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1、新编英语教程新编英语教程上海外语教育出版社上海外语教育出版社第六册第六册1.ConceptofTeaching:Teaching is the establishment of an environment for effective learningRolesofteacher:planner,manager(controller,director,conductor,instructor),prompter,presenter,resource,consultant,participant,diagnostician,assessor,etc;Rolesofstudents:previou
2、slyaspassiverecipients;multipleroles:participant,interactorornegotiator,resourceorassessor;2.CourseDescription:Beyondreadingcomprehension:Analysisandapplicationofwhathasbeenlearned:speaking,writingandtranslation;Developmentofcriticalthinking;Aspectsoflearning:Theme,Purposeofwriting,Pointofview,Style
3、,Structure,Rhetoricalfeatures,Diction,Translation(eitherforcheckingcomprehensionordevelopingtranslationskill);3.OBJECTIVESFOREACHLESSONGeneralIdeaandmassageofthetext;PurposeofwritingandBackgroundinformation;Writersopinionandtoneofthepassage;Outlineorstructureofthetext;Linguisticstrategiesinvolved;St
4、yleandrhetoricaltechniques;CF:Purposeofthecourse(XiamenUniversity)DevelopanoverallproficiencyinfourskillsDevelopcriticalabilityinreadingtextsReinforcegrammaticalcompetence.4.FORMATOFTEACHING:Pre-readingActivities:Brainstormingorpre-readingquestionsanddiscussionsforwarmingup;ComprehensionandAnalysis:
5、Questionsandanswersforcheckingunderstanding;Analysisofsomestyleandrhetoricaltechniquesinvolved;Translationofsomedifficultexpressionsorsentencestocheckandenhancecomprehension;PostreadingActivities:Commentsonthepassageorallyorinwriting;ExercisesinWorkbook;Writingshortpassageofthesimilarstyleortheme;5.
6、Teachingsetupandrequirementsa a.Six class hours per unit.Six class hours per unitb b.Lecture+workshop+seminar.Lecture+workshop+seminarc c.Pre-class review required.Pre-class review requiredd d.Exercises(completed on individual .Exercises(completed on individual basis,selected for discussion)basis,se
7、lected for discussion)e e.Text II included in exams.Text II included in examsCourseevaluation:a.60-70%coverageoftext-orexercises-relatedsamples;b.TEM-8-relatedmaterialforJuniors;6.CONTENTSUNITTWOTextIThefineArtofPuttingThingsOffTextIIGossipUNITTHREETextIWallsandBarriersTextIIBarrierSignalsUNITSIXTex
8、tIDullWorkTextIIDoingChoresUNITSEVENTextIBeautyTextIISexisminEnglish:AFeministViewUNITEIGHTTextIAppetiteTextIIWantinganOrangeUNITNINETextIARedLightforScofflawsTextIITrustUNITTENTextIStraight-AIlliteracyTextIITheQualitiesofGoodWritingUNITELEVENTextIOnConsigningManuscriptstoFloppyDiscsAndArchivestoObl
9、ivionTextIIThisIsProgress?UNITTWELVETextIGrantandLee:AStudyinContrastsTextIIGrantandLeeUNITTHIRTEENTextIEuphemismTextIIClutterUNITFOURTEENTextIThatAstoundingCreator-NatureTextIIWhentheYoungHaveItGoodUNITFIFTEENTextI.TeachingasMountaineeringTextIIALiberalEducation7.UnitTwo,TextOne:TheFineArtofPutting
10、ThingsOffMichael DemarestPre-readingBrainstormingPre-readingBrainstorming:*Doyouoftenputthingsoffornot?Why?Doyouoftenputthingsoffornot?Why?*Howcan“puttingthingsoff”beafineart?Howcan“puttingthingsoff”beafineart?8.Comprehension-anoverviewofthetextMainIdea:Throughdepictingpopularityofprocrastinationinn
11、earlyallthefields,thewriterwantedtoprovethat“delaycanofteninspireandreviveacreativesoul”and“toputoffmakingdecisionisitselfadecision”andthereforeitcanbeafineandusefulart.PurposeofwritingandTone:Inhalfseriousandhalf-jokingmannerandhumoroustone,Demarestexpresseshisviewonprocrastinationthatwhileinsomeca
12、sesitisirrationalandencumberingtodelay,itisjustifiedandfruitfulinothers.9.OrganizationandDevelopment:Introduction:(P1-2)Theworldisprobablydividedbetweendelayersanddo-it-nowers;Body:(1)(P3-7)Delayisnotwithoutitsadvantages:itcanofteninspireandreviveacreativesoul;examplesinmanyfields;Conclusion:(P8-9)E
13、xplanationandconclusionofprocrastination;10.Thewaysinwhichparagraphsarelinked-TransitionofparagraphsTheuseofthewordyetatthebeginningofpara.3indicatesthatinthisparagraphthereaderwillfindsomethingcontrarytowhathehasreadaboutintheprecedingone.(Para.2illustratesthetroubleprocrastinationmayincurwhilepara
14、.3tellsthereaderthatdelaycanofteninspireandreviveacreativesoul.)Atthebeginningofpara.4,thewordcunctatorisrepeated,itsfirstoccurrencebeinginpara.1.Para.5beginswiththeparodyoftheproverbWherethereisawill,thereisaway.Thewordwillintheparodyrepeatsthewordwillinthelastsentenceofpara.4.Hispointatthebeginnin
15、gofpara.6referstowhatManderbachsaysintheprecedingparagraphs.Theuseofthewordalsointhefirstsentenceofpara.7referstoasimilarsituationmentionedpreviously.11.TranslationExerciseforPracticeofLanguagePoints(C-E)ThattheelegantearlnevergotaroundtomarryinghissonsmotherandhadabadhabitofkeepingworthieslikeDr.Jo
16、hnsoncoolingtheirheelsforhoursinananteroomatteststothefactthateventhemostwell-intentionedmenhavebeenpostponersever.(p.2-5)Bureaucratization,whichflourishedamidthegrowingburdensofgovernmentandthegreatercomplexityofsociety,wasdesignedtosmotherpolicymakersinblanketsoflegalism,compromiseandreapprasail-a
17、ndtherebypreventhastydecisionsfrombeingmade.(p.43-46)So,forthatmatter,isthecreationofagreatpaintings,oranentre,orabook,orabuildinglikeBlenheimPalace,whichtooktheDukeofMarlboroughsarchitectsandlaborers15yearstoconstruct.(p.70-73)12.PostreadingActivitiesWriteashortpassageof200wordsinfavoroforagainstth
18、ethesaying“never put off till tomorrow what you can do today”.13.UnitTwoTEXTII:GossipFrancine ProselPre-readingBrainstorming:Howwouldyoudefinetheword“gossip”?Whatfunctionsdoesgossiphave?14.MainIdeaofthepassageThroughclarifyingthepresentmisunderstandinganddistortingoftheword“gossip”,thewriteremphasiz
19、esthestrengthofgossipastheheritage,asthelegacyofacertaincommunityandotherfunctionsthatitcanplayinthesociety.15.StructureofthepassageIntroduction:(P1-2)Gossip-heritage,birthrightBody:(P3-9)Gossip:Howhasitbeendistorted?Whatarethefunctions/rolesofgossip?Conclusion:(P10)Illcontinuetocherishgossip.16.dif
20、ficultsentencesfortranslation(E-C)IheardmydistortedbythatsamefalsenotethatsometimescreepsintoitwhensocialstrainandsomemisguidednotionofamiabilitymakemeassenttoopinionsIdontreallyshare.(P.4)Iveoftenthoughtthatgossipsbadmightbeclearedbycallingit“oraltradition”;forwhat,afterall,isanoraltraditionbutthes
21、toriesofotherlives,othereras,legendsfromatimewhenhumantrafficwithspiritsandgodswasconsideredfitforgossipyspeculation?(P.6)Whenoneasks,“Whatsthegossip?”itsthatcommunitythatisbeingaffirmed.(P.9)17.PostreadingdiscussionWhatisyourattitudetowardsgossipingandbeinggossipedabout?DoyouagreewithProseonthesubj
22、ect?Whyorwhynot?18.Unit Three TEXT IUnit Three TEXT IWalls and BarriersWalls and BarriersEugene RaskinEugene RaskinPre-readingQuestionsPre-readingQuestionsWhy was the Great Wall built in China?What was its main Why was the Great Wall built in China?What was its main function when it was first built?
23、function when it was first built?What is the relation between“walls”and“barriers”?What is the relation between“walls”and“barriers”?-A wall is defined as a continuous and usually vertical and solid -A wall is defined as a continuous and usually vertical and solid structure of stones,bricks,concrete,e
24、tc.,serving to enclose or protect or structure of stones,bricks,concrete,etc.,serving to enclose or protect or divide off town,house,room,field,etc.A barrier is defined as a material divide off town,house,room,field,etc.A barrier is defined as a material object that serves as an obstruction or an ob
25、stacle to prevent object that serves as an obstruction or an obstacle to prevent communication or to check(e.g.,the advance of an enemy).communication or to check(e.g.,the advance of an enemy).In the old days,walls were erected as barriers against danger from In the old days,walls were erected as ba
26、rriers against danger from without,and the Great Wall of China can serve as a typical example of without,and the Great Wall of China can serve as a typical example of this.Most walls in China function as barriers.this.Most walls in China function as barriers.19.Comprehension:1)MainIdea:Thispassageco
27、mparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney,anditcontraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.The writers Conclusion/point of view:Architectureisanexpressionofpeoplesmentality(attitudes,prejudices,taboos,andideals);therefore,changesintheirvi
28、ewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.2)PurposeofwritingandTone:Raskinin“WallsandBarriers”intendstoillustrateandpromoteanopinionthatchangesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.Heachieveshispurposethroughlogicalreasoning(inductiveanalysis,ma
29、kingcomparisonandcontrastsandcause-and-effectanalysis)20.OrganizationandDevelopment:Introduction:(P1-2)OpeningofthepassageBody:(1)(P3-5)comparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney(2)(P6-10)contraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.Concl
30、usion:(P11)Ourchangingconceptionsofourselvesinrelationstotheworlddeterminehowweshallbuildourwalls.Listofcontrasts:a.architecturaldesignsofbanks:paras.3&4b.functionofbank:para.4c.classicalandnewcriticismofarchitecture:para.6d.attitudetowardpossiblehostilityinprimitiveandmodernworld:paras.7&9e.attitud
31、etowardprivacyparas.8,9,&1021.TranslationExerciseforPracticeofLanguagePoints1)Isupppose-Imorethansuppose,Iamconvinced-thathisnegativeresponsewasnot so muchtothearchitectureastoaviolationofhisconceptofthenatureofmoney.(L.5-7)2)Itistheinunderstandingofarchitectureasamediumfortheexpressionofhumanattitu
32、des,prejudices,taboosandidealsthatthenewarchitecturalcriticismdepartsfromclassicalaesthetics.(L.31-)3)Thegreaterthefear,theheavierthewall,untilinthetombsofancientkingswefindstructuresthatarepracticallyallwall,thefearofdissolutionbeingtheultimatefear.(L41-43)4)Thisisperhapswhyitisthemost“advanced”and
33、“forward-looking”amonguswholiveandworkinglasshouse.Eventhefearofthecaststonehasbeenanalyzedoutofus.(L.74-76)22.PostreadingActivities:Somepeoplethinkthatmoneyoughttobespentmainlyonfoodsoastohelpbuildupstrongconstitution;butsomethinkthatitismoreimportantforapersontotrytomakehimselflooksmart.Developash
34、ortpassage,comparingandcontrastingthetwodifferentview23.Unit Three TEXT II Barrier Signals Desmond MorrisPre-reading Brainstorming:Whatisbodylanguage?Whatdoyouknowaboutit?-nonverbalcommunication;bodylanguage/kinesics-messageofspace:space;territoriality;proxemics;Whatisbarriersignal?Whatarefunctionso
35、fbarriersignals?Examplesofbarriersignals?Reference:A dictionary of British&American Culture胡文仲,外研社,24.MainIdeaofthepassage:This essay,in the form of extended definition and developed largely through examples,illustrates the Body-cross,the most popular form of Barrier Signals25.StructureofthepassageI
36、ntroduction(P1-2):theoriginanddevelopmentofbarriersignalsMainpart(P3-12):theBody-cross-itsvariablesindifferentsituations,suchasgreeting,standing&sittingExamplesofbarriersignalsthroughoutthetextbyMorris:l.Alittlechildbidingbehinditsmothersbodyorachairorsomepieceofsolidfurniture.2.Ateenagegirlcovering
37、upherfacewithhandsorpapers.3.Thespecialguestonagalaoccasionhavinghisrighthandreachacrosshisbodyandtouchhisleftcuff-link.4.Thefemaleguestonagalaoccasionhavingherrighthandacrossherbodyandshiftingthepositionofherhandbag.5.Amanfingeringabuttonorthestrapofawristwatch.6.Awomansmoothingoutanimaginarycrease
38、inasleeveorrepositioningthescarforcoatheldoverherleftarm.7.Amanrubbinghishandstogetherorclaspingthemfirmlyinfrontofhim.8.Thearm-fold,i.e.,theleftandrightarmsintertwiningthemselvesacrossthefrontoftilechest.9.Pressingthetightlyclaspedhandsdownontothecrotch.10.Usingthedeskasabarrier.26.PostreadingActiv
39、ityDescribesituationsfromyourexperienceinwhichyouorotherpeoplemadetheimaginarymovementofBody-crossasdefinedbyMorris.27.UnitSixTEXTIUnitSixTEXTIDullWorkDullWork Eric HofferEric Hoffer Warming-updiscussionsonthenexttwotopicsWarming-updiscussionsonthenexttwotopics:uu Doyouthinkyoucanachievemuchifyouliv
40、eaDoyouthinkyoucanachievemuchifyouliveaplain,ordinarylife?plain,ordinarylife?uuDoesmonotonous,routineworkdullonesmind?Doesmonotonous,routineworkdullonesmind?uuWhatdoesthewritermeanbyWhatdoesthewritermeanbydulldull in“DullWork”?in“DullWork”?a.a.boring,notinterestingorexciting;boring,notinterestingore
41、xciting;b.b.uneventful,slow-paced,inactiveuneventful,slow-paced,inactive2828.MainIdeaInthispassagethewritertriestoconvincethereadersthatwhatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous(orc
42、reativeness of a mans mind is primary to what he can achieve).29.OrganizationandDevelopment:Theuseofthetechnique,classicalrhetoric,foreffectiveexpositorywritingIntroduction:(P1)presentationoftherealobjectivethatthewriterintendstoattain,orthegenuineconcernheaimstofocusonBody:(P2P5)thecitationsofnumer
43、oustrulybrilliantpeopleandtheirreputedcreations,aswellasthewritersownexperiencesConclusion:(P6)reinforcementofthetopic30.OrganizationandDevelopment(II)ThesentencethatsummarizesHoffersviewondullworkcouldbe:Whatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdepends
44、onhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous.Thepurposeofeachparagraphinthebodyofthepassage(P2P5):Para.2Peoplewhoachievedonotnecessarilyliveeventfullives.Para.3Whatisessentialforcreativeworkisamansabilitytomakethetrivialreachanenormousway.Para.4Aneventfullifedoesmoreharmthangood
45、toacreativeman.Para.5Howhehimselfhasbeenbenefitedfromhisdullworkexperience.CommentonthearrangementofeachparagraphinthebodyofthepassageThearrangementislogicalandsound.Well-reputedmenarecitedbeforehisownexperience.Thepossibleharmfuleffectofaneventfullifeisillustratedonlyafterhehasmadeitclearthataneven
46、tfullifeisnotamustforcreativeachievement.31.difficultsentencesfortranslationTheoutstandingcharacteristicofmanscreativenessistheabilitytotransmutetrivialimpulsesintomomentousconsequences.Thegreatnessofmanisinwhathecandowithpettygrievancesandjoys,andwithcommonphysiologicalpressuresandhungers.Toacreati
47、veindividualallexperienceisseminal-alleventsareequidistantfromnewideasandinsights-andhisinordinatehumannessshowsitselfintheabilitytomakethetrivialandcommonreachanenormousway.chancesarethathadmyworkbeenofabsorbinginterestIcouldnothavedoneanythinkingandcomposingonthecompanystimeorevenonmyowntimeafterr
48、eturningfromwork.Childrenandmaturepeoplethriveondullroutine,whiletheadolescent,whohaslostthechildscapacityforconcentrationandiswithouttheinnerresourcesofthemature,needsexcitementandnoveltytostaveoffboredom.32.PostReadingActivities1.TranslationExerciseforPracticeofLanguagePoints(C-E):Paragraph3:Theou
49、tstandingcharacteristicofmanscreativenessParagraph6:Peoplewhofinddulljobsunendurable2.Writingashortpassageofthesimilarstyleonthefollowingtopic:“AllworkandnoplaymakesJackadullboy”isgenerallyacceptedastruebymanypeople.Howdoyoufeelaboutthisassumption?33.Unit Six TEXT II Doing Chores August HeckschernPr
50、e-reading Brainstorming:1)What is meaning of“chores”?2)What is the significance of doing chores?34.MainIdeaofthepassageThewriterdwellsonhappening,workandchoresandtheirrelationship-toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.Purpose of writingForthos