Lesson 2Discovery of a Father.docx

Lesson 2Discovery of a Father.docx

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Lesson2DiscoveryofaFather

Lesson2DiscoveryofaFather

Subject:

IntensiveReading

Level:

Second-yearUndergraduateStudents

DurationofTime:

12ClassHours

EXPECTATIONS

Studentsarerequiredtofinishthefollowingstepsinlearningthislesson:

1.Connecttheirowncollegelifewiththeaspectsdiscussedinthislesson.Thispartshouldbeincludedinthepre-classwork,andtheywillbeaskedtotalkabouttheirownfeelingandexperiences.

2.Findoutsomerhetoricalstructures,ifany.

3.Paraphrasenewphrasesanddifficultsentences,andanalyzesomeimportantsentencestructures.

4.Remembersomefrequentlyseenexpressionsbyheart.

5.DosomeE-CandC-Eexercises,andinthisparttheyshoulddoabetterjobthantheydidintheirfirstyear,thatistosay,theyshouldlearntoorganizetheirwordsandexpresstheirideasclearly.

STRATEGIESANDACTIVITIES

1.Thestudentsreadthetextbeforeclassanddoallthepre-classexercises.

2.Graspthemainideaofthetextanddividetheparagraphsintoseveralmainparts.

3.Groupdiscussionandclassroomrepresentationforfurtherunderstandingandcommunication.

TIMEALLOTMENT

1.Pre-classworkandintroductiontothebackgroundinformation2ClassHours

2.DetaileddiscussionontextA5ClassHours

3.ExerciseandGrammar4ClassHours

4.ReviewandQuizonthelearntlanguagepoints1ClassHours

TEACHINGOFPRE-CLASSWORK

ProcedureandStrategies:

1.Checksomeimportantnewwordsbydictation

2.Dealwithpre-classworkonP.39—P.42andfocusonexercise1,2,3

3.Givesuggestionstoexercise2&4

GlossaryChecking:

PartI:

Dictation（15min.）:

（1）miraculously

（2）harness（3）parade（4）marshal（5）windbag

（6）alley（7）druggist（8）sympathize（9）memoir（10）orderly

（11）naked（12）livenup（13）ridiculous（14）surrender（15）smash

（16）momentary（17）callitquits（18）hush（19）intimate（20）glimpse

（21）getword（22）shed（23）grandmarshal（24）livery（25）downandout

PartII:

Mentiontosomeimportantverbs,adjectives,nouns,etc.（15min.）

Pre-classWorkChecking:

1.Paraphrase（P.39）（10min.）:

1）.（Para.6）Itwasawondertomethey‘dwanttobeseenwithsuchawindbag.

Icouldn’tunderstandwhyalltheseimportantpersonswerelikelytobeseenwithmyfatherwhoIthoughtwasapersontalkingtoomuch,andtalkingwithlittleinterestandvalue.

2）.（Para.19）Anorderlyridingbyhadtoldhim,becausetheorderlyknewhowthickhewaswithGrant.

Asoldierwhorodebyhadtoldhimaboutthesuccessofthewar,becausethesoldierknewhewasinfriendlytermwithGrant/hehadaverycloserelationshipwithGrant.

3）.（Para.23）“Oh”,shesaid,“it’sallright.Lifeisneverdullwhenmymanisabout.”

“Oh”,shesaid,“it’sallright.Lifeisneverboringwhenmyhusbandisaround.

4）.（Para.41）ForthefirsttimeIknewthatIwasthesonofmyfather.HewasastorytellerasIwastobe.

ForthefirsttimeIrealizedthatthebloodrelationshipbetweenmyfatherandmecouldn’tbegotridof.Hewasastoryteller.ThatwaswhatIwastobecomelater./Imyselfwouldbelikelytobeastoryteller,too,becauseIhadmyfather’sgenesofliteralcreation.

2.Introductiontothetext（10min.）

Thisisastoryaboutaninterestingcharactertoldbyhissonwholaterbecameawell-knownwriter.Withwell-selectedanecdotesandusingthetoneofalittleboy,theauthorgivesavividcharactersketchofhisfatherwhomheusedtodespisebutgraduallylearnstounderstandandappreciatewhenhegrowsup.Itisinterestingbecausecontrarytothecommonbeliefthatchildrenalwaysworshiptheirfathers,actuallytheysometimesfeeltheoppositewhentheyareyoung.MarkTwainoncesaidwithhisusualhumor,“WhenIwasaboyoffourteen,myfatherwassoignorantIcouldhardlystandtohavetheoldmanaround.ButwhenIgottobetwenty-one,Iwasastonishedathowmuchhehadlearnedinsevenyears.”Theauthorofthisstoryisobviouslyjustlikethat.Thestorybeganwhentheauthordescribedhowheusedtofeelashamedofhisfather.Whenachild,hehadhopedthathisfatherwouldbeproud,silentanddignified.Hehadalsohopedthathisfatherwouldberichandsuccessful.Buttohisgreatdisappointment,hisfatherwasnoneofthese;infacthewasjusttheopposite.Hewaspoorbecausehisbusinessfailed;hisbusinessfailedbecausehewasfoolishingivingtoomuchcredit;hewasoftenidleandspentmostofhistimeshowingoffandactinglikeaclowntoamusepeople.Andaboveall,hewasneverquietandserious,talkingnonsenseallthetime,makingupstoriesthateverybodyknewwereuntrue.What’smore,hedidnotseemtohaveanysenseofresponsibilityandoftenwoulddisappearforweekswhentherewasnothingtoeatinthefamily.Soasalittleboy,theauthorthoughtthathisfatherwasafailure,aclown,aloafer,andawindbag.Hedespisedhisfathersomuchthatheevensecretlywishedhehadadifferentfatherwaitingtoclaimhimsomeday.

Theboydidnotunderstandwhyhisfatherwassopopularandhadsomanyfriendsincludingsomeofthemostrespectablelocalcelebrities,andhecouldnotunderstandwhyhismothernevercomplained,butactuallyseemedtobeproudofhim.Thencamethedaywheneverythingsuddenlydawnedonhim,thedayhesuddenly“discoveredafather”.Somestudentsmaywonderwhythislittleincidentwassoimportantfortheboy,thefactthatthefathertooktheboyswimminginthedark.Tohelpthemunderstandbetter,theteacherisadvisedtogooverthelastscenecarefully,drawingstudent’sattentiontotheuseofsymbolsandthemeaningsbetweenthelines.First,therewasthesetting—awetnight,hisfatherbackhomeafterbeingawayfortwoorthreeweeks,withhisclothedripping.Itwasobviousthatthefamilywasinterriblefinancialdifficultiesagainandhisfatherhadnothadmuchluckingettinghelpfromhisfriends.Thefactthathesatinachairfiralongtimewiththesaddestlookonhisfaceshowedthathewasnottheirresponsiblehappy-go-luckypersonhissonhadthoughthimtobe.Hewasnotawindbageitherbecauseforslongtimehadidnotutteraword.Hejustlookedathissonclosely.Hewassoseriousinfactthattheboyfeltafraid.Wecanguesswhatwasgoingoninthisman’smindatthatmoment.Hewasashamedbecausehahadnotbeenabletogivehissonwhatheneeded,andhewasworriedbecausehelovedhisson.

Theswimminghadanimportantsymbolicvalue.Fatherandson,completelynaked,strikingouttogetherinthedark.Theboysuddenlysawhisfatherasadignifiedman,powerful,loving,andreadytofacetheharshlife.Throughtheswimminghisfatherseemedtobecommunicatingwithhim,tryingtogivehimcourageandstrength.Slowlytheboybegantounderstandthathisfatherwasnotfoolish.Hewasjusttoogenerousandtookind-hearted.Hewasnoraclown.Hewasjustanaturalactor,andhelovedlifeandlovedpeoplearoundhim.Hewaspopularbecauseeverybodyknewthathewasanicemanandhecould“livenup”thedulllifeofthesleepylittletown.Aboveall,hewasnotawindbag.Hewasjustabornstoryteller,abornwriter.Nowthesonhadcometorealizethatwhatheusedtoconsiderridiculousabouthisfatheractuallyweretheveryproofoftheoldman’srichimaginationandraretalent.

Towardstheendofthetext,theauthorsaidthatnowheknewthathisfather“wasastory-tellerasIwastobe”.Itmeansthatlookingback,herealizedthathehimselfhadbecomeastorywriterbecauseofhisfather’sinfluence,becausehahadhisfather’sgenesofliterarycreation.Thisarticlethereforeshouldbetakenasdedicatedtothememoryofhisfather.

AbouttheAuthor:

SherwoodAnderson（SeetheAppendix）

Someintroductionaboutthewritercannotbeskipped.Sobeforeexplainingthetext,Iwill

1）.BorninCamden,Ohioin1876

2）.MovedtoClyde,Ohioin1884becausehisfather'ssmallbusinesshadfailed.

3）.Hadtakenajobasanartist,thenhadhisownfirm

4）.In1912sufferedamentalbreakdown.（Inlaterwritings,Andersonoftenreferredtothisepisodeasaconsciousbreakfromhismaterialisticexistenceandmanyyoungerwriterspickeduponthis,praisinghisheroicspirit.）

5）.In1919,masterpiecewaspublished“Winesburg,Ohio”acollectionofshortstories《俄亥俄州的温斯堡》establishinghimasatalentedmodernAmericanauthor.

6）.Hisinfluenceaffectedmanyoftheupcomingwriters,suchasHemingway,Faulkner,Steinbeck,Fitzgerald,Wolfe,andSaroyan.HepersonallyhelpedHemingwayandFaulknerpublishtheirfirstbooks.

7）.HewasgiventhefirstDialawardfordistinguishedservicetoAmericanLettersin1922

DetailedDiscussionoftheText:

1.（Para1）Youhearitsaidthatfatherswanttheirsonstobewhattheyfeeltheycannotthemselvesbe,butItellyouitalsoworkstheotherway.

→→Youhearitsaidthatfathersoftenwanttheirsonstorealizetheirunfulfilleddreams,butactuallychildrenhavethesamedemandontheirfathers.

Or:

→→Youhearitsaidthatinageneralwayfatherswanttheirsonstoliveuptotheirexpectations,butactuallysonsalsohaveexpectationsoftheirfathers.

①.Analyzethesentencegrammatically.Thissentenceisrathercomplexinstructure,involvingtheuseofa“that”clauserepresentedbytheanticipatory“it”aspartofthecomplexobjectof“hear”.Withinthe“that”clause,thereisanothercomplexobjectoftheverb“want”,andpartofthisobjectistheinfinitivephrase“tobe”,whichcontainsanothernounclauseintroducedby“what”.

②.Itellyou/Icantellyou/i/mtellingyou:

（spoken）usedtoemphasizewhatyouaresaying,esp.whenitissurprisingordifficulttobelieve.

③.towork:

tofunction,operate

e.g.Themedicineworked.药物奏效了。

Autopianplanjustwon’twork.空想的计