Lesson 9 A Dill Pickle.docx
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Lesson 9 A Dill Pickle.docx
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Lesson9ADillPickle
Lesson9ADillPickle
Course:
BasicEnglish
Studentlevel:
Sophomore
Textbook:
ContemporaryCollegeEnglish,Book3,ForeignLanguageTeachingandResearchPress
Text:
Lesson9ADillPickle
I.TeachingAims:
1.Tomakeaclearunderstandingtowardthisshortnovelandknowwhatisgoingonbetweentheonlytwopersonsinit.
2.Tolearnthespecialwritingstyletheauthorusedhere,thatis,althoughthemaninthenoveldoesmostofthetalkingthestoryreallyfocusesonVeraandhowsheviewsherformerlover.
3.Discusspeople’sattitudetowardLove
4.Learntoappreciateliteraryworks:
symbolism
II.MainContentsandTimeDistribution:
1)Oraldiscussion(30minutes)
2)Mainideaanddetailinformationofthetext(90minutes)
3)SentenceandStructures(45minutes)
4)Writingdevices(60minutes)
5)Follow-upexercises(45minutes)
III.MainFocusandPoints
Oralpractice;Texttheme;presentationofdifferentattitudes;writingtechnique---symbolism
IV.ExtensiveStudy:
1)Symbolismseeking(Studentsarerequiredtoreadthetextagainoutsidetheclassroom,andfindthesymbolismandsharethemwithotherclassmates)
2)Readthearticle“TheEarlyAutumn”,andgettoknowmoreaboutsymbolismintheliteraryworks
V.TeachingMethods:
1)Student-centeredandtask-basedteachingmethods
2)Reflectivestudyandautonomouslearning
VI.Reference:
1)Websitesaboutsymbolism:
2)Teachers’book
VII.Furtherthinking:
What’syourideaaboutthefollowingstatement?
Thesupremehappinessoflifeistheconvictionthatweareloved.
VIII.TeachingProcedure
1.Task:
Theteacher’sintroductionabouttheauthor
Purpose:
toletstudentsgettoknowtheauthor,herworksandherwritingstyle.
Procedure:
a.(Sts-T)Stspresenttheinformationtheygetabouttheauthor
b.(T→Sts)Teachergivessupplementaryinformationabouttheauthor,herworksandherwritingstyle
2.Task:
Thetopicfordiscussion
Purpose:
ToletstudentspracticetheirlisteningandoralEnglishandlearntopresenttheirideas
Procedure:
a.Appreciateasong:
Yesterday
b.(T→Sts)Theteacherintroducethetopictostudents
Whatarethemostimportantthingswhenyouareinlovewithsomeone,orrather,whenyouwanttomarryhimorher?
Andwhy?
Possibleanswers:
wealth,educationbackground,familybackground,commoninterest,socialstatus,friendscircle,personalities/character,appearance,age…
c.(S←→S)Studentsdiscussthetopicinpair-workway
d.(Sts→T)Studentspresenttheirideasaboutthetopic
3Task:
Thesymbolicmeaningofthetitle
Purpose:
Tomakestudentsrealizethesymbolismofthetitleandgettoknowthiswritingtechnique
Procedure:
a.(T→Sts)Teacher’sintroduction:
Adillpickle
Cucumberreservedinsaltyandspicywaterwithsuchingredientsaspepper,garlic,dillandvinegar.InRussia,itiseatenwithhamburgerasanappetizer.
b.(T←→Sts)Thesymbolicmeaningofthetitle
Teacher’sguidance:
Q1:
Howdoesadillpickletaste?
Adillpickletastessour,spicy,bitterandsweet
Q2:
Whendopeopleeatdillpickles?
Q3:
Whatdoesdillpicklesstandfor?
c.(Sts→T)Possibleanswertothesymbolicmeaningofthetitle
Fromthewoman’sperspective:
Picklereferstothewholeencounterofthewoman.Vera'slifeisverydull.SothemeetingservesasanappetizerjustasastoneisthrownintothemotionlesswaterandstirsupvariousdesirestobreakthedulllifeofVera.
Onthewhole,adillpickleappealstoyouwithattractivecolors:
greenishjar,redchili.Butonceyouopenthejar,oneisenoughandyouwon'tfinishthewholejar,whichimpliesthatthemeetingwillnotbringVerafullsatisfaction.Inthetext,Veraislookingforwardtothemeetingwiththeman,butitturnsouttobenosatisfactionatall.
Fromtheman’spointofview:
Inhislife,Veraisjustanappetizer,notamaincourse,meaningsheisnotapersonthatthemanwouldliketospendthewholelifewith.Sheonlymakeshisdulllifealittlecolorful.
4Task:
Textappreciation–ADillPickle
Purpose:
Toanalyzeandunderstandthedetailsofthetext
Procedure:
a.(T→Sts)Teacherlistsbasicelementstoanalyzethestory
b.(Sts←→T)Studentsreadthroughthestory,andpresenttheinformationaboutthestory:
Settingofthestory:
inarestaurant
Protagonists:
Veraandherex-lover(hisnamewasnevertold)
Plotofthestory:
ayoungwomanandayoungmanwhohadbeenloversoncemetagainaftersixyearsofseparation.Theysatandreminisced
Greatchangesbetweenthetwoprotagonistsaftersixyears:
VeraTheman
Appearance
Socialstatus
Financialconditions
Manners
Character
5Task:
Languagestudy---ReflectiveVerbandReflectivePronoun
Purpose:
TostudyhowtouseReflectiveVerbandReflectivePronouncorrectly
Procedure:
(T-Sts)
ReflectiveVerb
Youareforgettingyourself.
Ifeelmyselfoverwhelmedwithsadness.
ReflectivePronoun
a.predicateobject
Heabsentedhimselffromclasstowatchafootballgame.
b.prepositionalobject
Ihavetheroomtomyself.
Allthisisbetweenourselves.
c.predicative:
be+reflectivepronoun(身心健康)
Iamgladthatyouareyourselfagain.
d.appositive:
自己,亲自,本人
Theythemselvesaretoblame.(Theyaretoblamethemselves.)
6Task:
Extension---oralandwritingpractice
Purpose:
Tocultivatethestudents’criticalliteraryappreciationability
Procedure:
a.Dramatizethewholestory,andpayspecialattentiontothepsychologicalmovementofthemaincharacter.
b.writingtask:
Writeashortessayofabout160—200wordsonthechangesVerafoundinherformerloverwhentheymetagainsixyearslater.
7.Task:
Discussingclassactivities
Purpose:
Toreflectonclassactivities
Procedure:
a.Howthelessonwasdividedandwhatbasicactivitiesweredone.
b.Whatyoufeelyouhavegotfromtheactivities?
c.Dothereanypointsneedmorework?
8.Task:
GroupDiscussion
Purpose:
Tofosterstudents’desiretodiscussionthethingsindailylife.
Procedure:
a.(T-Sts):
What’syourideaaboutthefollowingstatement?
Thesupremehappinessoflifeistheconvictionthatweareloved.
b.(Sts-Sts):
Presenttheirideasonthepublicemailsystem.
9.Task:
classquiz
Purpose:
Tocheckstudentsunderstandingofthetext
Procedure:
a.Studentwillbeaskedtoretellthetextbeforeanewclass.
b.Theclasswilldosomedictationinclasstime.
IX.LanguagePoints:
1.beseated:
seatoneself,sitdowninsomeplace;locateatsomeplace就座,坐着,位于
Hewasseatedatoneofthoselittlebambootables.
Heseatedhimselfatoneofthoselittlebambootables.
2.Hewaspeelinganorange.
n.—v.topeelpotatoes;tohusktherice;toshellthepeas;toweedthegarden;toshearthesheep(tocutdownthefurofthesheep);toscalethefish
3.…tomeethereyes.
inmyeyes:
我的意见;Eyefront:
(列队)向前看;havesb.inone’seye:
挂念;inthepubliceye:
公然的,众所周知;keepaneyeon:
留神挂念;runone’seyethrough:
浏览;theeyeofday:
(诗歌用语)太阳
4.lightup:
(ofaperson’sface,etc.)tobecomebrightoranimated(指人的脸等)发亮,春风满面;容光焕发
Herfacelightedupwhensheheardthegoodnews.
5.“You’vechanged.You’vechangedverymuch,”hesaid,staringatherwiththateager,lightedlook.“Youlooksowell.I’veneverseenyoulooksowellbefore.”
No.shewasnotfeelingwell.Shecouldnotbearthecoldweather.Sheshudderedoftenfromthecold.Andshewasbeginningtofeeltheeffectofhergrowingage.Quitelikelyshewassickatthattime.
Probablyhetriedtosaysth.tomakeherhappyortocompensateforhisnotrecognizingheratthefirstsight.
6.…loatheit:
hateitverymuch厌恶憎恨
Comparisonamongdetest,abhor,abominateandloathe
detest:
强烈的敌视反对
abhor:
不喜欢厌恶因为害怕而退缩
abominate:
强调特别不喜欢经常指道德上的谴责
loathe:
讨厌非常不喜欢主要指人生理上的自然反应
7.Youweresaying:
anexpressionusedtoencouragesomeoneyoujustinterruptedtocontinuetospeak.Inthissentence,themandidn’tencourageVeratotalkaboutherself.Hewantstoturnthesubjectbacktohimself.
8.thattrickofhis:
=histrick强调结构.
“Lookatthatsonofyours,”thehusbandshoutedathiswife.
Ilikethatcarofyours.Itlookssobeautiful.
9.exasperate:
a.toannoy,tovex;toirritateverymuch;使人苦恼,烦恼
aggravate:
(informal)惹人生气打搅别人
annoy:
故意麻烦别人使其气愤烦躁
exasperate:
由于一时的不冷静或经历了一再烦恼后无法忍耐而变得愤怒
irritate:
不断重复的无礼貌的或粗鲁的行为使人失去耐心而恼火
aggrieve:
使感受到痛苦或烦恼
distress:
使忧虑或受打扰
nettle:
尖锐的但短暂的骚扰
rile:
激起怒火怨恨的煽动
peeve:
经常激起小的或发牢骚的愤怒
v.恶化加重
exasperate:
增加严重性或紧张程度
aggravate:
使事情变得更坏更严重
deteriorate:
损害或降低质量性质或价值的退化
exacerbate:
增加暴力程度激烈程度使形势恶化
worsen:
恶化使变得更坏
10.haunt:
vt.
(1)常到,常去;(思想、回忆)萦绕;(疾病)缠住;
Memorieshauntedher.
(2)(气氛)充满,弥漫e.g.Memoriesofformergaietyhauntedthehouse.
11.…behavinglikeamaniacaboutthewasps—wavingthemaway,flappingatthemwithhisstrawhat,seriousandinfuriatedoutofallproportiontotheoccasion.Howshehadsuffered.
WhathappenedthatafternoonthatmadeVerasuffer?
(Hewassochildish,trivial,andridiculousthatshefeltthathehadmadeafoolofthemboth.)
wavesb./sth.Away:
toshowthat(apersonorvehicle)shouldmoveinthespecificdirection,bywavingone’shand向(某人或车)挥手示意向某方向移动.
Shewavedthemawayimpatiently.
Outofallproportiontotheoccasion:
completelyuncalled–for;totallyunnecessaryunderthecircumstances
12.Yesithadbeenawonderfulafternoon,fullofflowersand—warmsunshine.Herthoughtslingeredoverthelasttwowords.Herthoughtslingeredoverthelasttwowords.Whichtwowords?
(warmsunshine)Why?
(Shewishedthatshecouldhavesomewarmsunshineatthatmoment.)
13.Andinthewarmth,asitwere,anothermemoryunfolded.Assherememberedthewarmsunshine,thatwaspartoftheirexperienceofKenGardens,anothermemorycametohermind,similarlyp
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