大学英语III教案2013月集体编

《大学英语III》

课程教案

2013——2014学年第1学期

编写人：大学英语第二教研室

审核人：

安徽科技学院教案

安徽科技学院外国语学院

《大学英语III》课程教案

课程名称：大学英语ni

课程类型：通识教育课

学时：60学时

学分：3学分

授课对象：非英语专业•统招

一、教学目标

大学英语IH级课程是以英语语言知识与应用技能、学习策略和跨文化交际为主要

内容，培养学生的英语综合应用能力，特别是听说能力。大学英语二级的具体教学目标:

1.建议词汇量：领会式掌握3850个单词和450个词组，其中复用式掌握的单词为

1800,以及由这些词构成的常用词组，并具有按照基本构词法识别生词的能力。

2.语法：巩固和加深基本语法知识，提高在语篇水平上运用语法知识的能力。

3.听的能力：能听懂英语讲课及简短会话和谈话，抓住中心大意和要点。语速为

每分钟120~130词，听一遍。能基本听懂英语国家慢速英语节目，能掌握其中心大意，

抓住要点。能运用基本的听力技巧帮助理解。

4.说的能力：学会基本的课堂用语，能用英语提问并回答教师就课文提出的问题,

能和同学一起就某个简单的话题用英语进行讨论。能就所熟悉的话题经准备后作简短发

言，表达比较清楚，语音、语调基本正确。

5.阅读能力：能读懂语言难度一般的普通题材的文章，学会基本的阅读技能。一

般阅读速度为每分钟60-65个单词，快速阅读速度每分钟为90个单词，快速阅读材料

难度应低于课文，生词不超过总词数3%。

6.写的能力：能根据所学课文做笔记、回答问题、完成提纲和填写表格，能就所学

内容在半个小时内写出不少于120词左右的短文。内容比较连贯，语法基本正确。

7.译的能力：能翻译难度低于课文的英语文章，理解正确，译文基本达意，译速每

小时280英语词。能译出句子结构比较简单的汉语，译文达意，基本无重大语言错误，

译速每小时235汉字。

安徽科技学院教案

二、教学内容及学时分配

教学内容学时

读写第一单元4

读写第二单元4

读写第三单元4

读写第四单元4

读写第五单元4

读写第六单元4

读写第七单元4

读写第八单元4

读写第九单元4

读写第十单元4

Unit1-22

unit3-42

unit5-62

unit7-82

unit9-102

unit11-122

unit13-142

unit15-162

读写复习2

口语复习2

合计60

三、教学方法

启发式讲授法、讨论法、任务型教学法（其他可供参考的教学方法：启发式、发现

式、设计教学法、注入式方法；讲授法、谈话法、演示法、参观法、实验法、练习法、

讨论法、读书指导法、实习作业法，听说法等。）

四、考核方式

根据普通高校大学英语教学大纲（修订本）的要求，考虑到我校大学英语教学的实

际情况及其现有条件，考核内容包括平时成绩、笔试成绩、口语考试成绩三个部分，分

别占期末成绩的20%、60%、20%o笔试考试命题范围暂定为3000个基础词汇和300条常

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用短语，内容分为客观测试和主观测试两大部分，分别占试卷的50%和50机考试方法

为闭卷考试。口语考试为计算机考试，考试题目以课堂教学内容为基础，适当延伸。

五、学习要求

学生应按照教学大纲和考试大纲的要求，配合教师教学，在规定时间内完成读写课

和听说课的教学内容。

六、教材及主要参考书目

1.CollegeEnglishIntensiveReading3,ZhaiXiangjun(ed.),ShanghaiForeignLanguage

EducationPress,2006.

2.CollegeEnglishIntensiveReading3,(Teacher'sBook),ZhangZengjian(ed.),

ShanghaiForeignLanguageEducationPress,2006.

3.OxfordAdvancedLearner'sEnglish-ChineseDictionary(6thedition),Oxford

universitypress&TheCommercialPress,2004.

4.大学英语实用语法讲解与练习.任福洪等主编.北京：国防工业出版社，2004

5.CollegeEnglishFocusListeningandSpeaking3,DongYafen(ed.),ShanghaiForeign

LanguageEducationPress,2006.

6.大学英语实用语法讲解与练习.任福洪等主编.北京：国防工业出版社，2004

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PartIIntensiveReading(Book3)

授课章节UnitOneABrushwiththeLaw

授课学时4讲授方法讲授法，讨论教学条件多媒体

法，演示法

教学目标：

1.GetSstoknowthechiefpurposesoflawaretomaintainpeaceandorder,toprotectthe

rightsofcitizens,butthelawinthewesterncountrymaybeunjustlyappliedormaybe

unjustincertainsituations.

2.Aboutthetext,Ssshouldgraspthetextcontent,textstructure,basicvocabulariesand

requiredgrammarpointsofthesection.

教学重点、难点：

1.Words:arbitrary,award,casual,circumstance,commit,complain,conduct,confirm,

dismiss,due,given,guilty,meanwhile,obvious,process,regard,reliable,

respectable,revolve,subsequent,temporary,wander.

2.Phrases&Expressions:takesb.tocourt,acoupleof,saveup,takeone'stime,turnout,

callon,standachance,revolve,around,turnagainst

3.Aboutthereading,Ssshouldknowtheusageofdictionary

4.Aboutthewriting,Ssshouldgettoknowthewritingskill-coherence.

教学要点：

LLeedin

1)Warm-upquestions

Whatarethefunctionsoflaw?

Isitsupposedtoprotecttherightsoflawfulcitizensandpunishthelaw-breakers?

Isittruethat"'Everyoneisequalbeforelaw”?

2.RelatedInformation

a.Magistratesandthemagistratesfcourt

InEngland,amagistrateisapersonappointedtotryminoroffences.

Themagistrates'courtisthelowestcourtoflaw,whichcanonlytrypeopleforminor

offences.

b.Lawyer,solicitor,barrister

Lawyer:

thegeneraltermforanyonewhoseworkistoadvisehisclientsaboutthelawandrepresent

themincourt

Solicitor:

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alawyerwhogivesadvice,appearsinlowercourts,andpreparescases

forabarristertoargueinahighercourt

Barrister:

alawyerwhohastherightofspeakingandarguinginthehighercourtsoflaw

c.TheSixties'uyouthcounterculture^

theattitudesandlifestylesofmanyyoungpeoplewhorejectedconventionalsocialvaluesand

demandedmorepersonalfreedom

Theword“counterculture"wascoinedinthe1960sfortheattitudesandlifestylesofmany

youngpeoplewhorejectedconventionalsocialvaluesanddemandedmorepersonalfreedom.

ThecounterculturefirstaroseintheU.S.duringthe1960sandsoonspreadtoBritain,France

andotherwesterncountries.TheseyoungpeoplewereopposedtotheVietnamWarand

dissatisfiedwiththeexistingstateofaffairsintheirsociety.Yet,unabletofindamore

constructivewayofstrugglingagainstthese,theyindulgedthemselvesinsex,drugs,alcohol

androckmusicandtookgreatprideinwearinglonghairandunusualclothesandintakingup

anythingthatwasunconventional.Thecounterculturedeclinedinthelate1970s.

Hippy/Hippie

Hippie,memberofayouthmovementofthelate1960s,wascharacterizedbynonviolent

anarchy,concernfortheenvironment,andrejectionofWesternmaterialism.Thehippie

movementstartedintheUnitedStatesandthenspreadtoCanada,theUnitedKingdom,and

manyothercountries.Thehippiesformedapoliticallyoutspoken,antiwar,artisticallyprolific

countercultureinNorthAmericaandEurope.Thehippieswereusuallydressedinunusual

clothesandlivedingrouptogetherandtookdrugs.

d.MiddleClass

1)InBritain:

Itreferstotheclassofpeoplebetweenthenobilityandtheworkingclass.Itincludes

professionalmen(suchasdoctors,lawyersandarchitects),bankers,ownersofbusinessand

smallgentry.

2)IntheUnitedStates:

Itreferstotheclassofpeoplebetweentheverywealthyclassandtheclassofunskilled

laborersandunemployedpeople.Itincludesbusinessmen,professionalpeople,office

workers,andmanyskilledworkers.

Apartfromoccupationsandeconomicstatus,theterm“middleclass“canalsobeusedto

describevaluesandattitudes.

3.WordsorPhrasesRelatedtotheTopic

a.awfiil/law-abidingcitizens,breakthelaw,obeythelaw,by/underlaw(accordingtothe

law),withinthelaw(legalorlegally)

b.acourt/lawcourt/courtroom,jury,judge,plaintiff/complaint,defendant/theaccused,

witnessevidence/proof,cost,damages

c.guilty,innocent

d.criminal/lawbreaker/wrongdoer,convict,bankrobber,burglar,mugger,felon,shoplifter

e.crim/ofifence,misdemeanour,felony,murder,mugging,bribery,embezzlement,armed

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robbery,theft/stealing

f.civillaw,criminallaw,economiclaw

II・TextComprehension

1.ContentQuestions

2)TextOrganization

PartsParagraphsMainidea

PartPara.1Thenarratorhasoncebeenintroublewiththelaw,whichwas

onearatherunpleasantexperience.

PartPara.2-20Thenarratorwasarbitrarilyarrestedandreleased.

two

PartPara.21-22Resultofthejudgeandhisfeelings.

three

3.TrueorFalse

1).ThestorytookplaceoneFebruaryinthe1960sinBritain.T

2).Thenarratorwasa19-year-oldcollegestudentatthetime.F

HewasnotgoingtouniversityuntilthefollowingOctober.

3).Hewaslookingforajobsothathecouldmakesomemoneytopayforhistuition.F

Hewantedtosaveupsomemoneytogotraveling.

4).Hewasarrestedbyapolicemanwhilehewasstealingmilkbottlesfromdoorsteps.FHe

didn'tstealanymilkbottles.Hewasarrestedbecausethepolicemanthoughthehadthe

intentionofstealingmilkbottles.

5).Thepolicemenlethimgoafterhegaveaclearexplanation.F

Thepolicementookhimtothepolicestationandquestionedhimforseveralhours.Hewas

notallowedtoleavethestationuntilhewasofficiallychargedandtoldtoreporttoRichmond

Magistrates9CourtthefollowingMonday.

6).Thenarratordefendedhimselfsosuccessfullyincourtthatthemagistratesfoundhim“not

guilty,5immediatelyafterhearinghisdefence.F

Thenarratorwantedtodefendhimselfincourt,buthisfatherwouldn'tallowhimtodoso.

Instead,hehiredaverygoodsolicitorwhoconductedthedefenseincourt.

7).Thenarratorwasshockedtofindthathisreleasefromthechargewaschieflyduetohis

“right“accentandhismiddle-classfamilybackground.T

8).Thenarratorwasshockedtofindthathisreleasefromthechargewaschieflyduetohis

“right“accentandhismiddle-classfamilybackground.F

Hewasnothappythatanotheryoungsterhadbeenturnedagainstthepoliceandwished

thatthenarratorcouldhavebeenabitmorehelpfulintheincident.

4.MainIdea

Theauthortellsusaboutwhathappenedtohimmorethanadecadeago.Itwasreallyavery

unpleasantexperience,yetitprovidesuswithmuchfoodforthought.Apersonwithabrilliant

academicrecordandarespectablefamilybackgroundwillstandagoodchanceofwinninga

case.Lawcannotalwaysbeenforcedfairlyandarrestorconvictionisnotalwaysbasedonthe

adequateevidenceasshowninthestory.

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BLDetailedLearningoftheText

1.LanguageFocusWordsandPhrases

1).circumstances:n.facts;conditionsconnectedwithaneventoraperson

under/inthecircumstances

——Underthecircumstances,wearesuspendingtalks.

Under/innocircumstances——Undernocircumstancesmustyoulendhimmoney.

Collocations:

exceptional/specialcircumstances

favorablecircumstances

tragiccircumstances

2).temporary:lastingforashorttimeonly

Itsoppositeis"permanent^-lastingforalongtimeorforever

——Thisisnotmypermanentaddress;itisonlyatemporaryone.

3).employmentn.one5sregularworkoroccupation,job

——Hehadnodifficultyinfindingemploymentasalawyer.

employv.——Shewasemployedasaprogrammer.

unemploymentn.-・・・Youthunemploymentisover50%.

unemployeda.——Alargepercentageofyouthwereunemployed.

4).confirmv.makecertain,support

——Mysuspicionsarenowfullyconfirmed.

——Thelatestinformationconfirms(mein)mybeliefthattheyaretoblame.

☆Theevidencemeinmyopinionthattheyarelying.

A)conformsB)confirmsC)confinesD)confesses

conform,confine,confess,confirm

5).conduct:

v.

①manage;direct;carryout

---Themanagerconductedhisbusinessefficiently.

——Thecompanyconductedasurveytofindoutourreactiontotheproduct.

②standinfrontofagroupofmusiciansorsingersanddirecttheirplayingorsinging

——Theorchestraisconductedbyafamousconductor.

③allow(heatorelectricity)totravelalongorthrough

——Plasticandrubberdon'tconductelectricity,butcopperdoes.

Collocations:

conductanexperiment/aninquiry(asurvey)

conductheat/electricity

n.thewayonebehaves,esp.inpublic,intheirjobs,etc.

——Thechildren'sconductatthemeetingwasverygood.

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6).respectablea.deservingrespect

respectable

——Theyarepoorbutrespectable.

——Myparentsarerespectablepeople.

respectful

——Iwishyouwouldbemorerespectfultoyourteachers.

☆Theoldgentlemenwasaverylookingperson,withgreyhairandgold

spectacles.

A)respectfulB)respectedC)respectiveD)respectable

7).turnout:befoundordiscovered(tobe);provetobe

Pattern:turnout(tobe)+n./adj.

turnout+(that)-clause

——Itturnedout(tobe)afineday.

——ThepersonIspoketoturnedouttobeanEnglishstudent.

——Itturnedoutthattheexperimentwasmuchmoredifficultthantheyhadexpected.

turnagainst:(causeto)oppose;behostileto

turnup:appear

turnaway

2.DifficultSentences

1).butitmakesagoodstorynow.

——Shewillmakeagoodwife

make+n.

makeanattempt,makeadeal,makeadecision,makeagesture,makeamistake,makea

promise,makemoney,makeprogress,makeanimpressiononsb.

“万能动词”：do,play,take,etc.

2).andIwasleftinnodoubt.

Leftisthepastparticipleofleave,——Thewarlefthimanorphan.

——Leavethedooropen.

——Nothingwasleftundone.

——Thewarleftthewholecountryinutterconfusion.

3)...hesaid,andwithaperfectlystraightfacetoo!

Withcf:perfectly,completely,totally,andabsolutely

Straight

—astraightnose,

—for12straightdays

—Getyourhousestraight,

—astraightfellow

—Shesaidthiswithastraightface.

IV・Exercises

UsefulExpressions

1.与法律发生冲突beintroublewiththelaw

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2.一次不愉快的经历anunpleasantexperience

3.相当扰人的ratherdisturbing

4.临时工作atemporaryjob

5.存钱saveupmoney

6.不紧不慢innohurry/takeone'stime

7.板着脸withaperfectlystraightface

8.对……熟悉befamiliarwith

9.坚定了某人的信念confirmsb.inone'sbelief

10.可靠的证人areliablewitness

11.很有可能thereiseverychance

12.放了我letmeonmyway

RolePlay

Thestudentsarerequiredtodoaroleplaybasedonthestory.Onestudentplaysasthe

narrator,theyoungman.Twootherstudentsplayasthetwopolicemen.Someotherstudents

playasthefather,thejudgeandotherpeopleinthestory.Theroleplayshouldcoverthe

followingpoints:

1)theyoungman'sarrest;

2)whathappenedtotheyoungmaninthepolicestation;

3)whatthefamilydidaftertheylearnthisarrest;

4)whathappenedinthelawcourt;

5)theyoungman'srelease;

6)whathappenedafterhisrelease..

思考题/作业：

Writeashortpassageaccordingtothetextin150words.Thepassageshouldcoverthefollowingpoints:

1)hisarbitraryarrest(thereasonswhyhewasarrested)

2)whathisfamilydidforthetrial

3)hisarbitraryrelease(thereasonswhyhewasreleased)

4)yourcommentsonthisincident

教学小结:

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授课章节UnitTwoFruitfulQuestions

授课学时4讲授方法讲授法，讨论教学条件多媒体

法，演示法

教学目标：

1.ComprehendtheText;

2.GraspthestructureandmainideaoftheText;

3.MasterthekeylanguagepointsintheText;

4.Appreciatethenarrativeskills.

教学重点、难点：

1.Aboutthetext,Ssshouldgraspthetextcontent,textstructure,basicvocabulariesand

requiredgrammarpointsofthesection.

2.Understandthemeaningofparadigm,linerathinkingadnparameters.

教学要点：

I.Lead-in

PartIPre-readingTask

1.Warm-upquestions

①Imagineyouhaveinfrontofyouanorange,atomatoandastrawberry.Whichonedoes

notbelongwiththeothertwo?Why?

②Doyouthinkitisimportanttodevelopstudents9abilitytoseethingsinfreshways?Why

orwhynot?

③Whatdoyouthinkoftheideathatthepurposeofeducationistodevelopatastefor

constantlyaskingquestions?

2.Summaryofthestudents7opinions

3.IntroductoryRemarks

Whenwetrytotackleaproblem,wemaysometimessticktotheusualwayofthinking

aboutit,thusoftenmakingitdifficulttofindasolution.Weneedtoremember,therefore,that

isimportanttolearntolookatthingsinfreshwaysanduseunconventionalandcreative

meansintryingtosolveproblems.

JamesSollisch,authorofthepresentessay,learnedabouttheimportanceofcreative

thinkingwhileplayingtheWhatDoesn'tBelonggamewithhischildren.Intheessay,with

examplesrangingfromhisownchildrentosomeoftheworld'sgreatestscientists,hehelps

explainthenatureofcreativethinkingandcallsonthereadertothinkcreatively.

ILTeetCompreheesion

1.ContentQuestions

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1).Whatweretheauthorandhischildrenplayingthatnight?

“WhatDoesn'tBelong?^^basedontheSesameStreetgame.

2).Whatwasthequestionthefatherputtohischildren?

Whatdoesn'tbelong,anorange,atomatoorastrawberry?

3).Whatwastheoldestchild9sanswertothequestion?Andwhatdidthefatherthinkofhis

answer?

Theoldestchild9sanswerwasthattomatodoesn'tbelongbecauseitwasnotfruitandhis

fatherthoughtitwasarightanswer.

4).Whatanswersdidhis4-year-oldandhis6-year-oldchildrengive?

His4-year-oldchosestrawberrybecausetheothertwowereroundandstrawberrywasn't,

whilethe6-year-oldbelievedthatorangedidn'tbelongbecausetheothertwowerered.

5).Whydidthe9-year-oldandthemiddleoneaddtotheanswers?

Becausetheydidnotwanttobeoutdonebytheirsiblings.

2.TextOrganization

PartDivisionoftheText

PartsParagraphsMainideas

11-5Theauthor'schildrenteachhimaboutparadigmshifts.

26-8Threeexamplesofshiftingoldparadigmsinhistory.

39-12Theimportanceofshiftingoldparadigms.

413Theauthorencouragespeopletolookatinformationina

newway.

IH.DetailedLeaminqoftheText

1.MainIdea

2.LanguageFocus

a.Words&Phrases

①shift:n.

1)achangeinthewaypeoplethinkaboutsomething,inthe

waysomethingisdone,etc.

——Formostcitydwellers,itisawelcomeshiftfromtowntocountrylife.

2)ifworkersinafactory,hospital,etc.workshifts,theyworkforaparticularperiodoftime

duringthedayornight,andarethenreplacedbyothers,sothattherearealwayspeople

working

Heisonthenightshiftthisweek.

v.movefromoneplaceorpositiontoanother,ormakesomethingdothis

——Don'ttrytoshifttheresponsibilityontome.

——Peoplegraduallyshiftfromthecountrytothetown.

Collocations:

shifttheblame/responsibilityonto(somebody)

shiftone'sground

shiftfbroneself\

CF:move,shift,transfer&remove

move

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--Itwascalmandnotaleafmoved,

shift

——Thecargohasshiftedbythemovementoftheship,

transfer

——TheheadofficehasbeentransferredfromShanghaitoBeijing,

remove

——PleaseremoveyourbagfromtheseatsothatIcansitdown.

②argue:v.

1)disagreewithsomeoneinwords,ofteninanangryway

——Wearguedwiththewaiteraboutthepriceofthemeal.

2)stateorgiveclearreasonsthatsth.istrue,should

bedone,etc.

——Hewasarguingthatpovertymaybeablessing.

——Itcouldbearguedthatsendingmentothemoonisawasteofmoney.

3)persuadesb.todoornottodosomething

——Theyarguedhimintowithdrawinghiscomplaint.

Pattern:

arguewithsb.about/oversth.

arguefor/against

o/outofdoingsth.

CF:argue,debate,dispute&discuss

Directions:Fillintheblankswiththefourwordsabove.Changetheformwherenecessary.

1.TheHouseofCommonsdebatedtheproposalforthreeweeks.

2.Hislatestbookdiscusestheproblemsofthedisabled.

3.Theministerarguedthatcutsinmilitaryspendingwereneeded.

4.Whetherhisnewmethodwillworkisstilldismited.

③abandon:v.

1)leaveashipbecauseitissinking

---Thesailorswereorderedtoabandonthesinkingship.

2)stopdoingsth.becausetherearetoomanyproblemsanditisimpossibletocontinue

——Thematchwasabandonedbecauseofbadweather.

——Weurgepeoplewhosmoketoabandonthehabit.

CF:abandon,discard,leave&giveup

Directions:Fillintheblankswiththefourwordsabove.Changetheformwherenecessary.

1.FatherrepairedthetoythatIhaddiscarded..

2.Thestudentwasjustaboutto^iveupthequestion,when3.suddenlyhefoundtheanswer.

4.Thecruelmanabcmdonedhiswifeandchildren.

5.Sheleftmusictostudyengineering.

④exposev.

1)uncoverormake(sth.)visible;display

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安徽科技学院教案

Whenshesmiledsheexposedasetofperfectwhiteteeth.

2)putsomeoneinasituationwheretheyarenotprotectedfromsth.dangerousorunpleasant

——Soldierswereexposedtotheenemy?sgunfire.

——Thebabywasleftexposedtothewindandrain.

2)showthetruthaboutsb.orsth.,especiallywhenitisbad

Thatunfortunateremarkexposedhisignoranceofthesubject.

Collocations:

exposeone'sskintothesun

exposeoneselftocriticism

exposeoneselftothewindandrain

exposeacrime

exposeafilm

⑤bringup:

1)lookafterandinfluenceachilduntilheorsheisgrownup

Shehasbroughtupfivechildren.

Ithinkthatbothparentsshouldbeinvolvedinbringingupthechildren.

2)mentionasubjectorstarttotalkaboutit

Ididn'tdaretobringupthequestionofmoney.

Alltheseproblemswerebroughtupatthelastconference.

3)vomit

atehisdinnerandthenpromptlybroughtitallupagain.

Collocations:

bringabout

bringaround/round

bringdown

bringforth

bringforward

bringout

bringthrough

b.DifficultSentences

①Whatisthegrammaticalfunctionof"forcedaskidstoeat

theminsalads'?Paraphrasethesentence.

Itisapastparticiplemodifying“thoseofus”.

Tothoseofuswhowereforcedtoeattomatoesinsaladsduringchildhood,theysurelybelong

tovegetables.

②Itwasmessierthanafoodfightandmuchmoreimportantthanwhetheratomatoisafruit

orvegetable.

Whatcanweinferfromthesentence?

Wecaninferfromthesentencethatthegameisnotassimpleasitappears.Itinspiresusto

thinkmorebehindthegameitself.

(3)Maybethatexplainswhysomanyoftheworld"smostbrilliantscientistsandinventors

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安徽科技学院教案

werefailuresinschool,themostnotablebeingAlbertEinstein,whowasperhapsthis

century'smostpotentparadigm-shifter.

Whatistheimpliedmeaningofthesentence?

Sofar,theeducationsystemhasnotbeenverysuccessful.

(4)Ibringthisupbecauseweseemtobeatapointintheevolutionofoursocietywhere

everyoneisclamoringformoretechnology,forinstantaccesstoever-growingbodiesof

information.

Whatisthefunctionofthesubordinateclauseintroducedbywhere?

Itisanattributiveclauseusedtomodifytheword“point”.

⑤Butunlessweshiftourparadigmsandrefocusourparameters,thesuperinformation

highwaywillleadusnowhere.

Paraphrasethesentence.

Onlyifweshiftourparadigmsandrefocusourparameterscanwetakethegreatadvantageof

thesuperinformationhighway.

⑥AndhedidnftdoanythinglessEarth-shattering(punintended)thancompletelychangethe

waytheuniversewasviewed.

Whatcanweinferfromthesentence?

Thekeypointisnotthelackofinformation.Whatweneedisnotmoreinformationbutnew

waysoflookingatit.

⑦Butunlessweshiftourparadigmsandrefocusourparameters,thesuperinformation

highwaywillleadusnowhere.

Howtounderstandtheword“Earth-shattering“inthissentence?

Theauthorintendstheword“Earth-shattering''tobeapun—acleverandamusinguseofa

wordwithmorethanonemeaning.Itcanbeinterpretedasmeaningeither“Earth-shaking”

(profoundinsignificance)or"'explodingtheEarth-centeredtheory.”

⑧Weneedtodiscover,asmykidsdid,thatthereismorethanonerightanswer,thereismore

thanonerightquestionandthereismorethanonewaytolookatabodyofinformation.We

needtorememberthatwhenyouhaveonlyahammer,youtendtoseeeveryproblemasanail.

Whatdo“ahammer,,and“anail"referto?

“Ahammer^^and“anail“hereareusedastwometaphorssymbolizingtheoldparadigmsand

thefixedpatternsofthinking.

Paraphrasethesentence.

Ifyoulookatthingsonlyinoneway,mostlikelyyouwillfoiltoseethenatureofyour

problemandconsequentlyyouwon'tbeabletosolveit.

⑨Weneedtodiscover,asmykidsdid,thatthereismorethanonerightanswer,thereismore

thanonerightquestionandthereismorethanonewaytolookatabodyofinformation.We

needtorememberthatwhenyouhaveonlyahammer,youtendtoseeeveryproblemasa

14

安徽科技学院教案

nail.

Analyzethesentence.

Thisisatypicalparallelstructureusedasanemphasis.

Canyoufindmoreexamplesoftheparallelstructureinthetext?

Theywererefocusingtheparameters.Theywereredefiningtheproblems.Theywere

reframingthequestions.Inshort,theyweredoingwhateveryscientistwho'se