英语专业本科《综合英语》授课教案

英语专业本科《综合英语》授课教案

第一册

Lesson Plan For Contemporary College English(BookⅠ)

Lesson 1 Half a Day By Naguib Mahfouz

Ⅰ.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。

Ⅱ.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。

Ⅲ.教学重点与难点

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； 4．课文的写作背景与主题。

Ⅳ.教学方法

采用讲授、问答、讨论、模仿、练习、多媒体等方法对学生进行启发式教学。

Ⅴ.教学过程

Step1. Question Discussing for Warming-up (10 minutes) Step2. Background Information (40 minutes)

1. Naguib Mahfouz—— Education & Background（纳吉布?马福兹所受教育和一般背景）

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. He is married, has two daughters and lives in Cairo.He died on Aug. 30, 2006.

Naguib Mahfouz —— important works（纳吉布?马福兹的主要著作）

●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.

3. Naguib Mahfouz —— how he pictures the world（作者笔下的世界： 无尽的拼搏与悲剧的人生）

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. Step3. Text Appreciation (50 minutes) 1. 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. 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. Further discussion (15 minutes)

A. 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. 1) School is a place that make useful men out of boys. 2) Don‘t you want to be useful like your brothers?

3) Put a smile on your face and be a good example to others.

4) Be a man.

5) Today you truly begin life.

B 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.

C 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. D．After-class thinking ? After reading the story, do you feel emotionally or spiritually touched? Why or why not?

Step4. Writing devices (30 minutes) 1. Elliptical question（省略疑问句）

“Why school?” I asked my father. e.g.

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? 2．Rhetorical question（修辞疑问句）

“What have I done?”

Don’t you want to be useful like your brothers? e.g.

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. 3. Inverted sentences(倒装句)

… 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.

4. “with” absolute structure (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. ) Step5. Language Understanding （60 minutes） 1. 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.

a novel (that was) written by Charles Dickens/personal computers (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. 2 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.

e.g. 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?

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

e.g. 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.

e.g. 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. Step6. 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. Step7 Textbook exercises (70 minutes)

1. In-class news report 2. In-class dictation 3．P.11-P. 21 (Contemporary College English 1) Step8 Homework

1. Paraphrase the following sentences taken from the text.

1)．We were formed into an intricate pattern in the great courtyard surrounded by high buildings. 2)……; from each floor we were overlooked by a long balcony roofed in wood. 3.) Well, it seemed that my misgivings had had no basis. 4.) Our path, however, was not totally sweet and unclouded. 5.) It was not all a matter of playing and fooling around.

6.) Rivalries could bring about pain and hatred or give rise to fighting.

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.

8.) Nothing lay ahead of us but exertion, struggle, and perseverance.

9.) Those who were able took advantage of the opportunities for success and happiness that presented themselves. 10）. How did these hills of rubbish find their way to cover its surface?

2 Pick out idiomatic expressions in the text as many as possible.( write the English phrase and their Chinese meanings)(p13 on the textbook)

3. Write a composition with at least 150 words. The title is “My First Day at College”. Ⅵ. 教学反思

Unit 2 Going Home

Ⅰ.教学内容 1. 热身；

2．作者：教育与背景；主要著作；社会背景；

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：现在分词和过去分词；if条件状语从句； 5．语言理解：长难句解析；核心词汇学习；构词法； 6．课堂讨论； 7．练与讲。 Ⅱ.教 学 目 的

1. 理解作者写作意图，了解文化背景知识，体会人间真情；

2. 在理解课文，分析课文的基础上，培养学生分析、理解及灵活运用语言的能力； 3. 归纳概括文章的主题思想，培养学生归纳概括能力；

4. 归纳文章的修辞手法,赏析名篇片段，加深对描写手法的理解，同时，推荐作品，扩大了阅读量，提高对语言的理解和名篇的鉴赏能力；

5．欣赏并哼唱歌曲《黄丝带》、讨论相关话题和通过续写练习，学以致用， 加深学生对课文的理解和对语言的感悟力，训练并培养学生灵活运用语言的能力。 Ⅲ.重点与难点 1． 2． 3．

课文的主旨与修辞； 作者的写作意图； 构词法。

Ⅳ.教学方法

多媒体教学法、比较法、启发式教学法；通过启发概括文章的主题。通过对比的方法，理解并灵活运用语言。 Ⅴ. 教学过程

Step1. Warming- up 1. Greeting

2. Classical music: Tie a Yellow Ribbon Round the Old Oke Tree.

3. Daily Report -------- Tell a story ：Tell a story according to the pictures and the key words. Step2. Culture Background

1. About the author:

Pete Hamill was born in Brooklyn, N. Y. in 1935. He is the oldest of seven children of Irish immigrants from Belfast, Northern Ireland and attended

Catholic schools as a child. He left school at 16 to work in the Brooklyn Navy Yard as a worker, and then went on to the United States Navy. While serving in the Navy, he completed his high school education. Then, using the educational benefits of the G.I. Bill of Rights, he attended Mexico City College in 1956-1957, studying painting and writing.

For several years, he worked as a graphic designer, while studying at Pratt Institute. Then in 1960, he went to work as a reporter for the New York Post. A long career in journalism followed. He has been a columnist for the New York Post, the Daily News, and New York Newsday, and has won many journalistic awards. As a journalist, he has covered wars in Vietnam, Nicaragua, Lebanon and Northern Ireland. He has also covered murders, crime, the police, along with the great domestic disturbances of the 1960s. His work has also been published in all the major magazines, including Esquire, New York, the New York Times Magazine; he is currently on the staff of the New Yorker.

Since the 1950s, he has had a continuing interest in Mexico, living there for extended periods, visiting

every year. For six months in 1986, he served as editor of the Mexico City News. He has one additional distinction: he has been editor-in-chief of both the New York Post and the New York Daily News.

At the same time, Hamill has pursued a career as a fiction writer, producing 8 novels and 2 collections of short stories. His 1997 novel, Snow in August, was on the New York Times bestseller list for four months, and has been published in more than a dozen foreign editions. His memoir, A Drinking Life, was on the same New York Times list for 13 weeks. He has published 2 collections of his journalism, a book about the relationship of tools to art, and a book about New York City, along with Why Sinatra Matters, an extended essay on the music of the late singer and the social forces that made his work possible.

Hamill is married to the Japanese journalist, Fukiko Aoki. He has two grown daughters, one a poet, the other a photographer for the Arizona Republic in Phoenix. He and his wife divide their time between New York and Cuernavaca, Mexico.

2. About social background

The text is based on ―Yellow Ribbon‖, a story written in the 1960‘s by Pete Hamill, a successful American journalist and author. The story was made into a Japanese movie in 1977in which the song ―Tie a Yellow Ribbon Round the Old Oak Tree‖ became quite popular in the United States.The 1960‘s—1970‘s was a very trying time for the American people, as the country was deeply troubled by its involvement in the Vietnam War. It was a time when such traditional values as human sympathy, understanding, trust and love seemed to be losing out. Through the experience of a former prisoner and his journey with a group of young people, the story seemed t express a strong desire for ―going home‖, where such goof old values are to be found again. 3. His works

Step3. Text Appreciation 1.Structure of the text

Part 1 (para. 1- 4 ) :The introduction of the setting and the characters.

Part 2 (para. 5-9 ): Where Vingo was going and what for, and how the young people got interested in what was going to happen.

Part 3 (para. 10-12 ): Vingo was forgiven and welcomed home. 2. How to appreciate literature Plot of the story: Setting of the story:

Protagonist（主人公） 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:

Step4. Writing Skills 1. Description and comparison Present Participle-------------- Young people： _lively, joyful, active -dreaming of golden beaches and sea tides -waiting for the approach of the great oak tree -screaming and shouting and crying, doing … ... Past participle------------- Vingo ：_restrained, nervous, passive. -Vingo sat there stunned, looking at the oak tree -dressed in a plain, ill-fitting suit -frozen into complete silence -He sat rooted in his seat 2. if adverbial clauses:

Step5. Language understanding

A. Sentence paraphrase & appreciation

1. They were dreaming of golden beaches and tides of the sea as the grey, cold spring of New York vanished behind them

It was a grey, cold day in spring. As the bus left New York City, these young people were thinking about what they would enjoy in Florida--- the golden beaches and tides of the sea.

2.He sat in front of the young people, his dusty face masking his age, dressed in a plain brown suit that did not fit him.

He sat in front of the young people. You could hardly tell how old he was because his face was covered with dust.

dressed in a …this past participle phrase is used to tell the reader more about the subject of the sentence “he”

3. His fingers were stained from cigarettes…

His fingers were yellow because he had smoked a lot. 4. You going that far?

Are you going as far as Florida? In conversation, elliptical sentences are often used. Here “are” is omitted.

It is a long journey from New York City to Florida. In between are New Jersey, Delaware, Maryland, Virginia, North Carolina, South Carolina, Georgia. 5.You live there?

When we think the answer is likely to be “yes”, we can turn a statement into a question by using the rising tone

in speaking and a question mark in writing.

6.He … smoked nervously, as the young people chattered about sleeping on beaches.

Probably he started smoking because what the young people were talking about reminded him of something he had tried to forget, or because, as he got nearer and nearer to his home, he became more and more nervous. He was completely absorbed in his own thoughts. 7.I understand if you can‘t stay married to me

If you want to divorce me, I’ll understand---you have every reason to do so

Vingo used a euphemism--- an indirect phrase “can’t stay married to me” to refer to the more embarrassing and unpleasant term “divorce me”..

8. Get a new guy---she‘s a wonderful woman, really something---and forgive about me.

The part of the sentence put in between the two dashed is added to she speech for Vingo to give his opinion of his wife. This part is called a parenthesis.

9.I told her she didn‘t have to write to me or anything, and she didn‘t. Not for three-and-a-half years.

I told her she didn’t have to write to me or keep in touch with me in any other way. And she didn’t. I didn’t hear from her or about her for three and a half years when I was in jail.

10.If she didn‘t want me, forget it, no ribbon and I‘d understand and keep going on through.

If she couldn’t forgive me, she shouldn’t bother about the ribbon and I would understand her feelings and wouldn’t get off the bus when it reached the town.

11. Vingo stopped looking, tightening his face into the ex-con‘s mask, as if fortifying himself against still another disappointment.

Vingo moved his eyes away from the window, and his face again became expressionless as if he was trying to find the courage to face another possible blow, another disappointment in his life.

12. Then suddenly all of the young people were up out of their seats, screaming and shouting and crying, doing small dances, shaking clenched fists in triumph and exaltation. All except Vingo.

Then all of a sudden, all the young people left their seats and began doing all sorts of things they could think of to express their happiness and excitement. Vingo alone remained still. B. Word and Phase Study 1. approach n.

1) the act of coming nearer

--- Heavy footsteps signaled the teacher‘s approach

2)way of dealing with a person or thing --- A new approach of language teaching. 2.awake v.

1) 2)

1)

1) 2) 6. 7.

8. a)

b) 9.

to wake up

---He awoke the sleeping child

to become aware of sth. ---to awake to the dangers 3. chatter v.

1) to talk fast in a friendly way

--- What were you chattering to him about?

2) to talk quickly, continuously or foolishly about unimportant things --- Do stop chattering on about the weather when I am tring to read. 4.engage v.

to make (sb.)join with one in --- to engage sb. In a conversation --- I have no time to engage in gossip

2) to occupy or attract ( sb‘s thought, time, etc) --- Nothing engages his attention for long 5. fit v.

to be the right size or shape for sb. or sth. --- I can never get clothes to fit me

to be in agreement with (sth.); to match or suit --- Something doesn‘t quite fir here.

fortify v. to make sb. feel physically or mentally stronger; to strengthen --- to fortify oneself by prayer and meditation mask v. to hide the truth about sth

--- to mask one‘s fear by a show of confidence

mask n. an expression that hides one‘s true feelings

--- Her sociable manner is really a mask for a very shy nature.

retreat v.

to go back or away because one is afraid; Here, to stop paying attention to what is happening around

you and give all your attention to your own thoughts --- to retreat into a world of fantasy

to withdraw after being defeated or when faced with danger or difficulty

--- to force the enemy to retreat behind the lines

stain v.

a)

to leave a mark on sth. that can not be removed

--- The blackberry juice stained their fingers red.

2) to bring disgrace or to damage (sb‘s reputation. Good fame, etc.)

---The incident stained his career.

10 triumph n. a complete victory or success; a feeling of great pride or joy because of success or victory --- The winning team returned home in triumph

11.unaware adj. not knowing or realizing what is happening --- He was unaware of my presence. 12.to be dressed in: to wear sth. --- The bride was dressed in white

13.to pull into a place: (of a train or bus )to enter a station and stop --- The bus pulled into the side of the road.

14. to retreat into silence: to go away to being silent again

--- He stopped what he was doing then and retreated into silence when he hear the news. 15 to be married to sb.: to have a husband or wife; to unite in marriage

--- He‘s married to a famous writer.

16. to tie sth. to some place: to fasten or bind sth. with rope, string, etc. to some place --- He tied his dog to a lamp-post

17. to be caught up in sth.: to become involved, excited and interested in sth. --- She was caught up in the anti-nuclear movement.

18. to fortify oneself against sth.: to make oneself feel stronger braver, etc. --- Fortifying against the cold by a heavy coat, he went out into the snow. 19. to rise from one‘s seat: to get up from lying, sitting or knelling position --- He rose from his seat at once to welcome me.

20 to make one‘s way to a place: to move or get somewhere --- I will make my way home now.

21. to take sb. back: to cause sb.‘s thoughts to return to a past time --- Hearing those old songs takes me back a bit. Step6. In-class discussion

1.What do you think Vingo had done that got him in prison?

2.How do you think Vingo behaved in prison? What do you think he wanted to do after his release? 3.What kind of person do you think his wife was? Why didn‘t she write to Vingo?

4.Do you agree the yellow ribbon is a symbol? What dose it symbolize? What did it mean to Vingo?

5.What lesson do you think the young people can learn from Vingo‘s story?

6.Do you think the ability to forgive and forget is important in human relationships? Step7. Textbook Exercises Step8. Homework

ⅠParaphrase the following sentences.

1. .He sat in front of the young people, his dusty face masking his age, dressed in a plain brown suit that did not fit him.

2. . His fingers were stained from cigarettes…

3. He thanked her and retreated again into his silence. 4. I understand if you can‘t stay married to me

5. Get a new guy---she‘s a wonderful woman, really something---and forgive about me.

6. .I told her she didn‘t have to write to me or anything, and she didn‘t. Not for three-and-a-half years. 7. .If she didn‘t want me, forget it, no ribbon and I‘d understand and keep going on through. 8…..and soon all of them were caught up in the approach of Brunswick,….

9. Vingo stopped looking, tightening his face into the ex-con‘s mask, as if fortifying himself against still another disappointment.

Ⅱ. Pick out idiomatic expressions in the text as many as possible.( write the English phrases and their Chinese meanings)(Exercise2 on Page 37 )

Ⅲ.Write a composition with 200 words. The title is Some Comments on “Going Home”. Ⅵ 教学反思

附教学参考资料： 老橡树上的黄丝带(Tie A Yellow Ribbon Round The Ole Oak Tree)

1971年10月14日《纽约邮报》刊登了一个故事，故事的名字叫《回家》(Going Home)：长途车上坐着一位沉默不语的男子，在同车的年轻游客的盘问下终于开了口。原来他刚从监狱出来，释放前曾写信给妻子：如果她已另有归宿，他也不责怪她；如果她还爱着他，愿意他回去，就在镇口的老橡树上系一根黄丝带；如果没有黄丝带，他就会随车而去，永远不会去打扰她……汽车快到目的地了，车上的人们都坐在靠窗户的位上往外看，只有这位男子不敢张望，他害怕迎面而来的可能是失望……突然间，全车的人都沸腾起来：远远望去，镇口的老橡树上挂了几十上百条黄丝带，这些黄丝带像欢迎的旗帜迎风飘扬……

这个故事刊出不久，很快就出现了这首不朽的音乐作品。《现代大学英语精读》中也收录这篇文章，这个动人的故事被做成了歌曲，伴着歌声这个故事也传遍了全世界。黄丝带也成了美国―欢迎被囚禁的人重获自由‖的标志。

老橡树上的黄丝带(Tie A Yellow Ribbon Round The Old Oak Tree)歌词 I'm coming home I've done my time*(1) Now I've got to know what is and isn't mine

If you received my letter telling you I'd soon be free Then you'll know just what to do if you still want me If you still want me

Oh tie a yellow ribbon round the old oak tree It's been three long years do you still want me If I don't see a ribbon round the ole oak tree

I'll stay on the bus forget about us put the blame on me*(2) If I don't see a yellow ribbon round the ole oak tree Bus driver please look for me

'Cause I couldn't bear to see what I might see

I'm really still in prison and my love she holds the key A simple yellow ribbon's what I need to set me free I wrote and tell her please

Oh tie a yellow ribbon round the old oak tree It's been three long years do you still want me If I don't see a ribbon round the ole oak tree

I'll stay on the bus forget about us put the blame on me If I don't see a yellow ribbon round the ole oak tree Now the whole damn bus is cheering And I can't believe I see

A hundred yellow ribbons round the ole oak tree I'm coming home

注释 (1)．I've done my time:我已刑满了(2)．put the blame on me:将过错都归于我

系条黄丝带在老橡树上 我的刑期已满,正要赶回家

我必须知道有哪些东西还属于我 若你收到了我的信 告诉你我将重获自由 那么,你知道该怎么做 如果你还要我的话

在老橡树上系条黄丝带 漫长的三年过去了 你还要我吗

如果我看见老橡树上没有系黄丝带的话

我会留在巴士上,忘了我俩的过去 责怪我自己

如果我看见老橡树上没有系黄丝带的话 司机先生,请帮我看一下 因为我无法承受即将看到的 我其实仍在监牢 只有吾爱握有钥匙

我需要的仅是黄丝带,即可将我释放 我已写信告诉过她

现在,整车的乘客都在欢呼 我无法相信我所看到的-------- 老橡树上挂满了上百条的黄丝带!

这首歌曲的内容,是一则发生在美国的真实故事.故事的主角是一位因倒闭破产而被判服刑三年的男子,在出狱前

夕,他写了一封信给在乔治亚州的妻子,问她是否还愿意接纳他,如果愿意的话,便在他出狱当天,在家门前那棵老橡树上系上一条黄丝带,如果答案是否的话,也就是他没有看到黄丝带的话,他会识趣的离开.

在返家的公车上,男主角的心里七上八下,既期待又怕受伤害,在即将到家的时候,他甚至不敢睁开眼睛,而恳求公车司机帮他打探结果………………终于,谜底揭晓了,只听见公车司机和车上所有的乘客同声为他欢呼,他睁开双眼,竟然看到老橡树上数以百计的黄丝带在风中飞舞,顿时感动得热泪盈眶! 这首歌曾在1973年登上美国排行榜四周冠军,后来并在美国成为一种风俗:在家门前的树上系上黄丝带,以欢迎久别归来的亲人。

课文释义：

I first heard this story a few years ago from a girl I had met in New York‘s Greenwich Village. Probably the story is one

of those mysterious bits of folklore that reappear every few years, to be told a new in one form or another. However, I still like to think that it really did happen, somewhere, sometime. 几年前我在纽约的格林尼治村从一位遇到的姑娘那儿第一次听到这个故事。它也许是那种隔几年就会改头换面地被重新传播一次的神奇的民间传说。然而我仍然愿意想象它是个某地某时真正发生过的事。

Unit 3 Message of the Land

Ⅰ.教学内容

1．课文背景介绍 2．语言难点 3．语言技能训练 4．难句讲解 5．写作修辞分析 6．篇章结构分析 7．课堂讨论 8．练习及作业 Ⅱ.教学目的

1. 了解文章的泰国作者Pira Sudham。

2. 掌握afford, now and then, mind, bleed, barter, replace, litter, fashion, spring(v.), occur, pass sth. on to sb.，tie sb. down等重点词汇和短语的意义及用法.

3. 掌握、运用简单的修辞手法： 明喻和暗喻。 4. 通过句子释义，理解课文中难句。

5. 通过篇章结构分析，掌握文章的主旨大意和写作方法。 Ⅲ.教学重点

1． 掌握重点词汇及其同义、同形词辨析。 2． 明喻和暗喻写作修辞手法。

3．加强学生的口语练习。 Ⅳ.教学方法

讲授＋问答＋讨论＋练习 及多媒体教学相结合。 Ⅴ.教学过程

Step1. Question discussing for Warming-up Step2. Background Information 1. About the Author

?Pira Sudham spent his childhood in the rice fields on the Korat Plateau, helping his parents and tending a herd of buffaloes until he went to Bangkok at the age of fourteen to be a servant to monks in a Buddhist temple where he was also admitted to a school.

? To support himself through high school and the first year at the Faculty of Arts, Chulalongkorn University, he sold souvenirs to tourists until he won a New Zealand government scholarship to study English literature at Auckland University and later at Victoria University, Wellington.

? His writings began to appear in literary publications in New Zealand, Hong Kong and the United States before his first book, Siamese Drama (entitled Tales of Thailand in the latest editions) was published in 1983, followed by People of Esarn in 1987.

?He has lived for over ten years in Australia and the United Kingdom, where he wrote Monsoon Country (1988), and its sequel, The Force of Karma (2002).

? Pira Sudham‘s literary works are concerned with social-economic-political changes occurring in Thailand. Widely read and highly acclaimed, his books have given an expedient voice to the poor and the voiceless. ? Considered Thailand's leading English language writer, he was nominated for the 1990 Nobel prize for literature.

2. About the Author’s Works Monsoon Country

Depicts the problems of social transition in present day Thailand and gives insights into Thai life in the rural northeast. Pira Sudham's novel Monsoon Country is set in Thailand, England and Germany to convey the cultural tension between the East and the West, the clashes between the new powers and the old values, covering the span

of 25 years of the socio-economic and political changes occurring in Thailand. The Force of Karma This sequel to Monsoon Country covers tumultuous years of the economic crisis, the political upheavals and the massacre of May 1992, right up to the beginning of the year 2002. In The Force of Karma, the

I.

characters‘ fellowship, the Operation Norma, the damaged ecology, the inheritance, the sinister allegations of drug trading and the force of destiny have been intricately woven. People of Esarn Pira Sudham conveys the inner voices of his subjects regardless of how illiterate, timid and insignificant they seem in their daily lives. Their simplicity and sensitivity come through his direct and clear prose, yet moving and touching. He writes with understanding and compassion for his people. Foreign writers writing about the Thai people look at Thailand from the outside, but Pira Sudham writes about his people and country as seen from the inside. This is one of the things that makes them so fascinating. Tales of Thailand Out of the relocation of millions of people in the path of dam constructions and eucalyptus plantations, the suppression of wages and the price of agricultural produce, the forceful drive to gain more land to grow

eucalyptus trees, the corruption, prostitution, child trade, slave labour, the horror of the Thailand-Burma Death Railway during the World War II, the economic crisis in July 1997, the war to win the people in impoverished Esarn in the seventies and the daily grind in the Mother of Gridlock - Bangkok come tales of hope and tales of woe, tales of acceptance and tales of the struggle for survival that become Tales of Thailand, a book by Pira Sudham.

3.Others’ Comments:

---―Pira Sudham has given a voice to the poor of Thailand.‖

---―Pira Sudham is undoubtedly one of the foremost Thai writers of today, a formidable vivisector to reveal the hidden aspects of Thai society.‖ Pira Sudham's Own Words:

---\floods, drought, disease, ignorance and scarcity. With endurance, I would have accepted them as my own fate, as something I cannot go against in this life.\

--- \child. Every day these images grow, and I know that one day I shall have to give birth to them through the medium of writing. Besides, I don't want people in our villages, so far removed from other peoples because of distance and poverty, to be born, suffer and to die in vain.\Step3. Text Appreciation

Structure of the text Part 1： The wife‘s speech

(para. 1- 3) The wife tells us briefly about each member of her family and how all her children left. (para. 4- 7 ) This part focuses on the changes that she finds she can‘t adjust to.

Part 2： The farmer‘s speech

(para. 8-11)The farmer tells us what he thinks are the roots of all evils. He also tells us what joys he finds in life and in farming

Ⅱ. How to appreciate literature 1.Plot of the text 2.Setting of the text

3.Protagonist（主人公） v.s. Antagonists? 4.Theme of the text 5.Style of text

III. Further discussion Step4. Writing devices

1.Simile：a simile is a brief comparison , usually introduced by the preposition ―like‖ or the conjunction ―as‖, and etc.

A simile consists of two parts: tenor and vehicle. The tenor is the primary subject; the vehicle is the thing to which the main subject is compared to. Examples: subject / tenor simile marker reference/ vehicle Records (fell) like ripe apples (on a windy day). The data processing (is as (slow) as a snail going on) 2.Metaphor：A metaphor is also a comparison. The difference is that a simile compares things explicitly--- that is , it states literally that X is like Y. A metaphor compares things implicitly. Read literally, it does not state that things are alike; it says that they are the same thing, that they are identical. subject / tenor reference/ vehicle Cape Cod (is the bared and bended) arm of (Massachusetts) He (is) a wolf (in sheep‘s clothing).

Can you find some examples of the usage of simile in the text?

1) Sometimes, they get bullied and insulted, and it is like knife piercing my heart. It is no longer fertile, bleeding year after year, and like us getting old and exhausted. When each of them has a pair of jeans, they are off like birds on the wing. Step5. Language Understanding Ⅰ.Sentence Paraphrase

1. My husband moved into our house as is the way with us in Esarn.

(When we got married) my husband came to live in our house. It was the tradition here in Esarn that the bridegroom should come to live with the bride‘s family.

2.… and tell us that they are doing well. I know this is not always true.

… although they always tell us that everything is fine with them. I know they also have difficulties and problems. They just do not tell us because they don‘t want us to worry.

3.It’s easier for my husband . He has ears which don’t hear, a mouth which doesn’t speak, and eyes that don’t see.

News about my children‘s problems doesn‘t make my husband as sad. He doesn‘t bother about what is happening around us and to our children. He never says anything about them. ?4.All of them remain my children in spite of their long absence.

Although they are often away for a long time, I love and care about them as always because they are my children.

5.In my day, if I were to put on a pair of trousers like they do now, lightning would strike me.

When I was young, I surely would be punished by God if I ever wore the kind of trousers they wear today. 6.?My eyes do see--- they see more than they should. My ears do hear---they hear more than is good for me. ---I‘m not what my wife says I am. I do see and hear--- I see and hear too much evil, too many ugly and terrible things, things that I wish I did not have to see and hear. And this is not good for me. 7.Still the land could not tie them down or call them back.

My children grew up and had happy days on this land. But this couldn‘t prevent them from leaving or making them return.

Ⅱ. Word study 1.marry: vt./vi.

They married young. / John is going to marry Jane. marry sb off

married: a.

married to sb. ：He is married to a famous writer. married to sth.: dedicated to sth

He is whole-heartedly married to his work. marriage: n.

2. afford to: can / could be able + afford sth /to do sth They walked because they couldn‘t afford (to take) taxi.

I mustn‘t annoy my boss because I can‘t afford to lose my job. 3.the ins and outs: the details and complexities (of sth)

4.in spite (n. ) of: (used as a prep.) not being prevented by; regardless of; despite They went out in spite of the rain.

regardless (adv.) of: (used as a prep.) (infml) paying no attention to She carried on regardless of the danger. despite (prep.): without being affected by

They had a wonderful holiday, despite the bad weather. 5.mind one‘s own…

mind one‘s own business: not interfere in other people‘s affair

mind one‘s own p‘s and q‘s: be careful and polite about what one says or does 6.bleed: v. (bled; bled) loose or emit blood bleed to death

bleed for sth: suffer wounds or die (for a cause ,one‘s country) bleed for revolution

bleed sb for sth: (infml) extort (money) from sb The blackmailer bled him for every penny he had.

7.barter: v./ n. exchange (goods, property, etc) for other goods, etc without using money barter sth for sth:

barter wheat for machinery barter with sb for sth:

The prisoners tried to barter with the guards for their freedom. 8.replace: v. ---put back in its place replace the book on the shelf ---take the place of

Can anything replace a mother‘s love?

---provide a substitute for sb / sth

replace a broken window with a new one

9.litter: n. light rubbish(eg. bits of paper, wrappings, bottles) Please do not leave litter.

v. make untidy with scattered rubbish Newspapers littered the floor. 10.fashion: n.

in / after the fashion of sb: (fml) like sb She paints in the fashion of Picasso.

come into / be in fashion: become or be popular go / be out of fashion: become outdated

fashionable: a./old-fashioned: a. / 11.hairdresser: n. beautician: n./barber: n.

12.spring: v. jump p from the ground in a single movement

spring out of bed

A cat sprang out of the bushes.

spring to life: suddenly become active

On hearing his name called, the sleeping dog sprang to life. come / spring to mind: present itself to one’s thoughts Nothing immediately springs to mind.

spring from sth: have sth as a source or origin Hatred often springs from fear.

spring up: appear, develop, grow, etc. quickly or suddenly New houses were springing up all over the town. 13.a bag of bones: a very thin person or animal

The cat was just a bag of bones.

bag and baggage: with all one’s belongings, often suddenly or secretly Her tenant left, bag and baggage, without paying the rent.

be in the bag: (of an result, outcome) be as desired Her re-election is in the bag.

pack one‘s bags: (prepare to) leave He was told to pack his bags.

14.occur: v. come into being as an event or a process; happen

Death occurred at midnight, the doctor says.

occur to sb: come into (a person’s mind) An idea has occurred to me.

Did it ever occur to you to think of him?

It never occurred to her that she should be on time. occurrence: n. event; incident, happening

15.incident: n. unimportant or minor things happened event: n. a happening of importance 16.rag: n. torn, frayed, odd cloth I use an oily rag to clean my bike.

rags: (pl.) old, worn or torn clothes

He gave five dollars to a tramp dressed in rags and tatters. 17.tie sb down to sth: restrict sb to certain conditions Children do tie you down, don‘t they?

tie sb up: ---bind sb with rope, etc so that he cannot move or escape --- (use passive) occupy sb so that he has no time for other things I‘m tied up in a meeting until 3 p.m..

18.pass sth on to sb: hand or give sth to sb else, esp after receiving or using it oneself

I passed her message on to her mother.

Pass the book on to me when you‘ve finished with it.

pass sth down: (esp passive) pass sth from one generation to the next We gained much knowledge which has been passed down over centuries. pass sth up: (infml) refuse to accept a chance, an opportunity, etc. Imagine passing up an offer like that! 3．Language Skill Training

Use afford, now and then, mind, bleed, barter, replace, litter, fashion, spring(v.), occur, pass sth. on to sb.，tie sb. Down and some phrases to make up or tell a story. Step6. In-class discussion and presentation 1. What is the style of writing adopted in the text? 2.What is the wife‘s philosophy of life? 3.What is the husband‘s philosophy of life? 4. What is the massage of the land?

5.List some facts that attract the young man away from countryside to cities.

6.What are the typical characters of young people? What about the old ones?

7.What is the message in the old couple‘s mind? What do you think of the message?

8.Is there the so-called generation gap between the old couple and their children? Why or why not? 9.Do you find similar happening here in China today? Give examples. Step7 Textbook exercises Step8 Homework

Write a composition entitled ―Is Generation Gap Avoidable?‖ with 250words. Ⅵ.教学反思

Lesson 5 Angels on a Pin

Ⅰ.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。

Ⅱ.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。

Ⅲ.教学重点与难点

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。

Ⅳ.教学方法与教学手段：

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；用投影仪播放PowerPoint课件及板书.

Ⅴ.教学过程

Step1. Question Discussing for Warming-up 1.When was it written?

2.Do you believe in the so-called ―standard answers‖? 3.Was creative thinking encouraged in your high school?

4. What may affect or destroy one‘s creativity? How can it be cultivated?

5.Based on what you know from TV or newspaper, in what ways are American teaching different from Chinese one? Give examples.

6. What do you think of the educational system in general and the examination system in particular? 7.Is there something wrong with it? In what way do you think we should improve our own educational system?

Step2. Background Information Ⅰ.About the author

Alexander Calandra is now Professor of Emeritus of Physical Sciences at Washington University in St. Kouis, Missouri. The present text is adapted from ―Angels on the Head of Pin: A Modern Parable‖ which first appeared in Saturday Review, Dec.21, 1968 and has, since then, become a classic (or an often quoted) case on the problems of American education. The title of the text ―Angels on a Pin‖ comes from the much-talked about question: ―How many angels can dance on the head of a pin?‖, which is used to ridicule those people who asked meaningless questions about the Bible in the Middle Ages. It is also used ironically to describe the kind of questions that philosophers ponder.

This article was written at a time when the whole of the United States was thrown into a panic over the launching of the first satellite (Sputnik) by the Russians, because this seemed to prove that the former Soviet Union had left the US far behind in science and technology. Many Americans believed that there must be something seriously wrong with their educational system. The author, in writing his article, seemed to think that part of the nation‘s problem in education was the traditional teaching and testing methods, which emphasized book knowledge rather than students‘ originality and creativity. Ⅲ.Some comments on education

Education is also a great challenge in our country. Problems are many. One of them is perhaps the fact that our education is too closely geared to tests and examinations. In fact, often our effort seems to serve the purpose of enabling of course. But their purposes are limited, and so is their usefulness. If they are overused, or if we take the means for the ends, they will lead to serious consequences. This text can give us some food for thought. Ⅳ.Why is the parable entitled “Angels on a Pin”

Medieval scholastics were fond of debating such meaningless questions as \the point of a pin,\`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 the ?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.

Ⅴ.Three questions illustrate the difference between learning information provided by an adult or

textbook and creative learning:

In what year did Columbus discover America? (The answer, 1492, requires recognizing and memorizing

information.)

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.)

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.) Step3. Text Appreciation Ⅰ.Structure of the text

Part1(para.1)Introducing the setting of the story

Part2(para2—11)Describing the experience of the student‘s attending the exam again. Part3(para12) The author‘s comments on the matter. Ⅱ. How to appreciate literature III. Further discussion

1.How Adults \

1.Insisting that children do things the \

Teaching a child to think that there is just one right way to do things kills the urge to try new ways. 2.Pressuring children to be realistic, to stop imagining.

When we label a child's flights of fantasy as \the inventive urge to die.

3.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.

4.Discouraging children‘s curiosity.

One of the indicators of creativity is curiosity; yet we often brush questions aside because we are too busy for \ 2.A Reflection of a teacher: Creativity Killer

1. I Kill Creativity when I encourage Renting (borrowing) instead of Owning ideas. 2. I Kill Creativity when I Assign Grades without providing Informative Feedback. 3. I Kill Creativity when I allow Cliché Symbols to substitute for Original or Observed Representation of Experience.

4. I Kill Creativity when I Demonstrate instead of having students Practice. 5. I Kill Creativity when I Show an Example instead of Defining a Problem.

6. I Kill Creativity when I Praise Neatness and Conformity more than Expressive Original work 7. I Kill Creativity when I give Freedom without Focus

8. I Kill Creativity by Making Suggestions instead of asking Open Questions.

9. I Kill Creativity if I Give an Answer instead of teaching Problem Solving methods. 3. 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. Step4. Writing Devices

Step5. Language Understanding I. Sentence Paraphrase 1. I received a call… who teaches physics…(1) 1) to receive a call: Here are a few other collocations related to ―call‖: to make a call, to have a call, to answer a call, to give sb. a call, etc. 2) physics: Note that it is used as a singular noun in spite of the plural form. Nouns like this include economics, politics, mathematics, mechanics, etc. 3) Dill students in attributive clauses introduced by ―who‖:

-- Tell me something about those people who attended the English Evening last night.

--Well, the man who spoke at the party was our Dean. (the woman who sang /the students who danced / the three young girls who put on the play, etc.) 2. do him a favor(1) : be kind enough to help him More examples:

Can you do me a favor and bring me a cup of coffee? I have a favor to ask of you. 3. He told me that he was about to give a student a zero for his answer to a physics question.(1)

be about to: If sb. is about to do sth. Or sth. Is about to happen, he /she will do it or it will happen very soon. More examples:

Will everybody get seated please? The meeting is about to begin. I was just about to go to sleep when the telephone rang. You are right, I was just about to say the same thing. 4. He insisted that he deserved a perfect score if the system were not set up against students… (1)

to insist (that): to say firmly and repeatedly that something is true although other people may not agree,

e. g.

I said he probably remembered wrong. But he insisted that he had seen her before. I feel all right, but the doctor insists that I am running a fever.

Note: ―Insist‖ is also often used to mean ―to demand that sth. Should happen and refuse to let anyone say

no‖, e. g.

My mother insisted that I should have more exercises.

The US government insisted that Japan should open up its market.

12. Show how it is possible to determine the height of a tall building with the aid of a barometer. (2) 1) with the aid of: with the help of; using 2) Drill students in this sentence pattern:

This method shows now it is possible to get solar power cheaply.

Substitutes: how it is possible to save water in agriculture/how it is possible to travel to Mars, etc. 13. …we must admit the student really had a pretty strong case for full credit… (3) to admit: The word ―admit‖ is usually used in the following patterns: to admit sth. (defeat, murder, etc.) to admit to doing sth. to admit (that)

to admit sb. into some place.

case: here means reason or argument

credit: praise that you give to people for sth. they have done

14. A high grade is supposed to prove competence in the course,… (3) Grade: a mark given to students for the work they have done in school,

e. g.The teacher gave me a good grade (a high mark/high scores).

to be supposed to do: to be intended to do, although in this case it is not so, e. g.This medicine is

supposed to be good for your heart, but to my surprise it has no effects on your heart.

Course: a series of lessons in a particular subject 15. What would you do if you were me? (3) Help students review the subjunctive mood: Teacher: What would you do if you were me? Student: If I were you , I would…

Substitutes: if you were a millionaire/if you could start your life again/if you had only three days to live /if you were the mayor of Beijing/if you were the general manger of a factory etc. 16. But I warned him that… (4)

―Warn‖ is used in the following patterns: a) to warn sb. about sth. ,

e. g.I warned her about the weather.

Ma Yinchu warned us about the population problem. b) to warn sb. not to do sth.

e. g. She warned me not to catch cold.

The doctor warned him not to smoke again. c) to warn sb. that … ,

e.g.I warned you that you had to hurry.

We were warned that there was a storm coming. d) to warn sb. of sth. or against sth. e. g.I warned her of the danger.

Scientists warned the government against that policy. 17. He appeared to be thinking hard. (4) Drill:-- What was he standing there for?

--He appeared （seemed）to waiting for somebody.

Substitutes: What was she writing? / What were they talking about? /. What were they doing? 18. I asked him if he wished to give up, … (4)

―If‖here is the same as ―whither‖. In the following sentences, ―whether‖ cannot be replaced

By ―if‖:

He didn‘t know whether he should go or not. (when followed by : ―or‖) I didn‘t know whether to laugh or cry. (when followed by infinitive ―to‖) It depends on whether we have time. (when used after prepositions)

19. …he dashed off his answer, …(4) : …he wrote down his answer very quickly, …

“To dash off‖ can also mean ―to leave somewhere very quickly‖.

20. The beauty of this method is that …(6) : The advantage of / the good thing about this method is that …

More examples:

The beauty of this project is that it doesn‘t cause ant pollution. They say that the beauty of the market is that it is self-regulating.

21. As you climb the stairs, you mark off the length of the barometer along with the wall. (8) ―As―here means ―while‖ or ―when‖. More examples:

As I was on my way to school , I recalled that I had to grade the students‘ paper before Friday. She sang as she walked.

As I opened the door, I saw our cat playing with my computer. 22. The only trouble with this method is that… (8) Examples:

That‘s a good idea. But the trouble is that we do not have the money.

I agree that we must make our company more efficient. But the trouble is how we can lay off so many workers. 23. … if you prefer a more sophisticated method … (9)

1) prefer: like it better

This word is usually used in the following patterns: Pattern A: to prefer A t e. g. I prefer fish to meat.

She prefers country life to city life. He preferred history to literature. Pattern B: to prefer doing sth. , e. g. --Shall we go to the Summer Palace or stay home tomorrow? --I prefer going to the Summer Palace.

2) sophisticated:more advanced and complicated, e.g. sophisticated machines/sophisticated weapons/sophisticated equipment

24. …the height of the building can in principle be worked out.(9) in principle: generally,

e. g.I think you are right in principle (not necessarily in detail). In principle, every child has the right to go to school.

to work out: to calculate (but it has not yet been carried out), e. g. We‘ll have to work out how many people are needed.

She could work out the answer quickly on a piece of paper.

25. Finally, he concluded that… (10): Finally, he completed (ended) his little speech by saying that… to conclude: to cone or bring to an end,

e. g. Before I conclude my speech, I‘d like to quote a famous writer. They plan to conclude the party with songs and dances. 26. while there are many ways…probably the best…(10) “while‖ is used here to show that you partly agree or accept. More examples:

While China is still a developing country, she is already leading in the world in some areas. While city life has many attractions, it also has some problems. 27. as follows (10)

It is used to introduce a list of things that come next. More examples:

The reasons he gave were as follows (A, B, C and D ).

Our department offers such courses as follows (A, B, C and D ). 28. to be fed up with (11): to have too much of

29. He could not resist the temptation… (11): He could not help playing a joke because he really wanted to do it very much…

30. … which had been thrown into such a panic by the successful launching of the Russian Sputnik.(11). To be thrown into panic: to get into a sudden strong feeling of fear and nervousness. During the cold war, the successful launching of the Russian Sputnik caused great fear in 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.

The Russian Sputnik: the Russian satellite, the first man-made moon launched (sent into space) in 1957 31. perhaps we should ask ourselves whether we are always asking the right questions. (12).

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. Ask students to

discuss whether these questions are right:

When can we give every Chinese a car? (Is it a good idea in the first place?)

How can we make machines work for us so that we do not have to work at all? (Do we really want this to happen?)

Ⅱ. Word study 1.calculate v.

to work (sth.) out by using numbers or one‘s judgement, estimate [同义] count --to calculate the cost of sth. 2.credit n.

1) approval or praise for sth. that is done -- He got all the credit for the discovery.

2) entry on a record showing that a student has completed a course -- to gain credits in math and English 3.deserve v.

to be sth. or have done sth. for which one should receive (a reward , special treatment etc.): to be entitled to;

to merit

-- The article deserves careful study. 4.dilemma n.

a difficult choice to be made between two courses of action which seem to be equally bad [同义]

predicament

-- to place sb. in a dilemma 5.grade

1) n. a mark given in an examination or for school work -- She got excellent grades in her exams.

2) v. to mark (written work); to give (a student) a mark -- The term papers have been graded. 6.launch v.

to send into space --to launch a missile 7. lean v.

to rest on sth. in a sloping position; to bend --a ladder leaning against the wall 8. recall v.

to bring back from memory [同义] recollect -- I can‘t recall his name 9. select v.

to choose carefully what you think is the best or most suitable; to pick out --to select a gift 10. solve v.

to find a way of dealing with a problem [同义] resolve --to solve a crime [派生] solvable adj 11. sophisticated adj.

complex [反义] simple

The whole process is sophisticated.

32. unit n.

Quantity chosen as a standard in terms of which other quantities may be expressed, or for which a stared

charge is made

The metre is a unit of length. 13. warn v.

to give sb. notice of sth. esp. possible danger or unpleasant consequences; to inform sb. in advance of

what may happen

I tried to warn him, but he wouldn‘t listen. [派生] warning n.

Step6. In-class discussion and presentation

1. What kind of student is depicted in this story? Could you use your imagination a little bit and give a description of him? Give your opinion about the two professors in the text. Have you ever had teachers like them?

2. What do you think of the educational system in general and the examination system in particular? So you agree with this student that there is something terribly wrong with the way the system works? In what way do you think we could improve our own educational system? Step7 Textbook exercises (70 minutes) Step8. Homework Ⅵ. 教学反思

Unit 7 Mandela’s Garden

Ⅰ. 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做出的贡献，提高学生的文学作品欣赏能力。

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。

Ⅱ.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。

Ⅲ.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。

Ⅳ. 教学方法与手段

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。用投影仪播放PowerPoint课件及板书。

Ⅴ. 教学过程

Step1. Question Discussing for Warming-up

? 1.How much do you know about Nelson Mandela?

? 2.What do you think is his greatest contribution to his country and whole human being? ? 3.What personality do you find about Mandela from the text? ? 4.Do you find any charisma of him as a leader and husband? Step2. Background Information 1. A brief biography

Mandela's words, \

Nelson Mandela personifies struggle. He is still leading the fight against apartheid with extraordinary vigor and resilience after spending nearly three decades of his life behind bars. He has sacrificed his private life and his youth for his people, and remains South Africa's best known and loved hero. Mandela has held numerous positions in the ANC: ANCYL secretary (1948); ANCYL president (1950); ANC Transvaal president (1952); deputy national president (1952) and ANC president (1991).

He was born at Qunu, near Umtata on 18 July 1918. His father, Henry Mgadla Mandela, was chief

councillor to Thembuland's acting paramount chief David Dalindyebo. When his father died, Mandela became the chief's ward and was groomed for the chieftainship. Mandela matriculated at Healdtown Methodist

Boarding School and then started a BA degree at Fort Hare. As an SRC member he participated in a student

strike and was expelled, along with the late Oliver Tambo, in 1940. He completed his degree by

correspondence from Johannesburg, did articles of clerkship and enrolled for an LLB at the University of the Witwatersrand. In 1944 he helped found the ANC Youth League, whose Programme of Action was adopted by the ANC in 1949. Mandela was elected national volunteer-in-chief of the 1952 Defiance Campaign. He

traveled the country organizing resistance to discriminatory legislation. He was given a suspended sentence for his part in the campaign. Shortly afterwards a banning order confined him to Johannesburg for six months. During this period he formulated the %underground cells. By 1952 Mandela and Tambo had opened the first black legal firm in the country, and Mandela was both Transvaal president of the ANC and deputy national president. A petition by the Transvaal Law Society to strike Mandela off the roll of attorneys was refused by the Supreme Court.

In the 'fifties, after being forced through constant bannings to resign officially from the ANC, Mandela

analyzed the Bantustan policy as a political swindle. He predicted mass removals, political persecutions and police terror.

For the second half of the 'fifties, he was one of the accused in the Treason Trial. With Duma Nokwe, he conducted the defence. When the ANC was banned after the Sharpeville massacre in 1960, he was detained until 1961 when he went underground to lead a campaign for a new national convention. Umkhonto we Sizwe (MK), the military wing of the ANC, was born the same year. Under his leadership it launched a campaign of sabotage against government and economic installations. In 1962 Mandela left the country for military training in Algeria and to arrange training for other MK members. On his return he was arrested for leaving the country illegally and for incitement to strike. He conducted his own defence. He was convicted and jailed for five years in November 1962. While serving his sentence, he was charged, in the Rivonia trial, with sabotage and sentenced to life imprisonment. A decade before being imprisoned, Mandela had spoken out against the

introduction of Bantu Education, recommending that community activists \rickety structure a centre of learning\and Mandela was a central figure in the organised political education classes. In prison Mandela never compromised his political principles and was always a source of strength for the other prisoners.During the 'seventies he refused the offer of a remission of sentence if he recognised Transkei and settled there. In the 'eighties he again rejected PW Botha's offer of freedom if he renounced violence. It is significant that shortly after his release on Sunday 11 February 1990, Mandela and his delegation agreed to the suspension of armed struggle. Mandela has honorary degrees from more than 50 international universities and is chancellor of the University of the North. He was inaugurated as the first democratically elected State President of South Africa on 10 May 1994 - June 1999. Nelson Mandela retired from Public life in June 1999. He currently resides in his birth place - Qunu, Transkei.

2. Nelson Mandela’s words

“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

“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.”

----- Mandela

“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

\rise up against a social system whose very essence is war, violence, racism, oppression, repression and the impoverishment of an entire people.\

---------- Excerpt from the Nobel Peace Prize acceptance speech

Step3. Text Appreciation Ⅰ.Structure of the text

1. Part 1(para.1-8)：Description of his gardening experience.The gardening gives him satisfaction, offers a taste of freedom, and makes him strong physically and mentally.

2．Part 2(para.9 - the end)： Significance of his gardening experience.It has become a metaphor and gives him inspiration on how to be a good revolutionary leader and how to nourish important human relationship Ⅱ.Questions for Text Appreciation ?1. ―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)

?2. What does the important tasks outside of prison refer to? How can he feel the sane pride in doing small things inside prison? (para.2) ?3. Why do people say that Mandela ―was a miner at heart‖? (para.4)

?4. ―in some way, I saw the garden as a metaphor for certain aspects of my life.‖ what is being compared? (para.9)

?5. Why does he have a mixture of feelings when he writes to Winnie? Step4. Writing Devices

Step5. Language Understanding 1. survive 比……活得长， 幸存

?vi. to remain alive or in existence: ----Few survived after the flood.

----Books have survived from the time of the Egyptians. ?vt. 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. ?the survival of the fittest, hopes of survival ?the only survivor of the shipwreck

send help to the survivors of the earthquake

One must develop ways to take satisfaction in one‘s daily life. 2. 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.)

satisfy, satisfied, satisfying, satisfactory satisfaction 3.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 4.Decline v.

?to slope or move downwards

About 2 miles east, the land begins to decline towards the river.to 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.

?to 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. 5. Decline n.

There is a sharp decline in interest in sports in our town. She went into a decline and soon died. ?decline, to refuse politely, formal word

?refuse, to say or show one is unwilling to give or accept sth. general word.reject, to refuse to accept, submit to, believe, or make use of, strong word ?refuse/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. ?must decline in words:

The horse rejected/refused the apple.

After a pursuit lasting all day we finally caught up with them. ?The new cleanser completely fulfilled its purpose. ?The doctor‘s instructions must be fulfilled exactly. ?She succeeded in fulfilling herself both as an actress and a mother. ?fulfil a task ahead of schedule ?fulfil a promise to the letter

?After many years, his plans came to fulfillment. ?The fulfillment of my dream is apparently as far off as ever. ?He drove at a constant speed.

?A thermostat keeps the temperature constant. ?The machinery requires constant maintenance. ?constant arguments

?under constant attack in the newspapers ?a constant friend

?constancy of temperature ?Crops flourish in rich soil.

?He is flourishing in his new job.

?The British Empire flourished in the 19th century.

?The magazine was in full flourish then.

?They vowed their love would endure for ever.

?They had spent three days in the desert without water, and could not endure much longer. ?Few of the runners endured to the finish. ?She endures many discomforts without complaint. ?Cheap cloth has little endurance. ?His cruelty is beyond endurance.

?She went through the typescript carefully to eliminate all errors from it. We eliminate most of the runners in the heats; only the best run in the final. ?The platform bridge over the railroad tracks eliminated danger in crossing. ?He was distressed at the elimination from the contest. ?nourish hope in one‘s heart

?nourish the baby on healthy mother‘s milk ?nourish an infant with milk ?The flowers have withered away/up.

?Older people are complaining that the old ethical values are withering away. ?The wound is still tender. ?tender meat a tender heart ?a child of tender years

?She has a tenderness for cats.

?Anyway he was dead. I couldn‘t bring him back to life. ?His painting is a strange mixture of styles. ?In poetry the rose is often a metaphor for love.

?You can learn technical skills through/by trial and error. 6. manual

manual skill (adj.) ;a manual worker (adj.); a manual for students (n.) ?Of or relating to the hands

?A small reference book, especially one giving instructions. ?Employing human rather than mechanical energy: ?a pocket reference manual

?the service manual ?manual industry?;manual labor ;?manual training 7.bar

?The bar of soap slipped from his grasp. ?Poor health may be a bar to success in life.

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