高级英语下册ppt课件

Unit5Loveisafallacy,AdvancedEnglishBookII,1,Learningobjectives,GettoknowmoreaboutMaxShulmanandhisstory“TheManyLovesofDobieGillis”HaveagoodcommandofthespecialwritingstyleofthisstoryHaveabetterunderstandingof“love”,2,Teachingprocedures,I.Pre-readingQuestionsII.BackgroundInformationIII.StructureoftheTextIv.QuestionsForDiscussionV.Follow-upQuestions,3,Pre-readingQuestions,Howdoyoudefine“LOVE”?Isschoolyardlovefaddish(fashionable)now?Whatisyourcriteriaofchoosinghusbandsandwives?Howdoyoudefinetheword“fallacy”?Doyouthink“Loveisafallacy”?Howdoyouexplainit?,4,“Loveiskindandpatient,neverjealous,boastful,proud,orrude.Loveisnotselfishorquick-tempered.Itdoesnotkeeparecordofwrongsthatothersdo.Loverejoicesinthetruth,butnotinevil.Loveisalwayssupportive,loyal,hopeful,andtrusting.Loveneverfails!”fromCorinthians1,NewTestament歌林多前书,5,Fallacymeans:1)anideaorbeliefthatisfalsebutthatmanypeoplethinkitistruebecauseitisbasedonincorrectinformationorfaultyreasoning.谬论，谬见e.g.Thattheworldisflatwasatonetimeapopularfallacy.Thebeliefthatwomenarealwaysweakerthanmenisjustafallacy.2)(formal)amistakeorweaknessandlackoflogicorgoodsenseinanargumentorpieceofarguing.逻辑上的推理谬误e.g.Thatisastatementbasedonfallacy.,6,Thetitleofthestory“Loveisafallacy”hastwomeanings.When“fallacy”istakeninitsordinarysense,thetitlemeans“thereisadeceptiveordelusivequalityaboutlove”,orloveisnotonehundredpercenttrueorpure.Whentakenasaspecificterminlogic,thetitlemeans“lovecannotbededucedfromasetofgivenpremises”orloveisillogical.,7,TheStructureoftheText,Part1:(Paras.13)Theauthorsnote-preparationsforhisessay.Part2:(Paras.45)Narratorsboastingofhimselfanddowngradingofhisroommates.Part3:(Paras.659)NarratorsdealwithPeteyBurch.Part4:(Paras60154)NarratorsdateswithPolly.,8,QuestionsforDiscussion,QuestionsforGroup1(Paras.15)1.WhydidthewritermentionCharlesLamb?2.Whatcanyouinferabouthis(Lambs)writingstyle?3.Explainthefigurativemeaningof“unfettered”.4.Whatiscomparedto“afrontier”?5.Thewriterthinkslimp,flaccid,spongyaretheappropriatewordstodescribethefollowingessay,whatdoesheindicate?6.Whatsthewriterspurposeofwritingthisessay?Doyouagreewithhim?7.Identifythefiguresofspeechinpara.3andexplaintheminplain,non-figurativelanguage.,9,8.Theyoungmanbegantoheaponhimselfallthebeautifulwordsofpraisehecanthinkof,whatconclusioncanwedrawaboutthisyoungman?9.Whatarethethreedifferentthingshecomparedhisbrainto?Whydoeshedoso?10.Inthispara.,whatdoeshecallhimself?11.HowdoesthenarratordescribehisroommatePeteyBurchtodowngradehim?12.Whatsthemeaningoftheslangnothingupstairs?13.Whatsthenarratorsattitudetowardfadorfaddist?,10,QuestionsforGroup2(Paras.627)1.WhatwastheproblemtoPeteyoneafternoonwhilelyingonhisbed?2.Explainpausinginmyflight.3.WhatisCharleston?4.WhatdoesheimplybysayingWherehaveyoubeen?5.DoyouthinkthenarratorreallytakePeteyswordsliterally?6.ExplainBigMenonCampus.7.Whatdidhesayabouttheraccooncoat?8.Whatsthemeaningofintheswim?9.Thereisamixedmetaphorinpara.20identifyitandexplainit.,11,10.Accordingtothenarrator,whydidhechoosePollytobehisgirl?11.Identifyandexplainthefiguresinpara.23.12.WhatqualitywasmissinginPolly?OrwhatwasPollylackof?13.Howdoyouunderstandpin-upproportions?14.Whatimpressiondoyougetaboutthegirl?Noticethethreenounphrasesthewriterusestodescribeher.15.Identifytheeuphemismandantithesisusedinpara.27andthenexplainthem.16.Whatdoesthenarratorplantodowithher/Isitveryphilosophical?,12,QuestionsforGroup3(paras.2859)1.NoticealotofAmericancolloquialandslangyexpressionsusedinthispartidentifythemandexplainthem?2.Explainthemetaphorembeddedinthesentenceifyouwereoutofthepicture.open.3.WhydoesthenarratorsayImaydobetterthanthat?Andwhatdoesthatreferto?4.IdentifythefiguresofspeechinthesentenceIsaidwithamysteriouswink?5.WhatwasPeteysresponsetotheraccooncoatthatthenarratorshowedhim?6.Paraphrasemincingnowords.,13,7.HowdidPeteyrespondwhenheknewthatthenarratorwantedtoexchangeitwithhisgirl?8.Fromthedescriptioninpara.50,doyouthinkhewouldbeabletofightagainstthetemptation?9.Whatdoesthewritermeanwhenhesaid“Hewasatornman”,“withtheexpressionofawaifatthebakerywindow”and“sethisjawresolutely”?10.Explainthestructuredesirewaxing,resolutionwaning.Whatfigureofspeechisthis?11.HowdoesPeteylooklikeintheraccooncoat?12.HowdidthetwoyoungmentreatloveandthePolly?,14,QuestionsforGroup4(Paras.6096)1.WhatwasthepurposeofhisfirstdatewithPolly?2.HowdoyouunderstandThiswasinthenatureofasurveyandIhadtodotogetherminduptothestandardIrequired.?3.WhatcanyoutellaboutPollywhensheproducedGee,delish,marvey,sensaysh?4.HowdidthenarratorfeelafterthefirstdatewithPolly?AndWhy?5.Isiteasytoteachhertothink?6.Whydidnthegiveupthebigtask?,15,7.Whattypeofmancanyoudeducefrom“asinallthings,systematically”?8.Howdoyouunderstandatmyfingertips?9.ExplainYouwouldgofartofindanothersoagreeable.10.Explain“argumentbasedonanunqualifiedgeneralization”.11.Whatwouldyousayaboutthegirlwhensheresponded“Really?Nobody?”12.Whywasthenarratorirritated?13.Trytoexplain“Ifoughtoffawaveofdespair.Iwasgettingnowherewiththisgirl”.14.HowdidPollyreactedtohissuggestion”LetstryContradictoryPremises.”?,16,QuestionsforGroup5(paras.6998)1.Explainandtrytounderstandwince?2.Explainargumentbasedonanunqualifiedgeneralization.3.WhatwastheHastyGeneralizationtheyaretalkingabout?4.Whatwouldyousayaboutthegirl?5.Whywasthenarratorirritated?6.TrytoexplainthesentenceIfoughtoffawaveof.withthisgirl.7.Identifythefiguresofspeechirresistible.immovable.,17,8.Doyouknowwhattocallitanightmean?9.Howdidthegirlfeelabouttheirdatethatevening?Whataboutthenarrator?10.CouldyoudiscoverthereasonswhyPeteycouldhaveasoundsleep?11.Explainthelasttwosentencesinpara.97.12.Howdoyouunderstandthemetaphorinpara.98?13.IsitaneasyprojecttoteachPollyandmakeherintelligent?,18,QuestionsforGroup6(paras.99125)1.WhywasDobeimadatPolly?2.Pleaseexplainthewordsx-ray,briefs,blueprint.3.WhydidPollyliketheidea:studentscanlookattheirtextbookduringexams?4.HowdoyouunderstandsomeoftheAm.slangknockmeout,dreamy,fracture?5.WhatdoesshemeanbysayingTheyoughttoputWalterPigeoninmorepictures?6.IdentifythefiguresofspeechinthesentenceThereisalimittowhatfleshandbloodcanbear.7.Whatdoescreamymean?,19,8.ExplainthesentenceHehamstrunghisopponent,howisthewordhamstrungmetaphoricallyused?9.Identifythefigureofspeechinshesaidwithanairywaveofherhand.10.Explainthesimileinthispara.Iwaslikediggingatunnel.,andthemetaphorIpoundedandclawedandscraped.11.Howcouldyoutellthatthewriterisaself-conceitedyoungman?12.HowdoyouunderstandtheallusiontoGreekMythology?13.Explainthelastsentenceofthispara.,20,QuestionsforGroup7(paras.126-154)1.WhatwasthewritersresponsewhenheheardPollycommentedHastyGeneralization?2.Pleaseinterpretyoudonthavetoeatawholecaketoknowitsgood.3.Howdoesthewriterdeclarehislove?4.Trytounderstandthetwoallusions.Doyouthinktheyarewellchosen?WhatdoyouknowaboutFrankenstein?5.Identifythefiguresofspeechinthepara.,21,6.WhatdidhesayaboutlogicwhenPollyusedallthelogicalfallacytocounterhim?7.Whatistheclimaxinthispart?8.Howdidthewriterrespondwhenheheardthesadnews?9.Couldyoufindtheantithesisusedinpara.153?Whydidheusethis?10.Whatdoyouthinkoftheconclusion?Inwhatsenseisitironic?,22,Follow-upquestions,Whatisthethemeofthestory?Commentonthewritingstyleofthestory.,23,Whatisthethemeofthisstory?,Thethemeofthestoryisstatedbythewriterinthetitleofthestory.MaxSchulmanwantsthereader,afterreadingthestory,toconcludethatloveisanerror,adeceptionandanemotionthatdoesnotfollowtheprinciplesoflogic.Butthewriter,throughthisstoryhassucceededperhapsunwittingly(unconsciously)inrevealingwhatlovemaysometimesmeanintheaffluentsociety.Girlsdonotwantbrilliant,giftedoreducatedhusbands,butwanthusbandswhoarerichandwealthyenoughtoprovideallthewealthythingsnecessaryforkeepingupwiththeJoneses-home,clothes,cars(bigmansions,famousbrandcars,etc.).,24,Commentonthewritingstyleofthestory.MaxShulmanhasastylequitehisown.Thewholestoryisapieceoflightandhumoroussatire.,25,Thewriteremploysawholevarietyoftechniquestomakehisstoryvivid,dramatic,andcolorful.,lexicaldevicessyntacticdevicesfiguresofspeechdiscoursecohesiondevices,26,lexicaldevicesThelexicalspectrumiscolorful.Thismixaddstotherealismofthestory.Onewouldexpectafreshmantotalklikethat.1.Theuseofexclamatorywords.Thesewordsinclude“Gee”,“Oo”“Wow-dow”showingthatthegirlissimple-mindedandstupid.2.TheuseofclippedvulgarformsSuchformsas“delish”,“marvy”“sensaysh”“terrif”,and“magnif”arechosentocreatetheimageofthesimple-mindednessandstupidityofthegirl.,27,3.TheuseofultralearnedtermsManysuchtermsas“DictoSimpliciter”,“PostHoc”,“AdMisericordiam”sdhowingboastingofthenarratorcontrastssharplywiththesimple-mindednessofthegirl.4.TheuseofcommendatorywordsThesetermsinclude“cool”“logical”“keen”“calculating”“perspicacious”“acute”“powerful”“precise”,and“penetrating”.SuchacleverfreshmanismadeinsharpcontrastwiththedumbPeteyBurch.,28,5.TheuseofderogatorytermsManyderogatorytermstodescribePeteyBurch,whois“dumb”,“nothingupstairs“emotional”“unstable”“impressionable”and“Worstofall,afaddist.”ThedumbnessofPeteyBurchisvividlyportrayedhere.6.TheuseofcolloquialwordsForexample:“dumb”“pin-up”,“kid”,“gosteady”“date”“HolyToledo”“casual”“kick”laugh”,“terrif”,“magnif”,“yummy”,“fireaway”and“darn”,toaddrealismtothestory.,29,7.TheuseofslangsHerearesomeexamples:“nothingupstairs”“keen”“deal”“nut”“knockoneout”“dreamy”“howcute”“well-heeled”“rat”“knot-head”“jitterbug”“guy”“fracture”andmanyothers.Theselexicaldevicestogetherhelptocontributetothevividnessandaestheticbeautyoftheessay.,30,Syntacticdevices,Varioussentencestructuresareusedtocreatevividness,emphasisandfastpace.Theuseofsimplesentences“Raccooncoatsareunsanitary.Theyshed.Theysmellbad.Theyweightoomuch.Theyreunsightly.They”2.Theuseofcompoundsentences“Finallyhedidntturnawayatall;hejuststoodandstaredwithmadlustatthecoat.”3.Theuseofcomplexsentences“IwantedtofindoutjusthowmuchworkIhadtodotogetherminduptothestandardIrequired”,31,4.Theuseofrun-onsentences“Whenthebossaskshimwhathisqualificationsare,herepliesthathehasawifeandsixchildrenathome,thewifeisahelplesscripple,thechildrenhavenothingtoeat,noclothestowear,noshoesontheirfeet,therearenobedsinthehouse,nocoalinthecellar,andwinteriscoming.”5.Theuseofsentencefragments“Sameage,samebackground,butdumbasanox.”“Worstofall,afaddist.”,32,6.Theuseofend-focussentences“IthappenedthatI,asalawstudent,wastakingacourseinlogicmyself,soIhadallthefactsatmyfingertips.”7.Theuseofellipticalsentences“Emotionaltype.Unstable.Impressionable.”8.Theuseofinvertedsentences“CoolwasIandlogical”“Keen,calculating,perspicacious,acuteandastuteIwasallofthese”“LikeafoolIspentallmymoneyfortextbooks”,.”,33,9.TheuseofdashesandshortdialoguestomaintainafastpaceExamplesseepara.139-150.,34,Rhetoricaldevices,Heusesfigurativelanguageprofusely.1.Simile“Mybrainwasaspowerfulasadynamo,aspreciseasachemistsscales,aspenetratingasascalpel.”2.Metaphor(1)“Mybrain,thatprecisioninstrument,slip