现代大学英语第二册Unit 1 Another School Year-What For

Unit1AnotherSchoolYear-WhatFor教学目的了解作者及其背景知识；熟悉本文使用的写作手法；掌握委婉语；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。教学内容背景知识介绍作品赏析写作技巧语言理解教学重点文学作品的赏析；文学中的修辞手法一委婉语的使用构词法：词缀教学方法 多种教学法(讲授、问答、讨论、模仿、练习等)并用Warming-up:DiscussionDividetheclassintoseveralgroupsandmakethemhaveadiscussionabouttheadvantagesanddisadvantagesofformaleducationatschool.SuggestedAnswers:Advantages:asystematicmasteryoftheknowledgerequiredbythepubliceducation.anaccesstoanatmospherewhichisfullofcompetitionopportunitiesofbeingtogetherwiththosewithwhomyousharethesimilarexperienceteachersareprofessionalsinthefieldofeducationandcanprovidewithwhatweexpectfromthem;Disadvantages:formaleducationpaysmuchattentiontosimilarityratherthanindividuality;thosewithspecialtalentscannotexerttheirpotentialityataformalschool;BackgroundInformationWilliamShakespeareTragedies:⑴'Hamlet'JMacbeth','KingLea"'Othello';*AntonyandCleopatra1,fCoriolanus\fRomeoandJuliet,JuliusCaesar1;,RichardII',RichardIIP,TimonofAthens1;,KingJohn*,TitusAndronicus1,*HenryVP.Comedies:TheTempest',AsYouLikeIt\TheWinter'sTale；TheMerchantofVenice',TwelfthNight；'MuchAdoaboutNothing1,Cymbeline；'AMidsummerNightsDream1;'TheMerryWivesofWindsor1,TheTamingoftheShrew,,TwoGentlemenofVerona,,,AlFsWellThatEndsWell；,AComedyofErrors1,'Pericles1,'Love'sLabour'sLost,TwoNobleKinsmen'.Histories:'HenryIV',Parts1and2,'HenryV;'RichardIP,,RichardIIP,'HenryVIII,;KingJohn；'HenryVT,Parts2and3,'HenryVP,Part1.SeriousPlays,orBitterComedies:'MeasureforMeasure',TroilusandCressida1.Bach(1685-1750)Bach,JohannSebastian,wasconsideredbymanyofhispeerstobethesuprememasterofcounterpoint(compositionaltechniquepittingnoteagainstnoteormelodyagainstmelody).Thisqualitywasexpresslyillustratedinhisfugalcompositions.InthisexcerptfromhisfamousToccataandFugueinDMinor,writteninhisearlyyearsasacourtorganist,Bachexpandsonthetoccata(short,intricatelyarticulatedkeyboardmovement)forminanelaboratelyconstructedfugue.HomerHomer,nametraditionallyassignedtotheauthoroftheIliadandtheOdyssey,thetwomajorepicsofGreekantiquity.NothingisknownofHomerasanindividual,andinfactitisamatterofcontroversywhetherasinglepersoncanbesaidtohavewrittenboththeIliadandtheOdyssey.Linguisticandhistoricalevidence,however,suggeststhatthepoemswerecomposedintheGreeksettlementsonthewestcoastofAsiaMinorsometimeinthe8thcenturyBC.THEILIADTheIliadissetinthefinalyearoftheTrojanWar,foughtbetweentheGreeksandtheinhabitantsofthecityofTroy.Thelegendaryconflictformsthebackgroundforthecentralplotofthestory:thewrathoftheGreekheroAchilles.Insultedbyhiscommanderinchief,Agamemnon,theyoungwarriorAchilleswithdrawsfromthewar,leavinghisfellowGreekstosufferterribledefeatsatthehandsoftheTrojans.AchillesrejectstheGreeks1attemptsatreconciliationbutfinallyrelentstosomeextent,allowinghiscompanionPatroclustoleadhistroopsinhisplace.Patroclusisslain,andAchilles,filledwithfuryandremorse,turnshiswrathagainsttheTrojans,whoseleader,Hector(sonofKingPriam),hekillsinsinglecombat.ThepoemclosesasAchillessurrendersthecorpseofHectortoPriamforburial,recognizingacertainkinshipwiththeTrojankingastheybothfacethetragediesofmortalityandbereavement.THEODYSSEYTheOdysseydescribesthereturnoftheGreekheroOdysseusfromtheTrojanWar.TheopeningscenesdepictthedisorderthathasariseninOdysseus'shouseholdduringhislongabsence:Abandofsuitorsislivingoffofhiswealthastheywoohiswife,Penelope.TheepicthentellsofOdysseus'stenyearsoftraveling,duringwhichhehastofacesuchdangersastheman-eatinggiantPolyphemusandsuchsubtlerthreatsasthegoddessCalypso,whooffershimimmortalityifhewillabandonhisquestforhome.ThesecondhalfofthepoembeginswithOdysseus*sarrivalathishomeislandofIthaca.Here,exercisinginfinitepatienceandself-control,Odysseusteststheloyaltyofhisservants;plotsandcarriesoutabloodyrevengeonPenelope'ssuitors;andisreunitedwithhisson,hiswife,andhisagedfather.VIRGIL,orVERGI(70-19BC).ThegreatestoftheRomanpoets,PubliusVergiliusMaro,wasnotaRomanbybirth.HisearlyhomewasonafarminthevillageofAndes,nearMantua.Hisfatherwasafarmer,prosperousenoughtogivehissonthebesteducation.TheyoungVirgilwassenttoschoolatCremonaandthentoMilan.Attheageof17hewenttoRometostudy.Therehelearnedrhetoricandphilosophyfromthebestteachersoftheday.VirgilstudiedtheGreekpoets.Hewrotehis'Eclogues'.ThesearepastoralpoemsdescribingthebeautyofItalianscenes.AtthesuggestionofMaecenashewroteamoreseriousworkontheartoffarmingandthecharmsofcountrylifecalledthe'Georgies*.Thisestablishedhisfameastheforemostpoetofhisage.Theyearafterthe'Georgies'waspublished,hebeganhisgreatepic,the'Aeneid'.HetookashisherotheTrojanAeneas,supposedtobethefounderoftheRomannation.Thepoem,publishedafterVirgifsdeath,exercisedatremendousinfluenceuponLatinandlaterChristianliterature,proseaswellaspoetry.ThushisinfluencecontinuedthroughtheMiddleAgesandintomoderntimes.DANTE(1265-1321).Oneofthegreatestpoetsinthehistoryofworldliterature,ItalianwriterDanteAlighiericomposedpoetryinfluencedbyclassicalandChristiantradition.Dante'sgreatestworkwastheepicpoemLadivinacommedia(1321?;TheDivineComedy,1802).Itincludesthreesections:theInferno(Hell),inwhichthegreatclassicalpoetVirgilleadsDanteonatripthroughhell;thePurgatorio(Purgatory),inwhichVirgilleadsDanteupthemountainofpurification;andtheParadiso(Paradise),inwhichDantetravelsthroughheaven.ThispassagefromtheInferno(recitedbyanactor)comesatthebeginningoftheepic,whenDanteloseshiswayinthewoods.TheDivineComedywasprobablybegunabout1307;itwascompletedshortlybeforehisdeath.Theworkisanallegoricalnarrative,inverseofgreatprecisionanddramaticforce,ofthepoetsimaginaryjourneythroughhell,purgatory,andheaven.Ineachofthethreerealmsthepoetmeetswithmythological,historical,andcontemporarypersonages.Eachcharacterissymbolicofaparticularfaultorvirtue,eitherreligiousorpolitical;andthepunishmentorrewardsmetedouttothecharactersfurtherillustratethelargermeaningoftheiractionsintheuniversalscheme.DanteisguidedthroughhellandpurgatorybyVirgil,whois,toDante,thesymbolofreason.ThewomanDanteloved,Beatrice,whomheregardsasbothamanifestationandaninstrumentofthedivinewill,ishisguidethroughparadise.ARISTOTLE(384-322BC).Oneofthegreatestthinkersofalltime,anancientGreekphilosopher.Hisworkinthenaturalandsocialsciencesgreatlyinfluencedvirtuallyeveryareaofmodernthinking.Aristotlewasbornin384BCinStagira,onthenorthwestcoastoftheAegeanSea.HisfatherwasafriendandthephysicianofthekingofMacedonia,andtheladspentmostofhisboyhoodatthecourt.At17,hewenttoAthenstostudy.HeenrolledatthefamousAcademydirectedbythephilosopherPlato.AristotlethrewhimselfwholeheartedlyintoPlato'spursuitoftruthandgoodness.Platowassooncallinghimthe"mindoftheschool.HInlateryearsherenouncedsomeofPlato'stheoriesandwentfarbeyondhiminbreadthofknowledgeAfterhisdeath,Aristotle'swritingswerescatteredorlost.IntheearlyMiddleAgestheonlyworksofhisknowninWesternEuropewerepartsofhiswritingsonlogic.Theybecamethebasisofoneofthethreesubjectsofthemedievaltrivium-logic,grammar,andrhetoric.Earlyinthe13thcenturyotherbooksreachedtheWest.SomecamefromConstantinople;otherswerebroughtbytheArabstoSpain.MedievalscholarstranslatedthemintoLatin.ThebestknownofAristotle'swritingsthathavebeenpreservedareOrganon*(treatisesonlogic);'Rhetoric';'Poetics*;'HistoryofAnimals*;'Metaphysics';'DeAnima*(onpsychology);'NicomacheanEthics';'Politics';and'ConstitutionofAthens*.GeoffreyChaucerCalledtheFatheroftheEnglishLanguageaswellastheMorningStarofSong,GeoffreyChaucer,aftersixcenturies,hasretainedhisstatusasoneofthethreeorfourgreatestEnglishpoets.Hewasthefirsttocommittolinesofuniversalandenduringappealavividinterestinnature,books,andpeople.Asmany-sidedasShakespeare,hedidforEnglishnarrativewhatShakespearedidfordrama.IfhelackstheprofundityofShakespeare,heexcelsinplayfulnessofmoodandsimplicityofexpression.Thoughhislanguageoftenseemsquaint,hewasessentiallymodern.Familiaritywiththelanguageandwiththeliteratureofhiscontemporariespersuadesthemostskepticalthatheisnearertothepresentthanmanywritersbornlongafterhedied.TheCanterburyTalesTheTalesisacollectionofstoriessetwithinaframingstoryofapilgrimagetoCanterburyCathedral,theshrineofSaintThomasaBecket.Thepoetjoinsabandofpilgrims,vividlydescribedintheGeneralPrologue,whoassembleattheTabardInnoutsideLondonforthejourneytoCanterbury.RanginginstatusfromaKnighttoahumblePlowman,theyareamicrocosmof14th-centuryEnglishsociety.TheCanterburyTalescontains22versetalesand2prosetalespresumablytoldbypilgrimstopassthetimeontheirwaytovisitashrineinCanterbury,England.Thetalesrepresentnearlyeveryvarietyofmedievalstoryatitsbest.ThespecialgeniusofChaucer*swork,however,liesinthedramaticinteractionbetweenthetalesandtheframingstory.FrancoisdeLaRochefoucauld(1613-80).FrancoisdeLaRochefoucauldwasborntooneofthenoblefamiliesofFranceonSept.15,1613,inParis.Hisnotionsofhumanfaultsandfoiblesgrewoutofalifeimmersedinthepoliticalcrisesofhistime.Thepubliclifeofhisfamilywasconditionedbytheattitudeofthemonarchytowardthenobility—sometimesflattering,sometimesthreatening.Havingservedinthearmyperiodicallyfrom1629to1646,LaRochefoucauldbecameoneoftheprominentleadersinthecivilwarfrom1648to1653.Woundedin1649andagainin1652,hefinallyretiredfromthestrugglewithextensivefaceandthroatwoundsandwithhishealthruined.TheliteraryreputationofLaRochefoucauldrestsononebook:deflexionsousentencesetmaximesmorales1,publishedin1665.Generallycalledthe'Maximes',thesemoralreflectionsandmaximsareacollectionofcynicalepigrams,orshortsayings,abouthumannature-anaturethattheauthorfeltisdominatedbyself-interest.Typicalofhispointofviewarethefollowingsayings:HWeseldomfindsuchsensiblemenasthosewhoagreewithus";"Virtuesarelostinself-interestasriversarelostinthesea";"Thesurestwaytobedeceivedistothinkoneselfclevererthantheothersn;andnWealwayslikethosewhoadmireus;wedonotalwayslikethosewhomweadmire."Afterconvalescing,hesettledinPariswherehebecameinvolvedwithacircleofbrilliantandcultivatedpeoplewhodebatedintellectualsubjectsofallkinds.Asanexercise,theyattemptedtoexpresstheirthoughtswiththegreatestbrevity.Insodoingtheymadegreatuseoftheepigram,ormaxim,whichcreatessurprisethroughthedevicesofexaggerationandparadox.LaRochefoucauldsoongainedmasteryofthisdevice.Thefirsteditionofhis'Maximes'contains,infact,somelongerselectionsalongwiththeepigrams.Altogetherheauthorizedfiveeditionsofthebookinhislifetime,thelastappearingin1678.Twoyearslater,onMarch17, 1680,hediedinParis.MassachusettsInstituteofTechnology(MIT)MassachusettsInstituteofTechnology(MIT),oneoftheworld'sleadingresearchuniversities,inCambridge,Massachusetts.In1865theschoolwasopenedinBostonbygeologistWilliamBartonRogers,whobecameitsfirstpresident.ThroughoutitshistoryMIThasheldaworldwidereputationforteachingandresearch.Itwasamongthefirstschoolstousethelaboratorymethodofinstruction,developthemodernprofessionofchemicalengineering,andoffercoursesinaeronauticalandelectricalengineeringandappliedphysics.WordStudyVerbalaffixies-ize/ise:l)tocausetobe;tomake;tobecomemodernize/stabilize/realize/materialize/standardize/computerize/idealize/2)toputintostatedplacehospitalize/centralize/socialize-fytocausetobepurify/simplify/clarify/justify/notify/simplify/classifyidentify/terrify/qualify/terrify-en1)tobecomedarken/weaken/blacken/sadden2)tobemadeofwooden/golden/woolenbody/faculty/staffbody.wholephysicalstructureofahumanbeingorananimal;mainpartofahumanbodydeadbody astrongbody.mainpartofsththebodyofashipthebodyofthetheater,themainbodyofthebook.objectheavenlybodiesaforeignbody.groupofpeopleworkingoractingasaunitabodyoftroops,abodyofsupporters,alegislativebody,agovernmentbodythestudentbody,thegoverningbody,theschoolbody,anelectedbodyfaculty.anyofthepowersofthebodyormindthefacultyofthesightmentalfaculties.departmentorgroupofrelateddepartmentsinauniversitytheFacultyofLawtheFacultyofScience.thewholeteachingstaffinoneofthedepartmentsorinthewholeuniversityTheentirefacultyoftheuniversitywillattendthemeeting.staff(usu.sing).groupofassistantsworkingtogetherinabusiness,etcresponsibletoamanagerorapersoninauthoritythehotelstafftheshopstaffWeneedmorestaffintheoffice.Ihaveastaffoften.Thosepeopledoingadministrativeworkaheadteacherandherstaff (校长及全体教师)Theschoolstaffareexpectedtosuperviseschoolmeals.testify/justify/verify/Certify.testifydeclareasawitness,espincourt;giveevidence(提供证据,作证)Twowitnessestestifiedagainstherandoneinherfavor..justifyshowthatsth/sbisright,reasonableorjust(表明或证明某人或某事是正当的，有理的或公正的)Youshouldn'tattempttojustifyyourselfTheyfoundithardtojustifytheirson'sgivingupasecurewell-paidjob..verifytocheck;tomakesuresthistrueoraccurate(证实，核查)Thecomputerverifiedthedatawasloadedcorrectly..certifytodeclareformally,espinwritingoronaprinteddocument(尤指书面证明)Hecertifieditwashiswife'shandwriting.say/speak/talk/tell/converse.say 其宾语通常是所说的话的内容，或用以表达出直接引语Hehasn'tsaidthatheisleaving.Hesaid「Goodnight"，andwenttobed..speak用途较广，可指说或说话,还可指发言或演讲，通常是一人讲大家听Thebabyislearningtospeak.Pleasedon'tspeakwithyourmouthfulloffood.rdliketospeakwithyouaboutmyidea.WehaveinvitedhertospeakonAmericanpolitics.还可用来指会说或能够用某种语言说话。Hespeaksseverallanguages..talk通常用来指两人或两人以上相互交谈，含着有谈话对象的意思，往往只调侃或闲聊Wesatinthebarandtalkedforhours.tell强调一人提供信息，其他人接受信息Shetoldhimtohurryup.Shetoldmenothingaboutherself..converse谈话交谈，更正式Itisapleasuretoconversewithyou.Itisdifficulttoconversewithpeoplewhodonotspeakyourlanguagerather/fairly/quite/pretty几个副词均可以表示“适度地”，“在某种程度上”，或“不很”之意，常用于改变所修饰的形容词或副词的分量。.rathera.既可与褒义词连用也可与贬义词连用。与褒义词连用时，听起来令人心情愉悦;rathergoodplayratherpoorworkb.与贬义词或中性词连用时，表示不赞成或不满意。ratherhotrathersmallc.可与比较级或too连用Thehouseisratherbiggerthanwethought.Thoseshoesarerathertoosmall.d.与a/an+adj.+n,连用时,可置于a/an之前。arathernicedayaratherprettywoman.fairly词义最弱，多与褒义词连用fairlytidy/friendly.quite和rather一样，在与a/an+adj.+n,连用时，可置于a/an之前。Aquiteniceguyaquitepromisingfuture.pretty a.词义最强也最通俗，但词义的强弱受语调影响较大。Aprettysimplequestionaprettyuglymab.和rather一样既可与褒义词连用也可与贬义词连用。与褒义词连用时，听起来令人心情愉悦；sensitive/sensible.sensiblereasonable;havingorshowinggoodsenseasensiblepersonasensiblesuggestion.sensitiveeasilyhurt,damaged,affected,offended,upsetasensitivenerveheat-sensitiveasensitivegirlsensitivetocriticismWritingTechnique(20minutes)Euphemism委婉语Euphemism,or"languagepollution"，or"doublespeak"，assomecallit,isoftenintendedtoobscureorhidetherealsituation.jumpthefencepassawaygotothebathroomseniorcitizencorrectioncentergototheelectricchairrestinpeaceladies'roomsanitaryengineerdomestichelpjumpthefencepassawaygotothebathroomseniorcitizencorrectioncentergototheelectricchairrestinpeaceladies'roomsanitaryengineerdomestichelpmeattechnologistsubstandardhousingHeisabitslowforhisage.TextAnalysisStructurePartI(para.1-8)describesthewriter'sencounterwithoneofhisstudent.PartII(para.9-14)restateswhatthewriterstillbelievest