章 序 名 称 | Lesson Seven Spring Sowing Liam O’Flaherty | |||||||
周 次 | 第 9 周 至 第 10 周 | 授课时间 | 2005年4月18日至2005年4月29日 | |||||
教 学 目 的 函授大专要 求 | 1. Part One: Introduction to the Text 2. Part Two: Explanation of the text in detail 3. Part Three: Vocabulary — pretend, compare, burst, dot, rebel 4. Part Four : Grammar — Sentence analysis Some us of “as” 新东方托福网络课程Absolute construction Tens & verb forms 5. Part Five: More work on the Text. | |||||||
教 学 重 点 | 1. The emphasis in teaching should be on content and clear prentation. 2. Emphasize the importance of understanding the values and moral principles of life, the nature of happiness. 3. Let students understand that in Ireland at that time, most people still depend on farming for a living, and the main crop was the potato. Modern science and technology had not yet caught up with the land. There was little machinery. Practically everything was still done by hand. A typical farmer believed in traditional virtues: hard work, simple living, discipline, and above all, a strong n of responsibility, responsibility for the happiness of your wife/husband, parent, and children. | |||||||
教 学 难 点 | meet的同音词 1. Liam O’Flaherty is considered one of the most important modern Anglo-Irish authors together with James Joyce. He was born in 1896 on an island in Ireland, which must have had very big influence on his character as well as on his writing. He once said: “I was born on a storm-swept rock and hate the soft growth of sun-baked lands where there is no frost in men’s bones.” 2. “Spring Sowing” is taken from the author’s first collection of short stories which bears the same title published in 1924. The story describes the first day of the first spring planting of a newly-wedded couple against the backgrounds of a traditional agricultural country. 3. In Ireland at that time, most people still depend on farming for a living, and the main crop was the potato. Modern science and technology had not yet caught up with the land. There was little machinery. Practically everything was still done by hand. A typical farmer believed in traditional virtues: hard work, simple living, discipline, and above all, a strong n of responsibility, responsibility for the happiness of your wife/husband, parent, and children. | |||||||
教学场所 环境 | In the Classroom or Language Laboratory English-speaking Environment | |||||||
授 课 方 式 | 课堂讲授（√ ）； 实验（ ）； 实践（ ）；双语（ ） | 好听的英文歌曲课时分配 | 12节 | |||||
教 学 方 法 | Teaching and Practice | 教学手段 | 网络教学（ ）； 多媒体（√ ） | |||||
教 学 用 具 | Tape-Recorder, Pictures of peasants’ working in the field | |||||||
教 学 内 容 提 要 | 备 注 | |||||||
Lesson Seven Spring Sowing Part One: Introduction to the Text 1. “Spring Sowing” is taken from the author’s first collection of short stories which bears the same title published in 1924. The story describes the first day of the first spring planting of a newly-wedded couple against the backgrounds of a traditional agricultural country. 2. In Ireland at that time, most people still depend on farming for a living, and the main crop was the potato. Modern science and technology had not yet caught up with the land. There was little machinery. Practically everything was still done by hand. A typical farmer believed in traditional virtues: hard work, simple living, discipline, and above all, a strong n of responsibility, responsibility for the happiness of your wife/husband, parent, and children. Part Two Detailed Discussion of the Text 1. What the author describes here, of cour, is largely a thing of the past. The story describes the first day of the first spring planting of a newly-wedded couple against the backgrounds of a traditional agricultural country. 2. In Ireland at that time, most people still depend on farming for a living, and the main crop was the potato. Modern science and technology had not yet caught up with the land. There was little machinery. Practically everything was still done by hand. A typical farmer believed in traditional virtues: hard work, simple living, discipline, and above all, a strong n of responsibility, responsibility for the happiness of your wife/husband, parent, and children. 3. In spite of their almost primitive living and working conditions, however, they also had their joys and love, and their longings for the future as does the newly-married couple described here. For Mary and Martin Delaney, this was an extremely important day, becau it not only would determine the crop they would harvest in autumn, but would also show what kind of wife and husband they would prove to be each other and what kind of family they were going to have. 4. Detailed Discussion of the Text (e Reference Book) | ||||||||
Part Three Vocabulary The usage of pretend, compare, burst, dot, rebel 1. pretend (1) to behave as if sth is true when in fact you know it is not (2) to claim that sth is true (3) to imagine that sth is true 2. compare (1) (~ with) to examine in order to note the similarities or differences of (2) (~ to) to reprent as equal, similar, or analogous (3) (~ with) to be worthy of comparison; to be considered as similar 3. burst (1) to break open or apart suddenly or violently (2) to be bursting with: to be full of (3) to move into or out of a place suddenly or quickly (4) to be bursting to do sth: to be eager to do sth (5) to burst into tears/laughter/song = to burst out crying/laughing/singing: to suddenly start crying, laughing, or singing (6) to burst out: to suddenly say sth forcefully 4. dot (1) (n.) a small round mark or spot (2) (v.) to mark sth by putting a dot on it or above it (3) to be dotted with: to have sth spread over a wide area 5. rebel (1) (against): to oppo or fight against someone in a position of authority Part Four Grammar Focus 1. Sentence analysis 2. Some us of “as” 3. Absolute construction 4. Tens & verb forms Part Five More work on the Text. 1. Oral Work; 2. Vocabulary Exercis; 3. Grammar Exercis; 4. Written Work (Topic): The Hardships and Joys of Farmers | ||||||||
日 程 及 课 时 分 配 | 节 序 | 内 容 | 学 时 | |||||
绪 论 | ||||||||
第七章 | Lesson Seven Spring Sowing | |||||||
第一节 | Introduction to the text | 1 | ||||||
第二节 | Teaching the Text (Para1—Para3) | 1 | ||||||
第三节 | Teaching the Text (Para4—Para6) | 1 | ||||||
第四节 | Teaching the Text (Para7—Para12) | 1 | ||||||
| true colors 第五节 | Teaching the Text (Para13—Para15) | 1 | ||||||
第六节 | Teaching the Text (Para16—Para19) | 1 | ||||||
第七节 | Teaching the Text (Para20—Para26) | 1 | ||||||
第八节 | Pre-class work | 1 | ||||||
第九节 | Oral work | 1 | ||||||
第十节 | Vocabulary | 1 | ||||||
第十一节 | Grammar | 1 | ||||||
第十二节 | focusSummary and Quiz | 1 | ||||||
复 习 思 考 题 | 1. What do you know about the young couple? Do they love each other? 2. What are their life’s ambitions? Why is it that the two of them feel particularly excited this day? Why is it so important? 3. Is it just the fact that it is spring sowing, the day that is going to determine, at least partly, what kind of a harvest they are going to have? Is there anything symbolic about this day? 4. What do you think is the main strength of the story? A gripping plot? An intriguing portrayal of the characters? Or the beautiful description of the sounds, colors and actions? Give some examples to illustrate your point. | |||||||
讨 论 练 习 | 1. What values and moral principles are being idealized here? Is it still the same today? Do you agree that the traditional work ethic is out of date? Are such qualities as hard work, diligence, thrift, responsibility, discipline, simple and honest living, rugged individualism and lf-reliance, etc still valued? 2. What changes have taken place in social ethics since our grandfathers’ time? Is there anything that remains unchanged? Is our interest in this kind of story about the past simply a matter of idle curiosity? 3. Let’s pretend that you are Martin Delaney or Mary living in the 21st century. What kind of a person would you like to have as your wife or husband? What qualities would you like to find in your spou? What life’s ambitions would you have? What would you be doing on a typical spring morning? | ||
拓 展 学 习 | 1. Learn more about how spring sowing is done in our country 2. Learn more about Toffler, the man who wrote Future Shock. He us the concept of three waves to describe the distinct stages of human civilization: the agricultural or pre-industrial stage; the industrial stage, and the Third Wave--- the post-industrial or the Knowledge Economy stage. | ||
课 程 作 业 | Write a short essay of 150—200 words commenting on the hardships and joys of farmers as described in the story | 完成形式 anxious是什么意思 | 书面版（√） 电子版（ ） |
提交时间 | Before May 10th | ||
必 读 书 目 | 1. Contemporary College English 2. Books or articles on the nature of happiness | ||
学生 学习 质量 监控 与 评价 | In good order | ||
教 学 后 记 | A typical farmer believed in traditional virtues: hard work, simple living, discipline, and above all, a strong n of responsibility, responsibility for the happiness of your wife/husband, parent, and children. It might just be possible that values, life styles and people’s dreams, are like fashion. They come and go. It just might. At a time when everybody is yearning for a car and dreaming of becoming a rich manager, this story might have a sobering effect. | ||
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