高英unit11ThefutureoftheEnglish.部分教案.doc

Teaching Plan

Teaching Material: Unit 11“The Future of the English” in An Advanced English Course (Second Edition), Book 2

Guiding Principle: Multi-media aids are utilized in the classroom, and reading is integrated with listening, speaking, and writing to develop students’ overall language skills. However, emphasis of this period is placed on reading and writing to enhance students’ understanding of the text and its writing techniques.
Teaching Objectives:
1. To cultivate students’ basic skills in English language teaching
2. To acquire a certain degree of skill in analyzing the structures of “The Future of the English”
3. To understand the difficult language points in the text “The Future of the English”
4. To remember some important words and phrases
Difficult & Focal Points:
1. Understand some important terms
2. Answer some important text questions
3. Paraphrasing some sentences
Teaching Procedure:
I .Revision (8mins)
Guiding students to review what we have learned last time.
Q1. What force may play a decisive role in this battle between Admass and Englishness? How?
(The future of the English may be shaped by the decision of the now vacillating huge trade unions. It will be shaped by the role they decide to play. They must come down decisively either on the side of Admass or that of Englishness.)
Q2. Who are those people who have rejected Admass? What important role can they play?
(The following people have rejected Admass: 1) workers in smallish, well-managed and honest enterprises, 2) crusty High Tories who avoid the City and directors’ fees, 3) men and women in the professional classes. The last group of people are the most important for they are articulate and people are ready to listen to them. If the battle with Admass can be won, it will probably be these men and women who will help Englishness to win it.)
Q3. What do the future of the English hangs upon?
1) The final result of a battle between Admass and Englishness.
2) The decision made by English workers together with the people on the management side who will have to put an end to the conflict between Admass and Englishness.
3) Men and women who are strong-minded enough to hold the Englishness and reject Admass
4) The quieter young, who under the influence of one or two of those professional men and women, far-sighted enough to think what life would be like in the future
II. Detailed Study of the Essay (82mins)
i .Content Analysis
Instructing students to understand the content of the text.
1. Some important terms:
American counterculture: the culture of many people of the 1960 and 1979’s in America manifested by a life style that is opposed to the prevailing culture
Madison Avenue: a street in New York City, the center of the U.S. advertising, so it stands for the American advertising industry
Hippy California: Hippy or Hippie, any of the young people of the 1960’s who, in their alienation from conventional society, turned variously to mysticism, psychedelic drugs, communal living, and avant-garde arts. California was the center of the Hippie movement.
2. Some questions
Q1.what does Priestly think about the young in Enfland?
(Priestly divides the English young into two groups. He is dubious about the noisy types, they lack individuality to stand up to Admass. He has more faith in the quieter young, who may have come under the influence of some mature professional men and women. They also might help to swing the battle.)
Q2. Why was the writer dubious about the noisy English young?
（Lack the individuality /Englishness to reject Admass）
Q3. What kind of young might help to swing the battle?
(The quieter young English who…. , who….)
Q4. According to Paragraph 11, what kind of characteristics do the sloppy English people have and what kind of English people cannot be called the sloppy people?
（Easy to get along with, rarely unkind but not dependable; inept, shiftless, slovenly and messy）;(Old-age pensioners and people overworked and underpaid and having some integrity, some individual judgment and real values)
Q5.What grim circumstances did the fathers or grand fathers of the sloppy English suffer?
(Facing starvation if they don’t work properly or go on strike; told to clear out if they aren’t properly respectful and start answering back; finding themselves the victims of too many hard facts)
Q6.why is there widespread boredom in heavily in dustrialized societiest?
How does boredom affect the English?
(There is widespread boredom in all heavily industrialized society not simply because so much of the work they offer is boring. It is also because, after having got rid of the slow rhythms, the traditional skills, the closely connected communitics of rural societies, they crowd people together, excite them by large promises that cannot be kept, so drive them into boredom.
When the English are bored they gamble and hit the bottle/drink a lot. They enjoy any dramatic change in public life, any news that encourages excited talk. Bored teenagers, who have not been able to exhaust enough energe during the day time at night to idiot vandalism. Later, if boredom turns into frustration, some of them, take to crime.)

3. Paraphrase
1. Too many of them ………to join.
A large amount of them are lack of the Englishness/the individuality to reject Admass and that will lead them to a much larger group.
2. They, too, might help to swing the battle.
The quieter young might contribute to reject the Admass and keep Englishness.
3. They are inept ……. messy.
They are incompetent, lazy, careless and untidy.
4. And this……in a civilized society.
And this, from my perspective of view, is what should exist in a civilized society.
5.he will just be slopping . . . to be doing:
He will just be loafing around doing nothing, accepting no responsible tasks or doing the work he is supposed to do poorly or carelessly.
6.He will not even find . . . self-respect:
He will not even find much satisfaction in his untidy disordered life where he manages to live as a parasite by sponging on people. This kind of life does not help a person to build up any self-respect.
Scrounge: to get by cadging; to sponge on people for something; to beg or get by begging
7.they have fallen . . . stools:
metaphor, fail to be either of two satisfactory alternatives.
They do not have the old harsh discipline nor do they have the new self discipline.
8.All heavily industialized . . . business:
All heavily industrialized societies create boredom.
9.Now the English . . . feel bored:
Another point in Priestley’s argument. This explains why the English gamble and drink so much and drastic changes in public life.
10.the urban English . . . people:
The English people living in cities always seemed to me to be inclined to give falsely heightened emphasis to ordinary events, conversations, etc.
11.turn at night to idiot vandalism:
Teenagers who have a lot of surplus energy go around at night senselessly destroying public and private property.
Conclusion
Reviewing the whole class and figuring out the difficult and focal points. Requring students to revise the new words and expressions and preview the next part.