英语专业本科综合英语授课教案

英语专业本科《综合英语》授课教案第一册LessonPlanForContemporaryCollegeEnglish(BookⅠ)Lesson1HalfaDayByNaguibMahfouzⅠ.教学内容1.热身；2．作者：教育与背景；主要著作；创作观；3．作品赏析：结构分析；如何赏析文学作品；扩展式讨论；4．写作技巧：省略疑问句和修辞疑问句；倒装句；“with”独立结构；5．语言理解：长难句解析；核心词汇学习；介词练习；构词法：前缀；6．课堂讨论；7．练与讲。Ⅱ.教学目的1.了解作者及其背景知识；2．熟悉本文使用的写作手法；3．掌握修辞疑问句、倒装句等修辞手法；4．熟练掌握三类构词法；5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。Ⅲ.教学重点与难点1.文学作品的赏析；2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构；3．构词法：前缀；4．课文的写作背景与主题。Ⅳ.教学方法采用讲授、问答、讨论、模仿、练习、多媒体等方法对学生进行启发式教学。Ⅴ.教学过程Step1.QuestionDiscussingforWarming-up(10minutes)Step2.BackgroundInformation(40minutes)1.NaguibMahfouz——Education&Background（纳吉布•马福兹所受教育和一般背景）NaguibMahfouzwasbornonthe11thDec.1911inanoldquarterofCairo,theyoungestsonofamerchant.HestudiedphilosophyatKingFaudI(nowCairo)University,graduatingin1934.Heworkedinuniversityadministrationandthenin1939heworkedfortheMini-stryofIslamicAffairs.HewaslaterHeadoftheStateCinemaOrganisationattheMinistryofCulture.Healsoworkedasajournalist.Althoughwidelytranslated,hisworksarenotavailableinmostMiddleEasterncountriesbecauseofhissupportofSadat'sCampDavidinitiative.In1994hesurvivedanassassinationattemptbyIslamicextremists.Heismarried,hastwodaughtersandlivesinCairo.HediedonAug.30,2006.NaguibMahfouz——importantworks（纳吉布•马福兹的主要著作）●NaguibMahfouzwasthefirstArabtowintheNobelprizeforliterature,in1988.Hehasbeendescribedas“aDickensoftheCairocafés”and“theBalzacofEgypt”.●Heisnowtheauthorofnofewerthan30novels,morethan100shortstories,andmorethan200articles.HalfofhisnovelshavebeenmadeintofilmswhichhavecirculatedthroughouttheArabic-speakingworld.●Mahfouzbeganwritingwhenhewas17.Hisfirstnovelwaspublishedin1939andtenmorewerewrittenbeforetheEgyptianRevolutionofJuly1952,whenhestoppedwritingforseveralyears.Onenovelwasrepublishedin1953,however,andtheappearanceofTheCairoTrilogyin1957madehimfamousthroughouttheArabworldasadepictoroftraditionalurbanlife.●Worksofhissecondwritingperiod:TheChildrenofGebelawi(1959)TheThiefandtheDogs(1961)AutumnQuail(1962)SmallTalkontheNile(1966)Miramar(1967)severalcollectionsofshortstories.3.NaguibMahfouz——howhepicturestheworld（作者笔下的世界：无尽的拼搏与悲剧的人生）ThepictureoftheworldasitemergesfromthebulkofMahfouz'sworkisverygloomyindeed,thoughnotcompletelydespondent.Itshowsthattheauthor'ssocialutopiaisfarfrombeingrealized.Mahfouzseemstoconceiveoftimeasametaphysicalforceofoppression.Hisnovelshaveconsistentlyshowntimeasthebringerofchange,andchangeasaverypainfulprocess,andveryoftentimeisnotcontentuntilithasdealthisheroesthefinalblowofdeath.Tosumup,inMahfouz'sdarktapestryoftheworldthereareonlytwobrightspots.Theseconsistsofman'scontinuingstruggleforequalityontheonehandandthepromiseofscientificprogressontheother;meanwhile,lifeisatragedy.Step3.TextAppreciation(50minutes)1.Structureofthetext(10minutes)Thetextcanbeconvenientlydividedintothreeparts.Inthefirstpart(para.1-7),welearnabouttheboy’smisgivingsaboutschool.Hefoundithardtobeawayfromhomeandmom,andthoughtschoolwaspunishment.Thesecondpart(para.8-16)describeshowtheboyfeltaboutschool.Hefoundthatlifeatschoolwasrichandcolorfulinmanyways,althoughitalsorequireddisciplineandhardwork.Inthelastpartofthetext,theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasureandthathehadgrownintoanoldman.2.Howtoappreciateliterature(15minutes)Plotofthestory:Settingofthestory:Protagonistv.s.Antagonists:Dramaofthestoryliesin:Writingtechnique:(Haveyoueverreadastoryusingthesimilartechnique)Themeofthestory:3.Furtherdiscussion(15minutes)A.Readthefollowingsuggestionsmadebythefather.WhichonesdoyouagreewithandwhichonesnotHaveyoueverbeengivensomesuggestionsbyyourparentswhenenteringtheuniversityListthemout.1)Schoolisaplacethatmakeusefulmenoutofboys.2)Don’tyouwanttobeusefullikeyourbrothers3)Putasmileonyourfaceandbeagoodexampletoothers.4)Beaman.5)Todayyoutrulybeginlife.BFromthedescriptionbetweenPara.8andPara.16,wecanseedifferentaspectsofschoollife.Trytolistasmanyaspectsaspossibleinthefollowingtable.CInthelastpartofthetext,theboywalkedoutoftheschooltofindthattheoutsideworldhadchangedbeyondmeasure.HowmighthefeelaboutthechangesListexactwordsthatsupportyourchoice. Hewasfrightenedsurprisedangrypuzzledexcitedsatisfieddelightedsadindifferentcritical Supportingwords Hewasfrightenedsurprisedangrypuzzledexcitedsatisfieddelightedsadindifferentcritical Supportingwordsstartled,……________________Afterreadingthestory,doyoufeelemotionallyorspirituallytouchedWhyorwhynotStep4.Writingdevices(30minutes)1.Ellipticalquestion（省略疑问句）“Whyschool”Iaskedmyfather.e.g.A:Headmaster:Wewantyoutogoandtelltheboy’sparentsthenews.B:Teacher:WhymeFather:We’llgotoTianjinthisweekend.Daughter:Whatfor/Whythisweekend/WhyTianjin2．Rhetoricalquestion（修辞疑问句）“WhathaveIdone”Don’tyouwanttobeusefullikeyourbrotherse.g.Can’tyouseeI’mbusy(Don’tdisturbme!)WhatgoodisapromiseforanunemployedworkerDoesnothingeverworryyouPleasegivemoreexamples.3.Invertedsentences(倒装句)…hereandtherestoodconjurersshowingofftheirtricks,ormakingsnakesappearfrombaskets.Conjurersstoodeverywhere.Theywereshowingofftheirtricksormakingsnakesappearfrombaskets.Moreexamples:Therearesomeexceptionstothisreaction.Weretherenoairontheearth,therewouldbenolifeonit.Innocaseshouldwewasteourtime.Theregoesthebell.Awayhurriedthecustomers.4.“with”absolutestructure(with”独立结构)Thentherewasaband...,withclownsandweightlifterswalkinginfront.Moreexamples:Hestoodtherewithastickinhishand.(with+n.+prep.)Paulsoonfellasleepwiththelightstillburning.(with+n.+participle)Shecan’tgooutwithallthesedishestowash.(with+n.+todo.)Hewaslyingonthebedwithallhisclotheson.(with+n.+adv.)Step5.LanguageUnderstanding（60minutes）1.SentenceParaphrase(20minutes)1)Theydidnotmakemehappy,however,asthiswasthedayIwastobethrownintoschoolforthefirsttime.（Whatdoes“they”refertoWhatdoesthenarratorimplybyusing“tobethrownintoschool”）2)Mymotherstoodatthewindowwatchingourprogress,andIturnedtowardsherfromtimetotime,hopingshewouldhelp.（Whatdoes“progress”meanhereWhatkindofhelpcouldhismotherofferWhatdoesthesentencetellusabouttheboy’srelationshipswithhisparents）3)astreetlinedwithgardens…：astreetwheretherearegardens…alongbothsideslinedwith…:pastparticiplephraseusedheretomodify“astreet”.Itcanberegardedasarelativeclausecutshort,eg.anovel(thatwas)writtenbyCharlesDickens/personalcomputers(thatare)madeinChina4.)Ididnotbelievetherewasreallyanygoodtobehadintearingmeawayfrommyhomeandthrowingmeintothehuge,high-walledbuilding.Thereisnogoodtobehadindoingsth.Itisnogood/usedoingsth.5).fromeachfloorwewereoverlookedbyalongbalconyroofedinwood.：…ononesideofthecourtyardwasabuildingwithalongwood-roofedbalconyoneachfloorwherewecouldbeseen.Or…fromthebalconyoneachfloorofthebuildingpeoplecouldseethepatternintowhichweformed.6)Well,itseemedthatmymisgivingshadhadnobasis.：Well,perhapsmydoubt,worryandfearaboutwhatschoolwouldbelikewereallgroundless.OrWell,itseemedthatIwaswrongtothinkthatschoolwasadreadfulplace.7.)Inaddition,thetimeforchangingone’smindwasoverandgoneandtherewasnoquestionofeverreturningtotheparadiseofhome.：Thereisnoquestion(ofdoing):thereisnopossibilityBesides,itwasimpossibleforustoquitschoolandreturntothegoodolddayswhenwestayedhomeplayingandfoolingaroundallday.Ourchildhoodwasgone,nevertocomeback.8.)Nothinglayaheadofusbutexertion,struggle,andperseverance.：nothingbut:onlyWewouldhavetodoourbestandkeepworkingveryharduntilwefinishedschool.ThisiswhatIimaginedourschooldayswouldbelike.OrThekindoflifethatwaswaitingforusatschoolwouldbefullofexertion,struggleandperseverance.9.)Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappinessthatpresentedthemselves.：topresentitself/themselves:(formal)toappear,happenIftherecameopportunities,capablestudentswouldseizethemtoachievesuccessandhappiness.2WordStudy(20minutes)1.)tomakesb./sth.(out)ofsb./sth.It’saplacethatmakesusefulmenoutofboys.(makeboysbecomeusefulmen)eg.Thearmymadeamanofhim.HesaidtheGovernmentwerefrightenedofnothing.Therealtroublewasweweremakingamountainoutofamolehill.2.)Thereisnogoodtobehadindoingsth.：Itisnogood/usedoingsth.e.g.Thereisnogoodtobehadinbuyingaboatwhenyoudon’thaveenoughsparetimetouseit.It’snogoodcryingoverspiltmilk.Itisworthdoingwellwhatisworthdoing.itisno(notmuch)gooditisno(notany,hardlyany,little)useitisuselessitisnottheslightestuseitisworth(worthwhile)thereisno(nogood,nouse)Thereisnodenyingthatwomenareplayinganimportantroleintheworldtoday.3.)totearsb.awayfromaplace：to(makesb.)leaveaplaceorapersonunwillinglybecauseonehastoeg.Can’tyoutearyourselfawayfromtheTVfordinner4).toclingtosth.：toholdtightly;notreleaseone’sgriponeg.Thelittlechildclungtohismotherforcomfort.Someofthevictimsofthefireclimbedoutofthebuilding,clungtothewindowledgesforaminuteortwoandthendroppedtotheirdeathahundredfeetbelow.Shestillclingstothebeliefthathersonisalive.5.)burstinto(tears,sobs;laughter,aguffaw,song)：begin,suddenlyand/orviolently,tocry,laugh,singetc.eg.AuntAnnabel,whohasbeennervousandjumpylately,suddenlyburstintotears.Asthecomicgotintohisstride,theaudienceburstintohootsoflaughter.cf.：Theaircraftturnedonitsbackandburstintoflames.Theorchardsseemedtohaveburstintoblossomovernight.Imentionedtheincidentlatertoatailorfriendandheburstoutlaughing/crying.6)sortpeopleintoranks：put...inorder;arrangee.g.Theysortedtheapplesaccordingtosizeintolargeonesandsmallones.cf.：Shespentahappyafternoonsortingouthercoinsandstamps.It’snogoodstandingbackandwaitingforthingstosortthemselvesout.7）．toresortto:tomakeuseof;toturntosth.(esp.sth.bad)asasolutioneg.e.g.Terroristsresortedtobombingcitycentersasameansofachievingtheirpoliticalaims.Thesearemeanswehaveneverresortedtotoobtaininformation.8）．topresentoneself:toappear,happeneg.WhenthechancetostudyatHarvardpresenteditself,Ijumpedatit.Hewasorderedtopresenthimselfatthechairman’sofficeatnineo’clocknextmorning.Step6.In-classdiscussionandpresentation(40minutes)1.Ifyouhadonlyhalfadaylefttolive,whatwouldyoumostwanttodoListthetopfivethingsyouwoulddoandgiveusyourreason.2.Supposethenarratorfoundhishomeatlast.Whatwouldhappenafterthat3.Workingroup.Makeupyourownstoryof“HalfaDay”andperformit.Step7Textbookexercises(70minutes)1.In-classnewsreport2.In-classdictation3．P.11-P.21(ContemporaryCollegeEnglish1)Step8Homework1.Paraphrasethefollowingsentencestakenfromthetext.1)．Wewereformedintoanintricatepatterninthegreatcourtyardsurroundedbyhighbuildings.2)……;fromeachfloorwewereoverlookedbyalongbalconyroofedinwood.3.)Well,itseemedthatmymisgivingshadhadnobasis.4.)Ourpath,however,wasnottotallysweetandunclouded.5.)Itwasnotallamatterofplayingandfoolingaround.6.)Rivalriescouldbringaboutpainandhatredorgiverisetofighting.7.)Inaddition,thetimeforchangingone’smindwasoverandgoneandtherewasnoquestionofeverreturningtotheparadiseofhome.8.)Nothinglayaheadofusbutexertion,struggle,andperseverance.9.)Thosewhowereabletookadvantageoftheopportunitiesforsuccessandhappinessthatpresentedthemselves.10）.Howdidthesehillsofrubbishfindtheirwaytocoveritssurface2Pickoutidiomaticexpressionsinthetextasmanyaspossible.(writetheEnglishphraseandtheirChinesemeanings)(p13onthetextbook)3.Writeacompositionwithatleast150words.Thetitleis“MyFirstDayatCollege”.Ⅵ.教学反思Unit2GoingHomeⅠ.教学内容1.热身；2．作者：教育与背景；主要著作；社会背景；3．作品赏析：结构分析；如何赏析文学作品；扩展式讨论；4．写作技巧：现在分词和过去分词；if条件状语从句；5．语言理解：长难句解析；核心词汇学习；构词法；6．课堂讨论；7．练与讲。Ⅱ.教学目的1.理解作者写作意图，了解文化背景知识，体会人间真情；2.在理解课文，分析课文的基础上，培养学生分析、理解及灵活运用语言的能力；3.归纳概括文章的主题思想，培养学生归纳概括能力；4.归纳文章的修辞手法,赏析名篇片段，加深对描写手法的理解，同时，推荐作品，扩大了阅读量，提高对语言的理解和名篇的鉴赏能力；5．欣赏并哼唱歌曲《黄丝带》、讨论相关话题和通过续写练习，学以致用，

加深学生对课文的理解和对语言的感悟力，训练并培养学生灵活运用语言的能力。Ⅲ.重点与难点课文的主旨与修辞；作者的写作意图；构词法。Ⅳ.教学方法多媒体教学法、比较法、启发式教学法；通过启发概括文章的主题。通过对比的方法，理解并灵活运用语言。Ⅴ.教学过程Step1.Warming-up1.Greeting2.Classicalmusic:TieaYellowRibbonRoundtheOldOkeTree.3.DailyTellastory：Tellastoryaccordingtothepicturesandthekeywords.Step2.CultureBackground

1.Abouttheauthor:PeteHamillwasborninBrooklyn,N.Y.in1935.HeistheoldestofsevenchildrenofIrishimmigrantsfromBelfast,NorthernIrelandandattendedCatholicschoolsasachild.Heleftschoolat16toworkintheBrooklynNavyYardasaworker,andthenwentontotheUnitedStatesNavy.WhileservingintheNavy,hecompletedhishighschooleducation.Then,usingtheeducationalbenefitsoftheG.I.BillofRights,heattendedMexicoCityCollegein1956-1957,studyingpaintingandwriting.Forseveralyears,heworkedasagraphicdesigner,whilestudyingatPrattInstitute.Thenin1960,hewenttoworkasareporterfortheNewYorkPost.Alongcareerinjournalismfollowed.HehasbeenacolumnistfortheNewYorkPost,theDailyNews,andNewYorkNewsday,andhaswonmanyjournalisticawards.Asajournalist,hehascoveredwarsinVietnam,Nicaragua,LebanonandNorthernIreland.Hehasalsocoveredmurders,crime,thepolice,alongwiththegreatdomesticdisturbancesofthe1960s.Hisworkhasalsobeenpublishedinallthemajormagazines,includingEsquire,NewYork,theNewYorkTimesMagazine;heiscurrentlyonthestaffoftheNewYorker.Sincethe1950s,hehashadacontinuinginterestinMexico,livingthereforextendedperiods,visitingeveryyear.Forsixmonthsin1986,heservedaseditoroftheMexicoCityNews.Hehasoneadditionaldistinction:hehasbeeneditor-in-chiefofboththeNewYorkPostandtheNewYorkDailyNews.Atthesametime,Hamillhaspursuedacareerasafictionwriter,producing8novelsand2collectionsofshortstories.His1997novel,SnowinAugust,wasontheNewYorkTimesbestsellerlistforfourmonths,andhasbeenpublishedinmorethanadozenforeigneditions.Hismemoir,ADrinkingLife,wasonthesameNewYorkTimeslistfor13weeks.Hehaspublished2collectionsofhisjournalism,abookabouttherelationshipoftoolstoart,andabookaboutNewYorkCity,alongwithWhySinatraMatters,anextendedessayonthemusicofthelatesingerandthesocialforcesthatmadehisworkpossible.HamillismarriedtotheJapanesejournalist,FukikoAoki.Hehastwogrowndaughters,oneapoet,theotheraphotographerfortheArizonaRepublicinPhoenix.HeandhiswifedividetheirtimebetweenNewYorkandCuernavaca,Mexico.2.AboutsocialbackgroundThetextisbasedon“YellowRibbon”,astorywritteninthe1960’sbyPeteHamill,asuccessfulAmericanjournalistandauthor.ThestorywasmadeintoaJapanesemoviein1977inwhichthesong“TieaYellowRibbonRoundtheOldOakTree”becamequitepopularintheUnitedStates.The1960’s—1970’swasaverytryingtimefortheAmericanpeople,asthecountrywasdeeplytroubledbyitsinvolvementintheVietnamWar.Itwasatimewhensuchtraditionalvaluesashumansympathy,understanding,trustandloveseemedtobelosingout.Throughtheexperienceofaformerprisonerandhisjourneywithagroupofyoungpeople,thestoryseemedtexpressastrongdesirefor“goinghome”,wheresuchgoofoldvaluesaretobefoundagain.3.HisworksStep3.TextAppreciation1.StructureofthetextPart1(para.1-4):Theintroductionofthesettingandthecharacters.Part2(para.5-9):WhereVingowasgoingandwhatfor,andhowtheyoungpeoplegotinterestedinwhatwasgoingtohappen.Part3(para.10-12):Vingowasforgivenandwelcomedhome.2.HowtoappreciateliteraturePlotofthestory:Settingofthestory:Protagonist（主人公）v.s.Antagonists:Dramaofthestoryliesin:Writingtechnique:(Haveyoueverreadastoryusingthesimilartechnique)Themeofthestory:Step4.WritingSkills1.DescriptionandcomparisonPresentParticipleYoungpeople：_lively,joyful,active-dreamingofgoldenbeachesandseatides-waitingfortheapproachofthegreatoaktree-screamingandshoutingandcrying,doing…...PastparticipleVingo：_restrained,nervous,passive.-Vingosattherestunned,lookingattheoaktree-dressedinaplain,ill-fittingsuit-frozenintocompletesilence-Hesatrootedinhisseat2.ifadverbialclauses:Step5.Languageunderstanding

A.Sentenceparaphrase&appreciation1.Theyweredreamingofgoldenbeachesandtidesoftheseaasthegrey,coldspringofNewYorkvanishedbehindthemItwasagrey,colddayinspring.AsthebusleftNewYorkCity,theseyoungpeoplewerethinkingaboutwhattheywouldenjoyinFloridathegoldenbeachesandtidesofthesea.2.Hesatinfrontoftheyoungpeople,hisdustyfacemaskinghisage,dressedinaplainbrownsuitthatdidnotfithim.Hesatinfrontoftheyoungpeople.Youcouldhardlytellhowoldhewasbecausehisfacewascoveredwithdust.dressedina…thispastparticiplephraseisusedtotellthereadermoreaboutthesubjectofthesentence“he”3.Hisfingerswerestainedfromcigarettes…Hisfingerswereyellowbecausehehadsmokedalot.4.YougoingthatfarAreyougoingasfarasFloridaInconversation,ellipticalsentencesareoftenused.Here“are”isomitted.ItisalongjourneyfromNewYorkCitytoFlorida.InbetweenareNewJersey,Delaware,Maryland,Virginia,NorthCarolina,SouthCarolina,Georgia.5.YoulivethereWhenwethinktheanswerislikelytobe“yes”,wecanturnastatementintoaquestionbyusingtherisingtoneinspeakingandaquestionmarkinwriting.6.He…smokednervously,astheyoungpeoplechatteredaboutsleepingonbeaches.Probablyhestartedsmokingbecausewhattheyoungpeopleweretalkingaboutremindedhimofsomethinghehadtriedtoforget,orbecause,ashegotnearerandnearertohishome,hebecamemoreandmorenervous.Hewascompletelyabsorbedinhisownthoughts.7.Iunderstandifyoucan’tstaymarriedtomeIfyouwanttodivorceme,I’llunderstandyouhaveeveryreasontodosoVingousedaeuphemismanindirectphrase“can’tstaymarriedtome”torefertothemoreembarrassingandunpleasantterm“divorceme”..8.Getanewguyshe’sawonderfulwoman,reallysomethingandforgiveaboutme.ThepartofthesentenceputinbetweenthetwodashedisaddedtoshespeechforVingotogivehisopinionofhiswife.Thispartiscalledaparenthesis.9.Itoldhershedidn’thavetowritetomeoranything,andshedidn’t.Notforthree-and-a-halfyears.Itoldhershedidn’thavetowritetomeorkeepintouchwithmeinanyotherway.Andshedidn’t.Ididn’thearfromheroraboutherforthreeandahalfyearswhenIwasinjail.10.Ifshedidn‘twantme,forgetit,noribbonandI’dunderstandandkeepgoingonthrough.Ifshecouldn’tforgiveme,sheshouldn’tbotherabouttheribbonandIwouldunderstandherfeelingsandwouldn’tgetoffthebuswhenitreachedthetown.11.Vingostoppedlooking,tighteninghisfaceintotheex-con’smask,asiffortifyinghimselfagainststillanotherdisappointment.Vingomovedhiseyesawayfromthewindow,andhisfaceagainbecameexpressionlessasifhewastryingtofindthecouragetofaceanotherpossibleblow,anotherdisappointmentinhislife.12.Thensuddenlyalloftheyoungpeoplewereupoutoftheirseats,screamingandshoutingandcrying,doingsmalldances,shakingclenchedfistsintriumphandexaltation.AllexceptVingo.Thenallofasudden,alltheyoungpeoplelefttheirseatsandbegandoingallsortsofthingstheycouldthinkoftoexpresstheirhappinessandexcitement.Vingoaloneremainedstill.B.WordandPhaseStudy1.approachn.1)theactofcomingnearerHeavyfootstepssignaledtheteacher’sapproach2)wayofdealingwithapersonorthingAnewapproachoflanguageteaching.2.awakev.towakeupHeawokethesleepingchildtobecomeawareofsth.toawaketothedangers3.chatterv.1)totalkfastinafriendlywayWhatwereyouchatteringtohimabout2)totalkquickly,continuouslyorfoolishlyaboutunimportantthingsDostopchatteringonabouttheweatherwhenIamtringtoread.4.engagev.tomake(sb.)joinwithoneintoengagesb.InaconversationIhavenotimetoengageingossip2)tooccupyorattract(sb’sthought,time,etc)Nothingengageshisattentionforlong5.fitv.tobetherightsizeorshapeforsb.orsth.Icannevergetclothestofitmetobeinagreementwith(sth.);tomatchorsuitSomethingdoesn’tquitefirhere.fortifyv.tomakesb.feelphysicallyormentallystronger;tostrengthentofortifyoneselfbyprayerandmeditationmaskv.tohidethetruthaboutsthtomaskone’sfearbyashowofconfidencemaskn.anexpressionthathidesone’struefeelingsHersociablemannerisreallyamaskforaveryshynature.retreatv.togobackorawaybecauseoneisafraid;Here,tostoppayingattentiontowhatishappeningaroundyouandgiveallyourattentiontoyourownthoughtstoretreatintoaworldoffantasytowithdrawafterbeingdefeatedorwhenfacedwithdangerordifficultytoforcetheenemytoretreatbehindthelinesstainv.toleaveamarkonsth.thatcannotberemovedTheblackberryjuicestainedtheirfingersred.2)tobringdisgraceortodamage(sb’sreputation.Goodfame,etc.)Theincidentstainedhiscareer.10triumphn.acompletevictoryorsuccess;afeelingofgreatprideorjoybecauseofsuccessorvictoryThewinningteamreturnedhomeintriumph11.unawareadj.notknowingorrealizingwhatishappeningHewasunawareofmypresence.12.tobedressedin:towearsth.Thebridewasdressedinwhite13.topullintoaplace:(ofatrainorbus)toenterastationandstopThebuspulledintothesideoftheroad.14.toretreatintosilence:togoawaytobeingsilentagainHestoppedwhathewasdoingthenandretreatedintosilencewhenhehearthenews.15tobemarriedtosb.:tohaveahusbandorwife;touniteinmarriageHe’smarriedtoafamouswriter.16.totiesth.tosomeplace:tofastenorbindsth.withrope,string,etc.tosomeplaceHetiedhisdogtoalamp-post17.tobecaughtupinsth.:tobecomeinvolved,excitedandinterestedinsth.Shewascaughtupintheanti-nuclearmovement.18.tofortifyoneselfagainststh.:tomakeoneselffeelstrongerbraver,etc.Fortifyingagainstthecoldbyaheavycoat,hewentoutintothesnow.19.torisefromone’sseat:togetupfromlying,sittingorknellingpositionHerosefromhisseatatoncetowelcomeme.20tomakeone’swaytoaplace:tomoveorgetsomewhereIwillmakemywayhomenow.21.totakesb.back:tocausesb.’sthoughtstoreturntoapasttimeHearingthoseoldsongstakesmebackabit.Step6.In-classdiscussion1.WhatdoyouthinkVingohaddonethatgothiminprison2.HowdoyouthinkVingobehavedinprisonWhatdoyouthinkhewantedtodoafterhisrelease3.WhatkindofpersondoyouthinkhiswifewasWhydidn’tshewritetoVingo4.DoyouagreetheyellowribbonisasymbolWhatdoseitsymbolizeWhatdiditmeantoVingo5.WhatlessondoyouthinktheyoungpeoplecanlearnfromVingo’sstory6.DoyouthinktheabilitytoforgiveandforgetisimportantinhumanrelationshipsStep7.TextbookExercisesStep8.HomeworkⅠParaphrasethefollowingsentences.1..Hesatinfrontoftheyoungpeople,hisdustyfacemaskinghisage,dressedinaplainbrownsuitthatdidnotfithim.2..Hisfingerswerestainedfromcigarettes…3.Hethankedherandretreatedagainintohissilence.4.Iunderstandifyoucan’tstaymarriedtome5.Getanewguyshe’sawonderfulwoman,reallysomethingandforgiveaboutme.6..Itoldhershedidn’thavetowritetomeoranything,andshedidn’t.Notforthree-and-a-halfyears.7..Ifshedidn’twantme,forgetit,noribbonandI’dunderstandandkeepgoingonthrough.8…..andsoonallofthemwerecaughtupintheapproachofBrunswick,….9.Vingostoppedlooking,tighteninghisfaceintotheex-con’smask,asiffortifyinghimselfagainststillanotherdisappointment.Ⅱ.Pickoutidiomaticexpressionsinthetextasmanyaspossible.(writetheEnglishphrasesandtheirChinesemeanings)(Exercise2onPage37)Ⅲ.Writeacompositionwith200words.ThetitleisSomeCommentson“GoingHome”.Ⅵ教学反思附教学参考资料：老橡树上的黄丝带(TieAYellowRibbonRoundTheOleOakTree)

1971年10月14日《纽约邮报》刊登了一个故事，故事的名字叫《回家》(GoingHome)：长途车上坐着一位沉默不语的男子，在同车的年轻游客的盘问下终于开了口。原来他刚从监狱出来，释放前曾写信给妻子：如果她已另有归宿，他也不责怪她；如果她还爱着他，愿意他回去，就在镇口的老橡树上系一根黄丝带；如果没有黄丝带，他就会随车而去，永远不会去打扰她……汽车快到目的地了，车上的人们都坐在靠窗户的位上往外看，只有这位男子不敢张望，他害怕迎面而来的可能是失望……突然间，全车的人都沸腾起来：远远望去，镇口的老橡树上挂了几十上百条黄丝带，这些黄丝带像欢迎的旗帜迎风飘扬……

这个故事刊出不久，很快就出现了这首不朽的音乐作品。《现代大学英语精读》中也收录这篇文章，这个动人的故事被做成了歌曲，伴着歌声这个故事也传遍了全世界。黄丝带也成了美国“欢迎被囚禁的人重获自由”的标志。老橡树上的黄丝带(TieAYellowRibbonRoundTheOldOakTree)歌词

I'mcominghomeI'vedonemytime*(1)

NowI'vegottoknowwhatisandisn'tmine

IfyoureceivedmylettertellingyouI'dsoonbefree

Thenyou'llknowjustwhattodoifyoustillwantme

Ifyoustillwantme

Ohtieayellowribbonroundtheoldoaktree

It'sbeenthreelongyearsdoyoustillwantme

IfIdon'tseearibbonroundtheoleoaktree

I'llstayonthebusforgetaboutusputtheblameonme*(2)

IfIdon'tseeayellowribbonroundthe