现代大学英语精读第3册教案

2021年1月25日发(作者：织女)
现代大学英语精读第
3
册教案

CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching: UNIT 1
Your College Years Period of the teaching: 10 classes
Objectives:
1. To expand basic vocabulary and expressions
2. To appreciate the theme of the text
3. To know about some background information about Eric H
Erickson‘s

Developmental Stages.
4. To review the grammatical knowledge about the conjunction while
and to
learn to use parallelism.
Key points:
1. Language study and expressions
2. Background information
3. Word Building: de-, pro-, -ject, -volve, -ogy.
4. Paraphrases of difficult sentences Difficult points:
1. ways of expressing the object
2. Writing devices: antithesis
3. The corresponding information about the text Methods of teaching:
1. Interactive teaching method
2. Communicative Teaching method
1
Teaching procedures:
Part I Warm-up
I. Warm-up Questions
1. As a sophomore, what is your general impression of college? ,
many opportunities for one to explore the unknown , experiencing a lot
, keeping a good balance and laying a solid foundation , the golden
time in one‘s life

2. Have you experienced anything different from your middle school
life?
, being far away from home
, living with others
, becoming independent
, changes are occurring
3.
What’s your purpose of receiving a college education?

, to get and keep a good job
, to earn more money
, to get a good start in life
, a sound investment that is worth every penny . 4. Have you had any
psychological problems ever since you entered
college?
, loneliness
, confusion
2
, frustration
, psychological problems abound on campus
II. Myths and Facts Regarding College Experience
College years are times of significant transition and challenge for
an individual. Transition simply means change. Higher levels of anxiety
are always experienced by people who are in a state of transition
regardless of whether the change is perceived as good or bad. The
following are some of the myths vs. the facts regarding college
experience.
Myth 1: College
Years Are the Best Years of One‘s Life

, Fact 1: While college years are memorable and enjoyable, they can
also be
among the most stressful and anxious times. One is faced with
constant
evaluation from his professors. Personal and parental expectations
are
always on his mind. Financial stress is often a way of life. Career
decisions,
various relationships and the move toward independence are also
common
issues. Making these the best years of one‘s life involves
developing an
approach that is proactive and includes a support network.
Myth 2: Students experiencing stress or anxiety are unprepared to
handle the rigors of college.
, Fact 2: College and university environments are designed to be
challenging
academically, personally and socially. Stress and anxiety, among
other
emotions, are natural by-products of the accelerated pace of
learning and
growth. It is not a matter of whether or not we experience these
unpleasant
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feelings but rather, a matter of how we manage these emotions. Myth
3: A good student does not need assistance during his/her college
experience.
, Fact 3: Many students come to college with the belief that to ask
for help is
a sure sign of inadequacy. In fact, nothing could be farther from
the truth.
Your college or university has an abundance of resources available
to you,
for which you are paying through tuition or fees. So become familiar
with
and make use of the campus resources, especially when you need
assistance.
Myth 4: I am the only one that doesn't have it all.
Fact 4: As you walk on campus and observe other students, it appears
that
everyone else is so sure of himself. Everyone else has friends.
Everyone
else has direction. Everyone else is confident. Everyone else is
without
troubles or hassles. This misperception is common among college
students.
It has its roots in one of our more powerful social norms. We all
wear a
'public mask' to protect a certain social image. This 'public mask'
communicates a sense of self-assuredness to those with whom we come
in
contact. It often belies the inner turmoil that we all experience
from time
to time.
The above are just some of the myths versus facts concerning college
experiences. Can you think of any other myths? Have a discussion with
your classmates about their truths.
4
III. On Seasons in College
There are four seasons in a year, which make the days distinctive
and exciting. Metaphorically, there are four seasons in one‘s college
years
representing different aspects of college life, which make the days
rewarding and unforgettable. Do you agree? If so, what do you think the
four seasons represent ? Share your opinions, please.
Spring is the season for nature to revive, to grow and to get ready
to boom. Similarly, in college, spring is the season for you to acquire
knowledge, to develop yourself and to lay a solid foundation for the
future. It’s the season of

growth.
Summer is the season for flowers to bloom, and it‘s the season for
you to
enjoy the greatest passion in nature
—
love, love from your
classmates, from
your teachers and from your romance. It is the season of affection.
Autumn is a season of harvest in college. It‘s the season for you
to enjoy what
you have achieved.
Winter is the harshest season of the four, which presents so many
difficulties and hardships. Likewise, not every day in college is full
of joy. You have to meet new faces,
get adjusted, make decisions for yourself, be financially and
psychologically dependent, etc. So winter is the season of change.
Unpleasant as it may seem
to s
ome students, it is simply inescapable and beneficial to one‘s
growth and maturity.
5
Part II Background Information
I. Author
Bob Hartman was born in Pittsburgh, the United States, and moved to
England in the summer of 2000. He has been working as a storyteller for
children for more than a decade and is a part-time pastor.
A selection of books by Bob Hartman
II. Erik H. Erikson
Erik H. Erikson (1902
—
1994), was a German-born American
psychoanalyst
whose writings on social psychology, individual identity, and the
interactions of psychology with history, politics, and culture
influenced professional approaches to psychosocial problems and
attracted much popular interest. He was most famous for his work on
refining and expanding Freud‘s theory of develo
pmental stages. Main
books by Erik H. Erickson:
II. Erickson’s Developmental Stages

Basic Theory:
Babies are born with some basic capabilities and distinct
temperaments. But they go through dramatic changes on the way to
adulthood and old age. According to psychologist Erik H. Erikson, each
individual passes through eight
developmental stages.
Each developmental stage is characterized by a different
psychological
the individual can move on to the next stage. If the person copes with a
particular crisis in a maladaptive manner, the
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outcome will be more struggles with that issue later in life. To
Erikson, the
sequence of the stages are set by nature. It is within the set
limits that nurture works its ways.
Stage 1: Infant Trust vs. Mistrust
Needs maximum comfort with minimal uncertainty to trust himself/
herself, others, and the environment.
Stage 2: Toddler Autonomy vs. Shame and Doubt
Works to master physical environment while maintaining self-esteem.
Stage 3: Preschooler Initiative vs. Guilt
Begins to initiate, not imitate, activities; develops conscience and
sexual identity.
Stage 4: School-age Child Industry vs. Inferiority
Tries to develop a sense of self- worth by refining skills.
Stage 5: Adolescent Identity vs. Role Confusion
Tries integrating many roles (child, sibling, student, athlete,
worker) into a self-image under role model and peer pressure.
Stage 6: Young Adult Intimacy vs. Isolation
Learns to make personal commitment to another as spouse, parent or
partner. Stage 7: Middle-Age Adult Generativity vs. Stagnation
Seeks satisfaction through productivity in career, family, and civic
interests.
Stage 8: Older Adult Integrity vs. Despair
Reviews life accomplishments, deals with loss and prepares for death.
Part III Text Appreciation
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I. Text analysis
1. Theme
College is designed to be a time of changes for students.
Threatening the changes may be, they contribute to young adults‘ growth
and maturity. College students are experiencing a lot. Not only are they
being introduced to new people and new knowledge, but they are also
acquiring new ways of assembling and processing information. They are
also proudly growing in their understanding of themselves, others and
the world.
2. Structure
Part 1 (para. 1): Many key changes happen to college students during
their
college years.
Part 2 (paras.2-9): The key changes involve the following: identity
crisis, the independence/dependence struggle, establishment of sexual
identity, affection giving and receiving, internalization of religious
faith, values and morals, development of new ways to organize and use
knowledge, a new understanding of the world and himself/herself.
Part 3 (para.10 ): Conclusion.
Question 1: How do college students go through an identity crisis at
college?
What factors may influence identity?
Students endeavor to find out who they are and what their strengths
and
weaknesses are. They want to know how other people perceive
themselves
as well.
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Identity may be influenced by genes, environment and opportunities.
Question 2: In fact, it may be heightened by their choice to pursue a
college
education.
What does ―it‖ refer to here?

For reference: ―it‖ refers to the independence/dependence struggle.
Into the later adolescence stage, young adults tend to become less
dependent on, even independent from their parents. For those who choose
to enter the work world, they may become financially independent from
their parents, while for others entering into college, the struggle
seems stronger for they still need their parents‘ support, say for
money.
Question 3: According to Jeffery A. Hoffman‘s observation, there
are four distinct aspects to psychological separation from one‘s
parents. What are they? How do you understand them?
1. Functional independence.
2. Attitudinal independence.
3. Emotional independence.
m from ―excessive guilt, anxiety, mistrust, responsibility,

inhibition, resentment, and anger in relation to the mother and
father.‖

Question 4: What may be one of the most stressful matters college
students experience according to the author? How do you understand it?
Establishing their sexual identity. It includes relating to the opposite
sex and projecting their future roles as men or women.
9
Question 5: I was relating to my father in a different way. What are
the differences between the ways ―I‖ related to ―my‖ father in the
past and at present? What type of change does the example reflect?
In the past ―I‖ was encouraged by ―my‖ father; now ―I‖ was
encouraging him.
The example reflects the change that college students are learning
how to give and receive affection in the adult world.
Question 6: These religious, moral, and ethical values that are set
during the college years often last a lifetime. What makes it possible
for these values to last a lifetime?
During college years, the young adults have the opportunity to
decide for themselves what beliefs, values, and morals they are going to
accept. These values are inclined to be internalized.
Question 7: What are the significance about the college academic
life
according to paragraph 8?
College academic life is a challenge. All students should be aware
of how they react to new knowledge and new ways of learning, how they
process the knowledge presented to them, and how they organize this
knowledge. Question 8: How do college students become world citizens?
At college, the young adults have good chances to meet people from
different cultures. By interacting with them, they are introduced to new
ways of life. They begin to understand life in different ways. By doing
these, they experience a new understanding of the world and themselves.
10
Part III. Further discussion
What does the author mean by developmental changes? Have you had any
identity crisis yourself?
What does the author mean by independence/ dependence struggle? How
can college student establish their sexual identity? What does the
author mean by ―internalizing‖ religious faith, values, and

morals?
Part IV. Assignment
1. Prepare for the dictation of Unit 1
2. All the exercises after Text A, unit 1
3. Preview Unit 3
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CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching: UNIT 2
How Reading Changed My Life Period of the teaching: 10 classes
Objectives:
1. Use the words and phrases freely
2. Comprehend the text structure
3. Understand the rhetorical features of the text
4. Have a better understanding of the text Key points:
1. The understanding of the complicated sentences
2. Important language points
3. Translation exercises: C-E and E-C
Difficult points:
1. Critical thinking skills
2. Text patterns
3. The corresponding information about the text Methods of teaching:
1. Interactive teaching method
2. Communicative Teaching method
Teaching procedures:
Part I Background information
Today, few people will deny that the written word seems being
quickly
12
supplanted by pictures, graphs, and sounds. Do people still read? Do
those who still read get anything out of it? Many people are now
wondering.
It is of course an overstatement that traditional reading is dead.
But it has obviously been losing its ground. Many people today seem to
be too busy to do any reading, and those who are considered successful
do not seem to have read much, if at all. The shocking fact is ,
percentagewise, our reading population is the lowest among major powers.
The essay we have here deals with this problem. It is written by
someone who has such a passion for, and takes such a delight in,
traditional reading that it must deserve our attention.
Part II. Detailed discussion of TEXT
1)...a small but satisfying spread of center-hall colonials, old
roses, and quiet
roads. ( para.1 )
Spread: n. A range or an area over which buildings spread
thColonials: houses built in the style of the 18 century during the
colonial
period of American history
2) We walked to school, wandered wild in the summer. ( para.1 )
Wander wild: remind students that the adjective
as a
subject complement.
3) One poem committed to memory in grade school survives in my mind.
( para.4 )
Paraphrase: I still remember one poem I learned in grade school.
13
Commit sth to memory: to study sth carefully so as to remember it
exactly Grade school: (AmE, old- fashioned) primary or elementary school
Survive in my mind: This is not a common expression. It is more
natural to say
4) Perhaps restlessness is a necessary corollary of devoted
literacy.(para.5) Perhaps if a person works really hard at reading and
writing, he or she is bound to be restless.
5) There was waking, and there was sleeping. And then there were
books...
Between the time I woke up and the time I went to sleep, I read. 6)
I did not read from a sense of superiority, or advancement, or even
learning.(para.9)
Advancement:progress or improvement in one`s career
7) There is something in the American character...a certain hale and
heartiness
that is suspicious of reading as anything more than a tool for
advancement.(para.11)
Hale and hearty: healthy and strong
Be suspicious of sb./sth.:to feel that sb/sth cannot be trusted
8) There also arose...a kind of careerism in the United States that
sanction
reading only if there was some point to it.(para.12)
Careerism: the practice of seeking one`s professional advancement by
all possible means
Sanction: to approve of
14
Note: this word deserves special care as it can have diametrically
meanings in
different contexts.
Point: purpose; goal; advantage;reason
9) For many journalists, reading... was most often couched as a
series of problem to be addressed... (para.13)
For many journalists, reading... was usually discussed as a lot of
problem to be resolved.
Be couched: (fml) to be expressed in a particular way
10) Gutenberg invented the printing press (para.14)
Printing press: (here) a printing machine
印刷机

Note: the word
newspaper
in general as in phrases like the American press, a press conference,
press coverage.
11) After that, it became more difficult for one small group to lay
an exclusive claim to books, to seize and hold reading as their own.
(para.14)
Lay claim to sth: to state officially that you have a right to own
sth
Seize and hold sth: to grasp sth quickly and forcibly and then hold
it firmly 12) ... we are what the world of books is really about.
(para.15) ...we are really the most important people in the world of
books. Be really/all about: used for saying what the most basic or
important aspect
of a particular job, activity, or relationship is, e.g.
Love and care - - that's what family is all about.
15
A university must teach students how to live -- that's what schools
are all about.
13) It was still in the equivalent of the club chairs that we found
one another... (para.16)
We still found each other like we did when we were young.
Equivalent: sb or sth that has the same size, value, importance or
meaning
as sb or sth else
对应物
;
相等物

Part III. The theme of the TEXT
This highly autobiographical essay can be divided into the
traditional three parts with a brief introduction and an equally brief
conclusion. The major part, the body of the essay, can be conveniently
divided into two sections, the first of which deals with her childhood
experiences of reading: what, how, why she read, and what she learned
through reading. The second section tackles a more complicated topic:
how she continues to read in an unfriendly environment in adulthood.
Part IV. The structure of the TEXT
Part 1. The introduction ( para.1 )
I grew up in a quiet neighborhood where I developed the habit of
reading as a small child.
Part 2. The body (para.2-15)
A. I was an avid reader throughout my childhood and adolescence.
( para.2-9 )
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1) I wandered the world and learned about people through books.
( para.2-4 )
2) As a child I preferred reading to playing outdoors with my peers.
( para.5-6 )
3) Through books, I also learned about myself, my wishes and dreams.
( para.7-8 )
4) I read because I loved it more than anything else in the world.
(para.9)
B. In my adulthood i remain an avid reader in an unfavorable
environment.
( paras.10-15 )
1) it is believed reading should serve a useful purpose and aimless
reading is discouraged. ( paras.10-11 )
2) Reading is being replaced by TV and the movies. ( paras.12-13 )
3) The reading population has become a minority gourp. ( paras.14-
15 ) Part 3. The conclusion ( paras.16-18 )
Despite the decline of reding, there are still bookworms like me
among
ordinary people.
Part V. Discussion
1) What can we gain from reading?
2) Why don't people read or read as much as they should today? What
does it matter if people don't read? What can we do to change the
situation? Part VI. Assignment
1) Prepare for the dictation of Unit 2
17
2) All the exercises after Text A, unit 2
3) Preview Unit 3
4) Prepare for the presentation at the beginning of the next class
18
CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching: UNIT 3
The Dill Pickle
Period of the teaching: 10 classes
Objectives:
1. To expand basic vocabulary and expressions
2. To appreciate the theme of the text
3. To know about some background information about dill pickle.
4. To review the grammatical knowledge about rhetorical questions,
exclamatory sentences
Key points:
1. Language study and expressions
2. Background information
3. Word building: -press;
4. Paraphrases of difficult sentences Difficult points:
1. rhetorical questions,
2. exclamatory sentences
Methods of teaching:
1. Interactive teaching method
2. Communicative Teaching method
Teaching procedures:
Part I Warm- up
19
I. A Boatman’s Song

Enjoy listening to the Russian folk music.
II. Dictation

Katherine Mansfield (1888
—
1923), British short-story writer, was
born in
Wellington, New Zealand. She is considered one of the greatest
of the short-story form.

At the age of 18 she in London to study music and to
herself as a writer. In 1918 she married English literary
，
John
Middleton Murry.

Mansfield's middle class provided the setting for
many of her stories and mortality
—
perhaps due to her illness
—
dominated
her writing. Her years were burdened
with , illness, jealousy and
—
all reflected from her work in the bitter of marital
and family relationships of her middle-class characters.

As a New Zealand's most famous writer, she was closely associated
with
D.H. Lawrence and something of a rival of Virginia Woolf. Her short
stories are also notable for their use of . Much
influenced by Russian writer Anton Chekhov, Mansfield depicted
events and changes in human behavior.
Part II Background information
I Author Katherine Mansfield
20
1888
–
1923, British author, born in New Zealand
Her original name was Kathleen Beauchamp. She is regarded as one of
the
masters of the short story.
A talented cellist (
大提琴演奏家
), she did not turn to literature
until 1908. Her Works
In a German Pension (1911), her first published book.
Bliss (1920) which collected Mansfield's family memoirs and secured
her reputation as a writer.
The Garden Party (1922), her finest work written during the final
stages of her illness which established her as a major writer.
Later volumes of stories include The Dove’s Nest (1923) and
Something Childish
(1924; U.S. ed. The Little Girl, 1924).
Other collections and poems: journal, letters, and scrapbook (edited
by her husband) .
Her Adventurous Spirit

Famously, Mansfield remarked

It was largely through her adventurous spirit, her eagerness to
grasp at
experience and to succeed in her work, that she became ensnared in
disaster. . . If she was never a saint, she was certainly a martyr,
and a
heroine in her recklessness, her dedication and her courage.

Her last words were:
my face.
21
Mansfield's stories, which reveal the influence of Chekhov, are
simple in form, luminous and evocative in substance. With delicate
plainness they present elusive moments of decision, defeat, and small
triumph.
Themes of Mansfield's novels
Themes: different human relationships interacting with each other;
social classes and inequality in bourgeois society;
the frenzied exhortation to live, which is central to all her
writings; the opposition of convention and nature; the elevation of the
great artist as the model for living and, by extension; art as a means
of being
the notion that destiny is a function of desiring
—
to want something
strongly
enough is to legitimise the means of getting it.
In her most persuasive work, Mansfield found a way of pressing the
threads of such a credo into the weave of her fiction. The story of the
rises and falls in Mansfield's popularity is fasci5nating, as it shifts
with the major social, political and literary trends.
Mansfield's portrayal of social classes and the injustices of
bourgeois society had obvious appeal to the Chinese. One of the
translators, Tang Baoxin, writes:
―With remorseless irony she lays bare the hypocrisy and shallowness
of the leisured class and their men of letters.‖

II Dill Pickle
How does it taste? It tastes very sour.

Cucumber reserved in salty and spicy water with such ingredients as
22
pepper, garlic, dill and vinegar.

In Russia, it is eaten with hamburger as an appetizer. Part III Text
Appreciation
I Text Analysis
Structure of the Story
1). Plot of the story: a young woman and a young man who had been
lovers once
met again after six years of separation. They sat and
reminisced…

2). Setting of the story: in a restaurant
3). Protagonists: Vera and her ex-lover (his name was never told) 4).
Theme of the story: about the relationship between lovers: the heroine's
sensitivity and the man's insensitivity to others
—
their
feelings, attitudes and inner motivations. The man's egoism
prevented him from seeing how greatly their lives had
diverged in the six years since they parted.
2. Sentence Analysis
1) He closed his eyes an instant, but opening them his face lit up
as though he had struck a match in a dark room.
closed his eyes: searched his memory
his face lit up as though he had struck a match in a dark room.:
一
闪而过的兴奋

使他脸上露出光采。

2) He interrupted her,
waitress.
23

interrupted :He was self-centered, not interested in what Vera said,
nor encouraged her to talk about herself.
She broke in:
broke in :Vera was very eager to know about his life in the past six
years. It showed she was considerate, and cared about him.
3) He gave a strange half laugh and leaned back in his chair.
a strange half laugh :To show him superior to her, indicating that
he was quite contented, a little showing off, and proud.
leaned back in his chair Later he pursued his topic further, not
caring about Vera at all. That hurt her very much, but he enjoyed it.
As he spoke, so lightly, tapping the end of his cigarette against
the ashtray,…

Without any consideration of Vera, he was very content: It was no
big deal. 4)… she felt the strange beast…

She'd burst with her desire for those were the very places that she
had long wanted to go to.
5) She shivered, hearing the boatman's song break out again loud and
tragic, and seeing…

She was very sensitive to art and music and she felt excited as the
man was describing the beautiful picture.
6)
free.
a picnic by the Black Sea in the evening; champagne; eating and
drinking on
24
the grass; a coachman; a dill pickle so right for him; so free, so
impulsive 7)... I know perfe
ctly what you mean…

Vera could imagine even more than the man described. she was more
emotionally involved in painting and therefore enjoyed more than the man.
8) … like mournful lovers.

They love each other but feel sad for some reason. The greatest wish
for them is to die together, like Romeo and Juliet.
9) Was there just a hint of mockery in his voice? she could not be
sure. Question 1: How came she had such a feeling that he mocked her by
saying
By saying so, the man did mock her. She only kept listening and said
nothing. In his mind, she should be full of regret for deciding the end
of their love.
Question 2: Was she sure about the mockery later?
Proof 1:
It seems such ages ago.
that particular night
Implication: Although it was only 6 years, it appeared that he had
practically forgotten everything about their past love. But to Vera, she
could even remember the details clearly.
Proof 2:
… I had to take such a leap back to that time.

Implication:
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I had ceased to cherish that memory.

I had forgotten you long ago.
Proof 3:
… although at the time that letter nearly finished my life. I
found… and I

couldn't help laughing as I read it.
Implication: To write such a break-up letter was very difficult for
Vera. The letter
reminded them of the heart-broken feeling and it finished both the
man and the woman. But he trivialized the letter, and even mocked
the letter, which hurt Vera deeply.
10) Question: What was Vera's response to the man's painful hurt?
She had buttoned her collar again and drawn down her veil.
Mentioning of the letter hurt her very much, but he was not aware of
the hurt.
She tried to control herself.
11) Now, she knew he'd been mocking. (Turn to the original novel)
She now heard a hint of mockery, for he mocked the letter.
After Thought
Interpreting character feelings:
An interpreting effect is created by the difference with regard to
what the characters say and what they feel. In a case, the reader has to
do a lot of
is going on and to appreciate the story fully.
Try to describe their feelings when they talked.
26
The woman:
What she says: What she is feeling: She hesitated, but of course she
After all these years meant to
speak to him. The man:
What he says: How the reader judges it: Really for the moment I
didn't know you. What a hurtful thing to say: He
couldn't recognize her
after only 6 years.
3. Character Analysis (Close Reading)
1) Character Analysis: Vera's change
Physical Changes:
Six years ago : beautiful happy
Six years later : poor, less better off, in poor health
Spiritual Changes:
Six years ago: nothing to worry about, suppressing her dream and
desire, longing, aspiration (together with the man), belonging to the
leisure class ,
well-educated (she used to know a lot of flowers, Para. 13)
Six years later : fragile (ill not so well), fragile but strong-
willed (for the fact that she resisted the temptation), too romantic
(she focused too much on spiritual life), still well-educated, middle-
class, but now in a very difficult situation, sensitive and tolerant
(because she was very considerate and sensitive to
27
other's feelings, not willing to hurt others), feminist: a spirit of
sacrifice (If she couldn't gain spiritual satisfaction, she would give
up.)
Unchanged personality
One point she kept for 6 years
She never told the man why she left him. She wanted the man to feel
her desire rather than tell him. That just created such trouble: She
wanted this, but the man was insensitive.
I. Writing Technique II
This fictional story is an extremely good example of how a writer
can use different literary aspects to bring about an understanding of
the character. Genre of the Story:
Modernism

Use of images as subtle symbols
—
evoking emotion in readers' hearts;

Tendency to present human experiences in fragments that readers have
to
piece together in their own minds;

Use of the techniques of realism and naturalism
—
subjects previously
considered too trivial or too unpleasant for literature;

Attention to the new psychological insights of Freud, Jung, and
other
pioneer psychologists and the inner workings of characters' minds.
Use of Modernism

In the text, the author tried to present human experience in
fragments, the
arrangement of which reveals the relationship between Vera and the
man.
28

We readers have to piece together the fragments of the woman's
thought.
The narration of their past love is not in a common order: Time
jumps back
and forth.
Feminism
Feminism, in the novel, is reflected in the author's choice of the
topic and the description of fine details, with fine perception and
sharp sensibility. Through the portrayal of one character, values and
ideas of a novel find its full expression. The author tried to express
her feministic idea:
Vera is designed to magnify women's desire for spiritual
satisfaction. If she couldn't gain it, she would give up.

Different changes on both of them (6 years ago and 6 years later)
that paint
a clear contrasting picture;

Detailed observation on the air of the man: Para. 11
the
orange again.‖;


Carefully-chosen nouns and adjectives to describe the settings;

Portrayal of their mannerisms and revelation of enough of their
personalities to allow the reader to come to his or her own
conclusion:
must have felt that shock of recognition…

Examples for Carefully-Chosen Nouns and Adjectives
1. The story begins with
ars, she saw him again. He
was
seated at one of those little bamboo tables decorated with a
Japanese vase
of paper daffodils.
29
2. She recognized him immediately by the
peeling his
orange.
3. She was disappointed by his frown when he looked up at her; she
believed
that
Writing Devices:
Symbolism

Symbolism is an object, sign, or image that is used to stand for
something
else.

Symbolism can add to the inherent meaning of a variety of texts,
from
music to movies to novels. It creates an even deeper meaning than
found in
surface reading.

In following the tendencies of most Modernist writers, everyday
objects in
this story carry a great deal of significance in piecing together
the overall
meaning.
The Symbolism Found in
Symbolism is used to reveal hidden ideas and give a deeper meaning
to the novel.
dill pickle, Vera's glove, the strange beast
dill pickle
—
After hearing her friend's story, Vera conjured up a
false image of a dill pickle (a red chili like a parrot's beak). This is
symbolic of the false impression Vera also formed of her friend. Such
misconceptions ensure that a rekindling of their romance will never
occur. It is also significant that Vera described the pickle as sour, a
word that could also describe the couple's past love affair.
30
Vera's glove
—
He looked more like 6 years ago when he did not know
how to hold Vera back
—
he held the wrong thing, for glove was not strong
enough to keep her. Now he still did not know how to do it and he tried
to clutch the wrong thing, too. the strange beast
—

? Para. 31: Her strong long
-cherished desire to travel to all those
distant
and mysterious places had been hidden deep in her heart for quite a
long
time because it was impossible for her to realize it given her
financial and
health conditions. But now this old wish seemed to be suddenly
awakened.
? Para 59: Her long
-buried love for the man seemed to wake up again.
Metaphor
In the text, the use of metaphor always overlaps with that of
symbolism Another example as mixture of both:
carpet
—
protection for Vera from sharp stones and mud (hardship and
difficulties in life
Irony


ironic
twist.

The story takes place at a restaurant table and right from the very
beginning, readers can see themselves as being merely another patron
sitting at the next table, watching and listening to everything that
is
happening between the two main characters. The author never states
what
either of the characters
—
Vera and
31
actually learn)
—
is really thinking. Based on their reactions and
movements, the reader could derive things about the characters,
their past
relationship, and the places that they are at in their lives today.
The author describes and contrasts the very different changes of Vera
and the man after 6 years of separation.

Antithesis is used here to show a contrast between them, bringing an
ironical effect.
III Sentence Paraphrase
1. I am still just as ignorant for all your telling me.
for all : in spite of
I am still ignorant in spite of your telling me.
2. … serious and infuriated out of all proportion to the occasion.

out of all proportion to the occasion :completely uncalled-for,
totally unnecessary under the circumstances
What had happened that afternoon made him a fool of them both. 3.
His was the truer.
That memory about the ridiculous scene gradually disappeared. After
all, it was a wonderful afternoon. His memory was the truer one. They
did have a good time on that whole afternoon.
4. … she felt the strange beast that had slumbered so long within
her bosom stir, stretch itself, yawn, prick up its ears, and suddenly
bound to its feet, and fix its
32
longing, hungry stare upon those far away places.
the strange beast : the desire to go to those places
Her strong desire to go to those places held so long in her bosom
now awoke. The desire became stronger and stronger. She was burst with
her desire. 5. But what has become of your beautiful piano?
But what has happened to your beautiful piano?
6. He let it go at that.
He didn't pursue the matter, showing once again how self-centered he
was. Under normal circumstance, a man would be dying to know what had
happened to the woman to force herself to part with her beloved piano. 7.
Only I did desire, eventually, to turn into a magic carpet and carry you
away…

magic carpet metaphor: the protection
Magic carpet is an allusion to the story in The Arabian Nights which
describes
how a magic carpet can carry people wherever they wish to go. Part
IV Language study
I. Word Study
1. apart a.
a. separate by a distance b. into parts
c. other expressions: to tell apart; to pull apart; to drift apart;
to fall apart; to
come apart; to grow apart
Examples: (a)
, The two schools are only a few blocks apart.
33
两个学校相距只有几个街区远。

Examples: (b)
, You need special equipment to take this machine apart.
要拆开这部机器你需要用特殊的设备。

, The economy has fallen apart.
经济已崩溃。

2. beyond
prep. a. farther away than; on the far side of
b. past or outside the limits, reach, or scope of
Examples: (a)
, Our school is just beyond that tall building.
学校就在高楼那边。

, There is peak beyond peak.
层峦叠嶂。

Examples: (b)
, Don't swim beyond your depth.
不要到你能力不及的深水区去游泳。

That Swiss watch costs at least 10 thousand dollars. It's way beyond
his
means.
那块瑞士表至少价值
10,000
美元，他根本买不起。

, be touched beyond words
感动得无法用言语来形容

, the guest staying beyond the hour of welcome
呆得过久而不再受欢迎的客人

, the beyond
来世，不可知的彼岸

3. fix v.
a. to repair/mend, cure
b. to put in order; to adjust or arrange
34
c. to fasten firmly or make firm, stable; to place definitely
Classify the following words into 3 groups according to a, b and c.
, If it is not broken, don't try to fix it.
, Fix your hair.
, He fixed the picture on the wall.
, If you don't fix the lid on properly, the milk will spill out.
, Let me fix you a cup of tea.
4. pare v.
a. to cut off or trim the outer coating, layer, edge or part of…

b. to cut the nails of your fingers or toes
c. to reduce, diminish, decrease gradually (often fol. by down) to
pare an apple
削苹果
to pare one's nails
修剪指甲

to pare down expense
削减开支

5. peel v. to strip sth. off the skin, rind, and bark, etc.
Examples:

The wall was peeling.

Too much heat will make the bark wrinkle and peel.

Sun the nose till it peels.
6. quake v. to shake violently from shock or instability
Examples:

He stood there quaking with fear.
他站在那里吓得发抖。


The earth was quaking.
大地在颤抖

。

35

The boughs quaked at every breath.
树枝在风中摇曳

7. quiver v. to shake with a slight but rapid motion, close to
tremble Examples:

quiver with age
因年老而颤抖


His voice/fingers quivered uncontrollably.
他的声音
/
手指不自觉地颤
抖。


The blades of grass quiver in the wind.
草叶在风中颤动


His lips were quivering with emotion.
由于激动他的嘴唇在颤抖。


Leaves quiver in the breeze.
树叶在微风中颤动

8. shake
v. to make lots of quick small movements up and down, or side to
side
Examples:

shake with cold

By that time the building is shaking violently. We could not even
stand up.

The house shakes when the train goes by.
9. shatter v.
a. to break sth. into pieces, as by a blow
b. to damage
，
as by breaking or crushing; impair or destroy (health,
nerves)
c. to weaken or refute (an idea or opinion)
d. to surprise or astonish
Examples:
shatter one's reputation
毁坏名誉

shatter one's health
损害健康

36
shatter a plan
破坏计划

shatter a mirror
打碎镜子

shatter faith
动摇信念

10. shiver
v. to tremble mostly because of coldness, fear, or excitement n. a
shaking movement that your body makes when you are cold, frightened, or
excited

The night in the desert was cold. We were all shivering.
沙漠里的夜
晚很

冷，我们冻得浑身发抖
.

she gave a slight shiver.
她微微颤动了一下。

11. shudder
v. to tremble with sudden and brief, momentary, convulsive movement;
more
intense shaking, usu. because of fear, cold, horror, disgust, worry,
disapproval, etc. It suggests movement less noticeable to on-lookers.

At the sight of the blood-stained knife, she shuddered to screech.
一看到

那把沾血的刀，她就尖叫起来。

12. tremble
v. It implies slight or quick movement, for uneasy or nervous
reasons. It does not
go with violent movement.
Examples:

He trembled/shook with anger when he heard that news.

To tell you the truth, I was so frightened that I trembled like a
leaf.
37

The old bridge trembled under the train.
n. the external covering or integument of an animal body, esp. soft
and flexible
v. to remove the skin from
Examples:

skin a rabbit

skin grapes
to peel potatoes
去土豆皮
to husk the rice
除大米的稻壳

to shell the peas
剥豆荚
to weed the garden
除去花园内的杂草

to skin a cat, to gut the fish
给猫剥皮，取鱼的内脏

to dust the tables
除去桌上的灰尘

14. snap v.
a. to break with a sudden sharp distinct noise
b. to open or close something suddenly
c. to say something quickly and angrily or in an annoyed manner (fol.
by at)
d. to take a photo/take snapshot
e. to make a sharp cracking sound with fingers or teeth or a whip

The door snapped shut behind us.
门啪嗒一声在我们身后关上了。


The lock snapped shut.
锁啪嗒一声合上了。


I snapped at him to sit down.
我厉声命他坐下。

15. stretch v.
a. to lengthen, widen
38
b. to spread out fully, extend from one place to another or across a
given
space or time
c. to reach out

The forest stretches for miles.
森林绵延数百英里。


His memory stretches back to his early childhood.
他的记忆回到了童年

时代。


He drove fast on a stretch of open field.
他开车在一片开阔的田野上飞

驰。


With a sudden stretch, Tom took the younger boy‘s cap. 汤姆突然伸出

手，抢走了小男孩的帽子。

II Phrases and Expressions
1. add up
a. to amount to collect total b. to seem reasonable or make sense
Examples:

Add up a column of figures. (a)
把一栏数字加起来。


It has to be true. It all adds up. (b)
这事一定是真的。从各方面都说
得通。


The facts just don‘t add up. (b) 这些事实根本串不起来。
add up to:
amount to; to signify Example:

He is sick, but his symptoms don't add up to anything recognizable.
他是

病了，但是把各种症状综合起来还看不出是什么病。

39
2. allow for
考虑到，顾及，为……留出余地

Examples:

We must allow for the possibility that they have been involved in
the
combat.

Allowing for the train being late, we should be back by eleven.

He is old- fashioned but you have to allow for his age. allow of
容
许，

容许有可能

Examples:

evidence allowing of only one conclusion
只容引出一种结论的证据


The stool is tall enough to allow of a baby reaching the bed.
凳子的
高度

足以让婴儿够到床铺。


Such conduct allows of no excuse.
这种行为不可原谅

make allowance(s) for
考虑到
,
体谅

Example

We must make allowance for his youth and inexperience. 3. apart from
除……之外
;
远离

Examples

It is a bit cold in winter, but apart from that, it's quite a
pleasant city to
live in.

Apart from his poor health, he is also hopelessly lazy.

The coachman sat eating apart from us.
4. count in / out
把……算入
/
不把……算在内

40
Examples:

If you are planning a trip to London, count me in/out.

He counted out ten 5-pound notes.
count on
依靠，指望，料想

Example

You can count on me for everything in the future. 5. for all
in spite of all
Examples:

For all our efforts, we still couldn't save his life.

For all his power, he is still the most despised person. 6. out of
proportion (to/with)
与……不成比例
/
不相称

Example
His story was exaggerated out of proportion
in proportion to/with
与……成比例
/
相称

Examples:

Price will be raised in proportion.

The size of the furniture should be in proportion to the size of the
room.

The figures in the painting are in proportion to the surroundings.
7. prick up
竖起

Examples

The spires of churches prick up through the greenery.
教堂的尖顶耸立
在

41
绿树丛中。


His voice pricked up in surprise.
他惊讶得连嗓音都变尖了。


prick (up) the (one's) ears
竖起耳朵仔细听

Part V. Assignment
1) Prepare for the dictation of Unit 3 2) All the exercises after
Text A, unit 3 3) Preview Unit 4
Prepare for the presentation at the beginning of the next class 4)
42
CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching: UNIT 4
Diogenes and Alexander Period of the teaching: 10 classes
Objectives:
1. To expand basic vocabulary and expressions
2. To appreciate the theme of the text
3. To know about some background information about Diogenes and
Alexander.
4. To review the grammatical knowledge about rhetorical questions,
exclamatory sentences
Key points:
1. Language study and expressions
2. Background information
3. Word building: -press;
4. Paraphrases of difficult sentences Difficult points:
1. rhetorical questions,
2. exclamatory sentences
Methods of teaching:
1. Interactive teaching method
2. Communicative Teaching method
Teaching procedures:
43
Part I Warm-up
I Do you know?
What is the meaning of each of the following words? Bookkeeper
记账员
D.J.
唱片音乐的播音员

Baker
面包师
Cop
警察

Bus- girl
餐厅打杂的女工
Smokey the Bear
森林警备人员

Tom, Dick and Harry
一般人
Mr. Right
白马王子

Peeping Tom
登徒子

What did dogs symbolize in the ancient world? They were symbols of
shamelessness. II Sing a song about life
When A Child Is Born
A ray of hope flickers in the sky
A tiny star lights up way up high
All across the land dawns a brand new morn This comes to pass when a
child is born
A silent wish sails the seven seas The winds of change whisper in
the trees And the walls of doubt crumble tossed and torn This comes to
pass, when a child is born A rosy hue settles all around
44
You‘ve got the feel, you're on solid ground

For a spell or two no one seems forlorn
This comes to pass, when a child is born
Spoken: And all of this happens, because the world is waiting.
Waiting for one child; Black-white- yellow, no one knows...
but a child that will grow up and turn tears to laughter,
hate to love, war to peace and everyone to everyone's neighbor, and
misery and suffering will be words to be forgotten forever.
It's all a dream and illusion now,
It must come true sometime soon somehow,
All across the land dawns a brand new morn,
This comes to pass when a child is born.
III Enjoy the beauty of life
Life is what we make it
Are you dissatisfied with today‘s success? It is the harvest from
yesterday‘s sowing
. Do you dream of a golden tomorrow? You will reap
what you are sowing today. We get out of life just what we put into it.
Nature takes on our moods: she laughs with those who laugh and weeps
with those who weep. If we rejoice and are glad the very birds sing more
sweetly, the woods and streams murmur our song. But if we are sad and
sorrowful a sudden gloom falls upon nature‘s face; the

45
sun shines, but not in our hearts, the birds sing, but not to us.
The future will be just what we make it. Our purpose will give it its
character. One‘s resolution is one‘s prophecy. Leave all your
discouraging pessimism behind. Do not prophesy evil, but good. Men of
hope come to the front.
Part II Background information
I Author
Gilbert Highet (1906
—1978) was US ―educator, author, and critic‖.
―He is noted for popularizing intellectual topics; wrote ?Anatomy of
Satire,‘ 1962.‖

II Diogenes
Diogenes: (412 B.C.
—
324 B.C.), Greek philosopher who founded the
Cynic
school of philosophy, stressing self-control and the pursuit of
virtue. He was the son of Hicesias, who was exiled from his home town of
Sinope, allegedly for defacing its debased currency. Thereafter, he
lived in streets of Corinth and Athens where he is said to have lived in
a barrel. He became the prototype of Cynicism. Diogenes has been
described as a Socrates gone mad. Like Socrates, he saw himself
encouraging men to examine their own behaviour, and to live a virtuous
life. By this, he meant a life of total self sufficiency free from
social restraint, and distracting desires.
Living life according to nature was interpreted by Diogenes to mean
a back to the basic existence. Virtue lay in requiring the bare minimum
for existence. He lived the life of a true ascetic.
Diogenes deemed man the most intelligent and the most foolish of the
animals.
46
For the proper conduct of human life, he claimed, we need
reason or a halter