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备 课 纸 Unit 6
任教课程：《综合英语》（二） 年 月 日
一、授课时间：第13—14周
二．授课类型：课文分析10课时；习题讲解2课时 三．授课题目：The Telephone 四．授课时数：12
五．教学目的和要求：
通过讲授课文使学生了解作者以一个儿童的眼光和心理，通过大量事实描述了电话这一现代通讯工具给一个地处黎巴嫩山区小村庄的生活方式带来的影响，学会用英语解释句子以达到学以致用的目的。要求学生主动地预习课文，课前准备练习，学会分析文章体裁和进行段落划分。
六．教学重点和难点：
1）背景知识的传授：Chickenpox; Whooping Cough; Communion 2）文章的体裁分析及段落划分；
3）语言点的理解：
Word study: amid; bustling; chime; congregate; crank; curse; deli; desolate; devout;
divine; drill; escalate; shun; wriggle; wring
Grammar Focus: the patterns of concessive clauses 七．教学基本内容和纲要 Part One Warm – up 1.1 Warm-up Questions
1. How would you sum up this piece of writing in one sentence? What is it about?
2. Why do you think the author gives the title “The Telephone”? What is the significance of the telephone in this narration?
3. What was the author’s village like originally? What specific aspects did the author touch upon to give a vivid picture of this traditional society?
Part Two Background Information 2.1 Author
2.2 Kacula, Seffen-ub, and Bebsi Part Three Text Appreciation 3.1 Text Analysis
3.1.1 Theme of the text 3.1.2 Structure of the text 3.2 Writing Devices 3.2.1 contrast 3.2.2 metaphor 3.2.3 parallelism 3.2.4 paradox
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备 课 纸 任教课程：《综合英语》（二） 年 月 日
3.3 Sentence Paraphrase Part Four Language Study 4.1 Phrases and Expressions 4.1.1 Word list:
4.1.2 Phrases and expressions list: 4.1.3 Word Building 4.2 Grammar 4.2.1 Object
Part Five Extension 5.1 Group discussion 5.2 Debating 八、教学方法和措施
本单元将运用黑板、粉笔、多媒体网络辅助教学设备等教学手段，主要采用以学生为主体、教师为主导的任务型、合作型等教学模式，具体运用教师讲授法、师生讨论、生生讨论等方法进行教学。
九．作业，讨论题，思考题
完成课后练习；
多看英语报刊杂志及英语经典小说，扩大阅读量； 精听与泛听相结合，逐步提高自己的听力水平； 积极参加英语角等有助于提高英语口语的活动； 坚持用英语写日记； 做一些专四相关练习；
十．参考资料：
1) 杨立民主编,《现代大学英语精读》（4）第二版，学生用书。北京：外语教学与研
究出版社,2012。
2) 杨立民主编,《现代大学英语精读》（4）第二版，教师用书。北京：外语教学与研
究出版社,2012。 3) 李观仪主编，《新编英语教程》（第三、四册）。上海:上海外语教学研究出版, 1999。 4) 黄源深，虞苏美等主编，《综合英语教程》（1-4册）。北京：高等教育出版社，1998。 5) 《高等学校英语专业英语教学大纲》，北京：外语教学研究出版社，2000。 6) Judy Pearsall主编，《新牛津英语词典》。上海：上海外语教育出版社，1998。 7) 丁往道、吴冰等编著，《英语写作手册》。北京：外语教学与研究出版社。 8) 张道真，《现代英语用法词典》（重排本）。北京：外语教学与研究出版社，1994。 9) 张道真，温志达, 《英语语法大全》上、下卷。北京：外语教学与研究出版社，1998。 十一、课后小结
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备 课 纸 Unit 6 The Telephone
任教课程：《综合英语》（二） 年 月 日
Part One Warm – up
1.1 Warm-up Questions
1. How does the installation of the telephone change the village and the life of all the villagers? Are the changes positive? Does it make everybody happy in the village?
2. Why do you think the author chooses to use the first person in the narration and gives this narration from a child’s point of view? Is he writing this piece for children? Is he writing in a humorous vein because he has no other purpose than amusing readers?
3. How do you like this text? Any comments? Any criticisms? This kind of traditional society is dead and gone. Why do these writers keep trying to take us to the past? Does it serve any useful purpose apart from satisfying our idle curiosity?
Part Two Background Information
2.1 Author
Anwar F. Accawi was born in Lebanon in a family whose ancestors are believed to have gone to Jerusalem in the “Crusades.” While he was teaching English at the University of Beirut, he married an American from Tennessee. When the civil war broke out in Lebanon, they were forced to leave the country and settle in the United States. Anwar F. Accawi became a teacher of English at the University of Tennessee, Knoxville.
2.2 Communion
It refers to the religious ceremony in which believers eat bread and drink wine as symbols of Christ’s body and blood to remember the Last Supper of Jesus Christ.
Part Three Text Appreciation
3.1 Text Analysis
3.1.1 Theme of the text
1) The text describes, from a boy’s perspective, how the telephone affected people’s way of life in a Lebanese mountain village: It broke the seclusion of the village.
2) The text raised us a question: what attitude we should adopt toward new things, whether we should welcome them or boycott them.
Plot: The coming of telephone brought some changes into a small village, both personally and socially.
Setting: social setting: in the early 20th century before the process of modernization story setting: in the village in Lebanon Protagonist: ―I‖—when the author was young
3.1.2 Structure of the text
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