高级英语精读教案

1COURSEINTRODUCTION1.PurposeofthecourseDevelopanoverallproficiencyinfourskillsDevelopcriticalabilityinreadingtextsReinforcegrammaticalcompetence.2.FocusoftrainingatpresentstageShiftoffocusintraining:Fromlistening/speaking(1-2years)toreading/writing(3-4years)Adjustedfocusinteaching:Fromgrammar-pre-dominanttotext-slantedDrawstudentsattentiontochangedpurposeandfocusoftrainingatdifferentlevelsofthecourse.3.ThetextbookThecompilerTextbookdesign(Student‘sBook)a.Pre-classwork(pre-questions,dictionarywork,librarywork)b.Text1c.Comprehension(oral)d.Organizationanddevelopmente.Analysisf.TextIIg.Paragraphwritingh.Listening&speaking(tapes)Evaluatingthetextbooka.Variedcontents(includingissuesofsocialconcernratherthenmerelylanguageandliterature)b.Eclecticapproachc.Drawbacks4.Teachingsetupandrequirements:a)Sixclasshoursperunitb)Lecture+workshop+seminarc)Pre-classreviewrequiredd)Exercises(completedonindividualbasis,selectedfordiscussion)e)Text2includedinexams2TextIHittheNailontheHeadI.Teachingobjectives1.Understandingthevariousaspectsrelatedtotheusageofwords.2.Cultivatingasenseofappropriatenessinstyle3.Learningtouseanalogyasanexpositorymeans.II.Warm-upquestions1.Doesthetitlestrikeyouasabitunusual?2.HaveyoueverheardoftheEnglishproverb―Hitthenailonthehead‖?Whatdoesitmean?3.Whosejobinvolveshittingnails?Isthetextconcernedaboutthecarpenter?Then,what‘sthemajorconcernoftheauthor?（stylisticmatter,howtousetherightwordfromtheextensivevocabularyoftheEnglishlanguage）4.Whatsimilaritiesdoestheauthorrecognizeinthejobofacarpenterandtheworkofawriter?Theprocessthewriterchoosestherightwordissimilartothewayacarpenterhammersanail.Likethecarpenterwhoneedstodrivehomeeverynailifhewantshisworkproperlydone,awriterneedstoputeffortsinchoosingtherightwordifhewantstobeaccurateandconcise.5.Howmuchdoyouknowaboutstyle?Doyoufinditaninterestingtopic?6.Howdoyoulikethetext?Doyoufinditdifficultoreasy?Didittakeyoulongtopreparebeforeyoucometotheclass?Aretheremanynewwordsinthetext?3III.OrganizationofthetextDirections:Readthroughthewholetextveryquickly,findoutthemainideaofeachparagraph,decidewhethersomeparagraphscanbegroupedtogethertoformasectionandhoweachsectionisrelatedtotheother.Discuss&conclude:SectionI(paragraph1-3):Raisingthesubject:ImportanceofchoosingtherightwordPara1:Introducingthetopicbydrawingananalogybetweenthecarpenterhammeringanailandthewriterusingwords.Para2-3:Elaboratingontheimportanceofchoosingtherightword–Itisaprocessofrealizing,definingandclarifyingyourthought.Section2(paragraph4–10):ExplainingthevariousaspectsintheprofileofawordPara4-7:IIllustratinghowwordswithcommonrootshavedifferentmeanings(Semanticaspect)Para8:Illustratinghowwordswithsimilarmeaningsmayhavedifferentassociations(Connotationalaspect)Para9:Illustratinghowwordswithsimilarmeaningsmayhavestylisticdifferences.(Stylistic/situationalaspect)Para10:Pointingoutthatageneralnotionmaybeexpressedbyavarietyofspecificwords(Variationinexpression)Section3(paragraph11):Conclusion:Qualityismoreimportantthanquantityinlearningvocabulary(withananalogytoechothebeginning)IV.TextworkandlanguagepointsSectionI(paragraph1-3)Paragraph1:1.Callstudents‘attentiontotheuseofanalogybyaskingquestionssuchasHowdoestheauthorintroducethesubject?4Whatexpositorymeansisusedinthefirstparagraph?Canyouexplainthedifferencebetween―comparison‖and―analogy‖?2.Askstudentstoreadthepassageonpage7withthefollowingquestionsinmind:WHATisthepurposeofdrawingananalogy?WHENisitoftenused?HOWisitdifferentfrom―comparison‖?3.Askstudentstoidentifytheuseofcomparisonandtheuseofanalogyinpara..1ComparisonAclumsymanaskillfulcarpenterAgoodwriteraskillfulcarpenterAnalogyAwriterchoosingtherightwordAcarpenterhammeringanail4.Sumupthemainpoints:Analogyisaspecialkindofcomparisonandamoreconcretewaytoexplainthings.Thepurposeofanalogyistoexplainsomethingabstractandremote.Withanalogy,ofthetwothingsbeingcompared,oneisusuallyafamiliarsubject,whichhelpstoexplaintheother,whichisusuallyadifficultandabstractsubject,somethinghardtodefine.Paragraph2-31.Askquestionstocheckstudents‘understandingofthetextHowisparagraph2linkedtothepreviousone?Whatdoestheword―this‖referto?Isiteasytofindthewordthatexpressespreciselywhatawriterwantstoexpress?Why?Doyouhavethisprobleminwriting?-Wordsaremanyinnumber-Wordsmayhavesubtledifferencesinthem(semantic,stylistic)Doesabigvocabularyguaranteetheabilityofusingtherightword?Why?Doyouagreewiththeauthorthatthereisagreatdealoftruthintheseeminglystupidquestion―HowcanIknowwhatIthinktillIseewhatIsay?‖[Thequestionsoundsirrational,butistrue.Unlesswehavefoundtheexactwordstoverbalizeourownthoughts,wecanneverbeverysureofwhatourthoughtsare.Withoutwords,ourthoughtscannotbedefinedorstatedinaclearandprecisemanner.]definingyourthoughtChoosingwordsisaprocessofclarifyingwhatyoumean.realizingyourmeaning52.Callstudents‘attentiontotheauthor‘sgeneralization(line11-16:―Wordsaremanyandvarious…thosewhohearorreadourwords.‖;(line19-21)―Itishardwork…wearedealingwith‖)Askthemtoreadaloud.Remindstudentstheimportanceofgeneralizationafterillustrations.Languagepoints1)(line4)drivesomethinghome:force(thenail)intotherightplace;makesomethingunmistakablyclear.e.g.Thepersonwhowinstheargumentistheonewhodriveshomehispoints.Advertiserskeeprepeatingthenamesoftheproductinordertodrivethemessagehome.(also:drivehometosb,sth.)YoumustdrivehometoJohnwherethedifficultylies.YoumustdriveithometoJohnthatwedon‘thaveenoughmoney.2)(line4)hittingitsquarelyonthehead:directly,usedbothliterallyandfiguratively,examples:Theboxerhithisopponentsquarelyonthejaw.Wemustfacetheproblemsquarely.3)(line7)cleanEnglish:Englishwhichispreciseandclear(incontrastwithvague,slovenlylanguage)4)(line10)scrupulouswriters:writerswhoareverycareful,payingattentiontodetails一丝不苟的作家.―scrupulous‖generallymeanspainstaking,meticulous(i.e.payinggreatattentiontosmallthings).Itmaybepositiveornegativeinassociation,e.g.Heisscrupulousinhisbusinessdealings.(positive,正派，谨慎)Thenursetreatedhimwiththemostscrupulouscare.（positive）Thepaperisnotentirelyscrupulousinsettingitsassumptions.(negative)Hepaysscrupulousattentiontostyle.(positive)Compare:―unscrupulous‖不择手段的(usuallynegativeinassociation)5)shadesofmeaning:slightdifferencesinmeaning.6)Someusefulsentencepatternsinthissection(line13)Itisnotonlyamatterof…,itisalso…(line19)Itishardwork+doingsth(line23)…hesitatedoingsth(also..hesitateaboutdoingsth,hesitatetodosth.hesitateatsth.)6Sentencesforparaphrase1.―Awordthatismoreorlessright,aloosephrase,anambiguousexpression,avagueadjective,willnotsatisfyawriterwhoaimsatcleanEnglish.‖:i.e.AwriterwhoisparticularlyconcernedaboutthepreciseexpressioninEnglishwillneverfeelhappywithawordwhichfailstoexpressanideaaccurately.2.―Choosingwordsispartoftheprocessofrealization,…forthosewhohearorreadourwords.‖:i.e.Theprocessoffindingtherightwordstouseisaprocessofperfectionwhereyoutrytosearchforwordsthatmaymostaccuratelyexpressyourthoughtsandfeelings,andwordsthatmaymosteffectivelymakeyourlistenersandreadersunderstandyourthoughtsandfeelings.3.―Itishardworkchoosingtherightwords,butweshallberewardedbythesatisfactionthatfindingthembrings.‖:i.e.Findingthemostsuitablewordtouseisinnosenseeasy.Butthereisnothinglikethedelightweshallexperiencewhensuchawordisfound.Relevantinformation:TheallusiontoFlaubert(Note7,page5)GustaveFlaubert(1821–1880),Frenchnovelist,wasassociatedwith,thoughnotrepresentativeof,themovementofnaturalismandknownasoneofthegreatestrealistsofthenineteenth-centuryFrance.Hedevotedhislifetolonghoursspentinheavytoiloverhiswork.Hiswritingismarkedbyexactnessandaccuracyofobservation,extremeimpersonalityandobjectivityoftreatment,andprecisionandexpressivenessinstyle,ortheprincipleofthemotjuste.Section2(paragraph4–10):Thevariousaspectsinwordusage(I)Thesemanticaspectofwords(paragraph4-7)1.AskstudentstomakecommentsonthethreepairsofexamplesgiveninthissectionCompareandcontrasttheirdifferencesinmeaning.human:of,orrelatingtoman,1)e.g.humanbeing;humannature;humanrightshumane:.characterizedbykindness,mercy,orcompassion.e.gahumanejudge/officerhumanaction=actiontakenbymanhumaneaction=mercifulactionhumankiller=personthatkillshumanshumanekiller=thatwhichkillsbutcauseslittlepain,esp.instrumentsforthepainlesskillingofanimals7anxiety:associatedwithworry/fear2)eagerness：fullofinterestordesiresingularity(ofmind):oddity,peculiarity,sththatsinglesapersonoutfromothers思想奇特、古怪3)singleness(ofmind):holdingsteadfastlytothepurposeinmind,withoutbeingdrawnasidebylessworthyobjects.思想专一、坚定2.Pointoutwhatmayhappenifweconfusewordswithasimilarform.(onepossibleconsequence:malapropism).Explain:Malapropismistheuseofawordinmistakeforonesoundingsimilar,resultingincomiceffect,e.g.―allegory‖for―alligator‖;―delusions‖for―allusions‖ThewordhasitsorigininMrs.Malaprop,afamouscharacterinSheridan‘scomedytheRivals(1775).Sheisnotedforherblundersintheuseofwords.―Asheadstrongasanallegory(alligator)onthebanksoftheNile‖isoneofhergrotesquemisapplications.Shealsorequeststhatnodelusions(allusions)tothepastbemade.Shehasgivenusthewordmalapropismasanameforsuchmistakes.AskstudentswhethertheycanrecallothernamesoffictioncharactersthathaveenteredtheEnglishdictionaryasMrs.Malaprop,(e.g.Mr.Micawber,RipVanWinkle…etc)3.Askstudentstogivefurtherexamplesofconfusingwords,i.e.wordsthatlooksimilarinformbutdifferentinmeaning,suchas―credulous‖and―credible‖,etc.Languagepoints:1)distinct:adj.A.differentinkinde.g.Weshouldkeepthetwoideasdistinct.将两个概念区别开来Donkeysandhorsesaredistinctanimals.不同的动物B.clearlymarked,plain,e.g.adistinctimprovement明显的adistinctpronunciation清晰的2)afield:adv.awayfromone'shomeorusualenvironment.e.g.Don‘tgotoofarafield.Inthetext,itmaybeinterpretedas:Thereisnoneedforustomakeanefforttofindproofofbadcarpentryinlanguage.‖Namely,―Youcanfindexamplesofbadusageeverywherearoundyou.‖83)rife:(predicativeonly)widespread,common,increasinglyprevalent.e.g.Superstitionisstillrifeinthecountry.(Not:rifesuperstition)Thecountrywasrifewithrumorsofwar.Crimeandviolencewererifeinthiscitybeforeliberation.Diseaseusedtoberifeinthiscountry.(II)Theconnotationalaspectofaword(paragraph8)1.Askstudentstosumupthemainpointoftheparagraph.2.Callattentiontothecohesivelinkinthetopicsentence(from―malapropism‖tomovetoanewpoint--inappropriatenessresultingfromanignoranceoftheword‘sconnotation)3.Discussthedifferentconnotationsineachofthefollowing:-imprisoned–force,coercion,compulsion,againstwill-contained–moregeneral,neutral-epitomized–literary,formal-summedup—general-distilledmoreformal,Illustratetheusagewithfurtherexamples,e.g.Thecharterincludessomeconditionsthatimprison(限制)theindustrialworkerstoday.Heepitomizes（概括、凝聚）thegoodqualitiesofhisfamily.（beaperfectexample,typify）Watercanbemadepurebydistillingit.(提炼)4.Givefurtherexamplestoillustratethatwordswithsimilarorsamemeaningmayhavedifferentconnotations,e.g.happinessjoydelightraptureecstasy5.Callattentiontothegeneralization(line56-60)whichwellsumsupwhat‘sbeendiscussedintheparagraph.Languagepoints:9Coercion:todosth.undercoercion;togetsth.bycoercionCoerce:tocoercesb.intodoingsth.Hepaidthemoneyundercoercion.被迫Theterroristsgotwhatthe