萨默塞特毛姆

Unit 5 Cruelty

Text A A Friend In Need

Teaching Objectives

Students will be able to:

1. grasp the main idea and structure of the text;

2. give reasons when they do the ranking activities and make predictions;

3. appreciate the narrative skills (using details to bring out a character; a surprising ending; use of puns);

4. master the key language points and grammatical structures in the text.

Teaching Focus and Difficult Points

1. The main idea and structure of Text A.

2. The understanding of text A including some difficult expressions.

1) Difficult Sentences

Line 9-11: Unless I had heard the story from his own lips, I should never have believed that he was capable of such an action.

Line 18-19: I happened on one occasion to be spending a few days there, waiting for a ship, and I was introduced to him at the British Club.

2) Words and Phrases

for sb’s (own) part/the part of, all of a piece, in accordance with, something of, oddly enough, in a way, With (a) bad/good grace, go broke, down and out, be/go (all) to pieces, drive at, turn up

Teaching Duration: 45minutes

Teaching Procedure

The 1st Period

Step 1 Pre-reading Task: Questions for Discussion (15 minutes)

Teaching Method: communication, discussion，presentation

Ranking activity

T asks Ss at random what they think are the determining forces in shaping human nature (e.g., genes, family, parenting, schooling, peers, socioeconomic factors.)

1)T chooses five or six determining forces, and then write them down on

the blackboard

2)Ss form groups to rank these forces in descending order of importance.

They must also explain why.

3) A few Ss groups report to the class.

T may move on to Text A by saying: We will go on to debate the issue of nature vs. nurture in the fifth period, when we do the Theme-Related Language Learning Tasks. Now let’s turn our attention to the text, to see what Maugham has to say about human nature.

Step 2 Cultural Notes (20 minutes)

1.About the author

Somerset Maugham 萨默塞特.毛姆: He was born in 1874 and died in 1965. He was a British writer, whose novels and short stories are characterized by great narrative facility, simplicity of style, and a disillusioned and ironic point of view. His partially auto biographical novel Of Human Bondage <<人性的枷锁>>(1915) is

generally acknowledged as his masterpiece and is one of the best realistic English novels of the early 20th century.

英国著名小说家，剧作家，散文家, 于1874年1月25日出生在巴黎。8岁时母亲去逝，10岁时父亲死于胃癌。他的拉丁语和希腊语成绩突出，但有一只脚畸形，不擅长体育运动，口吃。毕业于医学院，是一名同性恋。最著名的作品《月亮与六便士》the Moon and Sixpence《人性的枷锁》《刀锋》The Razor’s Edge《面纱The Painted Veil 》以间谍生涯为素材的作品《艾兴顿Ashenden》.最重要的间谍活动曾在瑞士充当英国军情六处的间谍，试图扶持克伦斯基临时政府，阻止俄国革命.

2.Human Cruelty

Many people say: I can’t believe that. I can’t believe that man is that bad.” But just look at the way people treat each other, you will know the cruel side of man. Nations will go to war when practically nothing is to be gained. People will kill for greed and for personal power. (人类甚至会为贪婪，权利去杀人）

Thomas Hardy said, cruelty is the law pervading(遍及) all nature and society; and we can’t get ou t of it. We just forget that we are part of the nature. Death and decay(衰退）will remind us that we are the part of nature, we have to face the law of the nature(自然法则）:cruelty

3.Places mentioned in the text

Kobe: 神户one of the biggest sea ports in Japan. It was rebuilt after the World War II Yokohama:横滨another sea port in Japan Tarumi: 垂水a place in Japan

Step 3 Prediction (5 minutes)

Ss look at the title, and then predict what the text is about, or what kinds of plot are possible under such a title.

Upon first seeing the title, readers may think: It is a story about how people helped their friend in need. However, when they finish reading it, readers will find it is an entirely different story: Those who appear to be friendly may turn out to be so evil – minded as to be ready to strike a cruel blow a t a friend in need.

Step 4 The Outline of the Text (5 minutes)

This passage shows us a wealthy merchant, appearing to be kind and gentle to everyone, turned out to be such a cold-blooded man as insulted and fooled his friend, a needy and helpless man to death; and moreover, he appeared so indifferent to that man’s death. By this, the author aims to point out that one’s appearance is always deceptive; therefore, we shall not judge people only by appearance.

The 2nd Period

Step 1 Text Organization (15minutes)

Part I: It is no easy job to judge people for they aren’t always what they appear to be. Part II: 2-3. kind and gentle, Edward Burton ,a wealthy merchant, seemed as if he could not bear to hurt a fly.

Part III: 4-51.As it turned out, Burton was cold-blooded enough to send a friend to certain death.

For Part III: Section Division

This part constitutes the main plot, can be subdivided into 3 sections

Section one 4-16 What Edward knew about Lenny.

Section Two 17-31 How Edward respond to Lenny’s request.

Section Three 32-51 How Edward a “kind” gentleman, handled a friend in desperate

need of help.

Step 2 Language Study (20minutes)

Teaching Method: explanation, exemplification

1. for sb’s (own) p art/the part of : as far as sb. is concerned至于…; 对…来说

＊For my part 1prefer living in the country.

＊对我来说,倒哪儿吃饭都无所谓. For my part, I don’t mind where we eat.

2. all of a piece: the same in all parts; the same as sth. 浑然一体的;一致的

＊The style of the book is all of a piece, in both illustrations and content.

＊新措施和政府的政策完全一致

The new measures are all of a piece with the government’s policy.

3. in accordance with: in agreement or harmony with与…一致;按照,依据

＊Some young people are self-centered, which is not in accordance with Chinese traditional values. 一些年轻人以自我为中心,这与中国传统的价值观很不一致

＊I am in accordance with him in this matter. 在这件事上,我同他是一致的

4. something of: to some degree 在某种程度上,有点儿(para.3)

＊She found herself something of a celebrity. 她意识到自己已小有名气了

＊In his youth he had been something of an athlete. 他年轻时还是个运动员.

5. oddly enough: used to say that sth seems strange or surprising说来奇怪

＊Oddly enough, some of the students don’t know how to log on the internet.

＊Oddly enough, he got a quick promotion without any qualification.

说来奇怪,他被毫无条件的提升了

6. in a way: to a certain extent but not entirely从某种程度上;从某一点上看

＊It’s easier for men to get work in a way.

＊The changes are an improvement in a way.这些变化从某种意义上说是一种进步.

in a general way 一般说来

in a round-about way 迂回曲折地，转弯抹角，兜圈子

in any way 无论如何的，在任何情况下

in no way 决不，无论如何不

in the way 挡住路，妨碍

by way of 路经（某处），途经，作为，当作

7. With (a) bad/good grace: unwillingly and rudely willingly and happily

勉强地/欣然地

? 1. After I talked to him for an hour, he admitted his mistake with bad grace.

我同他谈了一小时之后,他勉强承认了他地错误

? 2. My friend accepted my invitation to dinner with good grace.

我的朋友欣然地接收了我请他吃饭地邀请。

8. go broke: have no money; go bankrupt一文不名,破产(para.17)

? 1. The business kept losing money and finally went broke.

这笔生意总是亏钱,最后终于破产了

?idioms: flat broke 穷到极点go for broke 孤注一掷

9. down and out: having no money, home, etc. 穷困潦倒(para.23)

? 1. When he was down and out, none of his friends gave him a helping hand.

? 2. The manager became down and out after his company closed down.

公司倒闭后,经理就变的穷困潦倒了

10. be/go (all) to pieces: (of a person) have a breakdown; lose control of oneself

身体(或精神)垮下来;失去自制力

? 1. After the car accident, she seemed to go to pieces.

撞车事故后,好像精神崩溃了

? 2. He went to pieces when they told him the tragic news.

人们告诉他那些悲惨的消息后,他已六神无主了

11. drive at: be trying to say 意指,要说(para.30)

?I wish I know what they were really driving at.

我希望我能知道他们真实的意图

12be taken aback: be shocked or surprised 吃一惊(para.37)

She was taken aback by his rudeness. 他那样粗鲁无礼使她大吃一惊

13. in bad/good condition: in bad/good health 身体状况不好/好(para.39)

? 1. He is in good condition again after a long holiday.

长假休过后,她的身体状况还不错

? 2. In spite of the surgery he is still in bad condition.

尽管做了手术,他的身体仍然不好

14. turn up: arrive; make one’s appearance 来到,出现(para.45)

?He didn’t turn up unt il the end of the examination.直到考试结束他才来.

?Some students always turn up late for class. 有些学生常上课迟到

turn to sb/sth: 向某人/某事寻求帮助指导等

turn away: 走开,离开turn aside: 闪开,避开

turn down: 拒绝,摒弃turn out: 出动,出来

turn over: 移交,交给turn in: 转身进入

Step 3 Practice (10 minutes)

After explaining the words and expressions, T let Ss practice them. Assignments: Preview Text A

The 3rd Period

While-reading (45 minutes)

Teaching Method: explanation, question-and-answer, paraphrase, translation Step 1 Detailed Study of Part One and Two (20minutes)

T explains language points in Part I and Part II (see Page 161)

1. Language points in Part I

Lines 2-3: I shrug my shoulders when people tell me that their first impressions of a

person are always right.

◆本句中“shrug my shoulders” 表示怀疑的动作姿态,这句话是由

when引导的状语从句

Lines 9-10: Unless I had heard the story from his own lips, I should never have believed that he was capable of such an action.

◆本句是unless引导的条件状语从句,与if…not 意思一样,短语from

one’s own lips 亲口讲述

2. Language points in Part II

Lines 67-68: I suppose that is why he came to me when he went broke, that and the fact that he was a namesake of mine.

◆第一个that引出宾语从句,这个宾语从句中有一个why引出的原因从

句和一个状语从句(when),后面还有一个”the fact” 引导的同位语从

句

Line 85: I could see that he was all to pieces.

◆“all to pieces”意为(身体或精神上) “不行了,垮了”

Step 2 Practice (25minutes)

T checks Ss’ understanding of these two parts

1. Content Questions in each part (Page 42)

Q1: Who narrates part I and part II?

A: They are narrated by “I”, who offers his subjective opinion of Burton’s character.

Q2: Why is there such a difference?

A: When contrast abound, it is hard for readers to easily predict what will happened next.

Q3: Who was Lenny Burton? How did Edward Burton get to know him?

Q4: What was Edward Burton’s impression of Lenny?

Q5: How did Lenny manage to support himself?

2. Sentence Paraphrase

Lines2-3: I shrug my shoulders when people tell me that their first impressions of a

person are always right.

◆When people tell me that their first impressions of a person are always fitting, I

say nothing but have a suspect attitude.

Lines 9-10: Unless I had heard the story from his own lips, I should never have believed that he was capable of such an action.

◆If I hadn’t heard the story from his own lips, I would never have believed that he

would do such a thing.

Line29-31: Here was a man who attracted you because you felt in him a real love for his fellows.

◆Here was a man attracting you because you felt his real love for his fellows. Lines67-68: I suppose that is why he came to me when he went broke, that and the fact that he was a namesake of mine.

◆I guess he came to me when he was very poor because he was a namesake of

mine.

Line 85: I could see that he was all to pieces.

◆Now I could see that he had broken down.

3. Useful Expressions

?耸耸肩shrug one’s shoulders

?自大great vanity

?让某人大吃意惊give sb. a great surprise

?听某人亲口讲述from one’s own lips

?衣着整洁素雅be neatly and quietly dressed

?合乎某人的年龄身份in accordance with one’s age and station

?玩桥牌play bridge

?和睦恩爱的一家人 a united and affectionate family

4. Conclusion of learning Part I: It is no easy job to judge people for they aren’t

always what they appear to be.

Conclusion of learning Part II:kind and gentle, Edward Burton ,a wealthy

merchant, seemed as if he could not bear to

hurt a fly.

The 4th Period

While-reading (45 minutes)

Teaching Method: explanation, question-and-answer, paraphrase, translation Step 1 Detailed Study of Part Three (15 minutes)

Line 100: Pausing in his story, Burton turned to me.

(译文) 伯顿停止讲述他的故事,看着我

Line 119: I wish ed him good luck and he left me.

(译文) 我祝他好运,然后他走了

“wish” 后加双宾语不需介词

Line 126: I didn’t say anything for a moment or two.

(译文) 我一时间什么都没说

“for a moment or two”: “for some time”

Step 2 Practice (30minutes)

T checks Ss’ understanding of this part

1. Section Division

This part constitutes the main plot, can be subdivided into 3 sections Section one 4-16 :What Edward knew about Lenny.

Section Two 17-31 How Edward respond to Lenny’s request.

Section Three 32-51 How Edward a ”kind”gentleman, handled a friend in desperate need of help.

2. Content Questions in this part (Page 42)

Q1: What idea did Edward think of when Lenny begged again for a job?

Q2: Why did Lenny hesitate before he agreed to do as he was told to?

Q3: When Edward set a condition for offering a job, was he aware Lenny would be drowned? How do you know?

3. Sentence Paraphrase

Line 100: Pausing in his story, Burton turned to me.

◆Burton stopped telling his story and turned to me.

Line 119: I wished him good luck and he left me.

◆I said good luck to him and he left.

Line 126: I didn’t say anything for a moment or two.

◆I didn’t say anything for some time.

4. Useful Expressions

?年轻时in one’s youth

?点头致意nod a greeting

?对…有一种本能ha ve an instinct about…

?两颊白里透红pink-and-white cheeks

?和善地咯咯一笑give a kindly chuckle

?勉强地／欣然地with a bad/good grace

?一文不名go broke

?穷困潦倒be down and out

?自杀commit suicide

?由于on account of

?吃一惊be taken aback

?身体状况不好／好in bad/good condition

?祝某人好运wish sb. good luck

?临阵脱逃funk it at the last moment

?喝酒作乐把身体搞垮ruin one’s constitution by drink and dissipation

?对付不了more than one can manage

5. Conclusion of learning Part III: As it turned out, Burton was cold-blooded

enough to send a friend to certain death.

6.Predictions on plot development

At the end of Paragraphs 3, 10, 16, 32 and 45. Ss make predictions on plot development. (see text Analysis)

Para. 3: What could Burton possibly have done?

Para. 10: Will they discuss the remittance man?

Para. 16: What is Burton’s story about?

Para. 32: What was Burton’s idea?

Para. 45: Did the man swim?

Assignments: Do Exercises of Unit 5 and preview reading materials in Fast Reading Books

The 5th Period

Post-reading (45 minutes)

Step 1 Finish doing exercises of unit 3 (30 minutes)

Teaching Method: explanation, translation

1.Focus: V ocabulary

Vacancy, current, rub, commit, instinct, settle down, stick to, touch

on, bear sb out, except for / to / when/ where/ that

2.Difficulties: Structures (page 177-178)

●the usage of “unless”

●it happens that or one happens to be / be doing

Step 2 Fast Reading (15 minutes)

Teaching Method: Up-down Reading Model

T gives Ss a brief instruction to read Passage One and Two of Unit 4 and then check their answers.

The 6th Period

Step 1 Reading Comprehension (15 minutes)

Teaching Method: Up-down Reading Model

T guides Ss to grasp the reading skills (page 99) and then let them practice.

Reading skill: Developing Critical Reading Strategies (Part I)

Purposes: * to inform---to give information/facts to the reader

* to persuade--- to promote the author’s point of view or argument

* to entertain--- to appeal to the reader’s senses and imagination

* to arouse emotion--- to appeal to the reader’s emotional state

Step 2 Writing Strategy (30 minutes)

Teaching Method: explanation, exemplification

▲Ways to conclude an essay (5 minutes) (page 191)

T let Ss read some of the common approaches to conclude an essay as shown at Page 191 then Ss have practice.

* Restating the main points

* Referring back to the introduction

* Suggesting a solution, further study, or predicting an outcome

* Giving the story a surprising ending

Step 3 Practice (25 minutes)

Describe a person you like

Assignments: Prepare topics in Listening and Speaking Course

The 7th and 8th Periods

Listening and Speaking Course (90 minutes)

Teaching Method: communication, discussion, explanation, audio-visual

Unit Nine

Step 1 Pre-listening task (15 minutes)

1. Warm up Activities: Ask the students to answer the following questions

1)What is your favorite book or movie about war? How does it affect you?

2)What do you think are the causes of war?

3)What damage does war do to mankind?

4)Is there anything positive about war?

2. Language Focus

Bring the Students’ attention to the Language Focus box and ask them to recite a few sentences and structures in the box.

Step 2. Listening and speaking tasks(20 minutes)

1. Listening Tasks: Text Life Goes on

Give explanation to some new words and introduce some related background information about the text.

Background information

▲War is a permanent feature of human history. Statistics show that in more than 3,500 years of recorded history, only 286 have been warless. Although war is a very complicated phenomenon and different wars differ in terms of their causes, objectives, scope and duration, the violent nature of war remains constant throughout history.

▲the Pool of Peace:a huge mine crater in Ypres which is now filled with water. On June 7, 1917, during the third major battle at Ypres, Allied soldiers detonated 19 mines laid underneath German defensive positions for the purpose of removing German soldiers from the Messines Ridge. One of the largest craters created by the explosion was the Spanbroekmolen Crater that meatures 250 feet in

diameter. It is now known as the Pool of Peace.

2.Speaking Tasks (10 minutes)

Express and defend your views from the perspectives given below:

Topic: Arguments for or against the use of force against terrorism

Perspectives:

1)From the perspective of a survivor of a terrorist attack (for)

2)From the perspective of a university professor (against) Assignments:

Home Listening: Fly the Unfriendly Sky

The Red Corss

Unit Ten

Step 1 Pre-listening task (15 minutes)

1. Warm up questions

1)What is addiction? What are the things people can easily get addicted to?

2)What do you think people, esp. young people, take drug?

3)What harm can addiction to drugs do to people?

4) Why is it so difficult for drug addicts to quit taking drugs?

5) Why is drug abuse such a threat to our society? What can we do to prevent or

reduce drug abuse?

2. Language Focus

Bring the Students’ attention to the Language Focus box and ask them to recite a few sentences and structures in the box.

Step 2. Listening and speaking tasks(20 minutes)

1. Listening Tasks: Text A Victim of Drugs (10 minutes)

Read the new words and explain some related background information about the text.

Background information

▲Drug Abuse is a serious problem in the world today. Drugs that are commonly abused refer to heroin and cocaine. Use of these drugs often leads to chemical addition, which in turn leads to serious health disorders, even death. Drug abuse often leads to crime. Despite the adverse consequences of drug abuse, statistics show that the total number of illicit drug users worldwide now exceeds 200 million. The drug abuse situation in our country has also worsened in recent years. To make things worse, drug abuse has spread among more and more teenagers.

▲Aerosol-sniffing: the inhalation of aerosol sprays. Many household aerosol products such as hair sprays and deodorants contain ingredients that can produce intoxication when inhaled. This kind of substance abuse is usually found among early teens.

▲Then his downward spiral halted: Then things stopped getting worse…

2. Speaking Tasks (10 minutes)

Describing Graphs (page 161)

The following is a graph that shows illegal drug use among 10th-grades (15-16 years old) in the U. S from 1993 to 2001. Describe the graph to your partner and discuss the extent of drug abuse among 10th-graders and its implications to the country’s policy makers.

Assignments:

Home Listening: Interview with an Internet Addiction Counselor

Drug Abuse

Reflection: