Advanced English Made by Yang Lin Made by Yang Lin Advanced English Made by Yang Lin

Unit Two Book Two Unit Two Book Two But What ’ s Dictionary For? But What ’ s Dictionary For?

Teaching Points I. Background information I. Background information II. Introduction to the passage II. Introduction to the passage III. Text analysis III. Text analysis IV. Rhetorical devices IV. Rhetorical devices V. Questions for discussion V. Questions for discussion

I. Background Information 1. Dictionaries in the United States 1. Dictionaries in the United States Dictionaries in the United States Dictionaries in the United States 2.Noah Webster and America's first dictionary 2.Noah Webster and America's first dictionary 3. Abraham Lincoln 3. Abraham Lincoln 4. Civil Rights Movement 4. Civil Rights Movement 5. Leonard Bloomfield 5. Leonard Bloomfield

II. Introduction to the Passage 1.Type of literature: 1.Type of literature: -- a piece of objective description -- a piece of objective description

Introduction to the Passage 2.The purpose of a piece of objective description: 2.The purpose of a piece of objective description: ---to record and reproduce a true picture with opinions and emotions of the author excluded ---to record and reproduce a true picture with opinions and emotions of the author excluded

Introduction to the Passage 3. Ways of developing a piece of objective description: 3. Ways of developing a piece of objective description: ---to begin with a brief general picture, divide the object into parts and organize the detailed description in order of space ---to begin with a brief general picture, divide the object into parts and organize the detailed description in order of space

III. Effective Writing Skills 1. Making effective use of specific words 1. Making effective use of specific words 2. Grasping the skill of outline writing 2. Grasping the skill of outline writing

IV. Rhetorical Devices 1. metonymy 1. metonymy 2. synecdoche 2. synecdoche 3. sarcasm 3. sarcasm 4. alliteration 4. alliteration

Metonymy Metonomy (unlike metaphor) uses figurative expressions that are closely associated with the subject in terms of place, time or background. The figurative expression is not a physical part of the subject, however. Metonomy (unlike metaphor) uses figurative expressions that are closely associated with the subject in terms of place, time or background. The figurative expression is not a physical part of the subject, however.

Examples: The White House declared … (White House = US government / President) The White House declared … (White House = US government / President) The land belongs to the crown. (crown = king / queen / royal family / monarchy) The land belongs to the crown. (crown = king / queen / royal family / monarchy) Empty pockets never held anyone back. Only empty heads and empty hearts can do that. (Norman Vincent Peale) Empty pockets never held anyone back. Only empty heads and empty hearts can do that. (Norman Vincent Peale) (empty pockets = poverty; empty heads = ignorance / dullness / density; empty hearts = unkindness / coldness) (empty pockets = poverty; empty heads = ignorance / dullness / density; empty hearts = unkindness / coldness) the spit-and-polish command post (meaning: shiny clean) the spit-and-polish command post (meaning: shiny clean)

Synecdoche using a part instead of the whole or vice versa. using a part instead of the whole or vice versa. Synechdoche is some kind of generalization or specification that uses a part, a member or a characteristic of what is meant. The following possibilities are common: Synechdoche is some kind of generalization or specification that uses a part, a member or a characteristic of what is meant. The following possibilities are common:

Synecdoche Part used instead of the whole Part used instead of the whole Example: Example: Turning our long boat round [ … ] on the last morning required all hands on deck … (hands = people) Turning our long boat round [ … ] on the last morning required all hands on deck … (hands = people)

Synecdoche Whole used instead of a part Whole used instead of a part Example: Example: Troops halt the drivers (troops = soldiers) Troops halt the drivers (troops = soldiers)

Synecdoche Specific term used instead of a general one: Specific term used instead of a general one: Example: Example: Kashmir is their Maui, Aspen, and Palm Springs all rolled into one. Kashmir is their Maui, Aspen, and Palm Springs all rolled into one.

Synecdoche General term used instead of a specific one: General term used instead of a specific one: Example: Example: The animal came closer. (animal = a certain animal, e.g. a dog, dolphin, snake) The animal came closer. (animal = a certain animal, e.g. a dog, dolphin, snake)

Synecdoche Material used instead of the product: Material used instead of the product: Example: Example: She wore gold around her neck. (gold = chain) She wore gold around her neck. (gold = chain)

Alliteration Repetition of initial consonant sound Repetition of initial consonant sound The initial consonant sound is usually repeated in two neighbouring words (sometimes also in words that are not next to each other). Alliteration draws attention to the phrase and is often used for emphasis. The initial consonant sound is usually repeated in two neighbouring words (sometimes also in words that are not next to each other). Alliteration draws attention to the phrase and is often used for emphasis.

Alliteration Examples: Examples: for the greater good of for the greater good of safety and security safety and security share a continent but not a country share a continent but not a country

Alliteration Repetition of initial consonant sounds means that only the sound must be the same, not the consonants themselves. Repetition of initial consonant sounds means that only the sound must be the same, not the consonants themselves. Examples: Examples: killer command killer command fantastic philosophy fantastic philosophy A neat knot need not be re-knotted. A neat knot need not be re-knotted.

Alliteration If neighbouring words start with the same consonant but have a different initial sound, the words are not alliterated. If neighbouring words start with the same consonant but have a different initial sound, the words are not alliterated. Examples: Examples: a Canadian child a Canadian child honoured and humbled (the ‘ h ’ in honoured is silent) honoured and humbled (the ‘ h ’ in honoured is silent)

V. Text Analysis 1. Webster ’ s Third New International Dictionary 的意义及影响 ; 2. 不同学者对该辞典的不同看法； 3. Bloomfield, Leonard 及其对现代语言学的 影响。

VI. Special Difficulties 1. identifying figures of speech 1. identifying figures of speech 2. translating some sentences 2. translating some sentences 3. paraphrasing some sentences 3. paraphrasing some sentences 4. outline requirements 4. outline requirements

VII. Questions for Discussion 1. What critical views did the popular press express on the publication of Webster ’ s Third New International Dictionary 1. What critical views did the popular press express on the publication of Webster ’ s Third New International Dictionary 2. How much effort and money was spent on the making of this dictionary? 2. How much effort and money was spent on the making of this dictionary? 3. Why are new dictionaries needed? 3. Why are new dictionaries needed? 4. What does the writer say about spelling and pronunciation? 4. What does the writer say about spelling and pronunciation? 5. Has the Third New International Dictionary any faults? 5. Has the Third New International Dictionary any faults?

VIII. Exercises Paraphrase Paraphrase

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