Unit-8-Two-Truths-to-Live-By-Teaching-Plan-教案

1/14Unit8TwoTruthstoLiveByTeachingPlanLearningObjectives1)Rhetoricalskill:parallelisminimperativesentences2)Keylanguage&grammarpoints3)Writingstrategies:descriptivenarration4)Theme:lifeitselfisaparadoxPre-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:Paragraph1-765mP3-44.DetailedReading(b):TextI:Paragraph8-1790mP5-65.ConsolidationActivities(a):TextComprehension;WritingStrategies20m6.ConsolidationActivities(b):Languagework;OralActivities;Writing70m7.FurtherEnhancement(Optional):TextII/OtherComprehensivePractices2/14SectionOnePre-readingActivitiesI.PictureActivationIfsomethingyouwantemerges,wouldyoucaptureitorletitgo?II.Pre-readingQuestions1.JustassaidinthefilmForrestGump,lifeislikeaboxofchocolate,youneverknowwhatyouaregoingtoget.Sometimes,wedocomplainabouttheunfairnessoflifewhenitturnsitsbackonus.However,lifedoesendowuswithmanyunexpectedsurprises.Itdependsonhowwedealwithit.Lookingatonethingfromanotherperspectivecangiveusanotherkindoffeeling.Pleaseshareonesuchexampleinyourlifewithyourfellowstudents.Openfordiscussion.2.Lifeisaprocessinwhichyougainandloseinturn.Nowadays,wewon’tbesosurprisedtohearthatsomeonewouldresignfromajobwithbrightprospects,anddecidetostartavoyagearoundtheworldorgotothepoorestareastobeavolunteer.Ifyouarerequiredtogiveupsomethingforsomethingelse,howwouldyoumakethechoice?Andwhy?Thinkofoneortwosuchinstancesinyourlife.Openfordiscussion.SectionTwoGlobalReadingI.TextIntroductionThisessaydiscussesoneoftheparadoxesinlife:“toletgo”and“toholdfast.”Theauthortriestoexplaintheimportanceofcherishingbeautywhenitisofferedandtoletitgowhenitisinevitable.Thus“toletgo”isasimportantas“toholdfast”inourlives.3/14II.CultureNotesrabbi(paragraph1)InJudaism,arabbiisateacherofTorah.ThistitlederivesfromtheHebrew,meaningMyMasterwhichisthewayastudentwouldaddressamasterofTorah.III.AuthorAlexanderM.Schindler(1925–2000),ChairmanoftheUnionofAmericanHebrewCongregations(1973–1996),leaderoftheReformMovementofAmericanJudaismformorethantwodecadesandapivotalfigurein20thcenturyJudaism.RabbiSchindler’spaperscontaincontemporaryperspectivesonmany,ifnotmost,ofthekeysocialandculturalissuesfacingAmericanJewryandAmericansocietyfromthe1960stothe1990s.ThistextisanexcerptfromhisspeechatthecommencementoftheUniversityofSouthCarolina.IV.StructuralAnalysisPart1(Paras1)Theauthorpointsoutthatlifeitselfisaparadox.Part2(Paras.2-9)toholdfasttolife:what,whenandhowPart3(Paras.10-13)toletgo:howandwhyPart4(Paras.14-15)asolutiontotheparadox:awiderperspectivePart5(Paras.16-17)howtomakeourlivesmeaningfulSectionThreeDetailedReadingTWOTRUTHSTOLIVEBYAlexanderM.SchindlerI.AnalysisParagraph1Analysis4/14Thethemeoftheessayisexplicitlystatedinthefirstsentence.Theauthorpointsoutthatlifeitselfisaparadox:Weshouldclingtoitsgiftsandletgoofthemintime,whichisexplainedbytherabbis’analogy.Paragraphs2-3AnalysisInthesetwoparagraphs,theauthorexplainsonesideoflife’sparadoxandpointsoutthatweoftenfailtoseethebeautyandwonderoflifewhenweshouldbeholdingontoit.Asaresultitisoftentoolatewhenwefinallyrealizeit.Paragraphs4-5AnalysisFromParagraph4toParagraph5theauthorrelatesoneeventduringhishospitalizationthatre-teacheshimthetruth(whenandhowtoholdfasttolife).Paragraphs6-7AnalysisThesetwoparagraphsdescribetheimmediateimpactofthesunlightontheauthorashewaswheeledacrossthecourtyard.Itsuddenlydawnedonhimhowbeautifulandpreciouslifewasandhowindifferentpeopleweretothegiftoflife.Paragraphs8-9AnalysisIntheseshortparagraphstheauthorsumsupthetruthrevealedtohimintheeventandurgesustoholdfasttothegiftsoflife.(NoticetheimperativemoodinParagraph9).Paragraphs10-11AnalysisAfterexplainingonesideoflife’sparadox—howtoholdfasttolife,theauthordirectshisdiscussiontotheothersideoftheparadox—howtoletgo.Paragraphs12-13AnalysisTheauthorexplainswhywemustacceptlossesandlearnhowtoletgo:itistheinevitabilitiesoflifethatwemustendurefrombirthtodeath.Thistruthisrevealedbytheauthorthroughtheinevitablelosseswesufferateverystageoflife.Paragraphs14-15Analysis5/14Asasolutiontotheparadoxtheauthorsuggestsawiderperspectivetoviewwhatistransientandwhatiseternal.Thisperspectiveenablesustorealizethat“ourlivesarefinite,”butourdeeds,beautyandwonderoneartharetimeless.Paragraphs16-17AnalysisInthesetwoparagraphstheauthor,havingconvincedusabouttheparadoxoflife,givesushisadviceastowhatweshoulddoinordertomakeourlivesmeaningfulandourdeeds“timeless,”thatis,insteadofpursuingperishableobjectsandmaterialwealth,weshouldpursueideals—andaddlove,righteousness,truth,religion,andjusticetoourmaterialpossessions.II.QuestionsforParagraphsParagraph1:QuestionWhydoestheauthorquotethesayingfromtheancientrabbis?Theauthorintendstousethemetaphortoillustratetheparadox.“Amancomestothisworldwithhisfistclenched,butwhenhedies,hishandisopen”meansthatamanholdsfasttoParagraph3:QuestionWhatisimp