6 Twelve Angry Men Part Two教案及讲义.docx
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6TwelveAngryMenPartTwo教案及讲义
LessonSixTwelveAngryMen(PartTwo)
1.授课时间:
第13-14周
2.授课类型:
理论课三次;习题课一次
3.授课题目:
TwelveAngryMen
4.教学目的、要求:
1).HelpthestudentstoknowsomebasicinformationaboutEnglishplay;
2)HelpthestudentstohaveageneralideaaboutAmericanjudicialsystem,inwhichthejuryisanimportantcomponent;
3).AskthestudentstocomparethesimilaritiesanddifferencesbetweenChineseandAmericanjurysystems;
4).AskthestudentstogivesomesuggestionsonhowtoimproveChinesejurysystemaftercarefulconsideration.
5.教学重点及难点:
1)背景知识的传授:
美国司法制度;审判的法律程序和裁决结果的公布
2)戏剧的相关知识的介绍
3)语言点的理解;
词缀-under;-al;-ward
Wordstudy:
favor;risk;stick;bear;remind
GrammarFocus:
Modals+perfectinfinitive;connectives
6.教学基本内容纲要,教学方法、手段,实施步骤:
A内容纲要:
1)修辞讲解:
双关
2)背景知识:
律师服饰的特色
3)戏剧的介绍和故事情节的分析,高潮的赏析
4)课文讲解
5)词缀-under;-al;-ward
B教学方法和手段:
以学生为主体,教师为主导,课堂上开展以任务为中心的形式多样的教学活动,在加强基础训练的同时,采用启发式、讨论式、发现式和研究式的教学方法,充分调动学生的积极性。
C实施步骤:
1)口语讨论练习
2)律师服饰讲解
3修辞的分析:
双关
4)剧情的分析
7.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;
8.参考资料(含参考书、文献等):
1)杨立民主编,《现代大学英语精读》(3)教学用书。
北京:
外语教学与研究出版社,2002。
2)梅仁毅主编,《现代大学英语精读》(3)教师用书。
北京:
外语教学与研究出版社,2002。
3)李观仪主编,《新编英语教程》(第三、四册)。
上海:
上海外语教学研究出版,1999。
4)黄源深,虞苏美等主编,《综合英语教程》(1-4册)。
北京:
高等教育出版社,1998。
5)《高等学校英语专业英语教学大纲》,北京:
外语教学研究出版社,2000。
6)JudyPearsall主编,《新牛津英语词典》。
上海:
上海外语教育出版社,1998。
7)丁往道、吴冰等编著,《英语写作手册》。
北京:
外语教学与研究出版社。
8)张道真,《现代英语用法词典》(重排本)。
北京:
外语教学与研究出版社,1994。
9)张道真,温志达,《英语语法大全》上、下卷。
北京:
外语教学与研究出版社,1998。
9.课后小结
LessonSix
TwelveAngryMen
Part
Warm-up
OnJustice
Thewholehistoryoftheworldissummedupinthefactthat,whennationsarestrong,theyarenotalwaysjust,andwhentheywishtobejust,theyarenolongerstrong.—WinstonChurchill
世界的整个历史可以归结为这个事实:
一个国家强大时就不太公正,而当他们希望求得公正时,就不再强大。
—温斯顿·丘吉尔
Ihavealwaysfoundthatmercybearsricherfruitsthanstrictjustice.—AbrahamLincoln
Courageisofnovalueunlessaccompaniedbyjustice;yetifallmenbecamejust,therewouldbenoneedforcourage.—AgesilaustheSecond
Itisinjusticethattheorderingofsocietyiscentered.—Aristotle
Justiceistheconstantandperpetualwilltoallottoeverymanhisdue.
—DomitusUlpian
Ifitwerenotforinjustice,menwouldnotknowjustice.—Heraclitus
Justiceconsistsnotinbeingneutralbetweenrightandwrong,butinfindingouttherightandupholdingit,whereverfound,againstthewrong.—TheodoreRoosevelt
Justicedelayed,isjusticedenied.—WilliamGaldstone
Part
BackgroundInformation
2.1Judges
Ajudgeorjusticeisanappointedorelectedofficialwhopresidesoveracourt.Thepowers,functions,andtrainingofjudgesvarieswidelyfromjurisdictiontojurisdiction.
InUSA,judgesarenottrainedseparatelyfromlawyersandaregenerallyappointedorelectedfromamongpracticingattorneys.
(Aprofessionalpersonauthorizedtopracticelaw;conductslawsuitsorgiveslegaladvice)
Beingajudgeisusuallyaprestigiouspositioninsociety,andasaresultavarietyofsolemntraditionshavebecomeassociatedwiththeoccupation.Inmostnationsoftheworldjudgeswearlongrobes,usuallyblackorred,andsitonanelevatedplatformduringtrials.ThestandardjudgesuniformoriginatedwiththeRomantoga.
Insomecountries,notablyBritain,judgesalsowearlongwigsandusespecialgavelstoinstillorderinthecourtroom.
InthePeople’sRepublicofChina,judgesworeregularstreetclothesuntil1984,whentheybegantowearmilitarystyleuniforms,whichwereintendedtodemonstrateauthority.Theseuniformsbegantobereplacedin2000byblackrobessimilartothoseintherestoftheworld.
InmostEnglishspeakingcountries(particularlytheUSA)ajudgeisaddressedas"YourHonor"whenpresidingoverthejudge'scourt,asasignofrespectfortheoffice.
ThejudgesoftheSupremeCourtoftheUnitedStates,andthejudgesofthesupremecourtsofseveralU.S.statesandothercountriesarecalled“justices”.IntheUnitedKingdom,acomparablerankisheldbytheHouseofLords;itsjudgesarenotcalledjudges,butLawLords,andsitintheHouseofLordsaspeers.
2.2Barristers
Inmanycommonlawjurisdictions,abarristeroradvocateisatypeoflawyer,particularlyoneentitledtoappearbeforethesuperiorcourtsofthatjurisdiction.
ThelegalprofessioninEnglandandWalesisdividedbetweensolicitorsandbarristers.Botharetrainedinlawbutservedifferentfunctionsinthepracticeoflaw.SolicitorsareregulatedbytheLawSociety,barristersbytheGeneralCounciloftheBarandtheindividualInnsofCourt.
Barristers'workdressisverytraditionalinthattheyarerequiredtowearahorsehairwigwhentheyappearasadvocatesincourt,withablackgownandadarksuitandawhiteshirtwithstripsofwhitecottoncalled'bands'hangingbeforeawingcollar.Thismakesthemveryeasytodistinguish,althoughindividualscanbedisguisedandanonymous,whereasthegarmentsemphasizethedramaticnatureoftheircalling.(Thequestionofbarristers'andjudges'clothingiscurrentlythesubjectofreview,andthereissomepressuretoadoptamore"modern"styleofdress,withEuropean-stylegownswornoverloungesuits.)
MostbarristersareprobablyproperlyequatedwithUStriallawyersinthattheydonotdealwiththepublic(orlayclients)directly,butthroughtheintermediaryofasolicitor.
BarristersarealsofoundinNorthernIreland,Ireland,andAustralia(inthestateswithoutafusedprofession,namelyNewSouthWales,SouthAustralia,QueenslandandVictoria).InCanadatheprofessionsofbarristerandsolicitorarefusedandmanylawyersrefertothemselveswithbothnames.
2.3CourtWorkingDressesinEnglandandWales
Judgeshearingcriminalcases
HighCourtJudge
CircuitJudge
Judgeshearingcivilcases
DistrictJudge
(Judgeshearingdifferentcasesweardifferentcourtdresses.)
BarristersorAdvocates
CourtClerk
CourtUsher
(red,black)gown,wig;gown,nowig
Judgeshearingcriminalcases:
Workingdressandpossibleoptions
Circuitjudge巡回法官
Cons:
NowitisproposedinBritain—asitisalwaysproposedonceeveryfiveyears—thatthisanachronisticdressbeabolished,andthatjudgesandadvocates,asinAmerica,shouldappearincourtasnormalhumanbeings.Itissaidthatwigsandgownsintimidatethelitigantsandwitnesses.
Pros:
Yetsomepeoplearguethatformaldressaddstothedignityofthecourt,ishistoric,anddistinguishesthemainactorsfrommereparticipants.
Part
TextAppreciation
3.1GeneralIntroduction
Plot:
Ayoungdelinquentawaitssentencingforthemanslaughterofhisaggressivefather.Onejurorfeelsthereisareasonabledoubt—tothefrustrationofhiselevencolleagues—thuspreventingaquickverdict.Duringtheheateddeliberations,thehiddenpreconceptionsandprejudicesofthejurorsarerevealed.
Plotelements:
conflict,crisis/turningmoment,climax,etc.
Setting:
juryroom
Protagonists:
12jurors
Themeofthestory:
"TwelveAngryMen"isaboutoneindividual'sabilitytostandupforwhathebelieves,evenwhenothersridiculehim.Itisalsoapowerfulstudynotjustofthecriminaljusticesystem,butalsoofthediversityofhumanexperience,thenatureofpeerpressure,andthedifficultyofeverfullyknowingthetruth.
3.2TextAnalysis
1.No.7:
Bright!
He’sacommonignorantslob.Hedon’tevenspeakgoodEnglish.(para.5)
Question:
WhattonewasNo.10usingwhenheattackedtheaccused?
WhatcanweknowaboutNo.10?
Hewassneeringattheaccusedinanironictone,howeverhehimselfmadeagrammarmistake,thusrevealinghimselfanincompetentlanguagespeaker.
2.No.12:
…Itwasn’tverynicetohaveitstickingoutofsomepeople’schests.
No.7:
Especiallyrelatives’.
Question:
DoyouthinkNo.7wasahumorousperson?
Howdoyoulikehisjokehere?
NO.12andNo.7arejokingaboutthismurder.Butinfactthisisdisgustinganddistastefultojokeaboutamurder.
3.No.11:
Ah,thisthenwoulddependonyourdefinitionofpanic.Hewouldhavetobecalmenoughtoseetoitthattherewerenofingerprintsleftontheknife.Now,wheredidthepanicstartandwherediditend?
(para.15)
Question:
FigureoutNo.11’slogicofreasoning.
No.4thoughtthattheboycouldrunoutinapanicafterhavingkilledhisfather,afterhecalmeddown,herealizedthathelefthisknifeatthescene.ButNo.11didn’tthinkitheldwaterbecauseiftheboyhadrunoutinapanic,hecouldn’tbesocalmtobesurethattherewerenofingerprintsleftontheknife.SoNo.11askedwherethepanicstartedandwhereitended.
4.No.8:
Maybetheboydidkillhisfather,didrunoutinapanic,….Maybeallthosethingshappened.Butmaybetheydidn’t.Ithinkthere’senoughdoubtthatwecanwonderifhewasthereatallduringthetimethekillingtookplace.(para.17)
Question:
Whatisthereasonabledoubthere?
Itispossiblethattheboywasnotatthescenewhenthekillingtookplace.(or:
Itispossiblethathedidn’tcomebackhomeonlytogethisknife,riskingbeingcaught.)
5.No.7:
(ToNo.8)Ran,walked.What’sthedifference?
Anywayhegotthere!
(para.23)
Question:
WhatcharacterdidNo.7revealhere,inyouropinion?
Hedidn’tcaremuchaboutthedetails,butinmostcases,detailscantellthedetectivesalotaboutwhatcouldhavehappened.Infact,No.7hadgotatheatreticketburninginhispocket,hewasinahurrytogetoutofhere,thereforehejustwantedtorushupthustendedtoleaveoutmanyimportantthings.Thatjustshowsushowlittlehetookanotherperson’slife.
6.No.3:
Hewasanoldman.Halfthetime,hewasconfused.Howcouldhebepositiveaboutanything?
(Hetriestocoverhisblunder.…)(P