6 Twelve Angry Men Part Two教案及讲义.docx

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