新编英语教程新编英语教程上海外语教育出版社上海外语教育出版社第六册第六册2021/3/101ConceptofTeaching:Teaching is the establishment of an environment for effective learningRolesofteacher:planner,manager(controller,director,conductor,instructor),prompter,presenter,resource,consultant,participant,diagnostician,assessor,etc;Rolesofstudents:previouslyaspassiverecipients;multipleroles:participant,interactorornegotiator,resourceorassessor;2021/3/102CourseDescription:Beyondreadingcomprehension:Analysisandapplicationofwhathasbeenlearned:speaking,writingandtranslation;Developmentofcriticalthinking;Aspectsoflearning:Theme,Purposeofwriting,Pointofview,Style,Structure,Rhetoricalfeatures,Diction,Translation(eitherforcheckingcomprehensionordevelopingtranslationskill);2021/3/103OBJECTIVESFOREACHLESSONGeneralIdeaandmassageofthetext;PurposeofwritingandBackgroundinformation;Writersopinionandtoneofthepassage;Outlineorstructureofthetext;Linguisticstrategiesinvolved;Styleandrhetoricaltechniques;CF:Purposeofthecourse(XiamenUniversity)DevelopanoverallproficiencyinfourskillsDevelopcriticalabilityinreadingtextsReinforcegrammaticalcompetence.2021/3/104FORMATOFTEACHING:Pre-readingActivities:Brainstormingorpre-readingquestionsanddiscussionsforwarmingup;ComprehensionandAnalysis:Questionsandanswersforcheckingunderstanding;Analysisofsomestyleandrhetoricaltechniquesinvolved;Translationofsomedifficultexpressionsorsentencestocheckandenhancecomprehension;PostreadingActivities:Commentsonthepassageorallyorinwriting;ExercisesinWorkbook;Writingshortpassageofthesimilarstyleortheme;2021/3/105Teachingsetupandrequirementsa a. Six class hours per unit. Six class hours per unitb b. Lecture + workshop+ seminar. Lecture + workshop+ seminarc c. Pre-class review required. Pre-class review requiredd d. Exercises (completed on individual . Exercises (completed on individual basis, selected for discussion)basis, selected for discussion)e e.Text II included in exams.Text II included in examsCourseevaluation:a.60-70%coverageoftext-orexercises-relatedsamples;b.TEM-8-relatedmaterialforJuniors;2021/3/106CONTENTSUNITTWOTextIThefineArtofPuttingThingsOffTextIIGossipUNITTHREETextIWallsandBarriersTextIIBarrierSignalsUNITSIXTextIDullWorkTextIIDoingChoresUNITSEVENTextIBeautyTextIISexisminEnglish:AFeministViewUNITEIGHTTextIAppetiteTextIIWantinganOrangeUNITNINETextIARedLightforScofflawsTextIITrustUNITTENTextIStraight-AIlliteracyTextIITheQualitiesofGoodWritingUNITELEVENTextIOnConsigningManuscriptstoFloppyDiscsAndArchivestoOblivionTextIIThisIsProgress?UNITTWELVETextIGrantandLee:AStudyinContrastsTextIIGrantandLeeUNITTHIRTEENTextIEuphemismTextIIClutterUNITFOURTEENTextIThatAstoundingCreator-NatureTextIIWhentheYoungHaveItGoodUNITFIFTEENTextI.TeachingasMountaineeringTextIIALiberalEducation2021/3/107UnitTwo,TextOne:TheFineArtofPuttingThingsOffMichael DemarestPre-readingBrainstormingPre-readingBrainstorming: :* *Doyouoftenputthingsoffornot?Why?Doyouoftenputthingsoffornot?Why?* *Howcan“puttingthingsoff”beafineart?Howcan“puttingthingsoff”beafineart?2021/3/108Comprehension-anoverviewofthetextMainIdea:Throughdepictingpopularityofprocrastinationinnearlyallthefields,thewriterwantedtoprovethat“delaycanofteninspireandreviveacreativesoul”and“toputoffmakingdecisionisitselfadecision”andthereforeitcanbeafineandusefulart.PurposeofwritingandTone:Inhalfseriousandhalf-jokingmannerandhumoroustone,Demarestexpresseshisviewonprocrastinationthatwhileinsomecasesitisirrationalandencumberingtodelay,itisjustifiedandfruitfulinothers.2021/3/109OrganizationandDevelopment:Introduction:(P1-2)Theworldisprobablydividedbetweendelayersanddo-it-nowers;Body:(1)(P3-7)Delayisnotwithoutitsadvantages:itcanofteninspireandreviveacreativesoul;examplesinmanyfields;Conclusion:(P8-9)Explanationandconclusionofprocrastination;2021/3/1010Thewaysinwhichparagraphsarelinked-TransitionofparagraphsTheuseofthewordyetatthebeginningofpara.3indicatesthatinthisparagraphthereaderwillfindsomethingcontrarytowhathehasreadaboutintheprecedingone.(Para.2illustratesthetroubleprocrastinationmayincurwhilepara.3tellsthereaderthatdelaycanofteninspireandreviveacreativesoul.)Atthebeginningofpara.4,thewordcunctatorisrepeated,itsfirstoccurrencebeinginpara.1.Para.5beginswiththeparodyoftheproverbWherethereisawill,thereisaway.Thewordwillintheparodyrepeatsthewordwillinthelastsentenceofpara.4.Hispointatthebeginningofpara.6referstowhatManderbachsaysintheprecedingparagraphs.Theuseofthewordalsointhefirstsentenceofpara.7referstoasimilarsituationmentionedpreviously.2021/3/1011TranslationExerciseforPracticeofLanguagePoints(C-E)ThattheelegantearlnevergotaroundtomarryinghissonsmotherandhadabadhabitofkeepingworthieslikeDr.Johnsoncoolingtheirheelsforhoursinananteroomatteststothefactthateventhemostwell-intentionedmenhavebeenpostponersever.(p.2-5)Bureaucratization,whichflourishedamidthegrowingburdensofgovernmentandthegreatercomplexityofsociety,wasdesignedtosmotherpolicymakersinblanketsoflegalism,compromiseandreapprasail-andtherebypreventhastydecisionsfrombeingmade.(p.43-46)So,forthatmatter,isthecreationofagreatpaintings,oranentre,orabook,orabuildinglikeBlenheimPalace,whichtooktheDukeofMarlboroughsarchitectsandlaborers15yearstoconstruct.(p.70-73)2021/3/1012PostreadingActivitiesWriteashortpassageof200wordsinfavoroforagainstthethesaying“never put off till tomorrow what you can do today”.2021/3/1013UnitTwoTEXTII:GossipFrancine ProselPre-readingBrainstorming:Howwouldyoudefinetheword“gossip”?Whatfunctionsdoesgossiphave?2021/3/1014MainIdeaofthepassageThroughclarifyingthepresentmisunderstandinganddistortingoftheword“gossip”,thewriteremphasizesthestrengthofgossipastheheritage,asthelegacyofacertaincommunityandotherfunctionsthatitcanplayinthesociety.2021/3/1015StructureofthepassageIntroduction:(P1-2)Gossip-heritage,birthrightBody:(P3-9)Gossip:Howhasitbeendistorted?Whatarethefunctions/rolesofgossip?Conclusion:(P10)Illcontinuetocherishgossip.2021/3/1016difficultsentencesfortranslation(E-C)IheardmydistortedbythatsamefalsenotethatsometimescreepsintoitwhensocialstrainandsomemisguidednotionofamiabilitymakemeassenttoopinionsIdontreallyshare.(P.4)Iveoftenthoughtthatgossipsbadmightbeclearedbycallingit“oraltradition”;forwhat,afterall,isanoraltraditionbutthestoriesofotherlives,othereras,legendsfromatimewhenhumantrafficwithspiritsandgodswasconsideredfitforgossipyspeculation?(P.6)Whenoneasks,“Whatsthegossip?”itsthatcommunitythatisbeingaffirmed.(P.9)2021/3/1017PostreadingdiscussionWhatisyourattitudetowardsgossipingandbeinggossipedabout?DoyouagreewithProseonthesubject?Whyorwhynot?2021/3/1018Unit Three TEXT IUnit Three TEXT IWalls and BarriersWalls and BarriersEugene RaskinEugene RaskinPre-readingQuestionsPre-readingQuestionsWhy was the Great Wall built in China? What was its main Why was the Great Wall built in China? What was its main function when it was first built?function when it was first built?What is the relation between “walls” and “barriers”?What is the relation between “walls” and “barriers”? -A wall is defined as a continuous and usually vertical and solid -A wall is defined as a continuous and usually vertical and solid structure of stones, bricks, concrete, etc. , serving to enclose or protect or structure of stones, bricks, concrete, etc. , serving to enclose or protect or divide off town, house, room, field, etc. A barrier is defined as a material divide off town, house, room, field, etc. A barrier is defined as a material object that serves as an obstruction or an obstacle to prevent object that serves as an obstruction or an obstacle to prevent communication or to check (e. g. , the advance of an enemy).communication or to check (e. g. , the advance of an enemy). In the old days, walls were erected as barriers against danger from In the old days, walls were erected as barriers against danger from without, and the Great Wall of China can serve as a typical example of without, and the Great Wall of China can serve as a typical example of this. Most walls in China function as barriers.this. Most walls in China function as barriers.2021/3/1019Comprehension:1)MainIdea:Thispassagecomparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney,anditcontraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier. The writers Conclusion / point of view:Architectureisanexpressionofpeoplesmentality(attitudes,prejudices,taboos,andideals);therefore,changesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.2)PurposeofwritingandTone:Raskinin“WallsandBarriers”intendstoillustrateandpromoteanopinionthatchangesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.Heachieveshispurposethroughlogicalreasoning(inductiveanalysis,makingcomparisonandcontrastsandcause-and-effectanalysis)2021/3/1020OrganizationandDevelopment:Introduction:(P1-2)OpeningofthepassageBody:(1)(P3-5)comparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney(2)(P6-10)contraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.Conclusion:(P11)Ourchangingconceptionsofourselvesinrelationstotheworlddeterminehowweshallbuildourwalls.Listofcontrasts:a.architecturaldesignsofbanks:paras.3&4b.functionofbank:para.4c.classicalandnewcriticismofarchitecture: para.6d.attitudetowardpossiblehostilityinprimitiveandmodernworld:paras.7&9e.attitudetowardprivacyparas.8,9,&102021/3/1021TranslationExerciseforPracticeofLanguagePoints1)Isupppose-Imorethansuppose,Iamconvinced-thathisnegativeresponsewasnot so muchtothearchitectureastoaviolationofhisconceptofthenatureofmoney.(L.5-7)2)Itistheinunderstandingofarchitectureasamediumfortheexpressionofhumanattitudes,prejudices,taboosandidealsthatthenewarchitecturalcriticismdepartsfromclassicalaesthetics.(L.31-)3)Thegreaterthefear,theheavierthewall,untilinthetombsofancientkingswefindstructuresthatarepracticallyallwall,thefearofdissolutionbeingtheultimatefear.(L41-43)4)Thisisperhapswhyitisthemost“advanced”and“forward-looking”amonguswholiveandworkinglasshouse.Eventhefearofthecaststonehasbeenanalyzedoutofus.(L.74-76)2021/3/1022PostreadingActivities:Somepeoplethinkthatmoneyoughttobespentmainlyonfoodsoastohelpbuildupstrongconstitution;butsomethinkthatitismoreimportantforapersontotrytomakehimselflooksmart.Developashortpassage,comparingandcontrastingthetwodifferentview2021/3/1023Unit Three TEXT II Barrier Signals Desmond MorrisPre-reading Brainstorming: Whatisbodylanguage?Whatdoyouknowaboutit?-nonverbalcommunication;bodylanguage/kinesics-messageofspace:space;territoriality;proxemics;Whatisbarriersignal?Whatarefunctionsofbarriersignals?Examplesofbarriersignals?Reference:A dictionary of British & American Culture胡文仲胡文仲,外研社外研社,2021/3/1024MainIdeaofthepassage:This essay, in the form of extended definition and developed largely through examples, illustrates the Body-cross, the most popular form of Barrier Signals2021/3/1025StructureofthepassageIntroduction(P1-2):theoriginanddevelopmentofbarriersignalsMainpart(P3-12):theBody-cross-itsvariablesindifferentsituations,suchasgreeting,standing&sittingExamplesofbarriersignalsthroughoutthetextbyMorris:l.Alittlechildbidingbehinditsmothersbodyorachairorsomepieceofsolidfurniture.2.Ateenagegirlcoveringupherfacewithhandsorpapers.3.Thespecialguestonagalaoccasionhavinghisrighthandreachacrosshisbodyandtouchhisleftcuff-link.4.Thefemaleguestonagalaoccasionhavingherrighthandacrossherbodyandshiftingthepositionofherhandbag.5.Amanfingeringabuttonorthestrapofawristwatch.6.Awomansmoothingoutanimaginarycreaseinasleeveorrepositioningthescarforcoatheldoverherleftarm.7.Amanrubbinghishandstogetherorclaspingthemfirmlyinfrontofhim.8.Thearm-fold,i.e.,theleftandrightarmsintertwiningthemselvesacrossthefrontoftilechest.9.Pressingthetightlyclaspedhandsdownontothecrotch.10.Usingthedeskasabarrier.2021/3/1026PostreadingActivityDescribesituationsfromyourexperienceinwhichyouorotherpeoplemadetheimaginarymovementofBody-crossasdefinedbyMorris.2021/3/1027UnitSixTEXTIUnitSixTEXTIDullWorkDullWork Eric HofferEric Hoffer Warming-updiscussionsonthenexttwotopicsWarming-updiscussionsonthenexttwotopics: :uu DoyouthinkyoucanachievemuchifyouliveaDoyouthinkyoucanachievemuchifyouliveaplain,ordinarylife?plain,ordinarylife?uuDoesmonotonous,routineworkdullonesmind?Doesmonotonous,routineworkdullonesmind?uuWhatdoesthewritermeanbyWhatdoesthewritermeanbydulldull in“DullWork”?in“DullWork”?a.a.boring,notinterestingorexciting;boring,notinterestingorexciting;b.b.uneventful,slow-paced,inactiveuneventful,slow-paced,inactive2021/3/102021/3/102828MainIdeaInthispassagethewritertriestoconvincethereadersthatwhatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous(orcreativeness of a mans mind is primary to what he can achieve).2021/3/1029OrganizationandDevelopment:Theuseofthetechnique,classicalrhetoric,foreffectiveexpositorywritingIntroduction:(P1)presentationoftherealobjectivethatthewriterintendstoattain,orthegenuineconcernheaimstofocusonBody:(P2P5)thecitationsofnumeroustrulybrilliantpeopleandtheirreputedcreations,aswellasthewritersownexperiencesConclusion:(P6)reinforcementofthetopic2021/3/1030OrganizationandDevelopment(II)ThesentencethatsummarizesHoffersviewondullworkcouldbe:Whatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous.Thepurposeofeachparagraphinthebodyofthepassage(P2P5):Para.2Peoplewhoachievedonotnecessarilyliveeventfullives.Para.3Whatisessentialforcreativeworkisamansabilitytomakethetrivialreachanenormousway.Para.4Aneventfullifedoesmoreharmthangoodtoacreativeman.Para.5Howhehimselfhasbeenbenefitedfromhisdullworkexperience.CommentonthearrangementofeachparagraphinthebodyofthepassageThearrangementislogicalandsound.Well-reputedmenarecitedbeforehisownexperience.Thepossibleharmfuleffectofaneventfullifeisillustratedonlyafterhehasmadeitclearthataneventfullifeisnotamustforcreativeachievement.2021/3/1031difficultsentencesfortranslationTheoutstandingcharacteristicofmanscreativenessistheabilitytotransmutetrivialimpulsesintomomentousconsequences.Thegreatnessofmanisinwhathecandowithpettygrievancesandjoys,andwithcommonphysiologicalpressuresandhungers.Toacreativeindividualallexperienceisseminal-alleventsareequidistantfromnewideasandinsights-andhisinordinatehumannessshowsitselfintheabilitytomakethetrivialandcommonreachanenormousway.chancesarethathadmyworkbeenofabsorbinginterestIcouldnothavedoneanythinkingandcomposingonthecompanystimeorevenonmyowntimeafterreturningfromwork.Childrenandmaturepeoplethriveondullroutine,whiletheadolescent,whohaslostthechildscapacityforconcentrationandiswithouttheinnerresourcesofthemature,needsexcitementandnoveltytostaveoffboredom.2021/3/1032PostReadingActivities1.TranslationExerciseforPracticeofLanguagePoints(C-E):Paragraph3:TheoutstandingcharacteristicofmanscreativenessParagraph6:Peoplewhofinddulljobsunendurable2.Writingashortpassageofthesimilarstyleonthefollowingtopic:“AllworkandnoplaymakesJackadullboy”isgenerallyacceptedastruebymanypeople.Howdoyoufeelaboutthisassumption?2021/3/1033Unit Six TEXT II Doing Chores August HeckschernPre-reading Brainstorming: 1) What is meaning of “chores”?2) What is the significance of doing chores?2021/3/1034MainIdeaofthepassageThewriterdwellsonhappening,workandchoresandtheirrelationship-toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.Purpose of writingForthose,whomaybeinsomedoubtastothenatureofchores,theirvariety,theirpleasuresandtheirdrudgery,Iampreparedtodeliverashortdisquisition.2021/3/1035StructureofthepassagePara.1:introduction:purposeofwritingPara.2-5:development:happening,workandchoresandtheirrelationshipPara.6:conclusion:toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.2021/3/1036the nature of choresChoresarerepetitive.(para.2);Choresleavenovisiblemarkofimprovementorprogressbehindthem.(para.3);Choresareneutral,butobligatory.(para.4);Choresareasourceofmildsatisfaction.(para.5).2021/3/1037difficultsentencesfortranslationTodowhatmustbedoneneatly,effectively,expeditiously-”withoutrestandwithouthaste”-lightsasmallfiredeepintheinteriorbeingandputsamaningoodhumorwiththeworld.Fortunatethemanorwomanwhoachievesjustbalancebetweenthesethreetypesofactivity-asIhavebeenabletodobygoodchance,andforalittlespaceoftime.2021/3/1038PostreadingActivity:Discussion-Doyouagreewiththethesis“toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence”?Whyorwhynot?2021/3/1039UnitSevenTEXTIBeauty Susan Sontag Warm-up questionsDoyouthink“beingbeautiful”isthemostdesirablequalityinwomen?Arewomenconcernedabouttheiroutwardappearanceonly?WhatsocialdiscriminationisimpliedintheoldChinesesaying男才女貌？Listasmanywordsasyoucantodescribewhatyouthinkanidealfemale/maleshouldbelike.Haveyouheardoforreadaboutanyobservationsonthetopicof“beauty”?Sharethemwithyourclassmates.Ifyouweretowriteanessayon“beauty”,howwouldyouapproachthissubject?2021/3/1040Main Idea &purpose of writing: Through the discussion on the lexical narrowing of “beauty”, the author aims actually to exploring a feminist issue that demands public attention and discrediting modern societys biased attitude to women as shown in the changed meaning of the word “beauty”.2021/3/1041Analysis of the Analysis of the organizationorganization of the text of the text Section 1 (Para 1-3): Contrast the ancient notion of “beauty” with the modern concept to introduce the topic Section II (Para 4-7) Illustrating how women and men are viewed/treated differently to support the argument: the oppression of women Section III (Para 8-9 ) Pointing out how societys gender stereotypes have affected adversely the development of women (e.g. encouraging narcissism, dependence, immaturity, passive acceptance etc) Section IV (Para. 10) Calling on women and the whole society to get out of the trap created by the “myth of beauty” and the resulting oppression of women 2021/3/1042Difficult Sentences for Translation (E-Difficult Sentences for Translation (E-C)C): :1.OneofSocratesmainpedagogicalactswastobeuglyandteachthoseinnocent,nodoubtsplendid-lookingdisciplesofhishowfullofparadoxeslifereallywas.2Associatingbeautywithwomenhasputbeautyevenfurtheronthedefensive,morally.3.Itdoesnottakesomeoneinthethroesofadvancedfeministawarenesstoperceivethatthewaywomenaretaughttobeinvolvedwithbeautyencouragesnarcissism,reinforcesdependenceandimmaturity.4.Ifawomandoesrealworkandevenifshehasclambereduptoaleadingpositioninpolitics,law,medicine,business,orwhateversheisalwaysunderpressuretoconfessthatshestillworksatbeingattractive.5.Onecouldhardlyaskformoreimportantevidenceofthedangersofconsideringpersonsassplitbetweenwhatis“inside”andwhatis“outside”than thatinterminablehalf-comichalf-tragictale,theoppressionofwomen.6.Thereshouldbeawayofsavingbeautyformwomen-andforthem.2021/3/1043Post-reading activities:Classroom discussionAnalyze the major argumentative devices used in the essay.How would you relate the topic discussed in this essay with the feminist issue that you have come across in your life?Why do you think that the obligation to be beautiful has become a trap for women? To what degree do you agree with the authors point of view in this regard?2021/3/1044TEXTIISexisminEnglish:AFeministViewPre-readingBrainstorming:Doescultureshapelanguageorviceversa?Isthisaneasyquestiontoanswer?Why?Therehasbeenacommonpracticenowtouseall-inclusivewordssuchas“Ms”,“chairperson”,“businessperson”intheplaceofmasculinewordssoastoavoidsexualdiscrimination.Howdidsomelinguistsreacttothis?Howdoyoufeelaboutsuchpractice?Doyouthinksuchlinguisticeffortswillresultinanysignificantchangeinculture?Whyorwhynot?Whatsthemainargumentoftheauthor?Canyoufindthethesisstatementinthepassage?HowdoestheauthorprovethatthereissexisminEnglish?Findtheevidencegivenbytheauthorandgrouptheminsensiblecategories.Istheevidenceprovidedpowerfulenoughtosupporttheauthorsargument?2021/3/1045MainIdeaofthepassageSexismisdeepseatedinEnglish.Thesis:(Title)SexisminEnglish(endofPara3)“howreallydeep-seatedsexismisinourcommunicationsystem”2021/3/1046Structureofthepassage（I）:para.13:introductionofthetopic,thatis,sexismaspartofcultureshapeslanguagepara.49:wordsfromwomensbodyversusthoseindicatingmensmindoractivitiespara.1014:sexualconnotationsaregiventofemininewordswhilethemasculinewordsretainaserious,businesslikeauraCf:AnalysisfromXU,nextpage:2021/3/1047Organization(II):1.Presentingthetopic(Para1-3)startingwiththeobservationontherelationbetweenCULTUREandLANGUAGE,tobringinthetopicfordiscussion,i.e.“howourlanguage(English)reflectsthesexualdiscriminationinourculture.”2.GivingevidencetoshowsexisminEnglish(linguisticevidence)1)Wordsthatoriginatedfrompeoplesnames(para4-6)2)Geographicalnames(para7-9)preoccupationwithwomensbreasts3)Pairsofwords/cognateterms/male-femalecounterparts(Para10-13)(withdifferentsemanticfeatures)3.Conclusion(Englishisamale-centredlanguage)2021/3/1048Alistofthedifferencesbetween“masculinewords”&“femininewords”inEnglishfromthetext:1.Whereasawomansbodyisconsideredmoreimportant,amansmindorhisactivitiesarevalued.Examples:1)manymensnamesareusedaseverydaywords,butwomensnamesusedaseverydaywordsareonlyone-fifthofmensnames,mostofwhichcamefromGreekmythology.2)ToplessTopography-wordslikeTetons,Nipples,Teatsareusedasnamesofmountainsandpeaks.Mensnamesinplacenameshavenothingtodowiththemensbodies,e.g.,JacksonHoleandPikesPeak.2.Aserioustoneformasculinewords,e.g.,callboy,Sir,master.Sexualconnotationforfemininewords,e.g.,callgirl,madam,mistress.2021/3/10493.Masculinewordsaremostlythebasewords,e.g.,usher,hero.Femininewordshavesuffixesaddedtothebasewords,e.g.,usherette,heroine.4.Masculinewordsformcompounds,e.g.,king-kingdom,sportsman-sportsmanship.Femininewordsformnocompounds,e.g.,queen,sportswoman.5.Intheareadealingwithsexandmarriage,femininewordsaredominant,e.g.,prostitute,widow,bride.Inthisarea,masculinewordsarenotthebasewords,e.g.,manprostitute,widower,bridegroom.2021/3/1050Post-readingactivity:Discussionandassignment:GivefurtherexamplestoshowsexisminEnglishand/orinChinese2021/3/1051UnitEightUnitEightTEXTITEXTIAppetiteAppetite Laurie LeeLaurie LeeWarming-updiscussionsonthenexttwotopics:1)Whatarethedictionarydefinitionsof“appetite”?2)Ifyouhaveanappetiteforfoodorforsomethingelse,doyouasaruletryhardtosatisfyit?Willyoufeeldisappointedifyourappetiteisnotsatisfied?Whyorwhynot?“appetite”means:a.adesireforfoodordrinkb.adesiretosatisfy,anybodilyneedorcravingc.a strong desire or liking for something; fondness; tastee.g. shegavehimjustenoughinformationtowhethisappetite.2021/3/102021/3/105252MainIdea:Byinterpretingwhat“appetite”meanstohim,theauthoractuallyisseekingtoexplaintohisreadersarelativelymoreabstractidea(“appetite”initsbroadsense),asubject,alookathowtokeepawayfromboredominlife.Purposeinwriting:togiveamoregeneraldifinitionof“appetite”andcallattentiontotheimportanceofpreservingitasasourceofsatisfactioninlife.2021/3/1053OrganizationandDevelopment:SectionI:(P1-3)definingtheword“appetite”inabroadsenseSectionII:(P4P7)TopicandexamplesoffastingtoillustratethehappinessthatcanbederivedfromthepreservationofappetiteConclusion:(P8)reinforcementofthetopic2021/3/1054DifficultSentencesforTranslation(E-C):1)Appetiteisthekeennessofliving;itisoneofthesensesthattellsyouthatyouarestillcurioustoexist,thatyoustillhaveanedgeonyourlongingsandwanttobiteintotheworldandtasteitsmultitudinousflavorsandjuices.2)Byappetite,ofcourse,Idontmeanjustthelustforfood,butanyconditionofunsatisfieddesire,anyburninginthebloodthatproveyouwantmorethanyouvegot,andthatyouhaventyetusedupyourlife.3)ItisalongtimenowsinceIknewthatacutemomentofblissthatcomesfromputtingparchedlipstoacupofcoldwater.Thespringsarestilltheretobeenjoyed-alloneneedsistheoriginalthirst.2021/3/1055PostreadingActivities:1).ExercisesinWorkbook2).Developapassage,commentingoneitherofthefollowing:Wildesaidhefeltsorryforthosewhonevergottheirheartsdesire,butsorrierstillforthosewhodid.Oneofthekeenestpleasuresofappetiteremainsinthewaning,notthesatisfaction.2021/3/1056UnitEightTEXTIIWantinganOrangeLarryWoiwodeMainIdeaofthepassage：ChildhoodmemoryoforangesinthewintersinNorthDakotainthe1940s.StructureofthepassagePara.111:childhoodrecollectionsoftheorangePara.1216:asensorydescriptionofthewaysofcutting,dividing,andeatinganorangePara.17:lifebroughtbytheorangeuponthemonotonousatmosphereoftheNorthDakotawintryworld2021/3/1057Paraphrasethefollowingsentences:1.Therewasnodepthofdegradationthatwewouldntdescendtoinordertogetone.-Inordertogetanorange,uewouldntmindgoingthroughhumiliationanddisgrace.2.Eachorange,strippedofitsprotectivewrapping,asvividinyourvisionasapebbledsun,encouragedyoutopictureawholepyramidoftheminabowlonyourdiningroomtable.-Withitswrappingtakenoff,eachorangelookedlikeashiningsunasroundasapebble,andyouwereledtoimagineabowlfilledwithorangesonthetableinyourdiningroom.3.andtheeruptionofsmellandthewateryfireworksasaknife,inthehandofsomeoneskilled,likeourmother,goesslicingthroughtheskinsoperfectforslicing.-Whensomeonewhoisskilledinusingaknife,justlikeourmother,cutstheorangeintoslices,thesweetsmelloftheorangepermeatestheroomandthejuiceofthefruitjustsplatters.2021/3/10584.Sputteringignitionscanalsobeproducedbysqueezingapeelnearacandle(atleastonecandleisalwaysgoingatChristmastime),andleftoverpeelsaresetonthestovetoptoscentthehouse.-Ifyousqueezeanorangepeelnearaburningcandle(asthereisalwaysatleastonecandlelitatChristmasseason),youcanseeflickeringflames.Youputtheremainingpeelsonthetopofthestovetogivethehouseapleasantsmell.5.Andifindeedyouhavesensedyourselfcomingdowninacold,thereisachancethatyouwillfeelitdrivenfromyourhead-yournoseandsinusessuddenlyopening-inthemidstofthescentofpeelandeatinganorange.(-Andifyoureallyfeelthatyouaresufferingfromabadcold,thesweetsmelloftheorangepeelandthegoodtasteofanorangewillcureyouofyourcold,andyournoseandsinuseswillbeclear.2021/3/1059UnitNineTextI:ARedLightforScofflawsPre-readingActivitieswWarming-updiscussionsonthenexttopics:wLookuptheword“scofflaw”inanunabridgeddictionary.Whatisthedefinitionofthisword?Howisthecompoundwordmadeup?wArescofflawsfoundinoursociety?Specifically,whoarethey?wWhatsortofpeopledoyouthinkTrippettreferstoby“scofflaws”?wWhatismeantby“ARedLightforScofflaws”?2021/3/1060MainIdea:ThewriterdemonstratestheabundanceofscofflawsinUSAandtheirdangersandcallsonboththeAmericanpublicandtheadministrationtocheckthespreadofthescofflawspiritbecauseitisacauseofsocialdemoralization.2021/3/1061OrganizationandDevelopment:Introduction:(P1)TheAmericansaretakingincreasinglibertieswiththelegalcodes.Body:(P2P8)Scofflawsaboundinamazingvarietyandthedangersofscofflawryvarywidely.Conclusion:(P9) Thescofflawspiritisdangerouslyinfectious;somethingmustbedonetocheckitsspread.2021/3/1062Topicsentencesforalltheparagraphs:Para.1 Nothesisstatement.Thisparagraphintroducesthetopicoftheessay:MillionsofAmericansaretakingincreasinglibertieswiththelegalcodes.Para.2Scofflawsaboundinamazingvariety.Para.3Thedangersofscofflawryvarywidely.Para.4Themostflagrantscofflawisthered-lightrunner.Para.5Thefloutingofbasicrulesoftheroadleavesdeepdentsinthesocialmood.Para.6.scofflawsare.asymptomofelementarysocialdemoralization.Para.7 Theprospectofthecollapseofpublicmannersisnotmerelyamatterofetiquette.Para.8 ScofflawryatvariouslevelsofsociallifewasbynomeansalessseriousmenacetothefoundationoflawoftheU.S.thanviolentcrimes.(Implied)Para.9 Thisconclusiveparagraphcontainsthethesisstatement: The scofflaw spirit is dangerously infectious; something must be done to check its spread.Whenweputallthetopicsentencestogether,whatwegetisanicelyworkedoutsentenceoutlineforthewritertoworkon,andahighlycondensedgistoftheessayforthereader.Allthetopicsentencesarerichlyillustratedwiththeexceptionofpara.6,whichseemsabitweakinitsdevelopment.2021/3/1063DifficultSentencesforTranslation(E-C):ItispainfullyapparentthatmillionsofAmericanswhowouldneverthinkofthemselvesaslaw-breakers,letalonecriminals,aretakingincreasinglibertieswiththelegalcodesthataredesignedtoprotectandnourishtheirsociety.HarvardSociologistDavidRiesmansuspectsthatamajorityofAmericanshaveblithelytakentocommittingsupposedlyminorderelictionsasamatterofcourse.Innocentdriversandpedestrianspayrepetitiouspriceinfrustration,inconvenienceandoutrage,nottomentionajustifiedsenseofmortalperil.Ifhypocrisyisthetributethatvicepaystovirtue,thenfurtivenessisthetrueoutlawssalutetotheforceoflaw-and-order.Onahighlevel,theAdministrationinWashingtonhasdramatizeditswishtonullifycivilrightslawssimplybyopposinginsteadofsupportingcertaincourt-ordereddesegregationrulings.2021/3/1064PostReadingActivities1.ExercisesinWorkbook2.Writeashortessayonthescofflawryonyourcampus.Youmayfocusononeofthescofflaws.Theinformationyougathercanbebaseduponyourpersonalexperienceorobservation,orwhatever.Rememberthatyouressayshouldbeamplyillustrated.Translatepara.5intoChinese2021/3/1065Red-lightrunninghasalwaysbeenrankedasaminorwrong,anditmaybeinindividualinstances./whentheviolationbecomehabitual,widespreadandincessant,however,agreatdealmorethanatrafficmanagementproblemisinvolved./Thefloutingofbasicrulesoftheroadleavesdeepdentsinthesocialmood./Innocentdriversandpedestrianspayrepetitiouspriceinfrustration,inconvenienceandoutrage,nottomentionajustifiedsenseofmortalperil./Thesignificancesofred-lightrunningismagnifiedbyitshighvisibility./Ifhypocrisyisthetributethatvicepaystovirtue,thenfurtivenessisthetrueoutlawssalutetotheforceoflaw-and-order./Thered-lightrunner,however,showsnorespectwhateverforthesocialrules,andsocietycannothelpbeingharmedbyanyrepetitionsandbrazendisplayofcontemptforthefundamentalsoforder.2021/3/1066UnitNineTEXTIITrust Andy RooneyPre-readingBrainstorming:Howdoyouunderstandtheword“trust”?Describeyourexperiencesconcerning“trust”.2021/3/1067MainIdeaofthepassage:Throughhisownexperiencesandobservation,thewriterelaboratesimportanceoftrustinoursociety.Structureofthepassage:Para.14:apersonalexperiencetobringforththetopicoftrustPara.510:trustisoutfirstinclinationbecausethewholestructureofoursocietydependsonourmutualtrust,notdistrust.Para.11:reiteratethesubjectoftrust-echoingtotheintroduction.2021/3/1068DifficultSentencesforTranslation(E-C):IwaslateandifanyoneaskedmehowfastIwasdriving,IdhavetopleadtheFifthAmendmenttoavoidself-incrimination.Likemostofus,Immoreapttoberestrainedfromdoingsomethingbadbythesocialconventionthatdisapprovesofitthanbyanylawagainstit.Thepatsies,thesuckers,thepeoplewhoalwaysassumeeveryoneelseisashonestastheyare,makeoutbetterinthelongrunthanthepeoplewhodistrusteveryone-andtheyrealothappiereveniftheygettakenonceinawhile.2021/3/10692021/3/1070