現(xiàn)代大學(xué)英語(yǔ)第二冊(cè)Unit 1 Another School Year-What For

Unit1AnotherSchoolYear-WhatFor教學(xué)目的了解作者及其背景知識(shí)；熟悉本文使用的寫作手法；掌握委婉語(yǔ)；通過深刻理解文章內(nèi)涵，培養(yǎng)學(xué)生社會(huì)洞察力和相關(guān)的討論能力，同時(shí)掌握文中的核心語(yǔ)言點(diǎn)。教學(xué)內(nèi)容背景知識(shí)介紹作品賞析寫作技巧語(yǔ)言理解教學(xué)重點(diǎn)文學(xué)作品的賞析；文學(xué)中的修辭手法一委婉語(yǔ)的使用構(gòu)詞法：詞綴教學(xué)方法 多種教學(xué)法(講授、問答、討論、模仿、練習(xí)等)并用Warming-up:DiscussionDividetheclassintoseveralgroupsandmakethemhaveadiscussionabouttheadvantagesanddisadvantagesofformaleducationatschool.SuggestedAnswers:Advantages:asystematicmasteryoftheknowledgerequiredbythepubliceducation.anaccesstoanatmospherewhichisfullofcompetitionopportunitiesofbeingtogetherwiththosewithwhomyousharethesimilarexperienceteachersareprofessionalsinthefieldofeducationandcanprovidewithwhatweexpectfromthem;Disadvantages:formaleducationpaysmuchattentiontosimilarityratherthanindividuality;thosewithspecialtalentscannotexerttheirpotentialityataformalschool;BackgroundInformationWilliamShakespeareTragedies:⑴'Hamlet'JMacbeth','KingLea"'Othello';*AntonyandCleopatra1,fCoriolanus\fRomeoandJuliet,JuliusCaesar1;,RichardII',RichardIIP,TimonofAthens1;,KingJohn*,TitusAndronicus1,*HenryVP.Comedies:TheTempest',AsYouLikeIt\TheWinter'sTale；TheMerchantofVenice',TwelfthNight；'MuchAdoaboutNothing1,Cymbeline；'AMidsummerNightsDream1;'TheMerryWivesofWindsor1,TheTamingoftheShrew,,TwoGentlemenofVerona,,,AlFsWellThatEndsWell；,AComedyofErrors1,'Pericles1,'Love'sLabour'sLost,TwoNobleKinsmen'.Histories:'HenryIV',Parts1and2,'HenryV;'RichardIP,,RichardIIP,'HenryVIII,;KingJohn；'HenryVT,Parts2and3,'HenryVP,Part1.SeriousPlays,orBitterComedies:'MeasureforMeasure',TroilusandCressida1.Bach(1685-1750)Bach,JohannSebastian,wasconsideredbymanyofhispeerstobethesuprememasterofcounterpoint(compositionaltechniquepittingnoteagainstnoteormelodyagainstmelody).Thisqualitywasexpresslyillustratedinhisfugalcompositions.InthisexcerptfromhisfamousToccataandFugueinDMinor,writteninhisearlyyearsasacourtorganist,Bachexpandsonthetoccata(short,intricatelyarticulatedkeyboardmovement)forminanelaboratelyconstructedfugue.HomerHomer,nametraditionallyassignedtotheauthoroftheIliadandtheOdyssey,thetwomajorepicsofGreekantiquity.NothingisknownofHomerasanindividual,andinfactitisamatterofcontroversywhetherasinglepersoncanbesaidtohavewrittenboththeIliadandtheOdyssey.Linguisticandhistoricalevidence,however,suggeststhatthepoemswerecomposedintheGreeksettlementsonthewestcoastofAsiaMinorsometimeinthe8thcenturyBC.THEILIADTheIliadissetinthefinalyearoftheTrojanWar,foughtbetweentheGreeksandtheinhabitantsofthecityofTroy.Thelegendaryconflictformsthebackgroundforthecentralplotofthestory:thewrathoftheGreekheroAchilles.Insultedbyhiscommanderinchief,Agamemnon,theyoungwarriorAchilleswithdrawsfromthewar,leavinghisfellowGreekstosufferterribledefeatsatthehandsoftheTrojans.AchillesrejectstheGreeks1attemptsatreconciliationbutfinallyrelentstosomeextent,allowinghiscompanionPatroclustoleadhistroopsinhisplace.Patroclusisslain,andAchilles,filledwithfuryandremorse,turnshiswrathagainsttheTrojans,whoseleader,Hector(sonofKingPriam),hekillsinsinglecombat.ThepoemclosesasAchillessurrendersthecorpseofHectortoPriamforburial,recognizingacertainkinshipwiththeTrojankingastheybothfacethetragediesofmortalityandbereavement.THEODYSSEYTheOdysseydescribesthereturnoftheGreekheroOdysseusfromtheTrojanWar.TheopeningscenesdepictthedisorderthathasariseninOdysseus'shouseholdduringhislongabsence:Abandofsuitorsislivingoffofhiswealthastheywoohiswife,Penelope.TheepicthentellsofOdysseus'stenyearsoftraveling,duringwhichhehastofacesuchdangersastheman-eatinggiantPolyphemusandsuchsubtlerthreatsasthegoddessCalypso,whooffershimimmortalityifhewillabandonhisquestforhome.ThesecondhalfofthepoembeginswithOdysseus*sarrivalathishomeislandofIthaca.Here,exercisinginfinitepatienceandself-control,Odysseusteststheloyaltyofhisservants;plotsandcarriesoutabloodyrevengeonPenelope'ssuitors;andisreunitedwithhisson,hiswife,andhisagedfather.VIRGIL,orVERGI(70-19BC).ThegreatestoftheRomanpoets,PubliusVergiliusMaro,wasnotaRomanbybirth.HisearlyhomewasonafarminthevillageofAndes,nearMantua.Hisfatherwasafarmer,prosperousenoughtogivehissonthebesteducation.TheyoungVirgilwassenttoschoolatCremonaandthentoMilan.Attheageof17hewenttoRometostudy.Therehelearnedrhetoricandphilosophyfromthebestteachersoftheday.VirgilstudiedtheGreekpoets.Hewrotehis'Eclogues'.ThesearepastoralpoemsdescribingthebeautyofItalianscenes.AtthesuggestionofMaecenashewroteamoreseriousworkontheartoffarmingandthecharmsofcountrylifecalledthe'Georgies*.Thisestablishedhisfameastheforemostpoetofhisage.Theyearafterthe'Georgies'waspublished,hebeganhisgreatepic,the'Aeneid'.HetookashisherotheTrojanAeneas,supposedtobethefounderoftheRomannation.Thepoem,publishedafterVirgifsdeath,exercisedatremendousinfluenceuponLatinandlaterChristianliterature,proseaswellaspoetry.ThushisinfluencecontinuedthroughtheMiddleAgesandintomoderntimes.DANTE(1265-1321).Oneofthegreatestpoetsinthehistoryofworldliterature,ItalianwriterDanteAlighiericomposedpoetryinfluencedbyclassicalandChristiantradition.Dante'sgreatestworkwastheepicpoemLadivinacommedia(1321?;TheDivineComedy,1802).Itincludesthreesections:theInferno(Hell),inwhichthegreatclassicalpoetVirgilleadsDanteonatripthroughhell;thePurgatorio(Purgatory),inwhichVirgilleadsDanteupthemountainofpurification;andtheParadiso(Paradise),inwhichDantetravelsthroughheaven.ThispassagefromtheInferno(recitedbyanactor)comesatthebeginningoftheepic,whenDanteloseshiswayinthewoods.TheDivineComedywasprobablybegunabout1307;itwascompletedshortlybeforehisdeath.Theworkisanallegoricalnarrative,inverseofgreatprecisionanddramaticforce,ofthepoetsimaginaryjourneythroughhell,purgatory,andheaven.Ineachofthethreerealmsthepoetmeetswithmythological,historical,andcontemporarypersonages.Eachcharacterissymbolicofaparticularfaultorvirtue,eitherreligiousorpolitical;andthepunishmentorrewardsmetedouttothecharactersfurtherillustratethelargermeaningoftheiractionsintheuniversalscheme.DanteisguidedthroughhellandpurgatorybyVirgil,whois,toDante,thesymbolofreason.ThewomanDanteloved,Beatrice,whomheregardsasbothamanifestationandaninstrumentofthedivinewill,ishisguidethroughparadise.ARISTOTLE(384-322BC).Oneofthegreatestthinkersofalltime,anancientGreekphilosopher.Hisworkinthenaturalandsocialsciencesgreatlyinfluencedvirtuallyeveryareaofmodernthinking.Aristotlewasbornin384BCinStagira,onthenorthwestcoastoftheAegeanSea.HisfatherwasafriendandthephysicianofthekingofMacedonia,andtheladspentmostofhisboyhoodatthecourt.At17,hewenttoAthenstostudy.HeenrolledatthefamousAcademydirectedbythephilosopherPlato.AristotlethrewhimselfwholeheartedlyintoPlato'spursuitoftruthandgoodness.Platowassooncallinghimthe"mindoftheschool.HInlateryearsherenouncedsomeofPlato'stheoriesandwentfarbeyondhiminbreadthofknowledgeAfterhisdeath,Aristotle'swritingswerescatteredorlost.IntheearlyMiddleAgestheonlyworksofhisknowninWesternEuropewerepartsofhiswritingsonlogic.Theybecamethebasisofoneofthethreesubjectsofthemedievaltrivium-logic,grammar,andrhetoric.Earlyinthe13thcenturyotherbooksreachedtheWest.SomecamefromConstantinople;otherswerebroughtbytheArabstoSpain.MedievalscholarstranslatedthemintoLatin.ThebestknownofAristotle'swritingsthathavebeenpreservedareOrganon*(treatisesonlogic);'Rhetoric';'Poetics*;'HistoryofAnimals*;'Metaphysics';'DeAnima*(onpsychology);'NicomacheanEthics';'Politics';and'ConstitutionofAthens*.GeoffreyChaucerCalledtheFatheroftheEnglishLanguageaswellastheMorningStarofSong,GeoffreyChaucer,aftersixcenturies,hasretainedhisstatusasoneofthethreeorfourgreatestEnglishpoets.Hewasthefirsttocommittolinesofuniversalandenduringappealavividinterestinnature,books,andpeople.Asmany-sidedasShakespeare,hedidforEnglishnarrativewhatShakespearedidfordrama.IfhelackstheprofundityofShakespeare,heexcelsinplayfulnessofmoodandsimplicityofexpression.Thoughhislanguageoftenseemsquaint,hewasessentiallymodern.Familiaritywiththelanguageandwiththeliteratureofhiscontemporariespersuadesthemostskepticalthatheisnearertothepresentthanmanywritersbornlongafterhedied.TheCanterburyTalesTheTalesisacollectionofstoriessetwithinaframingstoryofapilgrimagetoCanterburyCathedral,theshrineofSaintThomasaBecket.Thepoetjoinsabandofpilgrims,vividlydescribedintheGeneralPrologue,whoassembleattheTabardInnoutsideLondonforthejourneytoCanterbury.RanginginstatusfromaKnighttoahumblePlowman,theyareamicrocosmof14th-centuryEnglishsociety.TheCanterburyTalescontains22versetalesand2prosetalespresumablytoldbypilgrimstopassthetimeontheirwaytovisitashrineinCanterbury,England.Thetalesrepresentnearlyeveryvarietyofmedievalstoryatitsbest.ThespecialgeniusofChaucer*swork,however,liesinthedramaticinteractionbetweenthetalesandtheframingstory.FrancoisdeLaRochefoucauld(1613-80).FrancoisdeLaRochefoucauldwasborntooneofthenoblefamiliesofFranceonSept.15,1613,inParis.Hisnotionsofhumanfaultsandfoiblesgrewoutofalifeimmersedinthepoliticalcrisesofhistime.Thepubliclifeofhisfamilywasconditionedbytheattitudeofthemonarchytowardthenobility—sometimesflattering,sometimesthreatening.Havingservedinthearmyperiodicallyfrom1629to1646,LaRochefoucauldbecameoneoftheprominentleadersinthecivilwarfrom1648to1653.Woundedin1649andagainin1652,hefinallyretiredfromthestrugglewithextensivefaceandthroatwoundsandwithhishealthruined.TheliteraryreputationofLaRochefoucauldrestsononebook:deflexionsousentencesetmaximesmorales1,publishedin1665.Generallycalledthe'Maximes',thesemoralreflectionsandmaximsareacollectionofcynicalepigrams,orshortsayings,abouthumannature-anaturethattheauthorfeltisdominatedbyself-interest.Typicalofhispointofviewarethefollowingsayings:HWeseldomfindsuchsensiblemenasthosewhoagreewithus";"Virtuesarelostinself-interestasriversarelostinthesea";"Thesurestwaytobedeceivedistothinkoneselfclevererthantheothersn;andnWealwayslikethosewhoadmireus;wedonotalwayslikethosewhomweadmire."Afterconvalescing,hesettledinPariswherehebecameinvolvedwithacircleofbrilliantandcultivatedpeoplewhodebatedintellectualsubjectsofallkinds.Asanexercise,theyattemptedtoexpresstheirthoughtswiththegreatestbrevity.Insodoingtheymadegreatuseoftheepigram,ormaxim,whichcreatessurprisethroughthedevicesofexaggerationandparadox.LaRochefoucauldsoongainedmasteryofthisdevice.Thefirsteditionofhis'Maximes'contains,infact,somelongerselectionsalongwiththeepigrams.Altogetherheauthorizedfiveeditionsofthebookinhislifetime,thelastappearingin1678.Twoyearslater,onMarch17, 1680,hediedinParis.MassachusettsInstituteofTechnology(MIT)MassachusettsInstituteofTechnology(MIT),oneoftheworld'sleadingresearchuniversities,inCambridge,Massachusetts.In1865theschoolwasopenedinBostonbygeologistWilliamBartonRogers,whobecameitsfirstpresident.ThroughoutitshistoryMIThasheldaworldwidereputationforteachingandresearch.Itwasamongthefirstschoolstousethelaboratorymethodofinstruction,developthemodernprofessionofchemicalengineering,andoffercoursesinaeronauticalandelectricalengineeringandappliedphysics.WordStudyVerbalaffixies-ize/ise:l)tocausetobe;tomake;tobecomemodernize/stabilize/realize/materialize/standardize/computerize/idealize/2)toputintostatedplacehospitalize/centralize/socialize-fytocausetobepurify/simplify/clarify/justify/notify/simplify/classifyidentify/terrify/qualify/terrify-en1)tobecomedarken/weaken/blacken/sadden2)tobemadeofwooden/golden/woolenbody/faculty/staffbody.wholephysicalstructureofahumanbeingorananimal;mainpartofahumanbodydeadbody astrongbody.mainpartofsththebodyofashipthebodyofthetheater,themainbodyofthebook.objectheavenlybodiesaforeignbody.groupofpeopleworkingoractingasaunitabodyoftroops,abodyofsupporters,alegislativebody,agovernmentbodythestudentbody,thegoverningbody,theschoolbody,anelectedbodyfaculty.anyofthepowersofthebodyormindthefacultyofthesightmentalfaculties.departmentorgroupofrelateddepartmentsinauniversitytheFacultyofLawtheFacultyofScience.thewholeteachingstaffinoneofthedepartmentsorinthewholeuniversityTheentirefacultyoftheuniversitywillattendthemeeting.staff(usu.sing).groupofassistantsworkingtogetherinabusiness,etcresponsibletoamanagerorapersoninauthoritythehotelstafftheshopstaffWeneedmorestaffintheoffice.Ihaveastaffoften.Thosepeopledoingadministrativeworkaheadteacherandherstaff (校長(zhǎng)及全體教師)Theschoolstaffareexpectedtosuperviseschoolmeals.testify/justify/verify/Certify.testifydeclareasawitness,espincourt;giveevidence(提供證據(jù),作證)Twowitnessestestifiedagainstherandoneinherfavor..justifyshowthatsth/sbisright,reasonableorjust(表明或證明某人或某事是正當(dāng)?shù)模欣淼幕蚬?Youshouldn'tattempttojustifyyourselfTheyfoundithardtojustifytheirson'sgivingupasecurewell-paidjob..verifytocheck;tomakesuresthistrueoraccurate(證實(shí)，核查)Thecomputerverifiedthedatawasloadedcorrectly..certifytodeclareformally,espinwritingoronaprinteddocument(尤指書面證明)Hecertifieditwashiswife'shandwriting.say/speak/talk/tell/converse.say 其賓語(yǔ)通常是所說的話的內(nèi)容，或用以表達(dá)出直接引語(yǔ)Hehasn'tsaidthatheisleaving.Hesaid「Goodnight"，andwenttobed..speak用途較廣，可指說或說話,還可指發(fā)言或演講，通常是一人講大家聽Thebabyislearningtospeak.Pleasedon'tspeakwithyourmouthfulloffood.rdliketospeakwithyouaboutmyidea.WehaveinvitedhertospeakonAmericanpolitics.還可用來(lái)指會(huì)說或能夠用某種語(yǔ)言說話。Hespeaksseverallanguages..talk通常用來(lái)指兩人或兩人以上相互交談，含著有談話對(duì)象的意思，往往只調(diào)侃或閑聊Wesatinthebarandtalkedforhours.tell強(qiáng)調(diào)一人提供信息，其他人接受信息Shetoldhimtohurryup.Shetoldmenothingaboutherself..converse談話交談，更正式Itisapleasuretoconversewithyou.Itisdifficulttoconversewithpeoplewhodonotspeakyourlanguagerather/fairly/quite/pretty幾個(gè)副詞均可以表示“適度地”，“在某種程度上”，或“不很”之意，常用于改變所修飾的形容詞或副詞的分量。.rathera.既可與褒義詞連用也可與貶義詞連用。與褒義詞連用時(shí)，聽起來(lái)令人心情愉悅;rathergoodplayratherpoorworkb.與貶義詞或中性詞連用時(shí)，表示不贊成或不滿意。ratherhotrathersmallc.可與比較級(jí)或too連用Thehouseisratherbiggerthanwethought.Thoseshoesarerathertoosmall.d.與a/an+adj.+n,連用時(shí),可置于a/an之前。arathernicedayaratherprettywoman.fairly詞義最弱，多與褒義詞連用fairlytidy/friendly.quite和rather一樣，在與a/an+adj.+n,連用時(shí)，可置于a/an之前。Aquiteniceguyaquitepromisingfuture.pretty a.詞義最強(qiáng)也最通俗，但詞義的強(qiáng)弱受語(yǔ)調(diào)影響較大。Aprettysimplequestionaprettyuglymab.和rather一樣既可與褒義詞連用也可與貶義詞連用。與褒義詞連用時(shí)，聽起來(lái)令人心情愉悅；sensitive/sensible.sensiblereasonable;havingorshowinggoodsenseasensiblepersonasensiblesuggestion.sensitiveeasilyhurt,damaged,affected,offended,upsetasensitivenerveheat-sensitiveasensitivegirlsensitivetocriticismWritingTechnique(20minutes)Euphemism委婉語(yǔ)Euphemism,or"languagepollution"，or"doublespeak"，assomecallit,isoftenintendedtoobscureorhidetherealsituation.jumpthefencepassawaygotothebathroomseniorcitizencorrectioncentergototheelectricchairrestinpeaceladies'roomsanitaryengineerdomestichelpjumpthefencepassawaygotothebathroomseniorcitizencorrectioncentergototheelectricchairrestinpeaceladies'roomsanitaryengineerdomestichelpmeattechnologistsubstandardhousingHeisabitslowforhisage.TextAnalysisStructurePartI(para.1-8)describesthewriter'sencounterwithoneofhisstudent.PartII(para.9-14)restateswhatthewriterstillbelievest