新編英語(yǔ)教程第六冊(cè)課件

新編英語(yǔ)教程

上海外語(yǔ)教育出版社

第六冊(cè)1.新編英語(yǔ)教程

上海外語(yǔ)教育出版社1.ConceptofTeaching:

TeachingistheestablishmentofanenvironmentforeffectivelearningRolesofteacher:

planner,manager(controller,director,conductor,instructor),prompter,presenter,resource,consultant,participant,diagnostician,assessor,etc;Rolesofstudents:

previouslyaspassiverecipients;multipleroles:participant,interactorornegotiator,resourceorassessor;2.ConceptofTeaching:

TeacCourseDescription:Beyondreadingcomprehension:

Analysisandapplicationofwhathasbeenlearned:speaking,writingandtranslation;Developmentofcriticalthinking;Aspectsoflearning:Theme,Purposeofwriting,Pointofview,Style,Structure,Rhetoricalfeatures,Diction,Translation(eitherforcheckingcomprehensionordevelopingtranslationskill);3.CourseDescription:3.OBJECTIVESFOREACHLESSON

GeneralIdeaandmassageofthetext;PurposeofwritingandBackgroundinformation;Writer’sopinionandtoneofthepassage;Outlineorstructureofthetext;Linguisticstrategiesinvolved;Styleandrhetoricaltechniques;CF:Purposeofthecourse

(XiamenUniversity)DevelopanoverallproficiencyinfourskillsDevelopcriticalabilityinreadingtextsReinforcegrammaticalcompetence.

4.OBJECTIVESFOREACHLESSONFORMATOFTEACHING:

Pre-readingActivities:

Brainstormingorpre-readingquestionsanddiscussionsforwarmingup;ComprehensionandAnalysis:Questionsandanswersforcheckingunderstanding;Analysisofsomestyleandrhetoricaltechniquesinvolved;Translationofsomedifficultexpressionsorsentencestocheckandenhancecomprehension;PostreadingActivities:Commentsonthepassageorallyorinwriting;ExercisesinWorkbook;Writingshortpassageofthesimilarstyleortheme;5.FORMATOFTEACHING:Pre-readinTeachingsetupandrequirements

a.Sixclasshoursperunitb.Lecture+workshop+seminarc.Pre-classreviewrequiredd.Exercises(completedonindividualbasis,selectedfordiscussion)e.TextIIincludedinexamsCourseevaluation:a.60-70%coverageoftext-orexercises-relatedsamples;b.TEM-8-relatedmaterialforJuniors;6.TeachingsetupandrequirementCONTENTS

UNITTWO

TextIThefineArtofPuttingThingsOffTextIIGossip

UNITTHREETextIWallsandBarriers

TextIIBarrierSignals

UNITSIXTextIDullWork

TextIIDoingChores

UNITSEVENTextIBeautyTextIISexisminEnglish:AFeministViewUNITEIGHTTextIAppetiteTextIIWantinganOrange

UNITNINETextIARedLightforScofflaws

TextIITrust

UNITTENTextIStraight-AIlliteracy

TextIITheQualitiesofGoodWriting

UNITELEVENTextIOnConsigningManuscriptstoFloppyDiscsAndArchivestoOblivion

TextIIThisIsProgress?

UNITTWELVETextIGrantandLee:AStudyinContrastsTextIIGrantandLeeUNITTHIRTEENTextIEuphemismTextIIClutterUNITFOURTEENTextIThatAstoundingCreatorNatureTextIIWhentheYoungHaveItGood

UNITFIFTEENTextI.TeachingasMountaineering

TextIIALiberalEducation

7.CONTENTSUNITTWOUNITTEN7.UnitTwo,TextOne:

TheFineArtofPuttingThingsOff

MichaelDemarest

Pre-readingBrainstorming:*Doyouoftenputthingsoffornot?Why?

*Howcan“puttingthingsoff”beafineart?8.UnitTwo,TextOne:

TheFineAComprehension

anoverviewofthetextMainIdea:

Throughdepictingpopularityofprocrastinationinnearlyallthefields,thewriterwantedtoprovethat“delaycanofteninspireandreviveacreativesoul”and“toputoffmakingdecisionisitselfadecision”andthereforeitcanbeafineandusefulart.PurposeofwritingandTone:

Inhalfseriousandhalf-jokingmannerandhumoroustone,Demarestexpresseshisviewonprocrastinationthatwhileinsomecasesitisirrationalandencumberingtodelay,itisjustifiedandfruitfulinothers.9.Comprehension

anoverviewoOrganizationandDevelopment:

Introduction:(P1-2)

Theworldisprobablydividedbetweendelayersanddo-it-nowers;Body:(1)(P3-7)

Delayisnotwithoutitsadvantages:itcanofteninspireandreviveacreativesoul;examplesinmanyfields;Conclusion:(P8-9)

Explanationandconclusionofprocrastination;10.OrganizationandDevelopment:Thewaysinwhichparagraphsarelinked

TransitionofparagraphsTheuseoftheword"yet"atthebeginningofpara.3indicatesthatinthisparagraphthereaderwillfindsomethingcontrarytowhathehasreadaboutintheprecedingone.(Para.2illustratesthetroubleprocrastinationmayincurwhilepara.3tellsthereaderthatdelaycanofteninspireandreviveacreativesoul.)Atthebeginningofpara.4,theword"cunctator"isrepeated,itsfirstoccurrencebeinginpara.1.Para.5beginswiththeparodyoftheproverb"Wherethereisawill,thereisaway".Theword"will"intheparodyrepeatstheword"will"inthelastsentenceofpara.4."Hispoint"atthebeginningofpara.6referstowhatManderbachsaysintheprecedingparagraphs.Theuseoftheword"also"inthefirstsentenceofpara.7referstoasimilarsituationmentionedpreviously.11.ThewaysinwhichparagraphsaTranslationExerciseforPracticeofLanguagePoints

(C-E)

Thattheelegantearlnevergotaroundtomarryinghisson’smotherandhadabadhabitofkeepingworthieslikeDr.Johnsoncoolingtheirheelsforhoursinananteroomatteststothefactthateventhemostwell-intentionedmenhavebeenpostponersever.(p.2-5)

Bureaucratization,whichflourishedamidthegrowingburdensofgovernmentandthegreatercomplexityofsociety,wasdesignedtosmotherpolicymakersinblanketsoflegalism,compromiseandreapprasailandtherebypreventhastydecisionsfrombeingmade.(p.43-46)So,forthatmatter,isthecreationofagreatpaintings,oranentrée,orabook,orabuildinglikeBlenheimPalace,whichtooktheDukeofMarlborough’sarchitectsandlaborers15yearstoconstruct.(p.70-73)12.TranslationExerciseforPractPostreadingActivities

Writeashortpassageof200wordsinfavoroforagainstthethesaying“neverputofftilltomorrowwhatyoucandotoday”.13.PostreadingActivitiesWriteUnitTwoTEXTII:Gossip

FrancineProsePre-readingBrainstorming:Howwouldyoudefinetheword“gossip”?Whatfunctionsdoesgossiphave?14.UnitTwoTEXTII:Gossip

FranMainIdeaofthepassage

Throughclarifyingthepresentmisunderstandinganddistortingoftheword“gossip”,thewriteremphasizesthestrengthofgossipastheheritage,asthelegacyofacertaincommunityandotherfunctionsthatitcanplayinthesociety.15.MainIdeaofthepassageThrouStructureofthepassage

Introduction:(P1-2)Gossipheritage,birthrightBody:(P3-9)Gossip:Howhasitbeendistorted?Whatarethefunctions/rolesofgossip?Conclusion:(P10)I’llcontinuetocherishgossip.16.StructureofthepassageIntrodifficultsentencesfortranslation(E-C)IheardmydistortedbythatsamefalsenotethatsometimescreepsintoitwhensocialstrainandsomemisguidednotionofamiabilitymakemeassenttoopinionsIdon’treallyshare.(P.4)I’veoftenthoughtthatgossip’sbadmightbeclearedbycallingit“oraltradition”;forwhat,afterall,isanoraltraditionbutthestoriesofotherlives,othereras,legendsfromatimewhenhumantrafficwithspiritsandgodswasconsideredfitforgossipyspeculation?(P.6)Whenoneasks,“What’sthegossip?”it’sthatcommunitythatisbeingaffirmed.(P.9)17.difficultsentencesfortranslPostreadingdiscussion

Whatisyourattitudetowardsgossipingandbeinggossipedabout?DoyouagreewithProseonthesubject?Whyorwhynot?18.PostreadingdiscussionWhatiUnitThreeTEXTI

WallsandBarriers

EugeneRaskinPre-readingQuestionsWhywastheGreatWallbuiltinChina?Whatwasitsmainfunctionwhenitwasfirstbuilt?Whatistherelationbetween“walls”and“barriers”?Awallisdefinedasacontinuousandusuallyverticalandsolidstructureofstones,bricks,concrete,etc.,servingtoencloseorprotectordivideofftown,house,room,field,etc.Abarrierisdefinedasamaterialobjectthatservesasanobstructionoranobstacletopreventcommunicationortocheck(e.g.,theadvanceofanenemy).Intheolddays,wallswereerectedasbarriersagainstdangerfromwithout,andtheGreatWallofChinacanserveasatypicalexampleofthis.MostwallsinChinafunctionasbarriers.19.UnitThreeTEXTI

WallsandBaComprehension:

1)MainIdea:Thispassagecomparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney,anditcontraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.Thewriter’sConclusion/pointofview:Architectureisanexpressionofpeople’smentality(attitudes,prejudices,taboos,andideals);therefore,changesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.2)PurposeofwritingandTone:Raskinin“WallsandBarriers”intendstoillustrateandpromoteanopinionthatchangesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.Heachieveshispurposethroughlogicalreasoning(inductiveanalysis,makingcomparisonandcontrastsandcause-and-effectanalysis)20.Comprehension:1)MainIdea:2OrganizationandDevelopment:

Introduction:(P1-2)OpeningofthepassageBody:(1)(P3-5)comparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney(2)(P6-10)contraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.Conclusion:(P11)Ourchangingconceptionsofourselvesinrelationstotheworlddeterminehowweshallbuildourwalls.

Listofcontrasts:a.architecturaldesignsofbanks:paras.3&4b.functionofbank:para.4c.classicalandnewcriticismofarchitecture: para.6d.attitudetowardpossiblehostilityinprimitiveandmodernworld:paras.7&9e.attitudetowardprivacy paras.8,9,&1021.OrganizationandDevelopment:TranslationExerciseforPracticeofLanguagePoints1)IsuppposeImorethansuppose,Iamconvincedthathisnegativeresponsewasnotsomuchtothearchitectureastoaviolationofhisconceptofthenatureofmoney.(L.5-7)2)Itistheinunderstandingofarchitectureasamediumfortheexpressionofhumanattitudes,prejudices,taboosandidealsthatthenewarchitecturalcriticismdepartsfromclassicalaesthetics.(L.31-)3)Thegreaterthefear,theheavierthewall,untilinthetombsofancientkingswefindstructuresthatarepracticallyallwall,thefearofdissolutionbeingtheultimatefear.(L41-43)4)Thisisperhapswhyitisthemost“advanced”and“forward-looking”amonguswholiveandworkinglasshouse.Eventhefearofthecaststonehasbeenanalyzedoutofus.(L.74-76)22.TranslationExerciseforPractPostreadingActivities:

Somepeoplethinkthatmoneyoughttobespentmainlyonfoodsoastohelpbuildupstrongconstitution;butsomethinkthatitismoreimportantforapersontotrytomakehimselflooksmart.Developashortpassage,comparingandcontrastingthetwodifferentview23.PostreadingActivities:SomeUnitThreeTEXTII

BarrierSignals

DesmondMorrisPre-readingBrainstorming:Whatisbodylanguage?Whatdoyouknowaboutit?

nonverbalcommunication;bodylanguage/kinesicsmessageofspace:space;territoriality;proxemics;Whatisbarriersignal?Whatarefunctionsofbarriersignals?Examplesofbarriersignals?Reference:AdictionaryofBritish&AmericanCulture

胡文仲,外研社,24.UnitThreeTEXTIIBarrie

MainIdeaofthepassage:

Thisessay,intheformofextendeddefinitionanddevelopedlargelythroughexamples,illustratestheBody-cross,themostpopularformofBarrierSignals25.MainIdeaofthepassage:ThiStructureofthepassage

Introduction(P1-2):theoriginanddevelopmentofbarriersignalsMainpart(P3-12):theBody-crossitsvariablesindifferentsituations,suchasgreeting,standing&sittingExamplesofbarriersignalsthroughoutthetextbyMorris:l.Alittlechildbidingbehinditsmother'sbodyorachairorsomepieceofsolidfurniture.2.Ateenagegirlcoveringupherfacewithhandsorpapers.3.Thespecialguestonagalaoccasionhavinghisrighthandreachacrosshisbodyandtouchhisleftcuff-link.4.Thefemaleguestonagalaoccasionhavingherrighthandacrossherbodyandshiftingthepositionofherhandbag.5.Amanfingeringabuttonorthestrapofawristwatch.6.Awomansmoothingoutanimaginarycreaseinasleeveorrepositioningthescarforcoatheldoverherleftarm.7.Amanrubbinghishandstogetherorclaspingthemfirmlyinfrontofhim.8.Thearm-fold,i.e.,theleftandrightarmsintertwiningthemselvesacrossthefrontoftilechest.9.Pressingthetightlyclaspedhandsdownontothecrotch.10.Usingthedeskasabarrier.26.StructureofthepassageIntroPostreadingActivity

DescribesituationsfromyourexperienceinwhichyouorotherpeoplemadetheimaginarymovementofBody-crossasdefinedbyMorris.27.PostreadingActivity27.UnitSixTEXTI

DullWork

EricHoffer

Warming-updiscussionsonthenexttwotopics:

Doyouthinkyoucanachievemuchifyouliveaplain,ordinarylife?Doesmonotonous,routineworkdullone’smind?Whatdoesthewritermeanbydull

in“DullWork”?a.boring,notinterestingorexciting;b.uneventful,slow-paced,inactive28.UnitSixTEXTI

DullWorkMainIdea

Inthispassagethewritertriestoconvincethereadersthatwhatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous(orcreativenessofaman’smindisprimarytowhathecanachieve).29.MainIdeaInthispassagetheOrganizationandDevelopment:

Theuseofthetechnique,classicalrhetoric,foreffectiveexpository

writingIntroduction:(P1)presentationoftherealobjectivethatthewriterintendstoattain,orthegenuineconcernheaimstofocuson

Body:(P2—P5)thecitationsofnumeroustrulybrilliantpeopleandtheirreputedcreations,aswellasthewriter’sownexperiences

Conclusion:(P6)reinforcementofthetopic30.OrganizationandDevelopment:OrganizationandDevelopment(II)

ThesentencethatsummarizesHoffer'sviewondullworkcouldbe:Whatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous.Thepurposeofeachparagraphinthebodyofthepassage(P2—P5):Para.2Peoplewhoachievedonotnecessarilyliveeventfullives.Para.3Whatisessentialforcreativeworkisaman'sabilitytomakethetrivialreachanenormousway.Para.4Aneventfullifedoesmoreharmthangoodtoacreativeman.Para.5Howhehimselfhasbeenbenefitedfromhisdullworkexperience.

CommentonthearrangementofeachparagraphinthebodyofthepassageThearrangementislogicalandsound.Well-reputedmenarecitedbeforehisownexperience.Thepossibleharmfuleffectofaneventfullifeisillustratedonlyafterhehasmadeitclearthataneventfullifeisnotamustforcreativeachievement.31.OrganizationandDevelopment(difficultsentencesfortranslationTheoutstandingcharacteristicofman’screativenessistheabilitytotransmutetrivialimpulsesintomomentousconsequences.Thegreatnessofmanisinwhathecandowithpettygrievancesandjoys,andwithcommonphysiologicalpressuresandhungers.Toacreativeindividualallexperienceisseminalalleventsareequidistantfromnewideasandinsightsandhisinordinatehumannessshowsitselfintheabilitytomakethetrivialandcommonreachanenormousway.

chancesarethathadmyworkbeenofabsorbinginterestIcouldnothavedoneanythinkingandcomposingonthecompany’stimeorevenonmyowntimeafterreturningfromwork.Childrenandmaturepeoplethriveondullroutine,whiletheadolescent,whohaslostthechild’scapacityforconcentrationandiswithouttheinnerresourcesofthemature,needsexcitementandnoveltytostaveoffboredom.32.difficultsentencesfortranslPostReadingActivities1.TranslationExerciseforPracticeofLanguagePoints(C-E):

Paragraph3:Theoutstandingcharacteristicofman’screativeness…Paragraph6:Peoplewhofinddulljobsunendurable…2.Writingashortpassageofthesimilarstyleonthefollowingtopic:“AllworkandnoplaymakesJackadullboy”isgenerallyacceptedastruebymanypeople.Howdoyoufeelaboutthisassumption?33.PostReadingActivities33.UnitSixTEXTII

DoingChores

AugustHeckscherPre-readingBrainstorming:1)Whatismeaningof“chores”?2)Whatisthesignificanceofdoingchores?34.UnitSixTEXTIIDoingChoMainIdeaofthepassageThewriterdwellsonhappening,workandchoresandtheirrelationshiptoseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.PurposeofwritingForthose,whomaybeinsomedoubtastothenatureofchores,theirvariety,theirpleasuresandtheirdrudgery,Iampreparedtodeliverashortdisquisition.35.MainIdeaofthepassage35.StructureofthepassagePara.1:introduction:purposeofwritingPara.2-5:development:happening,workandchoresandtheirrelationshipPara.6:conclusion:toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.

36.Structureofthepassage36.

thenatureofchoresChoresarerepetitive.(para.2);Choresleavenovisiblemarkofimprovementorprogressbehindthem.(para.3);Choresareneutral,butobligatory.(para.4);Choresareasourceofmildsatisfaction.(para.5).37.thenatureofchores37.difficultsentencesfortranslationTodowhatmustbedoneneatly,effectively,expeditiously”withoutrestandwithouthaste”lightsasmallfiredeepintheinteriorbeingandputsamaningoodhumorwiththeworld.FortunatethemanorwomanwhoachievesjustbalancebetweenthesethreetypesofactivityasIhavebeenabletodobygoodchance,andforalittlespaceoftime.38.difficultsentencesfortranslPostreadingActivity:DiscussionDoyouagreewiththethesis“toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence”?Whyorwhynot?

39.PostreadingActivity:39.UnitSevenTEXTI

Beauty

SusanSontag

Warm-upquestionsDoyouthink“beingbeautiful”isthemostdesirablequalityinwomen?Arewomenconcernedabouttheiroutwardappearanceonly?WhatsocialdiscriminationisimpliedintheoldChinesesaying男才女貌？Listasmanywordsasyoucantodescribewhatyouthinkanidealfemale/maleshouldbelike.Haveyouheardoforreadaboutanyobservationsonthetopicof“beauty”?Sharethemwithyourclassmates.Ifyouweretowriteanessayon“beauty”,howwouldyouapproachthissubject?40.UnitSevenTEXTI

BeautyMainIdea&purposeofwriting:

Throughthediscussiononthelexicalnarrowingof“beauty”,theauthoraimsactuallytoexploringafeministissuethatdemandspublicattentionanddiscreditingmodernsociety’sbiasedattitudetowomenasshowninthechangedmeaningoftheword“beauty”..41.MainIdea&purposeofwriting:Analysisoftheorganizationofthetext

Section1(Para1-3):Contrasttheancientnotionof“beauty”withthemodernconcepttointroducethetopicSectionII(Para4-7)Illustratinghowwomenandmenareviewed/treateddifferentlytosupporttheargument:theoppressionofwomen–SectionIII(Para8-9)Pointingouthowsociety’sgenderstereotypeshaveaffectedadverselythedevelopmentofwomen(e.g.encouragingnarcissism,dependence,immaturity,passiveacceptance…etc)SectionIV(Para.10)Callingonwomenandthewholesocietytogetoutofthetrapcreatedbythe“mythofbeauty”andtheresultingoppressionofwomen42.AnalysisoftheorganizationoDifficultSentencesforTranslation(E-C):1.OneofSocrates’mainpedagogicalactswastobeugly—andteachthoseinnocent,nodoubtsplendid-lookingdisciplesofhishowfullofparadoxeslifereallywas.2Associatingbeautywithwomenhasputbeautyevenfurtheronthedefensive,morally.3.Itdoesnottakesomeoneinthethroesofadvancedfeministawarenesstoperceivethat

thewaywomenaretaughttobeinvolvedwithbeautyencouragesnarcissism,reinforcesdependenceandimmaturity.4.Ifawomandoesrealwork—andevenifshehasclambereduptoaleadingpositioninpolitics,law,medicine,business,orwhatever—sheisalwaysunderpressuretoconfessthatshestillworksatbeingattractive.5.Onecouldhardlyaskformoreimportantevidenceofthedangersofconsideringpersonsassplitbetweenwhatis“inside”andwhatis“outside”thanthatinterminablehalf-comichalf-tragictale,theoppressionofwomen.6.Thereshouldbeawayofsavingbeautyformwomenandforthem.43.DifficultSentencesforTranslPost-readingactivities:ClassroomdiscussionAnalyzethemajorargumentativedevicesusedintheessay.Howwouldyourelatethetopicdiscussedinthisessaywiththefeministissuethatyouhavecomeacrossinyourlife?Whydoyouthinkthattheobligationtobebeautifulhasbecomeatrapforwomen?Towhatdegreedoyouagreewiththeauthor’spointofviewinthisregard?44.Post-readingactivities:44.TEXTII

SexisminEnglish:AFeministViewPre-readingBrainstorming:

Doescultureshapelanguageorviceversa?Isthisaneasyquestiontoanswer?Why?Therehasbeenacommonpracticenowtouseall-inclusivewordssuchas“Ms”,“chairperson”,“businessperson”intheplaceofmasculinewordssoastoavoidsexualdiscrimination.Howdidsomelinguistsreacttothis?Howdoyoufeelaboutsuchpractice?Doyouthinksuchlinguisticeffortswillresultinanysignificantchangeinculture?Whyorwhynot?What’sthemainargumentoftheauthor?Canyoufindthethesisstatementinthepassage?HowdoestheauthorprovethatthereissexisminEnglish?Findtheevidencegivenbytheauthorandgrouptheminsensiblecategories.Istheevidenceprovidedpowerfulenoughtosupporttheauthor’sargument?45.TEXTIISexisminEnglish:AMainIdeaofthepassageSexismisdeepseatedinEnglish.

Thesis:(Title)SexisminEnglish(endofPara3)“howreallydeep-seatedsexismisinourcommunicationsystem”46.MainIdeaofthepassage46.Structureofthepassage（I）:para.1—3:introductionofthetopic,thatis,sexismaspartofcultureshapeslanguagepara.4—9:wordsfromwomen’sbodyversusthoseindicatingmen’smindoractivitiespara.10—14:sexualconnotationsaregiventofemininewordswhilethemasculinewordsretainaserious,businesslikeauraCf:AnalysisfromXU,nextpage:47.Structureofthepassage（I）:Organization(II):1.

Presentingthetopic(Para1-3)startingwiththeobservationontherelationbetweenCULTUREandLANGUAGE,tobringinthetopicfordiscussion,i.e.“howourlanguage(English)reflectsthesexualdiscriminationinourculture.”2.

GivingevidencetoshowsexisminEnglish(linguisticevidence)1)Wordsthatoriginatedfrompeople’snames(para4-6)

2)Geographicalnames(para7-9)preoccupationwithwomen’sbreasts3)Pairsofwords/cognateterms/male-femalecounterparts

(Para10-13)(withdifferentsemanticfeatures)3.

Conclusion(Englishisamale-centredlanguage)48.Organization(II):48.Alistofthedifferencesbetween“masculinewords”&“femininewords”inEnglishfromthetext:1.Whereasawoman'sbodyisconsideredmoreimportant,aman'smindorhisactivitiesarevalued.Examples:1)manymen'snamesareusedaseverydaywords,butwomen'snamesusedaseverydaywordsareonlyone-fifthofmen'snames,mostofwhichcamefromGreekmythology.2)ToplessTopography--wordslikeTetons,Nipples,Teatsareusedasnamesofmountainsandpeaks.Men'snamesinplacenameshavenothingtodowiththemen'sbodies,e.g.,JacksonHoleandPikesPeak.2.Aserioustoneformasculinewords,e.g.,callboy,Sir,master.Sexualconnotationforfemininewords,e.g.,callgirl,madam,mistress.49.Alistofthedifferencesbetw3.Masculinewordsaremostlythebasewords,e.g.,usher,hero.Femininewordshavesuffixesaddedtothebasewords,e.g.,usherette,heroine.4.Masculinewordsformcompounds,e.g.,kingkingdom,sportsmansportsmanship.Femininewordsformnocompounds,e.g.,queen,sportswoman.5.Intheareadealingwithsexandmarriage,femininewordsaredominant,e.g.,prostitute,widow,bride.Inthisarea,masculinewordsarenotthebasewords,e.g.,manprostitute,widower,bridegroom.50.3.MasculinewordsaremostlyPost-readingactivity:Discussionandassignment:GivefurtherexamplestoshowsexisminEnglishand/orinChinese51.Post-readingactivity:51.UnitEightTEXTI

Appetite

LaurieLeeWarming-updiscussionsonthenexttwotopics:1)Whatarethedictionarydefinitionsof“appetite”?2)Ifyouhaveanappetiteforfoodorforsomethingelse,doyouasaruletryhardtosatisfyit?Willyoufeeldisappointedifyourappetiteisnotsatisfied?Whyorwhynot?“appetite”means:a.adesireforfoodordrinkb.adesiretosatisfy,anybodilyneedorcravingc.

astrongdesireorlikingforsomething;fondness;tastee.g.shegavehimjustenoughinformationtowhethisappetite.52.UnitEightTEXTI

MainIdea:Byinterpretingwhat“appetite”meanstohim,theauthoractuallyisseekingtoexplaintohisreadersarelativelymoreabstractidea(“appetite”initsbroadsense),asubject,alookathowtokeepawayfromboredominlife.Purposeinwriting:togiveamoregeneraldifinitionof“appetite”andcallattentiontothei