《高级英语》教案 高级英语》
“ADVANCED ENGLISH” TEACHING NOTES FOREIGN LANGUAGES DEPARTMENT
课程名称:高级英语 课程名称 教学对象: 教学对象:英语本科三、四年级学生
教学内容: 教学内容:ADVANCED ENGLISH (Book One & Book Two) 教学重点: 教学重点:
  1. 文化背景知识;对课文的理解;语法的难点;作者 的写作特点;词汇;有关英语修辞手法。
  2. 语言基本功的训练(听,说,读,写,译)
  3. 培养学生进行语言教学的基本技能
每周学时: 每周学时:4 节(每班)
考试方式: 考试方式:形成性评价与终结性评价相结合
教学方法:General Methodology, Lecture, Reports, Discussion, 教学方法 Demonstration, Learner-based Teaching. 教学目的: 教学目的:
  1. To improve students' four language skills: listening, speaking, reading and writing.
  2. To cultivate students' basic skills in English language teaching.
  3. To acquire a certain degree of skill in analyzing the structures of each text.
  4. To understand the difficult language points in each lesson.
  5. To improve students' ability in oral presentation and demonstration.
  6. To develop an appreciation of the English language and its
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importance as our linguistic bridge to the rest of the world.
  7. To arouse the desire to improve one's own speech habits for better communication in view of the fact that students are preparing to be English language teachers.
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教学基本要求: 教学基本要求:
  1、提高独立工作能力,学会查找有关参考书,会自己动手写注释、 做笔记。
  2、培养分析、欣赏写作技巧的能力。
  3、掌握基本的英语修辞手段的使用技巧。
  4、准确掌握课文内容,学会分析课文的写作技巧,并能将其应用于 写作。
  5、培养语篇分析能力,学会词语释义,即用英语解释英语短语或句 型转换。
  6、 逐步培养对语言与文化之间的关系的敏感性。
  7、学习、巩固构词法、区分同义词的差别,更好地掌握词义。
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课程基本内容和学时分配: 课程基本内容和学时分配: 第一学期: 第一学期: 本学期的教学内容: 张汉熙主编的 《高级英语》 第一册的 1 至 8 单元, 本学期的教学内容: 共 72 学时。 教学安排: 教学安排:本学期共需学习 8 个单元,平均每个单元约需 9 课时。其 中背景知识介绍、 相关文化知识介绍及文章结构概述约 需 1 学时,课文讲解约需 5 学时,课后练习约需 3 学时。 教学要求: 要求学生课前对每个单元的相关文化背景知识作必要的了 教学要求: 解,预习课文;练习用英语对词语、句子进行释义;认识 和辨别课文中出现的各种修辞手法; 了解英语中各种文体 的作用和特点; 在老师指导下分析、 欣赏文章的写作技巧、 文章的结构、语言特点;学会查找参考书,并自己动手写 注释、做笔记等。
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Unit 1: The Middle Eastern Bazaar
I . Additional Background Knowledge
  1. Middle Eastern Countries
  2. Architecture of Gothic Style II . Introduction to the Passage
  1.Type of literature: a piece of objective description
  2.The purpose of a piece of objective description: to record and reproduce a true picture with opinions and emotions of the author excluded
  3. Ways of developing a piece of objective description: to begin with a brief general picture, divide the object into parts and organize the detailed description in order of space III . Effective Writing Skills
  1. making effective use of specific verbs
  2. using adjectives accurately
  3. using five human senseshearing, smelling, seeing, tasting and touching to make the description vivid
  4.using rhetorical devices properly IV . Rhetorical Devices
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  1.
  2.
  3.
  4.
simile metaphor assonance onomatopoeia
V . Special Difficulties
  1.
  2. paraphrasing some sentences translating some paragraphs

  3. identifying figures of speech VI . Questions
  1. What is a bazaar? Can you name some of the Middle Eastern countries in which such bazaars are likely to be found?
  2. Name all the markets in the bazaar. What kind of economy do you think they represent? Give facts to support your view.
  3. What scene do you find most picturesque in the bazaar? Why?
Unit 2: Hiroshima“the Liveliest” City in Japan by Jacques Danvoir
I . Additional Background Knowledge
  1. The City of Hiroshima
  2. The first dropping of an atomic bomb“Little Boy” II . Introduction to the Passage
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  1. Type of literature: a piece of radio report
  2. The purpose of a piece of radio report: to inform the auditors of the truth
  3. Some characteristics of radio report: authenticity and objectivity III . Effective Writing Skills
  1. accurately recording the dialogues with some Japanese to reinforce the authenticity of the report
  3. carefully observing and describing details to reinforce the authenticity of the report
  3. vivid and humorous description to make the report interesting IV . Rhetorical Devices
  1. metaphor
  2. anti-climax V . Special Difficulties
  1. reading between the lines
  2. paraphrasing some sentences VI . Questions
  1. What was the writer’s attitude towards Hiroshima?
  2. Was Hiroshima in any way different from other Japanese cities?
  3. Even in this short description one may find some of the problems of Japan, or at least, of Hiroshima. Can you say what they are?
  4. How do the Japanese themselves look at Hiroshima? Why?
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VII. Detailed Teaching Notes: Hiroshima--the "Liveliest" City In Japan

  1. The Map of Japan
Hiroshima Hiroshima, city on southwestern Honsh? Island, Japan, capital of Hiroshima Prefecture, at the head of Hiroshima Bay. The city was founded in 1594 on six islands in the ?ta River delta. Hiroshima grew rapidly as a castle town and commercial city, and after 1868 it was developed as a military center. On August 6, 1945, during World War II
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(1939-19
  45), the first atomic bomb to be used against an enemy position was dropped on the city by the United States Army Air Forces (see Nuclear Weapons). According to U.S. estimates 60,000 to 70,000 people were killed or missing as a result of the bomb and many more were made homeless. (In 1940 the population of Hiroshima had been 343,6
  98.) The blast also destroyed more than 10 sq km (4 sq mi) of the city, completely destroying 68 percent of Hiroshima's buildings; another 24 percent were damaged. Every August 6 since 1947, thousands participate in interfaith services in the Peace Memorial Park built on the site where the bomb exploded. In 1949 the Japanese dedicated Hiroshima as an international shrine of peace. After the war, the city was largely rebuilt, and commercial activities were resumed. Machinery, automobiles, food processing, and the brewing of sake are the main industries. The surrounding area, although mountainous, has fertile valleys where silk, rice, and wheat are produced. Population (19
  90) 1,085,7
  05.
  2. The Bombing of Hiroshima
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On August 6, 1945, during World War II, the United States dropped the first atomic bomb on Hiroshima, a Japanese city and military center. An estimated 60,000 to 70,000 people were killed or reported missing, and thousands more were made homeless. Sixteen hours after the attack, U.S. President Harry S. Truman’s report of the event was broadcast to radio listeners. The explosion produces great amounts of heat, a shock wave and intense radiation. The region of the explosion becomes radioactively contaminated and radioactive products may be deposited elsewhere as
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fallout. At 8:15 a.m. on August 6, 1945, by order of President Truman, the first Atomic bomb, nicknamed Little Boy was exploded over a point near the centre of Hiroshima, destroying almost everything with a radius of 830-1,450 meters. The damage beyond this area was considerable, and over 71,000 people were killed instantly. Many more later died of injuries and the effects of radiation. Casualties numbered nearly 130,0
  00. Survivors are still dying of leukaemia, pernicious anaemia and other diseases induced by radiation. Almost 98% of the buildings were destroyed or severely damaged. The Japanese dedicated post-war Hiroshima to peace. A destroyed area named "Peace City" has been set aside as a memorial. A peace Park was build. A special hospital built here treats people suffering from exposure to radiation and conducts research into its effects.

  3. Rhetoric tenor (subject): the concept, object, or person meant in a metaphor vehicle (reference): a medium through which something is expressed, achieved, or displayed Simile: A simile makes a comparison between two unlike things having at least one quality or characteristic in common. The two things compared must be dissimilar and the basis of resemblance is usually an
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abstract quality. The vehicle is almost always introduced by the word "like" or "as". Self-criticism is as necessary to us as air or water. The water lay grey and wrinkled like an elephant's skin. My very thoughts were like the ghostly rustle of dead leaves. The bus went as slowly as a snail. Her eyes were jet black, and her hair was like a waterfall. The comparison is purely imaginative, that is, the resemblance between the two unlike things in that one particular aspect exists only in our minds, and not in the nature of the things themselves. As cold waters to a thirsty soul, so is good news from a far country. Metaphor is considered the most important and basic poetic figure and also the commonest the most beautiful. Snow clothes the ground. The town was stormed after a long siege. Boys and girls, tumbling in the streets and playing, were moving jewels.
I had a lump in my throat At last this intermezzo came to an end... I was again crushed by the thought... ...when the meaning ... sank in, jolting me...
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Metonymy(借代、换喻) She was a girl who excited the emotions, but I was not one to let my heart rule my head. He took to the bottle. ...little old Japan adrift amid beige concrete skyscrapers ...struggle between kimono and the miniskirt I thought that Hiroshima still felt the impact
Metonymy can be derived from various sources: a. Names of persons Uncle Sam: the USA b. Animals the bear: the Soviet Union the dragon : the Chinese (a fight between the bear and the dragon) c. Parts of the body heart: feelings and emotions head, brain: wisdom, intelligence, reason grey hair: old age d. Profession: the press: newspapers, reporters etc. He met the press yesterday evening at the Grand Hotel.
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the bar: the legal profession e. location of government, business etc. Downing Street: the British Government the White House: the US president and his government the Capital Hill: US Congress Wall Street: US financial circles Hollywood: American filmmaking industry
Euphemism: the substitution of an agreeable or inoffensive expression for one that may offend or suggest sth unpleasant. e.g: He was sentenced to prisonHe is now living at the government's expenses. The boy is a bit slow for his age. to go to heavendead to go to the bathroom, do one's business, answer the nature's call, put an end to my life. Each day of suffering that helps to free me from earthly cares.
Irony: Hiroshimathe Liveliest City in Japan the good fortune that my illness has brought me
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Anti-Climax: a town known throughout the world for itsoysters
Alliteration: slip to a stop tested and treated Rhetorical Question Was I not at the scene of the crime?

  4. Detailed Study of the Text:
  1. slip: to move slidingly, smoothly, secretly or unnoticed. it carries a stronger implication of a frictionless than slide.
  2. lump: a mass of sth. solid without a special size of shape a lump of lead, sugar Black coffee, 2 lumps, please! a hard swelling on the body She was afraid when she felt a lump in her left breast to have a lump in one's throat: to have a tight feeling in the throat because strong emotion, such as sorrow or gratitude, to have one's throat choked, to have a feeling of pressure, being unable to breath, a tight sensation in the throat caused by unexpressed pity, sorrow, excitement, etc.
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All during her husband's funeral, she had ... John's mother had a ... at his college graduation. The strong sensation of excitement and sorrow made me unable to breathe or to speak as if my throat was choked, as if my throat got blocked by sth. solid.
  3. on my mind: troubling one's thoughts, causing anxiety, unhappiness. When you have sth on your mind, you can't get rid of it, you are completely preoccupied, and obsessed. His failure weighs heavily on him mind. He has got too much on his mind to worry about your problem. I am glad you want to talk about this. It's been on my mind for weeks. cf: in one's mind: think about, think of I think I know what's in your mind. Her mother was always in her mind.
  4. the very act of stepping on this soil: act and action: Action refers primarily to the process of acting; act to the result, the things done. An action is usually regarded as occupying some time and involving more than one step; an act is more frequently thought of as momentary of instantaneous and as individual.
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The rescue of a shipwrecked crew is a heroic action while the launching of the lifeboat, a brave act. a course of action on this soil: on this land, on this earth, ground The word SOIL conveys a strong emotion, it is an emotive word. A person in
 

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