现代大学英语精读教案UNIT3DILL PICKLE.docx

现代大学英语精读教案UNIT3DILL PICKLE.docx

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现代大学英语精读教案UNIT3DILLPICKLE

教案

周次

第13周，第1次课

授课时间

2011年11月21日

授课章节

LessonNineLeadin

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.Explainthepre-classwork

2．Askstudentstoacquirekeywords

3.Askstudentstoacquirerelevantbackgroundinformation

教学重点和难点

1.Wordformation

2.Keywords

3.Backgroundinformation

思考题

或

作业

1．PreviewTextAandanalyzethestructure.

2．Underlinethedifficultpoints.

教学内容与组织安排

（教学目的：

）

Timeallotment

1.Lead-inandwarming-up1classhours

2.Word-study1classhour

3.Textanalysis6classhours

4.Grammarandexercises4classhours

I.Backgroundinformation（教学方法：

学生查阅后课上做presentation,教师补充）

KatherineMansfield

KatherineMansfield,pennameofKathleenMansfieldMurry,wasaprominentNewZealandmodernistwriterofshortfiction.ShewasborninWellington,NewZealandin1888.WhenshewasstudingatQueensColloge,London,shemetD.H.LawrenceandJohnMiddleonMurry,afamouscritic,whomshelatermarried.Mansfield’sfamilymemoirswerecollectedinBliss,whichsecuredherreputationasawriter.Inthenexttwoyears,shedidherbestwork,thepeakofherachievementbeingtheGardenParty,whichshewroteduringthefinalstagesofherillness.Shediedoftuberculosisin1923.Mansfield’screativeyearswereburdenedwithloneliness,illness,jealousy,allofwhichwerereflectedinherworkswiththebitterdepictionofmaritalandfamilyrelationshipsofhermiddle-classcharacters.Hershortstorieswerealsonotablefortheiruseofstreamofconsciousness.

vKatherineMansfield（1888-1923）

›PseudonymofCathleenMansfieldBeauchampMurry

vBorninWellington,NewZealand,daughterofawealthymerchantandBanker

vAttendedQueen’sCollege,London,from1903-1906

vAtalentedCellist

vMarriedGeorgeBowdenin1909butseparatedshortlyafter

vBegintolivewithJohnMurryin1912,butwasonlyabletomarryhimtill1918

vIlovetherain.Iwantthefeelingofitonmyface

Herworks

v70-oddshortstoriesinfivecollections

vInaGermanPension

›SatiricalstoriesonherownexperiencesinEngland,inBelgiumandBavaria

vBliss,andOtherStories

›Herfamilymemoirs

vTheGardenPartyandOtherStories

›Herfinestworks

vPosthumouspublications

›TheDoves’NestandOtherStories

›SomethingChildishandOtherStories

HerStyle

vThethemeoftheunbridgeablegapbetweenthelabouringpeopleandtheidlerich

vFinelytextured（有质感的）monologueofthecentralcharacter

vThepsychologicalmake-upofmodernpeople

vHerprosestyleisdelightful,andthechoiceofdictionisalwayssocarefulandappropriate

›Iwasjealousofherwriting,theonlywritingIhavebeenjealousof

vVirginiaWoolf

vAlittlebitsentimental

Feminismisacollectionofmovementsaimedatdefining,establishing,anddefendingequalpolitical,economic,andsocialrightsandequalopportunitiesforwomen.Itsconceptsoverlapwiththoseofwomen'srights.Feminismismainlyfocusedonwomen'sissues,butbecausefeminismseeksgenderequality,somefeministsarguethatmen'sliberationisthereforeanecessarypartoffeminism,andthatmenarealsoharmedbysexismandgenderroles.Feministsare"person[s]whosebeliefsandbehavior[s]arebasedonfeminism.

Modernism,initsbroadestdefinition,ismodernthought,character,orpractice.Morespecifically,thetermdescribesthemodernistmovement,itssetofculturaltendenciesandarrayofassociatedculturalmovements,originallyarisingfromwide-scaleandfar-reachingchangestoWesternsocietyinthelate19thandearly20thcenturies.

Modernismwasarevoltagainsttheconservativevaluesofrealism.[2][3][4]Arguablythemostparadigmaticmotive（motif）ofmodernismistherejectionoftraditionanditsreprise,incorporation,rewriting,recapitulation,revisionandparodyinnewforms.[5][6][7]ModernismrejectedthelingeringcertaintyofEnlightenmentthinkingandalsorejectedtheexistenceofacompassionate,all-powerfulCreatorGod[8][9]infavoroftheabstract,unconventional,largelyuncertainethicbroughtonbymodernity,initiatedaroundtheturnofcenturybyrapidlychangingtechnologyandfurthercatalyzedbythehorrificconsequencesofWorldWarIontheculturalpsycheofartists.

II.Keywords（教学方法：

学生课下查阅课上讲解完，教师补充。

P271第4题）

A.tosnap

（1）tobreakwithasuddensharpnoise

e.g:

Hisnecksnappedandhediedinstantly.

（2）toopenorclosesomethingsuddenly

e.g:

Hereyessnappedopen.

（3）tosaysomethingquicklyandangrilyorinanannoyedmanner

e.g:

“Don’ttakemeforafool.”Hesnapped.

（4）totakeaphoto

e.g:

Ididn’tstaylong.Ijusttookaquicklookandsnappedafewpictures.

（5）tomakeasharpcrackingsoundwithfingersorteeth

e.g:

Theirferociousdogwassnappongatme.

B.tofix

（1）tofastenfirmly

e.g:

Thechairsareallfixedtothefloor.

（2）toarrange

e.g:

Wehavenotyetfixedthetimeforthemeeting.

（3）torepairorcure

e.g:

Thedoctorsaidthathecouldfixmybrokennose.

n.anawkwardanddifficultposition

e.g:

Hiswifedivorcedhim,andhissonisonlythree.Heisnowinaterriblefix.

C.tostretch

（1）tolengthenorwiden

e.g:

Thebeautyofthismaterialisthatyoucanstretchitlikerubber.

（2）toextendfromoneplacetoanotheroracrossagivenspaceortime.

e.g:

Thisnewrailwaywillstretchoverfiveprovinces.

（3）toreachout

e.g:

Thebeggarsallstretchedouttheirhands.Buthehadnothingtogive.

n.

（1）anunbrokenlength,areaorexpanse

e.g:

Infrontofuswasastretchofextremelybumpydirtroad.

（2）acontinuousperiodoftime

e.g:

Heoftensleepsforalmost20hoursatastretch.

D.beyond

（1）fatherawaythan;onthefarsideof

e.g:

Ourschoolisjustbeyondthattallbuilding.

（2）pastoroutsidethelimits,reach,orscopeof

e.g:

Thelecturewasquitephilosophical.Itwascompletelybeyondme.

E.apart

（1）separatebyadistance

e.g:

Theyarenowlivingapart.

（2）intoparts

e.g:

Youneedspecialequipmenttotakethismachineapart.

Apartfrom

（1）except

（2）besides

（3）somedistanceaway

III.Wordformation（教学方法：

P266第2题）

A.–tion

B.-ing

C.-press

教案

周次

第13－14周，第2-4次课

授课时间

2011年11月22-28日

授课章节

LessonNineTextA

本（章）节

授课方式

课堂讲授（√）实践课（）

教学时数

6学时

授

课

要

点

本（章）节教学目标

Studentswillbeableto:

1.toimprovestudents’readingandcomprehensionability

2.tomastersomenewwordsandphrasesandsentencestructures

3.tolearnthestructureofthetext

4.tomasterthegrammaticalpointsinthetext

5.toanalyzethemaincharacters

教学重点和难点

Aboutthetext

1.todividethetextintoseveralrelevantparts

2.toanalyzethecharactiristicsofthetwomaincharacters

3.toparaphrasesomekeysentences

Aboutthegrammar

toreviewtherhetoricalquestionandexclamatorysentence

Aboutthefigureofspeech

Symbolism

思考题

或

作业

Charactersanalyzing

教学内容与组织安排

（教学目的：

）

I．Lead-in

ImplicationoftheTitle

Questions:

•Whendopeopleeatdillpickles?

•What'sthemainfunctionofdillpickles?

Normally,peopleusuallyeatthemduringthemealsinordertostiruptheirappetite.

Question:

Howdoesadillpickletaste?

Adillpickletastessour,spicy,bitterandsweet.

Implication:

ItsymbolizesthefeelingofVera,amixtureofflavors.

Question:

Afteryoutasteddillpickles,wouldyouenjoythemalot?

Afteryoutasteddillpickles,youwouldn'tenjoythemverymuch,becausetheyarenotaluxury.Theyonlyserveasappetizer.Youwouldnotusethemasamaincourse

.Theyareverysourbutsomethingaboutthemmakesyouhavetofinishthem.Yourarelyeverseeahalfeatenpickle.Thestoryhasaweirdconversationbetweentwopastloverswhomadeplanstodothingstogether.Theysplitandtheguyaccomplishedtheplansbyhimselfandistellingheraboutthem.Sheobviouslydoesn'tlikehimanymoreandshowslittleinterestinhisstory.ShealwayswantedtogotoRussiaandnowthathehasgonetherewithouthershecouldcareless.SheisnowapplyingherfeelingstowardhimtoRussia.Thedillpicklesymbolizesthechangesshehashadlikeacucumberchangingflavorwhenit'spickled.

AdillpickleisratherbitterintasteandthroughoutthewholeconversationthereadergetstheimpressionthatVeraissortofbittertowardsthemansheistalkingto.Forexample,helooksbackonallofthefondmemorieshehashadwithVera,butVeraisbitteraboutsomethingthathappenedthere.

Fromthewoman'sperspective

Herepicklereferstothewholeencounterofthewoman.Vera'slifeisverydull.SothemeetingservesasanappetizerjustasastoneisthrownintothemotionlesswaterandstirsupvariousdesirestobreakthedulllifeofVera.Onthewhole,adillpickleappealstoyouwithattractivecolors:

greenishjar,redchili.Butonceyouopenthejar,oneisenoughandyouwon'tfinishthewholejar,whichimpliesthatthemeetingwillnotbringVerafullsatisfaction.Inthetext,Veraislookingforwardtothemeetingwiththeman,butitturnsouttobenosatisfactionatall.

Fromtheman'spointofview:

Inhislife,Veraisjustanappetizer,notamaincourse,meaningsheisnotapersonthatthemanwouldliketospendthewholelifewith.Sheonlymakeshisdulllifealittlecolorful

Discussion

WhatisyourimpressionofVera?

Whatisyourimpressionofherfriend?

WhatdoyouthinkaccountsforthedifferenceintheperceptionofVera'sfriend?

Doyouthinkyouwouldperceivehimdifferentlyifyouknewhisthoughts?

Whydoyouthinkheisnotgivenaname?

DoyouthinkhewasevertrulyinlovewithVera?

Washestillinlovewithher?

Whydoyouthinkhecarriedoutthecouple'stravelplans?

Whydoyouthinkshedidn't?

Doyouthinkpeoplecan