泛读3 第二版 Unit 4

Unit4HistoryI.TeachingObjectives:1.ReadingSkill:Skimming2.TextStudy:ModelsforUnderstandingHistoryII.Teachingkeypoints:Tolearnthehistorymodelsandtheories;III.Teachingdifficultpoints:1.Tolearnhowtounderstandhistory;2.Tolearnandpracticethereadingskill–skimmingskillfully.IV.Lead-inquestions1.Whatishistory?Historyisthepast,orasRomanphilosopherCicero['sisərəu]西塞罗（古罗马政治家、雄辩家、著作家）says,“Historyisthewitnessthattestifiestothepassingoftime”.Itisarecordofimportanteventsthateverhappenedandeventsthathaschangedthepeople’slives.Forexample,theIndustrialRevolutioninEuropeinthe18thcenturyreformedthewholeEuropeanlandscape,bringinggreatimprovementsintheeconomicandtechnologicalaspects.ItmodernizedthewholeofEurope.That’sahistoricalevent.Historyispresentedandrecordedinmanyforms.Itcanbeinprimarysourcesorsecondarysources,writtenandnon-written.Historyisaroundus,fromyourdiarytoyourhistorytextbook,fromthefolksongthatyourgrandmataughtyoutooralmemoirsfromvictimsofthewar.Theseareallformsofhistory.Historyisalsosomethingthatprofoundlylinkstothepresent,andeventhefuture.Whatourpredecessorshaddoneinthepaststillaffectus.TaketheAgeofReason理性时代asanexample,inthe18thcentury,thereweremanyEnlightenmentideasgenerated.Theseideaslaidthefoundationfortheuniversalcorevaluesandconstitutions,likebasichumanrightsandfreedomofspeech.2.Doyoubelievethatwecanreallyknowthetruthofhistory?Itdependson,oritishardtoanswer.Forthepastevents,somearerecorded,butsomearelost.Forthoserecorded,wearenotsuretheauthorcouldrecordthemsubjectivelyorobjectively.3.Doyouthinkitmeaningfultostudyhumanhistory?Historyisthecoreofourlife.Weareonepartinhistorylikeadropwaterintheocean.Itishumanbeingswhocreatehistoryandhistoryitselfguidesustowalklessoncrookedroads弯路.Itisworthlearningfromhistory.V.PracticeofskimmingAskSstofindtheidenticalunitorwordasquicklyastheycanandcrossitoutandtheteachertimesthespeedoftheirwork.1.Letterperception(25seconds)2.wordperception(25seconds)VI.Wordpretest1.ToaskSstofinishdoingtheEXX.inWordPretest.(4minutes)2.Tochecktheanswers.1.underlying:[,ʌndə'laiiŋ]adj.notobvious,difficulttodiscoverorrevealadj.潜在的；根本的；在下面的；优先的underlie:vt.hidebehind,bethecauseorbasisofsth.过去式underlay,过去分词underlain,现在分词underlying.2.subscribeto:[səb'skraib]agreeto,support,contribute订阅；同意；捐款3.covenant['kʌvənənt]:agreement,contract契约，盟约，合同4.tribulation:[,tribju'leiʃən]sufferings,disasters苦难；磨难；忧患Thetrialsandtribulationsofeverydaylife生活的磨难5.flyinthefaceof:goagainst;becontrarytovt.悍然不顾6.succumb[sə'kʌm]consentreluctantlyvi.屈服；死；被压垮:vi.givein,固定搭配~to7.garb[ɡɑ:b]:vt.dress,orwearastrangeclothes(尤指不寻常的)装束shawl[ʃɔ:l]n.围巾，长方形披巾vt.用披巾包裹8.shed:vt.getridof,pouroutindropsorsmallquantitiesvt.流出；摆脱；散发；倾吐e.g.shedtears,GodshedHisgraceonThee(you).shedlighton:makefreefromconfusionorambiguity;makeclear为…提供线索，使…清楚的显现，阐明…Heshedhisimageasapushyboss.pushy['puʃi]adj.有进取心的；爱出风头的；有冲劲的；固执己见的adj.markedbyaggressiveambitionandenergyandinitiativeShedyourclothes.9.discern[di'sə:n,-'zə:n]view,detect,spot,observe,perceive,seevt.识别；领悟，认识vi.看清楚，辨别VI.TextIModelsforUnderstandingHistoryAskSstospend6minutesskimmingText1whilebearingthequestionsof1-6onPage58inmind.Andthenchecktheanswers.Keys:1.ModelsforUnderstandingHistory2.C3.A4.B5.C6.CAskSstospend6minutesrereadthetextagainandthendecidewhethereachofthestatementsonpage58istrueorfalse.Andthenchecktheanswers.Keys:7.F8.F9.T10.F11.F12.TVII.UnderstandingofTextI7.1Comprehensionquestions⑴Whatdoesmodelmean?thewaytohelppeopletointerpretandassemblethefactsofhistory.⑵Howmanymodelsforunderstandinghistory?Whatarethey?3models:①thehistoryofmankindisarecordofprogressandthatfutureprospectsarebright.②thingswregettingworseovertimeandthattheprospectsforthefutureweregrim.（unpleasant,depressing,anddifficulttoaccept.严酷的;令人沮丧的）③periodsofaccomplishmentarefollowedbyperiodsofdecay7.2Topic-centeredAnalysisofTextPartI(Para1)Themodelsofunderstandinghistorycanbesortedintothreebroadcategories.PartII(Para2-4)ModeAbelievesthatthehistoryofmankindisarecordofprogressandthatfutureprospectsarebright.PartIII(Para5)ModelBisthatthingsweregettingworseovertimeandthattheprospectsforthefutureweregrim.PartIV(Para6-9)Historyiscomplicated.Periodsofaccomplishementarefollowedbeperiodsofdecay.PartV(Para10-11)Conclusion:Suggesttherightattitudeforhistory:Thetrickistomovebeyondthesimplemodelsandtothinkcriticallyaboutwhatevertimeperiodtheyarestudying.7.3ThestructureoftheTexttheauthor'schioce:criticaleyesModelC:upanddownModelB:downModelA:upthegenerallead-in7.3.1.Lead-inunderlying:----underlyingcause/principle/problemetc:thecause,ideaetcthatisthemostimportant,althoughitisnoteasilynoticed.----Thereisanunderlyingassumptionthatyoungerworkersareeasiertotrain.assumption----sththatyouthinkistruealthoughyouhavenodefiniteproof----alotofpeoplemaketheassumptionthatpovertyonlyexistsintheThirdWorld.7.3.2ModelAthefutureofmankindisbetterandbrighterthebenifitsofthismodel:flatteringtooneselfandone'scontemporariesallowsonetofacethefuturewithoptimismtherepresentativesofthismodel:HegelmanyAmeric