高级英语第一册Unit 1课文高级英语第一册Unit 1课文.doc

高级英语第一册Unit 1课文高级英语第一册Unit 1课文.doc

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高级英语第一册Unit 1课文高级英语第一册Unit 1课文

Unit 1: The Middle Eastern Bazaar A. Teaching Objectives (Vocabulary/ Paraphrase/ Structure/ Style/ Rhetoric) 1. know the background of “Middle Eastern Bazaar” 2.?grasp the main idea and the theme of this essay 3.?master the language used in a special way in the essay 4. paraphrase the difficult sentences and understand the structure of the text. 5.?appreciate the description writing and rhetoric skills in advanced level 6. conduct a series of discussing, analyzing, presenting activities related to the theme of this essay. B. Teaching Points I. Background information II. Introduction to the passage III. Text analysis IV. Rhetorical devices V. Special difficulties VI. Style Type of Writing: VII. Writing Technique: I. Background Information 1. Middle Eastern Countries 2. Architecture of Gothic Style II. Style Type of writing 1. Type of literature: -- a piece of objective description 2. The purpose of a piece of objective description: ---to record and reproduce a true picture with opinions and emotions of the author excluded 3. Ways of developing a piece of objective description: ---to begin with a brief general picture, divide the object into parts and organize the detailed description in order of space Structural analysis Part I. (para.1) (The Middle Eastern takes you back …) General atmosphere: ancient primitive/ harmonious/ lively, active, vigorous, healthy Part II. (paras 2 - 4) (Then as you … at intervals.) The cloth market: muted/ sepulchral/ Bargaining is the order of the day. Part III: (paras. 5 – 7) (One of the most picturesque… lie beside them.) The coppersmith market and other markets: sound and light/ smell/ varied characters/ harmonious Part IV: (paras: 8-9) (Perhaps the most unforgettable…) The mill where linseed oil is extracted: the description of the mill/ Words describing sound III. Text Analysis (Effective Writing Skills) 1. making effective use of specific verbs 2. using adjectives accurately 3. using five human s

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