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《高级英语》第二册教案
Unit 1: Face to Face with Hurricane Camille
by Joseph P. Blank
I. Additional Background Knowledge 1. Hurricane; typhoon; cyclone 2. Salvation Army 3. Red Cross
II. Introduction to the Passage
1. Type of literature: A piece of narration
--character (protagonist/antagonist) --action (incidents, events, etc.) --conflicts (suspense, tension) --climax
--denouement 2. Main idea
3. Organization：
--introduction --development --climax
--conclusion
III. Effective Writing Skills: 1. making effective use of verbs
2. using many elliptical and short, simple sentences to achieve certain effect IV. Rhetorical Devices: 1. transferred epithet 2. personification 3. metaphor 4. simile
V. Special Difficulties
Avoiding the following kinds of mistakes: 1. run-on sentences 2. sentence fragments 3. dangling modifiers
4. illogical or faulty parallelism
5. unnecessary shifts in point of view 6. paraphrasing some sentences
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7. identifying figures of speech
VI. Questions
1. What is the organizational pattern of this piece of narration?
2. What does the writer focus chiefly on --- developing character, action (plot), or idea (theme)? 3. Who is the protagonist in the story?
4. How does the writer build up and sustain the suspense in the story? 5. Why did John Koshak feel a crushing guilt?
Unit 2: Marrakech by George Orwell
I. Additional Background Knowledge 1. George Orwell 2. Morocco 3. Marrakech
4. The Jewish people
II. Introduction to the Passage
1. Type of literature: a piece of exposition 2. The purpose of a piece of exposition:
-- to inform or explain
3. Ways of developing the thesis of a piece of exposition:
--comparision, contrast, analogy, identification, illustration, analysis, definition, etc. 4. The central thought or thesis
III. Effective Writing Skills:
1. making effective use of specific verbs
2. using the methods of contrast, illustration, comparision, etc. 3. clever choice of words and scenes and tenses IV. Rhetorical Devices: 1. rhetorical questions 2. repetition 3. metaphor
4. simile
5. elliptical sentences
V. Special Difficulties
1. Making sentences more compact by proper subordination, such as subordinate clauses,
appositives, prepositional or verbal phrases. 2. Discriminating groups of synonyms:
--wail, cry, weep, sob, whimper, moan --glisten, glitter, flash, shimmer, sparkle 3. Paraphrasing some sentences
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4. Identifying figures of speech
VI. Questions
1. Orwell shows the poverty of the natives in at least five ways. Identify them. 2. Could paragraphs 4-7 just as well come after 8-15 as before? Why or why not? 3. Does this essay give readers a new insight into imperialism?
4. Comment on Orwell’s lucid style and fine attention to significant descriptive details.
Unit 3: Pub Talk and King’s English
by Henry Fairlie
I. Additional Background Knowledge 1. pub/pub-friends
2. Dumas/Three Musketeers 3. Carlyle
4. Charles Lamb
II. Introduction to the Passage
1. Type of literature: a piece of exposition 2. The thesis
3. What makes a good conversation 4. Seemingly loose organization
a. title b. transitional paragraph c. digression 5. Highly informal language
a. abundance of simple idiomatic expressions cheeked by jowl with copious literary and historical
allusions
b. a mixed metaphor in paragraph 2
III. Effective Writing Skills:
1. deliberately writing this essay in a conversational style to suit the theme 2. making effective use of specific verbs IV. Rhetorical Devices: 1. metaphor 2. mixed metaphor 3. simile
V. Special Difficulties 1. Idiomatic expressions:
--be on the rocks
--get up on the wrong side of the bed --be on wings
--turn up one’s nose at sth.
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--into the shoes of
2.Allusions
--descendants of convicts --Saxon churls
--Norman conquerors --musketeers of Dumas
3.The use of transitional devices
--transitional words and expressions --pronoun reference
--repetition of important words 4. Paraphrasing some sentences 5.Identifying figures of speech
VI. Questions
1. What, according to the author, makes a good conversation? What spoils it? 2. What is the author’s attitude of the writer towards ― the King’s English‖?
3. How does the use of words show class distinction?
4. What does the writer mean when he says, ―the King’s English, like the Anglo- French of the
Normans, is a class representation of reality‖?
Unit 4: Inaugural Address by John F. Kennedy
I. Additional Background Knowledge 1. John F Kennedy 2. His assasination 3. Inauguration
4. Inaugural address
5. Cold war period: socialist camp vs. capitalist camp II. Introduction to the Passage
1. Type of literature: political speech 2. Object of a political speech:
--to explain --to convince --to persuade
3. Well organized and highly rhetorical 4. Biblical style/language 5. Often-quoted passages
III. Effective Writing Skills:
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1. Employing suitable rhetorical devices and words to create the desired emotional impact 2. clear order and appropriate tone to the different groups he is addressing 3. Employing Biblical style deliberately IV. Rhetorical Devices: 1. metaphor 2. antithesis 3. parallelism 4. repetition
V. Special Difficulties
1. Biblical language/quotations/style
2.Using the following methods for force, vividness and emotional appeal: --Parallel and balanced structure --Repetition of important words --Antithesis
3.Paraphrasing some sentences 4.Identifying figures of speech
VI. Questions
1. Cite examples to show that Kennedy is very particular and careful in his choice and use of words. 2. Is the address well organized? Comment on the order in which he addressed all the different
groups of nations and people.
3. Is Kennedy’s argument and persuasion based mainly on facts and logic or on an appeal to emotions? Would this type of speech be successful on all occasions?
4. Is the tone and message suited to the different groups he addresses? Give your reasons.
Unit 5: Love Is a Fallacy
by Max Shulman
I. Additional Background Knowledge 1. The meaning of Logical fallacies 2. Logical fallacies:
--Dicto Simpliciter
--Hasty Generalization --Poisoning the Well --Ad Misericordiam
II. Introduction to the Passage
1. Type of literature: a piece of narrative writing
--protagonist/antagonists --climax
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