教學設計：LanguagesoftheWorld-“黃岡杯”一等獎

Module4LanguagesoftheWorld教學設計（第3課時）Teachingprocedures教學過程Step1PresentationHaveyoueverheardofthesaying“Knowledgeispower”?Doyouknowwhosaidthis?FrancisBaconHowmuchdoyouknowaboutFrancisBacon?(Whatwashisnationality?Whatwashefamousfor?Whatcontributiondidhemaketoscience?HewasEnglish.Hewasfamousforhiswritingandhewasaphilosopherandastatesman.HedevelopedaprocedureofscientificinquirywhichisstillknownastheBaconianmethod.Step2Readthefirstpartofthetext.FrancisBacon:AnIntroductionandthenanswerthequestionsinactivity2.Thequestions:WhichwasBaconmostenthusiasticabout:science,art,orlearning?WhyisBaconreferredtoasaRenaissanceman?HowdoestheBaconianmethodwork?Thekey:ScienceBecausehewasanexpertinseveralfields.Youusereasontointerpretnatureandtoestablishfacts.Step3ReadfromOfStudiesandmakealineseparatethesixmainideas.Linebetween:1.business/For2.learning/To3.experience/Crafty4.observation/Read5.consider/Some6.things/ReadingStep4Numberthesummarysentencesintheordertheideasappearinthepassage.(a)It’sbesttoreadcriticallyandselectively.Onlyafewbooksneedtobereadcarefullyandcompletely.(b)Westudyforpleasure,fordiscussionandforwork.(c)Buttoomuchstudyforitsownsakeleadstolaziness.(d)Studycancultivateyournaturalabilities,butitalsoneedsexperiencetomakethebestofit.(e)Menoflearningarebetteratgovernmentandmanagementthanexperts.(f)Whilesomemenrejectstudyoradmireit.Thewisemanusesitforhisownpurposes.Thekey:1.(b)2.(e)3.(c)4.(f)5.(d)6(a).Step5ThequestionsabouteachpartDopeoplestudyforotherpurposes?Ifany,whatarethey?Yes.Theyarefordelight,forornament,andforability.Whatisimportantinachievingyourgoals,tomakestrategicdecisionsortomaketechnicaldecisions?Ithinktomakestrategicdecisionsisimportant.Whathappensifyoustudytoomuch?Tospendtoomuchtimeinstudiesissloth.Whatdoyouneedtotakeadvantageofstudying?IneedtospendpropertimeinstudyingandalsoIshouldlearnfromexperience.Inyouropinion,whatismoreimportanttoenlargeyourrangeofknowledge,studiesorexperience?Inmyopinion,Ithinkbothofthemareimportanttostudy.Howdowisemenusestudies?Thewisemanusesitforhisownpurposes.Translatethefollowingsentences.Somebooksaretobetasted,othertobeswallowed,andsomefewtobereadwholly.Andwithdiligenceandattention.書有可淺嘗者，有可吞食者，少數(shù)則須咀嚼消化。Whatdoesthefollowingsentencemean?Readingmakesafullman;conferencemakesareadymanandwritingmakesanexactman.讀書使人充實，討論使人機智，筆記使人準確。Step6Answerthequestionsaboutsomewordswith17thcenturymeaning.Ornamentmeansdecoration.Howcanyouusestudiesfordecoration?Aplotisaplan.Whatmightlearnedmenplot?Slothisapersonalcharacteristic.Isitlikelytobeapositiveornegativecharacteristic?Ahumorisastateofmindwhichismotivatedbypersonalfeeling,andnotreason.Doesithaveapositiveoranegativemeaninghere?Craftymeansskillful.Doesithaveapositiveoranegativemeaninghere?Readbydeputymeansthatabookisreadandinterpretedbysomeoneelse.Whenmightthisbeuseful?Thekey:To“decorate”yourlifewithpleasantideas.Theirstudies,theirfutureactions.Negative(laziness)NegativeNegativeIfyoudon’thavetimetoreadityourself.Step7Thetranslationofthewholetext讀書足以怡情，足以傅彩，足以長才。其怡情也，最見于獨處幽居之時；其傅彩也，最見于高談闊論之中；其長才也，最見于處世判事之際。練達之士雖能分別處理細事或一一判別枝節(jié)，然縱觀統(tǒng)籌，全局策劃，則舍好學深思者莫屬。讀書費時過多易惰，文采藻飾太盛則矯，全憑條文斷事乃學究故態(tài)。讀書補天然之不足，經(jīng)驗又補讀書之不足，蓋天生才干猶如自然花草，讀書然后知如何修剪移接，而書中所示，如不以經(jīng)驗范之，則又大而無當。有一技之長者鄙讀書，無知者羨讀書，唯明智之士用讀書，然書并不以用處告人