高级英语第一课背景介绍
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Face to Face with Hurricane Camille词汇(Vocabulary)hurricane (n.): a violent tropical cyclone with winds moving at 73 or more miles per hour,often accompanied by torrential rains,and originating usually in the West Indian region飓风--------------------------------------------------------------------- lash (v.): move quickly or violently猛烈冲击;拍打--------------------------------------------------------------------- pummel (n.): beat or hit with repeated blows,esp.with the fist(尤指用拳头)连续地打--------------------------------------------------------------------- course (n.): a way of behaving;mode 0f conduct行为;品行;做法--------------------------------------------------------------------- demolish (v.): pull down.tear down,or smash to pieces (a building,etc.),destroy:ruin 拉倒;打碎;拆毁;破坏;消灭--------------------------------------------------------------------- motel (n.):a hotel intended primarily for those traveling by car, usually with direct access from each room to an area for cars汽车游客旅馆--------------------------------------------------------------------- gruff (adj.): rough or surly in manner or speech;harsh and throaty;hoarse粗暴的,粗鲁的;粗哑的。
高级英语1第三版第一课课文
(原创版)
目录
1.课文概述
2.课文主题
3.课文结构
4.课文亮点
5.课文学习要点
正文
1.课文概述
《高级英语 1 第三版第一课课文》是一篇针对英语学习者的课文,旨在帮助学生提高英语阅读理解能力和语言运用能力。
本课文内容丰富,语言表达流畅,适合有一定英语基础的学习者学习。
2.课文主题
本课文的主题为“全球化时代的英语学习”,通过讲述在全球化背景下,英语学习的重要性和方法,引导学习者树立正确的英语学习观念。
3.课文结构
课文共分为五个部分:
(1)引言:简要介绍全球化时代英语学习的重要性;
(2)英语学习的现状:分析我国英语学习者的现状和存在的问题;
(3)英语学习的方法:介绍有效的英语学习方法和技巧;
(4)英语学习的目标:阐述英语学习的终极目标及其对个人发展的意义;
(5)结论:总结全文,呼吁学习者积极投身英语学习。
4.课文亮点
本课文的亮点在于:
(1)紧扣全球化时代背景,突出英语学习的重要性;
(2)分析英语学习者的现状,针对性强;
(3)提供实用的英语学习方法和技巧,具有很高的参考价值;(4)语言表达流畅,词汇丰富,有助于学习者提高语言水平。
5.课文学习要点
学习本课文,应重点关注以下几点:
(1)全球化时代英语学习的重要性;
(2)我国英语学习者的现状和存在的问题;
(3)有效的英语学习方法和技巧;
(4)英语学习的目标及其对个人发展的意义。
高级英语1第三版第一课课文
摘要:
1.课文概述
2.课文主题
3.课文结构
4.课文亮点
正文:
1.课文概述
《高级英语1 第三版第一课课文》是一篇针对英语学习者的课文,旨在帮助学生提高英语阅读和理解能力。
本课文以英语为教学语言,附有词汇、注释和练习,适合有一定英语基础的学习者学习。
2.课文主题
本课文的主题为英国文学作品《哈姆雷特》中的一段经典台词,通过这段台词的学习,可以让学习者了解英国文学的特点,提高阅读理解和欣赏能力。
3.课文结构
课文共分为五个部分,分别为:引言、台词背景介绍、台词原文及注释、台词赏析和课后练习。
(1)引言:简要介绍《哈姆雷特》及其作者莎士比亚,激发学习者的兴趣。
(2)台词背景介绍:介绍台词发生的场景和涉及的人物关系,帮助学习者更好地理解台词。
(3)台词原文及注释:呈现台词原文,并对生词和难句进行注释,方便学习者阅读。
(4)台词赏析:分析台词的语言特点、象征意义和情感表达,提升学习者的欣赏能力。
(5)课后练习:设计一系列问题和活动,帮助学习者巩固所学内容,检查学习效果。
4.课文亮点
本课文的亮点在于将英国文学名著《哈姆雷特》的精彩台词引入教学,使学习者在学习英语的同时,能够欣赏到优秀的文学作品,拓展文化视野。
此外,课文的结构设计合理,有助于学习者系统地学习和掌握所学内容。
总之,《高级英语1 第三版第一课课文》是一篇富有教育意义的英语教学课文,适用于有一定英语基础的学习者。
第一课:Rock Superstars: What Do They Tell Us about Ourselves and Our Society1、章节知识点1) 背景知识( Background knowledge)Rock Music2) 课文要义( Main idea of the text)The author focuses on the social influences of the rock music in terms of sociology. By contrasting different attitudes toward the rock among the young and adult audience, the author points out that rock is served as an expression of social ideas, and also provides a debating stage for different ideas. Rock 'n' roll stars express the young generation's viewpoints on various political and social problems, and also help the society see its own beliefs and attitudes, and express the young men's feelings and hope.3) 词汇(Vocabulary)a. sprinkleb. adulationc. rejectd. embodye. editorializef. bewildermentg. urgeh. drivei. celebratej. mirror4) 短语(Expressions)a. dressed in sthb. act outc. rather thand. sing ofe. in returnf. conceive of5) 词语辨析(Word analysis)a. adulation, admirationb. argue, debatec. arrogant, proudd. conceive, imaginee. confuse, bewilderf. ideal, idealisticg. mix, blendh. ramble, rumble6) 难句理解( Sentence comprehensio)na. They think he ' s sick, sick, sick.b. Horowitz sees the rock music arena as a sort of debating forum, a placewhere ideas clash and crash.c. Newspapers editorialized against him.d. Most of the older viewers frowned, while most of the younger viewersapplauded.e. He spoke of change and of the bewilderment of an older generation.f. The Beatles urged peace and piety.2、考核知识点本课文章中作者着重从社会学的角度探讨摇滚乐的社会意义。
高级英语1第三版第一课课文
摘要:
I.引言
- 介绍高级英语1第三版第一课课文
II.课文概述
- 课文主题:语言学习的重要性
- 课文结构:作者的经历、语言学习的困难、解决方法、学习成果III.作者的经历
- 作者学习英语的经历
- 遇到的语言学习困难
IV.语言学习的困难
- 母语影响:发音、语法、词汇
- 学习方法不当:过于依赖翻译、死记硬背
V.解决方法
- 突破母语影响:多与外国人交流、模仿发音
- 改进学习方法:实践、活学活用、培养语言环境
VI.学习成果
- 作者通过改进学习方法取得的成果
- 语言学习的意义:提高沟通能力、扩大视野、增进友谊
VII.结论
- 语言学习的重要性
- 鼓励读者勇于挑战、持续进步
正文:
总之,这篇课文向我们强调了语言学习的重要性,并提供了克服困难、提高学习效果的方法。
高级英语第一课背景介绍1. the Civil Rights movementA worldwide political movement for equality before the law occurring between 1950 and 1980.Accompanied by much civil unrest and popular rebellion. Most of these movements did not achieve or fully achieve their objectives.The Civil Rights Movement in the U.S. refers in part to a set of noted events and reform movements. between 1954 to 1968 Aims:Outlawing racial discrimination against African Americans and restoring Suffrage (voting rights) in Southern states.Racial dignity, economic and political self-sufficiency, and freedom from oppression by whites.Big events timeline:The Montgomery bus boycott (on December 1,1955, Rosa Parks)On Au gust 28, 1963, Dr. Martin Luther King Jr. delivers ―I Have a Dream‖speech to hundreds of thousands supporters, at the same time, 250 thousand people marched to theWashington D.C., requesting for work and freedom.Influence:It not only changed the fate of African Americans, giving them a high degree of equality, freedom and dignity, has profoundly affected the lives and idea of most of Americans.The civil rights movement also inspired people to fight for their rights and freedom. Themodern women’s moveme nt, the left movement etc.The civil rights movement was a new page in Americanhistory, was a great victory for most people, and this movement made America find his correct way to be a super country.2. Martin Luther King, Jr.Life: January 15, 1929 – April 4, 1968Titles : a human rights iconA Baptist ministerEducation:Bachelor of Divinity in 1951Doctor of Philosophy on June 5, 1955—systematic theology CareerKing organized and led marches for blacks’ right to vote, desegregation, labor rights, and other basic civil rights.led the 1955 Montgomery bus boycotthelped found the Southern Christian Leadership Conference in 19571963 March on Washington—I Have a DreamIn 1964, King became the youngest person to receive the Nobel Peace Prize for his work to end racial segregation and racial discrimination through civil disobedience and other non-violent means.By the time of his death in 1968, he had refocused his efforts on ending poverty and opposing the Vietnam War, both from a religious perspective.3. the anti-war movementTime :From the mid and late 1960s to the early days of 1970sDuring the years of the Vietnam ConflictUntil 1975, the movement endedSetting:From the mid-1960s to the beginning of 1970s, Americawaged the Vietnam War which was the longest and the most consumed in the history of America.It had great effect on the economy, the politics, the military affairs and the society of America. As the Vietnam War advanced further, a spectacular peace antiwar movement occurred in America.Aim:Anti-war activists work through protest and other grassroots means to attempt to pressure a government (or governments) to put an end to a government (governments) to put an end to a particular war or conflict.Peace negotiations, ending the Vietnam WarMain force:Students on various college campuses, women and religionists ?Influence:The enormous opposition that the Vietnam War provoked was virtually unprec edented in U.S. history and created an antiwar subculture whose ideology has continued to have a profound impact on American society up to the present da y. The antiwar movement and corresponding anti-antiwar movement also expo sed class tensions within the United States. Ironically, it was the relatively well -to-do young Americans of the student protest movements who were most like ly to receive draft deferments from the government. Some went to great length s to avoid the draft, while those who were drafted could often parlay typing ski lls or a few business courses into safe assignments, doing administrative tasks away from the front lines. While relatively well-off college students protested the war stateside, young people from lower-class families made up the vast majority of the soldiers who actually fought and died in Vietnam. In this respect, t he war was in many ways a working-class war fought by those from poorer, le ss-educated backgrounds.4. The Counter-cultural MovementIntroduction:The counterculture of the 1960s refers to a cultural movement that mainly development in the United States and the United Kingdom and spread throughout much of the western world between 1956 and 1974.It made resistance to the mainstream culture, social system, social injustices, and war, etc in the fields of political and culture. Started by millions of young university students who pursued love, justice, freedom and peace, counterculture movement was in fact a revolt aimed at striving for civil rights and opposing wars.Background:The cold warThe post-war baby boomThe Vietnam WarThe tense situation between black and whitePolitics:African-American Civil rights movementFree speech movementAnti-war movementFeminism/the women’s movementCounter-culture:Reject cultural standardsRevolt against the conventional normsDerive from mainstream cultureReact against the conservatism & military intervention in VietnamThe modes of the movement:New left, Hippies, living in groups, unusual dress, non-violence About the evaluation of the movement:Passive aspects: rooted in extreme individualism, hedonism, some modes too unusual and extreme, like taking drugs, living in groupsPositive effects: produce a new America subculture---youth culture; massive influence in politicsThe major groups in the movement:American youth (college students), Women, BlacksInfluence:To some Americans, counterculture reflected American ideals of free speech, equality, and pursuit of happiness.Other people saw the counterculture as self-indulgent, rebellious, unpatriotic, and destructive of America’s moral order.5. the Feminist MovementDefinition:The Feminist Movement, that is, the women’s liberation movement. Purpose is to get women equal rights and the right to equal status with men, and the choice of people’s career and the way of life of freedom.Three waves of feminism in America:The first wave;Time: 1940s to 1960s this is a period of feminist budding periodReason: in the 19th century abolitionist movement(废奴运动), many white women are active participants, and play a positive role, but they did not obtain thecorresponding right with man.Aim: for equality with men in education rights, political rights,business rights and property right of inheritance(遗产).Represent:The United States first conference of women was hold in Seneca Falls in 1848 Result: After more than 72 years of hard struggle, women right to vote on 19 of amendments to the United States Constitution(第19条宪法修正案) finally were approved by Congress(国会), American women have won the right to vote. ?The second wave:Time: 1960s to 1980s women’s liberationReason: the various popular forms of sex discrimination in today’s society(性别歧视)Aim: improve women’s consciousness of sex oppression, and her personal experience asa political issueRepresent: Betty Friedan (贝蒂.弗里丹)Written《the feminine mystique》which published in 1963 Set up the national organization for women in 1966Held large-scale demonstrations(示威活动)in 40 cities in 1970 Feature: associated with the black civil rights movement for equal rights.Result: women’s gender awareness has been greatly enhanced and women’s so cial status also has been great improved.The third wave:Time: the end of 1980s so far post-modern feministReason: more and more women participate in the political business, media and industry, and go into leading class Feature: more attention to women’s socialism and sexual freedom instead of the scope of philosophical reflection Result: women get more power; even can affect the country’s political, economic, and culturalConclusion:Feminism not only promotes the development of American feminist literature, and culture development, but also the development of world’s feminist movement.The status of women is gradually increasing and women even to determine some major politics of government and society.。
Lesson OneFace to Face with Hurricane CamilleContents•Background Information •Detailed Study •Writing Skills Related •Exercises on Vocabulary •Check on UnderstandingBackground Information• Type of literature: A piece of narration • --character (protagonist/antagonist) • --action (incidents, events, etc.) • --conflicts (suspense, tension) • --climax • --denouement (close)Background Informationchronological developmentnarration --- story telling extended narration --novels histories biographies autobiographies traveloguesBackground Information• The essentials of narration: 1. characters 2. plot A good story has a beginning, a middle, an end, even though it may start in the middle or at some other point in the action and move backward to the earlier happenings.Background InformationNarration is concerned with action.It goes around people called characters in some kind of struggle or conflict against other people, nature, society or themselves.protagonist --- leading character antagonist -- the people or forces protagonistfights against suspense -- a state of uncertaintyBackground Informationinterposition --- a passage which is put between the actionThe purpose is to add more information to create suspenseBackground Informationflashback --interruption of chronological sequence by interjection of event of earlier occurrenceclimax -- the most exciting, important interesting part on the story,denouement --- the ending of a storyBackground Informationrising action beginningclimax falling actiondenouementconflict suspenseendingBackground Information• Main idea: • Face to Face with Hurricane Camille describesthe heroic struggle of the Koshaks and their friends against the forces of a devastating hurricane.Background Information• Organization: • --introduction (para 1- 6) • --development (para 7 – 26) • --climax (Para 27) • --conclusionBackground Information• Introductory paragraphs 1 - 6 • --- time • --- place • --- background • --- conflict: man versus hurricanes • --- character: John KoshakBackground Information• Development (7 – 26) • The writer builds up and sustains the suspense in thestory by describing in detail and vividly the incidents showing how the Koshaks and their friends struggled against each onslaught of the hurricane.Background Information• Climax (P. 27) • The writer gives order an logical movement tothe sequence of happenings by describing a series of actions in the order of their occurrence. • The story reaches its climax in paragraph 27.Background Information• Conclusion (P 28 -) • The theme in the story • Human lives are important and not materialpossessions. The family survived the storm.Background Information• What is included in a narrative writing?1) story : the heroic struggle of the Koshaks and theirfriends against the forces of a devastating hurricane2) characters:--Pop Koshak--Grandma Koshak--John Koshak* (protagonist)--Janis Koshaka typical American family--Seven childrenthree generations, friend, neighbors--Charles, a friendand pets--Neighbors--petsBackground Information3) Textual organization: chronological order (natural time sequence) a beginning (1-6 ) (introducing the time, place, background, characters) a middle (7-27 ) (details of the struggle to the climax) an end (28-39) (getting help and rebuilding community)4) Climax: para 27 when the Koshaks family survived 5) Conflict:man versus nature (hurricane as antagonist) 6) Point of view: third person 7) Atmosphere : tense and urgenct 8) Theme: para 39. family safety is more important than materialpossessions.Detailed Study• hurricane ---1. strong tropical storm 2. strong fast wind which speeds more than 75 mph 3. western Atlantic Ocean 4. given a girl's name; named alphabetically / ordered according to the initial letterDetailed Study• typhoon ---• 1. Western Pacific Ocean or China Sea 2. numberedDetailed Study• 飓风和台风实际上是一回事,都是指风速达到33米/秒的热带 气旋,只是因为发生的地域不同,才有不同的名称。
高级英语1第三版第一课课文(实用版)目录1.课文概述2.课文主题3.课文内容详述4.课文的语言特点5.课文的价值和启示正文一、课文概述《高级英语 1 第三版第一课课文》是一篇英语教学课文,旨在帮助学生提高英语阅读和写作能力,同时增进对英语语言和文化的理解。
本课文以英语表达为主,内容丰富,语言规范,适合作为英语学习的教材。
二、课文主题本课文的主题为英语学习,通过课文的学习,学生可以了解英语语言的特点,提高阅读和写作能力,为进一步学习英语打下坚实基础。
三、课文内容详述本课文共分为五个部分,分别为:课文概述、课文主题、课文内容详述、课文的语言特点、课文的价值和启示。
1.课文概述:介绍了本课文的主要内容和目的,让学生对课文有一个整体认识。
2.课文主题:详细阐述了英语学习的重要性和方法,帮助学生树立正确的英语学习观念。
3.课文内容详述:通过具体的英语文章和句子,让学生了解英语语言的特点,提高阅读理解能力。
4.课文的语言特点:分析了英语语言的语法、词汇和表达方式,让学生更好地掌握英语语言规律。
5.课文的价值和启示:从课文中提炼出英语学习的方法和技巧,给学生提供学习的方向和目标。
四、课文的语言特点本课文的语言特点主要表现在以下几个方面:1.语法规范:课文中的句子符合英语语法规则,有助于学生学习英语语法知识。
2.词汇丰富:课文中使用了大量的英语词汇,有助于学生扩大词汇量。
3.表达准确:课文中的句子表达准确,让学生了解英语语言的表达方式。
4.文化内涵:课文中融入了英语国家的文化背景,让学生更好地了解英语国家和文化。
五、课文的价值和启示本课文的学习价值和启示主要表现在以下几个方面:1.提高英语阅读和写作能力:通过学习本课文,学生可以提高英语阅读和写作能力,为进一步学习英语打下坚实基础。
2.培养正确的英语学习观念:本课文让学生了解英语学习的重要性和方法,帮助学生树立正确的英语学习观念。
3.增进对英语语言和文化的理解:通过学习本课文,学生可以增进对英语语言和文化的理解,为跨文化交流做好准备。
• 1. the Civil Rights movement• A worldwide political movement for equality before the law occurring between 1950 and 1980.•Accompanied by much civil unrest and popular rebellion. Most of these movements did not achieve or fully achieve their objectives.•The Civil Rights Movement in the U.S. refers in part to a set of noted events and reform movements. between 1954 to 1968•Aims:•Outlawing racial discrimination against African Americans and restoring Suffrage (voting rights) in Southern states.•Racial dignity, economic and political self-sufficiency, and freedom from oppression by whites.•Big events timeline:•The Montgomery bus boycott (on December 1,1955, Rosa Parks)•On August 28, 1963, Dr. Martin Luther King Jr. delivers ―I Have a Dream‖speech to hundreds of thousands supporters, at the same time, 250 thousand people marched to theWashington D.C., requesting for work and freedom.•Influence:•It not only changed the fate of African Americans, giving them a high degree of equality, freedom and dignity, has profoundly affected the lives and idea of most of Americans.The civil rights movement also inspired people to fight for their rights and freedom. Themodern women’s movement, the left movement etc.•The civil rights movement was a new page in American history, was a great victory for most people, and this movement made America find his correct way to be a super country.• 2. Martin Luther King, Jr.•Life: January 15, 1929 – April 4, 1968•Titles : a human rights icon• A Baptist minister•Education:Bachelor of Divinity in 1951Doctor of Philosophy on June 5, 1955—systematic theology•Career•King organized and led marches for blacks’ right to vote, desegregation, labor rights, and other basic civil rights.•led the 1955 Montgomery bus boycott•helped found the Southern Christian Leadership Conference in 1957•1963 March on Washington—I Have a Dream•In 1964, King became the youngest person to receive the Nobel Peace Prize for his work to end racial segregation and racial discrimination through civil disobedience and other non-violent means.•By the time of his death in 1968, he had refocused his efforts on ending poverty and opposing the Vietnam War, both from a religious perspective.• 3. the anti-war movement•Time :From the mid and late 1960s to the early days of 1970sDuring the years of the Vietnam ConflictUntil 1975, the movement ended•Setting:From the mid-1960s to the beginning of 1970s, America waged the Vietnam War which was the longest and the most consumed in the history of America.It had great effect on the economy, the politics, the military affairs and the society of America. As the Vietnam War advanced further, a spectacular peace antiwar movement occurred in America.•Aim:Anti-war activists work through protest and other grassroots means to attempt to pressure a government (or governments) to put an end to a government (governments) to put an end to a particular war or conflict.Peace negotiations, ending the Vietnam War•Main force:Students on various college campuses, women and religionists •Influence:•The enormous opposition that the Vietnam War provoked was virtually unprec edented in U.S. history and created an antiwar subculture whose ideology has continued to have a profound impact on American society up to the present da y. The antiwar movement and corresponding anti-antiwar movement also expo sed class tensions within the United States. Ironically, it was the relatively well -to-do young Americans of the student protest movements who were most like ly to receive draft deferments from the government. Some went to great length s to avoid the draft, while those who were drafted could often parlay typing ski lls or a few business courses into safe assignments, doing administrative tasks away from the front lines. While relatively well-off college students protested the war stateside, young people from lower-class families made up the vast majority of the soldiers who actually fought and died in Vietnam. In this respect, t he war was in many ways a working-class war fought by those from poorer, le ss-educated backgrounds.• 4. The Counter-cultural Movement•Introduction:The counterculture of the 1960s refers to a cultural movement that mainly development in the United States and the United Kingdom and spread throughout much of the western world between 1956 and 1974.It made resistance to the mainstream culture, social system, social injustices, and war, etc in the fields of political and culture. Started by millions of young university students who pursued love, justice, freedom and peace, counterculture movement was in fact a revolt aimed at striving for civil rights and opposing wars.•Background:The cold warThe post-war baby boomThe Vietnam WarThe tense situation between black and white•Politics:African-American Civil rights movementFree speech movementAnti-war movementFeminism/the women’s movement•Counter-culture:Reject cultural standardsRevolt against the conventional normsDerive from mainstream cultureReact against the conservatism & military intervention in Vietnam•The modes of the movement:New left, Hippies, living in groups, unusual dress, non-violence About the evaluation of the movement:Passive aspects: rooted in extreme individualism, hedonism, some modes too unusual and extreme, like taking drugs, living in groupsPositive effects: produce a new America subculture---youth culture; massive influence in politics•The major groups in the movement:American youth (college students), Women, Blacks•Influence:To some Americans, counterculture reflected American ideals of free speech, equality, and pursuit of happiness.Other people saw the counterculture as self-indulgent, rebellious, unpatriotic, and destructive of America’s moral order.• 5. the Feminist Movement•Definition:The Feminist Movement, that is, the women’s liberation movement. Purpose is to get women equal rights and the right to equal status with men, and the choice of people’s career and the way of life of freedom.•Three waves of feminism in America:The first wave;Time: 1940s to 1960s this is a period of feminist budding periodReason: in the 19th century abolitionist movement(废奴运动), many white women are active participants, and play a positive role, but they did not obtain thecorresponding right with man.Aim: for equality with men in education rights, political rights, business rights and property right of inheritance(遗产).Represent:The United States first conference of women was hold in Seneca Falls in 1848 Result: After more than 72 years of hard struggle, women right to vote on 19 of amendments to the United States Constitution(第19条宪法修正案) finally wereapproved by Congress(国会), American women have won the right to vote. •The second wave:Time: 1960s to 1980s women’s liberationReason: the various popular forms of sex discrimination in today’s society(性别歧视)Aim: improve women’s consciousness of sex oppression, and her personal experience asa political issueRepresent: Betty Friedan (贝蒂.弗里丹)Written《the feminine mystique》which published in 1963Set up the national organization for women in 1966Held large-scale demonstrations(示威活动)in 40 cities in 1970Feature: associated with the black civil rights movement for equal rights.Result: women’s gender awareness has been greatly enhanced and women’s social status also has been great improved.•The third wave:Time: the end of 1980s so far post-modern feministReason: more and more women participate in the political business, media and industry, and go into leading classFeature: more attention to women’s socialism and sexual freedom instead of the scope of philosophical reflectionResult: women get more power; even can affect the country’s political, economic, and cultural•Conclusion:Feminism not only promotes the development of American feminist literature, and culture development, but also the development of world’s feminist movement.The status of women is gradually increasing and women even to determine some major politics of government and society.。