Unit-3-On-Reading-Teaching-Plan-教案

1/14Unit3OnReadingTeachingPlanLearningObjectives1)Rhetoricalskill:discussionononepoint2)Keylanguage&grammarpoints3)Writingstrategies:sentencesininvertedsequence4)Theme:enjoymentofreadingPre-classActivity:none.RelationshiptoCurrentUnit:Materials:Teacher’sBook(6),English-EnglishDictionary,Blackboard,PPTEstimatedTimeofLesson:270m,6sessionsTimeAllocation:P1-21.Pre-reading:playinggames/wordpuzzle/pictureactivation/shortstories10m2.GlobalReading:textintroduction,culturenotes,author,structure15m3.DetailedReading(a):TextI:Paragraph1-265mP3-44.DetailedReading(b):TextI:Paragraph3-690mP5-65.ConsolidationActivities(a):TextComprehension;WritingStrategies20m6.ConsolidationActivities(b):Languagework;OralActivities;Writing70m7.FurtherEnhancement(Optional):TextII/OtherComprehensivePractices2/14SectionOnePre-readingActivitiesI.PictureActivationDoyoufindreadingenjoyable?II.Pre-readingQuestions1.Readingissoimportanttousthatalmosteveryoneisinvolvedinsomekindofreadingsometimes.Asawayofdiversion,readingisusuallyrelaxingandenjoyable.However,canreadingalwaysbeanenjoyableexperience?Ifnot,whenandwhy?Opentodiscussion.2.Agoodbookwillevokesympathyinitsreaders’hearts,givethemsomeenlightenmentandevenmaychangetheirlives.Howcanwedefineagoodbook?Describesomeofthebooksthatyouconsidergood.Opentodiscussion.SectionTwoGlobalReadingI.TextIntroductionInthisessay,theauthorfocuseshisdiscussionexclusivelyononepoint:Readingshouldbeenjoyable.Withneatlyknitteddevelopmenttheauthorapproachesthethemefromtwoperspectives—whattoread(fromParagraph1toParagraph3)andhowtoread(fromParagraph4toParagraph6).Accordingtohim,bothshouldfitthereader’sownfancy.II.CultureNotes3/14GeorgeEliot(Paragraph2)Englishwriter,pennameofMaryAnnEvans(1819–1880).HernovelsincludeAdamBede(1859),TheMillontheFloss(1860),andMiddlemarch(1871–1872).AdamBede(Paragraph2)InspiredbyananecdotetoldtoGeorgeEliotbyheraunt,AdamBedeisnotableforitsextraordinarilyrealisticcharactersandconvincingdepictionofEnglishrurallife,completewiththeearthyDerbyshiredialectofthetitlecharacter.Whenitwasfirstpublished,in1859,thebookearnedpraiseforitsnuancedandunflinchingdescriptionofayoungwoman’sfallfromgraceandforAdam’ssimplerighteousness.III.AuthorW.SomersetMaugham(1874–1965),Britishnovelist,oneofthemostpopularwritersinEnglandinthe20thcentury,isnotedforhisclarityofstyleandskillinstorytelling.Hisbest-knownworksincludeOfHumanBondage(1915),TheMoonandSixpence(1919),Ashenden:or,TheBritishAgent(1928),andCakesandAle:or,TheSkeletonintheCupboard(1930).Readingandourlife:classifications知性阅读(readingforinformation)愉悦阅读(pleasurereading)疗愈阅读(healingreading)“从书中我纾解了寂寞的情绪，读了天方夜谭和爱丽丝梦游仙境，并从其篇章中寻到了痛苦的避难所。”—毛姆IV.StructuralAnalysisPart1(Para.1)definesthescopeofthispassagePart2(Para.2)specifiesthereaderswhoareeligibletoreadthebooksPart3(Para.3)touchesonthecriterionofbookselectionPart4(Para.4)expoundsontherelationshipbetweenintellectualpleasureandthehabitof4/14readingPart5(Para.5)continuesthediscussiononthehabitofreadingPart6(Para.6)discussesanimportantreadingskill—skippingSectionThreeDetailedReadingONREADINGW.SomersetMaughamI.AnalysisParagraph1AnalysisInthisparagraph,theauthordefinesthescopeofthispassage:hisdiscussionwouldexcludethosebooksthatbringtediumandboredom,sincethemaintopicisclearlystatedinthebeginning:“...readingshouldbeenjoyable.”Paragraphs2AnalysisAfterdefiningthescopeofhisdiscussion,theauthorgoesontospecifythereaderswhoareeligibletoreadthebooksinhismind.Thenhemovesontothefirsttopic—theselectionofbooksforreading.Inthisparagraphtheauthorpointsoutaproblemwithsomemasterpieces,thatis,“...changingtimesandchangingtasteshaverobbedthemoftheirsavour...”anditisnolongerenjoyableforustoreadthemtoday.Paragraphs3AnalysisWithhiscommentsonmasterpieces,theauthornaturallytouchesonthecriterionofbookselectioninthisparagraph.Theauthorinsiststhatthereaderisthefinaljudgeofwhatbooksseemgoodtohim/her,becausethesamebooksmayhavedifferentmeaningsfordifferentpeople.Thisviewisstrengthenedbytherhetoricalquestionattheendofthisparagraph,“...whocanclaimthatwhatpleasesonemanmustnecessarilypleaseanother?”Paragraphs4Analysis5/14Inthisparagraph,theauthorexpoundsontherelationshipbetweenintellectualpleasureandthehabitofreading.Hebelievesthat“intellectualpleasureisthemostsatisfyingandthemostenduring”andtheacquisitionofthehabitofreadingmustbebasedonpleasurablereading.Paragraphs5AnalysisInthisparagraphtheauthorcontinueshisdiscussiononthehabitofreading.Accordingtohim,thishabitvariesfrompersontopersonandshouldbetailoredtothereader’sownfancy.Paragraphs6AnalysisThisparagraphisdevotedtothediscussionofanimportantreadingskill—skipping.Thisisthetrickwhichtheauthorhimselfhasneveracquired.II.QuestionsforParagraphsParagraph1:QuestionWhatkindofbookswouldbeexcludedfromtheauthor’sdiscussion?Excludedfromtheauthor’sdiscussionarethosebookswhichofferinstructionstofulfillutilitarianpurposessuchasgettingadegreeorearningaliving.Paragraph2:Questions1.Whoaretheeligiblereadersofthebooksintheauthor’smind?Accordingtotheauthor,theyareadultswhohaveleisuretimetoreadandwouldliketoreadthebooks.2.Whatisth