students at Columbia
University in the 1940s, and San Francisco-based poet and publisher Lawrence
Ferlinghetti. Ferlinghetti’s City Lights Bookstore, in the North Beach section
of San Francisco, became a center of Beat culture and remained an enduring symbol
of alternative literature into the 1990s. Another center of Beat activity was
New York City’s East Village, where Ginsberg made his home.
3. hippie
Hippie, member of a youth movement of the late 1960s that was characterized
by nonviolent anarchy, concern for the environment, and rejection of Western
materialism. Also known as flower power, the hippie movement originated in San
Francisco, California. The hippies formed a politically outspoken, antiwar,
artistically prolific counterculture in North America and Europe. Their colorful
psychedelic style was inspired by drugs such as the hallucinogen Lysergic Acid
Diethylamid (LSD). This style emerged in fashion, graphic art, and music by
bands such as Love, the Grateful Dead, Jefferson Airplane, and Pink Floyd.
Pink Floyd
The British rock group Pink Floyd, left to right, Roger Waters, Syd Barrett,
Nick Mason, and Rick Wright, was formed in London, England, in 1965. In 1968
British guitarist David Gilmour joined the band, with Barrett leaving soon after.
One of the group’s most successful albums was Dark Side of the Moon, from 1973,
which spent 15 years as one of the top 200 albums in the United States.
4. yuppie
n yuppie ---a Young Upwardly mobile Professional Person;
---someone under 40 who prospered during the 1980s
n yuppie ---Young Urban Professional
Person
Yuppies are thought to be more conservative than the preceding hippie generation.
Dispensing of the social causes of their more passionate parents (who themselves
shed traditional values), yuppies tend to be 9-5 professional workers. Because
of this, some people see them as sellouts. Yuppies tend to value material goods
(especially trendy new things). In particular this can apply to their stocks,
imported automobiles, development houses, and technological gadgets, particularly
cell phones.
Unfortunately, the fast paced pursuit of these material goods has unintended
consequences. Usually in a hurry, they seek convenience goods and services.
Being "time poor", their family relations can become difficult to
sustain. Maintaining their way of life is mentally exhausting. Sometimes, they
will move every few years to where their job goes, straining their family. The
fast-paced lifestyle has been termed a rat race.
III. Word Study (100 minutes)
1. lean
v. ---rest on sth for support
~ against: a ladder leaning against the wall
~ on / upon: The old man leaned upon his stick.
lean upon others for guidance
a. ---without much flesh / thin and healthy
a ~ body
---containing no or little fat
~ beef ~ meat
---small in amount or quantity / not productive
a ~ diet a ~ harvest
a ~ year a ~ season for good films
2. worldly a.
---material / not spiritual
~ concerns 世俗的心思 ~ distractions世俗的乐趣
---sophisticated / practical
a ~ person 老成持重的人
a few words of ~ wisdom 人生的经验之谈
earthly a.
---of this world / not spiritual
~ joys ~ possessions
3. errand n.
---short journey to take a message, get or deliver
goods, etc.
run ~ be on ~
an ~ of mercy: 雪中送炭
---journey to bring help to sb who is in distress
a fool’s ~ : 徒劳无功的差事
---(be sent / go on) a senseless or unprofitable mission
4. indulge v.
---allow oneself / sb have whatever one likes or wants
~ oneself / sb with sth
~ in sth
I’m really going to indulge myself tonight with a
bottle of champagne.
~ in a long hot bath
---satisfy
Will you indulge my curiosity and tell me how much
it is?
indulgent a.
~ parents ~ teachers
indulgence n.
a life of ~ self- ~
constant ~ in bad habits
A cigar after dinner is my only ~.
5. put
set one’s mind to sth: give all one’s attention to
turn
keep one’s mind on sth: continue to pay attention to
give one’s mind to sth: concentrate on or give all one’s attention to
have sth on one’s mind: worry about sth
bear / keep sth / sb in mind: remember sth / sb
bend one’s mind to sth: direct one’s thoughts to sth
bring / call sb / sth to mind: recall sb / sth to one’s memory
6. expand v.
---长度、面积或体积等方面的扩张、 膨胀，多含有
朝四面八方扩展或延伸之义
He breathed deeply and expands his chest.
He expanded his operation to include all aspects of the clothing industry.
extend v.
---表示时间、空间或土地等方面的纵向扩展或延
续
The cold weather extended into March.
The railway has been extended to the next town.
spread v.
---多指事物在时间、距离或面积上的扩大或延伸
The various dealer’s prices shoe a wide spread.
There is a tree with a spread of 100 feet.
stretch v.
---可指身体上的伸展， 长度或广度上的增长性，
伸缩性
There is not much stretch in this collar, I can hardly get it over my head.
She got out of bed and had a very good stretch.
7. rags n. --- (pl. of rag) old, worn or torn clothes
dressed in rags
from rags to riches
riches n. ---being rich / wealth
the riches of Oriental arts
chaos n. ---confusion
be in chaos
means n. ---method
by all means by no means
8. better
adv. be better off without sb / sth:
---be happier without sb / sth
We’d be better off without them as neighbors.
be better off doing sth: ---be wiser
He’d be better off going to the police about it.
better late than never
better safe than sorry
n. for better (or) for worse:
for better or worse:
It’s been done, and, for better or worse, we can’t change
it now.
9. threadbare a. ---worn thin; shabby
a ~ carpet a ~ joke
bare-: ---without the usual covering or protection
bareback: a. adv. ---on a horse without a saddle
barefaced: a. ---(定语）shameless
barefoot(ed): a. adv. ---without shoes or stockings
bareheaded: a. adv. ---not wearing a hat
barelegged: a. adv. ---wearing nothing on one’s
legs
10. conscience: n.
---person’s awareness of right and wrong with
regard to his own thoughts and action
have a clear / guilty ~
He has several murders on his conscience
（受到良心的谴责）.
You cannot in all conscience （的确，凭良心）
regard that as fair pay.
conscientious: a.
---careful to do what one ought to do and do it as
well as one can; done with great care and
attention
a ~ worker a ~ attitude
This essay is a most ~ piece of work.
conscious： a. ---awake
He was in a coma for days, but now he’s conscious again.
Are you conscious of how people will regard such behavior.
consciousness: n.
class ~ 阶级觉悟
stream of consciousness
11. onrush: n. ---a strong movement forward
an onrush of cold air
oncoming: a. ---coming
an oncoming event
ongoing: a. --- （定语）continuing to exist or progress
an ~ program of research
onshore: a ---（定语）blowing from the sea towards the land an ~ breeze
onslaught: n. ---fierce attack
an ~ on government housing policies
on-stage: a. / adv. ---on the stage
three actors ~
12. to kick up one’s heels:
--to be relaxed and enjoy oneself
She’s a workholic and doesn’t know how to kick up
her heels.
to kick one’s heels:
--to have nothing to do while waiting for sb / sth
We’re just kicking our heels until the next semester
begins.
VI. Writing Technique ( 50 minutes)
1. parody
Parody(仿拟）, comic imitation of a piece of writing.
The term has come to be applied also to the comic imitation of history, fiction,
scientific writing, or any other prose. The essence of parody is the treatment
of a light theme in the style appropriate to a serious work.
The humor lies in the contrast between subject matter and the treatment of
it.
In parody, the theme and the characters are greatly modified or completely
changed, but the style of the original is closely followed in those peculiarities
that easily lend themselves to ridicule.
eg.
1). Familiarity breeds contempt. (old saying )
Quality breeds success. (ad for Ford )
2. Necessity is the mother of invention.
(from Aesop’s Fable )
Failure is the mother of success.
3. A bird in hand is worth two in the woods. (saying)
A job in hand was worth two in the future.
4.
Twinkle, twinkle, little star,
How I wonder what you’re!
Up above the world so high,
Like a diamond in the sky.
(The Star by Jane Taylor)
Twinkle, twinkle, little bat,
How I wonder what you’re at!
Up above the world you fly
Like a teatray in the sky.
(from Alice in Wonderland by Lewis Carrol)
5. synecdoche（提喻）
Synecdoche, figurative locution whereby the part is made to stand for the
whole, the whole for a part, the species for the genus, and vice versa.
Thus, in the phrase “50 head of cattle,” ”head” is used to mean whole animals,
and in the sentence “The president's administration contained the best brains
in the country,” ”brains” is used for intellectually brilliant persons.
eg.
That Lottie had a doorstep was only because her boss…
doorstep a house
more examples:
wheels car (infml )
engine locomotive (a vehicle that pulls a train)
mind an intelligent person
hand a person who does physical work
big mouth a person who talks too much or too loudly
someone who tells secrets
loudmouth a person who talks too much or too loudly
6. contrast
eg.
Let both sides explore what problems unite us instead of laboring those problems
which divides us. (John F. Kennedy)
Your knowledge of English “tells” you that certain strings of phonemes are
permissible and others are not. (Victoria Franklin)
VII. Text Analysis (30 minutes)
1. Structure
n Part One:
(para. 1) the two sisters’ contrasting financial conditions in old age
n Part Two
(para. 2-19) racall on every earlier crucial stage of their lives
n Part Three
(Para. 20-34) their reunion in old age and similar opinions they share on life
2. Difficult Sentences
1). Over the years Bess had lived each day as if there
were no other.
Over the years in spite of her sister’s urge to prepare for
her old age, Bess seized every minute to enjoy herself as
if she would die the next day.
2). Lottie had a bank account that had never grown lean.
Lottie always had quite a sum of money deposited in the
bank.
3). When the dimes began to add up to dollars, she lost
her taste for sweets.
When her savings grew considerably, she was too old to
want candy any more.
4). She made her choice easily. A job in hand was worth
two in the future.
She made her choice without the slightest hesitation. To
have a promising job now was surely far more
worthwhile than college.
5). Two or three times she was halfway persuaded, but to
give up a job that paid well for a homemaking job
that paid nothing was a risk she was incapable of
taking.
Two or three times, urged by others, she thought seriously
about marrying, but she didn’t because that would mean
she had to give up a well-paying job and become a
housewife / homemaker who didn’t get paid or all the
work she did. This was something she couldn’t make
herself accepted.
6). They were often in rags and never in riches.
They were often poor and never had much money.
7). Very likely she would have dumped them on Lottie’s
doorstep.
If she had had children, she would very probably have
left them with Lottie.
8). The years, after forty, began to race.
After one reached forty, one grew old rapidly.
9). Lottie, trapped by the blood tie, knew she would have
to send Bess money to bring her home.
Though she always disproved of Bess’s way of life, she
was well aware that as sisters they were closely related.
She knew that she would have to help her out by sending
money for her journey home.
10). Don’t count the years that left us. At our time of life
it’s the days that count.
Don’t try to figure out how many years we are going to
live. At our age, we must live in terms of days, not
years, and spend each day joyfully.
词汇学习：100 分钟
此部分将与课文的串讲结合起来。在讲解课文的同时， 着重分析课文中出现的重点词汇。
写作技巧：50 分钟
此部分重点介绍课文中出现的特殊写作技巧，文外语系学生高年级的修辞与写作课奠定一定的基础，同时亦有助于提高学生对课文的理解能力。
课文分析：30分钟
此部分在理解课文细节的前提下重点分析课文的结构以及难句使学生对于课文有纵观而全面的了解。
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