高级英语精读教案.docx
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高级英语精读教案
1
COURSEINTRODUCTION
1.Purposeofthecourse
Developanoverallproficiencyinfourskills
Developcriticalabilityinreadingtexts
Reinforcegrammaticalcompetence.
2.Focusoftrainingatpresentstage
Shiftoffocusintraining:
Fromlistening/speaking（1-2years）toreading/writing（3-4years）
Adjustedfocusinteaching:
Fromgrammar-pre-dominanttotext-slanted
Drawstudentsattentiontochangedpurposeandfocusoftrainingat
differentlevelsofthecourse.
3.Thetextbook
Thecompiler
Textbookdesign（Student‘sBook）
a.Pre-classwork（pre-questions,dictionarywork,
librarywork）
b.Text1
c.Comprehension（oral）
d.Organizationanddevelopment
e.Analysis
f.TextII
g.Paragraphwriting
h.Listening&speaking（tapes）
Evaluatingthetextbook
a.Variedcontents（includingissuesofsocialconcern
ratherthenmerelylanguageandliterature）
b.Eclecticapproach
c.Drawbacks
4.Teachingsetupandrequirements:
a）Sixclasshoursperunit
b）Lecture+workshop+seminar
c）Pre-classreviewrequired
d）Exercises（completedonindividualbasis,selected
fordiscussion）
e）Text2includedinexams
2
TextIHittheNailontheHead
I.Teachingobjectives
1.Understandingthevariousaspectsrelatedtotheusageofwords.
2.Cultivatingasenseofappropriatenessinstyle
3.Learningtouseanalogyasanexpositorymeans.
II.Warm-upquestions
1.Doesthetitlestrikeyouasabitunusual?
2.HaveyoueverheardoftheEnglishproverb―Hitthenailonthehead‖?
What
doesitmean?
3.Whosejobinvolveshittingnails?
Isthetextconcernedaboutthecarpenter?
Then,what‘sthemajorconcernoftheauthor?
（stylisticmatter,howtouse
therightwordfromtheextensivevocabularyoftheEnglishlanguage）
4.Whatsimilaritiesdoestheauthorrecognizeinthejobofacarpenterandthe
workofawriter?
Theprocessthewriterchoosestherightwordissimilartothewayacarpenter
hammersanail.
Likethecarpenterwhoneedstodrivehomeeverynailifhewantshis
workproperlydone,awriterneedstoputeffortsinchoosingtheright
wordifhewantstobeaccurateandconcise.
5.Howmuchdoyouknowaboutstyle?
Doyoufinditaninterestingtopic?
6.Howdoyoulikethetext?
Doyoufinditdifficultoreasy?
Didittakeyou
longtopreparebeforeyoucometotheclass?
Aretheremanynewwordsin
thetext?
3
III.Organizationofthetext
Directions:
Readthroughthewholetextveryquickly,findoutthemainideaofeachparagraph,
decidewhethersomeparagraphscanbegroupedtogethertoformasectionandhow
eachsectionisrelatedtotheother.
Discuss&conclude:
SectionI（paragraph1-3）:
Raisingthesubject:
Importanceofchoosingtherightword
Para1:
Introducingthetopicbydrawingananalogybetweenthe
carpenterhammeringanailandthewriterusingwords.
Para2-3:
Elaboratingontheimportanceofchoosingtherightword–
Itisaprocessofrealizing,definingandclarifyingyourthought.
Section2（paragraph4–10）:
Explainingthevariousaspectsintheprofileofaword
Para4-7:
IIllustratinghowwordswithcommonrootshavedifferent
meanings（Semanticaspect）
Para8:
Illustratinghowwordswithsimilarmeaningsmayhave
differentassociations（Connotationalaspect）
Para9:
Illustratinghowwordswithsimilarmeaningsmayhavestylistic
differences.（Stylistic/situationalaspect）
Para10:
Pointingoutthatageneralnotionmaybeexpressedbyavariety
ofspecificwords（Variationinexpression）
Section3（paragraph11）:
Conclusion:
Qualityismoreimportantthanquantityinlearning
vocabulary（withananalogytoechothebeginning）
IV.Textworkandlanguagepoints
SectionI（paragraph1-3）
Paragraph1:
1.Callstudents‘attentiontotheuseofanalogybyaskingquestionssuchas
Howdoestheauthorintroducethesubject?
4
Whatexpositorymeansisusedinthefirstparagraph?
Canyouexplainthedifferencebetween―comparison‖and―analogy‖?
2.Askstudentstoreadthepassageonpage7withthefollowingquestionsinmind:
WHATisthepurposeofdrawingananalogy?
WHENisitoftenused?
HOWisitdifferentfrom―comparison‖?
3.Askstudentstoidentifytheuseofcomparisonandtheuseofanalogyinpara..1
Comparison
Aclumsymanaskillfulcarpenter
Agoodwriteraskillfulcarpenter
Analogy
Awriterchoosingtherightword
Acarpenterhammeringanail
4.Sumupthemainpoints:
Analogyisaspecialkindofcomparisonandamoreconcretewaytoexplain
things.Thepurposeofanalogyistoexplainsomethingabstractandremote.
Withanalogy,ofthetwothingsbeingcompared,oneisusuallyafamiliar
subject,whichhelpstoexplaintheother,whichisusuallyadifficultand
abstractsubject,somethinghardtodefine.
Paragraph2-3
1.Askquestionstocheckstudents‘understandingofthetext
Howisparagraph2linkedtothepreviousone?
Whatdoestheword
―this‖referto?
Isiteasytofindthewordthatexpressespreciselywhatawriterwantsto
express?
Why?
Doyouhavethisprobleminwriting?
-Wordsaremanyinnumber
-Wordsmayhavesubtledifferencesinthem（semantic,stylistic）
Doesabigvocabularyguaranteetheabilityofusingtherightword?
Why?
Doyouagreewiththeauthorthatthereisagreatdealoftruthinthe
seeminglystupidquestion―HowcanIknowwhatIthinktillIseewhatI
say?
‖
[Thequestionsoundsirrational,butistrue.Unlesswehavefoundthe
exactwordstoverbalizeourownthoughts,wecanneverbeverysureof
whatourthoughtsare.Withoutwords,ourthoughtscannotbedefinedor
statedinaclearandprecisemanner.]
definingyourthought
Choosingwordsisaprocessofclarifyingwhatyoumean.
realizingyourmeaning
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2.Callstudents‘attentiontotheauthor‘sgeneralization（line11-16:
―Wordsare
manyandvarious…thosewhohearorreadourwords.‖;（line19-21）―Itishard
work…wearedealingwith‖）Askthemtoreadaloud.Remindstudentsthe
importanceofgeneralizationafterillustrations.
Languagepoints
1）（line4）drivesomethinghome:
force（thenail）intotherightplace;make
somethingunmistakablyclear.e.g.
Thepersonwhowinstheargumentistheonewhodriveshomehis
points.
Advertiserskeeprepeatingthenamesoftheproductinorderto
drivethemessagehome.
（also:
drivehometosb,sth.）
YoumustdrivehometoJohnwherethedifficultylies.
YoumustdriveithometoJohnthatwedon‘thaveenoughmoney.
2）（line4）hittingitsquarelyonthehead:
directly,usedbothliterallyand
figuratively,examples:
Theboxerhithisopponentsquarelyonthejaw.
Wemustfacetheproblemsquarely.
3）（line7）cleanEnglish:
Englishwhichispreciseandclear（incontrastwith
vague,slovenlylanguage）
4）（line10）scrupulouswriters:
writerswhoareverycareful,payingattention
todetails一丝不苟的作家.―scrupulous‖generallymeanspainstaking,
meticulous（i.e.payinggreatattentiontosmallthings）.Itmaybepositiveor
negativeinassociation,e.g.
Heisscrupulousinhisbusinessdealings.（positive,正派，谨慎）
Thenursetreatedhimwiththemostscrupulouscare.（positive）
Thepaperisnotentirelyscrupulousinsettingitsassumptions.（negative）
Hepaysscrupulousattentiontostyle.（positive）
Compare:
―unscrupulous‖不择手段的（usuallynegativeinassociation）
5）shadesofmeaning:
slightdifferencesinmeaning.
6）Someusefulsentencepatternsinthissection
（line13）Itisnotonlyamatterof…,itisalso…
（line19）Itishardwork+doingsth
（line23）…hesitatedoingsth（also..hesitateaboutdoingsth,hesitate
todosth.hesitateatsth.）
6
Sentencesforparaphrase
1.―Awordthatismoreorlessright,aloosephrase,anambiguousexpression,a
vagueadjective,willnotsatisfyawriterwhoaimsatcleanEnglish.‖:
i.e.A
writerwhoisparticularlyconcernedaboutthepreciseexpressioninEnglishwill
neverfeelhappywithawordwhichfailstoexpressanideaaccurately.
2.―Choosingwordsispartoftheprocessofrealization,…forthosewhohear
orreadourwords.‖:
i.e.Theprocessoffindingtherightwordstouseisa
processofperfectionwhereyoutrytosearchforwordsthatmaymostaccurately
expressyourthoughtsandfeelings,andwordsthatmaymosteffectivelymake
yourlistenersandreadersunderstandyourthoughtsandfeelings.
3.―Itishardworkchoosingtherightwords,butweshallberewardedbythe
satisfactionthatfindingthembrings.‖:
i.e.Findingthemostsuitablewordto
useisinnosenseeasy.Butthereisnothinglikethedelightweshallexperience
whensuchawordisfound.
Relevantinformation:
TheallusiontoFlaubert（Note7,page5）
GustaveFlaubert（1821–1880）,Frenchnovelist,wasassociatedwith,though
notrepresentativeof,themovementofnaturalismandknownasoneofthe
greatestrealistsofthenineteenth-centuryFrance.Hedevotedhislifetolong
hoursspentinheavytoiloverhiswork.Hiswritingismarkedbyexactnessand
accuracyofobservation,extremeimpersonalityandobjectivityoftreatment,and
precisionandexpressivenessinstyle,ortheprincipleofthemotjuste.
Section2（paragraph4–10）:
Thevariousaspectsinwordusage
（I）Thesemanticaspectofwords（paragraph4-7）
1.Askstudentstomakecommentsonthethreepairsofexamplesgiveninthis
sectionCompareandcontrasttheirdifferencesinmeaning.
human:
of,orrelatingtoman,
1）e.g.humanbeing;humannature;hum
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