新编英语教程 6 Unit 6 教案_新编英语教程6教案
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Unit Six TEXT I
DULL WORK Eric Hoffer
Objectives: To catch the central idea of each paragraph.To discu that eventful life kills rather than stimulates a man’s instinct for creation./all work and no play makes Jack a dull boy.Pre-cla work:
Find out more about the figures mentioned in the text than those provided in the notes: Amos, Socrates, Omar, Jesus Christ, Albert Einstein, Niccolo Machiavelli, Immanuel Kant, John Keats, Sophocles, John Milton, Benvenuto Cellini.Pre-reading Questions: 1.Do you think you can achieve much if you live a plain, ordinary life? 2.Does monotonous, routine work dull one’s mind?
In-reading Comprehension Para.1 1.There seems to be general aumption that brilliant people cannot stand routine;that they need a varied, exciting life in order to do their best.to do their best: to achieve their potential creativene;to best exercise their talent(comp.3-1)
It is generally believed that a colorle life can freeze a creative mind, and only a colorful life can inspire a man to creative work.2.Tell about this para.in your own words.There is an aumption that brilliant people cannot stand routine life, and they need a colorful life;while dull people are suited for dull work.The present-day young are more brilliant than the young of the past because they are better educated.Therefore they prefer a colorful life to a dull, routine one.3.What is the purpose of this para.?
This is an introductory para.to put forward an aumption(succeful mendull, routine life)so as to raise a question: Is the aumption right or wrong? Para.2 1.What is the ‘opposite’ that H says is ‘nearer the truth’? What is the purpose of this para.?(comp.3-2)
As it goes in the 1st sentence, the succeful men do not crave for(= long for)colorful life.The contrary is also true(反过来说): people who achieve much are often those content with the routine, uneventful life they live, or, the succeful men are satisfied with the routine/uneventful/colorle life they are leading.This is the central idea of this para.and H supports it by citing examples of some well-reputed men who led a colorle routine life.2.Identify those great figures mentioned in this para.and say something about them.Amos the sheepherder: a minor prophet in the Old Testament 阿摩斯，旧约中１２个小先知中的第三名
Socrates the stonemason: Greek philosopher well known for his sophistry
Socrates of Athens, who flurished in the last half of the 5th century, was the 1st of the great trio of ancient Greekswho laid the philosophical foundations of Western culture.He was born in or about 470 BC.His father Sophroniscus was a sculptor, mother a midwife, 3 sons, one an infant.There were 2 counts in the accusation: ‘corruption of the young’ and ‘neglect of the gods whom the city worships and the practice of religious novelties.’ An escape was planned by his freind Crito, but S refused to hear of it, on the grounds that the verdict, though contrary to the fact, was that of a legitimate court and must therefore be obeyed.The story of his last day, with his drinking of the hemlock, has been perfectly told in the Phaedo of Plato.Though a good fighting man, his outward appearance was grotesque.Stout and not tall with prominent eyes, snub nose, broad nostrils, and wide mouth, he seemed a very Silenus.But as his freinds knew, he was ‘all glorious within,’ ‘the most upright man of that day.’(Plato)
Omar the tentmaker: Persian astronomer and poet
Jesus Christ: 上帝的独生子。大约罗马建城748年，在犹太的伯利恒，童贞女玛利亚由圣灵感孕生下耶酥，由约瑟抚养成人。出世不久，有几个博士从东方来到耶路撒冷，说是来拜生下来作犹太之王的人，因为他们在东方看到了他的星。犹太王希律听说后，心里十分不安，派人到处寻觅，找不着，便命把二周岁以内的男孩全部杀死。耶酥一家逃到埃及才得以幸免。耶酥回国来到拿撒勒作工匠，30多岁时施洗约翰在约旦河给他施洗，而后圣灵引他去接受魔鬼的试探，此后成为救世主。他召了12个门徒，和他们一起到犹太各地传教，要人们严守诫条。后来他的门徒加略人犹大为30块钱出卖了他，把他拘送到马总督彼拉多那里，他被钉死在十字架上。死后第三日复活，多次向门徒显现。复活后第一十日升天，第五十日差谴圣灵降临。众门徒领圣灵，开始传教。
Albert Einstein(1879-1955): German-American scientist and one of the greatest of all time, is best known as the special and general theories of relativity.From 1896-1900, he was a student at the Polytechnic Institute of Zurich, Switzerland.From 1902-1909, he was hired by the Swi Patent Office at Berne as ‘Probationary technical expert, third cla’.It was in 1905 that he published 4 papers of major importance in the journal Annalen der Physik, including his first memoirs on special relativity.Later it was revealed that, although it took him only 5 weeks to write his first paper on relativity despite working all day at the patent office, he had been mediating since he was 16 on the fundamental problem concerning the velocity of light that gave rise to this theory.Niccolo Machiavelli: Florentine statesman and political philosopher.His removal from political activity forced him to a retired life and to enter the career of a political writer.Immanuel Kant(1724-1804): German philosopher.His attempt to define precisely the domain of rational understanding is a landmark in Western thought.On the one hand, he opposed Hume’s skepticism, the idea that pure reason is of no real use in understanding the world, and on the other hand, he challenged Enlightenment faith in the unlimited scope of reason.The basic formulation of what is called his critical philosophy is contained in the Critique of Pure Reason(1781), the Critique of Practical Reason(1788), and the Critique of Judgment(1790).The quiet regularity of Kant’s everyday life in Konisberg, where he was a university profeor(1770-1804), became proverbial.According to an anecdote of Heinrich Heine(1797-1856), German poet, satirist and journalist, the residents of the town set their watches by Kant’s daily walks.So, the purpose of this para.is to show that the lives of many truly great men are extremely ordinary.Or, people who achieve do not necearily live eventful lives.Para.3 1.Tell what you know about John Keats and Sophocles.John Keats(1795-1821): probably the most talented of English romantic poets.Long poems as Isabella, Lamia, The Eve of St.Agnes, shorter poems as Ode on a Grecian Urn 希腊古瓮颂, Ode to Autumn, Ode to a Nightingale.Sophocles: 2nd of claical Athens’ 3 great writers of tragedycapacity for concentration, i.e.the curiosity of the immature to be interested;mature-inner resources to turn the dullne of work to good avail).This is why H put them into one category.2.Who are the really dull people, according to H? And why?(comp.3-8)
The adolescents.They lack the inner resources of the mature to turn the dullne of work to good avail, and the curiosity of the immature to be interested.3.What does this eay tell us?
Dull people cannot stand dull work so that they can hardly accomplish anything when at leisure or in solitary.They love eventful life life, but this kind of life exhausts them rather than stimulates.Only those who find dull life endurable can derive something from it(this is creativene)and achieve something.So they may become succeful.*** What is the purpose of H’s writing?(comp.1-D)
To convince that creativene of a man’s mind is primary to what he can achieve.Post-reading discuion Step one: Organization and Development 1.The title of the eay ‘Dull Work’ only tells us what the author is going to focus on but not what he thinks of it.Can you find his thesis statement in the eay? If not, can you summarize in one sentence H’s view on dull work?(Org.& Devl.)
No.What a man achieves does not depend on the type of work he does, or the life experiences he has;rather, it depends on his ability to transmute what seems dull and routine into what is momentous.2.What is H’s main technique to demonstrate his thesis?
H cites numerous examples.3.How does he arrange the examples?
Well-reputed men are cited before his own experience.4.How does his argument go?
The poible harmful effect of an eventful life is illustrated only after he has made it clear that an eventful life is not a must for creative achievement.Step two: Comp.2 Step three: Discuion
Discu that eventful life kills rather than stimulates a man’s instinct for creation./all work and no play makes Jack a dull boy.(LW 8)
TEXT II
DOING CHORES August Heckscher
1.Read the text before cla and prepare for the answers to the questions in the textbook.2.Go through the text within 2 minutes in cla and discu the questions.8
