新编英语教程第六册ppt课件

新编英语教程上海外语教育出版社,第六册,1,ConceptofTeaching:Teachingistheestablishmentofanenvironmentforeffectivelearning,Rolesofteacher:planner,manager(controller,director,conductor,instructor),prompter,presenter,resource,consultant,participant,diagnostician,assessor,etc;,Rolesofstudents:previouslyaspassiverecipients;multipleroles:participant,interactorornegotiator,resourceorassessor;,2,CourseDescription:,Beyondreadingcomprehension:Analysisandapplicationofwhathasbeenlearned:speaking,writingandtranslation;Developmentofcriticalthinking;Aspectsoflearning:Theme,Purposeofwriting,Pointofview,Style,Structure,Rhetoricalfeatures,Diction,Translation(eitherforcheckingcomprehensionordevelopingtranslationskill);,3,OBJECTIVESFOREACHLESSON,GeneralIdeaandmassageofthetext;PurposeofwritingandBackgroundinformation;Writersopinionandtoneofthepassage;Outlineorstructureofthetext;Linguisticstrategiesinvolved;Styleandrhetoricaltechniques;CF:Purposeofthecourse(XiamenUniversity)DevelopanoverallproficiencyinfourskillsDevelopcriticalabilityinreadingtextsReinforcegrammaticalcompetence.,4,FORMATOFTEACHING:,Pre-readingActivities:Brainstormingorpre-readingquestionsanddiscussionsforwarmingup;ComprehensionandAnalysis:Questionsandanswersforcheckingunderstanding;Analysisofsomestyleandrhetoricaltechniquesinvolved;Translationofsomedifficultexpressionsorsentencestocheckandenhancecomprehension;PostreadingActivities:Commentsonthepassageorallyorinwriting;ExercisesinWorkbook;Writingshortpassageofthesimilarstyleortheme;,5,Teachingsetupandrequirements,a.Sixclasshoursperunitb.Lecture+workshop+seminarc.Pre-classreviewrequiredd.Exercises(completedonindividualbasis,selectedfordiscussion)e.TextIIincludedinexamsCourseevaluation:a.60-70%coverageoftext-orexercises-relatedsamples;b.TEM-8-relatedmaterialforJuniors;,6,CONTENTS,UNITTWOTextIThefineArtofPuttingThingsOffTextIIGossipUNITTHREETextIWallsandBarriersTextIIBarrierSignalsUNITSIXTextIDullWorkTextIIDoingChoresUNITSEVENTextIBeautyTextIISexisminEnglish:AFeministViewUNITEIGHTTextIAppetiteTextIIWantinganOrangeUNITNINETextIARedLightforScofflawsTextIITrust,UNITTENTextIStraight-AIlliteracyTextIITheQualitiesofGoodWritingUNITELEVENTextIOnConsigningManuscriptstoFloppyDiscsAndArchivestoOblivionTextIIThisIsProgress?UNITTWELVETextIGrantandLee:AStudyinContrastsTextIIGrantandLeeUNITTHIRTEENTextIEuphemismTextIIClutterUNITFOURTEENTextIThatAstoundingCreator-NatureTextIIWhentheYoungHaveItGoodUNITFIFTEENTextI.TeachingasMountaineeringTextIIALiberalEducation,7,UnitTwo,TextOne:TheFineArtofPuttingThingsOffMichaelDemarest,Pre-readingBrainstorming:*Doyouoftenputthingsoffornot?Why?*Howcan“puttingthingsoff”beafineart?,8,Comprehension-anoverviewofthetext,MainIdea:Throughdepictingpopularityofprocrastinationinnearlyallthefields,thewriterwantedtoprovethat“delaycanofteninspireandreviveacreativesoul”and“toputoffmakingdecisionisitselfadecision”andthereforeitcanbeafineandusefulart.PurposeofwritingandTone:Inhalfseriousandhalf-jokingmannerandhumoroustone,Demarestexpresseshisviewonprocrastinationthatwhileinsomecasesitisirrationalandencumberingtodelay,itisjustifiedandfruitfulinothers.,9,OrganizationandDevelopment:,Introduction:(P1-2)Theworldisprobablydividedbetweendelayersanddo-it-nowers;Body:(1)(P3-7)Delayisnotwithoutitsadvantages:itcanofteninspireandreviveacreativesoul;examplesinmanyfields;Conclusion:(P8-9)Explanationandconclusionofprocrastination;,10,Thewaysinwhichparagraphsarelinked-Transitionofparagraphs,Theuseofthewordyetatthebeginningofpara.3indicatesthatinthisparagraphthereaderwillfindsomethingcontrarytowhathehasreadaboutintheprecedingone.(Para.2illustratesthetroubleprocrastinationmayincurwhilepara.3tellsthereaderthatdelaycanofteninspireandreviveacreativesoul.)Atthebeginningofpara.4,thewordcunctatorisrepeated,itsfirstoccurrencebeinginpara.1.Para.5beginswiththeparodyoftheproverbWherethereisawill,thereisaway.Thewordwillintheparodyrepeatsthewordwillinthelastsentenceofpara.4.Hispointatthebeginningofpara.6referstowhatManderbachsaysintheprecedingparagraphs.Theuseofthewordalsointhefirstsentenceofpara.7referstoasimilarsituationmentionedpreviously.,11,TranslationExerciseforPracticeofLanguagePoints(C-E),ThattheelegantearlnevergotaroundtomarryinghissonsmotherandhadabadhabitofkeepingworthieslikeDr.Johnsoncoolingtheirheelsforhoursinananteroomatteststothefactthateventhemostwell-intentionedmenhavebeenpostponersever.(p.2-5)Bureaucratization,whichflourishedamidthegrowingburdensofgovernmentandthegreatercomplexityofsociety,wasdesignedtosmotherpolicymakersinblanketsoflegalism,compromiseandreapprasail-andtherebypreventhastydecisionsfrombeingmade.(p.43-46)So,forthatmatter,isthecreationofagreatpaintings,oranentre,orabook,orabuildinglikeBlenheimPalace,whichtooktheDukeofMarlboroughsarchitectsandlaborers15yearstoconstruct.(p.70-73),12,PostreadingActivities,Writeashortpassageof200wordsinfavoroforagainstthethesaying“neverputofftilltomorrowwhatyoucandotoday”.,13,UnitTwoTEXTII:GossipFrancineProse,Pre-readingBrainstorming:Howwouldyoudefinetheword“gossip”?Whatfunctionsdoesgossiphave?,14,MainIdeaofthepassage,Throughclarifyingthepresentmisunderstandinganddistortingoftheword“gossip”,thewriteremphasizesthestrengthofgossipastheheritage,asthelegacyofacertaincommunityandotherfunctionsthatitcanplayinthesociety.,15,Structureofthepassage,Introduction:(P1-2)Gossip-heritage,birthrightBody:(P3-9)Gossip:Howhasitbeendistorted?Whatarethefunctions/rolesofgossip?Conclusion:(P10)Illcontinuetocherishgossip.,16,difficultsentencesfortranslation(E-C),IheardmydistortedbythatsamefalsenotethatsometimescreepsintoitwhensocialstrainandsomemisguidednotionofamiabilitymakemeassenttoopinionsIdontreallyshare.(P.4)Iveoftenthoughtthatgossipsbadmightbeclearedbycallingit“oraltradition”;forwhat,afterall,isanoraltraditionbutthestoriesofotherlives,othereras,legendsfromatimewhenhumantrafficwithspiritsandgodswasconsideredfitforgossipyspeculation?(P.6)Whenoneasks,“Whatsthegossip?”itsthatcommunitythatisbeingaffirmed.(P.9),17,Postreadingdiscussion,Whatisyourattitudetowardsgossipingandbeinggossipedabout?DoyouagreewithProseonthesubject?Whyorwhynot?,18,UnitThreeTEXTIWallsandBarriersEugeneRaskin,Pre-readingQuestionsWhywastheGreatWallbuiltinChina?Whatwasitsmainfunctionwhenitwasfirstbuilt?Whatistherelationbetween“walls”and“barriers”?-Awallisdefinedasacontinuousandusuallyverticalandsolidstructureofstones,bricks,concrete,etc.,servingtoencloseorprotectordivideofftown,house,room,field,etc.Abarrierisdefinedasamaterialobjectthatservesasanobstructionoranobstacletopreventcommunicationortocheck(e.g.,theadvanceofanenemy).Intheolddays,wallswereerectedasbarriersagainstdangerfromwithout,andtheGreatWallofChinacanserveasatypicalexampleofthis.MostwallsinChinafunctionasbarriers.,19,Comprehension:,1)MainIdea:Thispassagecomparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney,anditcontraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.ThewritersConclusion/pointofview:Architectureisanexpressionofpeoplesmentality(attitudes,prejudices,taboos,andideals);therefore,changesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.2)PurposeofwritingandTone:Raskinin“WallsandBarriers”intendstoillustrateandpromoteanopinionthatchangesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.Heachieveshispurposethroughlogicalreasoning(inductiveanalysis,makingcomparisonandcontrastsandcause-and-effectanalysis),20,OrganizationandDevelopment:,Introduction:(P1-2)OpeningofthepassageBody:(1)(P3-5)comparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney(2)(P6-10)contraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.Conclusion:(P11)Ourchangingconceptionsofourselvesinrelationstotheworlddeterminehowweshallbuildourwalls.Listofcontrasts:a.architecturaldesignsofbanks:paras.3butsomethinkthatitismoreimportantforapersontotrytomakehimselflooksmart.Developashortpassage,comparingandcontrastingthetwodifferentview,23,UnitThreeTEXTIIBarrierSignalsDesmondMorris,Pre-readingBrainstorming:Whatisbodylanguage?Whatdoyouknowaboutit?-nonverbalcommunication;bodylanguage/kinesics-messageofspace:space;territoriality;proxemics;Whatisbarriersignal?Whatarefunctionsofbarriersignals?Examplesofbarriersignals?Reference:AdictionaryofBritishb.uneventful,slow-paced,inactive,28,MainIdea,Inthispassagethewritertriestoconvincethereadersthatwhatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous(orcreativenessofamansmindisprimarytowhathecanachieve).,29,OrganizationandDevelopment:,Theuseofthetechnique,classicalrhetoric,foreffectiveexpositorywritingIntroduction:(P1)presentationoftherealobjectivethatthewriterintendstoattain,orthegenuineconcernheaimstofocusonBody:(P2P5)thecitationsofnumeroustrulybrilliantpeopleandtheirreputedcreations,aswellasthewritersownexperiencesConclusion:(P6)reinforcementofthetopic,30,OrganizationandDevelopment(II),ThesentencethatsummarizesHoffersviewondullworkcouldbe:Whatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous.Thepurposeofeachparagraphinthebodyofthepassage(P2P5):Para.2Peoplewhoachievedonotnecessarilyliveeventfullives.Para.3Whatisessentialforcreativeworkisamansabilitytomakethetrivialreachanenormousway.Para.4Aneventfullifedoesmoreharmthangoodtoacreativeman.Para.5Howhehimselfhasbeenbenefitedfromhisdullworkexperience.CommentonthearrangementofeachparagraphinthebodyofthepassageThearrangementislogicalandsound.Well-reputedmenarecitedbeforehisownexperience.Thepossibleharmfuleffectofaneventfullifeisillustratedonlyafterhehasmadeitclearthataneventfullifeisnotamustforcreativeachievement.,31,difficultsentencesfortranslation,Theoutstandingcharacteristicofmanscreativenessistheabilitytotransmutetrivialimpulsesintomomentousconsequences.Thegreatnessofmanisinwhathecandowithpettygrievancesandjoys,andwithcommonphysiologicalpressuresandhungers.Toacreativeindividualallexperienceisseminal-alleventsareequidistantfromnewideasandinsights-andhisinordinatehumannessshowsitselfintheabilitytomakethetrivialandcommonreachanenormousway.chancesarethathadmyworkbeenofabsorbinginterestIcouldnothavedoneanythinkingandcomposingonthecompanystimeorevenonmyowntimeafterreturningfromwork.Childrenandmaturepeoplethriveondullroutine,whiletheadolescent,whohaslostthechildscapacityforconcentrationandiswithouttheinnerresourcesofthemature,needsexcitementandnoveltytostaveoffboredom.,32,PostReadingActivities,1.TranslationExerciseforPracticeofLanguagePoints(C-E):Paragraph3:TheoutstandingcharacteristicofmanscreativenessParagraph6:Peoplewhofinddulljobsunendurable2.Writingashortpassageofthesimilarstyleonthefollowingtopic:“AllworkandnoplaymakesJackadullboy”isgenerallyacceptedastruebymanypeople.Howdoyoufeelaboutthisassumption?,33,UnitSixTEXTIIDoingChoresAugustHeckscher,Pre-readingBrainstorming:1)Whatismeaningof“chores”?2)Whatisthesignificanceofdoingchores?,34,MainIdeaofthepassageThewriterdwellsonhappening,workandchoresandtheirrelationship-toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.PurposeofwritingForthose,whomaybeinsomedoubtastothenatureofchores,theirvariety,theirpleasuresandtheirdrudgery,Iampreparedtodeliverashortdisquisition.,35,StructureofthepassagePara.1:introduction:purposeofwritingPara.2-5:development:happening,workandchoresandtheirrelationshipPara.6:conclusion:toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.,36,thenatureofchoresChoresarerepetitive.(para.2);Choresleavenovisiblemarkofimprovementorprogressbehindthem.(para.3);Choresareneutral,butobligatory.(para.4);Choresareasourceofmildsatisfaction.(para.5).,37,difficultsentencesfortranslation,Todowhatmustbedoneneatly,effectively,expeditiously-”withoutrestandwithouthaste”-lightsasmallfiredeepintheinteriorbeingandputsamaningoodhumorwiththeworld.Fortunatethemanorwomanwhoachievesjustbalancebetweenthesethreetypesofactivity-asIhavebeenabletodobygoodchance,andforalittlespaceoftime.,38,PostreadingActivity:Discussion-Doyouagreewiththethesis“toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence”?Whyorwhynot?,39,UnitSevenTEXTIBeautySusanSontag,Warm-upquestionsDoyouthink“beingbeautiful”isthemostdesirablequalityinwomen?Arewomenconcernedabouttheiroutwardappearanceonly?WhatsocialdiscriminationisimpliedintheoldChinesesaying男才女貌？Listasmanywordsasyoucantodescribewhatyouthinkanidealfemale/maleshouldbelike.Haveyouheardoforreadaboutanyobservationsonthetopicof“beauty”?Sharethemwithyourclassmates.Ifyouweretowriteanessayon“beauty”,howwouldyouapproachthissubject?,40,MainIdeafondness;tastee.g.shegavehimjustenoughinformationtowhethisappetite.,52,MainIdea:Byinterpretingwhat“appetite”meanstohim,theauthoractuallyisseekingtoexplaintohisreadersarelativelymoreabstractidea(“appetite”initsbroadsense),asubject,alookathowtokeepawayfromboredominlife.Purposeinwriting:togiveamoregeneraldifinitionof“appetite”andcallattentiontotheimportanceofpreservingitasasourceofsatisfactioninlife.,53,OrganizationandDevelopment:SectionI:(P1-3)definingtheword“appetite”inabroadsenseSectionII:(P4P7)TopicandexamplesoffastingtoillustratethehappinessthatcanbederivedfromthepreservationofappetiteConclusion:(P8)reinforcementofthetopic,54,DifficultSentencesforTranslation(E-C):,1)Appetiteisthekeennessofliving;itisoneofthesensesthattellsyouthatyouarestillcurioustoexist,thatyoustillhaveanedgeonyourlongingsandwanttobiteintotheworldandtasteitsmultitudinousflavorsandjuices.2)Byappetite,ofcourse,Idontmeanjustthelustforfood,butanyconditionofunsatisfieddesire,anyburninginthebloodthatproveyouwantmorethanyouvegot,andthatyouhaventyetusedupyourlife.3)ItisalongtimenowsinceIknewthatacutemomentofblissthatcomesfromputtingparchedlipstoacupofcoldwater.Thespringsarestilltheretobeenjoyed-alloneneedsistheoriginalthirst.,55,PostreadingActivities:1).ExercisesinWorkbook2).Developapassage,commentingoneitherofthefollowing:Wildesaidhefeltsorryforthosewhonevergottheirheartsdesire,butsorrierstillforthosewhodid.Oneofthekeenestpleasuresofappetiteremainsinthewaning,notthesatisfaction.,56,UnitEightTEXTIIWantinganOrangeLarryWoiwode,MainIdeaofthepassage：ChildhoodmemoryoforangesinthewintersinNorthDakotainthe1940s.StructureofthepassagePara.111:childhoodrecollectionsoftheorangePara.1216:asensorydescriptionofthewaysofcutting,dividing,andeatinganorangePara.17:lifebroughtbytheorangeuponthemonotonousatmosphereoftheNorthDakotawintryworld,57,Paraphrasethefollowingsentences:1.Therewasnodepthofdegradationthatwewouldntdescendtoinordertogetone.-Inordertogetanorange,uewouldntmindgoingthroughhumiliationanddisgrace.2.Eachorange,strippedofitsprotectivewrapping,asvividinyourvisionasapebbledsun,encouragedyoutopictureawholepyramidoftheminabowlonyourdiningroomtable.-Withitswrappingtakenoff,eachorangelookedlikeashiningsunasroundasapebble,andyouwereledtoimagineabowlfilledwithorangesonthetableinyourdiningroom.3.andtheeruptionofsmellandthewateryfireworksasaknife,inthehandofsomeoneskilled,likeourmother,goesslicingthroughtheskinsoperfectforslicing.-Whensomeonewhoisskilledinusingaknife,justlikeourmother,cutstheorangeintoslices,thesweetsmelloftheorangepermeatestheroomandthejuiceofthefruitjustsplatters.,58,4.Sputteringignitionscanalsobeproducedbysqueezingapeelnearacandle(atleastonecandleisalwaysgoingatChristmastime),andleftoverpeelsaresetonthestovetoptoscentthehouse.-Ifyousqueezeanorangepeelnearaburningcandle(asthereisalwaysatleastonecandlelitatChristmasseason),youcanseeflickeringflames.Youputtheremainingpeelsonthetopofthestovetogivethehouseapleasantsmell.5.Andifindeedyouhavesensedyourselfcomingdowninacold,thereisachancethatyouwillfeelitdrivenfromyourhead-yournoseandsinusessuddenlyopening-inthemidstofthescentofpeelandeatinganorange.(-Andifyoureallyfeelthatyouaresufferingfromabadcold,thesweetsmelloftheorangepeelandthegoodtasteofanorangewillcureyouofyourcold,andyournoseandsinuseswillbeclear.,59,UnitNineTextI:ARedLightforScofflaws,Pre-readingActivitiesWarming-updiscussionsonthenexttopics:Lookuptheword“scofflaw”inanunabridgeddictionary.Whatisthedefinitionofthisword?Howisthecompoundwordmadeup?Arescofflawsfoundinoursociety?Specifically,whoarethey?WhatsortofpeopledoyouthinkTrippettreferstoby“scofflaws”?Whatismeantby“ARedLightforScofflaws”?,60,MainIdea:ThewriterdemonstratestheabundanceofscofflawsinUSAandtheirdangersandcallsonboththeAmericanpublicandtheadministrationtocheckthespreadofthescofflawspiritbecauseitisacauseofsocialdemoralization.,61,OrganizationandDevelopment:Introduction:(P1)TheAmericansaretakingincreasinglibertieswiththelegalcodes.Body:(P2P8)Scofflawsaboundinamazingvarietyandthedangersofscofflawryvarywidely.Conclusion:(P9)Thescofflawspiritisdangerouslyinfectious;somethingmustbedonetocheckitsspread.,62,Topicsentencesforalltheparagraphs:Para.1Nothesisstatement.Thisparagraphintroducesthetopicoftheessay:MillionsofAmericansaretakingincreasinglibertieswiththelegalcodes.Para.2Scofflawsaboundinamazingvariety.Para.3Thedangersofscofflawryvarywidely.Para.4Themostflagrantscofflawisthered-lightrunner.Para.5Thefloutingofbasicrulesoftheroadleavesdeepdentsinthesocialmood.Para.6.scofflawsare.asymptomofelementarysocialdemoralization.Para.7Theprospectofthecollapseofpublicmannersisnotmerelyamatterofetiquette.Para.8ScofflawryatvariouslevelsofsociallifewasbynomeansalessseriousmenacetothefoundationoflawoftheU.S.thanviolentcrimes.(Implied)Para.9Thisconclusiveparagraphcontainsthethesisstatement:Thescofflawspiritisdangerouslyinfectious;somethingmustbedonetocheckitsspread.Whenweputallthetopicsentencestogether,whatwegetisanicelyworkedoutsentenceoutlineforthewritertoworkon,andahighlycondensedgistoftheessayforthereader.Allthetopicsentencesarerichlyillustratedwiththeexceptionofpara.6,whichseemsabitweakinitsdevelopment.,63,DifficultSentencesforTranslation(E-C):,ItispainfullyapparentthatmillionsofAmericanswhowouldneverthinkofthemselvesaslaw-breakers,l