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

Unit1AnotherSchoolYear-WhatFor

教學(xué)目的了解作者及其背景知識；

熟悉本文使用的寫作手法；

掌握委婉語；

通過深刻理解文章內(nèi)涵，培養(yǎng)學(xué)生社會洞察力和相關(guān)的討論能力，同

時掌握文中的核心語言點。

教學(xué)內(nèi)容背景知識介紹

作品賞析

寫作技巧

語言理解

教學(xué)重點文學(xué)作品的賞析；

文學(xué)中的修辭手法一委婉語的使用

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:Discussion

Dividetheclassintoseveralgroupsandmakethemhaveadiscussionabouttheadvantages

anddisadvantagesofformaleducationatschool.

SuggestedAnswers:

Advantages:

1.asystematicmasteryoftheknowledgerequiredbythepubliceducation.

2.anaccesstoanatmospherewhichisfullofcompetition

3.opportunitiesofbeingtogetherwiththosewithwhomyousharethesimilar

experience

4.teachersareprofessionalsinthefieldofeducationandcanprovidewithwhatwe

expectfromthem;

Disadvant^es:

1.formaleducationpaysmuchattentiontosimilarityratherthanindividuality;

2.thosewithspecialtalentscannotexerttheirpotentialityataformalschool;

BackgroundInformation

1.WilliamShakespeare

Tragedies:

⑴Hamlet'JMacbeth；KingLear；'Othello';

(2)'AntonyandCleopatra；Coriolanus','RomeoandJuliet1,JuliusCaesar1;

(3)'RichardIT,'RichardIIP,TimonofAthens1;

(4)'KingJohn1,TitusAndronicus；,HenryVI\

Comedies:

TheTempest1,

AsYouLikeIt1,

TheWinter'sTale；

TheMerchantofVenice1,

TwelfthNight,,

'MuchAdoaboutNothing',

'Cymbeline；

'AMidsummerNight'sDream1;

TheMerryWivesofWindsor1,

TheTamingoftheShrew*,

TwoGentlemenofVerona1,

'All'sWellThatEndsWell',

'AComedyofErrors1,

'Pericles',

'Love'sLabour'sLost1,

TwoNobleKinsmen*.

Histories:

'HenryIV；Parts1and2,

'HenryV;

'RichardIF,

,RichardIIP,

'HenryVIII,;

'KingJohn*,

'HenryVT,Parts2and3,

'HenryVI',Part1.

SeriousPlays,orBitterComedies:

MeasureforMeasure1,

TroilusandCressida1.

2.Bach(1685-1750)

Bach,JohannSebastian,wasconsideredbymanyofhispeerstobethesuprememaster

ofcounterpoint(compositionaltechniquepittingnoteagainstnoteormelodyagainstmelody).

Thisqualitywasexpresslyillustratedinhisfugalcompositions.Inthisexcerptfromhis

famousToccataandFugueinDMinor,writteninhisearlyyearsasacourtorganist,Bach

expandsonthetoccata(short,intricatelyarticulatedkeyboardmovement)forminan

elaboratelyconstructedfugue.

3.Homer

Homer,nametraditionallyassignedtotheauthoroftheIliadandtheOdyssey,thetwo

majorepicsofGreekantiquity.NothingisknownofHomerasanindividual,andinfactitis

amatterofcontroversywhetherasinglepersoncanbesaidtohavewrittenboththeIliadand

theOdyssey.Linguisticandhistoricalevidence,however,suggeststhatthepoemswere

composedintheGreeksettlementsonthewestcoastofAsiaMinorsometimeinthe8th

centuryBC.

THEILIAD

TheIliadissetinthefinalyearoftheTrojanWar,foughtbetweentheGreeksandthe

inhabitantsofthecityofTroy.Thelegendaryconflictformsthebackgroundforthecentral

plotofthestory:thewrathoftheGreekheroAchilles.Insultedbyhiscommanderinchief,

Agamemnon,theyoungwarriorAchilleswithdrawsfromthewar,leavinghisfellowGreeks

tosufferterribledefeatsatthehandsoftheTrojans.AchillesrejectstheGreeks*attemptsat

reconciliationbutfinallyrelentstosomeextent,allowinghiscompanionPatroclustoleadhis

troopsinhisplace.Patroclusisslain,andAchilles,filledwithfuryandremorse,turnshis

wrathagainsttheTrojans,whoseleader,Hector(sonofKingPriam),hekillsinsingle

combat.ThepoemclosesasAchillessurrendersthecorpseofHectortoPriamforburial,

recognizingacertainkinshipwiththeTrojankingastheybothfacethetragediesofmortality

andbereavement.

THEODYSSEY

TheOdysseydescribesthereturnoftheGreekheroOdysseusfromtheTrojanWar.The

openingscenesdepictthedisorderthathasariseninOdysseus'shouseholdduringhislong

absence:Abandofsuitorsislivingoffofhiswealthastheywoohiswife,Penelope.The

epicthentellsofOdysseus'stenyearsoftraveling,duringwhichhehastofacesuchdangers

astheman-eatinggiantPolyphemusandsuchsubtlerthreatsasthegoddessCalypso,who

offershimimmortalityifhewillabandonhisquestforhome.Thesecondhalfofthepoem

beginswithOdysseus'sarrivalathishomeislandofIthaca.Here,exercisinginfinitepatience

andself-control,Odysseusteststheloyaltyofhisservants;plotsandcarriesoutabloody

revengeonPenelope'ssuitors;andisreunitedwithhisson,hiswife,andhisagedfather.

4.VIRGIL,orVERGI(70-19BC).

ThegreatestoftheRomanpoets,PubliusVergiliusMaro,wasnotaRomanbybirth.

HisearlyhomewasonafarminthevillageofAndes,nearMantua.Hisfatherwasafarmer,

prosperousenoughtogivehissonthebesteducation.TheyoungVirgilwassenttoschoolat

CremonaandthentoMilan.Attheageof17hewenttoRometostudy.Therehelearned

rhetoricandphilosophyfromthebestteachersoftheday.

VirgilstudiedtheGreekpoets.Hewrotehis'Eclogues'.Thesearepastoralpoems

describingthebeautyofItalianscenes.AtthesuggestionofMaecenashewroteamore

seriousworkontheartoffarmingandthecharmsofcountrylifecalledthe'Georgies'.This

establishedhisfameastheforemostpoetofhisage.

Theyearafterthe'Georgies'waspublished,hebeganhisgreatepic,the'Aeneid'.He

tookashisherotheTrojanAeneas,supposedtobethefounderoftheRomannation.The

poem,publishedafterVirgiFsdeath,exercisedatremendousinfluenceuponLatinandlater

Christianliterature,proseaswellaspoetry.ThushisinfluencecontinuedthroughtheMiddle

Agesandintomoderntimes.

5.DANTE(1265-1321).

Oneofthegreatestpoetsinthehistoryofworldliterature,ItalianwriterDante

AlighiericomposedpoetryinfluencedbyclassicalandChristiantradition.

Dante9sgreatestworkwastheepicpoemLadivinacommedia(1321?;TheDivine

Comedy,1802).Itincludesthreesections:

theInferno(Hell),inwhichthegreatclassicalpoetVirgilleadsDanteonatripthrough

hell;

thePurgatorio(Purgatory),inwhichVirgilleadsDanteupthemountainofpurification;

and

theParadiso(Paradise),inwhichDantetravelsthroughheaven.Thispassagefromthe

Inferno(recitedbyanactor)comesatthebeginningoftheepic,whenDanteloseshiswayin

thewoods.

TheDivineComedy

wasprobablybegunabout1307;itwascompletedshortlybeforehisdeath.Theworkisan

allegoricalnarrative,inverseofgreatprecisionanddramaticforce,ofthepoetsimaginary

journeythroughhell,purgatory,andheaven.

Ineachofthethreerealmsthepoetmeetswithmythological,historical,and

contemporarypersonages.Eachcharacterissymbolicofaparticularfaultorvirtue,either

religiousorpolitical;andthepunishmentorrewardsmetedouttothecharactersfurther

illustratethelargermeaningoftheiractionsintheuniversalscheme.

DanteisguidedthroughhellandpurgatorybyVirgil,whois,toDante,thesymbolof

reason.ThewomanDanteloved,Beatrice,whomheregardsasbothamanifestationandan

instrumentofthedivinewill,ishisguidethroughparadise.

6.ARISTOTLE(384-322BC).

Oneofthegreatestthinkersofalltime,anancientGreekphilosopher.Hisworkinthe

naturalandsocialsciencesgreatlyinfluencedvirtuallyeveryareaofmodernthinking.

Aristotlewasbornin384BCinStagira,onthenorthwestcoastoftheAegeanSea.His

fatherwasafriendandthephysicianofthekingofMacedonia,andtheladspentmostofhis

boyhoodatthecourt.At17,hewenttoAthenstostudy.HeenrolledatthefamousAcademy

directedbythephilosopherPlato.

AristotlethrewhimselfwholeheartedlyintoPlato'spursuitoftruthandgoodness.Plato

wassooncallinghimthe"mindoftheschool.nInlateryearsherenouncedsomeofPlato's

theoriesandwentfarbeyondhiminbreadthofknowledge

Afterhisdeath,Aristotle'swritingswerescatteredorlost.IntheearlyMiddleAgesthe

onlyworksofhisknowninWesternEuropewerepartsofhiswritingsonlogic.Theybecame

thebasisofoneofthethreesubjectsofthemedievaltrivium—logic,grammar,andrhetoric.

Earlyinthe13thcenturyotherbooksreachedtheWest.SomecamefromConstantinople;

otherswerebroughtbytheArabstoSpain.MedievalscholarstranslatedthemintoLatin.

ThebestknownofAristotle'swritingsthathavebeenpreservedare'Organon'(treatises

onlogic);'Rhetoric';'Poetics';HistoryofAnimals1;'Metaphysics';DeAnima1(on

psychology);'NicomacheanEthics1;'Politics';andConstitutionofAthens1.

7.GeoffreyChaucer

CalledtheFatheroftheEnglishLanguageaswellastheMorningStarofSong,

GeoffreyChaucer,aftersixcenturies,hasretainedhisstatusasoneofthethreeorfour

greatestEnglishpoets.

Hewasthefirsttocommittolinesofuniversalandenduringappealavividinterestin

nature,books,andpeople.Asmany-sidedasShakespeare,hedidforEnglishnarrativewhat

Shakespearedidfordrama.IfhelackstheprofundityofShakespeare,heexcelsin

playfulnessofmoodandsimplicityofexpression.

Thoughhislanguageoftenseemsquaint,hewasessentiallymodern.Familiaritywiththe

languageandwiththeliteratureofhiscontemporariespersuadesthemostskepticalthatheis

nearertothepresentthanmanywritersbornlongafterhedied.

TheCanterburyTales

TheTalesisacollectionofstoriessetwithinaframingstoryofapilgrimagetoCanterbury

Cathedral,theshrineofSaintThomasaBecket.Thepoetjoinsabandofpilgrims,vividly

describedintheGeneralPrologue,whoassembleattheTabardInnoutsideLondonforthe

journeytoCanterbury.RanginginstatusfromaKnighttoahumblePlowman,theyarea

microcosmof14th-centuryEnglishsociety.

TheCanterburyTalescontains22versetalesand2prosetalespresumablytoldby

pilgrimstopassthetimeontheirwaytovisitashrineinCanterbury,England.

Thetalesrepresentnearlyeveryvarietyofmedievalstoryatitsbest.Thespecialgeniusof

Chaucer'swork,however,liesinthedramaticinteractionbetweenthetalesandtheframing

story.

FrancoisdeLaRochefoucauld(1613-80).

FrancoisdeLaRochefoucauldwasborntooneofthenoblefamiliesofFranceonSept.

15,1613,inParis.Hisnotionsofhumanfaultsandfoiblesgrewoutofalifeimmersedinthe

politicalcrisesofhistime.Thepubliclifeofhisfamilywasconditionedbytheattitudeofthe

monarchytowardthenobility—sometimesflattering,sometimesthreatening.Havingserved

inthearmyperiodicallyfrom1629to1646,LaRochefoucauldbecameoneoftheprominent

leadersinthecivilwarfrom1648to1653.Woundedin1649andagainin1652,hefinally

retiredfromthestrugglewithextensivefaceandthroatwoundsandwithhishealthruined.

TheliteraryreputationofLaRochefoucauldrestsononebook:'Reflexionsousentences

etmaximesmorales1,publishedin1665.Generallycalledthe'Maximes',thesemoral

reflectionsandmaximsareacollectionofcynicalepigrams,orshortsayings,abouthuman

nature-anaturethattheauthorfeltisdominatedbyself-interest.Typicalofhispointofview

arethefollowingsayings:"Weseldomfindsuchsensiblemenasthosewhoagreewithusn;

"Virtuesarelostinself-interestasriversarelostinthesean;"Thesurestwaytobedeceived

istothinkoneselfclevererthantheothers";and"Wealwayslikethosewhoadmireus;wedo

notalwayslikethosewhomweadmire.n

Afterconvalescing,hesettledinPariswherehebecameinvolvedwithacircleofbrilliant

andcultivatedpeoplewhodebatedintellectualsubjectsofallkinds.Asanexercise,they

attemptedtoexpresstheirthoughtswiththegreatestbrevity.Insodoingtheymadegreatuse

oftheepigram,ormaxim,whichcreatessurprisethroughthedevicesofexaggerationand

paradox.LaRochefoucauldsoongainedmasteryofthisdevice.Thefirsteditionofhis

'Maximes'contains,infact,somelongerselectionsalongwiththeepigrams.Altogetherhe

authorizedfiveeditionsofthebookinhislifetime,thelastappearingin1678.Twoyears

later,onMarch17,1680,hediedin

Paris.

MassachusettsInstituteofTechnology(MIT)

MassachusettsInstituteofTechnology(MIT),oneoftheworld9sleadingresearch

universities,inCambridge,Massachusetts.In1865theschoolwasopenedinBostonby

geologistWilliamBartonRogers,whobecameitsfirstpresident.

ThroughoutitshistoryMIThasheldaworldwidereputationforteachingandresearch.It

wasamongthefirstschoolstousethelaboratorymethodofinstruction,developthemodem

professionofchemicalengineering,andoffercoursesinaeronauticalandelectrical

engineeringandappliedphysics.

WordStudy

1.Verbalaffixies

-ize/ise:l)tocausetobe;tomake;tobecome

modernize/stabilize/realize/materialize/standardize/computerize/idealize/

2)toputintostatedplace

hospitalize/centralize/socialize

-fytocausetobe

purify/simplify/clarify/justify/notify/simplify/classifyidentify/terrify/qualify/terrify

-en1)tobecomedarken/weaken/blacken/sadden

2)tobemadeofwooden/golden/woolen

2.body/faculty/staff

body

1).wholephysicalstructureofahumanbeingorananimal;mainpartofahumanbody

deadbodyastrongbody

2).mainpartofsth

thebodyofashipthebodyofthetheater,themainbodyofthebook

3).objectheavenlybodiesaforeignbody

4).groupofpeopleworkingoractingasaunit

abodyoftroops,abodyofsupporters,alegislativebody,agovernmentbody

thestudentbody,thegoverningbody,theschoolbody,anelectedbody

faculty

1).anyofthepowersofthebodyormind

thefacultyofthesightmentalfaculties

2).departmentorgroupofrelateddepartmentsinauniversity

theFacultyofLawtheFacultyofScience

3).thewholeteachingstaffinoneofthedepartmentsorinthewholeuniversity

Theentirefacultyoftheuniversitywillattendthemeeting.

staff(usu.sing)

1).groupofassistantsworkingtogetherinabusiness,etcresponsibletoamanagerora

personinauthority

thehotelstafftheshopstaff

Weneedmorestaffintheoffice.Ihaveastaffoften

2).Thosepeopledoingadministrativework

aheadteacherandherstaff(校長及全體教師)

Theschoolstaffareexpectedtosuperviseschoolmeals.

3.testify/justify/verify/Certify

1).testifydeclareasawitness,espincourt;giveevidence(提供證據(jù)，作證)

Twowitnessestestifiedagainstherandoneinherfavor.

2).justifyshowthatsth/sbisright,reasonableorjust(表明或證明某人或某事是正當(dāng)

的，有理的或公正的).

Youshouldn'tattempttojustifyyourself

Theyfoundithardtojustifytheirson'sgivingupasecurewell-paidjob.

3).verifytocheck;tomakesuresthistrueoraccurate(證實，核查)

Thecomputerverifiedthedatawasloadedcorrectly.

4).certifytodeclareformally,espinwritingoronaprinteddocument(尤指書面證明)

Hecertifieditwashiswife9shandwriting.

4.say/speak/talk/tell/converse

1).say其賓語通常是所說的話的內(nèi)容，或用以表達(dá)出直接引語

Hehasn'tsaidthatheisleaving.

Hesaid,“Goodnight”,andwenttobed.

2).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.

還可用來指會說或能夠用某種語言說話。

Hespeaksseverallanguages.

3).talk通常用來指兩人或兩人以上相互交談，含著有談話對象的意思，往往只調(diào)侃或

閑聊

Wesatinthebarandtalkedforhours

4).tell強(qiáng)調(diào)一人提供信息，其他人接受信息

Shetoldhimtohurryup.

Shetoldmenothingaboutherself.

5).converse談話交談，更正式

Itisapleasuretoconversewithyou.

Itisdifficulttoconversewithpeoplewhodonotspeakyourlanguage

5.rather/fairly/quite/pretty

幾個副詞均可以表示“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。

1).rather

a.既可與褒義詞連用也可與貶義詞連用。與褒義詞連用時，聽起來令人心情愉悅;

rathergoodplayratherpoorwork

b.與貶義詞或中性詞連用時，表示不贊成或不滿意。

ratherhotrathersmall

c.可與比較級或too連用

Thehouseisratherbiggerthanwethought.

Thoseshoesarerathertoosmall.

d.與a/an+adj.+n.連用時，可置于a/an之前。

arathernicedayaratherprettywoman

2).fairly詞義最弱，多與褒義詞連用fairlytidy/friendly

3).quite和rather一樣，在與a/an+adj.+n.連用時，可置于a/an之前。

Aquiteniceguyaquitepromisingfuture

4).prettya.詞義最強(qiáng)也最通俗，但詞義的強(qiáng)弱受語調(diào)影響較大。

Aprettysimplequestionaprettyuglyma

b.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，聽

起來令人心情愉悅；

6.sensitive/sensible

1).sensiblereasonable;havingorshowinggoodsense

asensiblepersonasensiblesuggestion

2).sensitiveeasilyhurt,damaged,affected,offended,upset

asensitivenerveheat-sensitiveasensitivegirlsensitivetocriticism

WritingTechnique(20minutes)

Euphemism委婉語

Euphemism,or"languagepollution",or"doublespeak”,assomecallit,isoftenintendedto

obscureorhidetherealsituation.

jumpthefencegototheelectricchair

passawayrestinpeace

gotothebathroomladies9room

seniorcitizensanitaryengineer

correctioncenterdomestichelp

meattechnologistsubstandardhousing

Heisabitslowforhisage.

TextAnalysis

1.Structure

PartI(para.1-8)describesthewriter'sencounterwithoneofhisstudent.

PartII(para.9-14)restateswhatthewriterstillbelievestobethepurp