1、新世紀高等院校英語專業(yè)本科生系列教材（修訂版） 綜合教程第六冊(第2版) 電子教案,上海外語教育出版社 南京信息工程大學 劉杰海,Unit 1 A Class Act,Contents page,Contents,Learning Objectives Pre-reading Activities Global Reading Detailed Reading Consolidation Activities Further Enhancement,Learning Objectives,Learning Objectives,Rhetorical skill: Key language th

2、e second part (Paragraphs 47) describes the authors experience of humiliation in the school; the third part (Paragraphs 811) gives an account of how her excitement about a free photographic portrait sitting triggers her anticipation of the oncoming torment in the school; the fourth part (Paragraphs

3、1215) describes what actually happened later, which was a turning point in the authors life instead of being humiliated, she was warmly praised and encouraged by a sympathetic teacher;,Text Introduction | Culture Notes | Title | Structure,GR: Text intro-2,the last part (Paragraphs 1617) describes th

4、e immediate impact of a “warm sentence” by the teacher and its everlasting influence on the author.,Text Introduction | Culture Notes | Title | Structure,GR: CN-a tale,A Tale of Two Cities A Tale of Two Cities (1859) is a novel by Charles Dickens, set in London and Paris before and during the French

5、 Revolution. With well over 200 million copies sold, it ranks among the most famous works in the history of fictional literature.,Text Introduction | Culture Notes | Title | Structure,GR: Title,A Class Act This is an informal phrase referring to someone who is admirable and usually very fair and pol

6、ite. Here it refers to Miss McVee, the authors literature teacher, who taught her “that one kind word in a time of need can last a lifetime.” (Paragraph 17) Here the author suggests that Miss McVee was a first-class teacher.,Text Introduction | Culture Notes | Title | Structure,GR: structure,Text In

7、troduction | Culture Notes | Title | Structure,Part 1,(Paras 1-3) the authors family and their life during the war,Part 2,(Paras 4-7) describes the authors experience of humiliation in the school,Part 3,(Paras 8-11) a free photographic portrait sitting triggers her anticipation of the oncoming torme

8、nt in the school,Part 4,(Paras 12-15) a turning point in the authors life,Part 5,(Paras 16-17) impact of a “warm sentence” by the teacher and its everlasting influence on the author.,DR-p1-text,A CLASS ACT Florence Cartlidge 1. Growing up in bomb-blitzed Manchester during the Second World War meant

9、times were tough, money was short, anxiety was rife and the pawnshop was a familiar destination for many families, including mine.,Detailed Reading,DR-p2-text,2. Yet I could not have asked for more enterprising and optimistic parents. They held our family together with hard work, dignity and bucketl

10、oads of cheer. My sturdy and ingenious father could turn his hand to almost anything and was never short of carpentry and handyman work. He even participated in the odd bout of backstreet boxing to make ends meet. For her part, our mum was thrifty and meticulously clean, and her five children were a

11、lways sent to school well fed, very clean, and attired spotlessly, despite the hard conditions.,Detailed Reading,DR-p3-text,3. The trouble was, although my clothes were ironed to a knife-edge, and shoes polished to a gleam, not every item was standard school uniform issue. While Mum had scrimped and

12、 saved to obtain most of the gear, I still didnt have the prescribed blue blazer and hatband.,Detailed Reading,DR-p4-text,4. Because of the war, rationing was in place and most schools had relaxed their attitude towards proper uniforms, knowing how hard it was to obtain clothes. Nevertheless, the gi

13、rls school I attended made it strict policy that each of its students was properly attired, and the deputy headmistress who ran the daily assembly made it her mission to teach me a lesson.,Detailed Reading,DR-p5-text,5. Despite my attempts at explaining why I couldnt comply, and despite the fact tha

14、t I was making slow progress towards the full uniform, every day I would be pulled out of line and made to stand on the stage as a shining example of what not to wear to school.,Detailed Reading,DR-p6-text,6. Every day I would battle back tears as I stood in front of my peers, embarrassed and, most

15、often, alone. My punishment also extended to being barred from the gym team or to not taking part in the weekly ballroom dancing classes, which I adored. I desperately wished that just one teacher in this horrid school would open their eyes and see all I could do, rather than constantly telling me w

16、hat I couldnt do.,Detailed Reading,DR-p7-text,7. However, in my 12-year-old mind I had no choice but to see the punishment through. I knew it was very important not to let my well-meaning mother know about this ritual humiliation. I didnt dare risk her coming to the school to speak up for me as I kn

17、ew the blinkered, hard-nosed staff would similarly mortify her and that would mean two of us unhappy and indignant. And, Heaven forbid, if she ever told my father he would have instantly been on the warpath in my defence.,Detailed Reading,DR-p8-9-text,8. Then one day our family won a newspaper compe

18、tition for a free photographic portrait sitting. I was beside myself with excitement: my imagination fuelled by glamorous shots of the popular Hollywood temptresses. I couldnt wait to tell my friends the thrilling news. 9. That was, until Mum told me that I would have to wear my best, lace trimmed b

19、right green dress to school that day, as the portrait sitting was straight after classes. She had no hint of the torment I faced.,Detailed Reading,DR-p10-text,10. There was none of my usual pleasure in putting on the cherished dress that day. Heavy-hearted, I dragged myself to school, an emerald gre

20、en target in a sea of blue. At assembly I didnt bother to wait for the command but trudged up to the stage of my own accord to endure the sniggers of the other girls and the beady eyes of the deputy head.,Detailed Reading,DR-p11-text,11. Tears of frustration threatened to break free as I wondered fo

21、r the umpteenth time why the unfeeling teacher couldnt look past my clothes for once and see the obedient and eager-to-participate young girl beneath.,Detailed Reading,DR-p12-text,12. After assembly our first class was English Literature, my favourite lesson with my favourite teacher. I consoled mys

22、elf that I could at least lose myself in Charles Dickens A Tale of Two Cities for a while at the back of the class to recover and regain my composure. Imagine my dismay when, immediately the class began, Miss McVee ordered me to come and sit in the front row, directly before her. I slowly rose and,

23、blinking back tears, headed to the front of the class. Surely Miss McVee hadnt crossed into the enemy camp, too?,Detailed Reading,DR-p13-14-text,13. With downcast eyes and bowed head, tears once again threatened to betray my dejection, even though I had always tried my hardest not to show how misera

24、ble I was at being singled out time after time. 14. As I took my seat at the front, Miss McVee cocked her head to one side and looked me up and down carefully. And then she came out with the most welcome sentence I had ever heard at that mean-spirited place.,Detailed Reading,DR-p15-16-text,15. “My d

25、ear, I declare you are the brightest and loveliest sight in this entire dreary school. I am only sorry that I shall have the pleasure of looking at you for just one lesson and not the entire day.” 16. The block of ice that was my young heart thawed instantly and my shoulders rose back to their full

26、height. Im sure the smile I gave that woman must have been the widest shed ever seen. I floated through the rest of the day buoyed by the warmth generated by her thoughtfully chosen words.,Detailed Reading,DR-p17-text,17. Although English Literature was her forte, that day Miss McVee taught me, and

27、perhaps the whole class, a lesson in compassion that I have never forgotten. She taught me that one kind word in a time of need can last a lifetime. Indeed, her thoughtful words strengthened a part of my soul that has never been weakened by anyone or anything since.,Detailed Reading,DR:p1-3 Analysis

28、,Paragraphs 1-3 Analysis These three paragraphs give a brief description of the hard conditions during World War II, and how the authors parents managed to support the family and what they did for their children. Note that the last sentence of the third paragraph paves the way for the whole story.,D

29、etailed Reading,DR:p4-5 Analysis,Paragraphs 4-5 Analysis The authors trouble in the school is partly described in these two paragraphs.,Detailed Reading,DR:p6-7 Analysis,Paragraphs 6-7 Analysis These two paragraphs describe how the author feels about this punishment “battle back tears,” “embarrassed

30、,” “desperately wished,” “this horrid school,” “ritual humiliation,” “but to see the punishment through.”,Detailed Reading,DR:p8-9 Analysis,Paragraphs 8-9 Analysis The free photographic portrait sitting stirred mixed feelings in the author. On the one hand, she was beside herself with excitement; on

31、 the other hand, she was aware of the upcoming torment she faced because of her dress (even though it was her best dress).,Detailed Reading,DR:p10-11 Analysis,Paragraphs 10-11 Analysis These two paragraphs describe what happens when the author goes to school in her green dress. She goes to the stage

32、 even without being requested to receive the routine humiliation and frustrating “sniggers of the other girls and the beady eyes of the deputy head” and yearns to be understood.,Detailed Reading,DR:p12-13 Analysis,Paragraphs 12-13 Analysis As usual the author came to class depressed after assembly.

33、She was thinking of recovering and regaining her composure by losing herself in a novel at the back of the classroom when she was ordered to sit in the front row, which she thought was an omen for another humiliation.,Detailed Reading,DR:p14-15 Analysis,Paragraphs 14-15 Analysis To the authors surpr

34、ise, Miss McVee did not do anything to humiliate her. Instead she uttered “the most welcome sentence” the author had ever heard in the school.,Detailed Reading,DR:p16-17 Analysis,Paragraphs 16-17 Analysis In the last two paragraphs, the author concludes her writing with the instant impact (in Paragr

35、aph 16) of Miss McVees compassion and its lasting influence (in Paragraph 17) on her life.,Detailed Reading,DR-Question-p2,Detailed Reading,Paragraph 2 Question What does the author mean by “Yet I could not have asked for more enterprising and optimistic parents”?,My parents were the most enterprisi

36、ng and optimistic ones one could expect to find. The author thinks that her parents did all they could to support the family with their hard work, ingenuity and thrift, and that the family enjoyed “bucketloads of cheer.”,DR-Question-p3,Detailed Reading,Paragraph 3 Question Why does the author still

37、have some trouble in her school?,Because her parents were not able to buy the “blue blazer and hatband” required by the school.,DR-Question-p4,Detailed Reading,Paragraph 4 Question How did the deputy headmistress teach the author a lesson?,The deputy headmistress made it her mission to teach the aut

38、hor a lesson for not complying with the school regulations. In the daily assembly she would pull her out of line and make her stand on the stage as a bad example.,DR-Question-p6,Detailed Reading,Paragraph 6 Question What made the situation even worse for the author?,The situation was made even worse

39、 as the author was barred from the gym team and the weekly ballroom dancing class which she loved so much.,DR-Question-p7,Detailed Reading,Paragraph 7 Question Why could the author not tell her mother about her humiliation in the school?,The author could not tell her mother about her humiliation bec

40、ause she did not want to run the risk of her mother coming to the school and being hurt by that unfeeling teacher. And if her mother told her father about it, he would have got very angry and even wanted to fight with the school authorities in order to protect her.,DR-Question-p10,Detailed Reading,P

41、aragraph 10 Question Why did the author walk to the stage of her own accord?,Because her past experiences told her that such ritual punishment would occur anyway. Pay attention to the words that reveal the authors feelings “heavy-hearted,” “dragged,” “trudged.”,DR-Question-p11,Detailed Reading,Parag

42、raph 11 Question Why did the author feel so frustrated?,Because she simply could not understand why those unsympathetic teachers could not see that she was actually an obedient girl who was eager to participate in all the activities despite her clothes.,DR-Question-p12a,Detailed Reading,Paragraph 12

43、 Question What does the author mean by the sentence “Surely Miss McVee hadnt crossed into the enemy camp, too?” (Paragraph 12),Miss McVee was the authors favourite teacher, who had obviously been kinder to her than the other teachers. This sentence suggests that the author was beginning to suspect t

44、hat Miss McVee had joined them because she “ordered her” to come and sit in the front row, directly before her.,DR-Question-p12b,The author probably thought that Miss McVee was going to punish her for what she was wearing. The word “surely” actually suggests that she was not sure that Miss McVee “ha

45、dnt crossed into the enemy camp.”,Detailed Reading,DR-Question-p16,Detailed Reading,Paragraph 16 Question Why does the author say that “The block of ice that was my young heart thawed instantly .”?,The author suggests that her heart had been frozen by the umpteen cold humiliations in the school and

46、that she was immensely moved by Miss McVees warm words.,LPT- times were tough money was short,Detailed Reading,. times were tough, money was short, anxiety was rife and the pawnshop was a familiar destination for many families, including mine.,Paraphrase, . life was hard. Everyone was short of money

47、. They were caught up in endless worries. Many families often went to the pawnshop to pawn the things they had for a little money, and my family was no exception,LPT-rife,Detailed Reading,rife adj. if something bad or unpleasant is rife, there is a lot of it,e.g.,Dysentery and malaria are rife in th

48、e refugee camps. He leads a party in which corruption is rife.,LPT- yet I could not have asked for more,Detailed Reading,“Yet I could not have asked for more enterprising and optimistic parents”,Paraphrase, However I had the most adaptable and optimistic parents in the world.,LPT-enterprise,Detailed

49、 Reading,enterprising adj. willing to try or think of new ideas or methods,e.g.,The enterprising children opened a lemonade stand. That was very enterprising of you, Jack! Her latest enterprise is to climb Mount Qomolangma. We need someone with enterprise and imagination to design a marketing strate

50、gy.,LPT- bucketloads of cheer,Detailed Reading,bucketloads of cheer lots of joy,LPT- could turn his hand to almost anything,Detailed Reading,“could turn his hand to almost anything”,Paraphrase, was capable of doing almost anything,LPT- my clothes were ironed to a knife-edge,Detailed Reading,“. my cl

51、othes were ironed to a knife-edge, and shoes polished to a gleam .”,Explanation, Rhetorically, “to a knife-edge” and “to a gleam” are hyperboles meaning “(my clothes were ironed) to the degree that they look like a knife-edge” and “(my shoes were polished) until they gleamed.”,LPT- while Mum had scr

52、imped and saved to,Detailed Reading,“While Mum had scrimped and saved to obtain most of the gear, I still didnt have the prescribed blue blazer and hatband.”,Paraphrase, Though Mum had tried to spend as little money as possible in order to buy most of the clothes required by the school, she still co

53、uldnt afford the blue blazer and hatband.,LPT- the gear,Detailed Reading,the gear clothing (especially fashionable clothes and decorative items),LPT- hatband,Detailed Reading,hatband strip of cloth that is put around a hat above the brim as a decoration,LPT- because of the war rationing was in place

54、,Detailed Reading,“Because of the war, rationing was in place and most schools had relaxed their attitude towards proper uniforms, knowing how hard it was to obtain clothes.”,Paraphrase, Because of the war, the government implemented a system of limiting the amount of almost everything that each per

55、son was allowed to have, and most schools had subjected their students to less rigid dress codes, because they were fully aware that it was not easy for the students to get the proper clothes.,LPT- rationing,Detailed Reading,rationing n. the system of allowing people to have only a fixed amount of s

56、omething such as food or petrol when there is not much available,e.g.,A speed limit was introduced to try to avoid the need for fuel rationing. During the war, no one was allowed more than their ration of food, clothing and fuel. Weve had more than our ration of problems recently.,LPT- who ran the d

57、aily assembly,Detailed Reading,“who ran the daily assembly”,Paraphrase, who was responsible for the school daily assembly,LPT- made it her mission to,Detailed Reading,“made it her mission to .”,Paraphrase, assumed responsibility to . Note the authors resentment towards the deputy headmistress.,LPT-

58、Despite my attempts at explaining why,Detailed Reading,“Despite my attempts at explaining why I couldnt comply .”,Paraphrase, Even though I tried my best to explain why I was unable to meet the schools clothing requirements .,LPT- comply,Detailed Reading,comply vt. to obey a rule or law, or to do wh

59、at someone asks you to do,e.g.,Hes been ordered to have the dog destroyed because its dangerous, but he refuses to comply. The patient complied with the physicians orders. The company said that it had always acted in compliance with environmental laws.,LPT- a shining example,Detailed Reading,a shining example Rhetorically this is irony. The phrase actually means “a very bad example.”,LPT- battle back tears,Detailed