2022年unitthinkingasahobby .pdf
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1、- 1 - 基础英语 4 课程教案授课题目(教学章、节或主题) :Unit 1 Thinking as a Hobby课时安排8 学时授课时间第一周 , 第二周教学目的和要求(分掌握、熟悉、了解三个层次):1. 掌握 Master the key words, phrases and some useful sentence patterns in the text. 2 熟悉:Get familiar with rules of word formation , grammatical points and understand the structure of the text 3了解:
2、Get to know something about the author and the three grades of thinking 教学内容(包括基本内容、重点、难点) :1基本内容: Understand the whole text; Think about the meaning of thinking 2重点: key words, phrases and some useful sentence pattern lest, masterpiece, modest, muscular, patriotism, proficient, ruinous, spectacles,
3、 vanish acquaintance, centralized, compensation, compulsive, contemplate, contempt, contradiction, gloom, hideous, irresistible, 3难点: Grammarthe uses of being讲课进程和时间分配:Step 1Lead in (15 minuets)1. Warm-up activities; 2. Introductory Remarks; 3. Information related to the text; Step 2 Global Reading
4、(15minutes) 1. Part Division of the text 2. questions for discussion Step 3 Detailed Reading(200 minutes) 1. Language points; 2. Difficult sentences; 3. Questions about the text for discussion; 4. Grammar Step 4 After Reading (130minutes) 1. Discussion; 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - -
5、 - - - - - 名师精心整理 - - - - - - - 第 1 页,共 9 页 - - - - - - - - - - 2 - 2. Make a summary of the text 3. Exercises in the textbook 讨论、思考题、作业:Assignments: 1.Student s book Page16: Exercises II Vocabulary 2.Student s book Pages 18-21 3. Translation: Page 17 Exercise 3 sentence 1,5,8,9+ Page 25 1 ,8,9 4. T
6、ranslation 4 on Page 25 Paragraph 3,4 参考资料(含参考书、文献等) :Contemporary College English Intensive Reading: Teachers BookAdvanced Learners English-Chinese Dictionary On-line resource 授课类型(请打 ) :理论课 讨论课 实验课 练习课 其他教学方式(请打 ) :传统讲授 双语 讨论 示教 指导 其他 教学资源(请打 ) :多媒体 模型 实物 挂图 音像 其他名师资料总结 - - -精品资料欢迎下载 - - - - - - -
7、 - - - - - - - - - - - 名师精心整理 - - - - - - - 第 2 页,共 9 页 - - - - - - - - - - 3 - Unit 1 Thinking as a Hobby by William Golding Teaching Objectives 1. Master the key words, phrases and some useful sentence patterns in the text. 2. Get familiar with rules of word formation ,grammatical points and under
8、stand the structure of the text 3. Get to know something about the author and the three grades of thinking Teaching Procedure Part I Background Information 1. About the author - Sir William Gerald Golding(September 19, 1911June 19, 1993)He was an English novelist, poet and winner of Nobel in Literat
9、ure: “for his novels which, wit h the Perspicuity (睿智)of realistic narrative art and the diversity and universality of myth, illuminate the Human condition in the world of today.” His work is characterized by exploration of the darkness of mans heart, deep spiritual and ethical questions. Goldings v
10、iew is pessimistic: human nature is inherently corruptible and wicked. His first novel, Lord of the Flies 蝇王 (1954), dealt with an unsuccessful struggle against barbarism(野蛮主义)and war, thus showing the ambiguity (不确定性) and fragility (脆弱性)of civilization. It has also been said that it is an allegory(
11、 寓言) of World War II. 2. Brief Introduction to the Text The author s use of the word “hobby” is interesting. By using this word he means that thinking is not just for professional thinkers like philosophers. It is something all educated people should enjoy doing. This special interest is often refer
12、red to as “idle curiosity”, and it is considered one of the most precious qualities in young scholars. Students should play with ideas the way they play with balls. Both are important for their healthy development, one mental, and the other physical. The essay can be neatly divided into three parts.
13、 The first part tells us how the subject of thinking was first brought up to the author and how he came to understand the nature of what he calls “grade-three thinking”, which, he discovered, was no thinking at all, but a combination of ignorance, prejudice and hypocrisy. Unfortunately, according to
14、 the author, most people belong to this category. 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 3 页,共 9 页 - - - - - - - - - - 4 - The second part deals with “grade-two thinking”. People who belong to this category can detect the contradictions of grade- three thinke
15、rs beliefs. They can see their ignorance, prejudice, hypocrisy and lack of logic, which gives them great delight and satisfies their ego. However, grade-two thinking has nothing constructive to offer. It destroys without the power to create. Therefore the satisfaction it brings the thinker is limite
16、d and does not last. The answer to this lies in the third part in which the author discusses the definition of “grade-one thinkers” people who set out to find the truth and get it. It would be interesting to ask ourselves which of the three categories we belong to, and if, for some reason, we are no
17、t yet grade-one thinkers, whether we have any need or wish to move up to the next grade. The author does not say explicitly what coherent system of thought he has finally developed which makes him a grade-one thinker. But he has given us very broad hints. Obviously his thinking is based on high mora
18、l standards and is opposed to such things as big business, centralized government, wars, armies, heady patriotism, dishonest politicians, etc. which he regards as mere trifles or pointless actions. We can also infer from his sarcastic description of those historical events and political figures wher
19、e he stands in religion and politics. Part II. Questions for Discussion 1. What is this essay talking about? 2. What do the three statuettes symbolize? What effect do the boys descriptions have?3. How did the author describe the following figures to demonstrate his analyses of different grades of th
20、inking? Headmaster Me, the boy A pious lady Ruth Mr. Houghton British Prime Minister American politicians Me, the author Part III. Detailed Discussion of the Text 1. nothing but(p2): nothing except; only - His parents care nothing but his scores at school. - One was a lady wearing nothing but a bath
21、 towel. 2. lest (p2):for fear that; in order to make sure that sth. will not happen - He hide behind the curtain lest the professor (should) see him. - She turned pale when her son came out of the study lest he (should) have heard what she had said. 3. farther: v. further - After graduating from Fu
22、Dan University with the bachelor degree, he went abroad to seek 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 4 页,共 9 页 - - - - - - - - - - 5 - further study. 4. delinquent adj.&n. (p3) : (person, especially the young) doing wrong; failing to perform a duty - juveni
23、le delinquent - delinquent children - the problem of juvenile delinquency 5. if anything(P4) :on the contrary - Your suggestion did not encourage him. It, if anything, discouraged him. - He is not known for his generosity. He is, if anything, quite miserly. 6. confront sb.with sth.(vt.) (p24): to op
24、pose sb. or bring sb. to sth. - I confronted him with my suspicions, and he admitted everything.( 对质) - The customers are confronted with a bewildering amount of choice. - We must confront the future with optimism.(勇敢面对)7. get sth. to thought(p24) -I no longer dismiss lightly a mental process which
25、for nine tenths of the population is the nearest they will ever get to thought. Meaning: I no longer consider the way grade-three thinkers unimportant because they account for nine-tenths of the people and therefore have great power. Now I know that ignorance, prejudice and hypocrisy are very powerf
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