新视野大学英语第三册 教案 Unit5

河北传媒学院 周次 时 间 年 月 日 — 月 日 第 节 章节名称 Unit 5 授课方式 课堂讲授：（ √ ） 实践课（ ） 教学目的 1. to help students know the writing structure 2. to ask students to master the new words 教学手段 textbook, blackboard and multimedia 重点 1. the usages of the new words 2. the writing structure of the whole text 难点 1. key words and expressions 2. To learn the basic developing ways of narrative writing 3. To know the chronological order and time marker 作业 1.1 in-class exercises: p38 p42p44 2. after-class homework: p36 p37 教 学 内 容 与 教 学 过 程 Unit 5 Graceful Hands Time Distribution: Warm-up activities Drills of important phrases in the text Organization of the text (main idea, developing devices) key words and expressions Assignment I. Warm-up activities/ introduction to the text Answer the following questions How does the writer know that Mrs. Clark will die tonight? The writer gets to know it from Mrs. Clark’s medical chart and the report she received from the preceding shift. Why did Mrs. Clark send her family home that night? Because she didn’t want them to suffer from the experience of seeing her die. What does the writer mean by saying that both she and Mrs. Clark become aware that this is a special moment between two human beings? She means that they both realize that Mrs. Clark is dying and as human beings this is an unavoidable and very special moment. 方法 导入： 为学生设定讨论问题，以小组形式进行讨论，选取代表回答问题。进而导入本单元主题 授课教案 教 学 内 容 与 教 学 过 程 Why does the writer notice and mention Mrs. Clark’s fingers several times? Because Mrs. Clark’s fingers are very long and graceful, which catch the writer’s eyes easily. At the end of the passage we get to know that she was a concert piano player and a piano teacher for over thirty years. No wonder she has such long and graceful fingers that are suitable for playing piano. II. Drills of important phrases in the text 1. 医疗记录 medical chart 2．医疗设备 medical equipment 3．用无动于衷的、医生的目光观察着病人 to observe the patient with an unemotional, medical eye 4．奄奄一息 to be dying 5．骨瘦如柴的身体 a skeleton body 6．随着不均匀的呼吸一起一伏 to rise and fall with the uneven breaths 7．感觉那微弱的脉搏 to feel for the faint pulse 8．缓解她的干渴 to ease her thirst 9．尽力（没有用力）去干某事 to make （no） attempt to do sth. 10．开始做她所需要 to go about providing for her needs. 11．把某人抱起来 to pick sb. up in one’s arms 12. 打开护肤霜的瓶盖，揩了一些在手心 to remove the lid from a jar of skin cream and put some on the palm of my hand 13. 把护肤霜揉在她发黄的皮肤上 to rub cream into the yellow skin 14. 她读懂/看穿了我的心思/善解人意 She is a mind reader. She senses my thoughts. 15．耗尽了最后的那点力气 to spend her last ounce of strength 16．时间似乎停滞了Time seems to stand still 17．我感觉自己的脉搏加快了。 I feel my own pulse quicken. 18．没有一点先兆 Without warning 19. 我心间涌起了一股感情。 There is a swell of emotion within me。 20. 为她的家人省去了一幕人生插曲 to spare her family an episode 21. 无力面对 to be not equipped to handle 22．活跃分子 active member 23．志愿者协会 volunteer associations III. Organization of the text (main idea, developing devices) Main idea of the text ?The story deals with a doctor’s view of a terminally ill grandmother as a terrible-looking lady with graceful hands from the outset but a considerate lady with graceful heart and mind in the end. 通过展示ppt和例句讲解以及互动环节中引导学生造句等方式讲解单词 教 学 内 容 与 教 学 过 程 1.Double Clues (双线索法) There are two clues running through the whole passage, one being explicit and another implicit. The explicit clue is the time sequence, along which the author organized her experience with the dying patient. (Refer to Explicit clue) The implicit clue is the author’s emotional experience, which unnoticeably leads the reader into her emotional world. (Refer to Implicit clue) Explicit clue — As a major device used in narrative, the order of time is employed in this text like a thread to string all the events together: from “I have never seen Mrs. Clark before.” to “Two days later, I read about Mrs. Clark in the newspaper.” A fact to be noted is that the progression of time is shown not only with time markers, but also with some other means. Sentences with time markers: 1) I have never seen Mrs. Clark before, but I know that tonight she will die. (Para. 1) 2) As I stand there , the smell hits my nose. (Para. 2) 3) When I am finished, I pull a chair up beside the bed to face her…(Para. 6) 4) Some unknown interval of time passes before her eyes open again, only this time there is no response in them. (Para. 8) 5) Two days later, I read about Mrs. Clark in the newspaper. (Para. 9) Sentences without time markers: 1)I reach for the light switch, …, I return to bed…(Para. 2) 2)I reach for the long, thin fingers…(Para. 4) 3)I bend close to her…I put my finger over the end of the straw…We repeat the procedure.(Para. 4) 4)I go about providing for her needs. …I turn her on her side. …I remove the lid …I rub cream into the yellow skin … I notice that …(Para. 5) 5)…her shallow breathing stops, …I begin to cry quietly. …still holding her hand, I become aware that …(Para. 8) Implicit clue — Following this clue unconsciously, the reader seems to experience the same shock and change in emotion as the author did. As a result, Mrs. Clark, a dying patient with terrible appearance, changes from someone we as well as the author understand first to someone we admire and praise in the end. In fact, the change in the author’s emotion undergoes three steps. Step 1: Mrs. Clark is a total stranger •I’ve never seen Mrs. Clark before. (L. 1) •…, I return to the bed to observe the patient with an unemotional, medical eye. (L. 7) •Then, the objective narration and description in Paras. 3, 4 and 5. •I reach for the long, thin fingers that are lying on the chest. (L. 14) 教 学 内 容 与 教 学 过 程 Step 2: I know something about her and begin to understand or admire her. •I …again notice the long, thin fingers. Graceful. (L. 35) •…but I have understood what she has done. (L. 40) •…I feel my own pulse quicken and hear my breathing as it begins to match hers, … (L. 42) •…we become aware that … (L. 44) •… I nod my head slowly, smiling. (L. 45) •… I receive my thank you … (L. 46) Step 3: I am deeply touched by her •I begin to cry quietly. There is a swell of emotion within me for this stranger… (L. 50) •… it was a privilege she has allowed me, and I would do it again, gladly. (L. 53) •…and instead shared it with me. (L. 55) •… and I am glad I was there for her. (L. 56) •Yes, they were long and graceful fingers. (L. 60) In the eyes of some people, the spirit of hard work and plain living has been out of tune with our times. 20. to undo the problem (L. 53) The best way to undo the problem of soil erositopicon is to reforest the cultivated land. IV. key words and expressions Expressions: 1. to rise and fall with the uneven breaths (L. 12) 生活中的机遇并非随着命运出现而出现，而是随着一个人的自信心与适应能力一起起落。 Opportunity in life does not arise with fate, but rises and falls with one’s self-confidence and adaptability. 2. to ease her thirst (L. 20) 要用微笑面对挑战，因为它是缓解焦虑与压力的良药。 Smile through any challenging situations, for smile is the best medicine to ease your anxiety and stress. 3. to make no attempt to swallow (L. 21) 不要一遇到挫折就打退堂鼓，至少你应该再试一次。 Don’t beat a retreat immediately after any setback, at least you should make another attempt to hit it. 教 学 内 容 与 教 学 过 程 to be too weak for conversation (L. 26) 说到交友，有些人太精明，在你有困难的时候往往靠不住。 As for friends-making, some people are too sophisticated for you to turn to when you are in trouble. 6.to go about providing for her needs (L. 26) 如果你决心要拿硕士学位，现在就开始为之准备吧！ If you are determined to pursue a master’s degree, just go about preparing for it from now on. 7.to spend her last ounce of strength (L. 40) 一分脑力胜似十分财力，而一分实践胜似十分理论。 An ounce of brain is worth a pound of wealth while an ounce of practice is worthy of a pound of theory. 8. to sense my thoughts (L. 41) 一个人如果能够感受到别人情绪的变化并能有所行动，我们就说他善解人意。 A person who is able to sense the change in others’ feelings and respond accordingly is said to be thoughtful and understanding. 9. to spare her family an episode (L. 54) 在浪漫的恋爱关系中开诚布公将省去你很多麻烦。 Being open and honest in romantic relations will spare you a lot of troubles. 10. perhaps they were not equipped to handle (L. 47) 离婚对有些成年人来说或许可以接受，但是他们的孩子却无力面对这种变故。 Getting divorced may be acceptable to some adults, but their children are not equipped for the change. B. Patterns 1.Typical patte