《基礎(chǔ)英語(yǔ)》課程教案首頁(yè)學(xué)生專業(yè)班級(jí)英語(yǔ)專業(yè)0702班學(xué)時(shí)數(shù)12教學(xué)目的了解作者及其背景知識(shí)；熟悉本文使用的寫作手法；掌握仿擬，提喻，對(duì)比等修辭手法；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)。教學(xué)內(nèi)容課前討論；背景知識(shí)介紹；課文賞析；寫作技巧；語(yǔ)言理解；課后練習(xí)。教學(xué)重點(diǎn)1．文學(xué)作品的賞析；2．文學(xué)中的修辭手法―仿擬，提喻，對(duì)比等的使用；3．文章中重點(diǎn)詞匯及重點(diǎn)句型的講解與介紹；4．文章思想內(nèi)涵的理解：我們應(yīng)該如何生活？教學(xué)難點(diǎn)長(zhǎng)句、難句的理解；教學(xué)進(jìn)程課前預(yù)習(xí)情況檢查；讀前活動(dòng)：背景資料；讀中活動(dòng)；課文的理解及語(yǔ)言處理；讀后活動(dòng)：文章結(jié)構(gòu)回顧、寫作技巧；課文練習(xí)。教學(xué)方法結(jié)合實(shí)際吸收各種教學(xué)法（講授、問(wèn)答、討論、模仿、練習(xí)、多媒體使用）的優(yōu)點(diǎn)。教具PowerPoint課件及板書課后總結(jié)作業(yè)辯論；作文。備注：教學(xué)進(jìn)程一欄可根據(jù)教學(xué)內(nèi)容的多少自定頁(yè)數(shù)。《現(xiàn)代大學(xué)英語(yǔ)精讀2》課程教案Lesson10TheRicher,thePoorerPre-readingtasks:1.Warming-upDiscussion:Awisemanoncesaidthathappinessissomewherebetweentoomuchandtoolittle.Doyouagree?2.BackgroundInformation:GypsiesRoma(people),commonlyknownasGypsies,atraditionallynomadicpeoplefoundthroughouttheworld.Whilethetermgypsyisoftenattachedtoanyoneleadinganomadiclife,theRomashareacommonbiological,cultural,andlinguisticheritagethatsetsthemapartasagenuineethnicgroup.WhentheyfirstarrivedinEuropeover500yearsago,theRomawerecalledGypsiesinthemistakenbeliefthattheyhadcomefromEgypt.ThetrueoriginsoftheRomaremainedamysteryuntilthelate18thcentury,whenEuropeanlinguistsdiscoveredconnectionsbetweentheRomanilanguageandcertaindialectsspokeninnorthwesternIndia.MorerecentlinguisticandhistoricalstudieshaveconfirmedthattheRomaoriginatedinIndia.TheworldpopulationofRomaisdifficulttoestablishwithanycertainty.Estimatessuggestthattherearebetweenapproximately15and30millionRomaworldwide.Some10millionRomaliveinEurope,andtheymakeupthatcontinent’slargestminoritypopulation.ThelargestconcentrationsofRomaarefoundintheBalkanpeninsulaofsoutheasternEurope,incentralEurope,andinRussiaandtheothersuccessorrepublicsoftheUnionofSovietSocialistRepublics(USSR).SmallernumbersarescatteredthroughoutWesternEurope,theMiddleEast,NorthAfrica,andtheAmericas.TheRomaaredividedintogroupssometimesreferredtoasnationsortribes.Thesedivisionsgenerallyreflecthistoricalpatternsofsettlementindifferentgeographicareas.Althoughhistoricallyrenownedaswanderers,thevastmajorityofmodernRomaliveinsettledcommunities.LifestylesinAmericaLostGenerationLostGeneration:agroupofexpatriateAmericanwritersresidingprimarilyinParisduringthe1920sand1930s.Thegroupneverformedacohesiveliterarymovement,butitconsistedofmanyinfluentialAmericanwriters,includingErnestHemingway,F.ScottFitzgerald,WilliamCarlosWilliams,ThorntonWilder,ArchibaldMacLeish,andHartCrane.ThegroupwasgivenitsnamebytheAmericanwriterGertrudeStein,who,inaconversationwithHemingway,usedanexpressionshehadheardfromagaragemanager,unegénerationperdue(“alostgeneration”),torefertoexpatriateAmericansbitterabouttheirWorldWarI(1914-1918)experiencesanddisillusionedwithAmericansociety.HemingwaylaterusedthephraseasanepigraphforhisnovelTheSunAlsoRises(1926).BeatGenerationThebeatgenerationisagroupofAmericanwritersofthe1950swhosewritingexpressedprofounddissatisfactionwithcontemporaryAmericansocietyandendorsedanalternativesetofvalues.Thetermsometimesisusedtorefertothosewhoembracedtheideasofthesewriters.TheBeatGeneration'sbest-knownfigureswerewritersAllenGinsbergandJackKerouac,whometasstudentsatColumbiaUniversityinthe1940s,andSanFrancisco-basedpoetandpublisherLawrenceFerlinghetti.Ferlinghetti’sCityLightsBookstore,intheNorthBeachsectionofSanFrancisco,becameacenterofBeatcultureandremainedanenduringsymbolofalternativeliteratureintothe1990s.AnothercenterofBeatactivitywasNewYorkCity’sHippieHippie,memberofayouthmovementofthelate1960sthatwascharacterizedbynonviolentanarchy,concernfortheenvironment,andrejectionofWesternmaterialism.Alsoknownasflowerpower,thehippiemovementoriginatedinSanFrancisco,California.Thehippiesformedapoliticallyoutspoken,antiwar,artisticallyprolificcountercultureinNorthAmericaandEuropePinkFloydTheBritishrockgroupPinkFloyd,lefttoright,RogerWaters,SydBarrett,NickMason,andRickWright,wasformedinLondon,EnglandYuppieYuppiesarethoughttobemoreconservativethantheprecedinghippiegeneration.Dispensingofthesocialcausesoftheirmorepassionateparents(whothemselvesshedtraditionalvalues),yuppiestendtobe9-5professionalworkers.Becauseofthis,somepeopleseethemassellouts.Yuppiestendtovaluematerialgoods(especiallytrendynewthings).Inparticularthiscanapplytotheirstocks,importedautomobiles,developmenthouses,andtechnologicalgadgets,particularlycellphones.

Unfortunately,thefastpacedpursuitofthesematerialgoodshasunintendedconsequences.Usuallyinahurry,theyseekconveniencegoodsandservices.Being"timepoor",theirfamilyrelationscanbecomedifficulttosustain.Maintainingtheirwayoflifeismentallyexhausting.Sometimes,theywillmoveeveryfewyearstowheretheirjobgoes,strainingtheirfamily.Thefast-pacedlifestylehasbeentermedaratrace.While-readingtasks:1.Askstudentstoexplainthetitle:TheRicher,thePoorerHowcanthericherbethepoorer?2.Identifythestructureoftheessay:PartI.Introduction(1-9):Lottie’slifePartII.Thebody(10-20):Bess’slifeexperiences.PartIII.Theconclusion(21-34):Reunionofthesisters.3.Detailedanalysisofthetext.OvertheyearsBesshadlivedeachdayasiftherewerenoothers.Overtheyearsinspiteofhersister’surgetoprepareforheroldage,Bessseizedeveryminutetoenjoyherselfasifshewoulddiethenextday.Lottiehadabankaccountthathadnevergrownlean.-1Lottiealwayshadquiteasumofmoneydepositedinthebank.Lean(adj.):smallinamountorquality;Besshadtheclothesonherback,andtherestofherworldlypossessionsinanoldsuitcase.1AllthatBesshadtohernamewastheclothesshewaswearingandanoldsuitcasethatcontainedallherotherbelongings/alltheotherthingssheowned.One’sworldlypossessions/goods:thingsapersonowns.Worldly:ofthematerialworld.Lottiehadhatedbeingachild,seeingherparentsconstantlyworryingaboutmoney.Besshadneverseemedtonotice.2Seeingherparentsconstantlyworryingaboutmoney:apresentparticiplephrase,usedasanadverbialofreasonexplainingwhyshehatedbeingachild.Lottieknewthatherparentswerealwaysworryingaboutmoney,andsheknewwhatitfeltliketolackit,soshewantedtogrowoldenoughtoearnmoney.ButBessneverseemedtonoticeherparents’worriesandcares.Shelookedafterbabies,sheranerrandsfortheold.3goon/runerrandsforsb.:togosomewhereforotherpeopletotakeamessage,tobuysth.,todelivergoods,etc.Sheearnedsomemoneybybabysittingandgoingshopping,etc.foroldpeople.Shenevertouchedapennyofhermoney,thoughherchild’smouthwateredforicecreamandcandy.4water:v.toformorletoutwaterorwateryliquid,esp.tearsorsaliva(唾液).Sheneverspentapennyofwhatshehadearnedonicecreamandcandy,thoughasachild,shewantedverymuchtohavethem.Whenthedimesbegantoadduptodollars,shelosthertasteforsweets.4addupto:toamountto,tomakeatotalamountof.IntheU.S.andCanada,adimeisacoinworthtencents.Othercoinsthatarecommonlyusedarequarter,worth25cents,nickel,5cents,penny,onecent.Therearealsocoinsworth50centsand100centsthatarecalledhalfdollaranddollar.Whenhersavingsgrewconsiderably,shewastoooldtowanticecreamandcandyandmore.Bythetimeshewastwelve,shewasclerkingafterschoolinasmallvarietystore.5clerk:v.tokeeprecordsoraccounts,ortodogeneralofficework.Varietystore:ashopwhichsellsmanydifferentkindsofgoods,oftenatlowprices.Atage12,shewasalreadykeepingaccountsinasmallvarietystoreafterschool.Shedecidedtokeephermoneyforclothes.Whensheenteredhighschool,shewouldwearawardrobethatnooneelsewouldbeabletomatch.wardrobe:acollectionofclothesesp.ofonepersonorforoneactivity.Shedecidedtokeephermoneytobuyclotheswhenshestartedhighschool.ThennoothergirlsinherschoolwouldhavemoreandbetterclothestowearthanshedidButherfreshmanyearfoundherunabletoindulgethisfantasy,particularlywhenheradmiringinstructorsadvisedhertothinkseriouslyofcollege.6Freshmanyear:astudent’sfirstyearathighschool,collegeoruniversity.Butinherfirstyearathighschool,shefoundthatshecouldn’tallowherselftospendhermoneyonclothes.Shethoughtofgoingtocollege,especiallywhenherfavoriteteachersadvisedhertodoso.Shemadeherchoiceeasily.Ajobinhandwasworthtwointhefuture.9Easily:withoutdoubt/hesitation.abirdinthehandisworthtwointhebush:itisbettertobecontentwithwhatonehasthantorisklosingeverythingbybeingtoogreedy一鳥在手,勝於二鳥在林（最好滿足於現(xiàn)有的,以免因貪心而失去一切）Shemadeherchoicewithoutanydoubt.Tohaveapromisingjobnowwassurelyfarmoreworthwhilethangoingtocollege.LottieexpectedtobesettledwithahomeandfamilywhileBesswasstillwaitingforHarrytoearnenoughmoneytobuyamarriagelicense.10Marriagelicense:anofficialdocumentwhichpeoplemustgetbeforetheyareallowedtomarry.Withhersavingsinthebank,LottiewantedtogetmarriedandsettleddownforacomfortablelifewhileBess’sboyfriendcouldn’tevenearnenoughmoneytogetamarriagelicense.Twoorthreetimesshewashalfwaypersuaded,buttogiveupajobthatpaidwellforahomemakingjobthatpaidnothingwasariskshewasincapableoftaking.11Twoorthreetimes,urgedbyothers,shethoughtseriouslyaboutmarrying.Butshedidn’tbecausethatwouldmeanshehadtogiveupawell-payingjobandbecomeahousewife/homemakerwhodidn’tgetpaidforalltheworkshedid.Thiswassomethingshecouldn’tmakeherselfaccept.SheandHarrylivedlikeGypsies,withHarryplayinginsecond-ratebandsalloverthecountry,evengettinghimselfandBessstrandedinEurope.12Getstranded:beleftinadifficultorhelplessposition.BessandHarryneversettleddown.Tomakealiving,Harryplayedinsecond-ratebandsalloverthecountry.OnceHarryandBesswereleftextremelyhelplessinEurope,andtheydidn’tevenhavemoneyenoughtoreturnhome.Theywereofteninragsandneverinriches.12inrags:wearingveryoldworn-outclothes.Riches:valuableorbeautifulpossessionsandlargeamountofmoney.Theywereoftenpoorandneverhadmuchmoney.Bessgrievedbecauseshehadnochild,nothavingsenseenoughtoknowshewasbetteroffwithoutthem.13sense:goodandespeciallypracticalunderstandingandjudgementtodosth.,oftenusedinthephrase“havethesensetodosth.”.bebetteroff:tolivemoreeasilyandconveniently.Bessfeltsorrythatshehadnochildren.Shewasnotsensibleandpracticalenoughtoknowthatwithchildren,theirconditionswouldhavebeenworsestill.VerylikelyshewouldhavedumpedthemonLottie’sdoorstep.13dumpsth./sb.onsb.:informal.Togetridofsth./sb.orleavethemforsomeoneelsetodealwith.Ifshehadhadchildren,shewouldveryprobablyhaveleftthemwithLottie.ThatLottiehadadoorstepwasonlybecauseherboss,havingboughtasecondhouse,offeredLottiehisfirsthouseatapricesolowandtermssoreasonablethatitwouldhavebeenlikelosingmoneytorefuse.14WhenLottie’sbossboughtanewhouse,heofferedhisoldhouseataverylowpriceandverygenerousterms,whichmadeLottiethinkthatitwouldbefoolishnottoacceptthisoffer.Soitwasbecauseherboss’skindnessthatLottienowhadahomeofherown.(Probablythetermsweretopaythehouseoveralongperiodoftime.)terms:thestatedconditionsconcerningpayment,prices,etc.adoorstep:referstoahouse.InEnglish,apartofanobjectisoftenusedtostandfortheshole.Wheel:acarEngine:avehiclethatpullsatrainPartsofthebody,esp.incolloquialEnglish,aresometimesusedtorefertoaparticulartypeofpeople.Mind:anintelligentpersonHand:apersonwhodoesphysicalworkBigmouth:apersonwhotalkstoomuchortooloudly;someonewhotellssecretsLoudmouth:apersonwhotalkstoomuchortooloudly.Synecdoche:Afigureofspeechinwhichapartisusedforthewhole(ashandforsailor),thewholeforapart(asthelawforpoliceofficer),thespecificforthegeneral(ascutthroatforassassin),thegeneralforthespecific(asthiefforpickpocket),orthematerialforthethingfromwhichitismade(assteelforsword).舉隅法，提喻法：一種修辭方法，以局部代表整體（如用手代表水手），以整體代表局部（如用法律代表警官），以特殊代表一般（如用直柄剃刀代表殺人者），以一般代表特殊（如用賊代表扒手），或用原材料代表用該材料制造的東西（如用鋼代表劍）Shethoughtshelivedfrugallyinhermiddleyearssothatshecouldliveincomfortwhenshemostneededpeaceofmind.16inmiddleyears:inmiddleage.Incomfort:inthestateofhavingapleasantlife,witheverythingthatyouneed.Peaceofmind:thestateofbeingwithoutworries;calmness.Shethoughtthatinordertoliveacomfortablelifewithouthavingtoworryaboutmoneywhenshewasold,sheshouldsaveasmuchasshecouldinmiddleage,andthatwaswhatshedid.Sheknewshewouldhavetoredothatroom,too,andwentaboutdoingiteagerly.22redo(aroom):tofixanddecorateit.Goaboutsth./doingsth.:tostartworkingonsth.Shedecidedtopainteverything,andreplacethemattress,thecarpetandcurtains,etc.Andshebegantoworkatitwithgreatenthusiasm.Atnightshesleptlikeachildafteralongandhappydayofplayinghouse:24sleeplikeachild/baby:sleepsoundlyplayhouse:achildren’sgameinwhichchildrenpretendtobemomanddadhousekeeping.HereitisusedfigurativelytoshowthatLottieenjoyedworkingonherhouseaschildrenenjoyplayinggames.Passinghergleamingmirrors,atfirstwithvagueawareness,thenwithpainfulclarity,Lottiesawherselfasotherssawher,andcouldn’tstandthesight.25Whenshewalkedpasthershinymirrors,Lottienoticed,atfirstdimly,thenclearly,howoldandwornshelooked.Shecametoknow,painfully,exactlyhowshelookedtoothers.Shedislikedherappearanceandcouldn’tbringherselftolookintothemirrorsanymore.Shewentonaspendingspreefromthespecialtyshopstobeautysalon,emergingtransformedintoawomanwhobelievedinmiracles.26specialtyshop:ashopthatsellsparticularlyfineorexcellentgoods.Beautysalon/parlor:aplacewherewomenaregivenbeautytreatmentfortheface,hair,nails,etc.Thenshebeganvisitingspecialtyshopsandbeautysalons,spendingmoneylavishlyandwastefullytoimproveherlooks.Shemarveledatresultandcametobelievethatimpossiblecouldhappenifapersonsethermindonit.Atthelavishtable,top-heavywithturkey,Besssaid,“I’lltakelightanddarkboth,”withnomarvelingatthesizeofthebird,orthattherewasturkeyfortwoelderlywomen,oneofthemtoopoortobuyherownbread.29top-heavy:notproperlybalancebecauseoftoomuchweightatthetop,herethewordindicatesthattheturkeyistoobigandlavishadishfortwooldladies.Light:whitemeat,theverylight-coloredmeatfromsomepartofacookedbird,suchasthebreast.Dark:darkmeat,thedarkermeatfromsomepartofacookedbird,suchasthatoftheleg.Onthediningtablewasalotoffood;themaindishwasaturkey.Besssaid,“I’lltakebothwhitemeatanddarkmeat.”Thoughshewaspennilessandcouldn’tevenbuyherownbread,shedidn’tseemtobeimpressedbythebigturkeypreparedjustfortwooldladies.Withtheglowofgoodfoodinherstomach,Bessbegantotellstories.30glow:warmfeeling.Afterthegooddinner,Bess’sspiritsreturnedandshebegantotellhersisteraboutherlifeovertheyears.Theywererichwithplacesandpeople,mostofthemlowly,allofthemmagnificent.30SheandHarryhadbeentomanyplacesandmetalotofpeople,whowerewonderfulmenandwomen,thoughmostofthembelongedtolowsocialclasses.Herfacereflectedthejoysandsorrowsofherremembering,andaboveall,theloveshelivedbythatenhancedthepoorestplace,thehumblestperson.30aboveall:mostimportantofalltheloveshelivedby:thelovethatshemaintainedlifewith.她籍以維持生命的愛情Asshetalked,LottiecouldseethattheyearshehadlivedwithHarrywasfullofbothjoysandsorrows,andthatthemostimportantthingwashisloveforher.Thislovehadmadethepoorestplaceaparadiseandthesecond-ratehornplayer,herhusband,aperfectmantoher.Tomorrowshewouldseetheroomasitreallyliked,andLottieasshereallylooked,andthewarmed-overturkeyinitssecond-dayglory.31warmover:treheatpreviouslycookedfood.LottiethoughtthattomorrowBesswouldnoticehownicetheroomwas,howsmartshelookedandhowinvitingthebigturkeywaswhentheremainingpartwaswarmedoverandputonthetableagain.Don’tcounttheyearsthatareleftus.Atourtimeoflifeit’sthedaysthatcount.34Don’ttrytofigureouthowmanyyearswe’regoingtolive.Atoutage,wemustliveintermsofdays,notyears,andspendeachdayjoyfully.You’vetoomuchcatchinguptodotowasteaminuteofawakinghourfeelingsorryforyourself.34You’vegottodotoomanythingstomakeupforwhatyou’vemissedinlife,soyoushouldn’twasteaminuteonself-pity.IknowI’mtoooldtokickupmyheels,butI’mgoingtoletyoushowmehow.34kickupone’sheels:(inAmE.,informal)toberelaxedandenjoyoneself.ButinBrE.Itmeanstohavenothingtodowhilewaitingforsb./sth.IknowI’mtoooldtochangemywayoflifeandlearntoenjoymyself,butIhopeyou’llteachmehow.IfIlandonmyhead,Iguessitwon’tmatter.Ifeelgiddyalready,andIlikeit.34landonone’shead:toresultinanunpleasantsituation.Feelgiddy:tofeelsohappyandexcitedthatonecan’tbehavenormally.I’mdeterminedtostartanewlifeatanycost.Ifeelhappyandexcitedalready,andIlikethefeeling.Post-readingtasks:1.ReviewthestructureoftheessayPartI.Introduction(1-9):Lottie’PartII.Thebody(10-20):Bess’slifeexperiences.PartIII.Theconclusion(21-34):Reunionofthesisters.2.WritingskillsComparison-contrastThestoryisagoodexampleofcomparisonandcontrast.Itconcentratesonthedifferencesofthetwosisters’lifestylesandexperiencesfromchildhoodtooldage.ThefocusisonLottie’slifewhileBess’sisbrieflytoucheduponincontrast.Thestoryopenswiththetwosisters’contrastingfinancialconditionsinoldage.Thenpoint-to-pointmethodoforganizationisemployed.OneaspectofLottie’s,usuallynarratedindetail,isfollowedbyabriefaccountofthesameaspectofBess’s.Theclimaxistheirreunioninoldage,whenthey,forthefirsttime,seemtosharesimilaropiniononlife.PointofViewThestoryiswrittenfromLottie’spointofview.MuchofthespaceisdevotedtodescriptionofLottie’sopinions,viewsandreflections.Thereadercanenterhermindandlearnwhatgoesonthere.Sowhenwereadsuchdescriptions,weshouldnotbesatisfiedwiththeirsurfacemeaningbutshouldgodeeperandfindoutwhattheyimply.TheUseofBothFormalandInformalExpressionsWefindinf