高中英语校本教材英语美文阅读与欣赏

高中英语校本教材《英语美文阅读与欣赏》课程纲要一、课程基本概况1、课程名称：英语美文阅读与欣赏2、课程类型：校本课程（选修）3、教学材料：选编、改编4、授课时间：21课时5、授课对象：高一学生二、课程内容：1、课程背景：高中新课标英语教材（现在学生用课本）有着丰富而鲜活的语言素材，是一套很理想的教材，但对于优秀生群体来说，内容还显得不足，学生学力有余。新课程改革提倡国家、地方、学校三级课程，鼓励教师进行校本教研，提高使用教材和开发教材的能力。随着新课改的推进，阅读在英语中比重加大，且考查方式也由以前单一的选择题变成了阅读填空、信息匹配题、翻译 句子 关于阅读的唯美句子关于古风的唯美句子执行力的经典句子鼓励人努力奋斗的句子用沉默代替一切的句子 等多种方式。而课本上的阅读材料有限，为了扩大学生的阅读量，提高学生的阅读能力和技巧，开发阅读校本课程势在必行。2、课程目标：“英语美文阅读与欣赏”课程是国家课程的校本化，旨在根据学生英语学习水平的实际情况补充适量、相当的阅读素材，弥补英语教材的不足，扩大学生的阅读量和阅读视野，丰富学生的词汇，使得学生更广泛地了解英语国家的文化，在语言学习的同时，陶冶情操，提高文学素养和人文素养。3、课程内容与任务课程内容主要涉及七个方面，即文学作品，人物传记，历史文化，社会风情，科学经济以及人生态度与理想，异域风情。主要任务是通过篇章阅读,获取信息，了解相关知识，增强文化意识；掌握不同题材文章的阅读技巧,形成相应的阅读策略;掌握关键词、短语和句型，扩大词汇量，重点发展学生阅读和写作能力。4、科目安排：分七个模块，每个模块各3课时，共计21课时。（1）文学作品1TheLittleMatchGirl/2APerfectDay/3ThePiedPiperofHamelin（2）人物故事1LouisArmstrong/2SpecialFundinHonorofHongZhanhui/3PopStarandSongwriter:HanHong（3）历史文化1Cleopatra,QueenofEgypt/2Studyingdifference/3SpringFestival’sSymbols/(4）社会风情1InternationalLeft-hander’sDay/2TheOriginofKiss/3MakeSportsaKindofCulture（5）科学与经济1GreenhouseEffectOccurred5,000YearsAgo/2China’slaunchingplansforShenzhou7/3China’sNew“FourGreatInventions”(6）人生态度与理想1YouAretheWorld/2Honesty/3FacingLifePositively（7）异域风情1Anstrangeexperience2TheTajMahal(泰姬陵)3Organic-alegalmeaning三、课程形式：课堂教学1、教学方法：任务交际法2、教具：多媒体、音像资料等四、教学评价：教师评价与学生评价相结合1附1)阅读 自我评价 团员自我评价100字护士求职简历自我评价个人工作能力自我评价高二下学期自我评价自我评价英语 表：（每节课下前学生自我评价）NameDate注:优秀（A）良好（B）合格（C）待改进（D）ReadingItemABCDLookupnewwordsinthedictionaryFindoutdifficultandkeypointsWhileReadingHuntforwonderfulsentencesBeactiveinthinkingwhilereadingExpressyourfeelings/ideasclearlyBeinvolvedindiscussionactivelyWritedownwhatyouthinkandAfterReadingfeelandlikeSummarizereadingstrategies附2）写作自我评价表（课后）注:优秀（A）良好（B）合格（C）待改进（D）ItemEvaluationABCD1.(structure)WriteanoutlinePrewriting2.(topic)Bestatedclearly.3.(details)Fitthetopic.4.(details)Beinanorderthatmakessense.5.(finalcopy)Bewellorganized.6.(Everysentence)HavecorrecttenseandvoiceEditing5.(Everysentence)Haveasubject.6.(Pronouns)Beusedcorrectly.7.(Spelling,punctuationandcapitalization)Becorrect.Post-writing8.(finalcopy)Beneat,cleanandeasytoread.2Module1LiteratureLesson1TheLittleMatchGirlOnceuponatime,alittlegirltriedtomakealivingbysellingmatchesinthestreet.ItwasNewYear’sEveandthesnowcladstreetsweredeserted.Frombrightlylitwindowscamethetinkle(发出清脆的声响)oflaughterandthesoundofsinging.PeopleweregettingreadytobringintheNewYear.Butthepoorlittlematchsellersatsadlybesidethefountain.Herraggeddressandwornscarfdidnotkeepoutthecoldandshetriedtokeepherbarefeetfromtouchingthefrozenground.Shehadn’tsoldoneboxofmatchesalldayandshewasfrightenedtogohome,forherfatherwouldcertainlybeangry.Itwouldn’tbemuchwarmeranyway,inthedraughtyattic(阁楼)thatwasherhome.Thelittlegirl’sfingerswerefrozenwithcold.Ifonlyshecouldlightamatch!Butwhatwouldherfathersayatsuchawaste!Falteringly(迟疑地)shetookoutamatchandlitit.Whatanicewarmflame!Thelittlematchsellercuppedherhandoverit,andasshedidso,shemagicallysawinitslightabigbrightlyburningstove.Sheheldoutherhandstotheheat,butjustthenthematchwentoutandthevisionfaded.Thenightseemedblackerthanbeforeanditwasgettingcolder.Ashiver(寒噤)ranthroughthelittlegirl’sthinbody.Afterhesitatingforalongtime,shestruckanothermatchonthewall,andthistime,theglimmerturnedthewallintoagreatsheetofcrystal.Beyondthatstoodafinetableladenwithfoodandlitbyacandlestick.Holdingoutherarmstowardstheplates,thelittlematchsellerseemedtopassthroughtheglass,butthenthematchwentoutandthemagicfaded.Poorthing:injustafewsecondsshehadcaughtaglimpseofeverythingthatlifehaddeniedher:warmthandgoodthingstoeat.Hereyeswerefilledwithtearsandsheliftedhergazetothelitwindows,prayingthatshetoomightknowalittleofsuchhappiness.Shelitthethirdmatchandanevenmorewonderfulthinghappened.TherestoodaChristmastreehungwithhundredsofcandles,glittering(闪烁)withtinsel(金属箔)andcoloredballs.“Oh.Howlovely!”shoutedthelittlematchseller,holdingupthematch.Then,thematchburnedherfingerandwentout.ThelightfromtheChristmascandlesrosehigherandhigher,thenoneofthelightsfell,leavingatrailbehindit.“Someoneisdying,”murmuredthelittlegirl,assherememberedherbelovedGrannywhousedtosay:“Whenastarfalls,aheartstopsbeating!”Scarcelyawareofwhatshewasdoing,thelittlematchsellerlitanothermatch.Thistime,shesawhergrandmother.“Granny,staywithme!”shepleaded,asshelitonematchaftertheother,sothathergrandmothercouldnotdisappearlikealltheothervisions.However,Grannydidnotdisappearbutgazedsmilinglyather.Thensheopenedherarmsandthelittlegirlhuggedhercrying:“Granny,takemeawaywithyou!”Acolddaydawnedandapalesunshoneonthefountainandtheicyroad.Closebylaythelifelessbodyofalittlegirlsurroundedbyspentmatches.“Poorlittlething!”exclaimedthepassers-by.“Shewastryingtokeepwarm!”Butbythattime,thelittlematchsellerwasfarawaywherethereisneithercold,hungernorpain.IAimsandDemands（教学目的和要求）TolearnastoryaboutthelittlematchgirlwrittenbyAnderson.ⅡKeyPointsandSpecialDifficulties（重点和难点）3Keypoints:tograspsomeusefulwordsandexpressionsdeserted,fade,strike,hesitate,deny,exclaim,glimpse,aware,befrozenwith,goout,strikeamatch,catchaglimpseofSpecialdifficulties:1)tolearnInversion.2)tolearnv-edphrasesusedasmodifiersⅢTeachingAidsandApproaches（教具及教学方法）Multi-media,Task-basedapproachandtheintegratedapproachⅣBriefTeachingProcedures（教学过程）Step1Backgroundinformation（背景知识）DoyouknowaboutthegreattalewriterAnderson?Canyoulistsomeofhismasterpieces?Step2Fastreading（快速阅读）Readthepassagequicklyandanswer（快速阅读并回答下列问题）:1)Whydidn’tthelittlegirlstrikeamatchtokeepherselfwarm?2)Whatdidthelittlegirlseewhenthelastvisionappeared?Keys（参考答案）:1)Shewasafraidthatherfatherwouldbeangry.2)Shesawherbelovedgrandmotherwhohaddied.Step3Carefulreading（细读）1.Whatvisionsdidthelittlematchsellersee?Whatdidtheymeantoher?(abigbrightlyburningstove→warmth;afinetableladenwithfood→goodthingstoeat;aChristmastreehungwithcandles→joyandhappiness;hergrandmother→loveandcare)2.Translatethefollowingsentencesandpayattentiontotheunderlinedparts.1)Frombrightlylitwindowscamethetinkleoflaughterandthesoundofsinging.2)Herraggeddressandwornscarfdidnotkeepoutthecoldandshetriedtokeepherbarefeetfromtouchingthefrozenground.3)Beyondthatstoodafinetableladenwithfoodandlitbyacandlestick.4)Hereyeswerefilledwithtearsandsheliftedhergazetothelitwindows,prayingthatshetoomightknowalittleofsuchhappiness.5)TherestoodaChristmastreehungwithhundredsofcandles,glitteringwithtinselandcoloredballs.6)Closebylaythelifelessbodyofalittlegirlsurroundedbyspentmatches.7)Ifonlyshecouldlightamatch!8)Acolddaydawnedandapalesunshoneonthefountainandtheicyroad.9)Butbythattime,thelittlematchsellerwasfarawaywherethereisneithercold,hungernorpain.Whatcharacteristicsdotheunderlinedpartshave?Whatfunction?(Theyareallv-edphrases,whichareusedasmodifiers.)Step4Keypatterns(主要句型)Analyzethesentencebelow:Frombrightlylitwindowscamethetinkleoflaughterandthesoundofsinging.Thisisaninvertedsentence.Thesubjectofthesentenceis“thetinkleoflaughterandthesoundofsinging”,and“came”functionsasthepredicate.Findoutmoresimilarsentencestructuresinthepassage.(Beyondthatstoodafinetableladenwithfoodandlitbyacandlestick.TherestoodaChristmastreehungwithhundredsofcandles…Closebylaythelifelessbodyofalittlegirlsurroundedbyspentmatches.)4Step5Homework（作业）Rewritethestory.(Withabout200words.)Step6Assessment（评价）Wordsandexpressions（词和短语）1.desertedadj.冷清清的2.draughtyadj.漏风的3.visionn.景象4.fadev.消逝，消失5.strikevt.擦（火柴）；击打6.hesitatev.迟疑，犹豫7.glimpsen.v.一瞥8.denyv.否定，否认9.prayv.n.祈祷10.awareadj.意识到，觉察11.exclaimv.呼喊，惊叫Lesson2APerfectDayCarrieJacobs-BondWhenyoucometotheendofaperfectday,Andyousitalonewithyourthought,WhilethechimesringoutwithacarolgayForthejoythatthedayhasbrought,DoyouthinkwhattheendofaprefectdayCanmeantoatiredheart,Whenthesungoesdownwithaflamingray,Andthedearfriendshavetopart?Well,thisistheendofaperfectday,Neartheendofajourneytoo;Butitleavesathoughtthatisbigandstrong,Withawishthatiskindandtrue.Formemoryhaspaintedthisperfectday,Withcoloursthatneverfade,Andwefindattheendofaprefectday,Thesoulofafriendwe'vemade.IAimsandDemands（教学目的和要求）EnjoyEnglishpoemsandhaveabasicknowledgeofpoetry,suchasimages,rhymeandlimerick.ⅡKeyPointsandSpecialDifficulties（重点和难点）Haveathoroughunderstandingoftheemotionalelementsdisplayedinthepoem.ⅢTeachingAidsandApproaches（教具及教学方法）Multi-media,listening,reading,practiceandperformance.ⅣTeachingProcedures（教学过程）Step1Lead-inReadpoetryinEnglish,youaresupposedtofocusonthethemesoftheoriginalwork.Generallyspeaking,whatarethethemesofthepoems?LoveVSHatredLifeVSDeathWarVSPeaceAngerVSDelightLonelinessVSSociability5FriendlinessVSRevengeStep2ListeningandreadingListentothetapeandanswer:what’sthethemeofthispoem?LonelinessVSSociabilityStep3Readandpractice1.Readthepoembyyourselfandgetsomedetailedinformation.(1).Whathappenedintheday?(2)Whatwasthewriterdoingattheendoftheday?(3)Howisthewriter’smooddeveloped?Joy-----------thepartingwithfriends------------Depression2.Findtheimagesinthepoem.Aperfectday:acarolgay/thechimes/thesun/theflamingrayTheendofaperfectday:atiredheart/thesunwhichgoesdown/theendofajourneyStep4.AnalysethestructureofthepoemRhyme:/ei/day,gay,ray,fade,made/a:/heart,part/u:/too,trueStep5DiscussionWhatshouldyoudoinyourdailylife?TovaluefriendshipTofacepartitionoffriendsandrelativesinapositiveway.Step6PerformanceSupposeyouarethewriterandhisfriends,makeaperformanceaboutyourperfectday.Workinagroupoffour.Step7Assignment1.Recitethepoem.2.Writealimerick.Wordsandexpressions（词和短语）Carol颂歌flaming燃烧的fade褪色，凋谢Lesson3ThePiedPiperofHamelinOnceuponatime,onthebanksofagreatriverinthenorthofGermanylayatowncalledHamelin.ThecitizensofHamelinwerehonestpeoplewholivedcontentedlyintheirgreystonehouses.Theyearswentby,andthetowngrewveryrich.Thenoneday,anextraordinarythinghappenedtodisturbthepeace.Hamelinhadalwayshadrats,andalottoo.Buttheyhadneverbeenadanger,forthecatshadalwayssolvedtheratproblemintheusualway—bykillingthem.Allatonce,however,theratsbegantomultiply.Intheend,ablackseaofratsswarmedoverthewholetown.First,theyattackedthebarnsandstorehousesthen,forlackofanythingbetter,theygnawed（啃）thewood,clothoranythingatall.Theonethingtheydidn’teatwasmetal.Theterrifiedcitizensflockedtopleadwiththetowncouncilors（委员会）tofreethemfromtheplagueofrats（鼠疫）.Butthecouncilhad,foralongtime,beensittingintheMayor’sroom,tryingtothinkofaplan.“Whatweneedisanarmyofcats!”Butallthecatsweredead.6“We’llputdownpoisonedfoodthen…”Butmostofthefoodwasalreadygoneandnopoisonstoppedtherats.“Itjustcan’tbedonewithouthelp!”saidtheMayorsadly.Justthen,whilethecitizensmilledaroundoutside,therewasaloudknockatthedoor.“Whocanthatbe?”thecityfatherswondereduneasily,mindfuloftheangrycrowds.Theygingerlyopenedthedoor.Andtotheirsurprise,therestoodatallthinmandressedinbrightlycoloredclothes,withalongfeatherinhishat,andwavingagoldpipeatthem.“I’vefreedothertownsofbeetlesandbats,”thestrangerannounced,“andforathousandflorins,I’llridyouofyourrats.”“Athousandflorins!”exclaimedtheMayor.“We’llgiveyoufiftythousandifyousucceed!”Atoncethestrangerhurriedaway,saying,“It’slatenow,butatdawntomorrow,therewon’tbearatleftinHamelin!”Thesunwasstillbelowthehorizon,whenthesoundofapipewaftedthroughthestreetsofHamelin.Thepiedpiperslowlymadehiswaythroughthehousesandbehindhimflockedtherats.Outtheyscamperedfromdoors,windowsandgutters(沟),ratsofeverysize,allafterthepiper.Andasheplayed,thestrangermarcheddowntotheriverandstraightintothewater,uptohismiddle.Behindhimswarmedtheratsandeveryonewasdrownedandsweptawaybythecurrent.Bythetimethesunwashighinthesky,therewasnotasingleratinthetown.Therewasevengreaterdelightatthetownhall,untilthepipertriedtoclaimhispayment.“Fiftythousandflorins?”exclaimedthecouncilors,“Never…”“Athousandflorinsatleast!”criedthepiedpiperangrily.ButtheMayorbrokein.“Theratsarealldeadnowandtheycannevercomeback.Sobegratefulforfiftyflorins,oryou’llnotgeteventhat…”Hiseyesflashingwithanger,thepiedpiperpointedathreateningfingerattheMayor.“You’llbitterlyregreteverbreakingyourpromise,”hesaid,anddisappeared.Ashiveroffearranthroughthecouncilors,buttheMayorshruggedandsaidexcitedly,“We’vesavedfiftythousandflorins!”Thatnight,freedfromthenightmareoftherats,thecitizensofHamelinsleptmoresoundlythanever.Andwhenthestrangesoundofpipingwaftedthroughthestreetsatdawn,onlythechildrenheardit.Drawnasbymagic,theyhurriedoutoftheirhomes.Again,thepiedpiperpacedthroughthetown,thistime,itwaschildrenofallsizesthatflockedathisheelstothesoundofhisstrangepiping.Thelongprocessionsoonleftthetownandmadeitswaythroughthewoodandacrosstheforesttillitreachedthefootofahugemountain.Whenthepipercametothedarkrock,heplayedhispipeevenlouderstillandagreatdoorcreakedopen.Beyondlayacave.Introopedthechildrenbehindthepiedpiper,andwhenthelastchildhadgoneintothedarkness,thedoorcreakedshut.Agreatlandslide（山崩）camedownthemountainblockingtheentrancetothecaveforever.Onlyonelittlelameboyescapedthisfate.Itwashewhotoldtheanxiouscitizens,searchingfortheirchildren,whathadhappened.Andnomatterwhatpeopledid,themountainnevergaveupitsvictims.ManyyearsweretopassbeforethemerryvoicesofotherchildrenwouldringthroughthestreetsofHamelinbutthememoryoftheharshlessonlingeredineveryone’sheartandwaspasseddownfromfathertosonthroughthecenturies.IAimsandDemands（教学目的和要求）Tolearnatale--ThePiedPiperofHamelinandgetthestudentstoknowtheimportanceofhonesty.ⅡKeyPointsandSpecialDifficulties（重点和难点）7Keypoints:tograspsomeusefulexpressionsallatonce,freesb.from…,rid…of…,makeone’sway,breakinSpecialdifficulties:tounderstandInversion.ⅢTeachingAidsandApproaches（教具及教学方法）Multi-media,Task-basedapproachandtheintegratedapproachⅣBriefTeachingProcedures（教学过程）Step1Fastreading（快速阅读）Readthepassagequicklyandanswersomequestions（快速阅读并回答下列问题）:1)WhattroubledidthecitizensofHamelinhave?2)Whatwastheresultoftheirbreakingthepromise?Keys（参考答案）:1)Thereweretoomanyratsinthetownforthemtoliveanormallife.2)Allthechildrenbutoneweredrawnintothecaveandkilled.Step2Carefulreading（细读）1.Whatwordsdidtheauthorusetoindicatethattheplagueofratswastooterrible?(ablacksea,swarmedthewholetown,gnawedeverythingexceptmetal,needanarmyofcats…)2.Findoutinvertedsentencesinthepassage.(…,onthebanksofagreatriverinthenorthofGermanylayatowncalledHamelin.…,therestoodatallthinmandressedinbrightlycoloredclothes…Behindhimswarmedtherats….Thepiedpiperslowlymadehiswaythroughthehousesandbehindhimflockedtherats.Beyondlayacave.Introopedthechildrenbehindthepiedpiper.)3.Keyexpressions(要点表达)1)allatonce=allofasudden/suddenly突然2）Andtotheirsurprise,therestoodatallthinmandressedinbrightlycoloredclothes,withalongfeatherinhishat,andwavingagoldpipeatthem.“dressedinbrightlycoloredclothes,withalongfeatherinhishat,andwavingagoldpipeatthem”isusedtomodifythesubject“atallthinman”.3）Therewasevengreaterdelightatthetownhall,untilthepipertriedtoclaimhispayment.“claim”inthesentencemeans“askfor”.4)Hiseyesflashingwithanger,thepiedpiperpointedathreateningfingerattheMayor.“Hiseyesflashingwithanger”是独立主格结构，在句中用作状语。5)Itwashewhotoldtheanxiouscitizens,searchingfortheirchildren,whathadhappened.该句为强调句型,searchingfortheirchildren为现在分词短语作定语修饰theanxiouscitizens。Step3Classroomactivities（课堂活动）Dividetheclassintogroupsoffouranddiscuss:Whatlessoncanwelearnfromthepassage?Whatdoyouthinkisveryimportantingettingalongwellwithothers?Step4.Homework（作业）Getthestudentstotellthestorytotheirfamilymembers.Step5Assessment（评价）Wordsandexpressions（词和短语）1.multiplyv.增加2.contentadj.满足3.swarmv.密集4.flockv.聚集5.uneasilyadv.不安地6.threatenv.威胁87.claimv.索取，索赔8.currentn.水流9.processionn.队伍10.troopv.群集11.harshadj.严厉的12.blockv.封锁13.allatonce突然14.ridsb.ofsth.使某人摆脱……15.makeone’sway前进16.breakin插嘴，插话Module2FigurestoriesLesson4LouisArmstrongLouis“Satchmo”Armstrong(1900—1971),anAfrican-Americanmusician,isoneofthemostimportantfiguresinthehistoryofjazz.Inthe1920s,thistrumpeter,singerandbandleaderbeganexploringtheboundariesofjazztechniqueandstyle.Mastersofjazztodayadmittheirdebttothispioneer.Armstrong’sgiftwasobviousfromthestartofhiscareer.Hisearliestrecordingsfirstwithabandledbyhisformerteacher,Joe“King”Oliver,andthenwithhisownbandearnedArmstronginternationalfamefortechnicaloriginality.Hefreedhisplayingfromtheordinaryrhythms(节奏)ofearlyjazzbycreatingmusicalphrasesthatseemedtogoagainstthepulseofasong,onlytocombinethemintheplacelater.Hisdeepandroughvoicebecameasspecialashiscornet(短号）playing,especiallyinhisscatperformances.Scatisasingingstyleinwhichmeaninglesssyllables(音节)arerepeatedwithoutpreparation.Armstrong’sscatwasamongtheearliesteverrecorded.By1930,Armstronghadturnedtomorecommercial,lessexperimentaljazz.Somemusicianscriticizedhimforthis.ButothersinsistedthattherealpowerofArmstrong’sartlayinitsgraceandsensitivity,finequalitiesoftheheartwhichremainedinhismusic.Inthefollowingyears,Armstrongtraveledaroundtheworldastheleading“goodwillambassador”ofAmericanjazzmusic.Thegentlenessandgreatattractionof“Satchmo”filledhismusicandmadehimoneoftheworld’smostbelovedperformersforoverfortyyears.IAimsandDemands（教学目的和要求）TolearnapassageaboutArmstrong,thepioneerofjazzandletthestudentsknowwhatcontributionsArmstrongmadetojazz.ⅡKeyPointsandSpecialDifficulties（重点和难点）Keypoints:thecontributionsArmstrongmadetothedevelopmentofjazzSpecialdifficulties:thereasonsforhispopularityⅢTeachingAidsandApproaches（教具及教学方法）Multi-media,Task-basedapproachandtheintegratedapproachⅣBriefTeachingProcedures（教学过程）Step1Lead-in（导入新课）HaveyoueverheardaboutLouisArmstrong?Step2Fastreading（快速阅读）Readfastandanswer（快速阅读并回答下列问题）:1)WhywasArmstrongcalled“pioneerofjazz”?2)Whywas“Satchmo”criticizedbysomemusiciansinthe1930s?3)WhatmadeArmstrongthe“goodwillambassador”ofAmericanjazzmusic?Keys（参考答案）:1)Hecreatedmusicalphrasesandfreedhisplayingfromtheordinaryrhythmsofearlyjazz.2)Forturninghisattentionawayfrommakingchanges.92)Hisattractionandsensitivity.Step3Carefulreading（细读）1.Whatisthepassagemainlyabout?(ApraiseofArmstrong’scontributiontojazz.)2.PickupsomewordsfromthepassagetodescribeLouisArmstrong.(oneofthemostimportantfiguresinthehistoryofjazz,bandleader,pioneer,graceandsensitivity,finequalitiesoftheheart,gentlenessandgreatattraction,oneofmostbelovedperformers…)3.Translatethesentencesbelow.1)Mastersofjazztodayadmittheirdebttothispioneer.MastersofjazztodaythinkthatArmstrongmadealotofcontributionstothedevelopmentofjazzandthattheyshouldthankhimforthis.2)By1930,Armstronghadturnedtomorecommercial,lessexperimentaljazz.By1930,Armstronghadturnedhisattentionawayfrommakingchangesandhismusichadbecomemorecommercial.Step4Classroomactivities（课堂活动）Workingroupsoffouranddiscuss:WhatwerethereasonsforArmstrong’ssuccess?(Hisearlyexperiencesin“King”Oliver’sband,histechnicaloriginalityandhispersonality.)Whatqualitiesshouldasuccessfulmusicianhave?Step5.Homework（作业）Rewritethepassage.(Around150words.)Step6Assessment（评价）Wordsandexpressions（词和短语）1.explorev.探索2.boundaryn.边界，界线3.formeradj.原先的，前面的4.originalityn.创造力，独创性5.commercialadj.商业的6.criticizev.批评7.gracen.优雅8.ambassadorn.大使9.goagainst违背，违反10.turnto转向Lesson5SpecialFundinHonorofHongZhanhuiAspecialfundhasbeensetuptosupportstudentswhoaresufferinghardshipsinhonorofayoungmannamedHongZhanhui,a23-year-oldcollegestudentinHuaihuaofHunanProvince.HongwasborninapoorruralfamilyinXihuaCountyin1982.Whenhewas12yearsold,hisfathercaughtamentalillnessandkilledhissister.Later,thefamilyadoptedagirl,namingherChenchen.Ayearlater,Hong’smotherwalkedoutbecauseshecouldn’tstandthebeatingsfromherhusband.Honghassinceshoulderedalltheburdensonhisown.Hehadtosplithistimeandenergyintoearningmoney,lookingafterChenchen,treatinghisfather,andeducatinghimself.Hetookonalotofpart-timejobs,suchassellinginstantnoodles（方便面）,sellingball-pointpens,books,potatoes,andsoon.“Manypeoplelookeddownuponmeforsellingthen,”Hongrecalled,“ButIdidn’tcare.”Afterhisstorieswereknownbythepublic,hereceivedalargeamountofdonation.Hethoughthehimselfhadpassedtheworsttimeandthereweremanyotherpeoplewhoneededhelpmuchmorethanhim.“Ithinkitismoreimportantforamantosupporthimselfandbestrong.Iwanttobesuchaman,whobringsopportunitiestootherpeopleinsteadofmyself.”Hetriedhisbesttoreturnallofthem.Heputthosefromthedonatorswhodidn’tleavetheirnamesintothefundtohelpothers.Butheinsiststhatthosewhoaccepthelpfromthefundmustpaybackthemoneyaftertheypassthehardships.Hesaysthatthehelpwhichdoesn’tneedtobe10repaidmaybesomethingselfish,becauseitmayhurtaperson’sprideasahuman.IAimsandDemands（教学目的和要求）TolearnapassageaboutHongZhanhuiandcallonthestudentstolearnfromhim—tosupportoneselfandbestrong.ⅡKeyPointsandSpecialDifficulties（重点和难点）Keypoints:1)todescribeHongZhanhui2)tograspsomeusefulw