《新编英语教程第六册》由会员分享，可在线阅读，更多相关《新编英语教程第六册（70页珍藏版）》请在金锄头文库上搜索。
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:previousl
2、yaspassiverecipients;multipleroles:participant,interactorornegotiator,resourceorassessor;CourseDescription:Beyondreadingcomprehension:Analysisandapplicationofwhathasbeenlearned:speaking,writingandtranslation;Developmentofcriticalthinking;Aspectsoflearning:Theme,Purposeofwriting,Pointofview,Style,Str
3、ucture,Rhetoricalfeatures,Diction,Translation(eitherforcheckingcomprehensionordevelopingtranslationskill);OBJECTIVESFOREACHLESSONGeneralIdeaandmassageofthetext;PurposeofwritingandBackgroundinformation;Writersopinionandtoneofthepassage;Outlineorstructureofthetext;Linguisticstrategiesinvolved;Styleand
4、rhetoricaltechniques;CF:Purposeofthecourse(XiamenUniversity)DevelopanoverallproficiencyinfourskillsDevelopcriticalabilityinreadingtextsReinforcegrammaticalcompetence.FORMATOFTEACHING:Pre-readingActivities:Brainstormingorpre-readingquestionsanddiscussionsforwarmingup;ComprehensionandAnalysis:Question
5、sandanswersforcheckingunderstanding;Analysisofsomestyleandrhetoricaltechniquesinvolved;Translationofsomedifficultexpressionsorsentencestocheckandenhancecomprehension;PostreadingActivities:Commentsonthepassageorallyorinwriting;ExercisesinWorkbook;Writingshortpassageofthesimilarstyleortheme;Teachingse
6、tupandrequirementsa 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)b
7、asis, selected for discussion)e e.Text II included in exams.Text II included in examsCourseevaluation:a.60-70%coverageoftext-orexercises-relatedsamples;b.TEM-8-relatedmaterialforJuniors;CONTENTSUNITTWOTextIThefineArtofPuttingThingsOffTextIIGossipUNITTHREETextIWallsandBarriersTextIIBarrierSignalsUNIT
8、SIXTextIDullWorkTextIIDoingChoresUNITSEVENTextIBeautyTextIISexisminEnglish:AFeministViewUNITEIGHTTextIAppetiteTextIIWantinganOrangeUNITNINETextIARedLightforScofflawsTextIITrustUNITTENTextIStraight-AIlliteracyTextIITheQualitiesofGoodWritingUNITELEVENTextIOnConsigningManuscriptstoFloppyDiscsAndArchive
9、stoOblivionTextIIThisIsProgress?UNITTWELVETextIGrantandLee:AStudyinContrastsTextIIGrantandLeeUNITTHIRTEENTextIEuphemismTextIIClutterUNITFOURTEENTextIThatAstoundingCreator-NatureTextIIWhentheYoungHaveItGoodUNITFIFTEENTextI.TeachingasMountaineeringTextIIALiberalEducationUnitTwo,TextOne:TheFineArtofPut
10、tingThingsOffMichael DemarestPre-readingBrainstormingPre-readingBrainstorming: :* *Doyouoftenputthingsoffornot?Why?Doyouoftenputthingsoffornot?Why?* *Howcan“puttingthingsoff”beafineart?Howcan“puttingthingsoff”beafineart?Comprehension-anoverviewofthetextMainIdea:Throughdepictingpopularityofprocrastin
11、ationinnearlyallthefields,thewriterwantedtoprovethat“delaycanofteninspireandreviveacreativesoul”and“toputoffmakingdecisionisitselfadecision”andthereforeitcanbeafineandusefulart.PurposeofwritingandTone:Inhalfseriousandhalf-jokingmannerandhumoroustone,Demarestexpresseshisviewonprocrastinationthatwhile
12、insomecasesitisirrationalandencumberingtodelay,itisjustifiedandfruitfulinothers.OrganizationandDevelopment:Introduction:(P1-2)Theworldisprobablydividedbetweendelayersanddo-it-nowers;Body:(1)(P3-7)Delayisnotwithoutitsadvantages:itcanofteninspireandreviveacreativesoul;examplesinmanyfields;Conclusion:(
13、P8-9)Explanationandconclusionofprocrastination;Thewaysinwhichparagraphsarelinked-TransitionofparagraphsTheuseofthewordyetatthebeginningofpara.3indicatesthatinthisparagraphthereaderwillfindsomethingcontrarytowhathehasreadaboutintheprecedingone.(Para.2illustratesthetroubleprocrastinationmayincurwhilep
14、ara.3tellsthereaderthatdelaycanofteninspireandreviveacreativesoul.)Atthebeginningofpara.4,thewordcunctatorisrepeated,itsfirstoccurrencebeinginpara.1.Para.5beginswiththeparodyoftheproverbWherethereisawill,thereisaway.Thewordwillintheparodyrepeatsthewordwillinthelastsentenceofpara.4.Hispointatthebegin
15、ningofpara.6referstowhatManderbachsaysintheprecedingparagraphs.Theuseofthewordalsointhefirstsentenceofpara.7referstoasimilarsituationmentionedpreviously.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)PostreadingActivitiesWriteashortpassageof200wordsinfavoroforagainsttheth
18、esaying“never put off till tomorrow what you can do today”.UnitTwoTEXTII:GossipFrancine ProselPre-readingBrainstorming:Howwouldyoudefinetheword“gossip”?Whatfunctionsdoesgossiphave?MainIdeaofthepassageThroughclarifyingthepresentmisunderstandinganddistortingoftheword“gossip”,thewriteremphasizesthestre
19、ngthofgossipastheheritage,asthelegacyofacertaincommunityandotherfunctionsthatitcanplayinthesociety.StructureofthepassageIntroduction:(P1-2)Gossip-heritage,birthrightBody:(P3-9)Gossip:Howhasitbeendistorted?Whatarethefunctions/rolesofgossip?Conclusion:(P10)Illcontinuetocherishgossip.difficultsentences
20、fortranslation(E-C)IheardmydistortedbythatsamefalsenotethatsometimescreepsintoitwhensocialstrainandsomemisguidednotionofamiabilitymakemeassenttoopinionsIdontreallyshare.(P.4)Iveoftenthoughtthatgossipsbadmightbeclearedbycallingit“oraltradition”;forwhat,afterall,isanoraltraditionbutthestoriesofotherli
21、ves,othereras,legendsfromatimewhenhumantrafficwithspiritsandgodswasconsideredfitforgossipyspeculation?(P.6)Whenoneasks,“Whatsthegossip?”itsthatcommunitythatisbeingaffirmed.(P.9)PostreadingdiscussionWhatisyourattitudetowardsgossipingandbeinggossipedabout?DoyouagreewithProseonthesubject?Whyorwhynot?Un
22、it 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?function when it wa
23、s 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, etc. , ser
24、ving 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
25、or an obstacle 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
26、 were erected as barriers 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.Comprehension:1)Ma
27、inIdea:Thispassagecomparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney,anditcontraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier. The writers Conclusion / point of view:Architectureisanexpressionofpeoplesmentality(attitudes,prejudices,taboos,andideals);the
28、refore,changesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.2)PurposeofwritingandTone:Raskinin“WallsandBarriers”intendstoillustrateandpromoteanopinionthatchangesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.Heachieveshispurposethroughlogicalreasoni
29、ng(inductiveanalysis,makingcomparisonandcontrastsandcause-and-effectanalysis)OrganizationandDevelopment:Introduction:(P1-2)OpeningofthepassageBody:(1)(P3-5)comparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney(2)(P6-10)contraststhemodernnotionofwall-as-windowwiththeancientconceptionofw
30、all-as-barrier.Conclusion:(P11)Ourchangingconceptionsofourselvesinrelationstotheworlddeterminehowweshallbuildourwalls.Listofcontrasts:a.architecturaldesignsofbanks:paras.3&4b.functionofbank:para.4c.classicalandnewcriticismofarchitecture: para.6d.attitudetowardpossiblehostilityinprimitiveandmodernwor
31、ld:paras.7&9e.attitudetowardprivacyparas.8,9,&10TranslationExerciseforPracticeofLanguagePoints1)Isupppose-Imorethansuppose,Iamconvinced-thathisnegativeresponsewasnot so muchtothearchitectureastoaviolationofhisconceptofthenatureofmoney.(L.5-7)2)Itistheinunderstandingofarchitectureasamediumfortheexpre
32、ssionofhumanattitudes,prejudices,taboosandidealsthatthenewarchitecturalcriticismdepartsfromclassicalaesthetics.(L.31-)3)Thegreaterthefear,theheavierthewall,untilinthetombsofancientkingswefindstructuresthatarepracticallyallwall,thefearofdissolutionbeingtheultimatefear.(L41-43)4)Thisisperhapswhyitisth
33、emost“advanced”and“forward-looking”amonguswholiveandworkinglasshouse.Eventhefearofthecaststonehasbeenanalyzedoutofus.(L.74-76)PostreadingActivities:Somepeoplethinkthatmoneyoughttobespentmainlyonfoodsoastohelpbuildupstrongconstitution;butsomethinkthatitismoreimportantforapersontotrytomakehimselflooks
34、mart.Developashortpassage,comparingandcontrastingthetwodifferentviewUnit Three TEXT II Barrier Signals Desmond MorrisPre-reading Brainstorming: Whatisbodylanguage?Whatdoyouknowaboutit?-nonverbalcommunication;bodylanguage/kinesics-messageofspace:space;territoriality;proxemics;Whatisbarriersignal?What
35、arefunctionsofbarriersignals?Examplesofbarriersignals?Reference:A dictionary of British & American Culture胡文仲胡文仲,外研社外研社,MainIdeaofthepassage:This essay, in the form of extended definition and developed largely through examples, illustrates the Body-cross, the most popular form of Barrier SignalsStru
36、ctureofthepassageIntroduction(P1-2):theoriginanddevelopmentofbarriersignalsMainpart(P3-12):theBody-cross-itsvariablesindifferentsituations,suchasgreeting,standing&sittingExamplesofbarriersignalsthroughoutthetextbyMorris:l.Alittlechildbidingbehinditsmothersbodyorachairorsomepieceofsolidfurniture.2.At
37、eenagegirlcoveringupherfacewithhandsorpapers.3.Thespecialguestonagalaoccasionhavinghisrighthandreachacrosshisbodyandtouchhisleftcuff-link.4.Thefemaleguestonagalaoccasionhavingherrighthandacrossherbodyandshiftingthepositionofherhandbag.5.Amanfingeringabuttonorthestrapofawristwatch.6.Awomansmoothingou
38、tanimaginarycreaseinasleeveorrepositioningthescarforcoatheldoverherleftarm.7.Amanrubbinghishandstogetherorclaspingthemfirmlyinfrontofhim.8.Thearm-fold,i.e.,theleftandrightarmsintertwiningthemselvesacrossthefrontoftilechest.9.Pressingthetightlyclaspedhandsdownontothecrotch.10.Usingthedeskasabarrier.P
39、ostreadingActivityDescribesituationsfromyourexperienceinwhichyouorotherpeoplemadetheimaginarymovementofBody-crossasdefinedbyMorris.UnitSixTEXTIUnitSixTEXTIDullWorkDullWork Eric HofferEric Hoffer Warming-updiscussionsonthenexttwotopicsWarming-updiscussionsonthenexttwotopics: :uu Doyouthinkyoucanachie
40、vemuchifyouliveaDoyouthinkyoucanachievemuchifyouliveaplain,ordinarylife?plain,ordinarylife?uuDoesmonotonous,routineworkdullonesmind?Doesmonotonous,routineworkdullonesmind?uuWhatdoesthewritermeanbyWhatdoesthewritermeanbydulldull in“DullWork”?in“DullWork”?a.a.boring,notinterestingorexciting;boring,not
41、interestingorexciting;b.b.uneventful,slow-paced,inactiveuneventful,slow-paced,inactiveMainIdeaInthispassagethewritertriestoconvincethereadersthatwhatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismome
42、ntous(orcreativeness of a mans mind is primary to what he can achieve).OrganizationandDevelopment:Theuseofthetechnique,classicalrhetoric,foreffectiveexpositorywritingIntroduction:(P1)presentationoftherealobjectivethatthewriterintendstoattain,orthegenuineconcernheaimstofocusonBody:(P2P5)thecitationso
43、fnumeroustrulybrilliantpeopleandtheirreputedcreations,aswellasthewritersownexperiencesConclusion:(P6)reinforcementofthetopicOrganizationandDevelopment(II)ThesentencethatsummarizesHoffersviewondullworkcouldbe:Whatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdepe
44、ndsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous.Thepurposeofeachparagraphinthebodyofthepassage(P2P5):Para.2Peoplewhoachievedonotnecessarilyliveeventfullives.Para.3Whatisessentialforcreativeworkisamansabilitytomakethetrivialreachanenormousway.Para.4Aneventfullifedoesmoreharmthang
45、oodtoacreativeman.Para.5Howhehimselfhasbeenbenefitedfromhisdullworkexperience.CommentonthearrangementofeachparagraphinthebodyofthepassageThearrangementislogicalandsound.Well-reputedmenarecitedbeforehisownexperience.Thepossibleharmfuleffectofaneventfullifeisillustratedonlyafterhehasmadeitclearthatane
46、ventfullifeisnotamustforcreativeachievement.difficultsentencesfortranslationTheoutstandingcharacteristicofmanscreativenessistheabilitytotransmutetrivialimpulsesintomomentousconsequences.Thegreatnessofmanisinwhathecandowithpettygrievancesandjoys,andwithcommonphysiologicalpressuresandhungers.Toacreati
47、veindividualallexperienceisseminal-alleventsareequidistantfromnewideasandinsights-andhisinordinatehumannessshowsitselfintheabilitytomakethetrivialandcommonreachanenormousway.chancesarethathadmyworkbeenofabsorbinginterestIcouldnothavedoneanythinkingandcomposingonthecompanystimeorevenonmyowntimeafterr
48、eturningfromwork.Childrenandmaturepeoplethriveondullroutine,whiletheadolescent,whohaslostthechildscapacityforconcentrationandiswithouttheinnerresourcesofthemature,needsexcitementandnoveltytostaveoffboredom.PostReadingActivities1.TranslationExerciseforPracticeofLanguagePoints(C-E):Paragraph3:Theoutst
49、andingcharacteristicofmanscreativenessParagraph6:Peoplewhofinddulljobsunendurable2.Writingashortpassageofthesimilarstyleonthefollowingtopic:“AllworkandnoplaymakesJackadullboy”isgenerallyacceptedastruebymanypeople.Howdoyoufeelaboutthisassumption?Unit Six TEXT II Doing Chores August HeckschernPre-read
50、ing Brainstorming: 1) What is meaning of “chores”?2) What is the significance of doing chores?MainIdeaofthepassageThewriterdwellsonhappening,workandchoresandtheirrelationship-toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.Purpose of writingForthose,who
51、maybeinsomedoubtastothenatureofchores,theirvariety,theirpleasuresandtheirdrudgery,Iampreparedtodeliverashortdisquisition.StructureofthepassagePara.1:introduction:purposeofwritingPara.2-5:development:happening,workandchoresandtheirrelationshipPara.6:conclusion:toseasonchoreswithwork,andtointersperset
52、hemwithafewhappenings,isthesecretofacontentedexistence.the nature of choresChoresarerepetitive.(para.2);Choresleavenovisiblemarkofimprovementorprogressbehindthem.(para.3);Choresareneutral,butobligatory.(para.4);Choresareasourceofmildsatisfaction.(para.5).difficultsentencesfortranslationTodowhatmustb
53、edoneneatly,effectively,expeditiously-”withoutrestandwithouthaste”-lightsasmallfiredeepintheinteriorbeingandputsamaningoodhumorwiththeworld.Fortunatethemanorwomanwhoachievesjustbalancebetweenthesethreetypesofactivity-asIhavebeenabletodobygoodchance,andforalittlespaceoftime.PostreadingActivity:Discus
54、sion-Doyouagreewiththethesis“toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence”?Whyorwhynot?UnitSevenTEXTIBeauty Susan Sontag Warm-up questionsDoyouthink“beingbeautiful”isthemostdesirablequalityinwomen?Arewomenconcernedabouttheiroutwardappearanceonly?What
55、socialdiscriminationisimpliedintheoldChinesesaying男才女貌？Listasmanywordsasyoucantodescribewhatyouthinkanidealfemale/maleshouldbelike.Haveyouheardoforreadaboutanyobservationsonthetopicof“beauty”?Sharethemwithyourclassmates.Ifyouweretowriteanessayon“beauty”,howwouldyouapproachthissubject?Main Idea &purp
56、ose of writing: Through the discussion on the lexical narrowing of “beauty”, the author aims actually to exploring a feminist issue that demands public attention and discrediting modern societys biased attitude to women as shown in the changed meaning of the word “beauty”.Analysis of the Analysis of
57、 the organizationorganization of the text of the text Section 1 (Para 1-3): Contrast the ancient notion of “beauty” with the modern concept to introduce the topic Section II (Para 4-7) Illustrating how women and men are viewed/treated differently to support the argument: the oppression of women Sect
58、ion III (Para 8-9 ) Pointing out how societys gender stereotypes have affected adversely the development of women (e.g. encouraging narcissism, dependence, immaturity, passive acceptance etc) Section IV (Para. 10) Calling on women and the whole society to get out of the trap created by the “myth of
59、beauty” and the resulting oppression of women Difficult Sentences for Translation (E-Difficult Sentences for Translation (E-C)C): :1.OneofSocratesmainpedagogicalactswastobeuglyandteachthoseinnocent,nodoubtsplendid-lookingdisciplesofhishowfullofparadoxeslifereallywas.2Associatingbeautywithwomenhasput
60、beautyevenfurtheronthedefensive,morally.3.Itdoesnottakesomeoneinthethroesofadvancedfeministawarenesstoperceivethatthewaywomenaretaughttobeinvolvedwithbeautyencouragesnarcissism,reinforcesdependenceandimmaturity.4.Ifawomandoesrealworkandevenifshehasclambereduptoaleadingpositioninpolitics,law,medicine
61、,business,orwhateversheisalwaysunderpressuretoconfessthatshestillworksatbeingattractive.5.Onecouldhardlyaskformoreimportantevidenceofthedangersofconsideringpersonsassplitbetweenwhatis“inside”andwhatis“outside”than thatinterminablehalf-comichalf-tragictale,theoppressionofwomen.6.Thereshouldbeawayofsa
62、vingbeautyformwomen-andforthem.Post-reading activities:Classroom discussionAnalyze the major argumentative devices used in the essay.How would you relate the topic discussed in this essay with the feminist issue that you have come across in your life?Why do you think that the obligation to be beauti
63、ful has become a trap for women? To what degree do you agree with the authors point of view in this regard?TEXTIISexisminEnglish:AFeministViewPre-readingBrainstorming:Doescultureshapelanguageorviceversa?Isthisaneasyquestiontoanswer?Why?Therehasbeenacommonpracticenowtouseall-inclusivewordssuchas“Ms”,
64、“chairperson”,“businessperson”intheplaceofmasculinewordssoastoavoidsexualdiscrimination.Howdidsomelinguistsreacttothis?Howdoyoufeelaboutsuchpractice?Doyouthinksuchlinguisticeffortswillresultinanysignificantchangeinculture?Whyorwhynot?Whatsthemainargumentoftheauthor?Canyoufindthethesisstatementinthep
65、assage?HowdoestheauthorprovethatthereissexisminEnglish?Findtheevidencegivenbytheauthorandgrouptheminsensiblecategories.Istheevidenceprovidedpowerfulenoughtosupporttheauthorsargument?MainIdeaofthepassageSexismisdeepseatedinEnglish.Thesis:(Title)SexisminEnglish(endofPara3)“howreallydeep-seatedsexismis
66、inourcommunicationsystem”Structureofthepassage（I）:para.13:introductionofthetopic,thatis,sexismaspartofcultureshapeslanguagepara.49:wordsfromwomensbodyversusthoseindicatingmensmindoractivitiespara.1014:sexualconnotationsaregiventofemininewordswhilethemasculinewordsretainaserious,businesslikeauraCf:An
67、alysisfromXU,nextpage:Organization(II):1.Presentingthetopic(Para1-3)startingwiththeobservationontherelationbetweenCULTUREandLANGUAGE,tobringinthetopicfordiscussion,i.e.“howourlanguage(English)reflectsthesexualdiscriminationinourculture.”2.GivingevidencetoshowsexisminEnglish(linguisticevidence)1)Word
68、sthatoriginatedfrompeoplesnames(para4-6)2)Geographicalnames(para7-9)preoccupationwithwomensbreasts3)Pairsofwords/cognateterms/male-femalecounterparts(Para10-13)(withdifferentsemanticfeatures)3.Conclusion(Englishisamale-centredlanguage)Alistofthedifferencesbetween“masculinewords”&“femininewords”inEng
69、lishfromthetext:1.Whereasawomansbodyisconsideredmoreimportant,amansmindorhisactivitiesarevalued.Examples:1)manymensnamesareusedaseverydaywords,butwomensnamesusedaseverydaywordsareonlyone-fifthofmensnames,mostofwhichcamefromGreekmythology.2)ToplessTopography-wordslikeTetons,Nipples,Teatsareusedasname
70、sofmountainsandpeaks.Mensnamesinplacenameshavenothingtodowiththemensbodies,e.g.,JacksonHoleandPikesPeak.2.Aserioustoneformasculinewords,e.g.,callboy,Sir,master.Sexualconnotationforfemininewords,e.g.,callgirl,madam,mistress.3.Masculinewordsaremostlythebasewords,e.g.,usher,hero.Femininewordshavesuffix
71、esaddedtothebasewords,e.g.,usherette,heroine.4.Masculinewordsformcompounds,e.g.,king-kingdom,sportsman-sportsmanship.Femininewordsformnocompounds,e.g.,queen,sportswoman.5.Intheareadealingwithsexandmarriage,femininewordsaredominant,e.g.,prostitute,widow,bride.Inthisarea,masculinewordsarenotthebasewor
72、ds,e.g.,manprostitute,widower,bridegroom.Post-readingactivity:Discussionandassignment:GivefurtherexamplestoshowsexisminEnglishand/orinChineseUnitEightUnitEightTEXTITEXTIAppetiteAppetite Laurie LeeLaurie LeeWarming-updiscussionsonthenexttwotopics:1)Whatarethedictionarydefinitionsof“appetite”?2)Ifyouh
73、aveanappetiteforfoodorforsomethingelse,doyouasaruletryhardtosatisfyit?Willyoufeeldisappointedifyourappetiteisnotsatisfied?Whyorwhynot?“appetite”means:a.adesireforfoodordrinkb.adesiretosatisfy,anybodilyneedorcravingc.a strong desire or liking for something; fondness; tastee.g. shegavehimjustenoughinf
74、ormationtowhethisappetite.MainIdea:Byinterpretingwhat“appetite”meanstohim,theauthoractuallyisseekingtoexplaintohisreadersarelativelymoreabstractidea(“appetite”initsbroadsense),asubject,alookathowtokeepawayfromboredominlife.Purposeinwriting:togiveamoregeneraldifinitionof“appetite”andcallattentiontoth
75、eimportanceofpreservingitasasourceofsatisfactioninlife.OrganizationandDevelopment:SectionI:(P1-3)definingtheword“appetite”inabroadsenseSectionII:(P4P7)TopicandexamplesoffastingtoillustratethehappinessthatcanbederivedfromthepreservationofappetiteConclusion:(P8)reinforcementofthetopicDifficultSentence
76、sforTranslation(E-C):1)Appetiteisthekeennessofliving;itisoneofthesensesthattellsyouthatyouarestillcurioustoexist,thatyoustillhaveanedgeonyourlongingsandwanttobiteintotheworldandtasteitsmultitudinousflavorsandjuices.2)Byappetite,ofcourse,Idontmeanjustthelustforfood,butanyconditionofunsatisfieddesire,
77、anyburninginthebloodthatproveyouwantmorethanyouvegot,andthatyouhaventyetusedupyourlife.3)ItisalongtimenowsinceIknewthatacutemomentofblissthatcomesfromputtingparchedlipstoacupofcoldwater.Thespringsarestilltheretobeenjoyed-alloneneedsistheoriginalthirst.PostreadingActivities:1).ExercisesinWorkbook2).D
78、evelopapassage,commentingoneitherofthefollowing:Wildesaidhefeltsorryforthosewhonevergottheirheartsdesire,butsorrierstillforthosewhodid.Oneofthekeenestpleasuresofappetiteremainsinthewaning,notthesatisfaction.UnitEightTEXTIIWantinganOrangeLarryWoiwodeMainIdeaofthepassage：Childhoodmemoryoforangesinthew
79、intersinNorthDakotainthe1940s.StructureofthepassagePara.111:childhoodrecollectionsoftheorangePara.1216:asensorydescriptionofthewaysofcutting,dividing,andeatinganorangePara.17:lifebroughtbytheorangeuponthemonotonousatmosphereoftheNorthDakotawintryworldParaphrasethefollowingsentences:1.Therewasnodepth
80、ofdegradationthatwewouldntdescendtoinordertogetone.-Inordertogetanorange,uewouldntmindgoingthroughhumiliationanddisgrace.2.Eachorange,strippedofitsprotectivewrapping,asvividinyourvisionasapebbledsun,encouragedyoutopictureawholepyramidoftheminabowlonyourdiningroomtable.-Withitswrappingtakenoff,eachor
81、angelookedlikeashiningsunasroundasapebble,andyouwereledtoimagineabowlfilledwithorangesonthetableinyourdiningroom.3.andtheeruptionofsmellandthewateryfireworksasaknife,inthehandofsomeoneskilled,likeourmother,goesslicingthroughtheskinsoperfectforslicing.-Whensomeonewhoisskilledinusingaknife,justlikeour
82、mother,cutstheorangeintoslices,thesweetsmelloftheorangepermeatestheroomandthejuiceofthefruitjustsplatters.4.Sputteringignitionscanalsobeproducedbysqueezingapeelnearacandle(atleastonecandleisalwaysgoingatChristmastime),andleftoverpeelsaresetonthestovetoptoscentthehouse.-Ifyousqueezeanorangepeelnearab
83、urningcandle(asthereisalwaysatleastonecandlelitatChristmasseason),youcanseeflickeringflames.Youputtheremainingpeelsonthetopofthestovetogivethehouseapleasantsmell.5.Andifindeedyouhavesensedyourselfcomingdowninacold,thereisachancethatyouwillfeelitdrivenfromyourhead-yournoseandsinusessuddenlyopening-in
84、themidstofthescentofpeelandeatinganorange.(-Andifyoureallyfeelthatyouaresufferingfromabadcold,thesweetsmelloftheorangepeelandthegoodtasteofanorangewillcureyouofyourcold,andyournoseandsinuseswillbeclear.UnitNineTextI:ARedLightforScofflawsPre-readingActivitieswWarming-updiscussionsonthenexttopics:wLoo
85、kuptheword“scofflaw”inanunabridgeddictionary.Whatisthedefinitionofthisword?Howisthecompoundwordmadeup?wArescofflawsfoundinoursociety?Specifically,whoarethey?wWhatsortofpeopledoyouthinkTrippettreferstoby“scofflaws”?wWhatismeantby“ARedLightforScofflaws”?MainIdea:Thewriterdemonstratestheabundanceofscof
86、flawsinUSAandtheirdangersandcallsonboththeAmericanpublicandtheadministrationtocheckthespreadofthescofflawspiritbecauseitisacauseofsocialdemoralization.OrganizationandDevelopment:Introduction:(P1)TheAmericansaretakingincreasinglibertieswiththelegalcodes.Body:(P2P8)Scofflawsaboundinamazingvarietyandth
87、edangersofscofflawryvarywidely.Conclusion:(P9) Thescofflawspiritisdangerouslyinfectious;somethingmustbedonetocheckitsspread.Topicsentencesforalltheparagraphs:Para.1 Nothesisstatement.Thisparagraphintroducesthetopicoftheessay:MillionsofAmericansaretakingincreasinglibertieswiththelegalcodes.Para.2Scof
88、flawsaboundinamazingvariety.Para.3Thedangersofscofflawryvarywidely.Para.4Themostflagrantscofflawisthered-lightrunner.Para.5Thefloutingofbasicrulesoftheroadleavesdeepdentsinthesocialmood.Para.6.scofflawsare.asymptomofelementarysocialdemoralization.Para.7 Theprospectofthecollapseofpublicmannersisnotme
89、relyamatterofetiquette.Para.8 ScofflawryatvariouslevelsofsociallifewasbynomeansalessseriousmenacetothefoundationoflawoftheU.S.thanviolentcrimes.(Implied)Para.9 Thisconclusiveparagraphcontainsthethesisstatement: The scofflaw spirit is dangerously infectious; something must be done to check its spread
90、.Whenweputallthetopicsentencestogether,whatwegetisanicelyworkedoutsentenceoutlineforthewritertoworkon,andahighlycondensedgistoftheessayforthereader.Allthetopicsentencesarerichlyillustratedwiththeexceptionofpara.6,whichseemsabitweakinitsdevelopment.DifficultSentencesforTranslation(E-C):Itispainfullya
91、pparentthatmillionsofAmericanswhowouldneverthinkofthemselvesaslaw-breakers,letalonecriminals,aretakingincreasinglibertieswiththelegalcodesthataredesignedtoprotectandnourishtheirsociety.HarvardSociologistDavidRiesmansuspectsthatamajorityofAmericanshaveblithelytakentocommittingsupposedlyminorderelicti
92、onsasamatterofcourse.Innocentdriversandpedestrianspayrepetitiouspriceinfrustration,inconvenienceandoutrage,nottomentionajustifiedsenseofmortalperil.Ifhypocrisyisthetributethatvicepaystovirtue,thenfurtivenessisthetrueoutlawssalutetotheforceoflaw-and-order.Onahighlevel,theAdministrationinWashingtonhas
93、dramatizeditswishtonullifycivilrightslawssimplybyopposinginsteadofsupportingcertaincourt-ordereddesegregationrulings.PostReadingActivities1.ExercisesinWorkbook2.Writeashortessayonthescofflawryonyourcampus.Youmayfocusononeofthescofflaws.Theinformationyougathercanbebaseduponyourpersonalexperienceorobs
94、ervation,orwhatever.Rememberthatyouressayshouldbeamplyillustrated.Translatepara.5intoChineseRed-lightrunninghasalwaysbeenrankedasaminorwrong,anditmaybeinindividualinstances./whentheviolationbecomehabitual,widespreadandincessant,however,agreatdealmorethanatrafficmanagementproblemisinvolved./Theflouti
95、ngofbasicrulesoftheroadleavesdeepdentsinthesocialmood./Innocentdriversandpedestrianspayrepetitiouspriceinfrustration,inconvenienceandoutrage,nottomentionajustifiedsenseofmortalperil./Thesignificancesofred-lightrunningismagnifiedbyitshighvisibility./Ifhypocrisyisthetributethatvicepaystovirtue,thenfur
96、tivenessisthetrueoutlawssalutetotheforceoflaw-and-order./Thered-lightrunner,however,showsnorespectwhateverforthesocialrules,andsocietycannothelpbeingharmedbyanyrepetitionsandbrazendisplayofcontemptforthefundamentalsoforder.UnitNineTEXTIITrust Andy RooneyPre-readingBrainstorming:Howdoyouunderstandthe
97、word“trust”?Describeyourexperiencesconcerning“trust”.MainIdeaofthepassage:Throughhisownexperiencesandobservation,thewriterelaboratesimportanceoftrustinoursociety.Structureofthepassage:Para.14:apersonalexperiencetobringforththetopicoftrustPara.510:trustisoutfirstinclinationbecausethewholestructureofo
98、ursocietydependsonourmutualtrust,notdistrust.Para.11:reiteratethesubjectoftrust-echoingtotheintroduction.DifficultSentencesforTranslation(E-C):IwaslateandifanyoneaskedmehowfastIwasdriving,IdhavetopleadtheFifthAmendmenttoavoidself-incrimination.Likemostofus,Immoreapttoberestrainedfromdoingsomethingbadbythesocialconventionthatdisapprovesofitthanbyanylawagainstit.Thepatsies,thesuckers,thepeoplewhoalwaysassumeeveryoneelseisashonestastheyare,makeoutbetterinthelongrunthanthepeoplewhodistrusteveryone-andtheyrealothappiereveniftheygettakenonceinawhile.
