新编英语教程第6册教案
新编英语教程 6 Unit 12 教案
Unit TwelveTEXT IGRANT AND LEE: A STUDY IN CONTRASTSBruce CattonObjectives: to make a table of all the contrasts and similarities between Grant and Lee and explain them;to analyse the organization of this essay and learn the ways of comparison and contrast;Pre-class work1. Find some brief information about the following persons and events.--- American Civil War--- Ulysses S. Grant--- Robert E. Lee2. Try to answer the questions in Org. & Devl. , and Analysis.3. Identify in the text as many contrasts and similarities between Grant and Lee as you can, and make a table of your own to show all these.Contrasts in family background, in personality, in opinions on privilege, equality, past and future, what to fight for, etc.Similarities as shown in LW 4, but try to explain.Pre-reading Questions1. Tell what you know about American Civil War, Ulysses S. Grant, and Robert E. Lee.(Refer to the attachment copied from Encyclopedia Britanica.)In-reading DiscussionStep 1The usual ways or the basic patterns to organize the comparison and contrast (Analysis)1. Subject-by-subject pattern: A1, A2, A3,...... B1, B2, B3, ......2. Point-by-point pattern: A1, B1; A2, B2; A3, B3; ......3. Subject-by-subject plus point-by-point pattern: combination of 1 & 2. Step 2 Part division (Org.& Devl.)--- Paras. 1-3: Introduction The purpose is to present the two generals for comparison and to put forth the significance of their meeting at Appomattox.--- Paras. 4-12: Contrasts between Grant and Lee.Subject-by-subject comparison (categories compared: background,personality, notions of equality, privilege, past and future, what to fight for, etc.) Paras. 4-6: Lee; 7-8: Grant; 9, 11: Grant; 10: Lee; 12: Summary of the contrasts--- Para. 13: Transition to link the section about the contrasts to the section about the similarities. The transitional word ‘yet’ and the concessional clause prepare the readers for the turn of direction. Their similarities are briefly mentioned in the last two sentences.--- Paras. 14- 16: Similarities between Grant and Lee.Point-by-point comparison (categories compared: tenacity and fidelity, daring and resourcefulness, ability to make peace)Step 3 Contrasts between Grant and Lee in background, in personality, in underlying aspiration (para. 13) including opinions on / notions of privilege, equality, social structure, past and future, what to fight for, etc.(Ask individuals to talk about the contrasts one by one while the teacher makes some necessary explanations of the difficult sentences in the text.)1. tidewater Virginia:(Note 3) a state in the South of America, known at that time for its large plantations and its slaveholding tidewater aristocracy.2. Ohio: (note 8) a part of the Western frontier for those oppressed,discontented, ambitious, and restive people who sought adventures and made fortunes in the West.1. What does the word ‘chivalry’ suggest? (3-1) Or, what are the personality of chivalry, knight, the English country squire?the qualities that knights in the Western countries in the Middle Ages were expected to have, such as courage, honour, courtesy, loyalty, generosity, devotion to the weak and helpless, to the service of women1. pronounced: definite2. There should be a leisured class ... as the chief source of wealth and influence.Society is in need of a class of people who are not job-holders butland-owners, for their land may well help make society rich and powerful.3. Why should the leisured class enjoy privilege? (ll. 25-31)It was this leisured class of wealthy people that supported the society and made the nation powerful. They had a strong obligation to save or help the community instead of gaining advantage for themselves. It was this privileged class that should gain the leadership, decide social values - of thought, of conduct, of personal deportment.4. No man was born to ... how far he could rise.Nobody was born into this world with any rights or privileges; what he might do is to fully utilize every single opportunity with his reach and strive to achieve success.1. What do the words ‘steel and machinery’, ‘crowded cities’ symbolize?And what do the words ‘restless burgeoning vitality’ connote? (3-4) Mechanization, industrialization, and urbanizationDynamism, life, potential of growth and development1. Through him, the landed nobility justified itself.2.He had passed into legend before Appomattox.3. What was Lee’s ideal?a leisured class that had the ownership of wealth, that had all the privileges, that had the obligation to support the nation, to lead the nation in its development, to decide everything including social values.4. What did his men fight for? Why? (ll. 34-41)They fought for the ideals Lee stood for, for him himself. They fought heroically and desperately because they thought they were carrying on a holy cause. They were even willing to die for him because they considered him the Confederacy, the symbol of everything.Their faith in Lee was nearly fanatical, don’t you think so? (3-2)5. Why did Lee fight for his own community / locality?to defend his locality, i.e., all the wealth, the privileges, the power, which are the things that made his life meaningful. (ll. 70-71) So he treasured them and would do everything to preserve them.6. Why did Grant fight for the national community?He believed people could prosper only when their community prospered. He saw his fate in terms of the n ation’s own destiny. (= He had linked his own future with that of his country.) He would become wealthy if his country grew and developed well. (He had an acute dollars-and-cents stake in the continued growth and development of his country.) (para. 9)His living was closely connected with the growth, expansion, and development. He would survive as his country survived; he would fall if his country fell. Therefore, he would take some actions to defend his country when it was in danger. He would fight for his country against the danger with all his might because he thought this danger would bring forth the destruction of the country in which he lived. (He would combat it ... from under his feet.) (para. 11)7. What does ‘it’ in para. 11 refer to? (3-3)An attempt to destroy the nation.Summary:1. Each man was the perfect champion of his cause, drawing both his strengths and his weaknesses from the people he led. (= Each of the two men was the leading figure of his cause, defending his own faith, and each of them was the representative of his class, possessing all the characteristics and qualities - strengths and weaknesses - of his own class.)2. What is the most striking contrast between Grant and Lee according to Catton? What, in your opinion, makes him think so? (3-11)Grant was a nationalist and a democrat while Lee was a regionalist, an aristocrat, and a conservative.Of all their differences, this perhaps was the most essential one, which determined their different notions of the kind of nation America was to be built into.Step 4 Similarities between Grant and Lee1. Refer to LW4, and try to explain by giving synonyms in right column for the words in the left column.2. What is the most important similarity between Grant and Lee? Do you agree with Catton on this? Why? (3-10)to turn quickly from war to peace once the fighting was over. (16)This was the most important similarity because it made possible the reconciliation at Appomattox, which led to the reunification of the North and the South and the creation of the American nation, a most significant event in American history.3. Is the last para. the conclusion? Why did the author conclude the essay in this way? (Org. & Devl. - 3)There is not a separate para. that concludes the essay, but it is properly concluded in the last para., which is supposed to present the last, and also the most important similarity. This has such great significance for the outcome of the encounter at Appomatox that it is hardly possible for Catton to start another para. to restate the historic meaning of this event.Post-reading Activities1. Comp. 1, 22. In this comparison between two historical figures, no mention is made of their physical appearance. Is this a weakness of the essay or is there some justification for avoiding such details? Explain your answer. (3-12) Normally it would be considered a defect. But C. is writing about the two soldiers as large-than-life exeplars of social trends. Also he is writing about their beliefs and deeds rather than about their personal appearance.3. How is the beginning of the essay echoed by the ending? (3-13)What is said in the 1st para. ‘... a great chapter in American life came to a close, and a great new chapter began’ is restated in the last sentence ‘... one ofUnit 12Organization and Development Paras. 1-3IntroductionParas. 4-11Paras. 12Summary of the contrasts Para. 13TransitionParas. 14-16Similarities between Grant and Le (Language Work IV)。
新编英语教程 6 Unit 10 教案
Unit 10TEXT ISTRAIGHT-A ILLITERACYJames P. DegnanObjectives: to understand what straight-A illiteracy means and define it;to make a comparison between ordinary illiteracy and straight-A illiteracy and comments on it;to discuss the appropriate diction in writing.Pre-reading Questions1. What does ‘straight-A illiteracy’ mean?A straight-A student is one who gets A’s for all the courses he takes. He is generally admired for his excellent scholarship.It seems paradoxi cal to call someone a ‘straight-A illiterate’. What does the author mean by it? Read the article and try to understand and define what straight-A illiteracy means.In-reading ComprehensionPara. 11. as often as not: at least half the time; frequently2. How many kinds of illiterate according to D.?Two kinds: ordinary illiterates who are unable to read or write. There are quite a lot of this kind of illiterates in schools.straight-A illiterate who is typically a Ph.D., a successful professor and textbook author, and who is more influential.3. Why does D say that a straight-A illiterate is more influential? (comp. 3-2)He is usu. one who occupies a position at the top of the academic hierarchy; the way he writes is considered exemplary, and his judgment of what is appropriate is directive.4. What do people do with these two kinds of illiterate?More concern has been shown for the ordinary illiterates. People even make fuss about this kind of illiteracy. However, little attention is aroused to straight-A illiterates. So, the purpose of this article is to give them as much attention as has been paid to ordinary illiterates. (ll. 6-7)Para. 21. What is this para. about?D’s treatment with a disease of straight-A illiteracy in his office.2. Do you think D’s comparison of straight-A illiteracy to a disease is appropriate? Explain. (comp. 3-3)Yes. Like a disease, it victimizes healthy persons; it has its symptoms, and its agents.3. Who is the straight-A illiterate?a college senior ... outstanding graduate schools.He is extremely clever and highly talented in language. He has done an excellent job in his studies, so he has been awarded an opportunity to further his study in one of the nation’s best graduate schools.4. How does the treatment go?They have been going over the student’s paper sentence by sentence, word by word for an hour, prying and probing for its meaning.‘Prying and probing’, the repetition of the same structure, is to emphasize the extreme difficulty of the task.5. Are there any other words to highlight the extreme difficulty in understanding Mr. Bright’s paper? (comp. 3-4)interrogating, cross-examining, pause to catch my breath, on earth, his brow furrowed, tries mightily, finally ... finally, another hour, decode ....6. Try to explain why the following pairs of sentences are the same in meaning: ll. 15-17, ll. 23 (comp. 3-8)As intended by the student, ‘The choice ... multi-colinearity’ corresponds to ‘demand’ while ‘... the derivations ... coefficients’ corresponds to ‘supply’.This is a very abstruse sentence to unravel.7. Why does D insert the word ‘allegorically’ in ‘... whom I call, allegorically,Mr. Bright’? (comp. 3-5)‘allegory’ in Lib. Work.When the author calls his student Mr. Bright allegorically, he does not mean to refer to this particular straight-A student only. He is using the term to cover all those students, college seniors, and Ph.D.’s who may seem bright when judged by their academic records, but who nevertheless fail to detect gibberish in their own writings or in those of others.The student given the name Mr. Bright thus becomes a symbol.Is he really bright? No, here in an ironical sense.Para. 31. It attacks best minds, ... in that of others.It does harm to the most intelligent individual and, by and by, wears away his ability to judge, eventually reducing him to being unable t Para. 3o detect nonsense either in his own writing or in that of others.This is the harm that straight-A illiteracy does to people.2. Reword the following sentences so that they are more easily understood: ll. 34-35, ll. 37-41 (comp. 3-9)ll. 34-35: The shop assistants had better have in stock what our customers need, or we won’t be in business long (=This is said or written by an ordinary illiterate, who is poor at spelling (them), pronunciation, punctuation, grammar (had + better, stock -up on, ain’t gonna be). So he makes many mistakes, and so he is kept out of institutions of higher learning. (l. 33)ll. 37-41: You must focus your attention on what your customers need so that you are able to tell what is necessary from what is unnecessary when you replenish your stock.This is written by a straight-A illiterate, who would never make spelling, grammar, punctuation mistakes, but who is incapable of making his ideas simple and clear in his writing. However, it is for writing this gibberish that he can be awarded straight As on his papers and the opportunity to continue his study, receiving higher and higher education until he has successfully got the Ph.D.The higher education one receives, the more serious his disease of straight-A illiteracy becomes. (ll. 27-28)3. Make complete the elliptical sentence ‘Not our man’. What is the function? (comp. 3-6)‘This is not what our man would say’. This ellipsis contrasts the two types of illiteracy, and with it D turns back from one type to the other.Para. 41. What is the major cause of straight-A illiteracy?the stuff - the textbooks and professional journals that the straight-A illiterate is forced to read during his years of higher education.He reads gibberish, and gradually he forms a habit of writing gibberish himself, which he has been instructed to learn an exemplary writing of sophisticated taste. (ll. 46-47)2. Give the examples of gibberish D quotes from professional journals.jargons as ‘ego-integrative action orientation’ and ‘orientation toward improvement of the graficational-deprivation balance of the actor’‘homologous’ or ‘isomorphic’, meaning ‘alike’‘allotropic’, meaning ‘different’‘dichotomize’ or ‘bifurcate’, meaning ‘divide anything3. D concludes his article by using quite a number of unintelligible words and expressions in place of clear and simple English. Is it effective? Why?This usual arrangement has undoubtedly enabled the reader once again to feel even more the absurdity of the practice to express simple ideas in an almost incomprehensible way, adding more weight to the point he intends to make. (Analysis)Post-reading Discussion1. Makeａdefinition of ‘straight-A illiteracy’. (comp. 1-A)2. What is the purpose of D’s writing? (comp. 3-1)to find the cause of straight-A illiteracy.to give straight-A illiterate equal time with his widely publicizedcounterpart. (para. 1)to expose and condemn the use of professional jargon, which fills the reading materials that highly educated people are forced to read as they pursue their education. (Analysis)3. Comp. 24. Group work: Compare briefly the two types of illiteracy. Which type in your opinion presents a graver problem to society? (comp. 3-10)TEXT IITHE QUALITIES OF GOOD WRITINGJacqueline Berke1. This is an excerpt from Twenty Questions for the Writer, a widely used writing textbook, the kind of which we need to read to further our learning by ourselves. What do you usu. do when you read this kind of book by yourselves? Underline or highlight the important words or sentences, or make notes of your own so as to get the gist of it. Suppose you have borrowed this book from the library and come to read this part. What will you do with it? Study the text individually before class and do what you usu. do to catch the gist.2. Have group work for about 20 mins., exchanging what you have learned after reading it, and preparing for a presentation of this text. Your presentation can be based on Questions 1, 2, & 4 on p165.3. Presentation: Ask 4 groups to present the three qualities and human nature of writing respectively.4. As college seniors, we need to choose those more specific, exact, meaningful words in our writing rather than those common words as ‘good’, ‘nice’, etc. Do you consider using those more specific, exact, meaningful words as a kind of straight-A illiteracy? Give your opinions.。
新编英语教程》第六册
《新编英语教程》第六册(修订本)教学要求：〔一〕语言体系知识：学生在掌握系统的语言基础知识的基础上，加深英语语言知识的学习，拓宽知识面，学会对有一定难度的句子进行分析,培养较强的语言分析，逻辑推理和运用能力。
〔二〕口头表达：能流利地就各种话题（topic），发表自己的看法，表达具有条理性和完整性。
〔三〕书面表达：能在一小时内写出350词左右的短文，其文体正确，内容完整，条理清楚；语法正确，语言通顺流畅。
〔四〕翻译能力: 通过对有一定难度的句子进行分析,能用通顺汉语准确、通顺地表达其意义及相关信息。
(五) 文化素养：通过各种渠道了解相关文化背景知识；在教师指导下，认识和辨别课文中出现的各种修辞手法；了解各种文体的写作特点，分析和欣赏文章的写作技巧与语言特点。
教学内容：UNIT TWOText I The Fine Art of Putting Things Off (2学时)Text II Gossip (2学时)Exercises for Unit Two In Workbook (2学时)UNIT THREEText I Walls and Barriers (2学时)Text II Barrier Signals (2学时)Exercises for Unit Three In Workbook (2学时)UNIT SIXText I Dull Work (2学时)Text II Doing Chores (2学时)Exercises for Unit Six In Workbook (2学时)UNIT SEVENText I Beauty (2学时)Text II Sexism in English: A Feminist View (2学时)Exercises for Unit Seven In Workbook (2学时)UNIT EIGHTText I Appetite (2学时)Text II Wanting an Orange (2学时)Exercises for Unit Eight In Workbook (2学时)UNIT NINEText I A Red Light for Scofflaws (2学时)Text II Trust (2学时)Exercises for Unit Nine In Workbook (2学时)UNIT TENText I Straight-A Illiteracy (2学时)Text II The Qualities of Good Writing (2学时)Exercises for Unit Ten In Workbook (2学时)UNIT ELEVENText I On Consigning Manuscripts to floppy Discs and Archives to Oblivion (2学时)Text II This Is Progress? (2学时)Exercises for Unit Eleven In Workbook (2学时)UNIT TWELVEText I Grand and Lee: A Study in Contrasts (2学时) Text II Grand and Lee (2学时)Exercises for Unit Twelve In Workbook (2学时)UNIT THIRTEENText I Euphemism (2学时)Text II Clutter (2学时)Exercises for Unit Thirteen In Workbook (2学时) UNIT FOURTEENText I That Astounding Creator --- Nature (2学时) Text II When the Young Have It Good (2学时) Exercises for Unit Fourteen In Workbook (2学时) UNIT FIFTEENText I Teaching as Mountaineering (2学时)Text II A Liberal Education (2学时)Exercises for Unit Fifteen In Workbook (2学时)。
新编英语教程6教案
新编英语教程6教案教案标题：新编英语教程6教案教案目标：1. 帮助学生掌握新编英语教程6中的词汇、语法和句型。
2. 提高学生的听、说、读、写的能力。
3. 培养学生的跨文化交流能力。
教案步骤：Step 1: 导入 (5分钟)通过引入一段与本课相关的话题或问题，激发学生的兴趣。
例如，你可以问学生是否喜欢旅行，以及他们最喜欢的旅行目的地是哪里。
Step 2: 词汇学习 (10分钟)介绍本课的重点词汇，并帮助学生理解词汇的意义和用法。
可以使用图片、示范以及例句等方式进行教学。
同时，可以设计一些词汇练习活动，如填空、配对等，以巩固学生的词汇记忆。
Step 3: 语法和句型 (15分钟)介绍本课的重点语法和句型，并通过一些实例进行解释和演示。
可以设计一些语法练习活动，如改写句子、完成对话等，以帮助学生掌握语法规则和句型结构。
Step 4: 听力训练 (15分钟)选择本课相关的听力材料，根据学生的听力水平选择合适的难度。
播放录音时，可以提前给学生一些听力问题，以便他们有针对性地听取信息。
播放完毕后，可以带领学生进行听力理解和回答问题的练习。
Step 5: 口语练习 (15分钟)设计一些口语练习活动，如角色扮演、对话练习等，以帮助学生运用所学知识进行口语表达。
可以设置一些情景，让学生在真实的语境中进行口语练习，提高他们的口语流利度和交际能力。
Step 6: 阅读与写作 (15分钟)选择一篇适合学生阅读的文章，并设计一些阅读理解题目，以帮助学生理解文章内容。
同时，可以引导学生根据文章的内容进行写作练习，如写一篇关于旅行经历的短文或写一封感谢信等。
Step 7: 小结与反思 (5分钟)对本节课的学习内容进行小结，并向学生提供一些反思问题，让他们思考自己在本节课中的收获和不足之处。
同时，可以向学生征求他们对下节课的期望和建议。
以上是一个基本的教案框架，你可以根据具体的教学内容和学生的实际情况进行相应的调整和修改。
记得根据学生的学习特点和能力，合理安排教学活动，使学生在轻松愉快的氛围中积极参与，提高英语学习的兴趣和效果。
新编英语教程6Unit 6 Black English
Learn the PPTs about Black English
STRUCTURE
Main idea: To present the author’s opinion on the status of Black English.
What is the author’s opinion?
Para. 1
Main idea Line 4: He speaks a dialect that has a strikingly different grammar and sound system, even though to white ears the black appears to be trying to speak SE.
inferior
Less important; not as good as (quality) (1) He preferred the company of those who were intellectually inferior to himself. 他喜欢与那些智力水平不如他的人共处。 (2) ...the inferior status of women in prerevolutionary Russia... 革命之前俄国妇女的低微地位 (3) Most career women make me feel inferior. 大部分职业女性让我感到自己不如她们。
Line 6- 9
Stigmatize: (stigma [ n.]) If someone or something is stigmatized, they are unfairly regarded by many people as being bad or having something to be ashamed of. Children in single-parent families must not be stigmatized. 单亲家庭的孩子们不应该受到歧视。 The AIDS epidemic further stigmatized gays. 艾滋病的流行让人们更加瞧不起男同性恋者。 They are often stigmatized by the rest of society as lazy and dirty. 他们经常被社会中的其他人污蔑为懒惰、肮脏。
新编英语教程 6 Unit 6 教案
Unit SixTEXT IDULL WORKEric HofferObjectives: To catch the central idea of each paragraph.To discuss that eventful life kills rather than stimulates a man’s instinct for creation./all work and no play makes Jack a dull boy.Pre-class work:Find out more about the figures mentioned in the text than those provided in the notes: Amos, Socrates, Omar, Jesus Christ, Albert Einstein, Niccolo Machiavelli, Immanuel Kant, John Keats, Sophocles, John Milton, Benvenuto Cellini.Pre-reading Questions:1. Do you think you can achieve much if you live a plain, ordinary life?2. Does monotonous, routine work dull one’s mind?In-reading ComprehensionPara. 11. There seems to be general assumption that brilliant people cannot stand routine; that they need a varied, exciting life in order to do their best.to do their best: to achieve their potential creativeness; to best exercise their talent (comp. 3-1)It is generally believed that a colorless life can freeze a creative mind, and only a colorful life can inspire a man to creative work.2. Tell about this para. in your own words.There is an assumption that brilliant people cannot stand routine life, and they need a colorful life; while dull people are suited for dull work. The present-day young are more brilliant than the young of the past because they are better educated. Therefore they prefer a colorful life to a dull, routine one.3. What is the purpose of this para.?This is an introductory para. to put forward an assumption (successful men - colorful life; unsuccessful - dull, routine life) so as to raise a question: Is the assumption right or wrong?Para. 21. What is the ‘opposite’ that H says is ‘nearer the truth’? What is the purpose of this para.? (comp. 3-2)As it goes in the 1st sentence, the successful men do not crave for (= long for) colorful life. The contrary is also true (反过来说): people who achieve much are often those content with the routine, uneventful life they live, or, the successful men are satisfied with the routine/uneventful/colorless life they are leading.This is the central idea of this para. and H supports it by citing examples of some well-reputed men who led a colorless routine life.2. Identify those great figures mentioned in this para. and say something about them.Amos the sheepherder: a minor prophet in the Old Testament 阿摩斯，旧约中１２个小先知中的第三名Socrates the stonemason: Greek philosopher well known for his sophistry Socrates of Athens, who flurished in the last half of the 5th century, was the 1st of the great trio of ancient Greeks - Socrates, Plato, and Aristotle - who laid the philosophical foundations of Western culture.He was born in or about 470 BC. His father Sophroniscus was a sculptor, mother a midwife, 3 sons, one an infant. There were 2 counts in the accusation: ‘corruption of the young’ and ‘neglect of the gods whom the city worships and the practice of religious novelties.’ An escape was planned by his freind Crito, but S refused to hear of it, on the grounds that the verdict, though contrary to the fact, was that of a legitimate court and must therefore be obeyed. The story of his last day, with his drinking of the hemlock, has been perfectly told in the Phaedo of Plato.Though a good fighting man, his outward appearance was grotesque. Stout and not tall with prominent eyes, snub nose, broad nostrils, and widemouth, he seemed a very Silenus. But as his freinds knew, he was ‘all glorious within,’ ‘the most upright man of that day.’ (Plato)Omar the tentmaker: Persian astronomer and poetJesus Christ: 上帝的独生子。
新编英语教程6教案Unit_Two
attest to: testify to; serve as an evidence to affirm / to be proof of 证明，表明 E.g.: His success attests to his ability. 他的成功 表明他有能力。 ever: (old use or in combination) always 总是， 不断地；永远，始终 E.g.: War and suffering have ever gone hand in hand. 战争和苦难总是结伴而行的。
Paragraph 7
churn out: produce something routinely or mechanically, especially in large quantities. check out the latest book: examine the latest book carefully; borrow the latest book from the library
plead: (formal) give as an excuse for an action 提出…为理由；提出…为借口 E.g.: The thief pleaded poverty. 那贼说是因为 贫穷才偷窃的。 edict: an order or command; decree procrastination: (formal) a repeated delay (without good reason) in doing some necessary act
dub: give (someone) an unofficial name or nickname 给…起绰号；把…称为；授予…称 号 E.g.: He was dubbed Shorty because of his size. 他因身材短小被人取了个矮子的绰号。
新编英语教程第6册教案Unit Seven
地弹钢琴
的技巧来自实践。
Practice gives a wonderful facility. 娴熟
Paragraph 2
facility of style 文体的流畅
Paragraph 3
deprive … of: take … away from E.g.: Women in some places in the world today are still deprived of the right to vote. A serious case of trachoma (沙眼) deprived him of his eyesight.
I. Library Work
spiritual authority Christ assigned to his apostles. The voice of the Pope is regarded as infallible when speaking on matters of faith and morals. Protestantism is a special development within Christianity. It is distinct from Roman Catholicism in that it breaks from papal obedience. Protestantism is widely
overtone: things that are suggested but not shown or stated clearly 弦外之音，含 蓄之意；暗示 E.g.: His words were polite, but there were overtones of anger in his voice. a reply full of overtones 话里有话的回答