21世紀(jì)大學(xué)新英語讀寫譯教程 第三冊(cè) 課文翻譯 課件 22372310

1、Unit 1 Teaching and Learning,Proverbs and Quotations,It’s not what is poured into a student that counts, but what is planted. [Am.] Linda Conway重要的不是往學(xué)生的頭腦里輸

2、入了什么，而是培養(yǎng)了什么。 [美] 琳達(dá)·康威Tell me and I’ll forget. Show me, and I may not remember. Involve me, and I’ll understand.

3、 (Native American Saying)告訴我，我會(huì)忘記。演示給我看，我也不一定能記住。讓我參與，我才能理解。 (美國諺語),,Outline,Teaching Objectives,Part 1 Lead-in,Part 2 Rea

4、ding Focus—Text A,Part 3 Integrated Exercises,Part 4 Reading Focus—Text B,Part 5 Intranet Assignments,Teaching Objectives,The task of an excellent teacher is to stimulate apparently ordinary people to exert u

5、nusual efforts. The tough problem is not in identifying winners: it is in making winners out of ordinary people. The two texts in this unit center on teaching and learning. Text A tells the story of how a teacher of crea

6、tive writing kindles the students’ interest in writing. Text B touches upon the age-old question of whether it should be recommended to know more about less or less about more.,By learning this unit, students will be abl

7、e to grasp the main idea and structure of the texts, master the key language points, new words, grammatical structures and translation skills. And students will also be able to improve their oral

8、 communication skills and reading competence through performing the relevant tasks.Writing Focus in this unit deals with note writing. With the aid of the instructions and practices in this part, stud

9、ents will be able to produce correct writing about notes.,Look at the picture and discuss with your partner the following questions.,Lead-in,What do you think will be the topic of this unit?Describe and comment on

10、 the cartoon.,Lead-in,B. Listening PracticeListen to the short passage about teaching style.Pre-listening Task,List teaching styles as many as possible, according to your experience in high schools and colleges.,Lead-i

11、n,B. Listening PracticePost-listening taskAnswer the following questions.,1. Why should a good teacher develop a variety of teaching styles? 2. Why do teachers need to help students to link what they are l

12、earning to daily living experiences?,Because students have different learning styles, and different subjects require different teaching styles.,___________________________________________________________________________

13、__________________,Because they will keep students engaged and motivated in the learning process.,________________________________________________________________________,3. Do teachers have to stick to one particular

14、 teaching method in a single class period?4. What effect will you get if you vary the style used?5. What’s the conclusion of this talk?,No, teachers can resort to different teaching methods depending on the

15、activity.,_______________________________________________________________________,You are more likely to effectively teach students according to the style that works best for them.,______________________________________

16、___________________________________________,A portfolio of teaching styles is recommended.,_________________________________________,【Script】,What is a good teaching style? Because we all have different learning styles,

17、 it should be fairly evident that a variety of teaching styles is needed. Also, different subjects clearly require more or less direction from the teacher, and some subjects more easily lend themselves to student centere

18、d activities than do others. Therefore, a good teacher should know which styles they work best with, but should work at developing a variety of styles. Helping students to link what they are learning to daily living

19、 experiences keeps them engaged and motivated in the learning process. The effective teacher is constantly making decisions about how to present information to achieve this, as well as monitoring and adjusting presentati

20、ons to accommodate individual differences and enhance the learning of all students.,【Script】,Even in a single class period, a teacher can design different phases of the class to correspond to different teaching methods w

21、here the teacher takes on more or less involved roles depending on the activity. According to Felder and Solomon, who developed an index for learning styles, “when planning and developing instructional material, str

22、ive for a balance of teaching styles to match the various learning styles.” If you vary the styles used, you are more likely to effectively teach students according to the style that works best for them. When you are usi

23、ng a style that does not exactly match some students’ particular learning preference, it will still help them learn how to adapt to a reality they will have to face in life (not everyone will adapt to their needs), and t

24、he variety will ensure that at some point you are using the best style for everyone. “It is recognized that it is difficult to match with every learning style and therefore, a portfolio of teaching styles is recommended.

25、”,Reading Focus-Text A,First ReadingRead the text and then answer the questions in the left margin.,〔Note 1〕Frank McCourt: Born on Aug. 19, 1930 in Brooklyn, New York, to Irish immigrant parents. Upon graduation from Ne

26、w York University, he went to work for the New York City Public School System, where he taught for 27 years. After years of teaching creative writing to young people, McCourt determined to write his own life story — Ange

27、la’s Ashes, which was an instant bestseller.,Excuses Frank McCourt1,〔Chinese〕學(xué)生們偽造假條。我卻把它們變?yōu)橐粋€(gè)課堂教學(xué)計(jì)劃。,My students forged the notes. I turned them into a lesson plan.,I was in my

28、third year of teaching creative writing at Ralph McKee Vocational School in Staten Island2, New York, when one of my students, 16-year-old Mikey, gave me a note from his mother. It explained his absence from class the da

29、y before:,〔Chinese〕借口,1,〔Note 2〕Staten Island: A borough of New York City situated primarily on the island of the same name. It is separated from New Jersey by the Arthur Kill and the Kill Van Kull, and from the rest of

30、New York by New York Bay. With a population of about 477,377, Staten Island is the least populated of the five boroughs but is the third largest in area.,〔Chinese〕這是我在紐約州斯塔騰島的拉爾夫麥金職業(yè)學(xué)校教授寫作的第三年，一個(gè)16歲名叫米克的學(xué)生交給我一張他母親寫的條子。該條

31、子解釋了米克前一天缺課的原因：,2,“Dear Mr. McCourt, Mikey’s grandmother who is eighty years of age fell down the stairs from too much coffee and I kept Mikey at home to take care of her and his baby sister so I could go to my job at th

32、e ferry terminal. Please excuse Mikey and he’ll do his best in the future. P.S. His grandmother is ok.”,〔Language Point〕… fell down the stairs from too much coffee:“From” here is a preposition indicating “because of sth

33、.”e.g. Her hair was still damp from her walk in the rain. She’s been suffering badly from stress.,〔Chinese〕“親愛的麥考特先生，米克八十高齡的祖母由于喝了過多的咖啡，從樓梯上摔了下來。我讓米克留在家里照顧他的祖母和小妹妹，這樣我就能脫開身去輪渡站點(diǎn)上班。請(qǐng)?jiān)徝卓说娜毕?，他以后一定?huì)努力學(xué)習(xí)。又及：米克的祖母并無大恙

34、?！?I had seen Mikey writing the note at his desk, using his left hand to disguise his handwriting. I said nothing. Most parental-excuse notes I received back in those days were penned by my students.3 They’d been forging

35、 excuse notes since they learned to write, and if I were to confront each forger I’d be busy 24 hours a day.,3,〔Note 3〕Most parental-excuse notes I received back in those days were penned by my students: Back in those da

36、ys, most of the excuse notes which were supposed to be written by parents were actually written by students themselves.,〔Language Point〕I had seen Mikey writing the note …:Generally speaking, active verbs pertaining to

37、the senses can be followed by a plain infinitive or a present participle. There is some disagreement regarding the use of these two grammatical forms. Some say that if the reference is to the entire action, a plain infin

38、itive is to be preferred. Otherwise, a present participle is to be preferred.,e.g. Before we realized it, we saw a deer run across the road just in front of our car. Thankfully, he got to the other side safely,

39、 because we could not have avoided hitting him. Before we realized it, we saw a deer running across the road, right in front of us. We put on our brakes quickly and just missed hitting him by

40、 an inch, as he leapt quickly out of the path of the car.The first sentence describes a completed action; the observer saw the entire action of the deer’s running across the road. The second sentence describes an incomp

41、lete action; the deer was in the middle of running across the road when we saw him. This sentence could be paraphrased to read: “… we saw a deer while he was running across the road.”,〔Chinese〕其實(shí)，我是看見米克扒在桌上寫這張條子的，是用左手寫的，

42、以掩飾他的字體。我什么也沒說。那時(shí)，我收到的大多數(shù)號(hào)稱父母寫的條子都是學(xué)生自己寫的。他們從學(xué)會(huì)寫字的時(shí)候就開始偽造請(qǐng)假條了。如果我要直面每一個(gè)偽造者，我將24小時(shí)不得歇了。,Because he knew only too well that most excuse notes were forged by students themselves, and if he were to confront each forger he’

43、d be busy all day long.,Why didn’t the author scold Mikey when he caught him forging an excuse note?,I threw Mikey’s note into a desk drawer along with dozens of other notes. While my classes took a test, I decided to re

44、ad all the notes I’d only glanced at before. I made two piles, one for the genuine ones written by mothers, the other for forgeries. The second was the larger pile, with writing that ranged from imaginative to lunatic.,4

45、,〔Language Point〕along with: … along with dozens of other notes …“Along with” is used for mentioning additional people or things that are also included or involved in something.e.g. Henry was arrested along with eleven

46、 other men. Along with many other people, I’m very worried about the situation.,〔Language Point〕dozens of: lots ofe.g. I must have mentioned him dozens of times in my letters. Nine people were killed and d

47、ozens were injured in street clashes.,〔Chinese〕我把米克的條子連同許多其他學(xué)生的一道扔進(jìn)桌子的抽屜里。在學(xué)生們測驗(yàn)時(shí)，我決定讀一讀所有這些原本我只瞥了一眼的請(qǐng)假條。 我把它們分成兩堆，一堆是真正由學(xué)生母親寫的，另一堆是偽造的。偽造的更多，有一大堆，有些極富想象力，有些則愚不可及。,I was having an epiphany.4,5,〔Note 4〕I was having an epi

48、phany: I was suddenly becoming aware of the fact that the students, though whining about how hard it was to write 200 words on any subject, were brilliant at forging excuse notes.,〔Chinese〕我頓時(shí)悟出了點(diǎn)什么。,Isn’t it remarkable,

49、 I thought, how the students whined and said it was hard putting 200 words together on any subject? But when they forged excuse notes, they were brilliant. The notes I had could be turned into an anthology of Great Ameri

50、can Excuses. They were samples of talent never mentioned in song, story or study.,6,〔Language Point〕forge: means “to make an illegal copy of something in order to cheat people”e.g. to forge a passport/banknote/cheque

51、 He’s getting good at forging his mother’s signature.,〔Chinese〕如若讓他們就某一主題寫200字的作文，他們會(huì)抱怨說太難?？墒?，當(dāng)偽造請(qǐng)假條時(shí)，他們個(gè)個(gè)都是寫作高手。 這一現(xiàn)象不值得我們注意嗎？我收到的這些請(qǐng)假條可以匯編成一本杰出的《美式請(qǐng)假條選集》。其所折射出的天賦在任何歌曲、故事或?qū)W習(xí)中從未體現(xiàn)。,He thought the notes could be turn

52、ed into an anthology, and theywere samples of talent never mentioned before.,After the author read the forged excuse notes he’d only glanced at before,what did he think of them?,How could I have ignored these gems of f

53、iction and fantasy? Here was American high school writing at its best5 — raw, real, urgent, brief, and lying. I read:,7,〔Note 5〕How could I have ignored these gems of fiction and fantasy? Here was American high school wr

54、iting at its best …: How could I have ignored these fictions and fantasies which were excellently written? Here was American high school writing in its best state. Here, in this sentence, the writer compares the fictions

55、 and fantasies his students wrote to gems to show that he actually valued them very highly.,〔Language Point〕Note that the rhetorical device employed in the sentence is metaphor. A metaphor is an analogy between two objec

56、ts or ideas. For example: "Her eyes were glistening jewels". Here the author compares the students’ forged excuse notes to gems of fiction and fantasy.,〔Chinese〕對(duì)于這些虛構(gòu)的亦或想象的寶石，我怎能視而不見？它們是絕佳的美國高中生寫作范例—青澀的，真實(shí)的，急切

57、的，簡明的，然而又是撒謊的。 我讀過這樣一些：,The stove caught fire and the wallpaper went up and the fire department kept us out of the house all night.,8,〔Chinese〕爐子著火了，墻紙燒了起來，消防隊(duì)讓我們徹夜滯留屋外。,Arnold was getting off the train and door closed o

58、n his school bag and the train took it away. He yelled to the conductor who said very vulgar things as the train drove away.,9,〔Chinese〕阿諾德下火車時(shí)，車門夾住了他的書包，火車把書包帶走了。他朝乘務(wù)員大叫，乘務(wù)員以粗話回?fù)?，火車飛馳而過。,His sister’s dog ate his homewor

59、k and I hope it chokes him.,10,〔Chinese〕他妹妹的狗咬了他的作業(yè)本，我希望作業(yè)本把狗噎死。,We were evicted from our apartment and the mean sheriff said if my son kept yelling for his notebook he’d have us all arrested.,11,〔Language Point〕… he’d h

60、ave us all arrested:Note that a passive voice is used in this sentence, i.e. we would all be arrested.e.g. She had her tickets booked (the tickets were booked). I had everything taken care of by the gardener. (E

61、verything had been taken care of by the gardener.),〔Chinese〕我們被驅(qū)逐出公寓，刻毒的治安官說如果我的兒子不停地嚷著要他的筆記本，他就把我們統(tǒng)統(tǒng)拘留起來。,The writers of these notes didn’t realize that honest excuse notes were usually dull: “Peter was late bec

62、ause the alarm clock didn’t go off.”,12,〔Language Point〕the alarm clock didn’t go off:Note that here “go off” has quite a few definitions. Here it means “to start making a noise as a signal or warning”.e.g. I was just

63、lying in bed waiting for the alarm to go off.,〔Chinese〕這些請(qǐng)假條的作者們不知誠實(shí)的請(qǐng)假條大多枯燥無味：“彼得遲到，因?yàn)轸[鐘沒響?！?One day I typed out a dozen excuse notes and distributed them to my senior classes. The students read them silently, intently.

64、 “Mr. McCourt, who wrote these?” asked one boy.,13,〔Language Point〕The students read them silently …:“Silent” means “not speaking”.e.g. to remain/stay/keep silent They huddled together in silent groups.,As the c

65、urtain rose, the audience fell silent.“Silent” can also be used to indicate “where there is little or no sound” or “making little or no sound”.e.g. At last the traffic fell silent. The streets were silent and de

66、serted.cf. “quite” means “making very little noise”.e.g. Could you keep the kids quiet while I’m on the phone? He went very quiet (= did not say much) so I knew he was upset. “Be quiet,” said the teacher.

67、 She crept downstairs (as) quiet as a mouse.,〔Chinese〕有一天，我把十幾張請(qǐng)假條打印出來，分發(fā)給高年級(jí)學(xué)生。學(xué)生們默默而專注地讀著?！胞溈继叵壬?，這些是誰寫的？”一個(gè)男生問道。,“You did,” I said. “I omitted names to protect the guilty. They’re supposed to be written by paren

68、ts, but you and I know the real authors. Yes, Mikey?”,14,〔Language Point〕… to protect the guilty:Note that “the + adj.” is commonly used to refer to a particular type of people bearing a certain characteristic.e.g. The