12Unit9TheDamnedHumanRace.docx
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12Unit9TheDamnedHumanRace.docx
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12Unit9TheDamnedHumanRace
一、授课时间:
二•授课类型:
三•授课题目:
Unit9
第15--16周
课文分析8课时;习题讲解4课时
TheDamnedHumanRace
四.授课时数:
12
5.教学目的和要求:
通过讲授课文使大学生了解有关马克吐温幽默讽刺的写作风格,学会用英语解释句子以达到学以致用的目的。
要求学生主动地预习课文,课前准备练习,学会分析文章体裁和进行段落划分。
6.
教学重点和难点:
Wordstudy:
allegianee;ascent;atrocious;avaricious;brood;conjecture;degenerate;descent;disposition;exterminate;gory;mutilation;oblige;rabid;scruple;wantonly
GrammarFocus:
Studyandlearnhowsuchcontrastexpressionsasand,but,comparedto/with,while,unlike,andontheotherhand,areused.
7.教学基本内容和纲要
PartOneWarm-up
1.1Warm-upQuestions
1.2Definethefollowingwordsandphrases
PartTwoBackgroundInformation
2.1HaveyoureadmuchofMarkTwain?
Canyounamesomestories,novelsoressayshewrote?
Howdoyoulikehim?
Whatqualitiesinhiswritingsbroughthimworldrenown?
Isthisessaywritteninhisusualhumorousvein?
PartThreeTextAppreciation
3.1TextAnalysis
3.1.1Themeofthetext
3.1.2Structureofthetext
3.2WritingDevices
3.2.1Contrast
3.2.2Humorous
3.2.3SatireandParallelism
3.3SentenceParaphrase
PartFourLanguageStudy
4.1PhrasesandExpressions
4.1.1Wordlist:
4.1.2Phrasesandexpressionslist:
4.1.3WordBuilding
4.2Grammar
4.2.1Object
PartFiveExtension
5.1Groupdiscussion
八、教学方法和措施
本单元将运用黑板、粉笔、多媒体网络辅助教学设备等教学手段,主要采用以学生为主
体、教师为主导的任务型、合作型等教学模式,具体运用教师讲授法、师生讨论、生生讨论等方法进行教学。
9.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;十.参考资料:
1)
JudyPearsall主编,《新牛津英语词典》。
上海:
上海外语教育出版社,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。
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,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,卜一、课后小结
Unit9TheDamnedHumanRace
PartOneWarm-up
1.1Warm-upQuestions
1.DoyouhaveanyideawhyMarkTwainbecamemoreandmorebitterinhislateryears?
Doyouagreethatitwaslargelyduetohispersonalmisfortunes?
Howwouldyoudescribethisessay?
Seriousandmatter-of-fact?
Scientificallydetachedandobjective?
Hilariouslyhumorous?
Bitterlysatirical?
Orwhat?
2.Whatisthemainideaofthisessay?
Doyouthinkthesubjectofhumannaturestilldeservesourcloseattentiontoday?
IsTwain'condemnationofhumanbeingsinlinewiththeDarwiniantheoryofevolution?
Howdoestheauthorcometodoubtthis?
Isthattheresultofscientificexperiment?
IsMarkTwainseriouswhenhesaysthathehasdonemanymonthsofpainstakingandfatiguingworkintheLondonZoologicalGarden?
Whatkindofeffectdoyouthinkhehopestoachievewiththismockseriousness?
3.DoyoutakeMarkTwain'viewsseriously?
WhydoyouthinkTwainwrotethisessay?
Doeshehaveanyseriouspurposeotherthanamusinghisreaders?
1.2Definethefollowingwordsandphrases
1.sport
2.loose
3.grace
4.confined
5.occasion
6.prior
7.unhumaniy
8.distinction
9.subjectsth/sbtosth
10.havenotscrupledtodosth
11.cheatsboutofsth
PartTwoBackgroundInformation
2.1Abouttheauthor:
MarkTwain(1835---1910)wasbornSamuelLanghorneClementsinFlorida,Missouri,butlivedasachildinHannibal,Missouri,ontheMississippiRiver.HetookthepennameMarkTwainfromthecallofthepilotsontheriversteamers,whichindicatedthatthewaterwastwelvefeetdeep,asafedepthforasteamer.Duringhisearlyyears,heworkedasariverboatpilot,newspaperreporter,printer,andgoldprospector.Butthenheturnedtowriting,andbecameoneofthegreatestofAmericanwriters.
2.2Hismasterpiece:
InnocentsAbroad1869
TheAdventuresofTomSawyer1876
TheAdventuresofHuckleberryFinn1885
LifeontheMississippi1883
ThePrinceandthePauper1882
2.3Hiswritingstyle:
hilariouslyhumorous
bitterlysatirical
2.4Aboutthestory:
Theauthorwritesaboutuglyhumantraitsanddispositions.Inhisopinion,humanbeingsarenotascendedfromtheloweranimalsbutdescendedfromthehigheranimals.
3.1TextAnalysis
1.
PartThreeTextAppreciation
Questionsforthinking:
a.
Howdoestheauthorcontrasthumanbeingswithotheranimals?
Whatspecifichuman
traitsanddispositionsdoeshecondemn?
Howwouldyoudescribetheimageofhumanbeingsintheauthor'writing?
Andwhatargumentsdoestheauthorgivetosupporthisviews?
b.
Whydoeshesaythatmanisthecruelanimal?
Whatexamplesdoeshegivetoillustratethepoint?
DoyouagreewithTwainthathumanbeingsarecruelwhereastigers,wolves,andanacondasarenot?
3.1.2Structureofthetext
I.Introduction:
Topicandcredibilityoftheauthor'research(paras.1-3)
A.Topic:
Thedescentofmanfromthehigheranimals(para.1)
B.Credibility:
Theuseofscientificmethodandauthenticinstitutionwheretheexperimentswereconducted(para.2)
C.Acharacteristicexampleofhisexperiments(para.3)
II.Findingsaboutmanasagainsthigheranimals(paras.4-17)
Man'greed(para.4)
Man'immorality(paras.5-8)
Man'cruelty(para.9)
Man'inclinationforwars(paras.10-11)
Man'positionofenslavingandbeingenslaved(para.12)
Man'hypocrisy(paras.13-15)
Man'inabilitytolearntolivetogetherpeacefully(paras.16-17)
A.
B.
C.
D.
E.
F.
G.
III.Conclusion:
Restatementofthethesis(para.18)
Logic&Technique
Themainbodyisarrangedaccordinglytothevarioustraitsanddispositionsofhumanbeingsascontrastedtothehigheranimals.”However,inthesecondhalf,theauthorbeginstoadoptapolemictone.Heseemstobearguingwithpeoplewhobelieveinman'superiority.NoticehowMarkTwainachieveshumor.Hetalkstongueincheekthroughouttheessay,usinghighlyexaggeratedandformalwordsandexpressionsasappropriatefortheacademicwritinghepretendstheessaytobe.Headoptsapompousstyleverydifferentfromtheusualcolloquialvernacularheisfamousfor,toridiculethosecriticswhosayMarkTwainlackspropereducation.
Relevantquestions:
1.Howisthisessayorganized?
Whatdevicesdoestheauthorusetomakethearticleinteresting?
Whatdoyouhavetosayaboutthedictionofthisessay?
MarkTwainisgenerallyknownforhisskilfuluseofthevernacular.Wouldyouconsiderthisessayagoodexample?
Isthisarticlewritteninacolloquialandinformalway?
Howwouldyouexplainhisadoptionofthisstyle?
2.DoyouagreewithMarkTwain?
Ifyouweretowriteinresponsetothisessaytoexpresssomedifferentopinions,whatwouldyousay?
3.1.3DetailedAnalysisofthetext
PartI:
MainIdea
Thisslightlyabridgedessayisorganizedlikeapapertoreportresultsofascientificexperiment.
Ithasathesisstatementatthebeginningandabriefsumming-upattheend.Themainbodyisarrangedaccordingtothevariousstraitsanddispositionofhumanbeingsascontrastedtothe
“higheranimals”.Howeverinthesecondpartofthebodytheauthorbeginstouseapolemictone.
Heseemstobearguingwithpeoplewhobelieveinman'ssuperioritybecausetheycanreason,
havemoralprinciplesandreligion,andlovetheirneighborsandcountry.
PartII:
Discussion
1.Howdoestheauthorcontrasthumanbeingswithotheranimals?
Whatspecifichumantraitsanddispositionsdoeshecondemn?
Howwouldyoudescribetheimageofhumanbeingsintheauthor'swriting?
Andwhatargumentsdoestheauthorgivetosupporthisviews?
2.Whydoeshesaythatmanisthecruelanimal?
Conclusionofthetext:
ItiswrongtothinkthatMarkTwainispessimisticorcynical.Heisneither.Behindallthebitternessisawarmandhumanheart.MarkTwaindoesnotreallybelievethathumanbeingsareincurablycruel,greedyandwicked.Otherwisehewouldnothavebotheredtowritethoseessays.Hewritesaboutuglyhumantraitsanddispositionspreciselybecausehethinkshumanbeingsarecapableofmendingtheirwaysiftheycanopentheireyestotheirownweaknessesandunderstandtheconditionsthatgiverisetothemandnurturethem.Inotherwords,hispolicyistofrighteninordertoenlighten.
3.3SentenceParaphrase
1.Ihavebeenstudyingthetraitsanddispositionsofthe—loweranimalsII,andcontrastini
themwiththetraitsanddispositionsofman.Ifindtheresulthumiliatingtome.
Ihavebeenstudyingthecharacteristicsoftheso-calledloweranimalsincomparisonwiththoseofman.Theresultofthisstudymakesme,asaman,feelterriblyashamed.
traitsanddispositions:
characteristics;features;nature;qualities;personalities
humiliating:
makingmefeelashamed;embarrassing;mortifying
Noticethetongue-in-cheekwaytheauthorexpresseshisideas.Hemakesitsoundasifhewereconductingandreportingontheresultofascientificinvestigation.Inotherwords,heisdeliberatelyusingapompousstyletoachievehumor.
2.ForitobligesmetorenouncemyallegiancetotheDarwiniantheoryoftheAscentofManfromtheLowerAnimalsandtonameittheDescentofManfromtheHigherAnimals.Becausetheresultofmystudyforcesmetogiveup(toabandon)myloyaltyto(firmbeliefin)Darwin'theoryofevolutionandtochangethetheoryoftheAscentofManfromtheLowerAnimalstothetheoryoftheDescentofManfromtheHigherAnimals.
toobligesbtodosth:
toforcesbtodosth;tomakeitnecessaryforsbtodosth
torenounce:
toabandonorgiveup;torejectordisown
allegiance:
loyalty,esp.toanationoracause
3.Thatistosay,Ihavesubjectedeverypostulatethatpresenteditselftothecrucialtestofactualexperiment.
Inotherwords,Ihaveputeverytheoryorhypothesisthereistothedecisivetestofactualexperiment.
tosubjectsht/sbtosth:
tocausesb/sthtoundergoorexperieneesthunpleasantordifficultandoftenforalong
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