unit 1.docx
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unit 1.docx
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unit1
Unit1HittheNailontheHead
ITeachingobjectives
1.Understandingthevariousaspectsrelatedtotheusageofwords.
2.Cultivatingasenseofappropriatenessinstyle
3.Learningtouseanalogyasanexpositorymeans.
IITeachingtime:
sixclassperiods
IIITeachingProcedures
Step1Warm-upquestions
4.Doesthetitlestrikeyouasabitunusual?
5.HaveyoueverheardoftheEnglishproverb“Hitthenailonthehead”?
Whatdoesitmean?
6.Whosejobinvolveshittingnails?
Isthetextconcernedaboutthecarpenter?
Then,what’sthemajorconcernoftheauthor?
(stylisticmatter,howtousetherightwordfromtheextensivevocabularyoftheEnglishlanguage)
7.Whatsimilaritiesdoestheauthorrecognizeinthejobofacarpenterandtheworkofawriter?
4.1Theprocessthewriterchoosestherightwordissimilartothewayacarpenterhammersanail.
4.2Likethecarpenterwhoneedstodrivehomeeverynailifhewantshisworkproperlydone,awriterneedstoputeffortsinchoosingtherightwordifhewantstobeaccurateandconcise.
8.Howmuchdoyouknowaboutstyle?
Doyoufinditaninterestingtopic?
9.Howdoyoulikethetext?
Doyoufinditdifficultoreasy?
Didittakeyoulongtopreparebeforeyoucometotheclass?
Aretheremanynewwordsinthetext?
Step2Organizationofthetext
Directions:
Readthroughthewholetextveryquickly,findoutthemainideaofeachparagraph,anddecidewhethersomeparagraphscanbegroupedtogethertoformasectionandhoweachsectionisrelatedtotheother.
SectionI(paragraph1-3):
Raisingthesubject:
Importanceofchoosingtherightword
Para1:
Introducingthetopicbydrawingananalogybetweenthe
carpenterhammeringanailandthewriterusingwords.
Para2-3:
Elaboratingontheimportanceofchoosingtherightword–
Itisaprocessofrealizing,definingandclarifyingyourthought.
Section2(paragraph4–10):
Explainingthevariousaspectsintheprofileofaword
Para4-7:
Illustratinghowwordswithcommonrootshavedifferentmeanings(Semanticaspect)
Para8:
Illustratinghowwordswithsimilarmeaningsmayhavedifferentassociations(Connotationalaspect)
Para9:
Illustratinghowwordswithsimilarmeaningsmayhavestylistic
differences.(Stylistic/situationalaspect)
Para10:
Pointingoutthatageneralnotionmaybeexpressedbyavarietyofspecificwords(Variationinexpression)
Section3(paragraph11):
Conclusion:
Qualityismoreimportantthanquantityinlearningvocabulary(withananalogytoechothebeginning)
Step3Textworkandlanguagepoints
SectionI(paragraph1-3)
Paragraph1:
1.Callstudents’attentiontotheuseofanalogybyaskingquestionssuchas
1.1Howdoestheauthorintroducethesubject?
1.2Whatexpositorymeansisusedinthefirstparagraph?
1.3Canyouexplainthedifferencebetween“comparison”and“analogy”?
2.Askstudentstoreadthepassageonpage7withthefollowingquestionsinmind:
2.1WHATisthepurposeofdrawingananalogy?
2.2WHENisitoftenused?
2.3HOWisitdifferentfrom“comparison”?
3.Askstudentstoidentifytheuseofcomparisonandtheuseofanalogyinpara.1
Comparison
Aclumsymanaskillfulcarpenter
Agoodwriteraskillfulcarpenter
Analogy
Awriterchoosingtherightword
Acarpenterhammeringanail
4.Sumupthemainpoints:
Analogyisaspecialkindofcomparisonandamoreconcretewaytoexplainthings.Thepurposeofanalogyistoexplainsomethingabstractandremote.Withanalogy,ofthetwothingsbeingcompared,oneisusuallyafamiliarsubject,whichhelpstoexplaintheother,whichisusuallyadifficultandabstractsubject,somethinghardtodefine.
Paragraph2-3
1.Askquestionstocheckstudents’understandingofthetext
1.1Howisparagraph2linkedtothepreviousone?
Whatdoestheword“this”
referto?
1.2Isiteasytofindthewordthatexpressespreciselywhatawriterwantsto
express?
Why?
Doyouhavethisprobleminwriting?
-Wordsaremanyinnumber
-Wordsmayhavesubtledifferencesinthem(semantic,stylistic)
1.3Doesabigvocabularyguaranteetheabilityofusingtherightword?
Why?
1.4Doyouagreewiththeauthorthatthereisagreatdealoftruthintheseeminglystupidquestion“HowcanIknowwhatIthinktillIseewhatIsay?
”
[Thequestionsoundsirrational,butistrue.Unlesswehavefoundtheexactwordstoverbalizeourownthoughts,wecanneverbeverysureofwhatourthoughtsare.Withoutwords,ourthoughtscannotbedefinedorstatedinaclearandprecisemanner.]
definingyourthought
Choosingwordsisaprocessofclarifyingwhatyoumean.
realizingyourmeaning
2.Callstudents’attentiontotheauthor’sgeneralization(line11-16:
“Wordsaremanyandvarious…thosewhohearorreadourwords.”;(line19-21)“Itishardwork…wearedealingwith”)Askthemtoreadaloud.Remindstudentstheimportanceofgeneralizationafterillustrations.
Languagepoints
1drivesomethinghome:
force(thenail)intotherightplace;makesomethingunmistakablyclear.
E.g.Thepersonwhowinstheargumentistheonewhodriveshomehispoints.
Advertiserskeeprepeatingthenamesoftheproductinordertodrivethemessagehome.
(also:
drivehometosb,sth.)
E.g.YoumustdrivehometoJohnwherethedifficultylies.
YoumustdriveithometoJohnthatwedon’thaveenoughmoney.
2(line4)hittingitsquarelyonthehead:
directly,usedbothliterallyandfiguratively.
E.g.Theboxerhithisopponentsquarelyonthejaw.
Wemustfacetheproblemsquarely.
3(line7)cleanEnglish:
Englishwhichispreciseandclear(incontrastwithvague,
slovenlylanguage)
4(line10)scrupulouswriters:
writerswhoareverycareful,payingattentiontodetails.“Scrupulous”generallymeanspainstaking,meticulous(i.e.payinggreatattentiontosmallthings).Itmaybepositiveornegativeinassociation.
e.g.Heisscrupulousinhisbusinessdealings.(positive,正派,谨慎)
Thenursetreatedhimwiththemostscrupulouscare.(positive)
Thepaperisnotentirelyscrupulousinsettingitsassumptions.(negative)
Hepaysscrupulousattentiontostyle.(positive)
Compare:
“unscrupulous”不择手段的(usuallynegativeinassociation)
5shadesofmeaning:
slightdifferencesinmeaning.
6Someusefulsentencepatternsinthissection
6.1(line13)Itisnotonlyamatterof…,itisalso…
6.2(line19)Itishardwork+doingsth
6.3(line23)…hesitatedoingsth(also..hesitateaboutdoingsth,hesitatetodosth.hesitateatsth.)
7Sentencesforparaphrase
7.1“Awordthatismoreorlessright,aloosephrase,anambiguousexpression,avagueadjective,willnotsatisfyawriterwhoaimsatcleanEnglish.”i.e.AwriterwhoisparticularlyconcernedaboutthepreciseexpressioninEnglishwillneverfeelhappywithawordwhichfailstoexpressanideaaccurately.
7.2“Choosingwordsispartoftheprocessofrealization,…forthosewhohearorreadourwords.”:
i.e.Theprocessoffindingtherightwordstouseisaprocessofperfectionwhereyoutrytosearchforwordsthatmaymostaccuratelyexpressyourthoughtsandfeelings,andwordsthatmaymosteffectivelymakeyourlistenersandreadersunderstandyourthoughtsandfeelings.
7.3“Itishardworkchoosingtherightwords,butweshallberewardedbythesatisfactionthatfindingthembrings.”:
i.e.Findingthemostsuitablewordtouseisinnosenseeasy.Butthereisnothinglikethedelightweshallexperiencewhensuchawordisfound.
8Relevantinformation:
TheallusiontoFlaubert(Note7,page5)
GustaveFlaubert(1821–1880),Frenchnovelist,wasassociatedwith,thoughnotrepresentativeof,themovementofnaturalismandknownasoneofthegreatestrealistsofthenineteenth-centuryFrance.Hedevotedhislifetolonghoursspentinheavytoiloverhiswork.Hiswritingismarkedbyexactnessandaccuracyofobservation,extremeimpersonalityandobjectivityoftreatment,andprecisionandexpressivenessinstyle,ortheprincipleofthemotjuste.
Section2(paragraph4–10):
Thevariousaspectsinwordusage
(I)Thesemanticaspectofwords(paragraph4-7)
1.AskstudentstomakecommentsonthethreepairsofexamplesgiveninthissectionCompareandcontrasttheirdifferencesinmeaning.
human:
of,orrelatingtoman,
1)e.g.humanbeing;humannature;humanrights
humane:
.characterizedbykindness,mercy,orcompassion.
e.gahumanejudge/officer
humanaction=actiontakenbyman
humaneaction=mercifulaction
humankiller=personthatkillshumans
humanekiller=thatwhichkillsbutcauseslittlepain,esp.
instrumentsforthepainlesskillingofanimals
anxiety:
associatedwithworry/fear
2)
eagerness:
fullofinterestordesire
singularity(ofmind):
oddity,peculiarity,sththatsinglesapersonout
fromothers思想奇特、古怪
3)
singleness(ofmind):
holdingsteadfastlytothepurposeinmind,without
beingdrawnasidebylessworthyobjects.思想专一、坚定
2.Pointoutwhatmayhappenifweconfusewordswithasimilarform.(onepossibleconsequence:
malapropism).
Explain:
Malapropismistheuseofawordinmistakeforonesoundingsimilar,resultingincomiceffect,e.g.“allegory”for“alligator”;“delusions”for“allusions”
ThewordhasitsorigininMrs.Malaprop,afamouscharacterinSheridan’scomedytheRivals(1775).Sheisnotedforherblundersintheuseofwords.“Asheadstrongasanallegory(alligator)onthebanksoftheNile”isoneofhergrotesquemisapplications.Shealsorequeststhatnodelusions(allusions)tothepastbemade.Shehasgivenusthewordmalapropismasanameforsuchmistakes.
AskstudentswhethertheycanrecallothernamesoffictioncharactersthathaveenteredtheEnglish
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