大學(xué)英語III教案2013月集體編

《大學(xué)英語III》

課程教案

2013——2014學(xué)年第1學(xué)期

編寫人：大學(xué)英語第二教研室

審核人：

安徽科技學(xué)院教案

安徽科技學(xué)院外國語學(xué)院

《大學(xué)英語III》課程教案

課程名稱：大學(xué)英語ni

課程類型：通識教育課

學(xué)時：60學(xué)時

學(xué)分：3學(xué)分

授課對象：非英語專業(yè)?統(tǒng)招

一、教學(xué)目標(biāo)

大學(xué)英語IH級課程是以英語語言知識與應(yīng)用技能、學(xué)習(xí)策略和跨文化交際為主要

內(nèi)容，培養(yǎng)學(xué)生的英語綜合應(yīng)用能力，特別是聽說能力。大學(xué)英語二級的具體教學(xué)目標(biāo):

1.建議詞匯量：領(lǐng)會式掌握3850個單詞和450個詞組，其中復(fù)用式掌握的單詞為

1800,以及由這些詞構(gòu)成的常用詞組，并具有按照基本構(gòu)詞法識別生詞的能力。

2.語法：鞏固和加深基本語法知識，提高在語篇水平上運用語法知識的能力。

3.聽的能力：能聽懂英語講課及簡短會話和談話，抓住中心大意和要點。語速為

每分鐘120~130詞，聽一遍。能基本聽懂英語國家慢速英語節(jié)目，能掌握其中心大意，

抓住要點。能運用基本的聽力技巧幫助理解。

4.說的能力：學(xué)會基本的課堂用語，能用英語提問并回答教師就課文提出的問題,

能和同學(xué)一起就某個簡單的話題用英語進行討論。能就所熟悉的話題經(jīng)準(zhǔn)備后作簡短發(fā)

言，表達(dá)比較清楚，語音、語調(diào)基本正確。

5.閱讀能力：能讀懂語言難度一般的普通題材的文章，學(xué)會基本的閱讀技能。一

般閱讀速度為每分鐘60-65個單詞，快速閱讀速度每分鐘為90個單詞，快速閱讀材料

難度應(yīng)低于課文，生詞不超過總詞數(shù)3%。

6.寫的能力：能根據(jù)所學(xué)課文做筆記、回答問題、完成提綱和填寫表格，能就所學(xué)

內(nèi)容在半個小時內(nèi)寫出不少于120詞左右的短文。內(nèi)容比較連貫，語法基本正確。

7.譯的能力：能翻譯難度低于課文的英語文章，理解正確，譯文基本達(dá)意，譯速每

小時280英語詞。能譯出句子結(jié)構(gòu)比較簡單的漢語，譯文達(dá)意，基本無重大語言錯誤，

譯速每小時235漢字。

安徽科技學(xué)院教案

二、教學(xué)內(nèi)容及學(xué)時分配

教學(xué)內(nèi)容學(xué)時

讀寫第一單元4

讀寫第二單元4

讀寫第三單元4

讀寫第四單元4

讀寫第五單元4

讀寫第六單元4

讀寫第七單元4

讀寫第八單元4

讀寫第九單元4

讀寫第十單元4

Unit1-22

unit3-42

unit5-62

unit7-82

unit9-102

unit11-122

unit13-142

unit15-162

讀寫復(fù)習(xí)2

口語復(fù)習(xí)2

合計60

三、教學(xué)方法

啟發(fā)式講授法、討論法、任務(wù)型教學(xué)法（其他可供參考的教學(xué)方法：啟發(fā)式、發(fā)現(xiàn)

式、設(shè)計教學(xué)法、注入式方法；講授法、談話法、演示法、參觀法、實驗法、練習(xí)法、

討論法、讀書指導(dǎo)法、實習(xí)作業(yè)法，聽說法等。）

四、考核方式

根據(jù)普通高校大學(xué)英語教學(xué)大綱（修訂本）的要求，考慮到我校大學(xué)英語教學(xué)的實

際情況及其現(xiàn)有條件，考核內(nèi)容包括平時成績、筆試成績、口語考試成績?nèi)齻€部分，分

別占期末成績的20%、60%、20%o筆試考試命題范圍暫定為3000個基礎(chǔ)詞匯和300條常

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安徽科技學(xué)院教案

用短語，內(nèi)容分為客觀測試和主觀測試兩大部分，分別占試卷的50%和50機考試方法

為閉卷考試?？谡Z考試為計算機考試，考試題目以課堂教學(xué)內(nèi)容為基礎(chǔ)，適當(dāng)延伸。

五、學(xué)習(xí)要求

學(xué)生應(yīng)按照教學(xué)大綱和考試大綱的要求，配合教師教學(xué)，在規(guī)定時間內(nèi)完成讀寫課

和聽說課的教學(xué)內(nèi)容。

六、教材及主要參考書目

1.CollegeEnglishIntensiveReading3,ZhaiXiangjun(ed.),ShanghaiForeignLanguage

EducationPress,2006.

2.CollegeEnglishIntensiveReading3,(Teacher'sBook),ZhangZengjian(ed.),

ShanghaiForeignLanguageEducationPress,2006.

3.OxfordAdvancedLearner'sEnglish-ChineseDictionary(6thedition),Oxford

universitypress&TheCommercialPress,2004.

4.大學(xué)英語實用語法講解與練習(xí).任福洪等主編.北京：國防工業(yè)出版社，2004

5.CollegeEnglishFocusListeningandSpeaking3,DongYafen(ed.),ShanghaiForeign

LanguageEducationPress,2006.

6.大學(xué)英語實用語法講解與練習(xí).任福洪等主編.北京：國防工業(yè)出版社，2004

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PartIIntensiveReading(Book3)

授課章節(jié)UnitOneABrushwiththeLaw

授課學(xué)時4講授方法講授法，討論教學(xué)條件多媒體

法，演示法

教學(xué)目標(biāo)：

1.GetSstoknowthechiefpurposesoflawaretomaintainpeaceandorder,toprotectthe

rightsofcitizens,butthelawinthewesterncountrymaybeunjustlyappliedormaybe

unjustincertainsituations.

2.Aboutthetext,Ssshouldgraspthetextcontent,textstructure,basicvocabulariesand

requiredgrammarpointsofthesection.

教學(xué)重點、難點：

1.Words:arbitrary,award,casual,circumstance,commit,complain,conduct,confirm,

dismiss,due,given,guilty,meanwhile,obvious,process,regard,reliable,

respectable,revolve,subsequent,temporary,wander.

2.Phrases&Expressions:takesb.tocourt,acoupleof,saveup,takeone'stime,turnout,

callon,standachance,revolve,around,turnagainst

3.Aboutthereading,Ssshouldknowtheusageofdictionary

4.Aboutthewriting,Ssshouldgettoknowthewritingskill-coherence.

教學(xué)要點：

LLeedin

1)Warm-upquestions

Whatarethefunctionsoflaw?

Isitsupposedtoprotecttherightsoflawfulcitizensandpunishthelaw-breakers?

Isittruethat"'Everyoneisequalbeforelaw”?

2.RelatedInformation

a.Magistratesandthemagistratesfcourt

InEngland,amagistrateisapersonappointedtotryminoroffences.

Themagistrates'courtisthelowestcourtoflaw,whichcanonlytrypeopleforminor

offences.

b.Lawyer,solicitor,barrister

Lawyer:

thegeneraltermforanyonewhoseworkistoadvisehisclientsaboutthelawandrepresent

themincourt

Solicitor:

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alawyerwhogivesadvice,appearsinlowercourts,andpreparescases

forabarristertoargueinahighercourt

Barrister:

alawyerwhohastherightofspeakingandarguinginthehighercourtsoflaw

c.TheSixties'uyouthcounterculture^

theattitudesandlifestylesofmanyyoungpeoplewhorejectedconventionalsocialvaluesand

demandedmorepersonalfreedom

Theword“counterculture"wascoinedinthe1960sfortheattitudesandlifestylesofmany

youngpeoplewhorejectedconventionalsocialvaluesanddemandedmorepersonalfreedom.

ThecounterculturefirstaroseintheU.S.duringthe1960sandsoonspreadtoBritain,France

andotherwesterncountries.TheseyoungpeoplewereopposedtotheVietnamWarand

dissatisfiedwiththeexistingstateofaffairsintheirsociety.Yet,unabletofindamore

constructivewayofstrugglingagainstthese,theyindulgedthemselvesinsex,drugs,alcohol

androckmusicandtookgreatprideinwearinglonghairandunusualclothesandintakingup

anythingthatwasunconventional.Thecounterculturedeclinedinthelate1970s.

Hippy/Hippie

Hippie,memberofayouthmovementofthelate1960s,wascharacterizedbynonviolent

anarchy,concernfortheenvironment,andrejectionofWesternmaterialism.Thehippie

movementstartedintheUnitedStatesandthenspreadtoCanada,theUnitedKingdom,and

manyothercountries.Thehippiesformedapoliticallyoutspoken,antiwar,artisticallyprolific

countercultureinNorthAmericaandEurope.Thehippieswereusuallydressedinunusual

clothesandlivedingrouptogetherandtookdrugs.

d.MiddleClass

1)InBritain:

Itreferstotheclassofpeoplebetweenthenobilityandtheworkingclass.Itincludes

professionalmen(suchasdoctors,lawyersandarchitects),bankers,ownersofbusinessand

smallgentry.

2)IntheUnitedStates:

Itreferstotheclassofpeoplebetweentheverywealthyclassandtheclassofunskilled

laborersandunemployedpeople.Itincludesbusinessmen,professionalpeople,office

workers,andmanyskilledworkers.

Apartfromoccupationsandeconomicstatus,theterm“middleclass“canalsobeusedto

describevaluesandattitudes.

3.WordsorPhrasesRelatedtotheTopic

a.awfiil/law-abidingcitizens,breakthelaw,obeythelaw,by/underlaw(accordingtothe

law),withinthelaw(legalorlegally)

b.acourt/lawcourt/courtroom,jury,judge,plaintiff/complaint,defendant/theaccused,

witnessevidence/proof,cost,damages

c.guilty,innocent

d.criminal/lawbreaker/wrongdoer,convict,bankrobber,burglar,mugger,felon,shoplifter

e.crim/ofifence,misdemeanour,felony,murder,mugging,bribery,embezzlement,armed

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robbery,theft/stealing

f.civillaw,criminallaw,economiclaw

II?TextComprehension

1.ContentQuestions

2)TextOrganization

PartsParagraphsMainidea

PartPara.1Thenarratorhasoncebeenintroublewiththelaw,whichwas

onearatherunpleasantexperience.

PartPara.2-20Thenarratorwasarbitrarilyarrestedandreleased.

two

PartPara.21-22Resultofthejudgeandhisfeelings.

three

3.TrueorFalse

1).ThestorytookplaceoneFebruaryinthe1960sinBritain.T

2).Thenarratorwasa19-year-oldcollegestudentatthetime.F

HewasnotgoingtouniversityuntilthefollowingOctober.

3).Hewaslookingforajobsothathecouldmakesomemoneytopayforhistuition.F

Hewantedtosaveupsomemoneytogotraveling.

4).Hewasarrestedbyapolicemanwhilehewasstealingmilkbottlesfromdoorsteps.FHe

didn'tstealanymilkbottles.Hewasarrestedbecausethepolicemanthoughthehadthe

intentionofstealingmilkbottles.

5).Thepolicemenlethimgoafterhegaveaclearexplanation.F

Thepolicementookhimtothepolicestationandquestionedhimforseveralhours.Hewas

notallowedtoleavethestationuntilhewasofficiallychargedandtoldtoreporttoRichmond

Magistrates9CourtthefollowingMonday.

6).Thenarratordefendedhimselfsosuccessfullyincourtthatthemagistratesfoundhim“not

guilty,5immediatelyafterhearinghisdefence.F

Thenarratorwantedtodefendhimselfincourt,buthisfatherwouldn'tallowhimtodoso.

Instead,hehiredaverygoodsolicitorwhoconductedthedefenseincourt.

7).Thenarratorwasshockedtofindthathisreleasefromthechargewaschieflyduetohis

“right“accentandhismiddle-classfamilybackground.T

8).Thenarratorwasshockedtofindthathisreleasefromthechargewaschieflyduetohis

“right“accentandhismiddle-classfamilybackground.F

Hewasnothappythatanotheryoungsterhadbeenturnedagainstthepoliceandwished

thatthenarratorcouldhavebeenabitmorehelpfulintheincident.

4.MainIdea

Theauthortellsusaboutwhathappenedtohimmorethanadecadeago.Itwasreallyavery

unpleasantexperience,yetitprovidesuswithmuchfoodforthought.Apersonwithabrilliant

academicrecordandarespectablefamilybackgroundwillstandagoodchanceofwinninga

case.Lawcannotalwaysbeenforcedfairlyandarrestorconvictionisnotalwaysbasedonthe

adequateevidenceasshowninthestory.

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安徽科技學(xué)院教案

BLDetailedLearningoftheText

1.LanguageFocusWordsandPhrases

1).circumstances:n.facts;conditionsconnectedwithaneventoraperson

under/inthecircumstances

——Underthecircumstances,wearesuspendingtalks.

Under/innocircumstances——Undernocircumstancesmustyoulendhimmoney.

Collocations:

exceptional/specialcircumstances

favorablecircumstances

tragiccircumstances

2).temporary:lastingforashorttimeonly

Itsoppositeis"permanent^-lastingforalongtimeorforever

——Thisisnotmypermanentaddress;itisonlyatemporaryone.

3).employmentn.one5sregularworkoroccupation,job

——Hehadnodifficultyinfindingemploymentasalawyer.

employv.——Shewasemployedasaprogrammer.

unemploymentn.-???Youthunemploymentisover50%.

unemployeda.——Alargepercentageofyouthwereunemployed.

4).confirmv.makecertain,support

——Mysuspicionsarenowfullyconfirmed.

——Thelatestinformationconfirms(mein)mybeliefthattheyaretoblame.

☆Theevidencemeinmyopinionthattheyarelying.

A)conformsB)confirmsC)confinesD)confesses

conform,confine,confess,confirm

5).conduct:

v.

①manage;direct;carryout

---Themanagerconductedhisbusinessefficiently.

——Thecompanyconductedasurveytofindoutourreactiontotheproduct.

②standinfrontofagroupofmusiciansorsingersanddirecttheirplayingorsinging

——Theorchestraisconductedbyafamousconductor.

③allow(heatorelectricity)totravelalongorthrough

——Plasticandrubberdon'tconductelectricity,butcopperdoes.

Collocations:

conductanexperiment/aninquiry(asurvey)

conductheat/electricity

n.thewayonebehaves,esp.inpublic,intheirjobs,etc.

——Thechildren'sconductatthemeetingwasverygood.

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安徽科技學(xué)院教案

6).respectablea.deservingrespect

respectable

——Theyarepoorbutrespectable.

——Myparentsarerespectablepeople.

respectful

——Iwishyouwouldbemorerespectfultoyourteachers.

☆Theoldgentlemenwasaverylookingperson,withgreyhairandgold

spectacles.

A)respectfulB)respectedC)respectiveD)respectable

7).turnout:befoundordiscovered(tobe);provetobe

Pattern:turnout(tobe)+n./adj.

turnout+(that)-clause

——Itturnedout(tobe)afineday.

——ThepersonIspoketoturnedouttobeanEnglishstudent.

——Itturnedoutthattheexperimentwasmuchmoredifficultthantheyhadexpected.

turnagainst:(causeto)oppose;behostileto

turnup:appear

turnaway

2.DifficultSentences

1).butitmakesagoodstorynow.

——Shewillmakeagoodwife

make+n.

makeanattempt,makeadeal,makeadecision,makeagesture,makeamistake,makea

promise,makemoney,makeprogress,makeanimpressiononsb.

“萬能動詞”：do,play,take,etc.

2).andIwasleftinnodoubt.

Leftisthepastparticipleofleave,——Thewarlefthimanorphan.

——Leavethedooropen.

——Nothingwasleftundone.

——Thewarleftthewholecountryinutterconfusion.

3)...hesaid,andwithaperfectlystraightfacetoo!

Withcf:perfectly,completely,totally,andabsolutely

Straight

—astraightnose,

—for12straightdays

—Getyourhousestraight,

—astraightfellow

—Shesaidthiswithastraightface.

IV?Exercises

UsefulExpressions

1.與法律發(fā)生沖突beintroublewiththelaw

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2.一次不愉快的經(jīng)歷anunpleasantexperience

3.相當(dāng)擾人的ratherdisturbing

4.臨時工作atemporaryjob

5.存錢saveupmoney

6.不緊不慢innohurry/takeone'stime

7.板著臉withaperfectlystraightface

8.對……熟悉befamiliarwith

9.堅定了某人的信念confirmsb.inone'sbelief

10.可靠的證人areliablewitness

11.很有可能thereiseverychance

12.放了我letmeonmyway

RolePlay

Thestudentsarerequiredtodoaroleplaybasedonthestory.Onestudentplaysasthe

narrator,theyoungman.Twootherstudentsplayasthetwopolicemen.Someotherstudents

playasthefather,thejudgeandotherpeopleinthestory.Theroleplayshouldcoverthe

followingpoints:

1)theyoungman'sarrest;

2)whathappenedtotheyoungmaninthepolicestation;

3)whatthefamilydidaftertheylearnthisarrest;

4)whathappenedinthelawcourt;

5)theyoungman'srelease;

6)whathappenedafterhisrelease..

思考題/作業(yè)：

Writeashortpassageaccordingtothetextin150words.Thepassageshouldcoverthefollowingpoints:

1)hisarbitraryarrest(thereasonswhyhewasarrested)

2)whathisfamilydidforthetrial

3)hisarbitraryrelease(thereasonswhyhewasreleased)

4)yourcommentsonthisincident

教學(xué)小結(jié):

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安徽科技學(xué)院教案

授課章節(jié)UnitTwoFruitfulQuestions

授課學(xué)時4講授方法講授法，討論教學(xué)條件多媒體

法，演示法

教學(xué)目標(biāo)：

1.ComprehendtheText;

2.GraspthestructureandmainideaoftheText;

3.MasterthekeylanguagepointsintheText;

4.Appreciatethenarrativeskills.

教學(xué)重點、難點：

1.Aboutthetext,Ssshouldgraspthetextcontent,textstructure,basicvocabulariesand

requiredgrammarpointsofthesection.

2.Understandthemeaningofparadigm,linerathinkingadnparameters.

教學(xué)要點：

I.Lead-in

PartIPre-readingTask

1.Warm-upquestions

①Imagineyouhaveinfrontofyouanorange,atomatoandastrawberry.Whichonedoes

notbelongwiththeothertwo?Why?

②Doyouthinkitisimportanttodevelopstudents9abilitytoseethingsinfreshways?Why

orwhynot?

③Whatdoyouthinkoftheideathatthepurposeofeducationistodevelopatastefor

constantlyaskingquestions?

2.Summaryofthestudents7opinions

3.IntroductoryRemarks

Whenwetrytotackleaproblem,wemaysometimessticktotheusualwayofthinking

aboutit,thusoftenmakingitdifficulttofindasolution.Weneedtoremember,therefore,that

isimportanttolearntolookatthingsinfreshwaysanduseunconventionalandcreative

meansintryingtosolveproblems.

JamesSollisch,authorofthepresentessay,learnedabouttheimportanceofcreative

thinkingwhileplayingtheWhatDoesn'tBelonggamewithhischildren.Intheessay,with

examplesrangingfromhisownchildrentosomeoftheworld'sgreatestscientists,hehelps

explainthenatureofcreativethinkingandcallsonthereadertothinkcreatively.

ILTeetCompreheesion

1.ContentQuestions

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安徽科技學(xué)院教案

1).Whatweretheauthorandhischildrenplayingthatnight?

“WhatDoesn'tBelong?^^basedontheSesameStreetgame.

2).Whatwasthequestionthefatherputtohischildren?

Whatdoesn'tbelong,anorange,atomatoorastrawberry?

3).Whatwastheoldestchild9sanswertothequestion?Andwhatdidthefatherthinkofhis

answer?

Theoldestchild9sanswerwasthattomatodoesn'tbelongbecauseitwasnotfruitandhis

fatherthoughtitwasarightanswer.

4).Whatanswersdidhis4-year-oldandhis6-year-oldchildrengive?

His4-year-oldchosestrawberrybecausetheothertwowereroundandstrawberrywasn't,

whilethe6-year-oldbelievedthatorangedidn'tbelongbecausetheothertwowerered.

5).Whydidthe9-year-oldandthemiddleoneaddtotheanswers?

Becausetheydidnotwanttobeoutdonebytheirsiblings.

2.TextOrganization

PartDivisionoftheText

PartsParagraphsMainideas

11-5Theauthor'schildrenteachhimaboutparadigmshifts.

26-8Threeexamplesofshiftingoldparadigmsinhistory.

39-12Theimportanceofshiftingoldparadigms.

413Theauthorencouragespeopletolookatinformationina

newway.

IH.DetailedLeaminqoftheText

1.MainIdea

2.LanguageFocus

a.Words&Phrases

①shift:n.

1)achangeinthewaypeoplethinkaboutsomething,inthe

waysomethingisdone,etc.

——Formostcitydwellers,itisawelcomeshiftfromtowntocountrylife.

2)ifworkersinafactory,hospital,etc.workshifts,theyworkforaparticularperiodoftime

duringthedayornight,andarethenreplacedbyothers,sothattherearealwayspeople

working

Heisonthenightshiftthisweek.

v.movefromoneplaceorpositiontoanother,ormakesomethingdothis

——Don'ttrytoshifttheresponsibilityontome.

——Peoplegraduallyshiftfromthecountrytothetown.

Collocations:

shifttheblame/responsibilityonto(somebody)

shiftone'sground

shiftfbroneself\

CF:move,shift,transfer&remove

move

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安徽科技學(xué)院教案

--Itwascalmandnotaleafmoved,

shift

——Thecargohasshiftedbythemovementoftheship,

transfer

——TheheadofficehasbeentransferredfromShanghaitoBeijing,

remove

——PleaseremoveyourbagfromtheseatsothatIcansitdown.

②argue:v.

1)disagreewithsomeoneinwords,ofteninanangryway

——Wearguedwiththewaiteraboutthepriceofthemeal.

2)stateorgiveclearreasonsthatsth.istrue,should

bedone,etc.

——Hewasarguingthatpovertymaybeablessing.

——Itcouldbearguedthatsendingmentothemoonisawasteofmoney.

3)persuadesb.todoornottodosomething

——Theyarguedhimintowithdrawinghiscomplaint.

Pattern:

arguewithsb.about/oversth.

arguefor/against

o/outofdoingsth.

CF:argue,debate,dispute&discuss

Directions:Fillintheblankswiththefourwordsabove.Changetheformwherenecessary.

1.TheHouseofCommonsdebatedtheproposalforthreeweeks.

2.Hislatestbookdiscusestheproblemsofthedisabled.

3.Theministerarguedthatcutsinmilitaryspendingwereneeded.

4.Whetherhisnewmethodwillworkisstilldismited.

③abandon:v.

1)leaveashipbecauseitissinking

---Thesailorswereorderedtoabandonthesinkingship.

2)stopdoingsth.becausetherearetoomanyproblemsanditisimpossibletocontinue

——Thematchwasabandonedbecauseofbadweather.

——Weurgepeoplewhosmoketoabandonthehabit.

CF:abandon,discard,leave&giveup

Directions:Fillintheblankswiththefourwordsabove.Changetheformwherenecessary.

1.FatherrepairedthetoythatIhaddiscarded..

2.Thestudentwasjustaboutto^iveupthequestion,when3.suddenlyhefoundtheanswer.

4.Thecruelmanabcmdonedhiswifeandchildren.

5.Sheleftmusictostudyengineering.

④exposev.

1)uncoverormake(sth.)visible;display

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安徽科技學(xué)院教案

Whenshesmiledsheexposedasetofperfectwhiteteeth.

2)putsomeoneinasituationwheretheyarenotprotectedfromsth.dangerousorunpleasant

——Soldierswereexposedtotheenemy?sgunfire.

——Thebabywasleftexposedtothewindandrain.

2)showthetruthaboutsb.orsth.,especiallywhenitisbad

Thatunfortunateremarkexposedhisignoranceofthesubject.

Collocations:

exposeone'sskintothesun

exposeoneselftocriticism

exposeoneselftothewindandrain

exposeacrime

exposeafilm

⑤bringup:

1)lookafterandinfluenceachilduntilheorsheisgrownup

Shehasbroughtupfivechildren.

Ithinkthatbothparentsshouldbeinvolvedinbringingupthechildren.

2)mentionasubjectorstarttotalkaboutit

Ididn'tdaretobringupthequestionofmoney.

Alltheseproblemswerebroughtupatthelastconference.

3)vomit

atehisdinnerandthenpromptlybroughtitallupagain.

Collocations:

bringabout

bringaround/round

bringdown

bringforth

bringforward

bringout

bringthrough

b.DifficultSentences

①Whatisthegrammaticalfunctionof"forcedaskidstoeat

theminsalads'?Paraphrasethesentence.

Itisapastparticiplemodifying“thoseofus”.

Tothoseofuswhowereforcedtoeattomatoesinsaladsduringchildhood,theysurelybelong

tovegetables.

②Itwasmessierthanafoodfightandmuchmoreimportantthanwhetheratomatoisafruit

orvegetable.

Whatcanweinferfromthesentence?

Wecaninferfromthesentencethatthegameisnotassimpleasitappears.Itinspiresusto

thinkmorebehindthegameitself.

(3)Maybethatexplainswhysomanyoftheworld"smostbrilliantscientistsandinventors

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安徽科技學(xué)院教案

werefailuresinschool,themostnotablebeingAlbertEinstein,whowasperhapsthis

century'smostpotentparadigm-shifter.

Whatistheimpliedmeaningofthesentence?

Sofar,theeducationsystemhasnotbeenverysuccessful.

(4)Ibringthisupbecauseweseemtobeatapointintheevolutionofoursocietywhere

everyoneisclamoringformoretechnology,forinstantaccesstoever-growingbodiesof

information.

Whatisthefunctionofthesubordinateclauseintroducedbywhere?

Itisanattributiveclauseusedtomodifytheword“point”.

⑤Butunlessweshiftourparadigmsandrefocusourparameters,thesuperinformation

highwaywillleadusnowhere.

Paraphrasethesentence.

Onlyifweshiftourparadigmsandrefocusourparameterscanwetakethegreatadvantageof

thesuperinformationhighway.

⑥AndhedidnftdoanythinglessEarth-shattering(punintended)thancompletelychangethe

waytheuniversewasviewed.

Whatcanweinferfromthesentence?

Thekeypointisnotthelackofinformation.Whatweneedisnotmoreinformationbutnew

waysoflookingatit.

⑦Butunlessweshiftourparadigmsandrefocusourparameters,thesuperinformation

highwaywillleadusnowhere.

Howtounderstandtheword“Earth-shattering“inthissentence?

Theauthorintendstheword“Earth-shattering''tobeapun—acleverandamusinguseofa

wordwithmorethanonemeaning.Itcanbeinterpretedasmeaningeither“Earth-shaking”

(profoundinsignificance)or"'explodingtheEarth-centeredtheory.”

⑧Weneedtodiscover,asmykidsdid,thatthereismorethanonerightanswer,thereismore

thanonerightquestionandthereismorethanonewaytolookatabodyofinformation.We

needtorememberthatwhenyouhaveonlyahammer,youtendtoseeeveryproblemasanail.

Whatdo“ahammer,,and“anail"referto?

“Ahammer^^and“anail“hereareusedastwometaphorssymbolizingtheoldparadigmsand

thefixedpatternsofthinking.

Paraphrasethesentence.

Ifyoulookatthingsonlyinoneway,mostlikelyyouwillfoiltoseethenatureofyour

problemandconsequentlyyouwon'tbeabletosolveit.

⑨Weneedtodiscover,asmykidsdid,thatthereismorethanonerightanswer,thereismore

thanonerightquestionandthereismorethanonewaytolookatabodyofinformation.We

needtorememberthatwhenyouhaveonlyahammer,youtendtoseeeveryproblemasa

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安徽科技學(xué)院教案

nail.

Analyzethesentence.

Thisisatypicalparallelstructureusedasanemphasis.

Canyoufindmoreexamplesoftheparallelstructureinthetext?

Theywererefocusingtheparameters.Theywereredefiningtheproblems.Theywere

reframingthequestions.Inshort,theyweredoingwhateveryscientistwho'se