英語(yǔ)專業(yè)本科綜合英語(yǔ)授課教案

英語(yǔ)專業(yè)本科《綜合英語(yǔ)》授課教案第一冊(cè)LessonPlanForContemporaryCollegeEnglish(BookⅠ)Lesson1HalfaDayByNaguibMahfouzⅠ.教學(xué)內(nèi)容1.熱身；2．作者：教育與背景；主要著作；創(chuàng)作觀；3．作品賞析：結(jié)構(gòu)分析；如何賞析文學(xué)作品；擴(kuò)展式討論；4．寫(xiě)作技巧：省略疑問(wèn)句和修辭疑問(wèn)句；倒裝句；“with”獨(dú)立結(jié)構(gòu)；5．語(yǔ)言理解：長(zhǎng)難句解析；核心詞匯學(xué)習(xí)；介詞練習(xí)；構(gòu)詞法：前綴；6．課堂討論；7．練與講。Ⅱ.教學(xué)目的1.了解作者及其背景知識(shí)；2．熟悉本文使用的寫(xiě)作手法；3．掌握修辭疑問(wèn)句、倒裝句等修辭手法；4．熟練掌握三類(lèi)構(gòu)詞法；5．通過(guò)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)。Ⅲ.教學(xué)重點(diǎn)與難點(diǎn)1.文學(xué)作品的賞析；2．文學(xué)中的修辭手法――省略疑問(wèn)句和修辭疑問(wèn)句；倒裝句；“with”獨(dú)立結(jié)構(gòu)；3．構(gòu)詞法：前綴；4．課文的寫(xiě)作背景與主題。Ⅳ.教學(xué)方法采用講授、問(wèn)答、討論、模仿、練習(xí)、多媒體等方法對(duì)學(xué)生進(jìn)行啟發(fā)式教學(xué)。Ⅴ.教學(xué)過(guò)程Step1.QuestionDiscussingforWarming-up(10minutes)Step2.BackgroundInformation(40minutes)1.NaguibMahfouz——Education&Background（納吉布?馬福茲所受教育和一般背景）NaguibMahfouzwasbornonthe11thDec.1911inanoldquarterofCairo,theyoungestsonofamerchant.HestudiedphilosophyatKingFaudI(nowCairo)University,graduatingin1934.Heworkedinuniversityadministrationandthenin1939heworkedfortheMini-stryofIslamicAffairs.HewaslaterHeadoftheStateCinemaOrganisationattheMinistryofCulture.Healsoworkedasajournalist.Althoughwidelytranslated,hisworksarenotavailableinmostMiddleEasterncountriesbecauseofhissupportofSadat'sCampDavidinitiative.In1994hesurvivedanassassinationattemptbyIslamicextremists.Heismarried,hastwodaughtersandlivesinCairo.HediedonAug.30,2006.NaguibMahfouz——importantworks（納吉布?馬福茲的主要著作）●NaguibMahfouzwasthefirstArabtowintheNobelprizeforliterature,in1988.Hehasbeendescribedas“aDickensoftheCairocafés”and“theBalzacofEgypt”.●Heisnowtheauthorofnofewerthan30novels,morethan100shortstories,andmorethan200articles.HalfofhisnovelshavebeenmadeintofilmswhichhavecirculatedthroughouttheArabic-speakingworld.●Mahfouzbeganwritingwhenhewas17.Hisfirstnovelwaspublishedin1939andtenmorewerewrittenbeforetheEgyptianRevolutionofJuly1952,whenhestoppedwritingforseveralyears.Onenovelwasrepublishedin1953,however,andtheappearanceofTheCairoTrilogyin1957madehimfamousthroughouttheArabworldasadepictoroftraditionalurbanlife.●Worksofhissecondwritingperiod:TheChildrenofGebelawi(1959)TheThiefandtheDogs(1961)AutumnQuail(1962)SmallTalkontheNile(1966)Miramar(1967)severalcollectionsofshortstories.3.NaguibMahfouz——howhepicturestheworld（作者筆下的世界：無(wú)盡的拼搏與悲劇的人生）ThepictureoftheworldasitemergesfromthebulkofMahfouz'sworkisverygloomyindeed,thoughnotcompletelydespondent.Itshowsthattheauthor'ssocialutopiaisfarfrombeingrealized.Mahfouzseemstoconceiveoftimeasametaphysicalforceofoppression.Hisnovelshaveconsistentlyshowntimeasthebringerofchange,andchangeasaverypainfulprocess,andveryoftentimeisnotcontentuntilithasdealthisheroesthefinalblowofdeath.Tosumup,inMahfouz'sdarktapestryoftheworldthereareonlytwobrightspots.Theseconsistsofman'scontinuingstruggleforequalityontheonehandandthepromiseofscientificprogressontheother;meanwhile,lifeisatragedy.Step3.TextAppreciation(50minutes)1.Structureofthetext(10minutes)Thetextcanbeconvenientlydividedintothreeparts.Inthefirstpart(para.1-7),welearnabouttheboy’smisgivingsaboutschool.Hefoundithardtobeawayfromhomeandmom,andthoughtschoolwaspunishment.Thesecondpart(para.8-16)describeshowtheboyfeltaboutschool.Hefoundthatlifeatschoolwasrichandcolorfulinmanyways,althoughitalsorequireddisciplineandhardwork.Inthelastpartofthetext,theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasureandthathehadgrownintoanoldman.2.Howtoappreciateliterature(15minutes)Plotofthestory:Settingofthestory:Protagonistv.s.Antagonists:Dramaofthestoryliesin:Writingtechnique:(Haveyoueverreadastoryusingthesimilartechnique)Themeofthestory:3.Furtherdiscussion(15minutes)A.Readthefollowingsuggestionsmadebythefather.WhichonesdoyouagreewithandwhichonesnotHaveyoueverbeengivensomesuggestionsbyyourparentswhenenteringtheuniversityListthemout.1)Schoolisaplacethatmakeusefulmenoutofboys.2)Don’tyouwanttobeusefullikeyourbrothers3)Putasmileonyourfaceandbeagoodexampletoothers.4)Beaman.5)Todayyoutrulybeginlife.BFromthedescriptionbetweenPara.8andPara.16,wecanseedifferentaspectsofschoollife.Trytolistasmanyaspectsaspossibleinthefollowingtable.CInthelastpartofthetext,theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasure.HowmighthefeelaboutthechangesListexactwordsthatsupportyourchoice. Hewasfrightenedsurprisedangrypuzzledexcitedsatisfieddelightedsadindifferentcritical Supportingwords Hewasfrightenedsurprisedangrypuzzledexcitedsatisfieddelightedsadindifferentcritical Supportingwordsstartled,……________________Afterreadingthestory,doyoufeelemotionallyorspirituallytouchedWhyorwhynotStep4.Writingdevices(30minutes)1.Ellipticalquestion（省略疑問(wèn)句）“Whyschool”Iaskedmyfather.e.g.A:Headmaster:Wewantyoutogoandtelltheboy’sparentsthenews.B:Teacher:WhymeFather:We’llgotoTianjinthisweekend.Daughter:Whatfor/Whythisweekend/WhyTianjin2．Rhetoricalquestion（修辭疑問(wèn)句）“WhathaveIdone”Don’tyouwanttobeusefullikeyourbrotherse.g.Can’tyouseeI’mbusy(Don’tdisturbme!)WhatgoodisapromiseforanunemployedworkerDoesnothingeverworryyouPleasegivemoreexamples.3.Invertedsentences(倒裝句)…h(huán)ereandtherestoodconjurersshowingofftheirtricks,ormakingsnakesappearfrombaskets.Conjurersstoodeverywhere.Theywereshowingofftheirtricksormakingsnakesappearfrombaskets.Moreexamples:Therearesomeexceptionstothisreaction.Weretherenoairontheearth,therewouldbenolifeonit.Innocaseshouldwewasteourtime.Theregoesthebell.Awayhurriedthecustomers.4.“with”absolutestructure(with”獨(dú)立結(jié)構(gòu))Thentherewasaband...,withclownsandweightlifterswalkinginfront.Moreexamples:Hestoodtherewithastickinhishand.(with+n.+prep.)Paulsoonfellasleepwiththelightstillburning.(with+n.+participle)Shecan’tgooutwithallthesedishestowash.(with+n.+todo.)Hewaslyingonthebedwithallhisclotheson.(with+n.+adv.)Step5.LanguageUnderstanding（60minutes）1.SentenceParaphrase(20minutes)1)Theydidnotmakemehappy,however,asthiswasthedayIwastobethrownintoschoolforthefirsttime.（Whatdoes“they”refertoWhatdoesthenarratorimplybyusing“tobethrownintoschool”）2)Mymotherstoodatthewindowwatchingourprogress,andIturnedtowardsherfromtimetotime,hopingshewouldhelp.（Whatdoes“progress”meanhereWhatkindofhelpcouldhismotherofferWhatdoesthesentencetellusabouttheboy’srelationshipswithhisparents）3)astreetlinedwithgardens…：astreetwheretherearegardens…alongbothsideslinedwith…:pastparticiplephraseusedheretomodify“astreet”.Itcanberegardedasarelativeclausecutshort,eg.anovel(thatwas)writtenbyCharlesDickens/personalcomputers(thatare)madeinChina4.)Ididnotbelievetherewasreallyanygoodtobehadintearingmeawayfrommyhomeandthrowingmeintothehuge,high-walledbuilding.Thereisnogoodtobehadindoingsth.Itisnogood/usedoingsth.5).fromeachfloorwewereoverlookedbyalongbalconyroofedinwood.：…ononesideofthecourtyardwasabuildingwithalongwood-roofedbalconyoneachfloorwherewecouldbeseen.Or…fromthebalconyoneachfloorofthebuildingpeoplecouldseethepatternintowhichweformed.6)Well,itseemedthatmymisgivingshadhadnobasis.：Well,perhapsmydoubt,worryandfearaboutwhatschoolwouldbelikewereallgroundless.OrWell,itseemedthatIwaswrongtothinkthatschoolwasadreadfulplace.7.)Inaddition,thetimeforchangingone’smindwasoverandgoneandtherewasnoquestionofeverreturningtotheparadiseofhome.：Thereisnoquestion(ofdoing):thereisnopossibilityBesides,itwasimpossibleforustoquitschoolandreturntothegoodolddayswhenwestayedhomeplayingandfoolingaroundallday.Ourchildhoodwasgone,nevertocomeback.8.)Nothinglayaheadofusbutexertion,struggle,andperseverance.：nothingbut:onlyWewouldhavetodoourbestandkeepworkingveryharduntilwefinishedschool.ThisiswhatIimaginedourschooldayswouldbelike.OrThekindoflifethatwaswaitingforusatschoolwouldbefullofexertion,struggleandperseverance.9.)Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappinessthatpresentedthemselves.：topresentitself/themselves:(formal)toappear,happenIftherecameopportunities,capablestudentswouldseizethemtoachievesuccessandhappiness.2WordStudy(20minutes)1.)tomakesb./sth.(out)ofsb./sth.It’saplacethatmakesusefulmenoutofboys.(makeboysbecomeusefulmen)eg.Thearmymadeamanofhim.HesaidtheGovernmentwerefrightenedofnothing.Therealtroublewasweweremakingamountainoutofamolehill.2.)Thereisnogoodtobehadindoingsth.：Itisnogood/usedoingsth.e.g.Thereisnogoodtobehadinbuyingaboatwhenyoudon’thaveenoughsparetimetouseit.It’snogoodcryingoverspiltmilk.Itisworthdoingwellwhatisworthdoing.itisno(notmuch)gooditisno(notany,hardlyany,little)useitisuselessitisnottheslightestuseitisworth(worthwhile)thereisno(nogood,nouse)Thereisnodenyingthatwomenareplayinganimportantroleintheworldtoday.3.)totearsb.awayfromaplace：to(makesb.)leaveaplaceorapersonunwillinglybecauseonehastoeg.Can’tyoutearyourselfawayfromtheTVfordinner4).toclingtosth.：toholdtightly;notreleaseone’sgriponeg.Thelittlechildclungtohismotherforcomfort.Someofthevictimsofthefireclimbedoutofthebuilding,clungtothewindowledgesforaminuteortwoandthendroppedtotheirdeathahundredfeetbelow.Shestillclingstothebeliefthathersonisalive.5.)burstinto(tears,sobs;laughter,aguffaw,song)：begin,suddenlyand/orviolently,tocry,laugh,singetc.eg.AuntAnnabel,whohasbeennervousandjumpylately,suddenlyburstintotears.Asthecomicgotintohisstride,theaudienceburstintohootsoflaughter.cf.：Theaircraftturnedonitsbackandburstintoflames.Theorchardsseemedtohaveburstintoblossomovernight.Imentionedtheincidentlatertoatailorfriendandheburstoutlaughing/crying.6)sortpeopleintoranks：put...inorder;arrangee.g.Theysortedtheapplesaccordingtosizeintolargeonesandsmallones.cf.：Shespentahappyafternoonsortingouthercoinsandstamps.It’snogoodstandingbackandwaitingforthingstosortthemselvesout.7）．toresortto:tomakeuseof;toturntosth.(esp.sth.bad)asasolutioneg.e.g.Terroristsresortedtobombingcitycentersasameansofachievingtheirpoliticalaims.Thesearemeanswehaveneverresortedtotoobtaininformation.8）．topresentoneself:toappear,happeneg.WhenthechancetostudyatHarvardpresenteditself,Ijumpedatit.Hewasorderedtopresenthimselfatthechairman’sofficeatnineo’clocknextmorning.Step6.In-classdiscussionandpresentation(40minutes)1.Ifyouhadonlyhalfadaylefttolive,whatwouldyoumostwanttodoListthetopfivethingsyouwoulddoandgiveusyourreason.2.Supposethenarratorfoundhishomeatlast.Whatwouldhappenafterthat3.Workingroup.Makeupyourownstoryof“HalfaDay”andperformit.Step7Textbookexercises(70minutes)1.In-classnewsreport2.In-classdictation3．P.11-P.21(ContemporaryCollegeEnglish1)Step8Homework1.Paraphrasethefollowingsentencestakenfromthetext.1)．Wewereformedintoanintricatepatterninthegreatcourtyardsurroundedbyhighbuildings.2)……;fromeachfloorwewereoverlookedbyalongbalconyroofedinwood.3.)Well,itseemedthatmymisgivingshadhadnobasis.4.)Ourpath,however,wasnottotallysweetandunclouded.5.)Itwasnotallamatterofplayingandfoolingaround.6.)Rivalriescouldbringaboutpainandhatredorgiverisetofighting.7.)Inaddition,thetimeforchangingone’smindwasoverandgoneandtherewasnoquestionofeverreturningtotheparadiseofhome.8.)Nothinglayaheadofusbutexertion,struggle,andperseverance.9.)Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappinessthatpresentedthemselves.10）.Howdidthesehillsofrubbishfindtheirwaytocoveritssurface2Pickoutidiomaticexpressionsinthetextasmanyaspossible.(writetheEnglishphraseandtheirChinesemeanings)(p13onthetextbook)3.Writeacompositionwithatleast150words.Thetitleis“MyFirstDayatCollege”.Ⅵ.教學(xué)反思Unit2GoingHomeⅠ.教學(xué)內(nèi)容1.熱身；2．作者：教育與背景；主要著作；社會(huì)背景；3．作品賞析：結(jié)構(gòu)分析；如何賞析文學(xué)作品；擴(kuò)展式討論；4．寫(xiě)作技巧：現(xiàn)在分詞和過(guò)去分詞；if條件狀語(yǔ)從句；5．語(yǔ)言理解：長(zhǎng)難句解析；核心詞匯學(xué)習(xí)；構(gòu)詞法；6．課堂討論；7．練與講。Ⅱ.教學(xué)目的1.理解作者寫(xiě)作意圖，了解文化背景知識(shí)，體會(huì)人間真情；2.在理解課文，分析課文的基礎(chǔ)上，培養(yǎng)學(xué)生分析、理解及靈活運(yùn)用語(yǔ)言的能力；3.歸納概括文章的主題思想，培養(yǎng)學(xué)生歸納概括能力；4.歸納文章的修辭手法,賞析名篇片段，加深對(duì)描寫(xiě)手法的理解，同時(shí)，推薦作品，擴(kuò)大了閱讀量，提高對(duì)語(yǔ)言的理解和名篇的鑒賞能力；5．欣賞并哼唱歌曲《黃絲帶》、討論相關(guān)話題和通過(guò)續(xù)寫(xiě)練習(xí)，學(xué)以致用，

加深學(xué)生對(duì)課文的理解和對(duì)語(yǔ)言的感悟力，訓(xùn)練并培養(yǎng)學(xué)生靈活運(yùn)用語(yǔ)言的能力。Ⅲ.重點(diǎn)與難點(diǎn)課文的主旨與修辭；作者的寫(xiě)作意圖；構(gòu)詞法。Ⅳ.教學(xué)方法多媒體教學(xué)法、比較法、啟發(fā)式教學(xué)法；通過(guò)啟發(fā)概括文章的主題。通過(guò)對(duì)比的方法，理解并靈活運(yùn)用語(yǔ)言。Ⅴ.教學(xué)過(guò)程Step1.Warming-up1.Greeting2.Classicalmusic:TieaYellowRibbonRoundtheOldOkeTree.3.DailyTellastory：Tellastoryaccordingtothepicturesandthekeywords.Step2.CultureBackground

1.Abouttheauthor:PeteHamillwasborninBrooklyn,N.Y.in1935.HeistheoldestofsevenchildrenofIrishimmigrantsfromBelfast,NorthernIrelandandattendedCatholicschoolsasachild.Heleftschoolat16toworkintheBrooklynNavyYardasaworker,andthenwentontotheUnitedStatesNavy.WhileservingintheNavy,hecompletedhishighschooleducation.Then,usingtheeducationalbenefitsoftheG.I.BillofRights,heattendedMexicoCityCollegein1956-1957,studyingpaintingandwriting.Forseveralyears,heworkedasagraphicdesigner,whilestudyingatPrattInstitute.Thenin1960,hewenttoworkasareporterfortheNewYorkPost.Alongcareerinjournalismfollowed.HehasbeenacolumnistfortheNewYorkPost,theDailyNews,andNewYorkNewsday,andhaswonmanyjournalisticawards.Asajournalist,hehascoveredwarsinVietnam,Nicaragua,LebanonandNorthernIreland.Hehasalsocoveredmurders,crime,thepolice,alongwiththegreatdomesticdisturbancesofthe1960s.Hisworkhasalsobeenpublishedinallthemajormagazines,includingEsquire,NewYork,theNewYorkTimesMagazine;heiscurrentlyonthestaffoftheNewYorker.Sincethe1950s,hehashadacontinuinginterestinMexico,livingthereforextendedperiods,visitingeveryyear.Forsixmonthsin1986,heservedaseditoroftheMexicoCityNews.Hehasoneadditionaldistinction:hehasbeeneditor-in-chiefofboththeNewYorkPostandtheNewYorkDailyNews.Atthesametime,Hamillhaspursuedacareerasafictionwriter,producing8novelsand2collectionsofshortstories.His1997novel,SnowinAugust,wasontheNewYorkTimesbestsellerlistforfourmonths,andhasbeenpublishedinmorethanadozenforeigneditions.Hismemoir,ADrinkingLife,wasonthesameNewYorkTimeslistfor13weeks.Hehaspublished2collectionsofhisjournalism,abookabouttherelationshipoftoolstoart,andabookaboutNewYorkCity,alongwithWhySinatraMatters,anextendedessayonthemusicofthelatesingerandthesocialforcesthatmadehisworkpossible.HamillismarriedtotheJapanesejournalist,FukikoAoki.Hehastwogrowndaughters,oneapoet,theotheraphotographerfortheArizonaRepublicinPhoenix.HeandhiswifedividetheirtimebetweenNewYorkandCuernavaca,Mexico.2.AboutsocialbackgroundThetextisbasedon“YellowRibbon”,astorywritteninthe1960’sbyPeteHamill,asuccessfulAmericanjournalistandauthor.ThestorywasmadeintoaJapanesemoviein1977inwhichthesong“TieaYellowRibbonRoundtheOldOakTree”becamequitepopularintheUnitedStates.The1960’s—1970’swasaverytryingtimefortheAmericanpeople,asthecountrywasdeeplytroubledbyitsinvolvementintheVietnamWar.Itwasatimewhensuchtraditionalvaluesashumansympathy,understanding,trustandloveseemedtobelosingout.Throughtheexperienceofaformerprisonerandhisjourneywithagroupofyoungpeople,thestoryseemedtexpressastrongdesirefor“goinghome”,wheresuchgoofoldvaluesaretobefoundagain.3.HisworksStep3.TextAppreciation1.StructureofthetextPart1(para.1-4):Theintroductionofthesettingandthecharacters.Part2(para.5-9):WhereVingowasgoingandwhatfor,andhowtheyoungpeoplegotinterestedinwhatwasgoingtohappen.Part3(para.10-12):Vingowasforgivenandwelcomedhome.2.HowtoappreciateliteraturePlotofthestory:Settingofthestory:Protagonist（主人公）v.s.Antagonists:Dramaofthestoryliesin:Writingtechnique:(Haveyoueverreadastoryusingthesimilartechnique)Themeofthestory:Step4.WritingSkills1.DescriptionandcomparisonPresentParticipleYoungpeople：_lively,joyful,active-dreamingofgoldenbeachesandseatides-waitingfortheapproachofthegreatoaktree-screamingandshoutingandcrying,doing…...PastparticipleVingo：_restrained,nervous,passive.-Vingosattherestunned,lookingattheoaktree-dressedinaplain,ill-fittingsuit-frozenintocompletesilence-Hesatrootedinhisseat2.ifadverbialclauses:Step5.Languageunderstanding

A.Sentenceparaphrase&appreciation1.Theyweredreamingofgoldenbeachesandtidesoftheseaasthegrey,coldspringofNewYorkvanishedbehindthemItwasagrey,colddayinspring.AsthebusleftNewYorkCity,theseyoungpeoplewerethinkingaboutwhattheywouldenjoyinFloridathegoldenbeachesandtidesofthesea.2.Hesatinfrontoftheyoungpeople,hisdustyfacemaskinghisage,dressedinaplainbrownsuitthatdidnotfithim.Hesatinfrontoftheyoungpeople.Youcouldhardlytellhowoldhewasbecausehisfacewascoveredwithdust.dressedina…thispastparticiplephraseisusedtotellthereadermoreaboutthesubjectofthesentence“he”3.Hisfingerswerestainedfromcigarettes…Hisfingerswereyellowbecausehehadsmokedalot.4.YougoingthatfarAreyougoingasfarasFloridaInconversation,ellipticalsentencesareoftenused.Here“are”isomitted.ItisalongjourneyfromNewYorkCitytoFlorida.InbetweenareNewJersey,Delaware,Maryland,Virginia,NorthCarolina,SouthCarolina,Georgia.5.YoulivethereWhenwethinktheanswerislikelytobe“yes”,wecanturnastatementintoaquestionbyusingtherisingtoneinspeakingandaquestionmarkinwriting.6.He…smokednervously,astheyoungpeoplechatteredaboutsleepingonbeaches.Probablyhestartedsmokingbecausewhattheyoungpeopleweretalkingaboutremindedhimofsomethinghehadtriedtoforget,orbecause,ashegotnearerandnearertohishome,hebecamemoreandmorenervous.Hewascompletelyabsorbedinhisownthoughts.7.Iunderstandifyoucan’tstaymarriedtomeIfyouwanttodivorceme,I’llunderstandyouhaveeveryreasontodosoVingousedaeuphemismanindirectphrase“can’tstaymarriedtome”torefertothemoreembarrassingandunpleasantterm“divorceme”..8.Getanewguyshe’sawonderfulwoman,reallysomethingandforgiveaboutme.ThepartofthesentenceputinbetweenthetwodashedisaddedtoshespeechforVingotogivehisopinionofhiswife.Thispartiscalledaparenthesis.9.Itoldhershedidn’thavetowritetomeoranything,andshedidn’t.Notforthree-and-a-halfyears.Itoldhershedidn’thavetowritetomeorkeepintouchwithmeinanyotherway.Andshedidn’t.Ididn’thearfromheroraboutherforthreeandahalfyearswhenIwasinjail.10.Ifshedidn‘twantme,forgetit,noribbonandI’dunderstandandkeepgoingonthrough.Ifshecouldn’tforgiveme,sheshouldn’tbotherabouttheribbonandIwouldunderstandherfeelingsandwouldn’tgetoffthebuswhenitreachedthetown.11.Vingostoppedlooking,tighteninghisfaceintotheex-con’smask,asiffortifyinghimselfagainststillanotherdisappointment.Vingomovedhiseyesawayfromthewindow,andhisfaceagainbecameexpressionlessasifhewastryingtofindthecouragetofaceanotherpossibleblow,anotherdisappointmentinhislife.12.Thensuddenlyalloftheyoungpeoplewereupoutoftheirseats,screamingandshoutingandcrying,doingsmalldances,shakingclenchedfistsintriumphandexaltation.AllexceptVingo.Thenallofasudden,alltheyoungpeoplelefttheirseatsandbegandoingallsortsofthingstheycouldthinkoftoexpresstheirhappinessandexcitement.Vingoaloneremainedstill.B.WordandPhaseStudy1.approachn.1)theactofcomingnearerHeavyfootstepssignaledtheteacher’sapproach2)wayofdealingwithapersonorthingAnewapproachoflanguageteaching.2.awakev.towakeupHeawokethesleepingchildtobecomeawareofsth.toawaketothedangers3.chatterv.1)totalkfastinafriendlywayWhatwereyouchatteringtohimabout2)totalkquickly,continuouslyorfoolishlyaboutunimportantthingsDostopchatteringonabouttheweatherwhenIamtringtoread.4.engagev.tomake(sb.)joinwithoneintoengagesb.InaconversationIhavenotimetoengageingossip2)tooccupyorattract(sb’sthought,time,etc)Nothingengageshisattentionforlong5.fitv.tobetherightsizeorshapeforsb.orsth.Icannevergetclothestofitmetobeinagreementwith(sth.);tomatchorsuitSomethingdoesn’tquitefirhere.fortifyv.tomakesb.feelphysicallyormentallystronger;tostrengthentofortifyoneselfbyprayerandmeditationmaskv.tohidethetruthaboutsthtomaskone’sfearbyashowofconfidencemaskn.anexpressionthathidesone’struefeelingsHersociablemannerisreallyamaskforaveryshynature.retreatv.togobackorawaybecauseoneisafraid;Here,tostoppayingattentiontowhatishappeningaroundyouandgiveallyourattentiontoyourownthoughtstoretreatintoaworldoffantasytowithdrawafterbeingdefeatedorwhenfacedwithdangerordifficultytoforcetheenemytoretreatbehindthelinesstainv.toleaveamarkonsth.thatcannotberemovedTheblackberryjuicestainedtheirfingersred.2)tobringdisgraceortodamage(sb’sreputation.Goodfame,etc.)Theincidentstainedhiscareer.10triumphn.acompletevictoryorsuccess;afeelingofgreatprideorjoybecauseofsuccessorvictoryThewinningteamreturnedhomeintriumph11.unawareadj.notknowingorrealizingwhatishappeningHewasunawareofmypresence.12.tobedressedin:towearsth.Thebridewasdressedinwhite13.topullintoaplace:(ofatrainorbus)toenterastationandstopThebuspulledintothesideoftheroad.14.toretreatintosilence:togoawaytobeingsilentagainHestoppedwhathewasdoingthenandretreatedintosilencewhenhehearthenews.15tobemarriedtosb.:tohaveahusbandorwife;touniteinmarriageHe’smarriedtoafamouswriter.16.totiesth.tosomeplace:tofastenorbindsth.withrope,string,etc.tosomeplaceHetiedhisdogtoalamp-post17.tobecaughtupinsth.:tobecomeinvolved,excitedandinterestedinsth.Shewascaughtupintheanti-nuclearmovement.18.tofortifyoneselfagainststh.:tomakeoneselffeelstrongerbraver,etc.Fortifyingagainstthecoldbyaheavycoat,hewentoutintothesnow.19.torisefromone’sseat:togetupfromlying,sittingorknellingpositionHerosefromhisseatatoncetowelcomeme.20tomakeone’swaytoaplace:tomoveorgetsomewhereIwillmakemywayhomenow.21.totakesb.back:tocausesb.’sthoughtstoreturntoapasttimeHearingthoseoldsongstakesmebackabit.Step6.In-classdiscussion1.WhatdoyouthinkVingohaddonethatgothiminprison2.HowdoyouthinkVingobehavedinprisonWhatdoyouthinkhewantedtodoafterhisrelease3.WhatkindofpersondoyouthinkhiswifewasWhydidn’tshewritetoVingo4.DoyouagreetheyellowribbonisasymbolWhatdoseitsymbolizeWhatdiditmeantoVingo5.WhatlessondoyouthinktheyoungpeoplecanlearnfromVingo’sstory6.DoyouthinktheabilitytoforgiveandforgetisimportantinhumanrelationshipsStep7.TextbookExercisesStep8.HomeworkⅠParaphrasethefollowingsentences.1..Hesatinfrontoftheyoungpeople,hisdustyfacemaskinghisage,dressedinaplainbrownsuitthatdidnotfithim.2..Hisfingerswerestainedfromcigarettes…3.Hethankedherandretreatedagainintohissilence.4.Iunderstandifyoucan’tstaymarriedtome5.Getanewguyshe’sawonderfulwoman,reallysomethingandforgiveaboutme.6..Itoldhershedidn’thavetowritetomeoranything,andshedidn’t.Notforthree-and-a-halfyears.7..Ifshedidn’twantme,forgetit,noribbonandI’dunderstandandkeepgoingonthrough.8…..andsoonallofthemwerecaughtupintheapproachofBrunswick,….9.Vingostoppedlooking,tighteninghisfaceintotheex-con’smask,asiffortifyinghimselfagainststillanotherdisappointment.Ⅱ.Pickoutidiomaticexpressionsinthetextasmanyaspossible.(writetheEnglishphrasesandtheirChinesemeanings)(Exercise2onPage37)Ⅲ.Writeacompositionwith200words.ThetitleisSomeCommentson“GoingHome”.Ⅵ教學(xué)反思附教學(xué)參考資料：老橡樹(shù)上的黃絲帶(TieAYellowRibbonRoundTheOleOakTree)

1971年10月14日《紐約郵報(bào)》刊登了一個(gè)故事，故事的名字叫《回家》(GoingHome)：長(zhǎng)途車(chē)上坐著一位沉默不語(yǔ)的男子，在同車(chē)的年輕游客的盤(pán)問(wèn)下終于開(kāi)了口。原來(lái)他剛從監(jiān)獄出來(lái)，釋放前曾寫(xiě)信給妻子：如果她已另有歸宿，他也不責(zé)怪她；如果她還愛(ài)著他，愿意他回去，就在鎮(zhèn)口的老橡樹(shù)上系一根黃絲帶；如果沒(méi)有黃絲帶，他就會(huì)隨車(chē)而去，永遠(yuǎn)不會(huì)去打擾她……汽車(chē)快到目的地了，車(chē)上的人們都坐在靠窗戶的位上往外看，只有這位男子不敢張望，他害怕迎面而來(lái)的可能是失望……突然間，全車(chē)的人都沸騰起來(lái)：遠(yuǎn)遠(yuǎn)望去，鎮(zhèn)口的老橡樹(shù)上掛了幾十上百條黃絲帶，這些黃絲帶像歡迎的旗幟迎風(fēng)飄揚(yáng)……

這個(gè)故事刊出不久，很快就出現(xiàn)了這首不朽的音樂(lè)作品?！冬F(xiàn)代大學(xué)英語(yǔ)精讀》中也收錄這篇文章，這個(gè)動(dòng)人的故事被做成了歌曲，伴著歌聲這個(gè)故事也傳遍了全世界。黃絲帶也成了美國(guó)“歡迎被囚禁的人重獲自由”的標(biāo)志。老橡樹(shù)上的黃絲帶(TieAYellowRibbonRoundTheOldOakTree)歌詞

I'mcominghomeI'vedonemytime*(1)

NowI'vegottoknowwhatisandisn'tmine

IfyoureceivedmylettertellingyouI'dsoonbefree

Thenyou'llknowjustwhattodoifyoustillwantme

Ifyoustillwantme

Ohtieayellowribbonroundtheoldoaktree

It'sbeenthreelongyearsdoyoustillwantme

IfIdon'tseearibbonroundtheoleoaktree

I'llstayonthebusforgetaboutusputtheblameonme*(2)

IfIdon'tseeayellowribbonroundthe