Unit Ten The Trial That Rocked the World
Teaching Periods: 8
Teaching Object:
English majors of junior year
Teaching Aims
·To enable students to get better understanding of the text
·To help students learn to use new words and useful expressions in the text ·To enable students to learn to paraphrase some complicated sentences
·To enrich students’knowledge about American trial culture and religious culture
·To help students appreciate the style and rhetoric of the text
Teaching Focus:
·Cultural Information
·Language points and expressions
·The theme of the story
·Figures of speech
Teaching Difficulties:
·Paraphrasing some sentences
·Identifying figures of speech
·Appreciation of narrative style of writing
Teaching Procedures
·Background information
·Questions to ponder
·Detailed study of the text
·Structural analysis
·Rhetorical devices and effective writing skills
·Exercise
Time Allocation: 8 periods, 360minutes
·Background information (20 minutes)
·Intensive study of the text (250 minutes)
·Exercise (90 minutes)
I. Background Information
1. Charles Darwin & his The Origin of Species
i Charles Darwin(1809-1882): British, world famous naturalist and biologist;originator of the theory of man’s evolution by natural selection; his best known works: Origin of Species(1859),Descent of Man(1871).better chance of surviving, and thus be naturally selected. From the strong principle of inheritance, any selected variety will tend to propagate its new and
modified form.”
ii. The Process of Natural Selection:“As many more individuals of each species are born than can possibly survive, and as, consequently, there is a frequently recurring struggle for existence, it
follows that any being, if it vary however slightly in any manner profitable to itself, under the complex and sometimes varying conditions of life.
2. about the Trial
John Thomas Scopes came to Tennessee fresh out of college. In the spring of 1925, he had just completed his first year as science teacher and part-time football coach at the high school in the little town of Dayton.
Scopes planned to return home to Kentucky for the summer. But in his words, "a beautiful blonde" distracted him and he stayed for another week hoping for a date. The decision changed his life forever.
It all began when the state of Tennessee passed a law making it a crime to teach evolution in public schools. A new organization called the American Civil Liberties Union responded immediately. The ACLU placed an ad inviting a teacher to help test the law in the courts. Dayton was in an economic slump, and the town's movers and shakers thought a sensational trial would put Dayton "on the map."
John Scopes was playing tennis when a group of businessmen called him to the town gathering place, Robinson's drugstore. They asked if he would be willing to be indicted for teaching evolution. Though he could not remember actually teaching Darwin's theory, Scopes believed in evolution and agreed to the plan.
The trial quickly became a media circus. John Scopes was to have Clarence Darrow, America's top criminal lawyer, defend him. The famous politician and anti-evolutionist, William Jennings Bryan, volunteered to assist the prosecution. Reporters from all over the country flocked to Dayton, including an announcer from Chicago's WGN radio. It would be the first live broadcast of a trial in American history.
The trial began on July 10, 1925. "The town was filled with men and women who considered the case a duel to the death," John Scopes later wrote. "Everything I did was likely to be noted. "But over the next two weeks nobody paid much attention to the defendant. Attorneys for both sides hogged the spotlight in the overheated courtroom. In the words of historian Kevin Tierney, "Scopes was being used. He was completely willing to be used. But essentially the case had been taken over by the big names."
On the most sensational day of the trial, when Clarence Darrow interrogated William Jennings Bryan as an expert on the Bible, Scopes actually became a reporter for his own trial --filling in for a journalist who had left town!
The trial ended in a conviction. The judge imposed a fine of $100 and John Scopes spoke for the first time. "Your honor," he said, "I feel that I have been convicted of violating an unjust statute. I will continue in the future, as I have in the past, to oppose this law in any way I can."
For Scopes, the trial had been an ordeal. When it was all over, he gave up teaching and left town. He accepted a scholarship to the University of Chicago, received a master's degree in geology and took a job as a petroleum engineer in Venezuela --where no one had ever heard of him.
In 1960 the defendant returned to the scene of his "crime" when the movie version
of the trial, Stanley Kramer's Inherit the Wind, premiered at a Dayton drive-in. Scopes saw himself on the big screen as Bertram Cates, defender of science and victim of intolerance. In the film he is jailed for his beliefs.
In 1967 John Scopes summed up his life in his lively autobiography, Center of the Storm. "A man's fate, shaped by heredity and environment and an occasional accident," he wrote, "is often stranger than anything the imagination may produce."
3. about the persons involved
i. John Scope: the last surviving principal of the famous Tennessee “Monkey Trial”of 1925. The man whose name became synonymous with the teaching of evolution in American schools.
ii. Clarence Darrow(1857-1938): American lawyer. He acted professionally in many cases against monopolies or on the side of labor; he pleaded for the Negro defendants in the Scottsboro trial (1932). He was also the president of the American League to abolish Capital Punishment.
iii. William Jennings Bryan(1860-1925); American leader, editor, and popular lecturer; three times a nominee for the presidency of the US.,Secretary of State (1901-1913). Just before his death (1925) Bryan figured as one of the prosecuting attorneys and a state’s witness against the teaching of Darwinian evolution in the famed Scopes trial held at Dayton, Tennessee.
II. Questions to ponder
1. Can you tell some information about the Fundamentalist movement?
2. Do you know Darwin’s theory of evolution?
3.Would you like to tell the story of Adam and Eve?
4. Would you like to tell the story of creation?
III. Detailed Study of the Text
1.rock: to cause great shock and surprise to
2. A buzz ran through the crowd… that sweltering July day in 1925:
Buzz: the vibrating sound of a bee; here it refers to the sound of many people whispering or talking excitedly in low tones.
Sweltering: oppressively hot and humid; very hot, causing unpleasantness.
3. The counsel for my defence…
Counsel: one or more lawyers acting for someone in a court of law
Criminal lawyer: a specialist in criminal law (law related to crime or its punishment)
4. Leading counsel for the prosecution… that had brought about my trial:
5. Seated in court… of Harvard University:
On somebody’s behalf: to benefit, support, serve the interests of somebody Distinguished: renowned, eminent, recognized for excellence in some field.
6. a jury trial: a trial that had a jury ( a group of 12 responsible, impartial citizens chosen to hear the case and make the decision (reach a verdict) of guilty or not in accordance with their findings)
7. “Don’t worry…” as we were waiting for the court to open:
We’ll show them a few tricks:We’ll do a few things to outwit them (the prosecution); or we have some clever and unexpected tactics and we will surprise them in the trial.
Reassuring arm: Obviously the arm can’t be reassuring; it means in a reassuring manner, a friendly gesture to put John at ease.
8.erupt: emerge suddenly and violently; explode
9. clash: conflict, disagreement
10. adhere to : believe in, follow devotedly
11. advance: put forward; propose
12. ancestor: a person, esp. one living a long time ago, from whom another is descended
13. state legislature: official body of people who pass laws. Each of the 50 states in the U.S. has a legislature. The national legislature is called the congress.
14. squarely: directly
15. legality: in keeping with a law, or a requirement of law
16. When I was indicted… in U.S. history
indict: to charge(someone) formally with an offence in law
Snowball: grow rapidly in size or significance
17. renowned: (formal) famous, distinguished, suggesting being named publicly again and again for some outstanding quality, achievement, etc.
18. circus: public entertainment consisting of a variety of performances by acrobats, clowns and trained animals, often performed in large tents by a group that travels from one town to another.
19.festoon: decorate; a festoon is a string of flowers, leaves, ribbons, etc. suspended in
a curve between two points
20. The streets… and water melons:
Sprout: grow or develop quickly
Rickety: liable to fall or break down because weak, shaky
21. Evangelists set up tents to exhort the passersby:
Evangelist: any one who preached the Christian gospel, esp. a traveling preacher Exhort: urge earnestly
22. infidel: unbelievers in religious sense, meaning godless and implying being in the hands of the devil
23. The presiding judge… reg’lar mountaineer jedge”:
Presiding: person in charge of the proceedings, person holding position of authority Florid-faced: face flushed with rosy color; ruddy face
24. Bryan, ageing and paunchy.. Tom steward:
Paunchy: (derog or humor) (esp. of a man) having a fat stomach; pot-bellied
25. Besides the shrewd 68-year-old Darrow… steeped in the law:
Shrewd: astute, sharp, clever, not to be outwitted
Magnetic: strongly attractive; said of a person. Personality etc.
Steep: immerse, saturate, absorb or imbue
26. agnostic: a person who questions, doubts the existence of God and claims that His
existence can’t be proved.
27. The judge called for… “ That’s one hell of a jury!”:
Call for: send for
Open the session: begin the trial
under way: in motion, in progress
Growl: complain in an angry or surly manner; utter in a gruff, rumbling voice, esp. angrily
28. one hell of a jury: no jury at all; a completely inappropriate jury
Examples: That was a hell of an exam.
It’s been one hell of a trip.
It’s a hell of a change.
29. spar: (fig.) engage in argument; fight with words
30. bigotry: obstinate narrow-mindedness; intolerance; prejudice
31. rampant: widespread and impossible to control; spreading unchecked
32.After a while… to the human mind:
Bigot: someone obstinately and intolerantly devoted to his own beliefs, creed or party Faggot: a bundle of sticks for firewood bound together
33. snort: say in a scornful, contemptuous way as if with a snort (exhale forcibly and noisily through the nostrial, as a horse)
34. warm: become more enthusiastic, animated
35. brandish: wave menacingly, as a weapon
36. sonorous: having a pleasantly full loud sound
37. reconcile: find agreement between; make (arguments, ideas etc.) consistent, compatible etc.
38. out-thrust: pushed out
39. Gone was the fierce fervour … a prairie fire:
Fierce fervour: ardent, extreme intensity of emotion
Swept … like a prairie fire: moved quickly with the speed of a fire in a large flat grassland
40. scorch: parch; wither; burn
41. agency: (usu. sing.) the power or force which causes a result; influence; means; instrumentality
42. hush: stillness; quiet, silence, esp. a peaceful one
43. adjourn: close or suspend a meeting, usually to be resumed at another time
44. entrepreneur: a person who organizes and manages a business undertaking, assuming the risk for the sake of the profit
45. Spectators paid… be related:
Gaze: look steadily for a period of time
Ponder: spend time in considering carefully
46. brute: (often derog.) an animal, esp. a large one
47. sulphurous: violently emotional; heated; fiery
48. yokes: (humorous or derog.) na?ve, gullible, narrow-minded small town or country people; hicks, bumpkins
49. perch: rest, stand or sit on some elevated place, usually referring to birds
50. Now Darrow… for the defense:
Trump card: in some card games, a certain suit if declared trump, i.e., as outranking all other suits; the winning card; an important advantage
spring his trump card: use suddenly that which is most advantageous to his cause in order to improve his position
51. wily: clever in tricks, esp. for getting something one wants; crafty; sly
52. repel: drive back by or as if by force
53. Under Darrow’s quiet questioning … with fervent “Amens”
Defiant: showing no fear or respect
Fervent: showing great warmth of feeling; intensely devoted or earnest
54. snigger: sarcastic, somewhat stifled laugh
55. twirl: swing or spin in a circle quickly
56. livid: pale with rage
57. slur: unfair damaging remark; any remark or action that harms or is meant to harm someone’s reputation
58. quell: (poet. And rhet.) suppress, quiet
59. My heart… shake Darrow’s hand:
Go out to: be extended to
Heart goes out to:( formal) feel sorry for; feel pity or sympathy for
60. verdict: the official decision made by a jury in a court of law, declared to the judge at the end of a trial
61. hail: greet; acclaim, designate
62. overlook: have a view of (something or someone) from above
63. The oratorical storm… passing years
Blow up: ( of bad weather) start blowing; arrive; arise
In its wake: following directly or close behind it; following as a consequence
IV. Structural Analysis of the Text:
Section one: An introduction to the atmosphere and the characters (paras10-11): 1. Bryan (ageing and paunchy), John Butler (an ill-educated man), Tom Steward ( a brilliant lawyer, Bryan’s son ), and the multitude mostly fundamentalists
2. Darrow(68year-old, shrewd, an agnostic), Dudley Field Malone(43, handsome and magnetic, a Catholic), Arthur Garfield Hays (quiet, scholarly and steeped in the law, a Jew), and my father from Kentucky
3. The presiding judge: John Raulston (florid-faced, “I’m jist a reg’lar mountaineer jedge”)
Section Two: First round of the debate (paras12-25):
1.The first day(paras12-15):
1)An open session with prayer
2)The preliminary sparring over legalities
3)Darrow’s opening statement
2.The following day(paras16-25):
1)Calling witnesses against me
2)Bryan rose to address the jury(20-22)
3)Dudley Field Malone popped up to reply(23-25)
Section Three: The court adjourned (paras26-28)
Situations on Dayton’s streets
Section Four: The Climax of the Trial (paras29-43)
DarrowvsBryan: a discussion on the Bible
Section Five: The verdict and my fate (paras44-46)
The verdict was guilty. I got fined 100 dollars and the cost. I was offered my teaching job but I declined. I was offered a scholarship so that I could pursue the study of science at the Univercity of Chicago. Later I became a geologist for an oil company. Section Six: I went back to Dayton(paras47-49)---Changes in the small town:
1. A William Jennings Bryan University on a hill-top overlooking the valley.
2. The oratorial storm that Clarence Darrowand Dudley Field Malone blew up in the little court in Dayton swept like a fresh wind through the schools and legislative offices of the United States, Bringing in its wake a new climate of intellectual and academic freedom that has grown with the passing years.
V. Rhetoric Devices & Effctive Writing Skills
1) Rhetoric Devices
1. simile It is a comparison between two distinctly different things and the comparison
i s indicated by the words’“as, like”.
2. metaphor
3. synecdoche: Synecdoche is applied when a part is substituted for the whole or the whole is substituted for a part.
一辆“红旗”开了进来。
红旗便是借用汽车的牌子。
不拿群众的一针一线。
一针一线便是代指群众的一切财物。
4. oxymoron
victorious defeat
5. pun: DARWIN IS RIGHT----INSIDE.
风吹桃树桃花谢，雨打梨花梨花落。
棒打破锣锣更破，花谢锣破怎唱歌。
这是刘三姐同姓陶、李、罗三个秀才对歌。机智聪敏的刘三姐，利用“桃李锣”和“陶李罗”谐音，即兴编词，以此挖苦抨击了对手，唱的多么畅快淋漓
曹雪芹描写王熙凤：
凡鸟偏从末世来，都知爱慕此生才。
一从二令三人木，哭向金陵事更哀！
这是暗示王熙凤的一生。“凡鸟”两字合起来就是王熙凤的“凤”字。“一从二令三人木”是说
贾琏对王熙凤先是（一从），继则冷淡（二令），终于是遗弃（人木，即休字，是休的意思）。“哭向金陵”，是说被休弃后哭泣回到金陵。这首诗概括了王熙凤的一生遭遇.
6. irony: It is the use of words which are clearly opposition to what is meant, in order to achieve a special effect.
Until we are marching backwards to the glorious age of the sixteenth century.
好一个国民政府的“友邦人士”！是些什麽东西
7. antithesis
8. transferred epithet
9. hyperbole: Hyperbole (overstatement): The diction exaggerates the subject to make the statement or description impressive.
The trial that rocked the world.
She is dying to know what job has assigned her.
五岭逶迤腾细浪，乌蒙磅礴走泥丸。
想你想得快完了，半夜眼睛都蓝了，买东西都忘给钱了，猪肉粉条都不馋了，1+1=3都觉得难了，把赵本山都看成孙楠了……
2) Effective Writing Skills
1. Punctuation
2. Sentences structure
3.Word diction
4.Oratory duel in court
VI. Exercise: (refer to the textbook)
高级英语第二册第一课 教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
Teaching Plan for Unit 1 I. Warming-up conversation 1. What's the topic of your conversation after you came back from home to the campus yesterday? (Teacher show them some phrases and expressions about New Year, and let them have a formal conversation in standard English.) 2. What kind of conversation do you prefer, the casual free talk in the dormitory or the conversation held in class Why 3.Analysis of the Title Pub is usually a place for low class people to get together. They meet friends there or go there to have a drink or just to relax. And what about the language How is it related to language To King’s language which belongs to the upper class or the well-educated people. How could these two totally unrelated things put together II.Background Information of the Text and the Author This topic can be introduced in several ways: 1.Chinese people’s oral English are commonly commented by foreigners or foreign teachers as “bookish” English; 2.by telling a joke about the first Chinese delegation to visit soviet union after China’s opening its door to the outside world. The soviet union asked an old scholar as an interpreter and his Chinese is like the ancient classic Chinese. 3.just to raise some question like the different expressions, such as standard English, social dialect, regional dialect, or writers of local colorism, such as Mark Twain or Jia Pinwa in China. 4.or the topic might be introduced by mentioning the “plain English movement” in academic writing. III.Detailed Study of the text
高级英语写作教案示范 Section One Choice of words措辞 The choice of words from one’s vocabulary can affect his writing style. Let’s look at two groups of words and compare them: Pretentious Wording(fml.) Common Wording(standard) in regards to concerning, about utilize use elucidate explain prior to before because of the fact because of the opinion believe ascertain find out commence begin When selecting words to use in an essay it is important to remember the four levels of diction: 1)Formal—Highly educated audience: ceremonial, scholarly or technical purpose. 2)Standard—Educated audience: college papers, mass publications, business communications, and many other writing purposes. 3)Informal—General audience: spoken rather than written situations, personal letters, conversational and entertaining purposes. 4)Slang—Specific audience: used to enhance the writing through dialogue essential to the character, such as in novels; or to build connections between members of a specific group or generation. Exercises: 1. In each sentence below, choose the more precise of the two words in brackets and fill in the blank with your choice: 1).A judge must be ______ in the cases he tries. (uninterested, disinterested) A few listeners were _____ and dozed off. disinterested, uninterested 2). Your niece impressed me as sweet and _____. (childish, childlike) Though she has grown up, her behavior is often _____. childlike, childish 3). The President spoken on the radio to the ____. (land, nation) nation 4).Why were you so ____ about your achievements? (humble, modest) modest 5).She has become very _____ since marrying him. (respectable, respectful) People are serious and _____ at religious services. respectable, respectful
高中英语语法教案（全套）高中英语语法教案 2、冠词和数词 2.1不定冠词的用法 冠词本身不能单独使用，也没有词义，它用在名词的前面， 帮助指明名词的含义。英语中的冠词有三种，一种是定冠词，另 一种是不定冠词，还有一种是零冠词。 不定冠词a（an）与数词one同源，是\" 一个\"的意思。 a用于辅音音素前，一般读作［e］，而an则用于元音音素前， 一般读做［en］。 1）表示\" 一个\"，意为one ；指某人或某物，意为 acertain 。例如： Amr.Lingiswaitingforyou. 有位姓凌的先生在等你。 2）代表一类人或物。例如： Aknifeisatoolforcuttingwith. 刀是切割的工具。 mr.Smithisanengineer. 史密斯先生是工程师。 3 ）组成词组或成语，如 alittle/afew/alot/atypeof/apile/agreatmany/manya/as arule/inahurry/inaminute/inaword/inashortwhile/afte rawhile/haveacold/haveatry/keepaneyeon/allofasudden 等。 2.2定冠词的用法
定冠词the与指示代词this ,hat同源，有\"那（这）个\"的意思，但意义较弱，可以和一个名词连用，来表示某个或某些特定的人或东西。 1）特指双方都明白的人或物。例如：Takethemedicine. 把药吃了。 2）上文提到过的人或事。例如： Heboughtahouse. I\'vebeentothehouse. 他买了幢房子。我去过那幢房子。 3）指世上独一物二的事物，如thesun，thesky ，themoon，theearth 等。 4）与单数名词连用表示一类事物，如thedollar 美 元;thefox 狐狸；或与形容词或分词连用，表示一类人：therich 富人;theliving 生者。 5）用在序数词和形容词最高级，及形容词only , very，same等前面。例如： wheredoyoulive? Iliveonthesecondfloor. 哪？我住在二层。 That\'stheverythingI\'vebeenlookingfor. 我要找的东西你住在那正是 6）与复数名词连用，指整个群体例如:
高级英语课程教学大纲 一、课程基本信息 课程代码：0305220308 课程类别：必修课 学时：总144学时；4学时/周 学分：8 适用专业：英语专业 开课院（系）：国际关系学院、翻译学院 开课学期：2011～2012学年 二、课程性质和任务 本课程系英语专业高年级阶段的一门训练学生英语综合技能和综合素质的主干课程，是语言学、文学、高级听力、高级写作的重要支撑。 本课程通过指导学生阅读情感、中西文化、哲学、文学、社会、教育、经济、政治、语言、环境等不同话题文章和拓展阅读材料，系统地讲授和讨论各类文体和话题的英语佳作的谋篇策略、修辞手段、阅读技巧、写作技巧等方面的综合知识，要求学生在熟练掌握英语语音、语法和词汇的基础上，能较系统地掌握英文修辞知识、基本逻辑和谋篇布局方法，提高阅读赏析能力、概括能力、表达能力，同时扩宽学生的知识面，构建通识知识框架，增强对文化差异的敏感性，培养学生发现问题、分析问题、解决问题的能力、批判性思维能力、自主学习能力。 三、教学目标及教学要求 本课程通过指导学生阅读和欣赏文体不同、话题广泛的英文文章和拓展材料，以期从把握语言特点、谋篇策略、修辞手段、阅读技巧和写作技巧等方面深化学生的语言综合技能；同时，通过不同话题的探讨，扩宽学生的知识面，构建通识知识框架，培养的概括能力、发现问题、分析问题、解决问题的能力、批判性思维能力、自主学习能力和认知能力等人文综合能力，从而提高学生的综合素质。 四、教学内容及学时分配 以下各单元的Section A作为课堂教学的内容，Section B作为拓展课及讨论课的内容。 Unit 1 Emotion（12学时） 目的要求：要求学生通过学习富有生活趣味和人生哲理的散文，反思自己的人生及情感体验，提高对人生的感性认识。把握叙事和论辩的艺术和策略，提升自己的表达能力和写作能力。基本内容： Section A The Woman in the Kitchen
牛津高中英语模块一（第1讲） 【教学内容与教学要求】 一、教学内容： 牛津高中英语模块一Unit 1 （上） 二、教学要求： 1．掌握和校园生活有关的常用单词、词组与句型。 2．学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期Huge campus and low-rise building 学校面积大，没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。 Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。 3．学习阅读技巧：skimming&scanning。 4．语法：定语从句（一） 【知识重点与学习难点】 一、重要单词： access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪 【难点讲解】 1.What is your dream school life like? 你理想中的学校生活是什么样子? 这里dream表示心目中最理想的. 如dream team (梦之队)。
《高级英语1》教学大纲 课程类别：专业核心课（必修） 课程代码：H131025 中文名称：高级英语1 英文名称：Advanced English 1 学时学分：64学时/4学分 预修课程：基础英语、英语泛读、语法 适用专业：英语 开课学院：外国语学院 一、课程的地位、目标和任务 《高级英语1》是英语专业本科高级阶段（第五学期）的一门专业核心必修课，该门课是低年级基础英语课程的延伸和发展，其重点在于提高学生阅读理解和词汇运用能力，即能掌握和使用所学词汇，特别是同义词、近义词的区分和使用，正确理解文章的内容和主题思想，抓住文章的要点，分析文章的结构、语言技巧和修辞特点；提高学生语言表达能力，能用英语表达与交流思想；提高学生逻辑思维和判断评述能力，能用英语归纳文章的主题思想，并能对文章的内容进行简单的分析、评论。学生能用辞典和其它工具书独立解决语言、文化以及背景知识方面的难点，增加文化知识，尤其是英语语言国家的背景知识和文化知识，更好地将语言和文化结合起来。 二、与相关课程的联系与分工 本课程的预修课程是基础英语、英语阅读和英语语法，这些课程的学习是学好高级英语的前提和基础，高级英语是这些课程的进一步拓展和延伸。 三、教学方法 教学活动可以采用如下形式：学生根据教学指令完成书上所规定的任务；教师进行讲解活动；学生一对一对地讨论和活动；学生以小组为单位讨论和活动；一人对全班或小组之间开展活动；小组对小组之间开展活动；如果有平行班，可以进行班级对班级之间的交流活动；教师与学生之间讨论和活动。活动的组合应该经常变动，鼓励学生尽可能地扩大接触其他学生的机会。教学活动的成败取决于如下因素：是否帮助学生明确任务目的和要求；是否对任务的难度进行了调整；是否给学生提供了“范例”；在任务过程中是否给学生提供了及时的支持（如解释语言、提供语言形式、澄清思路等）。本课程的教学可采用多媒体作为辅助教学手段能够达到更好的教学效果。 四、学时分配
“课程思政”教学案例（附说明） 一、案例名称（主题） 比照中美经济发展模式差异，坚定“四个自信”，建设富强民主的社会主义现代化强国 二、结合章节 英语专业：《高级英语II》第十四单元浮士德经济学（《高级英语第二册》第三版重排版） 三、教学目标 1.知识目标 词汇知识：掌握课文中的新词汇与表达，拓展有关经济学、经济发展规律、中美经济发展模式的中英文表述。 语篇知识：了解说明文的语篇特点，语篇衔接与连贯。 文化知识：了解美国经济发展的历史条件、制约因素、模式特点，以及相较于美国经济发展模式，中国特色社会主义经济发展模式的制度优越性。 2.能力目标 综合英语应用能力：围绕中美经济发展模式的主题，通过听、说、读、写、译等语言技能训练，提高学生的综合英语应用能力。 跨文化交际能力：通过比照中美经济发展模式差异，探讨两者历史条件及模式特点，提高学生跨文化交际能力，培养学生运用英文进行中国文化表达的能力。
逻辑思辨能力：引导学生辩证地思考、分析中美经济发展模式的差异，通过对西方经济发展模式的批判性思辨及讨论，培养学生逻辑思辨能力。 3.素质目标 思想道德：增强学生对我国社会主义经济发展模式的认同与信心，坚定“四个自信”，树立为中华民族伟大复兴而努力奋斗的坚强决心。人文素养：培养学生传承中国优秀传统文化及价值理念，帮助学生形成正确的国家和民族认同。 专业素质：通过比照及思辨，培养学生运用中英双语表述中国特色社会主义的发展观，表达中国立场，传播中国文化的能力和素质。 四、案例意义 以“比照中美经济发展模式差异”为授课主题，引入有关“四个自信”的思政元素。通过了解浮士德经济学的概念、内容、实质，以及中国特色社会主义四个自信的有关表述和内涵，引导学生认识浮士德经济学发展模式的实质，并对比分析中西方经济发展模式的差异。通过分析说明美国现行经济模式是一种基于无节制地消耗自然资源的浮士德经济，帮助学生进一步理解美国经济发展模式的本质，能够正确认识“四个自信”的重要价值，批判西方现行经济发展模式，增强对中国特色社会主义发展道路的自信。 五、教学过程 本单元教学过程包括课前准备、教学主题呈现、课堂讲解与讨论、观点分享与课后拓展四个部分，计划8个学时。其中课前准备与课后
Lesson 1 Your Choice First Period I.Teaching objectives: A.knowledge objectives a.Describe the appropriate career in the future and the reasons. b.According to the questionnaire to judge people’s personalities and recommend the perfect career. c.Students could finish some practical English tasks by themselves. B. Ability objectives To develop the students’ reading、speaking、writing and communicating skills. C. Emotional skills To enlarge the students’eyesight and let them know more about themselves and their personalities. II.Teaching Key Points and Difficult Points: a.some students may have problems in understanding the differences and usage of Direct Speech and Indirect Speech. b.Some students have troubles in mastering the important words and phrases relating to career and characteristics. IIITeaching Aids: PPT、Textbook and Multimedia IV.Teaching Methods a.task-based teaching method b.student-based teaching method V.teaching procedures: Step 1 warm up a.Greeting the whole class as usual to activate the new class. b.Bain-storming. Teacher invites Students to name some famous persons’ jobs. Step 2 Pre-reading a.Teacher asks Students their dream jobs and the special reasons behind to have such a jo b. b.Teacher teaches some new words and phrases. Step 3 While-reading a.Students read the questionnaire, make choices and exchange answers in pairs. b.Students will guess what personality in pairs and the right jobs. Then Ss decide whether the job suits each other. c.Students check the answer key on page 91. Ss will judge whether the description fits their personalities. Step 4 Post-reading
Lesson Three Pub Talk and the King’s English Background Information Henry Fairlie: he was born in London, came to the U.S. in the mid-1960s, working for The New Republic. He is known as a feisty 活跃的chronicler年代纂辑of U.S. politics and moes. He died at the age of 66, after a stroke and heart attack. Pub: also known as the public house, is a center of social life for a large number of people (esp. men) in Britain. Pubs, besides offering a wide variety of alcoholic and non-alcoholic drinks and providing hot and cold food, serve as places for meeting friends and for entertainment. Many have, for instance, television sets, amusement machines and juke-boxes and provide facilities for playing darts, billiards, dominoes and similar games. Some also employ musicians for evening entertainment, such as piano playing, folk singing and modern jazz. Metaphor from a cognitive linguistic point of view Metaphors, according to the cognitive linguists, are something more than rhetorical device or phenomenon; they reflect people’s way of thinking about things. Throughout their book Metaphors We Live By, Lakoff and Johnson repeatedly remind us that metaphor is a basic means of human cognition of the real world, a way of thinking, a mode of knowing the world and a manner of conceptualizing the experiences. A popular belief of the cognitive linguistics is that metaphor is the process of the mapping or projection from the source concept onto the target concept. eg. Her anger boiled over. HUMAN BODY IS A CONTAINER/ANGER IS FLUID. Thus the fact that when fluid in a container is heated beyond a certain limit, it will overflow corresponds to the fact that when anger increases beyond a certain limit, a person will lose control and has a catharsis 宣泄of his overwhelming anger. Nash: Thomas Nash or Nashe (1567-1601) was a journalist with a keen weapon of satire, whose pamphlets appealed to public interest in serious questions, such as the power of the bishops, and in private scandal. Dekker: Thomas Dekker, through his plays his individuality is distinctly reflected—a sunny light-hearted nature, full of real, even if somewhat disorderly genius. Detailed Study of the Text §Why does the essay have this title? What do pub talk and the King’s English stand for respectively? Pub talk stands for informal and daily conversation while the King’s English stands for formal language used by the King. P 1: §What’s the topic sentence of this para? What’s the function of the first sentence? The topic sentence of this para is “And it is an activity only of humans.” The first sentence is the theme of this essay, which is repeated in many places in this essay. the King’s/Queen’s English: the supposedly correct or standard English (esp. British English) as to grammar and pronunciation Conversation…human activities. sociable: friendly/agreeable, esp. in an easy, informal way More than any other human activity, conversation helps to promote an agreeable, pleasant and informal relationship among people. And it is an activity only of humans. And conversation is an activity which is found only among human beings (animals and birds are not capable of conversation). However intricate…name of conversation. communicate: to give or exchange information, signal/messages in any way deserve the name of: to have a right to be called, be worthy of the name of No matter how complicated the manner in which animals make known their intentions to each other, they do not go in for any activity which might rightly be called conversation.
Unit Three Ships in the Desert Teaching Object: English majors of junior year Time: 8 periods Teaching Aims: ·To enable students to get better understanding of the text ·To help students learn to use new words and useful expressions in the text ·To enable students learn to paraphrase some complicated sentences ·To enable students to learn the use of rhetoric devices in the text ·To help students appreciate the techniques of argumentative writing ·To arouse students’ awareness of enviromental protection Teaching Focus: ·Background Information ·Language points and expressions ·Main idea summarizing ·Figures of speech ·Writing practice Teaching Difficulties: ·Appreciation of argumentative writing style ·Paraphrasing some sentences ·Identifying figures of speech ·Translating some sentences Teaching Procedures: ·Background information ·Question to ponder ·Structural analysis ·Detailed study of the text ·Writing skills ·Exercises Time Allocation：8 periods, 360minutes ·Background information (45 minutes) ·Intensive study of the text (225 minutes) ·Exercise (90 minutes) I. Background Information AL Gore: born in I948 in Washington D.C., U.S. Senator (1984-1992) from the State of Tennessee, and U.S. Vice-President (1992-2000) under President Bill Clinton. He failed to won the great presidential election in 2000 with a controversial results. Some people say his failure was, to a large extent, a result of the negative effects of Clinton's scandal. But more people are convincing that he will win next time. He is the author of the book Earth in the Balance from which this piece is taken. Global warming: the earth is getting warmer due to the heat from gas in industry, and surfs heat accumulated because of too many man-made pollutants. The
《高级英语Ⅰ》课程教学大纲 一、课程基本信息 课程名称：高级英语Ⅰ课程英文名称: Advanced EnglishⅠ 课程类别: 专业基础课课程属性：必修 学分：3 学时：54学期共1学期 考核方式：笔试＋口试 二、课程性质及教学目的 根据《高等学校英语专业英语教学大纲》培养目标要求，高等院校英语专业要培养具有扎实的基本功、宽广的知识面、一定的相关专业知识、有较强适应能力、应变能力、自主能力和良好身心素质的复合型英语人才。在基础阶段的英语教学完成以后，必须继续进行更高一级的英语阅读教学。高级英语课程是英语专业基础阶段综合英语课程在高层次上的延续，是一门训练学生阅读理解、语法修辞与写作能力的综合英语技能课程，是一门专业必修课。 顺应时代和社会的要求，我系高年级综合英语教研组在总结传统教学经验、在探索新的教学理念、学习现代教育技术的基础上，以语言教学理论和多媒体网络教学技术理论为基础，以更新教学内容和手段、重组教学结构为出发点，大力改革高级英语课堂教学模式，把课堂教学和多媒体网络技术相结合，寻求以学生为中心的互动性、协作性、个性化的高年级综合英语教学模式。学生通过多媒体课堂教学、课后自主学习，巩固和深化语言基础知识、提高词义辨析能力，扩大词汇量，阅读和分析涉及政治、经济、社会、语言、文学、教育、哲学等方面的名家作品，扩大知识面，加深对社会和人生的理解；培养学生对名篇分析和欣赏能力，逻辑思维与独立思考能力，使学生增强对文化差异的敏感性；初步了解各种修辞手段和各种写作技巧；使学生能够熟悉常用的文学、科技等词汇；并引发学习者对社会、历史、科学和文化等重大问题的自我思考能力，全面发展学生的语言技能、思辨能力、赏析能力、解决问题的能力，从而培养学生的语言综合运用能力，提高其自主学习、持续学习的能力。
Unit3---A Master of Nonverbal Humour The Second Period Reading Teaching aims: 1.Enable students to learn what humor means and what is nonverbal humor. 2.To introduce the life and work of Charlie Chaplin. 3.To introduce the kind of humour we can all laugh at ---nonverbal humour 4.To train the students’ reading and understanding ability Difficult points: Find out the main ideas of every paragraph. Teaching aids: A recorder and a projector, multimedia Teaching procedure: Step 1. Greetings and Revision Check homework: ask students to review what we learned in last period. Step 2. Pre-reading (通过展示几幅幽默图片，使课堂气氛活跃了起来，一下子调动了学生的积极性，然后顺势导入本课的主人公---Charlie Chaplin) Questions: 1.What do you know about Charlie Chaplin? 2.What do you know about his films? Step 3 Reading Task 1 :find out the main information about Charlie Chaplin 1)Born:___________________________________
第三课酒肆闲聊与标准英语 1人类的一切活动中，只有闲谈最宜于增进友谊，而且是人类特有的一种活动。动物之间的信息交流，不论其方式何等复杂，也是称不上交谈的。 2闲谈的引人人胜之处就在于它没有一个事先定好的话题。它时而迂回流淌，时而奔腾起伏，时而火花四射，时而热情洋溢，话题最终会扯到什么地方去谁也拿不准。要是有人觉得“有些话要说”，那定会大煞风景，使闲聊无趣。闲聊不是为了进行争论。闲聊中常常会有争论，不过其目的并不是为了说服对方。闲聊之中是不存在什么输赢胜负的。事实上，真正善于闲聊的人往往是随时准备让步的。也许他们偶然间会觉得该把自己最得意的奇闻轶事选出一件插进来讲一讲，但一转眼大家已谈到别处去了，插话的机会随之而失，他们也就听之任之。 3或许是由于我从小混迹于英国小酒馆的缘故吧，我觉得酒瞎里的闲聊别有韵味。酒馆里的朋友对别人的生活毫无了解，他们只是临时凑到一起来的，彼此并无深交。他们之中也许有人面临婚因破裂，或恋爱失败，或碰到别的什么不顺心的事儿，但别人根本不管这些。他们就像大仲马笔下的三个火枪手一样，虽然日夕相处，却从不过问彼此的私事，也不去揣摸别人内心的秘密。 4有一天晚上的情形正是这样。人们正漫无边际地东扯西拉，从最普通的凡人俗事谈到有关木星的科学趣闻。谈了半天也没有一个中心话题，事实上也不需要有一个中心话题。可突然间大伙儿的话题都集中到了一处，中心话题奇迹般地出现了。我记不起她那句话是在什么情况下说出来的——她显然不是预先想好把那句话带到酒馆里来说的，那也不是什么非说不可的要紧话——我只知道她那句话是随着大伙儿的话题十分自然地脱口而出的。 5“几天前，我听到一个人说…标准英语?这个词语是带贬义的批评用语，指的是人们应该尽量避免使用的英语。” 6此语一出，谈话立即热烈起来。有人赞成，也有人怒斥，还有人则不以为然。最后，当然少不了要像处理所有这种场合下的意见分歧一样，由大家说定次日一早去查证一下。于是，问题便解决了。不过，酒馆闲聊并不需要解决什么问题，大伙儿仍旧可以糊里糊涂地继续闲扯下去。 7告诉她“标准英语”应作那种解释的原来是个澳大利亚人。得悉此情，有些人便说起刻薄话来了，说什么囚犯的子孙这样说倒也不足为怪。这样，在五分钟内，大家便像到澳大利亚游览了一趟。在那样的社会里，“标准英语”自然是不受欢迎的。每当上流社会想给“规范英语”制订一些条条框框时，总会遭到下层人民的抵制。 8看看撒克逊农民与征服他们的诺曼底统治者之间的语言隔阂吧。于是话题又从19世纪的澳大利亚囚犯转到12世纪的英国农民。谁对谁错，并没有关系。闲聊依旧热火朝天。 9有人举出了一个人所共知，但仍值得提出来发人深思的例子。我们谈到饭桌上的肉食时用法语词，而谈到提供这些肉食的牲畜时则用盎格鲁一撒克逊词。猪圈里的活猪叫pig，饭桌上吃的猪肉便成了pork(来自法语pore)；地里放牧着的牛叫cattle，席上吃的牛肉则叫beef(来自法语boeuf)；Chicken用作肉食时变成poultry(来自法语poulet)；calf加工成肉则变成veal(来自法语vcau)。即便我们的菜单没有为了装洋耍派头而写成法语，我们所用的英语仍然是诺曼底式的英语。这一切向我们昭示了诺曼底人征服之后英国文化上所存在的深刻的阶级裂痕。 10撒克逊农民种地养畜，自己出产的肉自己却吃不起，全都送上了诺曼底
《高级英语（选修）》教学大纲 一、课程名称：高级英语（选修） 二、课程类别：公共选修课 三、教学时数：周学时数: 2学时，总学时数：34学时 四、学分：2分 五、开课时间：第5--6 学期 六、开课专业：非英语专业 七、教学对象：全校非英语专业本科三年级学生 八、教学目的：高级英语(选修)是一门公共选修课，也是一门综合性课程，它与大学英语性质相同。它是基础阶段的大学英语课程在高层次上的延续。高级英语是一门训练学生综合英语技能尤其是阅读理解、语法修辞与翻译能力的课程。通过阅读和分析内容广泛的材料，包括涉及政治、经济、社会、语言、文学、教育、哲学、法律、宗教及自然科学等方面的名家作品，扩大学生的知识面，加深学生对社会和人生的理解，培养学生对名篇的分析和理解能力、逻辑思维能力与独立思考的能力，增强对文化差异的敏感性，巩固和提高学生英语语言技能。每课后都配有大量的相关练习，包括阅读理解、词汇研究、问题分析、中英互译和写作练习等。通过该课程的学习，使学生的英语水平在质量上有较大的提高。其宗旨是通过课文的阅读分析及理解，技巧的传授与操练等帮助学生掌握阅读技巧、扩大词汇量、提高理解能力，加快阅读速度。提高学生的听说读写译综合能力，加强学生对英美文学、文化的了解，并且鼓励学生课后广泛地有针对性地阅读，扩大知识面。 九、课程内容：教学内容分为四类： 1．为汲取信息而预读 提供预读问题，学生带着问题读课文A寻找答案。 提供课文注释，帮助学生消除阅读障碍。 2．为求阅读效果、掌握及扩大信息而精读 教师讲解词、句的结构知识，提高学生认、辩、猜词的能力，扩大词汇量，提高阅读速度。 教师讲解谋篇布局、修辞问题、比喻手段等知识，提高学生阅读理解力。 3．为提高综合能力而操练 在语言训练上，以课文A为重点，进行朗读、翻译、讨论、完成课后练习等，通过各种形式提高学生语言素质。 4．为训练语言敏感力而泛读、泛听、泛看、 学生课后阅读课文B；课堂欣赏英文名著名片 十、教学时间安排：