Unit6TheTelephone教(学)案(综英二)

Unit 6一、授课时间：第13—14周二．授课类型：课文分析10课时；习题讲解2课时三．授课题目：The Telephone四．授课时数：12五．教学目的和要求：通过讲授课文使学生了解作者以一个儿童的眼光和心理，通过大量事实描述了这一现代通讯工具给一个地处黎巴嫩山区小村庄的生活方式带来的影响，学会用英语解释句子以达到学以致用的目的。

要求学生主动地预习课文，课前准备练习，学会分析文章体裁和进行段落划分。

六．教学重点和难点：1）背景知识的传授：Chickenpox; Whooping Cough; Communion2）文章的体裁分析及段落划分；3）语言点的理解：Word study: amid; bustling; chime; congregate; crank; curse; deli; desolate; devout; divine; drill; escalate; shun; wriggle; wringGrammar Focus: the patterns of concessive clauses七．教学基本容和纲要Part One Warm – up1.1 Warm-up Questions1. How would you sum up this piece of writing in one sentence? What is it about?2. Why do you think the author gives the title “The Telephone”? What is the significance of the telephone in this narration?3. What was the author’s village like originally? What specific aspects did the author touch upon to give a vivid picture of this traditional society?Part Two Background Information2.1 Author2.2 Kacula, Seffen-ub, and BebsiPart Three Text Appreciation3.1 Text Analysis3.1.1 Theme of the text3.1.2 Structure of the text3.2 Writing Devices3.2.1 contrast3.2.2 metaphor3.2.3 parallelism3.2.4 paradox3.3 Sentence ParaphrasePart Four Language Study4.1 Phrases and Expressions4.1.1 Word list:4.1.2 Phrases and expressions list:4.1.3 Word Building4.2 Grammar4.2.1 ObjectPart Five Extension5.1 Group discussion5.2 Debating八、教学方法和措施本单元将运用黑板、粉笔、多媒体网络辅助教学设备等教学手段，主要采用以学生为主体、教师为主导的任务型、合作型等教学模式，具体运用教师讲授法、师生讨论、生生讨论等方法进行教学。

九．作业，讨论题，思考题完成课后练习；多看英语报刊杂志及英语经典小说，扩大阅读量；精听与泛听相结合，逐步提高自己的听力水平；积极参加英语角等有助于提高英语口语的活动；坚持用英语写日记；做一些专四相关练习；十．参考资料：1)立编,《现代大学英语精读》（4）第二版，学生用书。

：外语教学与研究,2012。

2)立编,《现代大学英语精读》（4）第二版，教师用书。

：外语教学与研究,2012。

3)观仪主编，《新编英语教程》（第三、四册）。

:外语教学研究出版, 1999。

4)黄源深，虞美等主编，《综合英语教程》（1-4册）。

：高等教育，1998。

5)《高等学校英语专业英语教学大纲》，：外语教学研究，2000。

6)Judy Pearsall主编，《新牛津英语词典》。

：外语教育，1998。

7)丁往道、吴冰等编著，《英语写作手册》。

：外语教学与研究。

8)道真，《现代英语用法词典》（重排本）。

：外语教学与研究，1994。

9)道真，温志达, 《英语语法大全》上、下卷。

：外语教学与研究，1998。

十一、课后小结Unit 6 The TelephonePart One Warm – up1.1 Warm-up Questions1. How does the installation of the telephone change the village and the life of all the villagers? Are the changes positive? Does it make everybody happy in the village?2. Why do you think the author chooses to use the first person in the narration and gives thisnarration from a child’s point of view? Is he writing this piece for children? Is he writing in a humorous vein because he has no other purpose than amusing readers?3. How do you like this text? Any comments? Any criticisms? This kind of traditional society is dead and gone. Why do these writers keep trying to take us to the past? Does it serve any useful purpose apart from satisfying our idle curiosity?Part Two Background Information2.1 AuthorAnwar F. Accawi was born in Lebanon in a family whose ancestors are believed to have gone to Jerusalem in the “Crusades.”While he was teaching English at the University of Beirut, he married an American from Tennessee. When the civil war broke out in Lebanon, they were forced to leave the country and settle in the United States. Anwar F. Accawi became a teacher of English at the University of Tennessee, Knoxville.2.2 CommunionIt refers to the religious ceremony in which believers eat bread and drink wine as symbols of Christ’s body and blood to remember the Last Supper of Jesus Christ.Part Three Text Appreciation3.1 Text Analysis3.1.1 Theme of the text1) The text describes, from a boy’s perspect ive, how the telephone affec ted people’s way of life ina Lebanese mountain village: It broke the seclusion of the village.2) The text raised us a question: what attitude we should adopt toward new things, whether we should welcome them or boycott them.Plot: The coming of telephone brought some changes into a small village, both personally and socially.Setting: social setting: in the early 20th century before the process of modernization story setting: in the village in LebanonProtagonist: “I”—when the author was young3.1.2 Structure of the textI. Life in the village before it had a telephone (paras. 1-10)A. How the village kept track of time in the past (paras. 1-8)B. What happened in the year of the drought (paras. 9-10)II. The installation of the first telephone in the village (paras. 11-18)A.How the villagers came to decide to have a telephone (para. 11)B.What sensation and curiosity the installation created (paras. 12-18)III. Effects of the telephone on the life of the villagers (paras. 19-25)A.How the village center shifted (paras. 19-22)B.How and why a lot of people left the village (paras. 23-25)Relevant questions:Q1: What was the overall picture of the this village before the telephone arrived? What specificdetails did the narrator give to present thispicture?A:from its geographical location; (Para. 1)from the detailed description; (Paras. 1—3)from the carefully-chosen wordsQ2: What do you make of the fact that the people in the village had no calendar and clock and had no need for them? What kind of society is it that does not need so much to keep track of the hours, days, months, and years?A: Not industrialized countryside. Everything is slow and there is no need to hurry.Q3: What can we infer from the fact that the roof of the mayor’s house caved in under the heavy snow?A: Snow was usually heavy. It was a good sign of heavy snow.Q4: How did the people there keep track of the important events in their lives?A: The important events were always remembered with time marked by the mentioning of earthquakes, droughts, floods, locusts, and pestilencesQ5: What interesting things happened the year of the drought which the narrator remembered so vividly as a boy?A: Arguments escalated into full-blown, knockdown-drought fights for water.Q: What impression did you get about the life in the small village according to the text?A: The very traditional countryside society.Q: Retell the normal life in the small village.Q1: Why did the narrator say that it was one of the worst years for him? What happened?A: Magdaluna decided to install its own telephone.Q2: Why does the author introduce the subject of the telephone so late in the article?Does it indicate poor organization and lack of coherence on the part of the author?Q3: Why did the narrator think the telephone installment was a big event?Well-chosen words to describe people’s reaction to the telephone installment.Q4: Where had the village center been in the past?A: The home of Im KaleemHer appearance: short, middle-aged, black-haired, with a loud unpleasant voiceHer character: generous, understanding, sensibleHer role: confessor, good listener, pressure-reliever and troubleshooterQ5: Where was it now?A. At Abu Raja’s h ome where the telephone was installed.Why? no longer contented with their way of life; hungry for news from the outside worldQ6: What changes happened to the narrator as a boy? Why?The coming of the telephone ended his role as the message boy.Q7: What other changes took place in the village?Many people were leaving the village for big cities or foreign countries to find jobs and better life. Result: the village reduced to a skeleton of its former self.Q: What was the narrator’s feeling toward the ch anges?1. From the point of view of language and style, this story deserves our close attention particularly on the following points:a. The author’s careful and clever choice of examples for bringing out his key ideasb. The clever way of hiding significant messages in a seemingly childish narrationc. The clever humorous touchesd. The skillful uses of figures of speeche. The clever use of words that give a strong local colorf. The skillful way of repeating words and sentence patterns to achieve the effect of describing a traditional society and life where things happen without any change3.2 Writing Devices3.2.1 Typical Narrative Techniquesthe use of figure of speech with a local flavor (The most striking narrative technique in the essay )We knew what to do and when to do it, just as the Iraqi geese knew when to fly north, driven by the hot wind that blew in from the desert. (Para. 1)… the two important-looking men from the telephone company, who proceeded with utmost gravity, like priests at communion, to wire up the telephone. (Para. 13)I wriggled my way through the dense forest of legs to get a firsthand look at the action. (Para. 1) Her house was an island of comfort, an oasis for the weary village men, exhausted from having so little to do. (Para. 1)… they were ready to toss back and forth, like a ball, the latest rumors going around the village. (Para.1)Magdaluna became a skeleton of its former self, desolate and forsaken, like the tombs, a place to get away from. (Para. 1)3.2.2 paradoxa situation or statement that seems strange or impossible because it contains two ideas that are both trueExamples:He was shocked by the poverty in the midst of affluence.She was a devout Catholic and also the village whore.He is vain about not being vain.Her house was an oasis for the weary village men, exhausted from having so little to do.All mothers know that they sometimes have to be cruel to be kind.The more we possess, the more we are possessed.No belief is in itself a belief.3.3 Sentence Paraphrase1. … time didn’t mean much to anybody, except maybe to those who were dying.The villagers didn’t think time was important until perhaps when they were dying.2. In those days, there was no real need for a calendar or a watch to keep track of the hours, days, months, and years.keep track of: to keep oneself informed about a person, situation, etc.cf. lose track of: to fail to remain informedExamples:They try hard to keep track of their favorite stars.He loses track of time whenever he surfs the Net.3.Para. 2But ours was a natural or, rather, a divine-calendar, because it was framed by acts of God: earthquakes and droughts and floods and locusts and pestilences.… We used natural disaster s to keep track of time and of the important events in our lives. This was a natural calendar though it is more accurate to say a divine calendar, for sunrise and sunset, the change of seasons, and earthquakes and droughts and floods and locusts and pestilences were all works of God.4.Para. 4… that caused the roof on the mayor’s house to cave in.(of roof or wall) to fall down or inward; to collapse… that caused the mayor’s house roof to collapse.5. Para. 7You couldn’t be more accurate than that, now, could you?(spoken) used for giving emphasis to a request, order, or commentBe careful, now. (order)Now, what’s going on here? (request)It’s marvelous, now isn’t it? (comment)6.Para. 8And that’s the way it was in our little village for as far back as anybody could remember. And that’s how we kept track of the important events in our little village to the extent that/ for as long as the oldest people could remember.7. … because men who would not lie even to save their own souls told and retold that story until it was incorporated into Magdaluna’s calendar.to save their lives; … until the event became one of the things by which we kept track of the important events in our lives.This shows, to some extent, the way of thinking of the villagers in those days when honesty prevailed. They trusted honest people and didn’t seek any proof for what had been said about past events.incorporate sth. (into): to add or include sth. as part of sth. elseExamples:The company decided to incorporate the new feature into their microcomputer.A number of courses in public relations have been incorporated into our curriculum.8. There was, for instance, the year of the drought, when the heavens were shut for months and the spring from which the entire village got its drinking water slowed to a trickle.It didn’t rain for months as if the sky were shut tight; Gradually there was only a small amount of water coming slowly out of the spring.9.to: used for stating what condition or state sb. or sth. is after a changeThe ancient temple has been restored to its former glory.The disease has reduced the patient to a bag of bones.10. Para. 9their napping men and wet babiestheir husbands who were taking a nap and their babies who were breast fedCultural Note: Men in Arab countries, especially in the countryside, usually don’t do any housework.11. Para. 10 And sometimes the arguments escalated into full-blown, knockdown-dragout fights.in the most complete and developed form; (AmE.) very violent or uncontrolledAnd sometimes the arguments became so fierce that the women began to fight violently.12.Para. 10… call each other names that made my ears tingle…to abuse them by insulting words… the words they used when they were quarreling were so offensive t hat we little boys felt uncomfortable…13. Para. 10 I remember the rush, the excitement, the sun dancing on the dust clouds as a dress ripped and a young white breast was revealed, then quickly hidden.Some women were fighting furiously creating dust clouds. The sun was moving quickly on the dust when a young woman’s dress was torn open and her breast exposed. We little boys would rush to steal a glance before it was hidden again. I still remember the excitement I felt at such moments.14.… Magdaluna was n ot going to get anywhere until it had one.… Magdaluna wouldn’t achieve any success without a telephone.15. to get anywhere/somewhere/nowhere: to make some/no progress or have some/no successHave you got anywhere in your project?You’ll surely get somew here if you persist in it.Losing your temper won’t get you anywhere with them.16. But they were outshouted and ignored and finally shunned by the other villagers…those for the telephone were louder (or stronger) than the others in their argumentsBut th e majority of the villagers were for the telephone, and they wouldn’t listen to those few people who were finally deliberately avoided for resisting progress.17. … when the loud voices of the men talking, laughing, and arguing could be heard in the street below—a reassuring, homey sound.a sound that makes you feel less worried and that is in a pleasant way and reminds you of home18. … the signal that they were ready to toss back and forth, like a ball, the latest rumors going around the village.… this s howed that now they were ready to exchange the latest news.19. The telephone was also bad news for me personally. It took away my lucrative business—a source of much-needed income.used humorously to exaggerate the boy’s disappointment at his lossFor the boy the coming of the telephone deprived him of the opportunity to earn some money. 20. On a good day, I ran nine or ten of those errands, which assured a steady supply of marbles that I usually lost to other boys.to make sth. certain to happenExample:Strength and good tactics assured his success at the Asian Games.When I was lucky, I got nine or ten errands to run a day. With the money I earned I could buy new marbles so that I always had an adequate number to play with, although I usually lost them to other boys.21. Magdaluna became a skeleton of its former self, desolate and forsaken, like the tombs, a place to get away from.With the healthy, the young, and the able-bodied all gone, Magdaluna was not what it had been. The house, the streets and the store were there, but they were no longer alive with laughter and the loud voices of the men talking, laughing, and arguing. It became a much-deserted place, a place to escape from, like a graveyard or cemetery.Part Four Language Study4.1 Phrases and Expressions4.1.1 Word list:1. droppings; fish-bearing; flare; forcefully; forsaken; full-blown; grapple; hailstorm; heel; hide-and-seek; homey; incorporate; jet-black; knockdown4.1.2 Phrases and expressions list:1. terraced fields;2. rocky mountains;3. whooping cough;4. surrounding villages;5. a clearing in the wood;6. fine dust;7. goat droppings;8. sticky hands;9. sinewy women; 10. a forest of flags 11. firsthand information; 12. jet-black hair; 13. a devout Catholic; 14. household chores; 15. a reassuring homey sound; 16. hand-rolled cigarettes; 17. lucrative business; 18. a butcher-shop; 19.a skeleton of its former self; 20. a missionary school4.1.3 Word BuildingJet-black; pitch-dark; pitch-black; crystal-clear; snow-white; sea-green; ice-cold; sky-high; sky-blue4.2 Grammar4.2.1 Learn to use as and though as concessive conjunctions.1. adjective + as/though + sb/sth + link verb2. noun phrase + though + sb/sth + link verb3. Much as + subject + verb4. Try as sb might/could/would4.2.2 Learn to use It is/was (high) time (that) sb did sth1. long past the right time for sth, e.g.It’s high time the children were in bed. The clock has struck midnight.(They should have gone to bed long ago)2. the appropriate time for sth, e.g.Abu Raja, the retired cook, decided it was time Magdaluna got its own telephone. (para. 11) (…it was the right time for the village to have its own telephone)Part Five Extension5.1 Group discussion1. Do you think that people’s natural nostalgia should be encouraged? Wouldn’t it make people look backward and therefore become conservative?2. Can you give examples other than the telephone to show that all important technological andscientific discoveries lead to economic, political, social and cultural changes?3. Are technological inventions always blessings to us human beings?5.2 DebatingTopics for debating:1. Describe the year of the drought the author remembers so fondly.2. Describe how the telephone came to be installed in the village.3. Describe how the village’s social center shifted from Im Kaleem’s home to the dikkan.4. Give a brief character sketch of Im Kaleem.。