新编英语教程第六册.ppt

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1、新编英语教程新编英语教程上海外语教育出版社上海外语教育出版社第六册第六册ConceptofTeaching:Teaching is the establishment of an environment for effective learningRolesofteacher:planner,manager(controller,director,conductor,instructor),prompter,presenter,resource,consultant,participant,diagnostician,assessor,etc;Rolesofstudents:previousl

2、yaspassiverecipients;multipleroles:participant,interactorornegotiator,resourceorassessor;CourseDescription:Beyondreadingcomprehension:Analysisandapplicationofwhathasbeenlearned:speaking,writingandtranslation;Developmentofcriticalthinking;Aspectsoflearning:Theme,Purposeofwriting,Pointofview,Style,Str

3、ucture,Rhetoricalfeatures,Diction,Translation(eitherforcheckingcomprehensionordevelopingtranslationskill);OBJECTIVESFOREACHLESSONGeneralIdeaandmassageofthetext;PurposeofwritingandBackgroundinformation;Writersopinionandtoneofthepassage;Outlineorstructureofthetext;Linguisticstrategiesinvolved;Styleand

4、rhetoricaltechniques;CF:Purposeofthecourse(XiamenUniversity)DevelopanoverallproficiencyinfourskillsDevelopcriticalabilityinreadingtextsReinforcegrammaticalcompetence.FORMATOFTEACHING:Pre-readingActivities:Brainstormingorpre-readingquestionsanddiscussionsforwarmingup;ComprehensionandAnalysis:Question

5、sandanswersforcheckingunderstanding;Analysisofsomestyleandrhetoricaltechniquesinvolved;Translationofsomedifficultexpressionsorsentencestocheckandenhancecomprehension;PostreadingActivities:Commentsonthepassageorallyorinwriting;ExercisesinWorkbook;Writingshortpassageofthesimilarstyleortheme;Teachingse

6、tupandrequirementsa a.Six class hours per unit.Six class hours per unitb b.Lecture+workshop+seminar.Lecture+workshop+seminarc c.Pre-class review required.Pre-class review requiredd d.Exercises(completed on individual .Exercises(completed on individual basis,selected for discussion)basis,selected for

7、 discussion)e e.Text II included in exams.Text II included in examsCourseevaluation:a.60-70%coverageoftext-orexercises-relatedsamples;b.TEM-8-relatedmaterialforJuniors;CONTENTSUNITTWOTextIThefineArtofPuttingThingsOffTextIIGossipUNITTHREETextIWallsandBarriersTextIIBarrierSignalsUNITSIXTextIDullWorkTe

8、xtIIDoingChoresUNITSEVENTextIBeautyTextIISexisminEnglish:AFeministViewUNITEIGHTTextIAppetiteTextIIWantinganOrangeUNITNINETextIARedLightforScofflawsTextIITrustUNITTENTextIStraight-AIlliteracyTextIITheQualitiesofGoodWritingUNITELEVENTextIOnConsigningManuscriptstoFloppyDiscsAndArchivestoOblivionTextIIT

9、hisIsProgress?UNITTWELVETextIGrantandLee:AStudyinContrastsTextIIGrantandLeeUNITTHIRTEENTextIEuphemismTextIIClutterUNITFOURTEENTextIThatAstoundingCreator-NatureTextIIWhentheYoungHaveItGoodUNITFIFTEENTextI.TeachingasMountaineeringTextIIALiberalEducationUnitTwo,TextOne:TheFineArtofPuttingThingsOffMicha

10、el DemarestPre-readingBrainstormingPre-readingBrainstorming:*Doyouoftenputthingsoffornot?Why?Doyouoftenputthingsoffornot?Why?*Howcan“puttingthingsoff”beafineart?Howcan“puttingthingsoff”beafineart?Comprehension-anoverviewofthetextMainIdea:Throughdepictingpopularityofprocrastinationinnearlyallthefield

11、s,thewriterwantedtoprovethat“delaycanofteninspireandreviveacreativesoul”and“toputoffmakingdecisionisitselfadecision”andthereforeitcanbeafineandusefulart.PurposeofwritingandTone:Inhalfseriousandhalf-jokingmannerandhumoroustone,Demarestexpresseshisviewonprocrastinationthatwhileinsomecasesitisirrationa

12、landencumberingtodelay,itisjustifiedandfruitfulinothers.OrganizationandDevelopment:Introduction:(P1-2)Theworldisprobablydividedbetweendelayersanddo-it-nowers;Body:(1)(P3-7)Delayisnotwithoutitsadvantages:itcanofteninspireandreviveacreativesoul;examplesinmanyfields;Conclusion:(P8-9)Explanationandconcl

13、usionofprocrastination;Thewaysinwhichparagraphsarelinked-TransitionofparagraphsTheuseofthewordyetatthebeginningofpara.3indicatesthatinthisparagraphthereaderwillfindsomethingcontrarytowhathehasreadaboutintheprecedingone.(Para.2illustratesthetroubleprocrastinationmayincurwhilepara.3tellsthereaderthatd

14、elaycanofteninspireandreviveacreativesoul.)Atthebeginningofpara.4,thewordcunctatorisrepeated,itsfirstoccurrencebeinginpara.1.Para.5beginswiththeparodyoftheproverbWherethereisawill,thereisaway.Thewordwillintheparodyrepeatsthewordwillinthelastsentenceofpara.4.Hispointatthebeginningofpara.6referstowhat

15、Manderbachsaysintheprecedingparagraphs.Theuseofthewordalsointhefirstsentenceofpara.7referstoasimilarsituationmentionedpreviously.TranslationExerciseforPracticeofLanguagePoints(C-E)ThattheelegantearlnevergotaroundtomarryinghissonsmotherandhadabadhabitofkeepingworthieslikeDr.Johnsoncoolingtheirheelsfo

16、rhoursinananteroomatteststothefactthateventhemostwell-intentionedmenhavebeenpostponersever.(p.2-5)Bureaucratization,whichflourishedamidthegrowingburdensofgovernmentandthegreatercomplexityofsociety,wasdesignedtosmotherpolicymakersinblanketsoflegalism,compromiseandreapprasail-andtherebypreventhastydec

17、isionsfrombeingmade.(p.43-46)So,forthatmatter,isthecreationofagreatpaintings,oranentre,orabook,orabuildinglikeBlenheimPalace,whichtooktheDukeofMarlboroughsarchitectsandlaborers15yearstoconstruct.(p.70-73)PostreadingActivitiesWriteashortpassageof200wordsinfavoroforagainstthethesaying“never put off ti

18、ll tomorrow what you can do today”.UnitTwoTEXTII:GossipFrancine ProselPre-readingBrainstorming:Howwouldyoudefinetheword“gossip”?Whatfunctionsdoesgossiphave?MainIdeaofthepassageThroughclarifyingthepresentmisunderstandinganddistortingoftheword“gossip”,thewriteremphasizesthestrengthofgossipastheheritag

19、e,asthelegacyofacertaincommunityandotherfunctionsthatitcanplayinthesociety.StructureofthepassageIntroduction:(P1-2)Gossip-heritage,birthrightBody:(P3-9)Gossip:Howhasitbeendistorted?Whatarethefunctions/rolesofgossip?Conclusion:(P10)Illcontinuetocherishgossip.difficultsentencesfortranslation(E-C)Ihear

20、dmydistortedbythatsamefalsenotethatsometimescreepsintoitwhensocialstrainandsomemisguidednotionofamiabilitymakemeassenttoopinionsIdontreallyshare.(P.4)Iveoftenthoughtthatgossipsbadmightbeclearedbycallingit“oraltradition”;forwhat,afterall,isanoraltraditionbutthestoriesofotherlives,othereras,legendsfro

21、matimewhenhumantrafficwithspiritsandgodswasconsideredfitforgossipyspeculation?(P.6)Whenoneasks,“Whatsthegossip?”itsthatcommunitythatisbeingaffirmed.(P.9)PostreadingdiscussionWhatisyourattitudetowardsgossipingandbeinggossipedabout?DoyouagreewithProseonthesubject?Whyorwhynot?Unit Three TEXT IUnit Thre

22、e TEXT IWalls and BarriersWalls and BarriersEugene Eugene RaskinRaskinPre-readingQuestionsPre-readingQuestionsWhy was the Great Wall built in China?What was its main Why was the Great Wall built in China?What was its main function when it was first built?function when it was first built?What is the

23、relation between“walls”and“barriers”?What is the relation between“walls”and“barriers”?-A wall is defined as a continuous and usually vertical and solid -A wall is defined as a continuous and usually vertical and solid structure of stones,bricks,concrete,etc.,serving to enclose or protect or structur

24、e of stones,bricks,concrete,etc.,serving to enclose or protect or divide off town,house,room,field,etc.A barrier is defined as a material divide off town,house,room,field,etc.A barrier is defined as a material object that serves as an obstruction or an obstacle to prevent object that serves as an ob

25、struction or an obstacle to prevent communication or to check(e.g.,the advance of an enemy).communication or to check(e.g.,the advance of an enemy).In the old days,walls were erected as barriers against danger from In the old days,walls were erected as barriers against danger from without,and the Gr

26、eat Wall of China can serve as a typical example of without,and the Great Wall of China can serve as a typical example of this.Most walls in China function as barriers.this.Most walls in China function as barriers.Comprehension:1)MainIdea:Thispassagecomparesclassicalandmodernarchitectureaswellasolda

27、ndnewviewsofmoney,anditcontraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.The writers Conclusion/point of view:Architectureisanexpressionofpeoplesmentality(attitudes,prejudices,taboos,andideals);therefore,changesintheirviewsoftheworldandofthemselvesareboundtobemirrored

28、inarchitecture.2)PurposeofwritingandTone:Raskinin“WallsandBarriers”intendstoillustrateandpromoteanopinionthatchangesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.Heachieveshispurposethroughlogicalreasoning(inductiveanalysis,makingcomparisonandcontrastsandcause-and-effectana

29、lysis)OrganizationandDevelopment:Introduction:(P1-2)OpeningofthepassageBody:(1)(P3-5)comparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney(2)(P6-10)contraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.Conclusion:(P11)Ourchangingconceptionsofourselvesinrelat

30、ionstotheworlddeterminehowweshallbuildourwalls.Listofcontrasts:a.architecturaldesignsofbanks:paras.3&4b.functionofbank:para.4c.classicalandnewcriticismofarchitecture:para.6d.attitudetowardpossiblehostilityinprimitiveandmodernworld:paras.7&9e.attitudetowardprivacyparas.8,9,&10TranslationExerciseforPr

31、acticeofLanguagePoints1)Isupppose-Imorethansuppose,Iamconvinced-thathisnegativeresponsewasnot so muchtothearchitectureastoaviolationofhisconceptofthenatureofmoney.(L.5-7)2)Itistheinunderstandingofarchitectureasamediumfortheexpressionofhumanattitudes,prejudices,taboosandidealsthatthenewarchitecturalc

32、riticismdepartsfromclassicalaesthetics.(L.31-)3)Thegreaterthefear,theheavierthewall,untilinthetombsofancientkingswefindstructuresthatarepracticallyallwall,thefearofdissolutionbeingtheultimatefear.(L41-43)4)Thisisperhapswhyitisthemost“advanced”and“forward-looking”amonguswholiveandworkinglasshouse.Eve

33、nthefearofthecaststonehasbeenanalyzedoutofus.(L.74-76)PostreadingActivities:Somepeoplethinkthatmoneyoughttobespentmainlyonfoodsoastohelpbuildupstrongconstitution;butsomethinkthatitismoreimportantforapersontotrytomakehimselflooksmart.Developashortpassage,comparingandcontrastingthetwodifferentviewUnit

34、 Three TEXT II Barrier Signals Desmond MorrisPre-reading Brainstorming:Whatisbodylanguage?Whatdoyouknowaboutit?-nonverbalcommunication;bodylanguage/kinesics-messageofspace:space;territoriality;proxemics;Whatisbarriersignal?Whatarefunctionsofbarriersignals?Examplesofbarriersignals?Reference:A diction

35、ary of British&American Culture胡文仲胡文仲,外研社外研社,MainIdeaofthepassage:This essay,in the form of extended definition and developed largely through examples,illustrates the Body-cross,the most popular form of Barrier SignalsStructureofthepassageIntroduction(P1-2):theoriginanddevelopmentofbarriersignalsMai

36、npart(P3-12):theBody-cross-itsvariablesindifferentsituations,suchasgreeting,standing&sittingExamplesofbarriersignalsthroughoutthetextbyMorris:l.Alittlechildbidingbehinditsmothersbodyorachairorsomepieceofsolidfurniture.2.Ateenagegirlcoveringupherfacewithhandsorpapers.3.Thespecialguestonagalaoccasionh

37、avinghisrighthandreachacrosshisbodyandtouchhisleftcuff-link.4.Thefemaleguestonagalaoccasionhavingherrighthandacrossherbodyandshiftingthepositionofherhandbag.5.Amanfingeringabuttonorthestrapofawristwatch.6.Awomansmoothingoutanimaginarycreaseinasleeveorrepositioningthescarforcoatheldoverherleftarm.7.A

38、manrubbinghishandstogetherorclaspingthemfirmlyinfrontofhim.8.Thearm-fold,i.e.,theleftandrightarmsintertwiningthemselvesacrossthefrontoftilechest.9.Pressingthetightlyclaspedhandsdownontothecrotch.10.Usingthedeskasabarrier.PostreadingActivityDescribesituationsfromyourexperienceinwhichyouorotherpeoplem

39、adetheimaginarymovementofBody-crossasdefinedbyMorris.UnitSixTEXTIUnitSixTEXTIDullWorkDullWork Eric Eric HofferHoffer Warming-updiscussionsonthenexttwotopicsWarming-updiscussionsonthenexttwotopics:uu DoyouthinkyoucanachievemuchifyouliveaDoyouthinkyoucanachievemuchifyouliveaplain,ordinarylife?plain,or

40、dinarylife?uuDoesmonotonous,routineworkdullonesmind?Doesmonotonous,routineworkdullonesmind?uuWhatdoesthewritermeanbyWhatdoesthewritermeanbydulldull in“DullWork”?in“DullWork”?a.a.boring,notinterestingorexciting;boring,notinterestingorexciting;b.b.uneventful,slow-paced,inactiveuneventful,slow-paced,in

41、activeMainIdeaInthispassagethewritertriestoconvincethereadersthatwhatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous(orcreativeness of a mans mind is primary to what he can achieve).Organizat

42、ionandDevelopment:Theuseofthetechnique,classicalrhetoric,foreffectiveexpositorywritingIntroduction:(P1)presentationoftherealobjectivethatthewriterintendstoattain,orthegenuineconcernheaimstofocusonBody:(P2P5)thecitationsofnumeroustrulybrilliantpeopleandtheirreputedcreations,aswellasthewritersownexper

43、iencesConclusion:(P6)reinforcementofthetopicOrganizationandDevelopment(II)ThesentencethatsummarizesHoffersviewondullworkcouldbe:Whatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous.Thepurposeo

44、feachparagraphinthebodyofthepassage(P2P5):Para.2Peoplewhoachievedonotnecessarilyliveeventfullives.Para.3Whatisessentialforcreativeworkisamansabilitytomakethetrivialreachanenormousway.Para.4Aneventfullifedoesmoreharmthangoodtoacreativeman.Para.5Howhehimselfhasbeenbenefitedfromhisdullworkexperience.Co

45、mmentonthearrangementofeachparagraphinthebodyofthepassageThearrangementislogicalandsound.Well-reputedmenarecitedbeforehisownexperience.Thepossibleharmfuleffectofaneventfullifeisillustratedonlyafterhehasmadeitclearthataneventfullifeisnotamustforcreativeachievement.difficultsentencesfortranslationTheo

46、utstandingcharacteristicofmanscreativenessistheabilitytotransmutetrivialimpulsesintomomentousconsequences.Thegreatnessofmanisinwhathecandowithpettygrievancesandjoys,andwithcommonphysiologicalpressuresandhungers.Toacreativeindividualallexperienceisseminal-alleventsareequidistantfromnewideasandinsight

47、s-andhisinordinatehumannessshowsitselfintheabilitytomakethetrivialandcommonreachanenormousway.chancesarethathadmyworkbeenofabsorbinginterestIcouldnothavedoneanythinkingandcomposingonthecompanystimeorevenonmyowntimeafterreturningfromwork.Childrenandmaturepeoplethriveondullroutine,whiletheadolescent,w

48、hohaslostthechildscapacityforconcentrationandiswithouttheinnerresourcesofthemature,needsexcitementandnoveltytostaveoffboredom.PostReadingActivities1.TranslationExerciseforPracticeofLanguagePoints(C-E):Paragraph3:TheoutstandingcharacteristicofmanscreativenessParagraph6:Peoplewhofinddulljobsunendurabl

49、e2.Writingashortpassageofthesimilarstyleonthefollowingtopic:“AllworkandnoplaymakesJackadullboy”isgenerallyacceptedastruebymanypeople.Howdoyoufeelaboutthisassumption?Unit Six TEXT II Doing Chores August HeckschernPre-reading Brainstorming:1)What is meaning of“chores”?2)What is the significance of doi

50、ng chores?MainIdeaofthepassageThewriterdwellsonhappening,workandchoresandtheirrelationship-toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.Purpose of writingForthose,whomaybeinsomedoubtastothenatureofchores,theirvariety,theirpleasuresandtheirdrudgery,Ia