Unit 6 Being There Teaching Plan 教案
新人教版初中英语八年级上册Unit 6 优质课公开课教案

新人教版初中英语八年级上册Unit 6 优质课公开课教案In Unit 6.students will learn how to talk about their ___ and express them using the phrases "be going to" and "want to be." They will also learn how to ___ of their plans such as what。
where。
when。
and how。
Some of the ns and fields that will be discussed include cook。
doctor。
engineer。
linist。
driver。
pilot。
pianist。
and scientist。
nally。
topics such as college。
n。
medicine。
and university will be covered。
___ countries.The key words that students will encounter in this unit include meaning。
discuss。
promise。
beginning。
improve。
physical。
hobby。
weekly。
schoolwork。
agree。
own。
personal。
and nship。
These words will help students to understand and discuss their ___.The knowledge goals of this unit include understanding key phrases such as grow up。
be sure about。
make sure。
write down。
have to do with。
pep小学六年级英语上册unit6单元教学计划大全

pep小学六年级英语上册unit6单元教学计划大全第一篇:pep小学六年级英语上册unit6单元教学计划大全Unit6 The Story of Rain 一.单元教材分析:本单元是一个阅读单元,重点学习水循环及植物种植的过程,涉及到的内容比较抽象,教师要引到学生结合结合生活经验理解掌握。
Let’s read部分容量大,难点多。
教师要注重多种教法的运用,逐一突破重点。
二.教学目标设定A.能力目标:要求学生能够简单讲述水循环的过程,如: Where does the rain come from ? It comes from the crouds.能够简单叙述植物种植的过程,如:Put the seeds in the soil.Water it every day.会唱歌曲“Little Water Drop.”B.知识目标要求学生能够掌握 AB 部分Let’s learn , Let’s tal k 中四会单词和句子;能够听、说、认读AB 部分Let’s talk , Let’s read 中的白体句子;能够认读pronunciation 部分的音标;能够了解Let’s chant , Story time , Good to know , Task time 等部分的内容。
C情感、策略、文化等有关目标:情感态度:培养学生热爱大自然的美好情感,增强环境保护意识。
文化目标:了解水结成冰的相关知识。
三.教学重点难点1.Let’s learn部分的四会单词:stream、rain、cloud、sun和三会单词vapour。
2.学习水循环及植物种植过程的表达.四.教学整体构思与建议1.教师要注重多种教法的运用。
2.利用情境图呈现本单元的主要词汇与会话3.启发学生针对与话题有关的问题进行词汇与会话练习.4..利用听力活动进一步熟悉新词或引入新句型.5.提供图片进行替换练习,教师可以通过结对或小组活动巩固所学句型,鼓励学生灵活运用.力求通过真实,自然的语言情景巩固、拓展语言知识呢。
高中英语教案(英文模板)Teachingplan

高中英语优秀教案(英文模板)Teachingplan一、教学目标:1. 知识目标:学生能够掌握并运用本课核心词汇和短语。
学生能够理解并运用本课所学的语法知识。
2. 能力目标:学生能够提高听力理解能力,能听懂并准确回答问题。
学生能够提高口语表达能力,能够流畅地用英语进行对话。
3. 情感目标:学生能够激发对英语学习的兴趣,培养积极的学习态度。
二、教学内容:1. 词汇和短语:学生需要掌握本课中的核心词汇和短语,并能运用到实际情境中。
2. 语法知识:学生需要理解并掌握本课所学的语法知识,能够正确运用到句子中。
三、教学过程:1. 导入:通过与学生的生活相关的场景引入本课主题,激发学生的兴趣和好奇心。
2. 词汇和短语教学:通过例句、游戏等方式教授本课核心词汇和短语,让学生在实际情境中进行运用。
3. 语法知识教学:通过例句、练习等方式教授本课所学的语法知识,让学生能够正确运用到句子中。
四、作业布置:1. 词汇和短语练习:让学生完成相关的词汇和短语练习题,巩固所学知识。
2. 口语作业:让学生与同学进行对话练习,提高口语表达能力。
五、教学评价:1. 课堂参与度:观察学生在课堂上的积极参与程度和表现。
2. 作业完成情况:检查学生完成作业的情况,巩固所学知识。
3. 口语表达能力的提高:通过对话练习,评估学生的口语表达能力是否有提高。
六、教学策略:1. 任务型教学法:通过设计各种真实的任务,让学生在完成任务的过程中运用所学知识,提高语言运用能力。
2. 交际式教学法:鼓励学生积极参与课堂对话,培养学生的交际能力和团队合作精神。
3. 情境教学法:创设各种真实的学习情境,让学生在实际情境中感知和运用语言。
七、教学资源:1. 教材:使用符合课程标准的高中英语教材,为学生提供丰富的学习内容。
2. 多媒体设备:利用多媒体课件、视频等资源,丰富教学手段,提高学生的学习兴趣。
3. 网络资源:利用网络资源,为学生提供更多的学习资料和实践平台。
新目标英语七年级上册unit6课堂教案

新目标英语七年级上册unit6课堂教案。
一、学习目标本单元旨在帮助学生:1.学习与食品和饮料相关的词汇并能正确使用;2.学习询问和回答与食品和饮料相关的问题;3.学习描述食品和饮料的口感、颜色等特征;4.学习制作简单的英式早餐。
二、教学内容1.学习词汇:food,drink,bread,cake,milk,juice,tea,coffee等;2.学习表达方式:What do you like? Do you like bread?How about juice? What color is it? What does it taste like?等;3.学习制作简单的英式早餐。
三、教学步骤1.导入(5分钟)教师向学生介绍该课程主题,并播放学习与食品和饮料相关的视频,让学生感受到食品和饮料在英国文化中的重要性。
2.学习词汇(15分钟)教师向学生介绍与食品和饮料相关的词汇,并让学生一起读音与拼写。
3.学习表达方式(20分钟)教师向学生介绍如何询问和回答与食品和饮料相关的问题,并展示相关图片,帮助学生理解并练习。
4.学习制作英式早餐(30分钟)教师向学生介绍英式早餐的内容,并让学生分组制作。
5.总结(5分钟)教师向学生总结本次课程学习内容,并强调重点与难点。
四、教学重点1.学习与食品和饮料相关的词汇;2.掌握与食品和饮料相关的问答方式;3.学习制作英式早餐。
五、教学难点英式早餐的制作和相关口语。
六、教学评价本次课程的教学评价将为考勤、作业打分、口语表现、小组合作及实际制作英式早餐等方面加以综合评价。
七、学习反馈收集学生对该课程的反馈,并针对反馈意见进行课程改进,以便更好地满足学生的学习需求。
八、总结本次课程通过介入实际生活,让学生学习到了具有实际意义的词汇和表达方式,同时通过实际制作英式早餐,增进了学生对英国文化的理解和体验,对英语学习的重视程度也得到了提高。
本文介绍了新目标英语七年级上册unit6课堂教案的相关内容,希望对英语教学和学习有所帮助。
初中英语教案unit 6

初中英语教案unit 6一、教学目标1. 知识目标:(1)学生能够掌握本单元的重点单词和短语,如 vacation, beach, mountain, pool, visit, stay, hotel 等。
(2)学生能够理解并在适当的情境中运用一般现在时描述人们的日常生活和习惯。
(3)学生能够理解并在适当的情境中运用一般过去时描述过去发生的事情。
2. 能力目标:(1)学生能够通过图片和关键词,预测对话或故事的内容。
(2)学生能够用英语简单描述自己的日常生活和习惯。
(3)学生能够在小组活动中,用英语讨论过去的经历,并分享自己的感受。
3. 情感目标:(1)学生能够培养对英语学习的兴趣和热情。
(2)学生能够培养与人分享和交流的习惯。
二、教学重难点1. 教学重点:(1)学生能够掌握本单元的重点单词和短语。
(2)学生能够理解并在适当的情境中运用一般现在时描述人们的日常生活和习惯。
(3)学生能够理解并在适当的情境中运用一般过去时描述过去发生的事情。
2. 教学难点:(1)学生能够正确运用一般现在时和一般过去时进行描述。
(2)学生能够用英语描述自己的日常生活和习惯。
三、教学步骤1. Pre-reading(1)教师通过提问,引导学生谈论自己的日常生活和习惯,激发学生的兴趣。
(2)学生预览本课的图片和标题,预测文章内容。
2. While-reading(1)学生快速阅读文章,回答问题,检查理解。
(2)学生细读文章,找出重点单词和短语,并进行解释。
(3)学生分角色朗读文章,注意语音语调的运用。
3. Post-reading(1)学生通过小组活动,用英语讨论过去的经历,并分享自己的感受。
(2)学生运用本课所学知识,用英语描述自己的日常生活和习惯。
四、作业布置1. 抄写本课重点单词和短语。
2. 用英语写一篇关于自己日常生活和习惯的短文。
五、教学反思通过本节课的教学,学生能够掌握本单元的重点单词和短语,理解并在适当的情境中运用一般现在时和一般过去时进行描述。
高中英语教案unit6TeachingPlan(重庆大学版必修1)

Ⅱ.Key points:
A.Reinforce the skill of guessing the meanings of new words according to the word-formation and from the context.
Pre-task----Task-cycle----Post-task(P—T—P)
Ⅴ.Teaching aids:multi-media
Teaching procedures:
Step1.Teaching organizations (omitted) (1’)
Step2.Daily report. Ask one of the Ss to come to the front and do it. The teacher sums up if necessary. (3’)
a)cartoon filmFilm A
b)musical film Film B
c)detective film Film C
d)love film Film D
e)science film Film E
f)horror film Film F
A.Look at the pictures to decide what kind of film it is and which film the pictures come from. (1’)
Step6.Exercises(5’)
Reading comprehension:
Read the following passage as fast as you can and then choose the best answers.
unit6 teaching plan(人教版高二英语教案教学设计)整理

unit6 teaching plan(人教版高二英语教案教学设计)整理I.Brief Statements Based on the UnitThe topic of this unit is about the human being’s 1ife in the future.This unit is made up of warming up,listening,speaking,pre-reading,reading,post-reading,language study and integrating skills.These tasks will be finished in five periods.In the first period,we’ll do warming up,listening and speaking to improve the student’s listening and speaking abilities.At the same time.arouse the students’interest in the topic of this unit.In the second period,we’ll finish the task 0f pre-reading,reading and post-reading.In post-reading,let the students give free rein to their imagination by discussing some questions.We’11 read a passage about1ife in the future.It will tell us what the human being’s life will be like in the future.In the meanwhile we’ll learn some useful words and expressions.The third period consists of two parts:Word study andGrammar-Noun Clauses.Through word study we’ll revise some words and phrases,which are related to the topic of this unit.As to the grammar:Noun clauses,we can master them by doing more practical practice given in the textbook and workbook.The main purpose of the fourth period is to train the students’readingand writing abilities by reading and writing a short pas-sage about 1ife in the future.In the last period,we’ll deal with the grammer in this unit-NounC1auses.In a word,we can train the students’listening,speaking,reading and writing abilities by doing the exercises the textbook and the workbook provide.Ⅱ.Teaching Goals1.Talk about life in the future.2.Practise making predictions.3.Learn about Noun Clauses(2).4.Write a definition paragraph.Ⅱ.Teaching Time:Five periods:Ⅱ.Background Information1.World in the FutureScientists think that wonderful things may come true in the future.Future means a time that not yet come.It can be a short time from now or a long time from now.Some of the underwater wonders are almost ready to come true now.Others won’t come true,we think,until a long time from now.Some,of course.may never come true-butwho knows for sure?They may.What are some of the wonders that may come true in the future?Let’s go back to dry land and take a future journey the other way--up instead of down.Huge rocket liners take you into space to visit the Moon Camp.You walk around on the moon in s special moon suit.You visit an observatory where a giant telescope looks far into space--farther than anyone has ever been able to see from Earth.You go deep down into one of the moon mines.After you have visited the moon,you visit the Mars Colony and the Venus Explo-ration Outpost.Let’s go back to Earth.In the far,far future,girls-and boys,too--may be playing with dolls that look like the people of the planets visited by our space-man.To control or run all kinds of toys,boys and girls may learn to use special ccmputers--machines that answer questions and do arithmetic faster than you can think.Bicycles and perhaps skates may be run by jet power,and a new thing to ride may be a small flying saucer.Imagine a race between them!There may be telepathy helmets that send thought waves from your brain to thatof your friend miles away.You just think a thought and your friend knows it!You can have secrets with each other that nobody else can turn it on!There will be other surprises in the future.How would you like to have a robotplaymate?Having robot playmates may not be so much fun as it seems.But maybe a boy with a wrench and a screwdriver can fix the robot so that it won’t be too perfect!What about the food of the future? Scientists think that much of it will be artificialmade in factories from such surprising things as coal.1imestone。
Teaching plan of Unit6单元复习教案 新课标 人教版 教案

Teaching plan of Unit6单元复习教案Teaching aims:1. TopicTalk about cultural relics2. Useful words and expressions:Cultural, survive, remain, state, rare, dynasty, vase, belong, gift, ton, stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture, secretly, wooden, doubt, trial, consider, opinion, evidence, prove, pretend, maid, castle, sailor, treasure, besides Look into, belong to, in search of, in return, at war,take apart, think highly of3. Functional items:I think highly of…I don’t agree that…Besides…I must say that I agree with you.I must say that I don’t agree with you.As far as I’m concerned, I think…As I see it…Don’t you agree /think that…I can’t help thinking that…I would like to say…In my opinion/view…Personally, we should…Well, obviously we should…The point is ….4. StructuresThe attributive clause with that/ which /who /where/ whenA cultural relic is something that has survived…It is your job to look into any reports of cultural relics that have been found in China.This gift was the AmberRoom, which was given this name because…Later, Catherine II had the AmberRoom… outside St Petersburg where…This was a time when the two countries were at war.Teaching proceduresPeriod 1 (Reading)Step 1. Warming upThe warming-up exercise raises Ss’ awareness that there are some well-known cultural relics both at home and abroad. Ask the Ss to try their best to think of the cultural relics that they know.1. Ss say what they know about cultural relics.2. Teacher may summarize like this:Cultural relics are traces or features surviving from a past age and serving to remind people of them. They represent the culture of a place and some periods of history. Of course, some of them are in danger because they are being destroyed.3. Ask the Ss to give some examples of the cultural relics that are in the need of being protected.Step 2. Pre-reading1. Ss discuss and answer:How would you feel if a cultural relic got lost? Why?If you find a cultural relic, what will you do with it?2. Ss look at the two pictures on page 1-2. Ask them if they know what it is called.Step 3. While-reading1. Ss read and find the answers to the following questions:1)Why is it called the AmberRoom?2)What happened to the AmberRoom?2. Second reading: Ss read again and finish prehending.3. Listening: Ss listen to the passage and get the main idea of each paragraph. Main idea:Paragraph 1. We can know that the AmberRoom has a strange history and know something about its design and building.Paragraph 2. We can know the history of the Amber room and its functions in Russia. Paragraph 3. It tells us that Catherine II had the AmberRoom moved to the palace outside St Petersburg.Paragraph 4. It tells us that the Nazi German army stole the AmberRoom in September, 1941. After that the AmberRoom remains a mystery.Paragraph 5. It tells us that the Russians and Germans have built a new AmberRoom at the summer palace, following the old photos.Step 4. After-reading1. Ss discuss and answer: what they can do to protect our cultural relics.2. DebatingSs divided into two parts and debate.Topic: We should rebuild Yuan Mingyuan.We should not rebuild Yuan Mingyuan.Homework1. Recite the key sentences in the text.2. Retell the text.Period 2.(Language learning and grammar)Step 1. RevisionSs try to retell the text, using their own words.Step 2. Language points1. insist that2. 情态动词+ have done3. be made into4. be at war5. remain6. think highly ofStep 3 Discovering useful words and expressions1. Ss read the passage again and try to find word which means each of the meaning on page3,part 1.2. Teach the Ss how to use the dictionary to learn the usage of the phrase: belong to.Step 4. Grammar: The attributive clause1. Ss read the following sentences and try to find the rules.1)It is your job to look into any reports of cultural relics that have been found in China.2) This gift was the AmberRoom, which was given this name because…Ask the Ss themselves to find the difference between the two sentences.3. Tell Ss the differences between restrictive attributive clause and non- restrictive attributive clause.Step 5. PracticeSs finish exercises 2 and 3 on page 4.Homework1. Ss finish Wb exercise: using works and expressions.2. Ss finish Wb exercise: using structures.3. Ss collect some information of the cultural relics that are in danger. Period 3. SpeakingStep 1. Revision1. Check Ss’ homework.2. Ask the Ss to say something about what they have collect about the cultural relics that are in danger.Step 2. Lead-in1. Ss watch videos about the world cultural relics.2. Ss find some cultural relics that are in danger and discuss what they will do with them.Step 3. Speaking taskT: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them. For example, Bejing is famous for its lanes or traditional houses and yards. Some people say that only the best ones should be saved. Others disagree, and say they make the capital a special place. Now, let’s have a discussion about this in two sides:Do you think China should save all of its cultural relics?Step 4. WritingAsk the Ss to write an article of 100-200 words about the whole discussion and express your opinion at the same time.Homework1. Review the attributive clauses.2. Remember the sentences that express one’s idea.Period 4. ReadingStep 1. Pre-readingT: since cultural relics are important and useful, it’s necessary for everyone to protect them. After all, they belong to the whole world. so today, we’ll read a passage that is about a mon person who saves the cultural relics—Big Feng to the rescue. Read the passage for the first time and answer why Big Feng wants to save cultural relics. Step 2. Reading (P44)1. Ss read the passage again and answer the following questions:1). How does he save the cultural relics of his hometown?2). What does “a big heart” mean? In which ways does Feng Jicai show that he hasa big heart?3). Why does he think it is more important to do this than to write his novels?4). It is very time-consuming and expensive for Feng Jicai to take care of cultural relics. Can you think of some other ways to help him with his projects?Step 3. Reading, listening and writing1. Ss read the passage on page 5.2. Play the tape. Ss listen to what three people say they know about the missing AmberRoom. As they listen, pretend that they are judges.3. Ss listen again and take notes. Then fill in the forms on page 5. decide which of the three people they think gave the best evidence.Step 4. speaking and writing1. Discuss which person gave the vest evidence. Use the following expressions:Are you sure he/ she was telling the truth? How do you know that?How can you be sure he/ she was telling the truth?Why/why not?That can’t be true.I (don’t) believe …, because….I (don’t ) agree that…The truth is (not) easy to know.I can be proved.2. write down a short list of reasons for your choice.Period 5. ListeningStep 1. DictationT: we will have a dictation of the following sentences:1. Frederick William I, the king of Prussia could never nave imagined that his greatest gift to the Russian People would have such a strange history.2. Once it is heated, the amber can be made into any shape.3. It was made for the palace of Frederick.4. In 1716, Frederick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People.5. In return, the Czar gave the King of Prussia 55 of his best soldiers.6. The Amber Room soon became part of the Czar’s Palace in St. Petersburg.7. Later, Catherine II had the AmberRoom moved to the palace outside St Petersburg where she spent her summers.8. This was a time when the two countries were at war.9. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German city on the Baltic Sea.10. After that, what really happened to the AmberRoom remains a mystery.11. I think highly of those who are searching for the AmberRoom.Step 2. Listening (P41)1. Listen to the tape for the first time to get the main idea.2. Ss listen again and talks about a temple in Egypt, and then answer the questions on page 41.Step 3. Listening task (P44)Ss listen to the tape three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about I M Pei’s life. After listening, work in pairs. Each pair writes a short dialogue according to the notes.Period 6. WritingStep 1. Pre-writing1. Ask the Ss to read Johann’s letter first.2. Ss choose their writing models.Step 2. While-writing1. Ss collect their ideas for the letter. Write them down in order.2. Ss begin to write their letters.3. Choose some letters to show in the class.Step 3. Writing task (P46-47)1. Ss choose one cultural relic in their hometown that they think is worth saving. Write a letter to all the students of their school to encourage them to help save the cultural relic. They can use the model on page 46 as a guide.2. Ss check the answers each other.3. T checks the answers in class.Step 4. Project (P47)Ss finish the project as the following steps:1. Gettogether with three of your classmates and share your letters from the writing task with one another. Read each letter aloud.2. Know take the best ideas from each letter and make an even better plan to protecta cultural relic in your hometown. Explain your reasons.3. Organize your plan step by step to get more and more students to join the project.4. Prepare a short speech and have one member of your group tell you r classmates so that we can protect it well.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。
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Unit 6Being ThereTeaching PlanLearning Objectives1)Rhetorical skill: transferred epithet and rhetorical question2)Key language & grammar points3)Writing strategies: cohesive devices4)Theme: travel and mental healthPre-class Activity: none.Relationship to Current Unit:Materials: Teacher’s Book (6), English-English Dictionary, Blackboard, PPTEstimated Time of Lesson: 270m, 6 sessionsTime Allocation:P 1-21.Pre-reading: playing games / word puzzle / picture activation / short stories 10m2.Global Reading: text introduction, culture notes, author, structure 15m3.Detailed Reading (a): Text I: Paragraph 1-7 65mP 3-44.Detailed Reading (b): Text I: Paragraph 8-20 90mP 5-65.Consolidation Activities (a): Text Comprehension; Writing Strategies 20m6.Consolidation Activities (b): Language work; Oral Activities; Writing 70m7.Further Enhancement (Optional): Text II / Other Comprehensive PracticesSection One Pre-reading ActivitiesI. Picture ActivationWhat is the meaning of traveling?II. Pre- reading Questions1. When asked about our hobbies, eight out of ten people will mention traveling. Many are even mad about it. When traveling, we feel free both physically and mentally, especially mentally: no work, no boss, no assignment, no deadline... What a wonderful world! At the same time, we admire the magnificence of natural landscapes, and enjoy the tranquility of the remote countryside as well as the convenience of the modern cities. There is no doubt that most of us have some kind of traveling experiences. So share one with the class.Open for discussion.2. Inside every traveler, there’s a dream place that he is dying to visit in his lifetime. We always hear people, especially young people, say that “When I hav e enough money, I will spend my holiday in …” What is your dream place? Tell us where it is and why you want to go there.Open for discussion.Section Two Global ReadingI. Text IntroductionThe text is basically composed of three topics: an examination of primary motivation for traveling, a discussion of travel writing that offers useful insights into the traveler’s psyche, and a description of the peculiar approach held by some travelers today.II. Culture NotesFreud (Paragraph 8)Sigmund Freud (1856–1939), Austrian neurologist. He founded psychoanalysis and was the first one to emphasize the significance of unconscious processes in normal and neurotic behavior.Evelyn Waugh (Paragraph 15)Evelyn Arthur St. John Waugh (1903–1966), English novelist. His work was profoundly influenced by his conversion to Roman Catholicism in 1930. His works include Decline and Fall (1928) and Brideshead Revisited (1945).Paul Theroux (Paragraph 16)(1941– ) American writer. He wrote fiction works that include The Mosquito Coast (1982), My Other Life (1996), and Kowloon Tong (1997) and nonfiction travel books that include The Great Railway Bazaar (1975) and The Pillars of Hercules (1995).Shiva Naipaul (Paragraph 16)Trinidadian writer; full name Sir Vidiadhar Surajprasad Naipaul (1932–). His novels include A House for Mr. Biswas (1961) and A Bend in the River (1979). He was awarded the Nobel Prize for Literature in 2001.Graham Greene (Paragraph 16)(1904–1991) one of the most popular and critically acclaimed authors of the 20th century, a British editor, essayist, playwright and novelist. Greene’s most famous works include Brighton Rock (1938), The Quiet American (1955), Our Man in Havana (1958) and The Honorary Consul (1973). He had a long association with the movies, and was involved in This Gun for Hire (1942), The Third Ma n (1949) and Loser Takes All (1956).Philip Glazebrook (Paragraph 18)English novelist and travel writer. He is the author of Journey to Kars (1985).James Holman (Paragraph 19)Known as the “Blind Traveler,” James Holman (1786–1857) was a British adventurer, author and social observer, best known for his writings on his extensive travels. Not only completely blind but suffering from debilitating pain and limited mobility, he undertook a series of solo journeys that were unprecedented both in their extent of geography and method of “human echolocation.” In 1866, the journalist William Jerdan wrote that“From Marco Polo to Mungo Park, no three of the most famous tr avellers, grouped together, would exceed the extent and variety of countries traversed by our blind countryman.”III. AuthorAnatole Broyard(1920–1990) African-American literary critic. He worked for The New York Times for forty years. His writings include Aroused by Books and Men, Women, and Other Anticlimaxes. He grew up in Brooklyn and attended the New School for Social Research. After serving in World War II, he taught fiction writing at New York University and Columbia.IV. Structural AnalysisPart 1(Paras. 1-11) an examination of primary motivation for travelingPart 2(Paras. 12-16) a discussion of travel writing that offers useful insights into the traveler’s psychePart 3(Paras. 17-20) an explanation for reasons and purposes of travellingSection Three Detailed ReadingBEING THEREAnatole BroyardI. AnalysisParagraph 1 AnalysisIn order to catch his reader’s attention, the author starts the essay with an unusual simile by comparing travel to “adultery” —travelers are dissatisfied with their own countries and tempted to visit others for excitement.Paragraphs 2-3 AnalysisIn these two paragraphs the author provides the example of Americans, who are used to “young, new” things in their own country but who are only interested in the o ld when they are abroad.Paragraphs 4-5 AnalysisIn these paragraphs, the author points out that we tend to put on our best façade when we travel (“It is our best selves that travel ...”)Paragraphs 6-7 AnalysisThe author explains when and why travel became popular.Paragraphs 8-9 AnalysisIn these two paragraphs the author cites the Freudian theory to explain why we travel —to “get away,” that is to escape the familiar for “a luxurious feeling of disengagement.”Paragraphs 10-11 AnalysisIn these paragraphs the author cites two examples to show that travel could refresh people: to see summery people and to hear things said in another tongue.Paragraph 12 AnalysisAfter enumerating some reasons for traveling, the author moves to the next related topic — travel writing.Paragraph 13 AnalysisIn this paragraph the author compares “the earliest travelers” and “the latest travelers” in terms of their purposes.Paragraph 14 AnalysisIn this paragraph we learn that travel books reveal many interesting aspects of our self-contradictions: we live today but miss the past; we oppose “ethnic distinctions” at home but value them abroad ...Paragraphs 15-16 AnalysisIn these two paragraphs the author argues against Evelyn Waugh’s idea that travel books will disappear because the world is becoming a “monoculture” by enumerating some of our various reasons for traveling.Paragraphs 17-18 AnalysisIn these paragraphs the author further explains some of the reasons for traveling: the love of “awfulness for its own sake” and the quest for “the exotic” in the traveler himself. For the description of exotic phenomena, travel writers have turned their attention from something visible (presence of things) to something invisible (absence of things), when they find fewer new and alien things available for their books.Paragraphs 19-20 AnalysisIn these paragraphs the author points out what a traveler should do by citing the example of the blind traveler James Holman —“to squeeze the places” we visit, “until t hey yield something, anything.” And that is probably the purpose of “being there.”II. Questions for ParagraphsParagraphs 1-3: QuestionWhat is the primary motivation for traveling and what is the unique approach held by some travelers today?The prima ry motivation for traveling is people’s boredom with their own places and their desire to see something different and new. In this sense, traveling can fulfill one’s desire to drop familiar life and temporarily make one an onlooker, so that one can feel disengaged and impregnable. Some travelers hold a peculiar approach. They want to look for the worst, to find rationalizations for their anxiety or despair, to cover their disillusionment with labels.For them the significance of ruins has changed. Instead of the classical ruins of antiquity, now they have places that are merely “ruined.” They take a positive delight in them and love awfulness for its own sake. In their eyes, awfulness is the contemporary equivalent of the exotic. It is a negative sublime, a swoon or ecstasy of spoliation.Paragraph 5: QuestionWhat does the author mean by “roots” and “rootlessness”?By “roots” the author means the cultural or ethnic origin one can identify with, orwhat one belongs to; by “rootlessness” he means one’s psycho logical need to be free.Paragraph 6: QuestionWhy was people’s curiosity about other countries restrained until the 17th century?Traveling was not popular before the 17th century because the influence of the church, the traditional pattern of life, the lack of money and leisure had all restrained curiosity. The scientific discoveries in and after the 17th century began to exert certain pressure on people to explore the physical world.Paragraph 7: QuestionWhy does the author compare travel to a personal crusade?By definition, a crusade can be interpreted as a continual effort or struggle for a particular cause. Here the author finds that travel is, in some way, a battle to find “the profane” and to get away from boredom in modern society.Paragraphs 8-9: QuestionHow does the author explain one’s desire “to get away” in Paragraphs 8 and 9?The author uses the Freudian theory to explain one of the most important reasons for traveling, that is, “to escape father and family,” or our psychological urge f or “disengagement” from “the familiar,” for “irresponsible free association.”Paragraph 11: QuestionWhat, according to the author, is the traveler’s possible reaction to an alien language?According to the author, it is a pleasure to leave their own cliché-filled language and hear things said in another tongue.Paragraph 13: Questions1. What, according to the author, is the main difference between the earliest travelers and today’s travelers?“The earliest travelers went to see marvels, to admire the w onderful diversity of the world,” and they were fascinated with foreign places at first sight; while the latest travelers go to catch a last sight of what is disappearing, to mourn “dying cultures.”2. What does the author hope to convey when he mentions the custom in some ancient societies for the son to inhale his father’s last breath?The author suggests that today’s travelers are trying to “inhale” the “departing soul” of “dying cultures,” that is, to get hold of what is still left of ancient civilizat ions.Paragraph 20: QuestionWhy does the author entitle his essay “Being There”?On the surface, the title “Being There” means “traveling to other places,” which is opposite to “being here.” What the author drives at is our psychological motivations for traveling: our dissatisfaction with our own countries, our desire “to be what we’ve always wanted to be,” our curiosity about antiquity and other countries and cultures, our desire “to get away” from “father and the family,” even “to leave our own language” ... The author also suggests that it is not enough just to be “there” —we should “squeeze the places” we visit until “they yield something.”Detailed ReadingIII. Language Work of ParagraphsParagraph 1“Travel is like adultery: one is always tempted to be unfaithful to one’s own country.”Paraphrase: Travel is like infidelity between married people, but here one is always lured into going out to see other countries.adultery n. (adulterous adj.) sex that takes place between a married person and someone who is not their husband or wifee.g. Many people in public life have committed adultery.He had an adulterous relationship with his wife’s best friend.tempt v. to make you want to do or to have something, especially something that is not good for youe.g. The offer of a free car stereo tempted her into buying a new car.They tempted him to join the company by offering him a large salary and acompany car.“... we are lovers looking for consummation.””Paraphrase: Here the word “consummation means “fulfillment and perfection,” which implies that we are dissatisfied with what we have.Paragraph 2“Only while traveling can we appreciate age”Paraphrase: Only while traveling can we recognize the value of age.appreciate vt. to understand the true nature of a situation, and realize why it is important or seriouse.g. I appreciate your problems.I really appreciate your help.Paragraph 3“When we travel, we put aside our defenses our anxiety, and invite regression.”Paraphrase:When we travel, we are not so much on the alert .../less wary of what might happen to us, instead we show keen interest in what happened in the past.put aside: to not allow yourself to be affected by a problem, argument, etc. so that you can achieve something more importante.g. Can we put that question aside for now, and come back to it later?Let’s put our disagreements aside and make a fresh start.“cultivate our hysteria”Paraphrase: release our desires that have long been suppressedParagraph 4“We’re going to see in Europe everything we have eliminated or edited out of our own culture in the name of convenience ...”Paraphrase:We’re going to see in Europe everything we have removed out of our own culture for the sake of convenience ...eliminate vt. to get rid of something that is not wanted or needede.g. The police eliminated the possibility that it was just an accident.A move towards healthy eating could help eliminate heart disease.edit out:to remove parts of a film, television, or radio programme that are not wanted before it is shown or broadcaste.g. The film’s 129 minutes were edited out from 150 hours of footage.in the name of: representing someone or something; using the authority given by someone or somethinge.g. Much blood has been spilled in the name of religion.Paragraph 5“At home, we impersonate ourselves ...”Paraphrase: At home, we are always masked. We dare not show others our real selves ...impersonate vt.to act the part of; to attempt to deceive someone by pretendingthat you are another persone.g. He was fined for impersonating a police officer.She’s the woman who impersonates the Queen on TV.He does a brilliant impersonation of Prince Charles.Paragraph 6“The influence of the church, the traditional pattern of life, the lac k of money and leisure had all restrained curiosity until the seventeenth century, when under pressure of scientific discoveries, the physical world began to gape open.”Paraphrase: The power of the church, the traditional life style, the lack of money and spare time, all these factors had inhibited or suppressed our curiosity until the seventeenth century. Then, the world began to open to travel due to scientific discoveries.restrain vt. (restraint n.) to be or become wide opene.g. You should try to restrain your ambitions and be more realistic.Growth in car ownership could be restrained by increasing taxes.I was expecting him to be furious but he was very restrained.gape vi. to look at something or someone with your mouth open because you are very surprisede.g. Peter’s jacket gaped at the seams.The bomb had left gaping holes in the wallParagraph 7“Travel arrived together with sophistication ...”Paraphrase: Travel became popular when people became sophisticated...“Something of the Crusades survives in the modern traveler ...”Paraphrase: In the modern traveler there is still the desire to conquer ...Note: Note that when the word “crusade” is not capitalized, it usually indicates a continual endeavor or effort for a particular cause, e.g. a crusade against dishonest advertising.“... only his is a personal crusade, an impulse to go off and fight certain obscure battles of his own spirit.”Paraphrase: ... but his battle is a personal one, motivated by a desire to leave his own country and to fight some personal spiritual battles.crusade n. an effort over a long time to achieve something that you strongly believeis morally righte.g. They have long been involved in a crusade for racial equality.a moral crusade against drugscertain obscure battles: some spiritual battlesThey are “obscure” because you cannot see them.Paragraph 8fatherIn the Freudian theory “father” is the potential antagonist to the son, a domineering force in the family.“There is a recurrent desire to drop our lives, to simply walk out of them.”Paraphrase: There is a persistent desire to abandon our normal lives, and to experience something totally different.recurrent adj.happening many times recurringe.g. For much of his life he suffered from recurrent bouts of depression.He suffered all his life from a recurrent nightmare that he was trapped in afalling house.The doctor told him to go to the hospital if there was a recurrence of his symptoms.Paragraph 9“feeling of disengagement, of irresponsible free association”Paraphrase: feeling of freedom and releaseParagraph 10“when life comes out of doors”Paraphrase: When we go out to travel, life seems to come back.summery people: This is a transferred epithet, because “summery” usually does not go with peo ple. A similar example is “sad falls” (falls that make people sad). Here the author refers to the cheerfulness of people in summer, the most agreeable season, contrary to the sadness of people in fall, winter and spring.“The places we visit are gold-plat ed by the sun.”Paraphrase: The places we visit always look so gorgeous in the sunshine.gold-plated adj. covered with a thin layer of golde.g. Gold-plated earrings are much cheaper than solid gold ones.We normally plate the car handles with nickel and then chrome.Paragraph 11“with its clichés stuck in our teeth”Paraphrase: with its trite words and expressions being uttered again and again between our teeth“It’s like having our ears cleaned out.”Paraphrase:It’s as if our ears were cleaned out, because they don’t have to listen to all those clichés.Paragraph 12“Because we travel for so many reasons —some of them contradictory —travel writing is like a suitcase into which the writer tries to cram everything.”Paraphrase:Because we travel for so many reasons —some of the reasons are very different from each other — travel writing is like a suitcase into which the writer tries to stuff everything.contradictory adj. contradictory statements, information, ideas, or beliefs disagree with each other and cannot both or all be truee.g. The evidence given in the trial was contradictory.You say that you’re good friends and yet you don’t trust him. Isn’t that a bit of acontradiction?If you’re both going to lie, at least stick to the same story and don’t contradicteach other!cram vt. to put people or things into a space that is too small; to do many things in a short period of time; to study hard in order to learn a lot in a short time, especially for an examinatione.g. Eight children were crammed into the back of the car.I managed to cram three countries into a week’s business trip.She’s cramming for her history exam.“... it’s a continual tasting, the expression of a nostalgia for the particular.”Paraphrase:it (travel writing) enables readers to recall those particular events orpeople that they meet while traveling and cherish them in their memories.Note: “The expression of a nostalgia for the particular” refers to what the author mentions in the next sentence — traveling reminds us of our childhood. It is like a childish game. The only difference is that we played “house” when we were young, and we play “countries” when we are traveling.Paragraph 13“The earliest travelers went to see marvels ...”Paraphrase: The earliest travelers went to see amazing things...marvel n. someone or something that is very surprising or impressivee.g. This miniature TV is the latest technological marvel from Japan.It’s a marvel to me how they’ve managed to build the tunnel so quickly.Paragraph 14“Travel writing has become a quintessentially modern thing, the present regretting the past.”Paraphrase: Travel writing has become a typically modern thing, the present grieving over the past.quintessential adj. (quintessentially adv.) most typically representative of a quality, state, etc.e.g. Sherry before dinner is quintessentially English.His music was quintessentially weird.This is the quintessential English village.“We travel like insurance appraisers, assessing the damage”Paraphrase: We travel like insurance appraisers, trying to see how much damage has been done to the places.Paragraph 15“the sense of place giving way to placelessness”Paraphrase: the feeling that all places have lost their distinctive features Note: Note that “the sense of place” means “the sense of one place being different from other places,” and that the word “placelessness” is the author’s coinage referring to the disappearance of the differences between places, hence “monoculture.”“... every slippage of culture would provoke its peculiar literature.”Paraphrase: ... any slight changes of culture would produce some particular travel writing.“He underestimated the variousness of our reasons for traveling.”Paraphrase: He failed to foresee that people travel for so many different reasons.underestimate vt. & n. to think that someone has less power or ability than they really havee.g. Originally the builders quoted me a price of £2,000, but now they say theyunderestimated the cost and it’s going to be at least £3,000.Never underestimate your opponent!Clearly £250 for a trip to Paris was a serious underestimate.Paragraph 16“to find rationalizations for their anxiety or despair”Paraphrase: to find some reasons and justification for their anxiety or despair“to cover their disillusionment with labels, as steamer trunks used to be covered with them”Paraphrase: to invent some names or expressions for their disillusionment, as people used to put labels onto trunks on steamshipsWhy else would Paul Theroux go to South America, which he so obviously detested?Paraphrase: If not, then why would Paul Theroux go to South America, which he hated so much?detest vt. to hate someone or something very muche.g. I detest any kind of cruelty.I detest warm milk — it makes me feel sick.The Student’s Union is ruled by her detested older brother.a detestable cowardParagraph 17Instead of the classical ruins of antiquity, we now have places that are merely “ruined.”Paraphrase: Instead of those classical relics of the ancient times, wenow have places that are badly destroyed.a positive delightHere the word “positive” means “definite; absolute.”“It’s a negative sublime ...”Paraphrase: Travelers elicit from awfulness a feeling of delight and grandeur which is opposite to the feeling commonly associated with classical ruins of antiquity ...Paragraph 18“The centrifugal tendency turns centripetal ...”Paraphrase: When we travel, we normally move out to see the exotic world, but now the traveler himself becomes something exotic in the place he visits ...the classic bookstraditional travel books, opposite to modern travel books“...Philip Glazebrook seems to have visited several unappealing villages in Turkey simply for the irony of being there.”Paraphrase: .. Philip Glazebrook seems to have visited several villages in Turkey which are neither attractive nor interesting. But he went there simply because he wanted to be there, not because he was attracted to those villages.“Irony is the contemporary traveler’s drip-dry shirt.”Paraphrase: For the modern traveler irony has become something very common, just like a drip-dry shirt.Note: “A drip-dry shirt” is a shirt that is specially treated so as to be easily or quickly washed and dried and require little or no ironing.Now the term “drip-dry” has become a metaphor for all things modern, easily or quickly treated, but necessary for people’s life.“... is a place where he himself can stand out in absolute relief.”Paraphrase: ... is a place where he himself is the only thing prominent. In other words, he sees only himself instead of the place.Paragraph 19“Perhaps in the future we shall have to travel like James Holman, who, after being invalided out of the British navy because he had gone blind, setout in 1819 to see the world.”Paraphrase:Perhaps in the future we shall have to travel like James Holman, who, after being forced to leave the British navy because he had gone blind, started traveling in 1819 to see the world.invalid out:If you are invalided out of a job, especially a military job, you are forced to leave because of injury or illness.e.g. I was not quite so sick as to be invalided out, even though I was of no more use.He became an invalid as a result of a car accident.Paragraph 20“Since he could not see, people often invited Holman to squeeze things as a way of perceiving them ...”Paraphrase: Since he could not see, people often asked Holman to feel things with his hands, so that he knew what they were like...squeeze vi. to press something firmly, especially with your hands; to press something such as a liquid out of something; to strictly limit the amount of money that is available to a company or organizatione.g. The studio is using all sorts of marketing tricks to squeeze as much profit fromthe movie as they can.I must have put on a lot of weight over Christmas because I can just squeeze intomy jeans.I’m very busy this week but I could squeeze you in at 2:30 on Tuesday.Small businesses are being squeezed by heavy taxation.“He has to squeeze the places he visits, until they yield something, anything.”Paraphrase: He has to explore the places hard until they become meaningful to him. Section Four Further EnchantmentI. Lead-in QuestionsCan cultural differences incur misunderstanding? Try to give some examples.Open for discussion.Text IICULTURAL HABITSRichard BrennanII. NotesAbout the authorRichard Brennan (1943– ), Australian film producer and screen writer, internationally renowned author, having written four books on the Alexander Technique which have been translated into eight languages.the Alexander profession (Paragraph 1)the profession of teaching the Alexander Technique, which teaches how to recognize and overcome habituated limitations within a person’s manner of movement and thinking. The first and most common limitation addressed is unnecessary muscular tension.sweeping generalizations (Paragraph 3)very broad generalizationsmannerisms (Paragraph 3)habitual gestures or ways of speaking or behaving; idiosyncrasiesTahiti (Paragraph 5)an island in the central South Pacific, one of the Society Islands, part of French PolynesiaRarotonga (Paragraph 5)a mountainous island in the South Pacific, the chief island of the Cook Islands. Its chief town, Avarua, is the capital of the Cook Islands.Fiji (Paragraph 5)a country in the South Pacific consisting of a group of some 840 islands, of which about a hundred are inhabitedthe ancient kava ceremony (Paragraph 5)a kind of ancient ceremony practiced in Fiji. For example, when a new king takes his throne or a new chief is established in his title, he must participate in this kind of ceremony.a very surreal experience (Paragraph 6)an experience which has surreal characteristics. Surrealism is a 20th century avant-garde movement in art and literature which sought to release the creative potential of the。