发布时间 : 星期日 文章新编英语教程Unit 1教案更新完毕开始阅读4f67eff6cfc789eb162dc841
Book 6 Unit 1
substitute (v.) — use (sth.) in place of (sth. else)
e.g. The old lady suffers from diabetes, so she substitutes saccharine for sugar/so she substitutes sugar with saccharine.
substitute (n.) — a person or thing acting or used in place of another e.g. The actress's substitute performed as well as the actress herself.
10. when he looks me in the eye: when he looks directly at me without showing embarrassment,
fear, or shame
11. I could hear the new words lock into place with an audible click: I could sense the new
words firmly fixed in my mind without any doubt
12. that almost-perceptible mental click: the reminder provided by the Old Man that can
roughly be felt in the mind
13. a small fragment of immortality: a small piece of advice to be remembered forever
Questions
1. How were the author and the old man related?
Key: The old man was an eminent psychiatrist and the author was a client of his.
2. According to the author, how much did the session with his psychiatrist friend that afternoon
mean to him? (para. 1)
Key: To him, the session was just like \— not only changed, but changed for the better.\
3. Why did the old man let the author listen to the three speakers on the tape? (para.15)
Key: The three speakers on the tape were all unhappy, and the two words they all used frequently in what they said were \only\What the old man wanted to point out to the author was that to keep saying \kept the person facing the wrong way — backward instead of forward. Thus it did more harm than good to the person who kept saying them.
4. What did the old man advise the author to do to get out of his depressed state of mind? (para.
20)
Key: Shift the focus; substitute \
5. In what way are the two phrases \
Key: They point to entirely different mental directions; one is backward and negative, and the
other forward and positive.
6. What do you think is the tone of the passage?
Key: It is instructive and inspirational.
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Book 6 Unit 1
Activity
1. Failures and setbacks are an inevitable part of our life. Tell your classmates about one such
\
Sentence patterns for your reference
When I was ... I met ... It is true that life is ... In spite of the ..., I ...
2. Discuss the \
of advice produce on Gordon? Do you believe that one's mentality is an essential factor when one is unfortunately thrown into adversity? Give examples to support your view.
Sentence patterns for your reference In case one meets ..., it is essential that ... As in Gordon's case, ... An example to show ... is that ...
Organization and Development
Narration
In terms of mode of development, the present text is basically a narration, in which the author, Arthur Gordon, relates his meeting with his psychiatrist friend \
Characteristics of Narration
The purpose of a narration is to recount an event or a series of events; therefore it is usually chronological in its arrangement of details. The chief purpose of narration is to interest and entertain, though, of course, it may be used to instruct and inform.
Narrative Structure of the Text
Gordon's purpose of writing, obviously, is not just to tell what happened during his meeting with his friend, but, more importantly, to instruct. The instructive significance of the story is made clear in the first paragraph. In the first few lines Gordon has already made it clear to the reader that what he is going to do is to tell how \changed person — not only changed, but changed for the better — ... Sometimes from a friend.\
In the first three paragraphs, which serve as a kind of introduction to the narration, we learn something about the physical circumstances for the meeting, i.e. the time — one rainy wintry afternoon, and the place — a French restaurant in Manhattan; the author's somber mood caused by his failure to complete an important project; and also something about the Old Man — his age, his profession, and perhaps more importantly, his positive attitude towards life.
The last two paragraphs form a sort of conclusion, in which what the author has learned from his friend, which is also what he wants his readers to learn, is explicitly stated: ... whenever I find myself thinking \
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Book 6 Unit 1
III. Text II
Text Study Text
The Romance of Words Wilfred Funk and Norman Lewis
1 From now on we want you to look at words intently, to be inordinately curious about them and to examine them syllable by syllable, letter by letter. They are your tools of understanding and self-expression. Collect them. Keep them in condition. Learn how to handle them. Develop a fastidious, but not a fussy, choice. Work always towards good taste in their use. Train your ear for their harmonies.
2 We urge you not to take words for granted just because they have been part of your daily speech since childhood. You must examine them. Turn them over and over, and see the seal and superscription on each one, as though you were handling a coin. We would like you actually to fall in love with words.
3 Words, as you know, are not dead things. They are fairly wriggling with life. They are the exciting and mysterious tokens of our thoughts, and like human beings, they are born, come to maturity, grow old and die, and sometimes they are even re-born in a new age. A word, from its birth to its death, is a process, not a static thing.
4 Words, like living trees, have roots, branches and leaves.
5 Shall we stay with this analogy for a few moments, and see how perfect it is?
6 The story of the root of a word is the story of its origin. The study of origins is called etymology, which in turn has its roots in the Greek word etymon meaning \ending — logia meaning \
7 Every word in our language is a frozen metaphor, a frozen picture. It is this poetry behind words that gives language its overwhelming power. And the more intimately we know the romance that lies within each word, the better understanding we will have of its meaning.
8 For instance, on certain occasions you will probably say that you have \of something or other. What does this term \. Years ago, ancient Romans had an instrument called a hodometer, or \our modern taximeter. If you had hired a two-wheeled Roman vehicle to ride, say, to the Forum, you might have found in the back a tin can with a revolving cover that held a quantity of pebbles. This can was so contrived that each time the wheel turned the metal cover also revolved and a pebble dropped through a hole into the receptacle below. At the end of your trip you counted the pebbles and calculated your bill. You see the Latin word for pebble was calculus, and that's where our word \
9 There are, of course, many words with much simpler histories than this. When you speak of a \for \
10 Should you be in a snooty mood for the nonce, and happen to look at someone rather haughtily, your friends might call you supercilious, a word which comes from the Latin supercilium, meaning that \you just raised. That person you are so fond of, who has
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Book 6 Unit 1
become your companion, — [cum (Latin for \\— is simply one who eats bread with you. That's all. Again, \or triumph, an old-time game of cards. In modern cards one suit is allowed to triumph over, or to \place of the captain when the latter is not around. From the French lieu (we use it in \and tenir, \from columna (the \
11 If, by any chance, you would like to twit your friend, the Wall Street broker, just tell him that his professional title came from the Middle English word brocour, a broacher, or one who opens, or broaches, a cask to draw off the wine or liquor. We still employ the same word in the original sense when we say \broached (or opened up) the subject.\Finally the broacher, or broker, became a salesman of wine. Then of other things, such as stocks and bonds.
12 These are the roots of words. We next come to the branches. The branches of our language tree are those many groups of words that have grown out from one original root.
13 Let's take an example. The Latin term spectare which means \and from this one root have sprouted more than 240 English words. We find the root hidden in such words as spectacles, those things you \through; in respect, the tribute you give to a person you care to \again; inspect, \see\into; disrespect (dis — unwilling; re — again; spec — to see) therefore, when you treat someone with disrespect, you make it plain that you do not care to see him again; introspection, looking or seeing within; spectator, one who \or watches.
14 Turning to the Greek language, which has so largely enriched our own, we discover the root appearing in English as graph. This means %us. We have telegraph, which literally means \writing\phonograph, \photograph, \stenographer, one who does \writing\a graphic description, one that is just as clear and effective as though it had been written down; mimeograph, \
15 We have in our language a host of roots such as these. There is the Latin spirare, meaning \blow or breathe,\out); perspire (breathe through); respiration (breathing again or often). And there is also our word \oblige and obligate (to bind to do something); ligature (bandage or binding); ligament (something that ties two things together); and, with the root no longer so obvious, \other organizations that are bound together); and even the word \to bind to one another.
16 These, then, are the branches. We turn now to the leaves. If the roots are the origins of words and the branches are the word families that stem out of them, the leaves of this language tree would be the words themselves and their meanings.
17 Each given word, in its beginning, had, no doubt, only one meaning. But words are so full of life that they are continually sprouting the green shoots of new meanings.
18 Shall we choose just one word as an instance of the amazing vitality of language? The simple three letter word run, up to this moment of writing, has more than 90 dictionary definitions. There is the run in your stocking and the run on the bank and a run in baseball. The clock may run down but you run up a bill. Colors run. You may run a race or run a business or you may have the run of
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