网络课程—高级英语(二)

课程简介

石河子大学课程教学设计课程名称: 高级英语（二）授课班级: 2022级1班（师范）主讲教师及职称: 牛乃瑞（讲师）总学分 / 学时: 4/64 外国语学院英语系（部）教研室石河子大学教务处制 Lesson 1 Pub Talk and the King' s English 教学设计一、课时数与学情分析【课时说明】高级英语（二）共64学时,本单元共计10课时讲授。【学情分析】学生已经修完高级英语（一）授课对象：英语2022级1班(师范)学生知识关联：词汇量、跨文化交际意识、语篇分析能力、英文表达能力。二、教学理念通过课堂讲解重点进一步提高学生的英语文章篇理解能力、赏析英文修辞能力和了解英语国家文化，理解英语国家文化的内涵和根源，具有英语国家文化科学的鉴赏能力。开阔学生的视野并进一步提高学生的书面表达能力。具备良好的沟通和交流的能力，能更清晰流畅地表达自己的思想和观点。在了解不同的题材，不同时代的英语文章、作家、观点、文体和风格时应采取的策略和方法。培养他们独立思考的精神、分析批判的能力、理性思维的习惯。有意识地开展科学的世界观，人生观，价值观的引导特别是社会主义核心价值观的引导。对学生进行爱国主义教育，树立社会主义核心价值观。三、教学目标【知识层面】 1. To be acquainted with the knowledge of the development of English. 2. To know what is King's English and its history. 3.To learn to use words to describe spoken English. 4.To appreciate the language features. 【能力层面】To learn to write a story about a language; To know the writing of an exposition. 表达较自然，语句连贯,语法基本正确,语言通顺恰当。【认知层面】通过对本文的内容分析，引导学生理解本文主题：1.对话是人类的一种活动，一次好的对话并不是为了表达自己的观点。酒吧里的谈话有它自己的魅力。2. 英语已经为被承认而奋斗了几个世纪，我们应该为国王的英语感到骄傲。通过小组讨论当前英语在语言界的地位，开展具有中国特色社会主义的汉语文化自信教育。四、重难点分析【教学重点】及【教学难点】 1.The theme of the text：Conversation is an activity of human beings, and a good conversation is not for making a point. Conversation in a pub has a charm of its own; English has fought for centuries to be recognized and we should be proud of King’s English. 2. How to make a good conversation? 五、教学过程与方法(一) 教学环节教学内容教学过程与方法设计时间安排课程导入 Watch the video 2009UK Queen's Christmas Speech.mp4 I. Pre-watching task: What are the characteristics of the Queen’s English? II. Post-watching task: Compare the difference between Queen’s English and the pub English. 25 mins 课程主体内容 Background Information: The author Demonstrated by PPT and narrated by the lecturer 15 mins Introduction Text Organization Further Understanding Question and answer with students; Students’ work The History of English History of English Pub Thomas Carlyle 40 mins Introduction to Exposition Theme of the Text Question and answer with students 8 mins Homework Vocabulary in 1st part (Para. 1-4) 2 mins 课程小结 Short summary of the part 0 mins 教学反思教学过程与方法(二) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Lead-in Discussion with students; What is the criteria for judging a good conversation? 10mins Text appreciation: Rhetorical Devices: Simile Rhetorical Devices: Metaphor Demonstrated by PPT and narrated by the lecturer 1.They are like the musketeers of Dumas... 20mins Detailed study of the text: (From Para.1 to Para.4) Paraphrase: Word Study: Question and answer with students; Students’ work 1. And it is an activity only of humans. (Para. l) 2. Conversation is not for making a point. (Para. 2) 3. In fact, the best conversationalists are those who are prepared to lose. (Para. 2) 30mins 1. sociable 2. musketeer 3. delve 4. desultorily 5. commonplace 25mins Homework Vocabulary in 2nd part (Para. 5-8) 2mins 课程小结 Short summary of the part 3mins 教学反思教学过程与方法(三) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Effective use of allusion Rhetorical Devices: Metaphor Demonstrated by PPT and narrated by the lecturer 4. The conversation was on wings. (Para.8) 5. …think ourselves back into the shoes of the Saxon peasant. 25mins Detailed study of the text: (From Para.5 to Para.12) Paraphrase: Word Study: Question and answer with students; Students’ work 6. I have an unending love affair with dictionaries. (Para. 17) 7. …the King’s English slips and slides in conversation. (Para. 18) 5. …think ourselves back into the shoes of the Saxon peasant. (Para.11) 30mins 6. alchemy 7. affirmation 8. Saxon churl 9. rift 10. scamper 30mins Homework Writing an essay 2mins 课程小结 Summary 3mins 教学反思教学过程与方法(四) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Effective use of allusion Rhetorical Devices: Metaphor Demonstrated by PPT and narrated by the lecturer 4. The conversation was on wings. (Para.8) 5. …think ourselves back into the shoes of the Saxon peasant. 6. ...blow on a dandelion clock---seeds multiplied---floated to the ends of the earth 7. The phrase has always been used a little pejoratively and even facetiously by the lower classes. 30mins Detailed study of the text: (From Para.13 to Para.18) Word Study: Question and answer with students; Students’ work 20mins 11. tussle 12. dandelion 13. pejoratively 14. facetiously 15. edict 30mins Homework 2mins 课程小结 Summary 3mins 教学反思教学过程与方法(五) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Effective use of allusion Rhetorical Devices: Metaphor Demonstrated by PPT and narrated by the lecturer 4.,,,but one suspects that the great minds were gossiping and judging the quality of the food and the wine.(P19) 5. The bother about teaching chimpanzees how to talk is that they will probably try to talk sense and so ruin all conversation. (P20) 20 mins Detailed study of the text: (From Para.19 to Para.21) Word Study: Question and answer with students; Students’ work 15.slips and slides: 16. ultimatum 17. sinister 18. great minds 25mins Quiz 1 45mins 课程小结 Summary 教学反思六、作业及课外推荐资源【作业】 1. Writing an essay：English as a world language 2. Quiz in Unit 1 Lesson 2 The Sad Young Men 教学设计一、课时数与学情分析【课时说明】高级英语（二）共64学时,本单元共计10课时讲授。【学情分析】学生已经修完高级英语（一）授课对象：英语2022级1班(师范)学生知识关联：词汇量、跨文化交际意识、语篇分析能力、英文表达能力。二、教学理念通过课堂讲解重点进一步提高学生的英语文章篇理解能力、赏析英文修辞能力和了解英语国家文化，理解英语国家文化的内涵和根源，具有英语国家文化科学的鉴赏能力。开阔学生的视野并进一步提高学生的书面表达能力。具备良好的沟通和交流的能力，能更清晰流畅地表达自己的思想和观点。在了解不同的题材，不同时代的英语文章、作家、观点、文体和风格时应采取的策略和方法。培养他们独立思考的精神、分析批判的能力、理性思维的习惯。有意识地开展科学的世界观，人生观，价值观的引导特别是社会主义核心价值观的引导。对学生进行爱国主义教育，树立社会主义核心价值观。三、教学目标【知识层面】 1. To learn about “the lost generation”. 2. To understand the style of the essay. 3. To learn the effective use of topic sentences. 【能力层面】 To appreciate Rod W. Horton’s revealing the thesis of the essay in the final paragraph: “The intellectuals of the twenties, the ‘sad young men,’ cursed their luck but didn’t die; escaped but voluntarily returned; flayed the Babbitts but loved their country, and in so doing gave the nation the liveliest, freshest, most stimulating writing in literary experience.”表达较自然，语句连贯,语法基本正确,语言通顺恰当。【认知层面】通过对本文的内容学习，引导学生认知“20年代的知识分子，‘悲伤的年轻人’，诅咒他们的运气，但没有死；逃跑，但自愿回来；剥了巴比特人的皮，但爱他们的国家，这样做给了这个国家最生动、最新鲜、最刺激的文学体验。”，对学生开展政治观的教育。四、重难点分析【教学重点】及【教学难点】 1. 描写美国历史上的一个时期。 2. “失落的一代”，因为他们具有批判性和叛逆性。然而，他们从未输过，因为他们富有创造力和生产力。五、教学过程与方法（一）教学环节教学内容教学过程与方法设计时间安排课程导入 Lead-in Video-show:Lost Generation by Jonathan Reed Question and answer with students: What does the term “the lost generation” mean to you? Can you name some of its core beliefs? Demonstrated by PPT and narrated by the lecturer 20mins 课程主体内容 Background Information Demonstrated by PPT and narrated by the lecturer： About the Author Rod W. Horton About The Sad Young Men or the Lost generation: Puritanism and Puritans 30mins Text appreciation: Introduction of Feature stories Text Organization Further Understanding Question and answer with students; Students’ work 35mins Homework Preview the text Para.1-2 3mins 课程总结 Quiz in Unit 2 & Summary 2mins 教学反思教学过程与方法(二) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Transferred Epithet Demonstrated by PPT and narrated by the lecturer The slightest mention of the decade brings nostalgic recollections to the middle-aged and curious questionings by the young...(Para. 1) 30mins Detailed study of the text: (From Para.1 to Para.2) Paraphrase: Word Study: Question and answer with students; Students’ work 1.No aspect of life in the Twenties has been more commented upon and sensationally romanticized than the so-called Revolt of the Younger Generation. (Para.1) 2. The rejection of Victorian gentility was, in any case, inevitable. (Para. 3) 3. The war acted merely as a catalytic agent in this breakdown of the Victorian social structure,...(Para. 3) 35mins Word-study: 1. illicit 2.sheik 3. flapper 4. gentility 5. catalytic 20mins Homework Text in 2nd part (Para. 4-7) 2 mins 课程小结 Short summary of the part 2 mins 教学反思教学过程与方法(三) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: simile Demonstrated by PPT and narrated by the lecturer 20 mins Detailed study of the text: (From Para.3 to Para 6.) Paraphrase: Word Study: Question and answer with students; Students’ work But at the same time it was tempted, in America at least, to escape its responsibilities and retreat behind an air of naughty alcoholic sophistication and a pose of Bohemian immorality. ...they "wanted to get into the fun before the whole thing turned belly up." Word-study: 6.Insolence 7.sober up 8.Dissipate 9.contingent 10.sodden 11. dubious 60 mins Homework Writing an essay 3 mins 课程小结 Summary 2 mins 教学反思教学过程与方法(四) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Rhetorical Question Demonstrated by PPT and narrated by the lecturer How much longer can we go on kidding these people? How long before they turn their guns in the other direction? (Para. 25) 15 mins Detailed study of the text: (From Para.7 to Para.10) Word Study: Question and answer with students; Interactive practice with students; 7. Still, a white skin is always fairly conspicuous. (Para. 16) 8. No one would think of running cheap trips to the distressed Areas. (Para. 17) 11. She accepted her status as an old woman, that is to say, as a beast of burden. (Para. 19) 14. Every white man there had this thought stowed somewhere or other in his mind. (Para. 26) 11. witchcraft 12. harrow 13. subsoil 14. bridle 15. halter 16. garrison 70 mins Homework Question and answer with students; Interactive practice with students; 3mins 课程小结 Summary 2mins 教学反思教学过程与方法(五) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Rhetorical Question Demonstrated by PPT and narrated by the lecturer How much longer can we go on kidding these people? How long before they turn their guns in the other direction? (Para. 25) 15 mins Detailed study of the text: (From Para.11 ) Word Study: Question and answer with students; Interactive practice with students; 9. Still, a white skin is always fairly conspicuous. (Para. 16) 10. No one would think of running cheap trips to the distressed Areas. (Para. 17) 12. She accepted her status as an old woman, that is to say, as a beast of burden. (Para. 19) 15. Every white man there had this thought stowed somewhere or other in his mind. (Para. 26) 11. witchcraft 12. harrow 13. subsoil 14. bridle 15. halter 16. garrison 70 mins Quiz 45mins 课程小结 Summary 2mins 教学反思六、作业及课外推荐资源【作业】 Write an essay titled with 400 words in English. You can approach the essay from the following perspectives: How did the common people lead their lives in New York? What’s the up-date situation? The reason for its difference. Lesson 3 Loving and Hating New York 教学设计一、课时数与学情分析【课时说明】高级英语（二）共64学时,本单元共计10课时讲授。【学情分析】学生已经修完高级英语（一）授课对象：英语2022级1班(师范)学生知识关联：词汇量、跨文化交际意识、语篇分析能力、英文表达能力。二、教学理念通过课堂讲解重点进一步提高学生的英语文章篇理解能力、赏析英文修辞能力和了解英语国家文化，理解英语国家文化的内涵和根源，具有英语国家文化科学的鉴赏能力。开阔学生的视野并进一步提高学生的书面表达能力。具备良好的沟通和交流的能力，能更清晰流畅地表达自己的思想和观点。在了解不同的题材，不同时代的英语文章、作家、观点、文体和风格时应采取的策略和方法。培养他们独立思考的精神、分析批判的能力、理性思维的习惯。有意识地开展科学的世界观，人生观，价值观的引导特别是社会主义核心价值观的引导。对学生进行爱国主义教育，树立社会主义核心价值观。三、教学目标【知识层面】 1.To learn the writing technique of a column article; 2.To be acquainted with some American English words and expressions; 3.To know New York in the past and at present; 【能力层面】 4.To appreciate the language features of a column article; 5.To learn to write an expository article from personal and objective perspectives. 【认知层面】这篇文章是发表在《大西洋月刊》上的一篇关于纽约市的杂志专栏文章。它展示了专栏作家对国际大都市的个人看法。《爱恨纽约》揭露了作者对纽约的爱恨态度。他喜欢这座城市的“原始、紧张、紧迫、令人振奋的竞争力和严谨的判断”。他讨厌这座城市“充满活力、紧张的气氛和粗俗的活力”。这种态度是通过对纽约以及纽约人的生活和奋斗的客观和情感描述呈现给读者的。尽管与其他城市相比有缺点和劣势，但纽约人仍然热爱他们的城市。四、重难点分析【教学重点】及【教学难点】爱和恨纽约变成了一个情绪交替的问题，通常是在同一天。正式文体的修辞格运用。五、教学过程与方法（一）教学环节教学内容教学过程与方法设计时间安排课程导入 Watch two videos. Question and answer with students: Describe the New York scene in the video and tell the loving and hating aspect of the city. 1. From where we can see New York’s deficiencies as a pacesetter are more and more evident? 2. Why do many Europeans call New York their favorite city? 3. Why did the writer go and live in New York? 4. What gives the city its sense of freedom? 30 mins 课程主体内容 Background Information Demonstrated by PPT and narrated by the lecturer： About the Author Thomas Griffith (1915–2002) The Big Apple Arturo Toscanini 25 mins Text appreciation: Introduction Theme Text Organization Further Understanding Question and answer with students; Students’ work Language Style 30 mins Homework 3 mins 课程小结 Summary 2 mins 教学反思教学过程与方法(二) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Alliteration Demonstrated by PPT and narrated by the lecturer 1.Those ad campaigns celebrating the Big Apple, those T-shirts with a heart design proclaiming “I love New York,” are signs, pathetic in their desperation, of how the mighty has fallen. (Para.1) 2.Once it was the nation’s undisputed fashion authority, but it too long resisted the incoming casual style and lost its monopoly. (Para. 2) 10 mins Detailed study of the text: (From Para.1 to Para.3) Paraphrase: Word Study: Question and answer with students; Students’ work 2. Nowadays New York cannot understand nor follow the taste of the American people... (Para. 2) 3. ...sitcoms cloned and canned in Hollywood, and the Johnny Carson show live, pre-empt the airwaves from California.. (Para. 3) 1. out of phase with 2. Common Denominator 3. pacesetter 4. preempt 5. casinos 48 mins Homework Vocabulary in 1st part (Para. 4-6) 2 mins 课程小结 Short summary of the part 2 mins 教学反思教学过程与方法(三) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices:Metaphor Rhetorical Devices: Synecdoche Demonstrated by PPT and narrated by the lecturer Nature's pleasures are much qualified in New York. (Para. 6) They take … to its cosmopolitan complexities... its alien mixtures. (Para. 5) 10 mins Detailed study of the text: (From Para.4 to Para.6) Paraphrase: Word Study: Question and answer with students; Students’ work 1 – but it is making something of a comeback as a tourist attraction. (Para. 4) 2. They take more readily than do most Americans to its cosmopolitan complexities, its surviving, aloof, European standards, its alien mixtures.(Para. 4） 6. bilk 7. Dynamism 8. foothold 9. billing 60 mins Homework Writing an essay of Campus love 3 mins 课程小结 Summary 5 mins 教学反思教学过程与方法(四) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Alliteration and Repetition Demonstrated by PPT and narrated by the lecturer 15 mins Detailed study of the text: (From Para.7 to Para.10) Word Study: Question and answer with students; Interactive practice with students; 11. Nature’s pleasures are much qualified in New York. (Para. 8): 12. You never see a star-filled sky; the city’s bright glow arrogantly obscures the heavens.(Para. 8) 13. I wasn’t even sure how I’d measure up against others who had been more soundly educated at Ivy League schools, or whether I could compete against that tough local breed, those intellectual sons of immigrants, so highly motivated and single-minded, such as Alfred Kazin, who for diversion played Bach’s Unaccompanied Partitas on the violin. (Para. 9) 16. congenial 17. tumultuous 18. precariously 19. juxtapositions 70 mins Homework Question and answer with students; Interactive practice with students; 3mins 课程小结 Summary 2mins 教学反思教学过程与方法(五) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Alliteration and Repetition Demonstrated by PPT and narrated by the lecturer 15 mins Detailed study of the text: (From Para.11 to Para.22) Word Study: Question and answer with students; Interactive practice with students; 14. Nature’s pleasures are much qualified in New York. (Para. 8): 15. You never see a star-filled sky; the city’s bright glow arrogantly obscures the heavens.(Para. 8) 16. I wasn’t even sure how I’d measure up against others who had been more soundly educated at Ivy League schools, or whether I could compete against that tough local breed, those intellectual sons of immigrants, so highly motivated and single-minded, such as Alfred Kazin, who for diversion played Bach’s Unaccompanied Partitas on the violin. (Para. 9) 11. qualified 12. jagged 13. gamely 14. vivacity 70 mins Homework Question and answer with students; Interactive practice with students; 3mins 课程小结 Summary 2mins 教学反思六、作业及课外推荐资源【作业】 Presentation Prepare a speech running for the chairman of the Students Union and present it next time. Lesson 5 The Future of The English 教学设计一、课时数与学情分析【课时说明】高级英语（二）共64学时,本单元共计10课时讲授。【学情分析】学生已经修完高级英语（一）授课对象：英语2022级1班(师范)学生知识关联：词汇量、跨文化交际意识、语篇分析能力、英文表达能力。二、教学理念通过课堂讲解重点进一步提高学生的英语文章篇理解能力、赏析英文修辞能力和了解英语国家文化，理解英语国家文化的内涵和根源，具有英语国家文化科学的鉴赏能力。开阔学生的视野并进一步提高学生的书面表达能力。具备良好的沟通和交流的能力，能更清晰流畅地表达自己的思想和观点。在了解不同的题材，不同时代的英语文章、作家、观点、文体和风格时应采取的策略和方法。培养他们独立思考的精神、分析批判的能力、理性思维的习惯。有意识地开展科学的世界观，人生观，价值观的引导特别是社会主义核心价值观的引导。对学生进行爱国主义教育，树立社会主义核心价值观。三、教学目标【知识层面】 To know the conflicts existing between the traditional English character and the Admass. 【能力层面】 To master the writing devices of exposition or argumentation. To master the various rhetorical devices employed in this article. Learn how to brainstorm and give further thinking on the future of the Chinese. 【认知层面】英国人的未来：取决于他们的英国特色和商业营销系统之间斗争的结果；英国工人及其工会老板所扮演的角色；关于男女在职业阶层中所扮演的角色；关于年轻人如何发展；关于他们的政治领导人；关于他们是否拒绝自己的英国特色。学习如何集思广益，进一步思考中国人的未来。四、重难点分析【教学重点】及【教学难点】 1. 传统的“英语特色”如何在未来生存和繁荣？ 2. 如何理解作者的声音：要正确地面对未来，既需要一个方向，也需要一颗巨大的心灵？五、教学过程与方法（一）教学环节教学内容教学过程与方法设计时间安排课程导入 Video Watching Question and answer with students: 1 What do you think is typical of the national character of the English? 2 Do you agree that the “Englishness” is waning with the development of economy and technology? Why do you think so? 20 mins 课程主体内容 Background Information Demonstrated by PPT and narrated by the lecturer： About the Author About Englishness Admass 25 mins Text appreciation: Introduction Theme Text Organization Further Understanding Question and answer with students; Students’ work 1. What’s the characteristic of English people? 2 In your opinion, how could traditional “Englishness” survive and prosper in the future? 40 mins Homework 3 mins 课程总结 2 mins 教学反思教学过程与方法(二) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Metaphor Rhetorical Devices: Simile Demonstrated by PPT and narrated by the lecturer 30 mins Detailed study of the text: (From Para.1 to Para.5) Paraphrase: Word Study: Question and answer with students; Students’ work 1. To write about the English in standard and cosmopolitan political terms, the usual Left-Centre-Right stuff, is almost always wasting time and trouble. (Para. 1) 2. The English are even more different than they think they are, though not more different than they feel they are. (Para. 1) 3. No doubt there are wealthy employers who smile at the TV cameras and declare that all they desire is the friendliest relation with their work force, when at heart they would like to take a whip to the whole idle troublesome mob of them(Para. 2) 1. Englishness 2. cosy 3. Admass 4. impoverished 55 mins Homework Vocabulary in 1st part (Para. 1-10) 2 mins 课程小结 Short summary of the part 3 mins 教学反思教学过程与方法(三) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices:Metaphor Rhetorical Devices:Simile Demonstrated by PPT and narrated by the lecturer 1. Furthermore, while 'Englishness' is not hostile to change, it is deeply suspicious of change for change’s sake, (Para. 6) . 10 mins Detailed study of the text: (From Para.6 to Para.10) Paraphrase: Word Study: Question and answer with students; Students’ work 4.Even our inflation, which keeps everybody nudging everybody for more money, is often seen not as a warning, not as an enemy of the genuine good life, but as a proof that we need more and not less 'Admass'.” (Para. 6) 5.But something like it is being said, thought or felt, in the very places where there is the most money, the most boredom, the most trouble and ‘industrial action’, and indeed the most 'Admass'. (Para. 7) 6.It is one difficulty the American counter-culture enthusiasts have to face - that while they are still praising the rebellious young, half those lads and girls may have already lost their youth and may be as busy conforming to Madison Avenue as they conformed earlier to Hippy California or the road to Katmandu. (Para. 7) 60 mins Homework Writing an essay of Campus love 3 mins 课程小结 Summary 5 mins 教学反思教学过程与方法(四) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Simile Demonstrated by PPT and narrated by the lecturer .....he will not even find much satisfaction in this scrounging messy existence, which does nothing for a man’s self-respect. (Para. 11) 15 mins Detailed study of the text: (From Para.11 to Para.15) Word Study: Question and answer with students; Interactive practice with students; 9. ...and all that is real between them is the arrangement by which one set of chaps take their turn at ministerial jobs while the other set pretend to be astounded and shocked and bring in talk of ruin. (Para. 14) 10. Otherwise they could soon learn, in the worst way, that heavy hands can fall on the shoulders that have been shrugging away politics. (Para. 14) 16. inept 17. slovenly 18. discipline 19. vandalism 20 vicious 70 mins Homework Question and answer with students; Interactive practice with students; 3mins 课程小结 Summary 2mins 教学反思教学过程与方法(五) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Simile Demonstrated by PPT and narrated by the lecturer .....he will not even find much satisfaction in this scrounging messy existence, which does nothing for a man’s self-respect. (Para. 11) 15 mins Detailed study of the text: (Para.15 to Para.16) Word Study: Question and answer with students; Interactive practice with students; 11. Politicians are always making such appeals, whereas statesmen, when they can be found, prefer to take themselves and their hearers out of the stock exchanges, shareholders’ meetings, counting -houses (Para. 15) 12. Otherwise they could soon learn, in the worst way, that heavy hands can fall on the shoulders that have been shrugging away politics. (Para. 14) 16.myopic 17. slovenly 18. discipline 19. vandalism 20 vicious 30 mins Homework Question and answer with students; Interactive practice with students; 0mins 课程小结 Summary Quiz 5 45 mins 教学反思六、作业及课外推荐资源【作业】 Presentation Prepare a speech running for the chairman of the Students Union and present it next time. Lesson 9 The Loons 教学设计一、课时数与学情分析【课时说明】高级英语（二）共64学时,本单元共计10课时讲授。【学情分析】学生已经修完高级英语（一）授课对象：英语2022级1班(师范)学生知识关联：词汇量、跨文化交际意识、语篇分析能力、英文表达能力。二、教学理念通过课堂讲解重点进一步提高学生的英语文章篇理解能力、赏析英文修辞能力和了解英语国家文化，理解英语国家文化的内涵和根源，具有英语国家文化科学的鉴赏能力。开阔学生的视野并进一步提高学生的书面表达能力。具备良好的沟通和交流的能力，能更清晰流畅地表达自己的思想和观点。在了解不同的题材，不同时代的英语文章、作家、观点、文体和风格时应采取的策略和方法。培养他们独立思考的精神、分析批判的能力、理性思维的习惯。有意识地开展科学的世界观，人生观，价值观的引导特别是社会主义核心价值观的引导。对学生进行爱国主义教育，树立社会主义核心价值观。三、教学目标【知识层面】 1. To master the writing devices of this article. 2. To master the various rhetorical devices employed in this article. 3. To know the conflicts existing between races. 4. To reflect and discuss these conflicts. 【能力层面】To reflect and discuss these conflicts. 【认知层面】通过对本文的内容学习，使学生能清楚认知随着自然被文明破坏，潜鸟正在消失。通过描述生活在加拿大的土著群体印第安家庭的梅蒂斯人皮奎特·托内尔的困境，反映了当时她的人民被白人统治的社会边缘化，他们无法以体面、体面和有尊严的方式独立存在，他们发现不可能融入主流文化，也很难舒适地被同化。学生能了解揭露殖民者的黑暗历史。四、重难点分析【教学重点】及【教学难点】 1. 劳伦斯的语言特点； 2. 以皮奎特和她的人民为代表的印第安人在现代社会中感到文化和种族上的疏远和边缘化，就像潜鸟没有找到合适的栖息地，随着越来越多的村舍建在湖边而消亡一样。它反映了不同民族和不同文化之间的冲突和妥协。五、教学过程与方法（一）教学环节教学内容教学过程与方法设计时间安排课程导入 Watch two videos. Question and answer with students: 1) what is racial discrimination or marginalization? 2) What causes the conflicts between peoples and racial marginalization? 20 mins 课程主体内容 Background Information Demonstrated by PPT and narrated by the lecturer： About the Author Loon Métis Louis David Riel 25mins Text appreciation: Introduction Theme Text Organization Further Understanding Question and answer with students; Students’ work Theme：The Indians, represented by Piquette and her people, felt alienated and marginalized culturally and racially in the modern society just as the loons failed to find a suitable habitat and simply died out as more and more cottages were built on the lakeside. It reflects the clash and compromise between different ethnic groups and divergent cultures. 45 mins Homework Question and answer with students; Interactive practice with students; Why does the writer choose this term? 2mins 课程总结 3 mins 教学反思课文较长，还有许多习语和混血梅蒂人口语及作者的语言特点，学生应该做好预习。教学过程与方法(二) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Hyperbole Rhetorical Devices: Personification Rhetorical Devices: Antithesis Rhetorical Devices: Hyperbole Demonstrated by PPT and narrated by the lecturer 1. …dresses that were always miles too long. (Para. 3) 2. The two grey squirrels were still there, gossiping… (Para. 17) 10 mins Detailed study of the text: (From Para.1 to Para.30) Paraphrase: Word Study: Question and answer with students; Students’ work 1. The basis of this dwelling was a small square cabin made of poplar poles and chinked with mud…long silence. (Para. 1) 2. As the Tonnerres had increased, their settlement…and rusty tin cans. (Para. 1) 3. When their men were not working at odd jobs or as section hands on the C.P.R. they lived on relief. (Para. 2) 1. bruise 2. grimy 3. contagious 4. stifle 5. austere 6. tame 7. fissure 8. meticulously 48 mins Homework Vocabulary in 1st part (Para. 1-10) 2 mins 课程小结 Short summary of the part 2 mins 教学反思海华沙需要多了解，给学生增补海华沙部分内容。让他们跟能了解人物土著人的生活习惯。教学过程与方法(三) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices:Hyperbole Rhetorical Devices: Transferred Epithet Demonstrated by PPT and narrated by the lecturer …those voices belonged to a world separated by aeons from our neat world… (Para. 40) All around, the spruce trees grew tall and close-set, branches blackly sharp against the sky which was lightened by a cold flickering of stars. (Para. 39) 10 mins Detailed study of the text: (From Para.11 to Para.15) Paraphrase: Word Study: Question and answer with students; Students’ work 17“…If you mean where my old man, and me, and all them live, you better shut up, by Jesus, you hear?” (Para. 33)My brain, that precision instrument, slipped into high gear. (Para. 17) 18. …the loons will go away. (Para. 35) 19. All around, the spruce trees grew tall and close-set, branches blackly sharp against the sky, which was lightened by a cold flickering of stars. (Para. 39) 9. bizarre 10. impart 11. lore 12. dogged 13. immersed 14. astound 60 mins Homework Writing an essay of Campus love 3 mins 课程小结 Summary 5 mins 教学反思课文中皮奎特的命运多舛，分析人物性格有难度。教学过程与方法(四) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Metonymy Rhetorical Devices: Personification Demonstrated by PPT and narrated by the lecturer Those voices belonged to a world separated by aeons from our neat world of summer cottages and the lighted lamps of home. (our modern civilization) (Para. 40) …the news that somehow had not found its way into letters…(Para. 63) 15 mins Detailed study of the text: (From Para.16 to Para.26) Word Study: Question and answer with students; Interactive practice with students; 23. Her face, so stolid and expressionless before, was animated now with a gaiety that was almost violent. (Para. 49) 24. …her skin-tight skirt and orange sweater displayed to enviable advantage a soft and slender body. (Para. 49): 25. It seemed to me now that in some unconscious and totally unrecognized way, Piquette might have been the only one, after all, who had heard the crying of the loons. (Para. 75) 16. teeter 17. confide 18. despise 19. perturbed 20. gauche 70 mins Homework Question and answer with students; Interactive practice with students; 3mins 课程小结 Summary 2mins 教学反思教学过程与方法(五) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: Metonymy Rhetorical Devices: Personification Demonstrated by PPT and narrated by the lecturer Those voices belonged to a world separated by aeons from our neat world of summer cottages and the lighted lamps of home. (our modern civilization) (Para. 40) …the news that somehow had not found its way into letters…(Para. 63) 15 mins Detailed study of the text: (From Para.23 to Para.26) Word Study: Question and answer with students; Interactive practice with students; 25. It seemed to me now that in some unconscious and totally unrecognized way, Piquette might have been the only one, after all, who had heard the crying of the loons. (Para. 75) 16. teeter 17. confide 18. despise 19. perturbed 20. gauche 30 mins Homework Question and answer with students; Interactive practice with students; 0 min 课程小结 Quiz 9 45mins 教学反思六、作业及课外推荐资源【作业】 Write an essay titled “Conflicts between Cultures and Races” with 300 words in English. Lesson 15 Disappearing Through the Skylight 教学设计一、课时数与学情分析【课时说明】高级英语（二）共64学时,本单元共计10课时讲授。【学情分析】学生已经修完高级英语（一）授课对象：英语2022级1班(师范)学生知识关联：词汇量、跨文化交际意识、语篇分析能力、英文表达能力。二、教学理念通过课堂讲解重点进一步提高学生的英语文章篇理解能力、赏析英文修辞能力和了解英语国家文化，理解英语国家文化的内涵和根源，具有英语国家文化科学的鉴赏能力。开阔学生的视野并进一步提高学生的书面表达能力。具备良好的沟通和交流的能力，能更清晰流畅地表达自己的思想和观点。在了解不同的题材，不同时代的英语文章、作家、观点、文体和风格时应采取的策略和方法。培养他们独立思考的精神、分析批判的能力、理性思维的习惯。有意识地开展科学的世界观，人生观，价值观的引导特别是社会主义核心价值观的引导。对学生进行爱国主义教育，树立社会主义核心价值观。三、教学目标【知识层面】 1. To know the features of scientific writing. 2. To analyze the structure of the text. 3. To understand the deeper meaning of the text. 【能力层面】To appreciate the language features. 【认知层面】世界的消失和虚无缥缈，自然消失了，历史消失了，甚至坚实的堤岸也从天窗消失了。四、重难点分析【教学重点】及【教学难点】 1.理解作者对现代科学技术带来的现代文化变化的深刻思考 2. 博弈论超现实主义达达主义五、教学过程与方法（一）教学环节教学内容教学过程与方法设计时间安排课程导入 Watch the video clip and discuss the following questions. Question and answer with students: 1. What is one of the advantages of hi-tech forms of communication according to the video? 2. According to the speaker, what kind of phenomenon have the Internet and mobile technologies led to recently? 20 mins 课程主体内容 Background Information Demonstrated by PPT and narrated by the lecturer： About the Author Dada Game Theory Surrealism 20 mins Text appreciation: Introduction Theme Text Organization Further Understanding Question and answer with students; Students’ work Theme：The disappearance and the insubstantiality of the world—nature disappears, history disappears and even the solid banks disappear through their skylights. 45 mins Homework 2 mins 课程总结 Quiz in Unit 15 & Summary 3 mins 教学反思。教学过程与方法(二) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Rhetorical Devices: metaphor Demonstrated by PPT and narrated by the lecturer Title：Disappearing Through the Skylight 10 mins Detailed study of the text: (From Para.1 to Para.30) Paraphrase: Word Study: Question and answer with students; Students’ work 1.Science is committed to the universal. (Para. 1) 2. Architectural styles, dress styles, musical styles…world styles. (Para. 2) 3.The result is described precisely …the disappearance of history. (Para. 1. mutation 2. discredit 3. corollary 4. homogeneous 5. clarity 6. asset 7. imperative 8. catastrophe 48 mins Homework Vocabulary in 1st part (Para. 1-10) 2 mins 课程小结 Short summary of the part 2 mins 教学反思教学过程与方法(三) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Demonstrated by PPT and narrated by the lecturer 10 mins Detailed study of the text: (From Para.11 to Para.15) Paraphrase: Word Study: Question and answer with students; Students’ work The price he pays is that he no longer has a home in the traditional sense of the word. (Para. 7) This brings us to art and history again. (Para. 9) It has thus undermined an article of faith: the thingliness of things. (Para. 10) 9. reminisce 10. 10. blasphemy 11. rehabilitation 12. plasticity 13. insubstantial 14. undermine 15. skepticism 16. juxtaposition 60 mins Homework Writing an essay “Impact of Science and Technology on Our Society” 3 mins 课程小结 Summary 5 mins 教学反思教学过程与方法(四) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Demonstrated by PPT and narrated by the lecturer 15 mins Detailed study of the text: (From Para.16 to Para.26) Word Study: Question and answer with students; Interactive practice with students; Its buildings move and sway and reflect dreamy visions of everything that is going on around them. (Para. 14) Today’s banks are airy structures of steel and glass…malls. (Para. 17) If so, the limit is a long way ahead, but it can be made out…over the road. (Para. 19) 17. static 18. virtuosity 19. assertive 20. malice 21. vault 22. transaction 23. haze 70 mins Homework Question and answer with students; Interactive practice with students; 3mins 课程小结 Summary 2mins 教学反思教学过程与方法(五) 教学环节教学内容教学过程与方法设计时间安排课程主体内容 Text appreciation: Demonstrated by PPT and narrated by the lecturer 15 mins Detailed study of the text: (From Para.16 to Para.26) Word Study: Question and answer with students; Interactive practice with students; Its buildings move and sway and reflect dreamy visions of everything that is going on around them. (Para. 14) Today’s banks are airy structures of steel and glass…malls. (Para. 17) If so, the limit is a long way ahead, but it can be made out…over the road. (Para. 19) 17. static 18. virtuosity 19. assertive 20. malice 21. vault 22. transaction 23. haze 30 mins Homework Question and answer with students; Interactive practice with students; 0 mins 课程小结 Quiz 15 45 mins 教学反思六、作业及课外推荐资源【作业】 Write a composition titled “Impact of Science and Technology on Our Society” with 400 words in English.

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牛乃瑞
外国语学院讲师