11-Unit-5--Silent-Spring

11-Unit-5--Silent-Spring

Unit 5

一、授课时间：

第

< br>10

、

11

周

< br>

二．授课类型：

理论课

9

课时；实践课

3

课时

三．授课题目：

Silent Spring

四．授课时数：

12

五．教学目的和要求：

通过讲授课文 使大学生了解有关环境保护

的有关知识，

学会用英语解释句子以 达到学以致

用的目的。

要求学生主动地预习课文，

课前准备

练习，学会分析文章体裁和进行段落划分。

六．教学重点和难点：

1

）背景知识的传授：

About the author

；

2

）文章的体裁分析及段落划分；

3

）语言点的理解：

Word

study:

to

change;

to

exchange;

beside;

besides;

except;

used

to;

be

used

to;

to

shiver; to tremble; to shake; to shudder

Grammar

Focus:

Study

and

learn

how

the

words

such

and

so

are

used;

Study

such

patterns

as

considering

…

;

given

time;

it

is

no

accident that; it is not my contention that

.

七．教学基本内容和纲要

Part One Warm

–

up

1.1 Warm-up Questions

1.2 Define the following words and phrases

Part Two Background Information

2.1

What

can

you

infer

about

Carson’s

view

of

the relation between man and nature?

Part Three Text Appreciation

3.1 Text Analysis

3.1.1 Theme of the text

3.1.2 Structure of the text

3.2 Writing Devices

3.2.1 Contrast

3.2.2 Developing paragraphs by examples

3.2.3 Other ways of developing paragraphs?

3.3 Sentence Paraphrase

Part Four Language Study

4.1 Phrases and Expressions

4.1.1 Word list:

4.1.2 Phrases and expressions list:

4.1.3 Word Building

4.2 Grammar

4.2.1 Object

Part Five Extension

5.1 Group discussion

八、教学方法和措施

本单元将运用黑板、

粉笔、

多媒体网络辅助

教学设备等教学手段，主要采用以学生为主体、

教师为主导的任务型、< /p>

合作型等教学模式，

具体

运用教师讲授法 、

师生讨论、

生生讨论等方法进

行教学 。

九．作业，讨论题，思考题

完成课后练习；

多看英语报刊杂志及 英语经典小说，

扩大阅读

量；

精听与泛听相结合，逐步提高自己的听力水

平；

积极参加英语角等有助于提高英语口语的活

动；

坚持用英语写日记；

做一些专四相关练习；

十．参考资料：

1)

杨

立民 主编

,

《现代大学英语精读》

（

3

）第

二版，

学生用 书。

北京：

外语教学与研究出

版社

,2012

。

2)

杨

立民 主编

,

《现代大学英语精读》

（

3

）第

二版，

教师用 书。

北京：

外语教学与研究出

版社

,2012

。

3)

李

观仪 主编，

《

新编英语教程》

（

四册）

。

上海

:

上海外语教学研究出版

, 1999

。

4)

黄

源深 ，虞苏美等主编，

《综合英语教程》

（

1-4

册）

。北京：高等教育出版社，

1998

。

5)

《< /p>

高等学校英语专业英语教学大纲》

，

北京 ：

外语教学研究出版社，

2000

。< /p>

6)

J

udy Pearsall

主编，< /p>

《新牛津英语词典》

。

上海：上海外语教 育出版社，

1998

。

7)

丁

往道 、

吴冰等编著，

《英语写作手册》

。< /p>

北

京：外语教学与研究出版社。

8)

张

道真 ，

《现代英语用法词典》

（重排本）

。

北京：外语教学与研究出版社，

1994

。

9)

张

道真，温志达

,

< br>《英语语法大全》上、下

卷。北京：外语教学与研究出版社，

1998

。

十一、课后小结

Unit 5 Silent Spring

Part One Warm

–

up

1.1 Warm-up Questions

1. What is the message given to us in the essay?

What

are

Rachel

Carson

’

s

main

arguments?

Have they stood the test of time?

2. We are faced with all kinds of environmental

problems

nowadays.

But

what

is

the

one

that

Rachel

Carson

dealt

with

in

her

book

Silent

Spring

?

3. How do chemicals affect the environment and

people?

4.

Does

Carson

mean

that

insecticides

should

never be used in agriculture?

1.2 Define the following words and phrases

1. be geared to

2.

introduce…into

3.

a great variety of…

4.

hold sth within bounds

5.

built-in

6.

check

7.

a limit on…

8.

set the stage for

9.

explosive (increases)

10.

live on (wheat)

11.

a/another factor in…is…

Part Two Background Information

2.1 Rachel Carson (1907-1964) biologist, writer, ecologist

1. intense love for nature since her childhood

→

“Humans have now acquired a fateful power to

alter and to destroy nature. But Man is a part of

nature, and his war against nature is inevitably

a war against himself.

”

―

Carson

She was once bitterly attacked:

“an

anti

-humanitarian

crank,

a

priestess

of

nature, and a hysterical woman”

But she courageously went on fighting until her

idea

caught

on

and

more

and

more

people

Rachel

joined in.

→

the

mother

of

modern

environmental

movement

About the book:

1. When was it published?

2. Who was the author?

3.

What

is

it

about?

What

is

its

central

argument?

4. How was it received?

5. How significant is it now?

6. Does it still make sense now?

Part Three Text Appreciation

3.1 Text Analysis

1.

Questions for thinking:

a.

What can you infer about Carson’s view of

the relation between man and nature?

b.

W

as her view common in her time?

c.

How do you arrive at this inference?

3.1.2 Structure of the text

Part I:

paras.1-6

a town before & after the disaster

Part II: paras. 7-9

cause of the disaster: chemicals

Part III: paras. 10-14

character

&

impact

of

man’s

tampering

with

nature

Part IV: paras. 15-18

reasons

why

pesticides

fail

to

solve

the

pest

problem

Part V: paras. 19-24

cause

of

modern

pest

problem

and

possible

solutions

Part VI: para. 25

conclusion

Logic & Technique

What:

from

interest

to

concern

description

How: from general to specific

exposition

from nature to man

Why:

from

effect

to

cause

argumentation

How:

from

cause

to

solution

exposition

& argumentation

Relevant questions:

1. Why did Carson devote a whole paragraph to

describe

the

spreading

of

species

in

nature

before she mentioned man’s role in the process?

2 Did she always first describe the mechanisms

in nature before talking about man’s tampering

with nature?

3.

Why

did

she

present

her

ideas

in

this

way?

What’s her hidden argument?

3.1.3 Detailed Analysis of the text

Part I: Main Idea

Contrast: a town before & after the disaster

Before

After

Color

Color

Sound

Sound

Motion

Motion

Overall

Overall impression:

vibrant,

impression:

lifeless,

harmonious,

deserted,

beautiful

awful

Part II: Discussion

1.

Why

did

the

author

paint

such

a

beautiful

picture of a non- existent town?

2.

What was she trying to appeal to?

Part III: Discussion

1.

How

has

man

changed

the

relation

between

organisms and their surroundings?

Human

Nature

Direction:

Direction:

life

environment

→

life

Speed:

Speed:

Character:

Character: adaptative

→

environment

destructive

irrecoverable

2.

In

what

way

has

man’s

power

changed

in

character

？

(para. 11)

3. How do chemicals affect our life? (para. 11)

“passing from one to another

in a chain of poisoning and death”

4.

What

are

the

two

examples

given

by

the

author as man’s tampering with nature? (paras.

11-13)

5.

Why

is

man’s

change

of

the

world

particularly devastating? (paras. 12-14)

Part IV: Discussion

1.

Why

are

pesticides

not

a

good

solution?

(3

reasons)

They

kill

indiscriminately,

reducing

biodiversity. (para. 16)

They

contaminate

the

entire

environment.

(para. 16)

–

residual effect

They

couldn’t

solve

the

pest

problem.

(para.

17)

–

resistance to chemicals

–

resurgence induced by pesticides

2. What does the “endless spiral” refer to? (para.

17)

3. What does the author mean by saying “all life

is caught up in its violent crossfire”? (para. 17)

4.

What

is

the

author’s

attitude

towards

man’s

use of chemicals? How is it implied?

Rhetorical questions:

“Can anyone believe it is … ?”(para. 16)

“How

could

intelligent

beings…?”

(para.

18)

Part V: Discussion

1. What principles should we follow to solve the

pest problem? (para. 19)

2. How did the pest problem come into being?

intensification of agriculture (para. 20)

invasion of imported species (paras. 21-23)

3.

Does

spreading

of

organisms

to

new

places

happen in nature? How does it happen? What

is the primary factor in this natural process?

geological

element,

i.e.

separating

and

rejoining of lands which took millions of years

to complete (para. 21)

4.

What

are

the

sensible

measures

to

solve

the

pest problem? (para. 24)

to avoid suppressing “pests”

to get more knowledge

to promote an even balance

5.

In

what

ways

have

we

done

wrong

in

using

chemicals?

3.2 Writing Devices

1. What is good writing?

Her

measured,

carefully-worded

(language)

yet

passionate prose (passion, love) was all the more

damning

because

she,

herself,

was

a

scientist

(ideas; information).

2. How can we write with power and precision?

2.1 Eloquence

Parallels

…

until

they

emerge

and

combine

into

new

forms

that

kill

vegetation,

sicken

cattle,

and

work

unknown

harm

on

those

who

drink

from