《高级英语》第10课 The Sad Young Men 教案规范版Word格式文档下载.docx

《高级英语》第10课 The Sad Young Men 教案规范版Word格式文档下载.docx

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课次

授课方式

（请打√）

理论课√讨论课□实验课□习题课□其他□

课时

安排

授课题目（教学章、节或主题）：

Lesson10TheSadYoungMen

PartOne:

Warm-up:

Questionsonthetext（4minutes）

PartTwo:

TextAppreciation（21minutes）

I.TextAnalysis（6minutes）

1.Analysisofthestructureofthetext（3minutes）

2.GeneralAnalysis：

theme&

typeofwriting（3minutes）

II.DetailedStudyofParagraph1（15minutes）

PartThree:

Entention:

（5minutes）

I.Discussion（3minutes）

II.Assignment（2minutes）

教学目的、要求（分掌握、熟悉、了解三个层次）：

1.Improvingstudents’abilitytounderstandthetextproperly.

2.Helpingstudentstounderstandingrhetoricaldevices.

3.Encouragingstudentstovoicetheirownviewpointfluentlyandaccurately.

教学重点及难点：

1.Understandingofthe“SadYoungMen”;

2.Understandingofthetheme;

3.Analysisandusageoftransferredepithet;

4.Paraphrasingofthefirsttwosentences

教学基本内容

方法及手段

多媒体演示

学生发言

举例讲解

师生讨论

作业、讨论题、思考题：

1.Findouttheexamplesoftransferredepithet,simile,metaphorandmetonymyusedinthistext.

2.Wastherereallyarevoltoftheyoungergeneration?

Howshouldweviewittoday?

课后小结：

Questionsonthetext

TextAppreciation

I.TextAnalysis:

thestructure,theme&

typeofwritingoftheessay

II.DetailedStudyofParagraph1

Discussion&

Assignment

附页：

AdvancedEnglish（II）

LessonTen

TheSadYoungMen

Outline:

Answerthefollowingquestionsonthetext:

1.WhatdoyouknowabouttheauthorsRodW.Horton&

HerbertW.Edwards?

RodW.Horton&

HerbertW.EdwardswerethejointauthorsofthebookBackgroundsofAmericanLiteraryThought,fromwhichthispieceistaken.

2.WhatdoyouknowabouttheSadYoungMen?

ThistermwasfirstcreatedbyF.ScottFitzgeraldinhisbookAlltheSadYoungMen,todescribethedisillusionedpost-WorldWarIyoungergeneration，whorebelledagainstformeridealsandvalues,butcouldreplacethemonlybydespairofacynicalhedonism.

ItisalsotermedasTheLostGeneration.TheremarkofGertrudeStein,“youareallalostgeneration”,addressedtoHemingway,wasusedasaprefacetothelatter’snovelTheSunAlsoRises.

AnexcerptfromtheprefaceofTheSunAlsoRises:

Youareallalostgeneration.

---GertrudeSteininConversation

¨

Onegenerationpassethaway,andanothergenerationcometh;

buttheearthabidethforever...Thesunalsoariseth,andthesungoethdown,andhastethtotheplacewherehearose...Thewindgoethtowardthesouth,andturnethaboutuntothenorth;

itwhirlethaboutcontinually,andthewindreturnethagainaccordingtohiscircuits....Alltheriversrunintothesea;

yettheseaisnotfull;

untotheplacefromwhencetheriverscome,thithertheyreturnagain.¨

Howdoestheauthororganizehisessay?

PartI

（1）:

Introduction

TheauthorsintroducethesubjecttheSadYoungMentothereaders.

PartII（29）:

Supportingdetails

Theauthorssupplysomehistoricalmaterialsconcerningtherevoltoftheyoungergenerationinthe1920s.

PartIII（10-11）:

Conclusion

Theauthorsarriveattheconclusionthatthe“lostgeneration”wasneverlost.

typeofwriting（5minutes）

Themeoftheessay:

Thethemeissummedupattheveryend:

TheintellectualsoftheTwenties,the“sadyoungmen”,asF.ScotFitzgeraldcalledthem,cursedtheirluckbutdidn’tdie;

escapedbutvoluntarilyreturned;

flayedtheBabbittsbutlovedtheircountry,andinsodoinggavethenationtheliveliest,freshest,moststimulatingwritinginitsliteraryexperience.

TypeofWriting:

Thisessayisanexpositorywriting,explainingacertainperiodinAmericanliteraryandsocialhistory,focusingontheattitudesandrevoltoftheyoungpeoplewhoreturnedfromWWI,disappointedanddisillusioned.

1.NoaspectoflifeintheTwentieshasbeenmorecommenteduponandsensationallyromanticizedthantheso-calledRevoltoftheYoungerGeneration.:

Noaspectoflife…more…than:

AfterWWI,duringthe1920s,everyaspectoflifeintheU.S.hasbeencommentedupon,buttheso-calledRevoltoftheYoungerGenerationhasbeenmorecommenteduponthanallotheraspects.

sensationallyromanticized:

sensationallyromanticized:

treatedinapassionate,idealizedmannertoshock,thrillandrousetheinterestofpeople.

Howdoyouparaphrasethissentence?

TheRevoltoftheYoungerGenerationinthe1920shasbeenmostcommenteduponandhasbeentreatedveryromanticallyandsensationally.

2.Theslightestmentionofthedecadebringsnostalgicrecollectionstothemiddle-agedandcuriousquestioningsbytheyoung.

nostalgic:

V.Detailedexplanationofparagraph1andparagraph2.（27minutes）

Paragraph1:

WhileIwasstillaboy,Icametotheconclusionthattherewerethreegradesofthinking;

andthatImyselfcouldnotthinkatall.

1.Whatisthemainideaofthisparagraph?

Theauthorputsforwardthesubjectofthinkingintheveryfirstparagraph.

2.Whatarethethreegradesofthinking?

Grade-threethinking:

nothinkingatall,butacombinationofignorance,prejudiceandhypocrisy.

Grade-twothinking:

thedetectionofcontradictions.

Grade-onethinking:

realthinking.

Paragraph2:

Itwastheheadmasterofmygrammarschoolwhofirstbroughtthesubjectofthinkingbeforeme.Hehadsomestatuettesinhisstudy.Theystoodonahighcupboardbehindhisdesk.Onewasaladywearingnothingbutabathtowel.Sheseemedfrozeninaneternalpaniclestthebathtowelslipdownanyfarther;

andsinceshehadnoarms,shewasinanunfortunatepositiontopullthetowelupagain.Nexttoher,crouchedthestatuetteofaleopard,readytospringdownatthetopdrawerofafilingcabinet.Beyondtheleopardwasanaked,musculargentleman,whosat,lookingdown,withhischinonhisfistandhiselbowonhisknee.Heseemedutterlymiserable.

1.Itis…that/who…

Theemphaticitisusedtoleademphaticsentences,whosestructureis:

It+be（inacertainform）+emphasizedpart+that/who-clause.Mostofthemembersofasentence,exceptthepredicateverb,maybeemphasizedthisway:

e.g.Myfriendgavemysonaninterestingnovelafterhecameback

1）2）3）4）

fromabroad.

Thefourunderlinedpartscanbeemphasizedinthefollowingways:

1）Itwasmyfriendwhogavemysonaninterestingnovelafterhecamebackfromabroad.

2）Itwasmysonwhommyfriendgaveaninterestingnovelafterhecamebackfromabroad.

3）Itwasaninterestingnovelthatmyfriendgavemysonafterhecamebackfromabroad.

4）Itwasafterhecamebacefromabroadthatmyfriendgavemysonaninteresingnovel.

Note:

Thefollowingadverbialclausescannotbeemphasized:

Theadverbialclauseofreasoncausedbysince,as;

theadverbialclauseofconcessioncausedbythough/although;

thecoordinateclausecausedbywhereas;

thepredicative.

Ifwewanttoemphasizethepredicateverb,wemustusethepseudo-cleftsentence:

e.g.MyfriendhelpedmealotinmyEnglishstudy.

WhatmyfrienddidwastohelpmealotinmyEnglishstudy.

Thesquadleaderwaspersuadingtheenemiestogivein.

Whatthesquadleaderwasdoingwastopersuadetheenemiestogivein.

2.lestconj.（fml文）

1）.forfearthat;

inorderthat…not

Heranawaylesthe（should/might）beseen.

他怕人家看见他而跑开了。

Lestanyoneshouldthinkitstrange,letmeassureyouthatitisquitetrue.

我向你们保证那是真事，以免有人觉得奇怪。

AskthestudentstotranslatethenextsentenceintoEnglishbyusing“lest”.

我再次向你们保证这不会引起物价上涨，以免有人担心。

Lestanyone（should）worrythatthiswillleadtopriceincreases,letmereassureyouthatitwillnot.

2）.（usedafterfear,beafraid,beanxious,etc.）

Iwasafraidlestshe（should）beoffended.

我担心会把她惹恼。

她担心他会淹死。

Shewasafraidlesthemightdrown.

3.farthervsfurther

Fartherreferstophysicaldistancewhereasfurthertodegree,timeandallotherfigurativeuses.

Thenextvillageturnedouttobemuch＿thanwehadthought.

key:

farther

Wewilldiscussit＿tomorrow.

further

＿developmentofoureconomywillstrainourresourcestoo.

further

InBritishEnglishfurtherisnowmorecommonthanfarther.Theycanbothbeusedinrelationtodistance.

AskthestudentshowtoexpressthemeaningofthefollowingsentenceinEnglishbyusing“farther”or“further”.

我比你投得远。

Icanthrowmuch＿thanyou.

further/farther

InUSEnglishfartherisusuallyusedinrelationtodistance.

ButbothinBritishandUSEnglishonlyfurthercanbeusedtoindicateaddition.

Forexample,whenwewanttosay“还有问题吗？

”,howcanweexpressit?