lesson1_text appreciation
Unit-1-Another-school-year-what-for
第9页，共75页。
Paraphrase: I had just completed my graduate studies and began teaching at the University of Kansas City.
第3页，共75页。
What does a college or university mean to me?
➢ a better paid job
➢ a greater choice of job
➢ higher salary
第4页，共75页。
Background Information
I. Author
第7页，共75页。
Detailed Discussion of Part I (para.1-8)
Let me tell you one of the earliest disasters in my career as
a teacher(para.1)
What does disaster mean here?
Part Four: Language Study
Part Five: Extension
第2页，共75页。
Warm-up questions
➢ 1. What do you think is the purpose of college
education? ➢ 2.Have you had any reflections on your first term
现代大学英语精读lessonProfessionsforWomen_图文
闹鬼的屋子及其他（The Haunted House and Others)（短篇小说集）
Modernism
Modern literary practices. Also, the principles of a literary school that lasted roughly the beginning the 20th century until the end of World War II. Modernism is defined by its rejection of the literary conventions of the nineteenth century and by its opposition to conventional morality, taste, traditions and economic values.
Her Writing Style
experimentation and innovation in novel writing the psychological realm of her characters and the
moment-by-moment experience of living the techniques of interior monologue and stream of
contribution, influence, writing style) 3. Modernism (time. Characteristics, representatives,
influence) 4. The characteristics of the language in this essay. (using
M8 Unit 1 Appreciating literature说课稿
M8 Unit 1 Appreciating literature说课稿一．教材的地位和作用教材模块八包括了四个单元，分别涵盖了文学和诗歌，歌剧和音乐，绘画和大师，电影和电影业四个板块。
本册书的主旨是吸引学生走进文学和艺术，学会欣赏，其难度在众多模块中可见一斑。
本节课是模块八的第一个单元课文的第一课时。
本文涉及了经典文学，以19世纪英国文豪狄更斯的名著《远大前程》为例，试图说服学生学会欣赏经典文学之美。
通过调查，学生对狄更斯和其作品了解太少，所以在课前通过了一些课外阅读来提高学生兴趣并拓展知识面，同时加强了学生的预习工作。
二．学情分析高中二年级的学生已经在初中阶段和高一年级的英语学习中积累了一些词汇基础，并掌握了一些简单的学习策略和技巧，具有初步的英语听说读写能力，但是学生个性和英语水平差异大。
因此我在教学设计中会注意梯度，由浅入深，注意层次性。
英语作为一门语言，其最基本的作用就是人际交流，但是目前学生的普遍情况是不愿意开口说英语。
因此我在课堂上要鼓励学生们利用每个机会开口说英语，已达到锻炼口语的目的。
三．教学目标根据《新课程标准》的要求和学生已有的只是基础和认识能力，在仔细学习和分析教材的基础上，我确定了以下三大教学目标：1知识目标1. 掌握本课的重点单词和有用的表达方式。
2. 帮助学生理解经典文学，以及文豪狄更斯和他作品《远大前程能力目1.掌握基本的阅读方法和技巧2.运用所学词汇复述小说情节情感目1.帮助学生学会阅读说服性文章2.唤起学生们在今后学习和生活中去欣赏经典学的热情，培养学生阅读文学作品的习惯四．教学重点和难点教学重点1.狄更斯的生平和他的作品《远大前程》。
2.帮助学生学会阅读说服性文章。
教学难点1.由于文章所涉及范围有限，授课过程中需要对文本进行整合。
2.文本第一部分是全文说服性文字，相对较难。
五．教学方法根据高中生的心理特点，宜采用形式多样的教学方法和学生积极主动参与的学习方式来激发学生的学习学习兴趣，让他们在学习中学会参与，在参与中学会学习。
现代大学英语精读1lessonone教案
III .Presentation (45minutes)
Appreciationfor group discussion in class
a. Plot of the story:
Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter ofCairo, the youngest son of a merchant. He studied philosophy at King Faud I (nowCairo) University, graduating in 1934. He worked in university administration and then in 1939 he worked for the Ministry of Islamic Affairs. He was later Head of the State Cinema Organization at the Ministry of Culture. He also worked as a journalist.
Life is a dream. Do not take anything seriously.
Step 2. Read the following suggestions made by the father. Which ones do you agree with and which ones not? Have you ever been given some suggestions by your parents when entering the university? List them out.
高英(1) 1.4 Language appreciation
Hi, everyone, welcome to my class. Today, we will come to the language appreciation of Lesson 1：Face to Face with Hurricane Camille.We will appreciate the language features from the following four aspects:Words, sentences, textual level and rhetoric.Let’s begin with Part One: words.The first feature in words is the effective use of concrete, specific words, esp. one-syllable verbs. Look at the eight sentences and read all the marked words. With one syllable，they read very concise and smooth, which can quicken the speed of the fighting and present vivid images to the action. For example, “lash” in paragraph 1 indicates the hurricane struck the Gulf of Mexico with great force. “bother” in paragraph 3 means no hurricane has done damage to the place. “inch one’s way” in paragraph 13 refers to the water rising little by little up the steps. Danger is approaching people in the house gradually.The second feature in words is the good use of adjs and advs to quicken the rhythm. For example, “Frightened, breathless and wet” in paragraph 12, “marooned group” in paragraph 18, both of them could present a vivid picture of the scared and helpless people in readers’ mind. The advs in example 2,3,5 “methodically”, “steadily” and “ slightly” can give additional information to the action of the men, rain and wind.The third feature is the repeated use of words with the vowel [æ]. Let’s read some of these words, “ smash,crack, shatter, rampage, snap”. It seems the sound can echo and strengthen the violence of the hurricane and create quick, unpleasant effect in the specific context.The fourth feature is the use of synonyms to avoid repetition like “disintegrate, break apart, demolish and devastate” to depict the destroyed house.Part two is language appreciation from sentences.The most typical sentence feature is the frequent use of elliptical and short simple sentences. They can increase the tempo and speed of the actions being described. Look at the examples, “would the Koshaks mind taking care of his dog?” This question is neither a direct speech nor an indirect one for the sake of saving time. Example 2 and 3 have omitted verbs to heighten tension and help create a sense of danger and urgency at the critical moment.Part three is the appreciation from the textual level.The first one is interposition in the text. Para. 19-20 in Lesson one works as an interposition. These two paragraphs are not part of the story about the Koshaks in the storm. but it provides general and official information about Hurricane Camille: that is how bad the storm was; Interposition can give additional information, build up and sustain the suspense as well as prepare for the coming of the climax..The second one is good focus and description of natural subjects and persons in the text. The story focuses mainly on action of different subjects. With the approaching of Camille, the situation is more and more dangerous to the people. Look at the words under the headings of Camille, rain, wind and water, “Devastated, demolished, whipped, blew off , tore, extinguish, fling open, shoving, doused”. These series of description of four natural subjects have played a very essential role inpushing forward the urgent atmosphere with the development of the hurricane. And they have greatly enriched the language in the text.Not only the action description of several natural subjects, the author also depicts the damaged house and struggling people. Let’s see the state of the house: “ began leaking, house shook, ceiling falling piece by piece, the door blown in; windows disintegrated; front door broke away , walls collapsed etc.... ; ” All these description have successfully made the readers sense the same danger as that of the people trapped in the house. Let’s see their reaction: prepared for the hurricane, began a struggle against, felt afraid by licking salty water, tried to escape; save children, felt anger; rage silently, second trial to escape.All these expressions on “ people’s actions and feelings” have presented the people’s desperate efforts and frightened emotions in fighting against the hurricane.The last part of text appreciation is about rhetoric.The first one is personification. The word “lifted” in S1, “ bothered” in S2 and “seized, dumped” in S3 have all compared the hurricane to a bad guy destroying the house, the city and the oil tank.The second one metaphor is a frequent rhetorical device in our class. The first four sentences have been explained in the detailed study. So Let’s directly analyze example 5. “ stream in” refers to the large amount of supply moving quickly in continuous flow like liquid after the disaster.The third rhetorical device is the easiest one with the obvious indicator of resemblance “like” or “as if”. Both metaphor and simile compare one thing to another in description to make language more vivid. You can pause this video to appreciate the example by yourself.The last two types are transferred epithet and onomatopoeia. “spectacular vantage point” in the first example should be “watch the spectacular view of the storm from the vantage point”. The transferred word “spectacular” is for attracting readers’ attention and presents creative way of expression.Ok, that's all for language appreciation of Lesson one. It’s hoped this part will enlighten you in English writing. Thank you for your watching. See you next time.。
lesson1_text appreciation
II. Sentence Paraphrase
1. The moment I saw him, I recognized he
was the criminal the police were looking for. 2. The year I was born, my father was working towards a PhD degree. 3. The day Hans Christian Andersen returned to his hometown, almost all the people turned out to greet him.
Discuss these questions with your partners.
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Lesson 1 – Half a Day
I.
Text Analysis
Plot: a little boy’s first time to go to school
More examples from the text
I walked next to my father, holding his right hand.
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Lesson 1 – Half a Day
II. Sentence Paraphrase
1. My mother stood at the window watching our
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To be continued on the next page.
Lesson 1 – Half a Day
lesson1_text appreciation
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The end of Structure.
Lesson 1 Another School Year—What For?
I. Text Analysis
How does the writer present his argument?
Introduction He introduces the topic with his encounter with a student and with two questions: Why should we go to university? Why should we learn literature, arts, philosophy, politics, etc.? Then he proceeds to give evidence to support his view: Evidence A: distinction between technical training and university Evidence B: How to spend the 8 hours of leisure time will decide whether you are capable of penetrating insight, whether you can be democratic, tasteful and above all, whether you can raise a civilized family.
You have to take responsibility for the work you do. If you’re a pharmacist, you should make sure that aspirin is not mixed with poisonous chemicals. As an engineer, you shouldn’t get things out of control. If you become a lawyer, you should make sure an innocent person is not sentenced to death because you lack adequate legal knowledge and skill to defend your client.
lesson1 your college yearstext appreciationPPT课件
The key changes involve the
Part 2 (paras.2－9): following: identity crisis, the
independence/dependence struggle, establishment of sexual identity, affection giving and receiving, internalization of religious faith, values and morals, development of new ways to organize and use knowledge, a new understanding of the world and himself/herself.
Lesson 1 – Your College Years
Mentioned in Para. 2
Students endeavor to find out who they are and what their strengths and weaknesses are. They want to know how other people perceive themselves as well. Identity may be influenced by genes, environment and opportunities.
Part Three
Lesson 1 – Your College Years
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ENTER 1
Text Appreciation
I. Text Analysis
1. Theme 2. Structure 3. Further discussion
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The end of Text Analysis.
Lesson 1—Thinking as a Hobby
II.
Writing Devices
Metonymy （转喻）
More examples
It will lecture on disinterested purity while its neck is being remorselessly twisted toward a skirt. (Para. 23) girls Mr. Houghton
people should enjoy doing, and it is considered one of the most precious qualities
in young scholars for the healthy mental
development.
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The end of Theme.
Lesson 1—Thinking as a Hobby
I.
Text Analysis
Question: What do the three statuettes symbolize? What effect do the boy’s descriptions have? They represented the whole of life. The leopard stood for all animal needs or desires; Venus stood for beauty and love and the Thinker stood for thinking as a uniquely human feature. An humorous and sarcastic effect has been achieved by the author’s description of the statuettes, which
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The end of Structure.
Lesson 1—Thinking as a Hobby
I.
Text Analysis
How are the three statuettes described by the boy and what do they symbolize?
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Lesson 1—Thinking as a Hobby
I.
Text Analysis
Theme
Thinking is not just for professional thinkers
like philosophers. It is something all educated
life but showing hypocritical and prejudiced nature
A pious lady: who hated German with the proposition of loving enemies
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To be continued on the next page.
Lesson 1—Thinking as a Hobby
Part Three
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Lesson 1—Thinking as a Hobby
Text Appreciation
I. Text Analysis
1. Theme 2. Structure 3. General Analysis 4. Further Questions on Appreciation II. Writing Devices 1. Metonymy 4. Hyperbole 2. Synecdoche 5. Simile 3. Irony 6. Metaphor III. Sentence Paraphrase
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Lesson 1—Thinking as a Hobby
I.
thinking Grade-three
Text Analysis
The summary of the characteristics of the three grades of thinking
characteristics Ignorance, hypocrisy, prejudice, self-satisfied, contradictions Detecting contradictions; do not stampede easily; lag behind, a withdrawal, destroy but not create To find out what is truth, based on a logical moral system
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examples Mr. Houghton, nine tens of people Ruth, the author, (maybe) some acquaintances far and few between, only in books
Grade-two
Grade-one
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The end of General Analysis.
In metonymy, an idea is evoked or named by means of term designating some associated notion. “It” stands for “thought” in grammar, but actually refers to Mr. Houghton, and it is vulgar to refer to a girl as a skirt.
figures to demonstrate his analyses of different grades
British Prime Minister: talking about the great benefit conferring on India by jailing Nehru and Gandhi American politicians: talking about peace and refusing to join the League of Nations Me, the author: not easily stampede, detect contradiction; turned into a professional thinker
To be continued on the next page.
How are the three statuettes described by the boy and what do they symbolize?
Scan the text and list out the related information.
established a background to support his later
analysis of three grades of thinking and some human natures.
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Lesson 1—Thinking as a Hobby
I.
Venus
Text Analysis
Leopard Rodin’s Thinker
naked, muscular, who sat, looking down; his chin on his fist and elbow on his knee utterly miserable; contemplate the hindquarters of the leopard in endless gloom not miserable, an image of pure thought
Lesson 1—Thinking as a Hobby
I.
Text Analysis
Structure
Part 1 (Paras. 1—24 ) about:How the subject of thinking was first brought up to the author and his understanding of the nature of “grade-three thinking” Part 2 (Paras. 25—29) about: The author’s analysis of the nature of “grade-two thinking” Part 3 (Paras. 30—35) about: The author’s understanding of the “grade-one thinking” and his desire for it
Lesson 1—Thinking as a Hobby
I.
Text Analysis
Question: How did the author describe the following figures to demonstrate his analyses of different grades of thinking? Headmaster: nothing human in his eyes, no possibility of communication (not understand his students) Me, the boy: delinquent, not integrated, misunderstanding the symbolic meaning of the statuettes, couldn’t think Mr. Houghton: ruined by alcohol, preaching high-moral