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1、高级英语（第六册）教案Unit2TeachingPlanAcademicYear:2008-2009Semester:1SUBJECT:ANewEnglishCourse,Book,byLiGuanyi, 1994;Unit2TheFineArtofPuttingThingsOffTYPEOFLESSON:ExplanationtothetextMETHOD:ComprehensivemethodPURPOSE: To expand students knowledge, to deepen students understanding of society and life, to cult
2、ivate students ability of analysis, appreciating, logic thinking and the ability to think independently and to consolidate and improve students English language skill by reading and analyzing the material. TEACHINGEQUIPMENT:Teachingplan,textbook,exercisesofBandEightREFERENCEBOOKS:ANewEnglishCourse(A
3、nswersforReference); “LongmanDictionaryofPhrasalVerbs”; “LongmanDictionaryofContemporaryEnglish”; CollinsShorterEnglishDictionary; LongmanLexiconofEnglishLongmanPhrasalVerbs; LANGUAGEPOINTS&DIFFICULTPOINTSPERIOD:8:009:50a.m.10:1012:00a.m.2:003:50p.m.4:005:50p.m.ANALYSIS:Unit2TextITheFineArtofPutting
4、ThingsOffMichaelDemarestI.DictionaryWork:1.Uniquely:distinctively2.Aberrant:deviatingfromwhatisusual3.Pristine:unchangedbylaterdevelopments4.Edit:alter,adapt5.Vernacular:everydaylanguageorspeech6.Accommodation:adaptation7.Incumbent:beingthedutyofsomeone8.Intelligible:notunderstandable9.Holdswayover:
5、havecontrolover10.Sophistication:intellectualimprovement,refinementII.LibraryWork.1.Chesterfield,PhilipDormerStanhope,4thEarlof(16941773),Englishwriterandstatesman,bestknownforhiswittyandworldlyLetterstoHisSonandLetterstoHisGodson.ChesterfieldwasbornonSeptember22,1694,inLondon,andeducatedattheUniver
6、sityofCambridge.HewaselectedtotheHouseofCommonsin1715.In1726,aftersucceedingtotheearldomofChesterfield,heenteredtheHouseofLords.AsupporterofSirRobertWalpole,ChesterfieldservedasambassadortotheDutchRepublic(172832)andalsoaslordhighsteward(173033)butwasdismissedbecauseheopposedthepassageofanexcisetax.
7、Chesterfieldthenjoinedtheopposition.AslordlieutenantofIreland(174564)Chesterfieldsoughttoeffectpeaceamongtheopposingfactions.HelaterservedassecretaryofstatetoGeorgeII.ChesterfielddiedonMarch24,1773,inLondon.Chesterfieldsfameasamanoflettersrestsuponaseriesofletters,publishedafterhisdeath,thatgiveafai
8、thfulaccountofthemannersandcustomsofaristocraticsocietyin18thcenturyEngland,writteninagracefulandwittystyle.Oneseries,LetterstoHisSon(1774),wereaddressedtohisillegitimateson,PhilipStanhope.Asecondseries,LetterstoHisGodson(1890),wasaddressedtoanotherPhilipStanhope,adistantcousinandgodsonwhomChesterfi
9、eldadoptedashisheirafterthedeathofhisson.Chesterfieldwasafriendofmanywriters,includingVoltaire,AlexanderPope,and JonathanSwift.Chesterfield,PhilipDormerStanhope,4thEarlof,Microsoft(R)Encarta.Copyright(c)1994MicrosoftCorporation.Copyright(c)1994Funk&WagnallsCorporation.2.Johnson,Samuel(17091784),Engl
10、ishwriterandlexicographer,amajorfigurein18thcenturyliteratureasanarbiteroftaste,renownedfortheforceandbalanceofhisprosestyle.EarlyLifeJohnson,usuallyreferredtoasDr.Johnsonbyhiscontemporariesandlatergenerations,wasborninLichfieldonSeptember18,1709,thesonofabookseller.Heattendedthelocalschool,buthisre
11、aleducationwasinformal,conductedprimarilyamonghisfathersbooksashereadandstudiedtheclassics,whichinfluencedhisstylegreatly.In1728JohnsonenteredPembrokeCollegeattheUniversityofOxford.Abrilliantbuteccentricyoungman,hewasplaguedbyavarietyofailmentsfromwhichhesufferedtherestofhislife.Heleftinpoverty,with
12、outtakingadegreeandhavingsufferedthefirstoftwoemotionalbreakdowns.Duringthistimeofdespondencyhisreadingofdevotionalliteratureledhimtoaprofoundreligiousfaith.Afterhisfatherdiedin1731,JohnsontriedteachingandlaterorganizedaschoolinLichfield.Hiseducationalventureswerenotsuccessful,however,althoughoneofh
13、isstudents,DavidGarrick,laterfamousasanactor,becamealifelongfriend.Attheageof26JohnsonmarriedElizabethJarvisPorter,awidowabout20yearshissenior,whobroughtameasureofcalmandselfconfidencetohislife.In1737Johnson,havinggivenupteaching,wenttoLondontotrytheliterarylife.Thusbeganalongperiodofhackwritingfort
14、heGentlemansMagazine.Johnsonslong,sonorouspoemTheVanityofHumanWishes,basedonthetenthsatireoftheLatinpoetJuvenal,appearedin1749generallyconsideredJohnsonsfinestpoem,itmarkedthebeginningofaperiodofgreatactivity.Hefoundedhisownperiodical,TheRambler,inwhichhepublished,between1750and1752,aconsiderablenum
15、berofeloquent,insightfulessaysonliterature,criticism,andmoraltheory.TheDictionaryBeginningin1747,whilebusywithotherkindsofwritingandalwaysburdenedwithpoverty,Johnsonwasalsoatworkonamajorprojectcompilingadictionarycommissionedbyagroupofbooksellers.Aftermorethaneightyearsinpreparation,theDictionaryoft
16、heEnglishLanguageappearedin1755.Thisremarkableworkcontainsabout40,000entrieselucidatedbyvivid,idiosyncratic, stillquoteddefinitionsandbyanextraordinaryrangeofillustrativeexamples.LaterWritingsDespiteanxietiesabouthisproductivity,Johnsonpublishedanotherperiodical,TheIdler,between1758and1760andin1759,
17、topayforhismothersfuneral,hehurriedlycompletedRasselas,PrinceofAbyssinia,aproseromanceaboutayoungmanssearchforahappylife.DictionaryJohnson(ashehasbeencalled)wasnowacelebrity.In1764heandtheeminentEnglishportraitistSirJoshuaReynoldsfoundedtheLiteraryClubitsmembershipincludedsuchluminariesasGarrick,the
18、statesmanEdmundBurke,theplaywrightsOliverGoldsmithandRichardBrinsleySheridan,andayoungScottishlawyer,JamesBoswell.Fromtheirfirstmeetingin1763JohnsonandBoswellweredrawntoeachotherforthenext21yearsBoswellminutelyobservedandrecordedtheconversationandactivitiesofhishero.BoswellsmonumentalLifeofSamuelJoh
19、nson,oneofthegreatestbiographieseverwritten,waspublishedin1791.TrinityCollegeinDublinawardedJohnsonanhonorarydoctorateofcivillawin1765,thesameyearthathepublishedhiseditionofShakespearewithitsacutecommentaryonthecharactersintheplays.Sometimeafter1760Johnsonexperiencedasecondmentalbreakdown.Thegreatho
20、spitalityofhisfriendHesterLynchThralebroughthimsomepeace,andherAnecdotesoftheLateSamuelJohnson(1786)providesvaluableinsightsintothemindandheartofJohnsonduringthisperiodofpersonalturmoil.In1773,however,hewaswellenoughtoundertakeandenjoyatripwithBoswelltoScotlandandtheHebrides,atripvividlyrecountedinh
21、isJourneytotheWesternIslandsofScotland(1775).Johnsonslastmajorwork,TheLivesoftheEnglishPoets,wasbegunin1778,whenhewasnearly70yearsold,andcompletedintenvolumesin1781.Theworkisadistinctiveblendofbiographyandliterarycriticism.JohnsondiedthreeyearslateronDecember13,1784.ModernInterestinJohnsonNineteenth
22、-centurybiographersfosteredtheimageofJohnsonasanawkward,unkempteccentric,whoseconversationwascertainlylivelyandmemorable,butwhoseliteraryinfluencewasslight.A fullscalescholarlyevaluationofJohnsonscontributionsasawriterbeganonlyinthemid20thcentury.ThepsychologicalstudySamuelJohnson(1944),byAmericancr
23、iticJosephWoodKrutchopenedupnewwaysofthinkingaboutthemanandhiswork.ThemostcomprehensiveandpenetratingscholarshiphasbeenthatofWalterJacksonBate,anotherAmericanliteraryscholar,whowonaPulitzerPrizeforSamuelJohnson(1977).InthesestudiesJohnsonemergesasatroubledbutundauntedman,compassionatetothepoorandopp
24、ressed,relentlessinhisquestfortruth,ahumanistparexcellence.Hiswriting,indefenseofreasonagainstthewilesofuncheckedfancyandemotion,championedthevaluesofartisticandmoralorder.Contributedby:JohnL.MahoneyIII. FurtherReadingJohnson,Samuel,Microsoft(R)Encarta.Copyright(c)1994MicrosoftCorporation.Copyright(
25、c)1994Funk&WagnallsCorporation.IV.Background1.RuthBenedict:U.S.anthropologist,whosetheorieshadaprofoundinfluenceonculturalanthropology,esp.intheareaofcultureandpersonality.Hermostfamousworkis“PatternsofCulture”(1934)文化模式，fromwhichtheextractistaken.2.JohnDewey:(1859-1952),Americanphilosopher,psycholo
26、gist,andeducator.BorninBurlington,Vermont,DeweyreceivedaB.A.degreefromtheUniversityofVermontin1879andaPh.D.degreefromJohnsHopkinsUniversityin1884.DeweyslongandinfluentialcareerineducationbeganattheUniversityofMichigan,wherehetaughtfrom1884to1888.In188889DeweytaughtattheUniversityofMinnesota,returnin
27、gtotheUniversityofMichiganfrom1889to1894.HecontinuedhiscareerattheUniversityofChicagofrom1894to1904andatColumbiaUniversityfrom1904untilhisretirementasprofessoremeritusin1931.Deweylectured,actedasaneducational consultant,andstudiededucationalsystemsinChina,Japan,Mexico,Turkey,andtheSovietUnion. Durin
28、g his tenure at Chicago, Dewey became actively interested in the reform of educational theory and practice.HetestedhiseducationalprinciplesatthefamousexperimentalLaboratorySchool,thesocalledDeweySchool,establishedbytheUniversityofChicagoin1896.Theseprinciplesemphasizedlearningthroughvariedactivities
29、ratherthanformalcurriculaandopposedauthoritarianmethods,which,Deweybelieved,offeredcontemporarypeoplenorealisticpreparationforlifeinademocraticsociety.Deweyfelt,moreover,thateducationshouldnotmerelybeapreparationforfuturelifebutafulllifeinitself.Hisworkandhiswritingswerelargelyresponsibleforthedrast
30、icchangeinpedagogythatbeganintheUnitedStatesearlyinthe20thcenturyasemphasisshiftedfromtheinstitutiontothestudent.DeweystheorieshaveoftenbeenmisinterpretedbytheadvocatesofsocalledprogressiveeducationalthoughDeweyopposedauthoritarianmethods,hedidnotadvocatelackofguidanceandcontrol.Hecriticizededucatio
31、nthatemphasizedamusingthestudentsandkeepingthembusy,aswellaseducationthatwasorientedtowardpurevocationaltraining.Asaphilosopher,Deweyemphasizedthepractical,strivingtoshowhowphilosophicalideascanworkineverydaylife.Hissenseoflogicandphilosophywaseverchanging,adaptivetoneedandcircumstance.Theprocessoft
32、hinking,inhisphilosophy,isameansofplanningaction,ofremovingtheobstaclesbetweenwhatisgivenandwhatiswanted.Truthisanideathathasworkedinpracticalexperience.DeweyfollowedtheAmericanphilosopherandpsychologistWilliamJamesasaleaderofthepragmaticmovementinphilosophyDeweysownphilosophy,calledeitherinstrument
33、alismorexperimentalism,stemsfromthepragmatismofJames.Deweysinfluencecanbeseeninmanyfieldsbesideseducationandphilosophy.Apoliticalactivist,headvocatedprogressiveandsometimesradicalapproachestointernationalaffairsandeconomicproblems.HisvoluminouswritingsincludePsychology(1887),TheSchoolandSociety(1899
34、),DemocracyandEducation(1916),ReconstructioninPhilosophy(1920),HumanNatureandConduct(1922),TheQuestforCertainty(1929),ArtasExperience(1934),Logic:TheTheoryofInquiry(1938),andProblemsofMen(1946).Dewey,John,Microsoft(R)Encarta.Copyright(c)1994MicrosoftCorporation.Copyright(c)1994Funk&WagnallsCorporati
35、on.2.SeeTBP57V.LanguagePointsandDifficultPointsPage1711.L4:itistheotherwayaround (AmE.)inareverseway,fromthereversedirection2.L46:Traditionalcustom,takenthewordover,isamassofdetailedinindividualactions,nomatterhowaberrant.Traditionalcustom,whichhascontrolledthepeopleoftheworld,isactuallyanumberofspe
36、cificbehaviorwhicharemorepeculiarthananyindividualactioncanbe,nomatterhowabnormaltheindividualactionis.Takeover:gaincontrolovere.g.Militaryleadershavetakenoverthecountry.Largercompaniesaretakingoversmallercompaniesbybuyingtheirshares.Supplements:Takeover:toleadtoananotherplacetoacceptdutyresponsibil
37、ity,etc.e.g.Thesebigboatscantakepeopleover(totheisland) inhalfthetime.e.g.Herdaughterisoldenoughtotakeoversomeofthecooking.goover,lookover,lookover,runoverPage1723.L7:trivial:oflittleworthorimportance,cf.trifling,petty,meree.g.Whydoyougetangryoversuchtrivialmatters?trifling:ofslightimportance,oflitt
38、levaluee.g.Itwasasumofmoneyforgetit.petty:notimportante.g.“Dontaskmetothinkaboutsuchmatters,”hesaidangrily.mere:nomoreorbettere.g.Sheisamerechild,shedoesntunderstand.4.L10:Heseesitedited (SeeNote1p173)5.L12:hecannotgobehindthesestereotypeshecannotgooutoftheseoldconventions.6.L14:inallseriousnessvery
39、seriously7.L15:overagainsta.oppositetob.contrastwith8.LL1317JohnDeweyhassaidofhisfamilyAcomparisonisusedinwhatDeweysaid:theinfluenceofcustomontheindividualislikenedtothetotalnumberofwordsinhismothertongueandtheinfluenceoftheindividualoncustomislikenedtonumberofwordsofhisbabytalkthathavebeenadmittedi
40、ntothelanguageofhisfamily.Thecontrastinproportionismadeclear.9.LL1720:Whenoneseriouslystudiesobservation.Ifonestudiescarefully,hewillfindtherearesocialordersthathavedevelopedindependentlyofanyoutsideinfluencewithlittleculturalexchangewiththeoutsideworld.Theanalogy(figureofspeechis)isonlyanexactandac
41、tualobservation.10.LL2021:Thelifehistoryhiscommunity.Apersonslife,aboveallelse,shapedbyconformitytothecustompasseddowninhissociety.11.LL2727:andnochildbornintooneontheoppositesideoftheglobecaneverpartanyonewhowasborninhisowngroupofcustomisbyfardifficulttounderstand,appreciateoraccepttheotherpeoplescustom.Thesecondhalfofthestatementseemstobeoverstated.Intodaysworldinteractionsbetweendifferentcultureshavebecomeverycommon.Forinstance,someC