新编英语教程第六册课件.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1.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:previou

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

3、,Structure,Rhetoricalfeatures,Diction,Translation(eitherforcheckingcomprehensionordevelopingtranslationskill);3.OBJECTIVESFOREACHLESSONGeneralIdeaandmassageofthetext;PurposeofwritingandBackgroundinformation;Writersopinionandtoneofthepassage;Outlineorstructureofthetext;Linguisticstrategiesinvolved;St

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

5、Questionsandanswersforcheckingunderstanding;Analysisofsomestyleandrhetoricaltechniquesinvolved;Translationofsomedifficultexpressionsorsentencestocheckandenhancecomprehension;PostreadingActivities:Commentsonthepassageorallyorinwriting;ExercisesinWorkbook;Writingshortpassageofthesimilarstyleortheme;5.

6、Teachingsetupandrequirementsa 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,se

7、lected for discussion)e e.Text II included in exams.Text II included in examsCourseevaluation:a.60-70%coverageoftext-orexercises-relatedsamples;b.TEM-8-relatedmaterialforJuniors;6.CONTENTSUNITTWOTextIThefineArtofPuttingThingsOffTextIIGossipUNITTHREETextIWallsandBarriersTextIIBarrierSignalsUNITSIXTex

8、tIDullWorkTextIIDoingChoresUNITSEVENTextIBeautyTextIISexisminEnglish:AFeministViewUNITEIGHTTextIAppetiteTextIIWantinganOrangeUNITNINETextIARedLightforScofflawsTextIITrustUNITTENTextIStraight-AIlliteracyTextIITheQualitiesofGoodWritingUNITELEVENTextIOnConsigningManuscriptstoFloppyDiscsAndArchivestoObl

9、ivionTextIIThisIsProgress?UNITTWELVETextIGrantandLee:AStudyinContrastsTextIIGrantandLeeUNITTHIRTEENTextIEuphemismTextIIClutterUNITFOURTEENTextIThatAstoundingCreator-NatureTextIIWhentheYoungHaveItGoodUNITFIFTEENTextI.TeachingasMountaineeringTextIIALiberalEducation7.UnitTwo,TextOne:TheFineArtofPutting

10、ThingsOffMichael DemarestPre-readingBrainstormingPre-readingBrainstorming:*Doyouoftenputthingsoffornot?Why?Doyouoftenputthingsoffornot?Why?*Howcan“puttingthingsoff”beafineart?Howcan“puttingthingsoff”beafineart?8.Comprehension-anoverviewofthetextMainIdea:Throughdepictingpopularityofprocrastinationinn

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

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

13、xplanationandconclusionofprocrastination;10.Thewaysinwhichparagraphsarelinked-TransitionofparagraphsTheuseofthewordyetatthebeginningofpara.3indicatesthatinthisparagraphthereaderwillfindsomethingcontrarytowhathehasreadaboutintheprecedingone.(Para.2illustratesthetroubleprocrastinationmayincurwhilepara

14、.3tellsthereaderthatdelaycanofteninspireandreviveacreativesoul.)Atthebeginningofpara.4,thewordcunctatorisrepeated,itsfirstoccurrencebeinginpara.1.Para.5beginswiththeparodyoftheproverbWherethereisawill,thereisaway.Thewordwillintheparodyrepeatsthewordwillinthelastsentenceofpara.4.Hispointatthebeginnin

15、gofpara.6referstowhatManderbachsaysintheprecedingparagraphs.Theuseofthewordalsointhefirstsentenceofpara.7referstoasimilarsituationmentionedpreviously.11.TranslationExerciseforPracticeofLanguagePoints(C-E)ThattheelegantearlnevergotaroundtomarryinghissonsmotherandhadabadhabitofkeepingworthieslikeDr.Jo

16、hnsoncoolingtheirheelsforhoursinananteroomatteststothefactthateventhemostwell-intentionedmenhavebeenpostponersever.(p.2-5)Bureaucratization,whichflourishedamidthegrowingburdensofgovernmentandthegreatercomplexityofsociety,wasdesignedtosmotherpolicymakersinblanketsoflegalism,compromiseandreapprasail-a

17、ndtherebypreventhastydecisionsfrombeingmade.(p.43-46)So,forthatmatter,isthecreationofagreatpaintings,oranentre,orabook,orabuildinglikeBlenheimPalace,whichtooktheDukeofMarlboroughsarchitectsandlaborers15yearstoconstruct.(p.70-73)12.PostreadingActivitiesWriteashortpassageof200wordsinfavoroforagainstth

18、ethesaying“never put off till tomorrow what you can do today”.13.UnitTwoTEXTII:GossipFrancine ProselPre-readingBrainstorming:Howwouldyoudefinetheword“gossip”?Whatfunctionsdoesgossiphave?14.MainIdeaofthepassageThroughclarifyingthepresentmisunderstandinganddistortingoftheword“gossip”,thewriteremphasiz

19、esthestrengthofgossipastheheritage,asthelegacyofacertaincommunityandotherfunctionsthatitcanplayinthesociety.15.StructureofthepassageIntroduction:(P1-2)Gossip-heritage,birthrightBody:(P3-9)Gossip:Howhasitbeendistorted?Whatarethefunctions/rolesofgossip?Conclusion:(P10)Illcontinuetocherishgossip.16.dif

20、ficultsentencesfortranslation(E-C)IheardmydistortedbythatsamefalsenotethatsometimescreepsintoitwhensocialstrainandsomemisguidednotionofamiabilitymakemeassenttoopinionsIdontreallyshare.(P.4)Iveoftenthoughtthatgossipsbadmightbeclearedbycallingit“oraltradition”;forwhat,afterall,isanoraltraditionbutthes

21、toriesofotherlives,othereras,legendsfromatimewhenhumantrafficwithspiritsandgodswasconsideredfitforgossipyspeculation?(P.6)Whenoneasks,“Whatsthegossip?”itsthatcommunitythatisbeingaffirmed.(P.9)17.PostreadingdiscussionWhatisyourattitudetowardsgossipingandbeinggossipedabout?DoyouagreewithProseonthesubj

22、ect?Whyorwhynot?18.Unit Three TEXT IUnit Three TEXT IWalls and BarriersWalls and BarriersEugene RaskinEugene RaskinPre-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?

23、function when it was first built?What is the 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,e

24、tc.,serving to enclose or protect or structure 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 ob

25、stacle to prevent object that serves as an obstruction 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 ba

26、rriers against danger from without,and the Great 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.19.Comprehension:1)MainIdea:Thispassageco

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

28、ewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.2)PurposeofwritingandTone:Raskinin“WallsandBarriers”intendstoillustrateandpromoteanopinionthatchangesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.Heachieveshispurposethroughlogicalreasoning(inductiveanalysis,ma

29、kingcomparisonandcontrastsandcause-and-effectanalysis)20.OrganizationandDevelopment:Introduction:(P1-2)OpeningofthepassageBody:(1)(P3-5)comparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney(2)(P6-10)contraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.Concl

30、usion:(P11)Ourchangingconceptionsofourselvesinrelationstotheworlddeterminehowweshallbuildourwalls.Listofcontrasts:a.architecturaldesignsofbanks:paras.3&4b.functionofbank:para.4c.classicalandnewcriticismofarchitecture:para.6d.attitudetowardpossiblehostilityinprimitiveandmodernworld:paras.7&9e.attitud

31、etowardprivacyparas.8,9,&1021.TranslationExerciseforPracticeofLanguagePoints1)Isupppose-Imorethansuppose,Iamconvinced-thathisnegativeresponsewasnot so muchtothearchitectureastoaviolationofhisconceptofthenatureofmoney.(L.5-7)2)Itistheinunderstandingofarchitectureasamediumfortheexpressionofhumanattitu

32、des,prejudices,taboosandidealsthatthenewarchitecturalcriticismdepartsfromclassicalaesthetics.(L.31-)3)Thegreaterthefear,theheavierthewall,untilinthetombsofancientkingswefindstructuresthatarepracticallyallwall,thefearofdissolutionbeingtheultimatefear.(L41-43)4)Thisisperhapswhyitisthemost“advanced”and

33、“forward-looking”amonguswholiveandworkinglasshouse.Eventhefearofthecaststonehasbeenanalyzedoutofus.(L.74-76)22.PostreadingActivities:Somepeoplethinkthatmoneyoughttobespentmainlyonfoodsoastohelpbuildupstrongconstitution;butsomethinkthatitismoreimportantforapersontotrytomakehimselflooksmart.Developash

34、ortpassage,comparingandcontrastingthetwodifferentview23.Unit Three TEXT II Barrier Signals Desmond MorrisPre-reading Brainstorming:Whatisbodylanguage?Whatdoyouknowaboutit?-nonverbalcommunication;bodylanguage/kinesics-messageofspace:space;territoriality;proxemics;Whatisbarriersignal?Whatarefunctionso

35、fbarriersignals?Examplesofbarriersignals?Reference:A dictionary of British&American Culture胡文仲,外研社,24.MainIdeaofthepassage:This essay,in the form of extended definition and developed largely through examples,illustrates the Body-cross,the most popular form of Barrier Signals25.StructureofthepassageI

36、ntroduction(P1-2):theoriginanddevelopmentofbarriersignalsMainpart(P3-12):theBody-cross-itsvariablesindifferentsituations,suchasgreeting,standing&sittingExamplesofbarriersignalsthroughoutthetextbyMorris:l.Alittlechildbidingbehinditsmothersbodyorachairorsomepieceofsolidfurniture.2.Ateenagegirlcovering

37、upherfacewithhandsorpapers.3.Thespecialguestonagalaoccasionhavinghisrighthandreachacrosshisbodyandtouchhisleftcuff-link.4.Thefemaleguestonagalaoccasionhavingherrighthandacrossherbodyandshiftingthepositionofherhandbag.5.Amanfingeringabuttonorthestrapofawristwatch.6.Awomansmoothingoutanimaginarycrease

38、inasleeveorrepositioningthescarforcoatheldoverherleftarm.7.Amanrubbinghishandstogetherorclaspingthemfirmlyinfrontofhim.8.Thearm-fold,i.e.,theleftandrightarmsintertwiningthemselvesacrossthefrontoftilechest.9.Pressingthetightlyclaspedhandsdownontothecrotch.10.Usingthedeskasabarrier.26.PostreadingActiv

39、ityDescribesituationsfromyourexperienceinwhichyouorotherpeoplemadetheimaginarymovementofBody-crossasdefinedbyMorris.27.UnitSixTEXTIUnitSixTEXTIDullWorkDullWork Eric HofferEric Hoffer Warming-updiscussionsonthenexttwotopicsWarming-updiscussionsonthenexttwotopics:uu Doyouthinkyoucanachievemuchifyouliv

40、eaDoyouthinkyoucanachievemuchifyouliveaplain,ordinarylife?plain,ordinarylife?uuDoesmonotonous,routineworkdullonesmind?Doesmonotonous,routineworkdullonesmind?uuWhatdoesthewritermeanbyWhatdoesthewritermeanbydulldull in“DullWork”?in“DullWork”?a.a.boring,notinterestingorexciting;boring,notinterestingore

41、xciting;b.b.uneventful,slow-paced,inactiveuneventful,slow-paced,inactive2828.MainIdeaInthispassagethewritertriestoconvincethereadersthatwhatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous(orc

42、reativeness of a mans mind is primary to what he can achieve).29.OrganizationandDevelopment:Theuseofthetechnique,classicalrhetoric,foreffectiveexpositorywritingIntroduction:(P1)presentationoftherealobjectivethatthewriterintendstoattain,orthegenuineconcernheaimstofocusonBody:(P2P5)thecitationsofnumer

43、oustrulybrilliantpeopleandtheirreputedcreations,aswellasthewritersownexperiencesConclusion:(P6)reinforcementofthetopic30.OrganizationandDevelopment(II)ThesentencethatsummarizesHoffersviewondullworkcouldbe:Whatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdepends

44、onhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous.Thepurposeofeachparagraphinthebodyofthepassage(P2P5):Para.2Peoplewhoachievedonotnecessarilyliveeventfullives.Para.3Whatisessentialforcreativeworkisamansabilitytomakethetrivialreachanenormousway.Para.4Aneventfullifedoesmoreharmthangood

45、toacreativeman.Para.5Howhehimselfhasbeenbenefitedfromhisdullworkexperience.CommentonthearrangementofeachparagraphinthebodyofthepassageThearrangementislogicalandsound.Well-reputedmenarecitedbeforehisownexperience.Thepossibleharmfuleffectofaneventfullifeisillustratedonlyafterhehasmadeitclearthataneven

46、tfullifeisnotamustforcreativeachievement.31.difficultsentencesfortranslationTheoutstandingcharacteristicofmanscreativenessistheabilitytotransmutetrivialimpulsesintomomentousconsequences.Thegreatnessofmanisinwhathecandowithpettygrievancesandjoys,andwithcommonphysiologicalpressuresandhungers.Toacreati

47、veindividualallexperienceisseminal-alleventsareequidistantfromnewideasandinsights-andhisinordinatehumannessshowsitselfintheabilitytomakethetrivialandcommonreachanenormousway.chancesarethathadmyworkbeenofabsorbinginterestIcouldnothavedoneanythinkingandcomposingonthecompanystimeorevenonmyowntimeafterr

48、eturningfromwork.Childrenandmaturepeoplethriveondullroutine,whiletheadolescent,whohaslostthechildscapacityforconcentrationandiswithouttheinnerresourcesofthemature,needsexcitementandnoveltytostaveoffboredom.32.PostReadingActivities1.TranslationExerciseforPracticeofLanguagePoints(C-E):Paragraph3:Theou

49、tstandingcharacteristicofmanscreativenessParagraph6:Peoplewhofinddulljobsunendurable2.Writingashortpassageofthesimilarstyleonthefollowingtopic:“AllworkandnoplaymakesJackadullboy”isgenerallyacceptedastruebymanypeople.Howdoyoufeelaboutthisassumption?33.Unit Six TEXT II Doing Chores August HeckschernPr

50、e-reading Brainstorming:1)What is meaning of“chores”?2)What is the significance of doing chores?34.MainIdeaofthepassageThewriterdwellsonhappening,workandchoresandtheirrelationship-toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.Purpose of writingForthos