Three-Cups-of-Tea-Lesson-8

ThreeCupsofTea(Excerpts)GregMortenson&DavidO.RelinBook1Lesson8外语教学与研究出版社FOREIGNLANGUAGETEACHINGANDRESEARCHPRESSContentsPartOne:Warm-upPartTwo:BackgroundInformationPartThree:TextAppreciationPartFour:LanguageStudyPartFive:ExtensionPartOne—Warm-upⅠ.VideoWatchingⅡ.BrainstormingⅢ.DiscussionⅣ.LearningObjectivesWatchthevideoclipanddescribeit.WatchthevideoontheculturaldifferencesbetweentheWestandChina,andexpressyourviewsonthem.Ⅰ.VideoWatchingListasmanyaspossiblethewordsrelatedtotheIslamicworld.Ⅱ.BrainstormingIslam/IslamicMuslim/MoslemAllahMohammedAdam/Abraham/Moses/JesusPilgrim/pilgrimageKoran/Quran/SunnaFivePillarsofIslamFasting/RamadanMosque/minaretImamMeccaSunnite/ShiiteBeliever/infidel/hereticⅡ.Brainstorming1.CanyouimaginethelifeinaremotevillageintheHimalayas?Trytolistthepossibledifferencesbetweentheirsandours.2.Haveyoueverstaywithpeoplefromdifferentplacesandcultures?Sharetheexperienceswiththeclass.Ⅲ.Discussion1.Toknowthewritingtechniqueandfeaturesofnovelandfaction.2.Tobeacquaintedwithsomeliteraryterms.3.Toappreciatethelanguagefeatures.4.Tolearntowriteaboutyourexperience.Ⅳ.LearningObjectivesPartTwo—BackgroundInformationⅠ.AbouttheAuthorⅡ.CharactersⅢ.AbrahamⅠ.AbouttheAuthorⅡ.CharactersFindoutwhothefollowingpeopleareandtelltheirrelations:•Mortenson—Tara•JeanHoerni(1924-1997)•HajiAli—Sakina—Twaha—Jahan•SherTakhi•Hussein—Tahira•Hussain/Makhmal•HajiMehdi•ChangaziⅢ.AbrahamDoyouknowthestoryofAbraham?•FirstoftheHebrewpatriarchs,reveredbyJudaism,ChristianityandIslam.•FoundedanewnationCanaan.•AnancestorofMohammedandamodelofgenerosityinIslamicbeliefs.TheSacrificeofAbrahamPartThree—TextAppreciationⅠ.TextAnalysis→Introduction→Theme→TextOrganization→FurtherUnderstandingⅡ.WritingDevices→LanguageStyle→RhetoricalDevicesⅢ.SentenceParaphrase•Novel—(inthebroadestsense)anyextendedfictionalnarrativeinprose•Keyelementsofthenovel:–Likelyandlivingcharacters–Likelyandlivingplot–InterestinhumanrelationsIntroductionⅠ.TextAnalysis•Characterization—thecreationofimaginarypersonssothattheyseemlifelike.•Threemethods:1)Theexplicitpresentationbytheauthorofthecharacterthroughdirectexposition,eitherinanintroductoryblockormoreoftenpiecemealthroughoutthework,illustratedbyaction.Ⅰ.TextAnalysis2)Thepresentationofthecharacterinaction,withlittleornoexplicitcommentbytheauthor,intheexpectationthatthereadercandeducetheattributesoftheactorfromtheactions.3)Thepresentationfromwithinacharacter,withoutcommentbytheauthor,oftheimpactofactionsandemotionsonthecharacter’sinnerself.Ⅰ.TextAnalysisWhichmethodsareusedinourtext?Findoutcasesinthetexttoillustrateyouranswer.Ⅰ.TextAnalysis•Pointofview—thevantagepointfromwhichanauthorpresentsastory.•Threebasicvantagepointsinclude:1)Theomniscient—theauthorservesasaseeminglyall-knowingmaker.Ⅰ.TextAnalysis2)Thethirdperson—theauthorchoosesacharacterandthestoryisrelatedintermsofthatcharacterinsuchawaythatthefieldofvisionisconfinedtohimorheralone;3)Firstpersonnarrative—acharacterinthestorymaytellthestoryasheorsheexperiencedit.Whichvantagepointdoestheauthorofthetextadopt?Ⅰ.TextAnalysis•Featurestopaycloseattentiontoinunderstandinganovelinclude:characters,chronologyofevents,majorthemes,narrativestrategiesandstylisticfeatures.•Thestylemightbecreatedby:–Choiceofvocabulary–Imageryandmetaphors–Shiftsintoneandregister–UseofironyandhumourⅠ.TextAnalysis•Factionornon-fictionnovelFaction=fact+fiction.Itisagenreestablishedinmid-20thcentury.Itreferstostoryofactualpeopleandactualeventstoldwiththedramatictechniquesofanovel.Worksofhistoryorbiographyhaveoftenusedthenarrativedevicesoffictiontodepictreal-worldevents.Ⅰ.TextAnalysisTheme1)Whatisthethemeofthetext?2)Inwhichparagraphsisthethemeofthetextrevealedtothereaders?3)Howdoesthethemeunfoldasthetextdevelops?Ⅰ.TextAnalysisTextOrganization•Part1.(Paras.1-37)Mortenson’sstayatKorpheinfall,1995Ⅰ.TextAnalysisSectionI.(1-22)Mortenson’sarrival–Hisdisappointment–HugeculturalgapsSectionII.(23-28)AtypicalmorningatKorphe–AcceptancetoaninfidelSectionIII.(29-37)Theactivitiestosanctifytheschoolfoundation–AdifferentcultureandwayoflifeⅠ.TextAnalysis•Part2.(Paras.38-76)Mortenson’sstayatKorphein1996Ⅰ.TextAnalysisSectionI.(38-56)ThelessonMortensonlearnedfromHajiAli–ImportanceofrespecttotheBalticulture–TheprogressofschoolbuildingSectionII.(57-76)ThepriceKorphepaidforitsschool–HajiMehdi’sblackmail–HajiAli’svisionandwisdomⅠ.TextAnalysisFurtherUnderstanding1.ThevillagersprogressedlittlethoughMortensonhadleft________forthem.A.enoughmoneyB.abuildingplanC.tentpegsD.enoughstonesⅠ.TextAnalysis2.Thebuildingprojectwentonslowlybecause______.A.ThevillagerswerelazyB.TherewasashortageoffundsC.ThevillagersarguedmuchbutworkedlittleD.Therewasashortageofhands3.TwahathoughttheAmericanweddingcustomsvery______.A.interestingB.alienC.civilizedD.advancedⅠ.TextAnalysis4.SherTakhishowedacceptancetoMortenson’sprojectby______.A.keepingarespectfuldistanceB.leadingtheprayerfivetimesadayC.askingAllah’sblessingfortheprojectD.invitinghimtojointheprayerⅠ.TextAnalysis5.ThesacrificeoftherammadeMortensonrealizethat______A.Baltihadaprimitivecul