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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2021/3/101ConceptofTeaching: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
2、:previouslyaspassiverecipients;multipleroles:participant,interactorornegotiator,resourceorassessor;2021/3/102CourseDescription:Beyondreadingcomprehension:Analysisandapplicationofwhathasbeenlearned:speaking,writingandtranslation;Developmentofcriticalthinking;Aspectsoflearning:Theme,Purposeofwriting,P
3、ointofview,Style,Structure,Rhetoricalfeatures,Diction,Translation(eitherforcheckingcomprehensionordevelopingtranslationskill);2021/3/103OBJECTIVESFOREACHLESSONGeneralIdeaandmassageofthetext;PurposeofwritingandBackgroundinformation;Writersopinionandtoneofthepassage;Outlineorstructureofthetext;Linguis
4、ticstrategiesinvolved;Styleandrhetoricaltechniques;CF:Purposeofthecourse(XiamenUniversity)DevelopanoverallproficiencyinfourskillsDevelopcriticalabilityinreadingtextsReinforcegrammaticalcompetence.2021/3/104FORMATOFTEACHING:Pre-readingActivities:Brainstormingorpre-readingquestionsanddiscussionsforwar
5、mingup;ComprehensionandAnalysis:Questionsandanswersforcheckingunderstanding;Analysisofsomestyleandrhetoricaltechniquesinvolved;Translationofsomedifficultexpressionsorsentencestocheckandenhancecomprehension;PostreadingActivities:Commentsonthepassageorallyorinwriting;ExercisesinWorkbook;Writingshortpa
6、ssageofthesimilarstyleortheme;2021/3/105Teachingsetupandrequirementsa 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 (comple
7、ted on individual basis, selected for discussion)basis, 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;2021/3/106CONTENTSUNITTWOTextIThefineArtofPuttingThingsOffTextII
8、GossipUNITTHREETextIWallsandBarriersTextIIBarrierSignalsUNITSIXTextIDullWorkTextIIDoingChoresUNITSEVENTextIBeautyTextIISexisminEnglish:AFeministViewUNITEIGHTTextIAppetiteTextIIWantinganOrangeUNITNINETextIARedLightforScofflawsTextIITrustUNITTENTextIStraight-AIlliteracyTextIITheQualitiesofGoodWritingU
9、NITELEVENTextIOnConsigningManuscriptstoFloppyDiscsAndArchivestoOblivionTextIIThisIsProgress?UNITTWELVETextIGrantandLee:AStudyinContrastsTextIIGrantandLeeUNITTHIRTEENTextIEuphemismTextIIClutterUNITFOURTEENTextIThatAstoundingCreator-NatureTextIIWhentheYoungHaveItGoodUNITFIFTEENTextI.TeachingasMountain
10、eeringTextIIALiberalEducation2021/3/107UnitTwo,TextOne:TheFineArtofPuttingThingsOffMichael DemarestPre-readingBrainstormingPre-readingBrainstorming: :* *Doyouoftenputthingsoffornot?Why?Doyouoftenputthingsoffornot?Why?* *Howcan“puttingthingsoff”beafineart?Howcan“puttingthingsoff”beafineart?2021/3/108
11、Comprehension-anoverviewofthetextMainIdea:Throughdepictingpopularityofprocrastinationinnearlyallthefields,thewriterwantedtoprovethat“delaycanofteninspireandreviveacreativesoul”and“toputoffmakingdecisionisitselfadecision”andthereforeitcanbeafineandusefulart.PurposeofwritingandTone:Inhalfseriousandhal
12、f-jokingmannerandhumoroustone,Demarestexpresseshisviewonprocrastinationthatwhileinsomecasesitisirrationalandencumberingtodelay,itisjustifiedandfruitfulinothers.2021/3/109OrganizationandDevelopment:Introduction:(P1-2)Theworldisprobablydividedbetweendelayersanddo-it-nowers;Body:(1)(P3-7)Delayisnotwith
13、outitsadvantages:itcanofteninspireandreviveacreativesoul;examplesinmanyfields;Conclusion:(P8-9)Explanationandconclusionofprocrastination;2021/3/1010Thewaysinwhichparagraphsarelinked-TransitionofparagraphsTheuseofthewordyetatthebeginningofpara.3indicatesthatinthisparagraphthereaderwillfindsomethingco
14、ntrarytowhathehasreadaboutintheprecedingone.(Para.2illustratesthetroubleprocrastinationmayincurwhilepara.3tellsthereaderthatdelaycanofteninspireandreviveacreativesoul.)Atthebeginningofpara.4,thewordcunctatorisrepeated,itsfirstoccurrencebeinginpara.1.Para.5beginswiththeparodyoftheproverbWherethereisa
15、will,thereisaway.Thewordwillintheparodyrepeatsthewordwillinthelastsentenceofpara.4.Hispointatthebeginningofpara.6referstowhatManderbachsaysintheprecedingparagraphs.Theuseofthewordalsointhefirstsentenceofpara.7referstoasimilarsituationmentionedpreviously.2021/3/1011TranslationExerciseforPracticeofLan
16、guagePoints(C-E)ThattheelegantearlnevergotaroundtomarryinghissonsmotherandhadabadhabitofkeepingworthieslikeDr.Johnsoncoolingtheirheelsforhoursinananteroomatteststothefactthateventhemostwell-intentionedmenhavebeenpostponersever.(p.2-5)Bureaucratization,whichflourishedamidthegrowingburdensofgovernment
17、andthegreatercomplexityofsociety,wasdesignedtosmotherpolicymakersinblanketsoflegalism,compromiseandreapprasail-andtherebypreventhastydecisionsfrombeingmade.(p.43-46)So,forthatmatter,isthecreationofagreatpaintings,oranentre,orabook,orabuildinglikeBlenheimPalace,whichtooktheDukeofMarlboroughsarchitect
18、sandlaborers15yearstoconstruct.(p.70-73)2021/3/1012PostreadingActivitiesWriteashortpassageof200wordsinfavoroforagainstthethesaying“never put off till tomorrow what you can do today”.2021/3/1013UnitTwoTEXTII:GossipFrancine ProselPre-readingBrainstorming:Howwouldyoudefinetheword“gossip”?Whatfunctionsd
19、oesgossiphave?2021/3/1014MainIdeaofthepassageThroughclarifyingthepresentmisunderstandinganddistortingoftheword“gossip”,thewriteremphasizesthestrengthofgossipastheheritage,asthelegacyofacertaincommunityandotherfunctionsthatitcanplayinthesociety.2021/3/1015StructureofthepassageIntroduction:(P1-2)Gossi
20、p-heritage,birthrightBody:(P3-9)Gossip:Howhasitbeendistorted?Whatarethefunctions/rolesofgossip?Conclusion:(P10)Illcontinuetocherishgossip.2021/3/1016difficultsentencesfortranslation(E-C)Iheardmydistortedbythatsamefalsenotethatsometimescreepsintoitwhensocialstrainandsomemisguidednotionofamiabilitymak
21、emeassenttoopinionsIdontreallyshare.(P.4)Iveoftenthoughtthatgossipsbadmightbeclearedbycallingit“oraltradition”;forwhat,afterall,isanoraltraditionbutthestoriesofotherlives,othereras,legendsfromatimewhenhumantrafficwithspiritsandgodswasconsideredfitforgossipyspeculation?(P.6)Whenoneasks,“Whatsthegossi
22、p?”itsthatcommunitythatisbeingaffirmed.(P.9)2021/3/1017PostreadingdiscussionWhatisyourattitudetowardsgossipingandbeinggossipedabout?DoyouagreewithProseonthesubject?Whyorwhynot?2021/3/1018Unit Three TEXT IUnit Three TEXT IWalls and BarriersWalls and BarriersEugene RaskinEugene RaskinPre-readingQuesti
23、onsPre-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 was first built?What is the relation between “walls” and “barriers”?What is the relation between “walls” and “bar
24、riers”? -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. , serving to enclose or protect or structure of stones, bricks, concrete, etc. , serving to enclose or protect or di
25、vide 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 obstacle to prevent object that serves as an obstruction or an obstacle to prevent communication or to ch
26、eck (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 barriers against danger from without, and the Great Wall of China can serve as a typical examp
27、le 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.2021/3/1019Comprehension:1)MainIdea:Thispassagecomparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney,anditcontrasts
28、themodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier. The writers Conclusion / point of view:Architectureisanexpressionofpeoplesmentality(attitudes,prejudices,taboos,andideals);therefore,changesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.2)Purposeofwri
29、tingandTone:Raskinin“WallsandBarriers”intendstoillustrateandpromoteanopinionthatchangesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.Heachieveshispurposethroughlogicalreasoning(inductiveanalysis,makingcomparisonandcontrastsandcause-and-effectanalysis)2021/3/1020Organization
30、andDevelopment:Introduction:(P1-2)OpeningofthepassageBody:(1)(P3-5)comparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney(2)(P6-10)contraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.Conclusion:(P11)Ourchangingconceptionsofourselvesinrelationstotheworlddete
31、rminehowweshallbuildourwalls.Listofcontrasts:a.architecturaldesignsofbanks:paras.3&4b.functionofbank:para.4c.classicalandnewcriticismofarchitecture: para.6d.attitudetowardpossiblehostilityinprimitiveandmodernworld:paras.7&9e.attitudetowardprivacyparas.8,9,&102021/3/1021TranslationExerciseforPractice
32、ofLanguagePoints1)Isupppose-Imorethansuppose,Iamconvinced-thathisnegativeresponsewasnot so muchtothearchitectureastoaviolationofhisconceptofthenatureofmoney.(L.5-7)2)Itistheinunderstandingofarchitectureasamediumfortheexpressionofhumanattitudes,prejudices,taboosandidealsthatthenewarchitecturalcritici
33、smdepartsfromclassicalaesthetics.(L.31-)3)Thegreaterthefear,theheavierthewall,untilinthetombsofancientkingswefindstructuresthatarepracticallyallwall,thefearofdissolutionbeingtheultimatefear.(L41-43)4)Thisisperhapswhyitisthemost“advanced”and“forward-looking”amonguswholiveandworkinglasshouse.Eventhefe
34、arofthecaststonehasbeenanalyzedoutofus.(L.74-76)2021/3/1022PostreadingActivities:Somepeoplethinkthatmoneyoughttobespentmainlyonfoodsoastohelpbuildupstrongconstitution;butsomethinkthatitismoreimportantforapersontotrytomakehimselflooksmart.Developashortpassage,comparingandcontrastingthetwodifferentvie
35、w2021/3/1023Unit Three TEXT II Barrier Signals Desmond MorrisPre-reading Brainstorming: Whatisbodylanguage?Whatdoyouknowaboutit?-nonverbalcommunication;bodylanguage/kinesics-messageofspace:space;territoriality;proxemics;Whatisbarriersignal?Whatarefunctionsofbarriersignals?Examplesofbarriersignals?Re
36、ference:A dictionary of British & American Culture胡文仲胡文仲,外研社外研社,2021/3/1024MainIdeaofthepassage:This essay, in the form of extended definition and developed largely through examples, illustrates the Body-cross, the most popular form of Barrier Signals2021/3/1025StructureofthepassageIntroduction(P1-2
37、):theoriginanddevelopmentofbarriersignalsMainpart(P3-12):theBody-cross-itsvariablesindifferentsituations,suchasgreeting,standing&sittingExamplesofbarriersignalsthroughoutthetextbyMorris:l.Alittlechildbidingbehinditsmothersbodyorachairorsomepieceofsolidfurniture.2.Ateenagegirlcoveringupherfacewithhan
38、dsorpapers.3.Thespecialguestonagalaoccasionhavinghisrighthandreachacrosshisbodyandtouchhisleftcuff-link.4.Thefemaleguestonagalaoccasionhavingherrighthandacrossherbodyandshiftingthepositionofherhandbag.5.Amanfingeringabuttonorthestrapofawristwatch.6.Awomansmoothingoutanimaginarycreaseinasleeveorrepos
39、itioningthescarforcoatheldoverherleftarm.7.Amanrubbinghishandstogetherorclaspingthemfirmlyinfrontofhim.8.Thearm-fold,i.e.,theleftandrightarmsintertwiningthemselvesacrossthefrontoftilechest.9.Pressingthetightlyclaspedhandsdownontothecrotch.10.Usingthedeskasabarrier.2021/3/1026PostreadingActivityDescr
40、ibesituationsfromyourexperienceinwhichyouorotherpeoplemadetheimaginarymovementofBody-crossasdefinedbyMorris.2021/3/1027UnitSixTEXTIUnitSixTEXTIDullWorkDullWork Eric HofferEric Hoffer Warming-updiscussionsonthenexttwotopicsWarming-updiscussionsonthenexttwotopics: :uu Doyouthinkyoucanachievemuchifyoul
41、iveaDoyouthinkyoucanachievemuchifyouliveaplain,ordinarylife?plain,ordinarylife?uuDoesmonotonous,routineworkdullonesmind?Doesmonotonous,routineworkdullonesmind?uuWhatdoesthewritermeanbyWhatdoesthewritermeanbydulldull in“DullWork”?in“DullWork”?a.a.boring,notinterestingorexciting;boring,notinterestingo
42、rexciting;b.b.uneventful,slow-paced,inactiveuneventful,slow-paced,inactive2021/3/102021/3/102828MainIdeaInthispassagethewritertriestoconvincethereadersthatwhatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineinto
43、whatismomentous(orcreativeness of a mans mind is primary to what he can achieve).2021/3/1029OrganizationandDevelopment:Theuseofthetechnique,classicalrhetoric,foreffectiveexpositorywritingIntroduction:(P1)presentationoftherealobjectivethatthewriterintendstoattain,orthegenuineconcernheaimstofocusonBod
44、y:(P2P5)thecitationsofnumeroustrulybrilliantpeopleandtheirreputedcreations,aswellasthewritersownexperiencesConclusion:(P6)reinforcementofthetopic2021/3/1030OrganizationandDevelopment(II)ThesentencethatsummarizesHoffersviewondullworkcouldbe:Whatamancanachievedoesnotdependonthetypeofworkhedoes,ortheli
45、feexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous.Thepurposeofeachparagraphinthebodyofthepassage(P2P5):Para.2Peoplewhoachievedonotnecessarilyliveeventfullives.Para.3Whatisessentialforcreativeworkisamansabilitytomakethetrivialreachanenormousway.Para.
46、4Aneventfullifedoesmoreharmthangoodtoacreativeman.Para.5Howhehimselfhasbeenbenefitedfromhisdullworkexperience.CommentonthearrangementofeachparagraphinthebodyofthepassageThearrangementislogicalandsound.Well-reputedmenarecitedbeforehisownexperience.Thepossibleharmfuleffectofaneventfullifeisillustrated
47、onlyafterhehasmadeitclearthataneventfullifeisnotamustforcreativeachievement.2021/3/1031difficultsentencesfortranslationTheoutstandingcharacteristicofmanscreativenessistheabilitytotransmutetrivialimpulsesintomomentousconsequences.Thegreatnessofmanisinwhathecandowithpettygrievancesandjoys,andwithcommo
48、nphysiologicalpressuresandhungers.Toacreativeindividualallexperienceisseminal-alleventsareequidistantfromnewideasandinsights-andhisinordinatehumannessshowsitselfintheabilitytomakethetrivialandcommonreachanenormousway.chancesarethathadmyworkbeenofabsorbinginterestIcouldnothavedoneanythinkingandcompos
49、ingonthecompanystimeorevenonmyowntimeafterreturningfromwork.Childrenandmaturepeoplethriveondullroutine,whiletheadolescent,whohaslostthechildscapacityforconcentrationandiswithouttheinnerresourcesofthemature,needsexcitementandnoveltytostaveoffboredom.2021/3/1032PostReadingActivities1.TranslationExerci
50、seforPracticeofLanguagePoints(C-E):Paragraph3:TheoutstandingcharacteristicofmanscreativenessParagraph6:Peoplewhofinddulljobsunendurable2.Writingashortpassageofthesimilarstyleonthefollowingtopic:“AllworkandnoplaymakesJackadullboy”isgenerallyacceptedastruebymanypeople.Howdoyoufeelaboutthisassumption?2
51、021/3/1033Unit Six TEXT II Doing Chores August HeckschernPre-reading Brainstorming: 1) What is meaning of “chores”?2) What is the significance of doing chores?2021/3/1034MainIdeaofthepassageThewriterdwellsonhappening,workandchoresandtheirrelationship-toseasonchoreswithwork,andtointerspersethemwithaf
52、ewhappenings,isthesecretofacontentedexistence.Purpose of writingForthose,whomaybeinsomedoubtastothenatureofchores,theirvariety,theirpleasuresandtheirdrudgery,Iampreparedtodeliverashortdisquisition.2021/3/1035StructureofthepassagePara.1:introduction:purposeofwritingPara.2-5:development:happening,work
53、andchoresandtheirrelationshipPara.6:conclusion:toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.2021/3/1036the nature of choresChoresarerepetitive.(para.2);Choresleavenovisiblemarkofimprovementorprogressbehindthem.(para.3);Choresareneutral,butobligatory.
54、(para.4);Choresareasourceofmildsatisfaction.(para.5).2021/3/1037difficultsentencesfortranslationTodowhatmustbedoneneatly,effectively,expeditiously-”withoutrestandwithouthaste”-lightsasmallfiredeepintheinteriorbeingandputsamaningoodhumorwiththeworld.Fortunatethemanorwomanwhoachievesjustbalancebetween
55、thesethreetypesofactivity-asIhavebeenabletodobygoodchance,andforalittlespaceoftime.2021/3/1038PostreadingActivity:Discussion-Doyouagreewiththethesis“toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence”?Whyorwhynot?2021/3/1039UnitSevenTEXTIBeauty Susan Sonta
56、g Warm-up questionsDoyouthink“beingbeautiful”isthemostdesirablequalityinwomen?Arewomenconcernedabouttheiroutwardappearanceonly?WhatsocialdiscriminationisimpliedintheoldChinesesaying男才女貌？Listasmanywordsasyoucantodescribewhatyouthinkanidealfemale/maleshouldbelike.Haveyouheardoforreadaboutanyobservatio
57、nsonthetopicof“beauty”?Sharethemwithyourclassmates.Ifyouweretowriteanessayon“beauty”,howwouldyouapproachthissubject?2021/3/1040Main Idea &purpose of writing: Through the discussion on the lexical narrowing of “beauty”, the author aims actually to exploring a feminist issue that demands public attent
58、ion and discrediting modern societys biased attitude to women as shown in the changed meaning of the word “beauty”.2021/3/1041Analysis of the Analysis of the organizationorganization of the text of the text Section 1 (Para 1-3): Contrast the ancient notion of “beauty” with the modern concept to intr
59、oduce the topic Section II (Para 4-7) Illustrating how women and men are viewed/treated differently to support the argument: the oppression of women Section III (Para 8-9 ) Pointing out how societys gender stereotypes have affected adversely the development of women (e.g. encouraging narcissism, dep
60、endence, 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 beauty” and the resulting oppression of women 2021/3/1042Difficult Sentences for Translation (E-Difficult Sentences for Translation (E-C)C): :1.One
61、ofSocratesmainpedagogicalactswastobeuglyandteachthoseinnocent,nodoubtsplendid-lookingdisciplesofhishowfullofparadoxeslifereallywas.2Associatingbeautywithwomenhasputbeautyevenfurtheronthedefensive,morally.3.Itdoesnottakesomeoneinthethroesofadvancedfeministawarenesstoperceivethatthewaywomenaretaughtto
62、beinvolvedwithbeautyencouragesnarcissism,reinforcesdependenceandimmaturity.4.Ifawomandoesrealworkandevenifshehasclambereduptoaleadingpositioninpolitics,law,medicine,business,orwhateversheisalwaysunderpressuretoconfessthatshestillworksatbeingattractive.5.Onecouldhardlyaskformoreimportantevidenceofthe
63、dangersofconsideringpersonsassplitbetweenwhatis“inside”andwhatis“outside”than thatinterminablehalf-comichalf-tragictale,theoppressionofwomen.6.Thereshouldbeawayofsavingbeautyformwomen-andforthem.2021/3/1043Post-reading activities:Classroom discussionAnalyze the major argumentative devices used in th
64、e 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 beautiful has become a trap for women? To what degree do you agree with the authors point of view in this regard?2021/3/1044TEXTIIS
65、exisminEnglish:AFeministViewPre-readingBrainstorming:Doescultureshapelanguageorviceversa?Isthisaneasyquestiontoanswer?Why?Therehasbeenacommonpracticenowtouseall-inclusivewordssuchas“Ms”,“chairperson”,“businessperson”intheplaceofmasculinewordssoastoavoidsexualdiscrimination.Howdidsomelinguistsreactto
66、this?Howdoyoufeelaboutsuchpractice?Doyouthinksuchlinguisticeffortswillresultinanysignificantchangeinculture?Whyorwhynot?Whatsthemainargumentoftheauthor?Canyoufindthethesisstatementinthepassage?HowdoestheauthorprovethatthereissexisminEnglish?Findtheevidencegivenbytheauthorandgrouptheminsensiblecatego
67、ries.Istheevidenceprovidedpowerfulenoughtosupporttheauthorsargument?2021/3/1045MainIdeaofthepassageSexismisdeepseatedinEnglish.Thesis:(Title)SexisminEnglish(endofPara3)“howreallydeep-seatedsexismisinourcommunicationsystem”2021/3/1046Structureofthepassage（I）:para.13:introductionofthetopic,thatis,sexi
68、smaspartofcultureshapeslanguagepara.49:wordsfromwomensbodyversusthoseindicatingmensmindoractivitiespara.1014:sexualconnotationsaregiventofemininewordswhilethemasculinewordsretainaserious,businesslikeauraCf:AnalysisfromXU,nextpage:2021/3/1047Organization(II):1.Presentingthetopic(Para1-3)startingwitht
69、heobservationontherelationbetweenCULTUREandLANGUAGE,tobringinthetopicfordiscussion,i.e.“howourlanguage(English)reflectsthesexualdiscriminationinourculture.”2.GivingevidencetoshowsexisminEnglish(linguisticevidence)1)Wordsthatoriginatedfrompeoplesnames(para4-6)2)Geographicalnames(para7-9)preoccupation
70、withwomensbreasts3)Pairsofwords/cognateterms/male-femalecounterparts(Para10-13)(withdifferentsemanticfeatures)3.Conclusion(Englishisamale-centredlanguage)2021/3/1048Alistofthedifferencesbetween“masculinewords”&“femininewords”inEnglishfromthetext:1.Whereasawomansbodyisconsideredmoreimportant,amansmin
71、dorhisactivitiesarevalued.Examples:1)manymensnamesareusedaseverydaywords,butwomensnamesusedaseverydaywordsareonlyone-fifthofmensnames,mostofwhichcamefromGreekmythology.2)ToplessTopography-wordslikeTetons,Nipples,Teatsareusedasnamesofmountainsandpeaks.Mensnamesinplacenameshavenothingtodowiththemensbo
72、dies,e.g.,JacksonHoleandPikesPeak.2.Aserioustoneformasculinewords,e.g.,callboy,Sir,master.Sexualconnotationforfemininewords,e.g.,callgirl,madam,mistress.2021/3/10493.Masculinewordsaremostlythebasewords,e.g.,usher,hero.Femininewordshavesuffixesaddedtothebasewords,e.g.,usherette,heroine.4.Masculinewor
73、dsformcompounds,e.g.,king-kingdom,sportsman-sportsmanship.Femininewordsformnocompounds,e.g.,queen,sportswoman.5.Intheareadealingwithsexandmarriage,femininewordsaredominant,e.g.,prostitute,widow,bride.Inthisarea,masculinewordsarenotthebasewords,e.g.,manprostitute,widower,bridegroom.2021/3/1050Post-re
74、adingactivity:Discussionandassignment:GivefurtherexamplestoshowsexisminEnglishand/orinChinese2021/3/1051UnitEightUnitEightTEXTITEXTIAppetiteAppetite Laurie LeeLaurie LeeWarming-updiscussionsonthenexttwotopics:1)Whatarethedictionarydefinitionsof“appetite”?2)Ifyouhaveanappetiteforfoodorforsomethingels
75、e,doyouasaruletryhardtosatisfyit?Willyoufeeldisappointedifyourappetiteisnotsatisfied?Whyorwhynot?“appetite”means:a.adesireforfoodordrinkb.adesiretosatisfy,anybodilyneedorcravingc.a strong desire or liking for something; fondness; tastee.g. shegavehimjustenoughinformationtowhethisappetite.2021/3/1020
76、21/3/105252MainIdea:Byinterpretingwhat“appetite”meanstohim,theauthoractuallyisseekingtoexplaintohisreadersarelativelymoreabstractidea(“appetite”initsbroadsense),asubject,alookathowtokeepawayfromboredominlife.Purposeinwriting:togiveamoregeneraldifinitionof“appetite”andcallattentiontotheimportanceofpr
77、eservingitasasourceofsatisfactioninlife.2021/3/1053OrganizationandDevelopment:SectionI:(P1-3)definingtheword“appetite”inabroadsenseSectionII:(P4P7)TopicandexamplesoffastingtoillustratethehappinessthatcanbederivedfromthepreservationofappetiteConclusion:(P8)reinforcementofthetopic2021/3/1054DifficultS
78、entencesforTranslation(E-C):1)Appetiteisthekeennessofliving;itisoneofthesensesthattellsyouthatyouarestillcurioustoexist,thatyoustillhaveanedgeonyourlongingsandwanttobiteintotheworldandtasteitsmultitudinousflavorsandjuices.2)Byappetite,ofcourse,Idontmeanjustthelustforfood,butanyconditionofunsatisfied
79、desire,anyburninginthebloodthatproveyouwantmorethanyouvegot,andthatyouhaventyetusedupyourlife.3)ItisalongtimenowsinceIknewthatacutemomentofblissthatcomesfromputtingparchedlipstoacupofcoldwater.Thespringsarestilltheretobeenjoyed-alloneneedsistheoriginalthirst.2021/3/1055PostreadingActivities:1).Exerc
80、isesinWorkbook2).Developapassage,commentingoneitherofthefollowing:Wildesaidhefeltsorryforthosewhonevergottheirheartsdesire,butsorrierstillforthosewhodid.Oneofthekeenestpleasuresofappetiteremainsinthewaning,notthesatisfaction.2021/3/1056UnitEightTEXTIIWantinganOrangeLarryWoiwodeMainIdeaofthepassage：C
81、hildhoodmemoryoforangesinthewintersinNorthDakotainthe1940s.StructureofthepassagePara.111:childhoodrecollectionsoftheorangePara.1216:asensorydescriptionofthewaysofcutting,dividing,andeatinganorangePara.17:lifebroughtbytheorangeuponthemonotonousatmosphereoftheNorthDakotawintryworld2021/3/1057Paraphras
82、ethefollowingsentences:1.Therewasnodepthofdegradationthatwewouldntdescendtoinordertogetone.-Inordertogetanorange,uewouldntmindgoingthroughhumiliationanddisgrace.2.Eachorange,strippedofitsprotectivewrapping,asvividinyourvisionasapebbledsun,encouragedyoutopictureawholepyramidoftheminabowlonyourdiningr
83、oomtable.-Withitswrappingtakenoff,eachorangelookedlikeashiningsunasroundasapebble,andyouwereledtoimagineabowlfilledwithorangesonthetableinyourdiningroom.3.andtheeruptionofsmellandthewateryfireworksasaknife,inthehandofsomeoneskilled,likeourmother,goesslicingthroughtheskinsoperfectforslicing.-Whensome
84、onewhoisskilledinusingaknife,justlikeourmother,cutstheorangeintoslices,thesweetsmelloftheorangepermeatestheroomandthejuiceofthefruitjustsplatters.2021/3/10584.Sputteringignitionscanalsobeproducedbysqueezingapeelnearacandle(atleastonecandleisalwaysgoingatChristmastime),andleftoverpeelsaresetonthestov
85、etoptoscentthehouse.-Ifyousqueezeanorangepeelnearaburningcandle(asthereisalwaysatleastonecandlelitatChristmasseason),youcanseeflickeringflames.Youputtheremainingpeelsonthetopofthestovetogivethehouseapleasantsmell.5.Andifindeedyouhavesensedyourselfcomingdowninacold,thereisachancethatyouwillfeelitdriv
86、enfromyourhead-yournoseandsinusessuddenlyopening-inthemidstofthescentofpeelandeatinganorange.(-Andifyoureallyfeelthatyouaresufferingfromabadcold,thesweetsmelloftheorangepeelandthegoodtasteofanorangewillcureyouofyourcold,andyournoseandsinuseswillbeclear.2021/3/1059UnitNineTextI:ARedLightforScofflawsP
87、re-readingActivitieswWarming-updiscussionsonthenexttopics:wLookuptheword“scofflaw”inanunabridgeddictionary.Whatisthedefinitionofthisword?Howisthecompoundwordmadeup?wArescofflawsfoundinoursociety?Specifically,whoarethey?wWhatsortofpeopledoyouthinkTrippettreferstoby“scofflaws”?wWhatismeantby“ARedLight
88、forScofflaws”?2021/3/1060MainIdea:ThewriterdemonstratestheabundanceofscofflawsinUSAandtheirdangersandcallsonboththeAmericanpublicandtheadministrationtocheckthespreadofthescofflawspiritbecauseitisacauseofsocialdemoralization.2021/3/1061OrganizationandDevelopment:Introduction:(P1)TheAmericansaretaking
89、increasinglibertieswiththelegalcodes.Body:(P2P8)Scofflawsaboundinamazingvarietyandthedangersofscofflawryvarywidely.Conclusion:(P9) Thescofflawspiritisdangerouslyinfectious;somethingmustbedonetocheckitsspread.2021/3/1062Topicsentencesforalltheparagraphs:Para.1 Nothesisstatement.Thisparagraphintroduce
90、sthetopicoftheessay:MillionsofAmericansaretakingincreasinglibertieswiththelegalcodes.Para.2Scofflawsaboundinamazingvariety.Para.3Thedangersofscofflawryvarywidely.Para.4Themostflagrantscofflawisthered-lightrunner.Para.5Thefloutingofbasicrulesoftheroadleavesdeepdentsinthesocialmood.Para.6.scofflawsare
91、.asymptomofelementarysocialdemoralization.Para.7 Theprospectofthecollapseofpublicmannersisnotmerelyamatterofetiquette.Para.8 ScofflawryatvariouslevelsofsociallifewasbynomeansalessseriousmenacetothefoundationoflawoftheU.S.thanviolentcrimes.(Implied)Para.9 Thisconclusiveparagraphcontainsthethesisstate
92、ment: The scofflaw spirit is dangerously infectious; something must be done to check its spread.Whenweputallthetopicsentencestogether,whatwegetisanicelyworkedoutsentenceoutlineforthewritertoworkon,andahighlycondensedgistoftheessayforthereader.Allthetopicsentencesarerichlyillustratedwiththeexceptiono
93、fpara.6,whichseemsabitweakinitsdevelopment.2021/3/1063DifficultSentencesforTranslation(E-C):ItispainfullyapparentthatmillionsofAmericanswhowouldneverthinkofthemselvesaslaw-breakers,letalonecriminals,aretakingincreasinglibertieswiththelegalcodesthataredesignedtoprotectandnourishtheirsociety.HarvardSo
94、ciologistDavidRiesmansuspectsthatamajorityofAmericanshaveblithelytakentocommittingsupposedlyminorderelictionsasamatterofcourse.Innocentdriversandpedestrianspayrepetitiouspriceinfrustration,inconvenienceandoutrage,nottomentionajustifiedsenseofmortalperil.Ifhypocrisyisthetributethatvicepaystovirtue,th
95、enfurtivenessisthetrueoutlawssalutetotheforceoflaw-and-order.Onahighlevel,theAdministrationinWashingtonhasdramatizeditswishtonullifycivilrightslawssimplybyopposinginsteadofsupportingcertaincourt-ordereddesegregationrulings.2021/3/1064PostReadingActivities1.ExercisesinWorkbook2.Writeashortessayonthes
96、cofflawryonyourcampus.Youmayfocusononeofthescofflaws.Theinformationyougathercanbebaseduponyourpersonalexperienceorobservation,orwhatever.Rememberthatyouressayshouldbeamplyillustrated.Translatepara.5intoChinese2021/3/1065Red-lightrunninghasalwaysbeenrankedasaminorwrong,anditmaybeinindividualinstances
97、./whentheviolationbecomehabitual,widespreadandincessant,however,agreatdealmorethanatrafficmanagementproblemisinvolved./Thefloutingofbasicrulesoftheroadleavesdeepdentsinthesocialmood./Innocentdriversandpedestrianspayrepetitiouspriceinfrustration,inconvenienceandoutrage,nottomentionajustifiedsenseofmo
98、rtalperil./Thesignificancesofred-lightrunningismagnifiedbyitshighvisibility./Ifhypocrisyisthetributethatvicepaystovirtue,thenfurtivenessisthetrueoutlawssalutetotheforceoflaw-and-order./Thered-lightrunner,however,showsnorespectwhateverforthesocialrules,andsocietycannothelpbeingharmedbyanyrepetitionsa
99、ndbrazendisplayofcontemptforthefundamentalsoforder.2021/3/1066UnitNineTEXTIITrust Andy RooneyPre-readingBrainstorming:Howdoyouunderstandtheword“trust”?Describeyourexperiencesconcerning“trust”.2021/3/1067MainIdeaofthepassage:Throughhisownexperiencesandobservation,thewriterelaboratesimportanceoftrusti
100、noursociety.Structureofthepassage:Para.14:apersonalexperiencetobringforththetopicoftrustPara.510:trustisoutfirstinclinationbecausethewholestructureofoursocietydependsonourmutualtrust,notdistrust.Para.11:reiteratethesubjectoftrust-echoingtotheintroduction.2021/3/1068DifficultSentencesforTranslation(E
101、-C):IwaslateandifanyoneaskedmehowfastIwasdriving,IdhavetopleadtheFifthAmendmenttoavoidself-incrimination.Likemostofus,Immoreapttoberestrainedfromdoingsomethingbadbythesocialconventionthatdisapprovesofitthanbyanylawagainstit.Thepatsies,thesuckers,thepeoplewhoalwaysassumeeveryoneelseisashonestastheyare,makeoutbetterinthelongrunthanthepeoplewhodistrusteveryone-andtheyrealothappiereveniftheygettakenonceinawhile.2021/3/10692021/3/1070
