现代大学英语精读教案UNIT3 DILL PICKLE

教案教案Was he still in love with her?Why do you think he carried out the couple's travel plans?Why do you think she didn't?Do you think people can ever overcome their isolation from one another?II. Text LectureA. Global Reading（教学方法：）Setting of the story:in a restaurantProtagonists:Vera and her ex-lover (his name was never told)Theme of the story:about the relationship between lovers: the heroine's sensitivity and the man's insensitivity to others—their feelings, attitudes and inner motivations. The man's egoism prevented him from seeing how greatly their lives had diverged in the six years since they parted.1. Main idea of the textIt is about a young man and a young woman, who had been lovers, met each other after six years of separation. As they sat and reminisced, we understand what had happened six years ago that led to the end of their relationship. Now, six years later, they had the opportunity to renew their relationship, but somehow they separated again.2. Structure of the textPart I (Paras.1-4):A couple of former lovers met in a restaurant six years after they departed.Part II (Paras.5-21): They recalled their past days spent together.Part III (Paras.22-46): The man showed off his travelling experiences without noticing the woman’s feelings.Part IV (Paras.47-51): They recalled the man’s boyhood stories together.Part V (Paras.52-65):The man’s selfishness and insensitivity broke the woman’s hope to renew their relationship and finally she chose to leave him.B. Detailed Discussion of the Text（教学方法：）I. Text analyzing1. And then, after six years, she saw him again.From this very first sentence we can infer that:a.) She had met him before. In fact they must have known eache other quite well although the exact nature of their relationship was not clear at this point.b) For some reason, they had not seen each other for six years.2. He was peeling an orange.To peel an orange: to take off the peel of an orange, c,f:To peel potatoes; to husk the rice; to shell the peas; to weed the garden; to skin a cat; to gut the fish; to dust the tables.3. He didn’t know her. She smiled, he frowned. She came towards…in a dark room. She found it incredible that he didn’t know her. This indicated that they had known each other very well six years ago.love with her as we found out later?9. a haunting memoryThe man begins to reminisce. What specific scenes does he recall? What do his memories reveal?10. I am still just as ignorant for all your telling me. (p. 13)❖> I am still as ignorant as before of the names of flowers although you had told me.❖For all: despite, in spite of, notwithstanding❖ E.g. He has great power and wealth, but is still unhappy for all that❖For all that: although, though❖ E.g. He is still unhappy for all that he has great power and wealth.the afternoon in Kew Gardens11….behaving like a maniac about the wasps—waving them away, flapping at them with his strew hat, serious and infuriated out of all proportion to the occasion. How she had suffered.❖What happened that afternoon that made Vera suffer?❖>He was so childish, trivial, and ridiculous that he had made a fool of them both.❖out of all proportion to sth: in a wrong relation to sth; too big, high, serious etc. for sth; Here：absurd, abnormal; out of place❖ E.g. His head is out of proportion to the size of his body.❖The housing prices are out of all proportion to people’s income.12. But now, as he spoke, that memory faded. His was the truer. (p. 15)❖>Now, that memory about the ridiculous scene gradually disappeared. His memory was more accurate. They did have a good time that afternoon.That memory faded: that memory about the ridiculous scene gradually disappeared. After all, it was a wonderful afternoon.His was the truer: His memory was the truer one. They did have a good time on the whole that afgernoon.13. Her thoughts lingered over the last two words. (p. 16)Para. 9 He interrupted her, "Excuse me," and tapped on the table for the waitress. "Please bring some coffee and cream."He was self-centered, not interested in what Vera said, nor encouraged her to talk about herself.Some places where the man had beenCorsicaCorsica, a region of France, was ruled over the centuries by the Carthaginians, Romans, Vandals, Goths and Saracens. It was eventually sold to France by the Genoese.Located in the western Mediterranean, just to the north of Sardinia, it's 160 km (99 miles) southeast of Nice, France, and 82 km (51 miles) west of Tuscany, Italy.Famous for its independent spirit, rugged beauty, olive oil, wine and citrus fruit, Corsica was the birthplace of Napoleon Bonaparte.Corte is the natural boundary between Corsica of North and Corsica of South. It reigns as a sentry from the top of its rocky peak, over the valleys where the Tavignano and the Restonica have cut from their torrents gorges so beautiful that they are classified as a "big national place of interest".The VolgaThe V olga River, being the longest in Europe has many cruise boats passing on its ways every day.In winter the river freezes to a depth of about 6 feet.The Black SeaThe Black Sea (known as the Euxine Sea in antiquity) is an inland sea between southeastern Europe and Asia Minor. It is connected to the Mediterranean Sea by the Bosporus and the Sea of Marmara, and to the Sea of Azov by the Strait of Kerch.The most important river entering the Black Sea is the Danube. The Black Sea has an area of 422,000 km² and a maximum depth of 2,210 m.SiberiaBaikal （贝加尔湖）is a beautiful lake located in the southeastern part of Siberia. It is the deepest freshwater lake on the earth and the largest reservoir of fresh surface water.Irkutsk (伊尔库茨克) kept the spirit of a 19th century Russian city. In the center, there are blocks of traditional wooden buildings with typical carvings.Krasnoyarsk (克拉斯诺雅斯克) is located in south-central Siberia on the 6th-longest river in the world, the Yenesei River叶尼塞河.19. Isn’t it curou? I have really carried out all those journeys that we planned.Now we know they have catually talked about going on those journeys together. Six years ago, the man fell in love with Vera, and Vera was far from indifferent to him either. In face, she almost agreed to marry.What could she have seen in him that made him not without attraction?For one thing, he was young, energetc, most likely good-looking. And he could sometimes say thing that were extremely touching to Vera. But there was one more thing that served as a strong bond, and that is their shared interst in traveling.20. As he spoke, …she felt the strange beast that had slumbered so long within her bosom stir, stretch itself, yawn, prick up its ears, and suddenly bound to its feet, and fix its longing, hungry stare upon those far away places.(P31)❖The strange beast: It probably refers to her long-cherished wish to travel to all those distant and mysterious places. It had been hidden deep in her heart for quite a long time because it was impossible for her to realize it given her financial and health conditions. But now, this old wish seemed to be suddenly awakened.❖It may not be far-fetched either if we regard it as symbolic of her buried affections for the man.21. She made a little grimace. “Sold. Ages ago.”(P37)❖Why do you think she sold the piano?❖Three possible reasons:❖ 1. She lost interest because there was no one to appreciate her music;❖ 2. She had to go from place to place chasing after warm sunshine, and therefore found it impossible to carry the piano with her;❖ 3. She was financially hard up and needed money.22. He let it go at that.(P40)❖He did not pursue the matter, showing once again how self-centered he was. Under normal circumstances, a man would be dying to know what had happened to the woman that forced her to give up her beloved piano.23. She shivered, hearing the boatman's song break out again loud and tragic, and seeing…Why did she shiver?She was very sensitive to art and music and she felt excited as the man was describing the beautiful picture.24. "You would like almost…" "It is so informal, so impulsive, so free."Implication:I had ceased to cherish that memory.I had forgotten you long ago.34. Para. 52… although at the time that letter nearly finished my life. I found… and I couldn't help laughing as I read it.All these hurt Vera painfully.He was not aware of having hurt Vera.Implication:To write such a break-up letter was very difficult for Vera. The letter reminded them of the heart-broken feeling and it finished both the man and the woman. But he trivialized the letter, and even mocked the letter, which hurt Vera deeply.35. She had buttoned her collar again and drawn down her vein. (p. 53)❖Why did Vera decide to go?❖> She was hurt.❖Proofs:❖(1) “It seems ag es ago” (actually only 6 years): what the man said shows that he had forgotten everything about their past love.❖(2) “I had to take such a leap to that time”: he had ceased to cherish that memory.❖(3) “I couldn’t help laughing as I read it”: he didn’t take the letter (i.e. their relationship) seriously.36. Only did I desire, eventually, to turn into a magic carpet and carry you away to all those lands you longed to see. (P57)❖>My only wish was that I change into a magic carpet and brought you to the places you desired to visit.37. As he spoke she lifted her head as though she drank something; the strange beast in her bosom began to purr.(P.58)❖>when she heard those beautiful words, she felt good. And her long-buried love for him seemed to wake up again.38. I felt, that you were more lonely than anybody else in the world, and yet, perhaps, that you were the only person in the world who was really, truly alive.(P60) ❖It is amazing how the man could have such a penetrating view of Vera .We can only assume that people sometimes do say interesting things without knowing it. Anyway, to Vera, what the man just said seemed to show that he was probably the only man who really understood her.39. Ah, God! What had she done! How had she dared to throw away her happiness like this! This was the only man who had ever understood her. Was it too late? Could it be too late?(P61)❖Ah, God! What had she done!: What had she done that she seemed to regret?❖What a stupid thing she had done in rejecting the man’s marriage proposal six years ago! By rejecting him she had thrown away her own happiness.❖Was it too late? Could it be too late?:❖Too late for what?❖Was it too late to change my decision and renew our relationship? I wish to God it教案。

CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 1 Your College YearsPeriod of the teaching:10 classesObjectives:1.To expand basic vocabulary and expressions2.To appreciate the theme of the text3.To know about some background information about Eric H Erickson’sDevelopmental Stages.4. To review the grammatical knowledge about the conjunction while and tolearn to use parallelism.Key points:nguage study and expressions2.Background information3.Word Building: de-, pro-, -ject, -volve, -ogy.4.Paraphrases of difficult sentencesDifficult points:1.ways of expressing the object2.Writing devices: antithesis3.The corresponding information about the textMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Warm-upI. Warm-up Questions1. As a sophomore, what is your general impression of college?➢many opportunities for one to explore the unknown➢experiencing a lot➢keeping a good balance and laying a solid foundation➢the golden time in one’s life2. Have you experienced anything different from your middle school life?➢being far away from home➢living with others➢becoming independent➢changes are occurring3. What’s your purpose of receiving a college education?➢to get and keep a good job➢to earn more money➢to get a good start in life➢ a sound investment that is worth every penny .4. Have you had any psychological problems ever since you enteredcollege?➢loneliness➢confusion➢frustration➢psychological problems abound on campusII.Myths and Facts Regarding College ExperienceCollege years are times of significant transition and challenge for an individual.Transition simply means change. Higher levels of anxiety are always experienced by people who are in a state of transition regardless of whether the change is perceived as good or bad. The following are some of the myths vs. the facts regarding college experience.Myth 1: College Years Are the Best Years of One’s Life➢Fact 1: While college years are memorable and enjoyable, they can also be among the most stressful and anxious times. One is faced with constant evaluation from his professors. Personal and parental expectations are always on his mind. Financial stress is often a way of life. Career decisions, various relationships and the move toward independence are also common issues. Making these the best years of one’s life involves developing an approach that is proactive and includes a support network.Myth 2: Students experiencing stress or anxiety are unprepared to handle the rigors of college.➢Fact 2: College and university environments are designed to be challenging academically, personally and socially. Stress and anxiety, among other emotions, are natural by-products of the accelerated pace of learning and growth. It is not a matter of whether or not we experience these unpleasantfeelings but rather, a matter of how we manage these emotions.Myth 3: A good student does not need assistance during his/her college experience.➢Fact 3: Many students come to college with the belief that to ask for help isa sure sign of inadequacy. In fact, nothing could be farther from the truth.Your college or university has an abundance of resources available to you, for which you are paying through tuition or fees. So become familiar with and make use of the campus resources, especially when you need assistance.Myth 4: I am the only one that doesn't have it all.Fact 4: As you walk on campus and observe other students, it appears that everyone else is so sure of himself. Everyone else has friends. Everyone else has direction. Everyone else is confident. Everyone else is without troubles or hassles. This misperception is common among college students.It has its roots in one of our more powerful social norms. We all wear a 'public mask' to protect a certain social image. This 'public mask' communicates a sense of self-assuredness to those with whom we come in contact. It often belies the inner turmoil that we all experience from time to time.The above are just some of the myths versus facts concerning college experiences. Can you think of any other myths? Have a discussion with your classmates about their truths.III.On Seasons in CollegeThere are four seasons in a year, which make the days distinctive and exciting. Metaphorically, there are four seasons in one’s college years representing different aspects of college life, which make the days rewarding and unforgettable. Do you agree? If so, what do you think the four seasons represent ? Share your opinions, please.Spring is the season for nature to revive, to grow and to get ready to boom.Similarly, in college, spring is the season for you to acquire knowledge, to develop yourself and to lay a solid foundation for the future. It’s the season of growth.Summer is the season for flowers to bloom, and it’s the season for you to enjoy the greatest passion in nature — love, love from your classmates, from your teachers and from your romance. It is the season of affection.Autumn is a season of harvest in college.It’s the season for you to enjoy what you have achieved.Winter is the harshest season of the four, which presents so many difficulties and hardships. Likewise, not every day in college is full of joy. You have to meet new faces,get adjusted, make decisions for yourself, be financially and psychologically dependent, etc. So winter is the season of change. Unpleasant as it may seem to some students, it is simply inescapable and beneficial to one’s growth and maturity.Part II Background InformationI. AuthorBob Hartman was born in Pittsburgh, the United States, and moved to England in the summer of 2000. He has been working as a storyteller for children for more than a decade and is a part-time pastor.A selection of books by Bob HartmanII. Erik H. EriksonErik H. Erikson(1902—1994), was a German-born American psychoanalyst whose writings on social psychology, individual identity, and the interactions of psychology with history, politics, and culture influenced professional approaches to psychosocial problems and attracted much popular interest. He was most famous for his work on refining and expanding Freud’s theory of developmental stages. Main books by Erik H. Erickson:II. Erickson’s Developmental StagesBasic Theory:Babies are born with some basic capabilities and distinct temperaments. But they go through dramatic changes on the way to adulthood and old age. According to psychologist Erik H. Erikson, each individual passes through eight developmental stages.Each developmental stage is characterized by a different psychological "crisis", which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive manner, theoutcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.Stage 1: Infant Trust vs. MistrustNeeds maximum comfort with minimal uncertainty to trust himself/ herself, others, and the environment.Stage 2: Toddler Autonomy vs. Shame and DoubtWorks to master physical environment while maintaining self-esteem.Stage 3: Preschooler Initiative vs. GuiltBegins to initiate, not imitate, activities; develops conscience and sexual identity. Stage 4: School-age Child Industry vs. InferiorityTries to develop a sense of self-worth by refining skills.Stage 5: Adolescent Identity vs. Role ConfusionTries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure.Stage 6: Young Adult Intimacy vs. IsolationLearns to make personal commitment to another as spouse, parent or partner. Stage 7: Middle-Age Adult Generativity vs. StagnationSeeks satisfaction through productivity in career, family, and civic interests. Stage 8: Older Adult Integrity vs. DespairReviews life accomplishments, deals with loss and prepares for death.Part III Text AppreciationI.Text analysis1. ThemeCollege is designed to be a time of changes for students. Threatening the changes may be, they contribute to young adults’ growth and maturity. College students are experiencing a lot. Not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. They are also proudly growing in their understanding of themselves, others and the world.2. StructurePart 1 (para. 1):Many key changes happen to college students during theircollege years.Part 2 (paras.2-9): The key changes involve the 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.Part 3 (para.10 ): Conclusion.Question 1: How do college students go through an identity crisis at college?What factors may influence identity?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. Question 2: In fact, it may be heightened by their choice to pursue a college education.What does “it” refer to here?For referenc e: “it” refers to the independence/dependence struggle. Into the later adolescence stage, young adults tend to become less dependent on, even independent from their parents. For those who choose to enter the work world, they may become financially independent from their parents, while for others entering into college, the struggle seems stronger for they still need their parents’ support, say for money.Question 3: According to Jeffery A. Hoffman’s observation, there are four distinct aspects to psychologi cal separation from one’s parents. What are they? How do you understand them?1. Functional independence.2. Attitudinal independence.3. Emotional independence.4.Freedom from “excessive guilt, anxiety, mistrust, responsibility,inhibition, resentment, and anger in relation to the mother and father.”Question 4: What may be one of the most stressful matters college students experience according to the author? How do you understand it? Establishing their sexual identity. It includes relating to the opposite sex and projecting their future roles as men or women.Question 5: I was relating to my father in a different way. What are the differences between the ways “I” related to “my” father in the past and at present? What type of change does the example reflect?In the past “I” was encouraged by “my” father; now “I” was encouraging him. The example reflects the change that college students are learning how to give and receive affection in the adult world.Question 6: These religious, moral, and ethical values that are set during the college years often last a lifetime. What makes it possible for these values to last a lifetime?During college years, the young adults have the opportunity to decide for themselves what beliefs, values, and morals they are going to accept. These values are inclined to be internalized.Question 7: What are the significance about the college academic life according to paragraph 8?College academic life is a challenge. All students should be aware of how they react to new knowledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge. Question 8: How do college students become world citizens?At college, the young adults have good chances to meet people from different cultures. By interacting with them, they are introduced to new ways of life. They begin to understand life in different ways. By doing these, they experience a new understanding of the world and themselves.Part III. Further discussionWhat does the author mean by developmental changes?Have you had any identity crisis yourself?What does the author mean by independence/ dependence struggle?How can college student establish their sexual identity?What does the author mean by “internalizing” religious faith, value s, and morals?Part IV. Assignment1. Prepare for the dictation of Unit 12. All the exercises after Text A, unit 13. Preview Unit 3CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 2 How Reading Changed My LifePeriod of the teaching:10 classesObjectives:e the words and phrases freelyprehend the text structure3.Understand the rhetorical features of the text4.Have a better understanding of the textKey points:1.The understanding of the complicated sentences2.Important language points3.Translation exercises: C-E and E-CDifficult points:1.Critical thinking skills2.Text patterns3.The corresponding information about the textMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Background informationToday, few people will deny that the written word seems being quickly supplanted by pictures, graphs, and sounds. Do people still read? Do those who still read get anything out of it? Many people are now wondering.It is of course an overstatement that traditional reading is dead. But it has obviously been losing its ground. Many people today seem to be too busy to do any reading, and those who are considered successful do not seem to have read much, if at all. The shocking fact is , percentagewise, our reading population is the lowest among major powers.The essay we have here deals with this problem. It is written by someone who has such a passion for, and takes such a delight in, traditional reading that it must deserve our attention.Part II. Detailed discussion of TEXT1)...a small but satisfying spread of center-hall colonials, old roses, and quietroads. ( para.1 )Spread:n. A range or an area over which buildings spreadColonials: houses built in the style of the 18th century during the colonialperiod of American history2) We walked to school, wandered wild in the summer. ( para.1 )Wander wild: remind students that the adjective "wild" is used here as asubject complement.3)One poem committed to memory in grade school survives in my mind.( para.4 )Paraphrase: I still remember one poem I learned in grade school.Commit sth to memory: to study sth carefully so as to remember it exactly Grade school: (AmE, old-fashioned) primary or elementary school Survive in my mind: This is not a common expression. It is more natural to say "still remain in my mind" or "I still remember"4)Perhaps restlessness is a necessary corollary of devoted literacy.(para.5)Perhaps if a person works really hard at reading and writing, he or she is bound to be restless.5)There was waking, and there was sleeping. And then there were books...Between the time I woke up and the time I went to sleep, I read.6)I did not read from a sense of superiority, or advancement, or evenlearning.(para.9)Advancement:progress or improvement in one`s career7)There is something in the American character...a certain hale and heartinessthat is suspicious of reading as anything more than a tool foradvancement.(para.11)Hale and hearty: healthy and strongBe suspicious of sb./sth.:to feel that sb/sth cannot be trusted8)There also arose...a kind of careerism in the United States that sanctionreading only if there was some point to it.(para.12)Careerism: the practice of seeking one`s professional advancement by all possible meansSanction: to approve ofNote: this word deserves special care as it can have diametrically meanings in different contexts.Point: purpose; goal; advantage;reason9)For many journalists, reading... was most often couched as a series ofproblem to be addressed... (para.13)For many journalists, reading... was usually discussed as a lot of problem to be resolved.Be couched: (fml) to be expressed in a particular way10)Gutenberg invented the printing press (para.14)Printing press: (here) a printing machine 印刷机Note: the word "press" is often used to mean, among other things, newspaper in general as in phrases like the American press, a press conference,press coverage.11)After that, it became more difficult for one small group to lay an exclusiveclaim to books, to seize and hold reading as their own. (para.14)Lay claim to sth: to state officially that you have a right to own sthSeize and hold sth: to grasp sth quickly and forcibly and then hold it firmly 12)... we are what the world of books is really about. (para.15)...we are really the most important people in the world of books.Be really/all abou t: used for saying what the most basic or important aspectof a particular job, activity, or relationship is, e.g.Love and care - - that's what family is all about.A university must teach students how to live -- that's what schools are allabout.13)It was still in the equivalent of the club chairs that we found one another...(para.16)We still found each other like we did when we were young.Equivalent: sb or sth that has the same size, value, importance or meaning as sb or sth else对应物; 相等物Part III. The theme of the TEXTThis highly autobiographical essay can be divided into the traditional three parts with a brief introduction and an equally brief conclusion. The major part, the body of the essay, can be conveniently divided into two sections, the first of which deals with her childhood experiences of reading: what, how, why she read, and what she learned through reading. The second section tackles a more complicated topic: how she continues to read in an unfriendly environment in adulthood.Part IV. The structure of the TEXTPart 1. The introduction ( para.1 )I grew up in a quiet neighborhood where I developed the habit of reading as asmall child.Part 2. The body (para.2-15)A.I was an avid reader throughout my childhood and adolescence.( para.2-9 )1) I wandered the world and learned about people through books.( para.2-4 )2) As a child I preferred reading to playing outdoors with my peers.( para.5-6 )3) Through books, I also learned about myself, my wishes and dreams.( para.7-8 )4) I read because I loved it more than anything else in the world. (para.9)B.In my adulthood i remain an avid reader in an unfavorable environment.( paras.10-15 )1)it is believed reading should serve a useful purpose and aimlessreading is discouraged. ( paras.10-11 )2)Reading is being replaced by TV and the movies. ( paras.12-13 )3)The reading population has become a minority gourp. ( paras.14-15 ) Part 3. The conclusion ( paras.16-18 )Despite the decline of reding, there are still bookworms like me amongordinary people.Part V. Discussion1) What can we gain from reading?2) Why don't people read or read as much as they should today? What does itmatter if people don't read? What can we do to change the situation?Part VI. Assignment1) Prepare for the dictation of Unit 22) All the exercises after Text A, unit 23) Preview Unit 34) Prepare for the presentation at the beginning of the next classCONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 3 The Dill PicklePeriod of the teaching:10 classesObjectives:1.To expand basic vocabulary and expressions2.To appreciate the theme of the text3.To know about some background information about dill pickle.4.To review the grammatical knowledge about rhetorical questions,exclamatory sentencesKey points:nguage study and expressions2.Background information3.Word building: -press;4.Paraphrases of difficult sentencesDifficult points:1.rhetorical questions,2.exclamatory sentencesMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Warm-upI. A Boatman’s SongEnjoy listening to the Russian folk music.II. DictationKatherine Mansfield (1888—1923), British short-story writer, was born in Wellington, New Zealand. She is considered one of the greatest of the short-story form.At the age of 18 she in London to study music and to herself as a writer. In 1918 she married English literary ，John Middleton Murry.Mansfield's middle class provided the setting for many of her stories and mortality—perhaps due to her illness—dominated her writing. Her years were burdened with , illness, jealousy and —all reflected from her work in the bitter of marital and family relationships of her middle-class characters.As a New Zealand's most famous writer, she was closely associated withD.H. Lawrence and something of a rival of Virginia Woolf. Her shortstories are also notable for their use of . Much influenced by Russian writer Anton Chekhov, Mansfield depicted events and changes in human behavior.Part II Background informationI Author Katherine Mansfield1888–1923, British author, born in New ZealandHer original name was Kathleen Beauchamp. She is regarded as one of the masters of the short story.A talented cellist (大提琴演奏家), she did not turn to literature until 1908. Her WorksIn a German Pension (1911), her first published book.Bliss(1920) which collected Mansfield's family memoirs and secured her reputation as a writer.The Garden Party(1922), her finest work written during the final stages of her illness which established her as a major writer.Later volumes of stories include The Dove’s Nest (1923) and Something Childish (1924; U.S. ed. The Little Girl, 1924).Other collections and poems: journal, letters, and scrapbook (edited by her husband) .Her Adventurous SpiritFamously, Mansfield remarked "risk, risk everything".It was largely through her adventurous spirit, her eagerness to grasp at experience and to succeed in her work, that she became ensnared in disaster. . . If she was never a saint, she was certainly a martyr, and a heroine in her recklessness, her dedication and her courage.Her last words were: "I love the rain. I want the feeling of it on my face." Her StyleMansfield's stories, which reveal the influence of Chekhov, are simple in form, luminous and evocative in substance. With delicate plainness they present elusive moments of decision, defeat, and small triumph.Themes of Mansfield's novelsThemes: different human relationships interacting with each other; social classes and inequality in bourgeois society;the frenzied exhortation to live, which is central to all her writings; the opposition of convention and nature; the elevation of the great artist as the model for living and, by extension; art as a means of being "real";the notion that destiny is a function of desiring—to want something strongly enough is to legitimise the means of getting it.In her most persuasive work, Mansfield found a way of pressing the threads of such a credo into the weave of her fiction. The story of the rises and falls in Mansfield's popularity is fasci5nating, as it shifts with the major social, political and literary trends.Mansfield's portrayal of social classes and the injustices of bourgeois society had obvious appeal to the Chinese. One of the translators, Tang Baoxin, writes: “With remorseless irony she lays bare the hypocrisy and shallowness of the leisured class and their men of letters.”II Dill PickleHow does it taste? It tastes very sour.Cucumber reserved in salty and spicy water with such ingredients aspepper, garlic, dill and vinegar.In Russia, it is eaten with hamburger as an appetizer.Part III Text AppreciationI Text AnalysisStructure of the Story1). Plot of the story: a young woman and a young man who had been lovers oncemet again after six years of separation. They sat andreminisced…2). Setting of the story: in a restaurant3). Protagonists: Vera and her ex-lover (his name was never told)4). Theme of the story: about the relationship between lovers: the heroine'ssensitivity and the man's insensitivity to others—theirfeelings, attitudes and inner motivations. The man's egoismprevented him from seeing how greatly their lives haddiverged in the six years since they parted.2. Sentence Analysis1) He closed his eyes an instant, but opening them his face lit up as though he had struck a match in a dark room.closed his eyes: searched his memoryhis face lit up as though he had struck a match in a dark room.: 一闪而过的兴奋使他脸上露出光采。

现代大学英语精读教案UNIT3--DILL-PICKLE教 案本（章）节授课方式 课堂讲授（√） 实践课（ ） 教学时数 2学时 授课要点本（章）节教学目标 1. Explain the pre-class work 2．Ask students to acquire key words 3. Ask students to acquire relevant background information 教学重点和难点1.Word formation2.Key words3.Background informationI. Background information（教学方法：学生查阅后课上做presentation, 教师补充）Katherine MansfieldKatherine Mansfield, pen name of Kathleen Mansfield Murry, was a prominent New Zealand modernist writer of short fiction. She was born in Wellington, New Zealand in 1888. When she was studing at Queens Colloge, London, she met D. H. Lawrence and John Middleon Murry, a famous critic, whom she later married. Mansfield’s family memoirs were collected in Bliss, which secured her reputation as a writer. In the next two years, she did her best work, the peak of her achievement being the Garden Party, which she wrote during the final stages of her illness. She died of tuberculosis in 1923. Mansfield’s creative years were burdened with loneliness, illness, jealousy, all of which were reflected in her works with the bitter depiction of marital and family relationships her middle-class characters. Her short stories were also notable for their use stream of consciousness.Katherine Mansfield(1888-1923)Pseudonym of Cathleen Mansfield Beauchamp MurryBorn in Wellington, New Zealand, daughter of a wealthy merchant and Banker Attended Queen’s College, London, from 1903-1906A talented CellistMarried George Bowden in 1909 but separated shortly afterBegin to live with John Murry in 1912, but was only able to marry him till 1918I love the rain. I want the feeling of it on my faceHer works70-odd short stories in five collectionsIn a German PensionSatirical stories on her own experiences in England, in Belgium andFeminism is a collection of movements aimed at defining, establishing, and defending equal political, economic, and social rights and equal opportunities for women. concepts overlap with those of women's rights. Feminism is mainly focused on women's issues, but because feminism seeks gender equality, some feminists argue that men's liberation is therefore a necessary part of feminism, and that men are also harmed by sexism and gender roles. Feminists are "person[s] whose beliefs and behavior[s] based on feminism.Modernism, in its broadest definition, is modern thought, character, or practice. More specifically, the term describes the modernist movement, its set of cultural tendencies and array of associated cultural movements, originally arising from wide-scale and far-reaching changes to Western society in the late 19th and early 20th centuries. Modernism was a revolt against the conservative values of realism.[2][3][4] Arguably the most paradigmatic motive (motif) of modernism is the rejection of tradition and reprise, incorporation, rewriting, recapitulation, revision and parody in new forms.[5][6][7] Modernism rejected the lingering certainty of Enlightenment thinking and also rejected the existence of a compassionate, all-powerful Creator God[8][9] in favor of the abstract, unconventional, largely uncertain ethic brought on by modernity, initiated around the turn of century by rapidly changing technology and further catalyzed by the horrific consequences of World War I on the cultural psyche of artists.II. Key words（教学方法：学生课下查阅课上讲解完，教师补充。

Unit 3一、授课时间：第6、7周二．授课类型：理论课9课时；实践课3课时三．授课题目：A Dill Pickle四．授课时数：12五．教学目的和要求：通过讲授课文使大学生了解如何欣赏文学作品，学会从小说中人物的谈话、行为动作以及他们的感觉、态度来了解人物的内心活动和性格特征，学会读懂小说的言外之意。

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：Katherine Mansfield2）文章的体裁分析及段落划分；3）语言点的理解：Word study: prefix+root (press)Grammar Focus: 1)what 引导的感叹句2)how 引导的感叹句3)其他形式的感叹句七．教学基本内容和纲要Part One Warm – up1.1 DictationKatherine Mansfield (1888—1923), British short-story writer, was born in Wellington, New Zealand. She is considered one of the greatest masters of the short-story form. At the age of 18 she settled in London to study music and to establish herself as a writer. In 1918 she married English literary critic ，John Middleton Murry.Mansfield's middle class provided the setting for many of her stories and mortality—perhaps due to her illness—dominated her writing. Her background years were burdened with loneliness , illness, jealousy and alienation —all reflected from her work in the bitter depiction of marital and family relationships of her middle-class characters.1.2 Poem AppreciationC a m o m i l e T e a——by Katherine Mansfield1.3 Objectives1.Understand the story: theme & character.2.Appreciate literature:•read between the lines;•read the story from a particular perspective: feminism;•interpret the symbols.3. Learn to describe a scene or object with accuracy: verbs.Part Two Background Information2.1 Author Katherine Mansfield2.2 Her Works2.3 Her style2.4 A Dill PicklePart Three Text Appreciation3.1 Text Analysis3.1.1 Theme of the text3.1.2 Structure of the text3.2 Writing Technique3.2.1 modernism, symbolism and feminism3.2.2 simile and metaphor3.2.3 contrast3.3 Sentence Paraphrase.Part 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 Reflective Verb4.2.2 Reflective PronounPart Five Extension5.1 Group discussion5.2 Translation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。

课时：2课时教学目标：1. 掌握本单元的核心词汇和短语；2. 理解文章的主旨和结构；3. 培养学生的阅读理解能力；4. 培养学生的批判性思维和口语表达能力。

教学重点：1. 词汇：dill, pickle, vinegar, brine, etc.2. 句型：such as, in order to, as a result, etc.3. 篇章结构：引言、正文、结论。

教学难点：1. 词汇的用法和搭配；2. 篇章结构的把握；3. 批判性思维的培养。

教学过程：第一课时一、导入（10分钟）1. 利用多媒体展示图片，引导学生思考与主题相关的背景知识；2. 介绍作者及文章背景，激发学生的学习兴趣。

二、预习检测（10分钟）1. 学生快速阅读课文，完成课后练习题；2. 教师检查学生的预习情况，对共性问题进行讲解。

三、词汇讲解（20分钟）1. 介绍本单元的核心词汇和短语，结合例句进行讲解；2. 学生跟读、模仿，加深对词汇的记忆。

四、课文分析（30分钟）1. 分析文章结构，讲解引言、正文、结论三个部分；2. 分析文章主题，引导学生思考作者的观点和态度。

五、课堂讨论（20分钟）1. 分组讨论文章主题，各小组代表发言；2. 教师引导学生进行批判性思考，培养学生的口语表达能力。

第二课时一、复习导入（10分钟）1. 回顾上一节课的重点内容；2. 引导学生思考本节课的学习目标。

二、课文精读（20分钟）1. 学生朗读课文，教师纠正发音；2. 分析课文中的重点句型，讲解其用法。

三、课堂讨论（30分钟）1. 学生根据课文内容，分组讨论问题；2. 各小组代表发言，教师引导学生进行批判性思考。

四、写作训练（20分钟）1. 学生根据课文主题，撰写一篇短文；2. 教师批改并点评学生的作文。

五、总结与作业布置（10分钟）1. 总结本节课的学习内容；2. 布置课后作业，包括阅读、词汇、写作等。

教学反思：1. 关注学生的个体差异，因材施教；2. 创设轻松、愉快的课堂氛围，提高学生的学习兴趣；3. 注重培养学生的阅读理解能力、批判性思维和口语表达能力；4. 及时反馈学生的学习情况，调整教学策略。