大學(xué)綜合英語(yǔ)unit9-How-I-found-My-VoicePPT課件

1、1 By 2 Content w Pre-reading questions w Background information w Text Structure w Language study w Text analysis w Exercises 3 Pre-reading questions w Have you ever spoken to a large audience? How did you feel? w Do you think voice is important to personal development? w Have you met a person who h

2、as helped/ influenced you greatly? 4 Background information w James Earl Jones (born January 17, 1931 in Arkabutla, Mississippi, United States) is an American actor. w He is well-known for his distinctive bass voice and for his portrayal of characters of substance, gravitas and leadership. Since his

3、 Broadway debut in 1957, Jones has spent more than five decades as one of Americas most distinguished and versatile actors. 5 w He moved to his maternal grandparents farm in Jackson, Michigan at the age of five, but the adoption was traumatic and he developed a stutter so severe he refused to speak

4、aloud. w When he moved to Brethren, Michigan in later years a teacher at the Brethren schools started to help him with his stutter. w He remained functionally mute for eight years until he reached high school. He credits his high school teacher, Donald Crouch, who discovered he had a gift for writin

5、g poetry, with helping him out of his silence. w The teacher believed forced public speaking would help him gain confidence and insisted he recite a poem in class each day. w I was a stutterer. I couldnt talk. So my first year of school was my first mute year, and then those mute years continued unt

6、il I got to high school. 6 7 w http:/ QPA-BOPU/ w Life shrinks and expands in proportion to ones courage. - Anais Nin 8 wThis autobiographical narration comprises three parts. w Part One (Paragraphs 1-2): w The writer presents a striking contrast between his successful career as an actor and televis

7、ion announcer and his severe stutter in his early childhood. 9 wPart Two (Paragraphs 3-22): w This part mainly describes the authors stuttering problem when he was a child and the process of how Prof. Crouch helped the boy tackle the problem by way of forced public speaking. 10 wPart Three (Paragrap

8、hs 23-29): w The concluding part shows various honors and successes the writer has obtained, which further emphasizes the great effect the teacher has brought about on the writers career as well as his whole life. 11 Part One (Paragraphs 1-2): w Why could the author hardly believe that such good thi

9、ngs as described in P1 could ever happen to him? 12 w Key points: w the voice-over announcer: an announcer who makes a commentary or gives an explanation which is heard as part of a film or television program, but he himself is not actually seen. w the New Testament: the second part of the Bible, co

10、ncerned with the teachings of Christ and his earliest followers w the Old Testament: the first part of the Bible, telling the history of the Jews and their beliefs 13 Part Two (Paragraphs 3-22): w 1. Why does the author describe his moving at the age of five as traumatic? w 2. Why did the author qui

11、t Sunday school and church? w 3. Why does the author say the farm animals knew he could talk? w 4. What event made the author open his mouth in public without stuttering for the first time? 14 w I always sat down, my face burning with shame. w I always sat down, and blushed as fire was burning my fa

12、ce because I felt ashamed. w More examples: Absolute Construction w A number of officials followed the emperor, some to hold his robe, others to adjust his girdle, and so on. (infinitive clause) w His voice drowned by the noise, the speaker stopped in the middle of his lecture.(-ed participle clause

13、) w He went off, gun in hand. (prepositional phrase) w The floor wet and slippery, we stayed outside. (adjective phrase) 15 w It was traumatic moving from the warm, easy ways of catfish country to the harsh climate of the north, where people seemed so different. w We moved from the familiar and plea

14、sant country to the north where I felt cold both in body and in heart/ totally strange and revolting. That was really an upsetting experience in my life. w transferred epithet 16 w in a nondenominational fellowship: in a close relationship without caring about the different religions w Granddads Iri

15、sh heritage came out in his love for language; w Granddad had a love for language, which might have been inherited from his Irish ancestors; In weekdays, he used plain English, but when in church on Sunday, he spoke perfectly standard English. 17 w come close to: become almost the same as w e.g. The

16、 language learner tries to make his speech come close to perfection. w round up: gather together animals or people, often when they do not want to be gathered together w e.g. The teacher rounded up all the students and led them to the classroom. 18 w That awful feeling of my voice being trapped got

17、worse as I grew older. w As I grew older, I became more self-conscious of my stuttering and it got worse. euphemism w savor: enjoy and appreciate something like food, or drink, or an experience, as much as one can w e.g. 1) I savored every mouthful of breakfast, reluctant to let it end. w 2) He savo

18、red the words as he said it. 19 w labor: work with difficulty, for example because one is not strong enough or clever enough w e.g. 1) He was laboring under the strain of a worsening political crisis. w 2) His classmates were laboring with elementary algebra. w I started, anger flooding me w I stood

19、 up abruptly, overwhelmed with anger 20 w I stood amazed and floated back to my desk in a daze, amid wild applause: p18 w I stood there, amazed at my performance, then not knowing how, I drifted back to my seat, and my classmates gave me a big applause. 21 w 注意注意I stood amazed包含雙重謂語(yǔ)。包含雙重謂語(yǔ)。 由兩個(gè)部分由兩個(gè)

20、部分(即第一謂語(yǔ)和第二即第一謂語(yǔ)和第二 謂語(yǔ)謂語(yǔ))組成，同時(shí)用來(lái)說(shuō)明主語(yǔ)。第一謂語(yǔ)是組成，同時(shí)用來(lái)說(shuō)明主語(yǔ)。第一謂語(yǔ)是 由實(shí)義動(dòng)詞表示，說(shuō)明主語(yǔ)實(shí)施的某一特定的由實(shí)義動(dòng)詞表示，說(shuō)明主語(yǔ)實(shí)施的某一特定的 行為過(guò)程第二謂語(yǔ)通常是由行為過(guò)程第二謂語(yǔ)通常是由形容詞、名詞或過(guò)形容詞、名詞或過(guò) 去分詞去分詞表示，說(shuō)明主語(yǔ)處于某種狀態(tài)時(shí)表示，說(shuō)明主語(yǔ)處于某種狀態(tài)時(shí)所具有所具有 的屬性、特征或身份的屬性、特征或身份。例如。例如: He came back cheerful.(=When he came back be was cheerful.) 他回來(lái)時(shí)興高采烈。他回來(lái)時(shí)興高采烈。(說(shuō)明主語(yǔ)說(shuō)明主語(yǔ)“他他”

21、在回來(lái)在回來(lái) 時(shí)的情況特征時(shí)的情況特征:“興高采烈興高采烈”) He left Shanghai a skilled worker.(=When he left Shanghai he was a skilled worker.) 他離開(kāi)上海時(shí)是一個(gè)熟練的工人。他離開(kāi)上海時(shí)是一個(gè)熟練的工人。(說(shuō)明主語(yǔ)說(shuō)明主語(yǔ) “他他”在在“離開(kāi)上海時(shí)離開(kāi)上海時(shí)”的身份的身份:“熟練工人熟練工人”) 22 w because the lyrics rhythmic pattern flows by itself. w most stutterers can sing along with the rhythm

22、pattern which just flows by itself. w He never pushed anything at me again; he just wanted all his students to wake up. w From then on he never gave me pressure, and what he tried to do was to help students realize and tap their potential. 23 Part Three (Paragraphs 23-29): w The concluding part show

23、s various honors and successes the writer has obtained, which further emphasizes the great effect the teacher has brought about on the writers career as well as his whole life. 24 w Isupported myself between roles by sweeping floors of off-Broadway stages. w Before acting any new role, I supported m

24、yself by sweeping the floors of off- Broadway stages. w “Can I fly you in from Michigan to see it?” w “Can I offer you a flight to Michigan to see my acting?” 25 w he was still living in a world vibrant with all of the beautiful treasures had stored. w he had stored many poems by memorizing them so

25、he could enjoy his life with the rhythms of poetry even after he had lost his sight. w resurrect: cause something to live again after it has disappeared w e.g. A furious argument ensued, in which both sides resurrected all their old differences. 26 After-reading Questions wWhat is the text mainly co

26、ncerned with? wWhat do you learn from the author of this text? 27 w severe w smoothness in speaking w helper, assistant w close relationship based on common interest w force me to do anything w animated 28 w retreat w pressed w gritted w critique w classics w kinship w is dubious about w round up 29

27、 w narrative w critical w fortunate w abundance w worship w dramatically w fluent w resurrection w ABCD ACBD 30 w mild/ agreeable/ gentle w passionate/ enthusiastic/ ardent w comment/ assessment/ evaluation w doubt/ uncertainty w certain/ definite/ positive w scornful/ mocking w instruction/ teachin

28、g/ tuition w enjoy/ appreciate 31 w place w preserve w whereas w despite w very well w extension 32 Exercises w 1. With the development of economy, large numbers of peasants flooded from the countryside into cities to seek a job. w 2. Young as he is, all judges share the opinion that his performance

29、 at the international piano competition has come close to perfection. w 3. Perhaps because of the spirits she had drunk, she was in a daze all the way to London. w 4. In this mountain retreat you can find the best climate in the country. 33 w 5. He leaned back into his seat and relaxed, savoring the

30、 comfort. w 6. What makes this young couple proud is that their child could recite poems from memory at the age of three. w 7. He repeated in public what he had said in private. w 8. A family vibrant with life and love is to be built with the joint efforts of all its members. 34 w 從從8歲到歲到11歲，我在英格蘭巴思的一所教會(huì)小歲，我在英格