第一篇：現(xiàn)代大學(xué)英語(yǔ)精讀三Unit 1 教案

教案一:

Unit 1 Your College Years I.Teaching Plan This essay is planned to finish in 20 minutes.1-3 mins

Warming-up &Pre-reading 4-17 mins

While-reading 18-20 mins Post-reading II.Teaching Aims:

1.Knowledge aims(1)Students can understand and master the new words and expressions.(2)Students can master the main grammar.2.Ability aims(1)Students can understand the main idea through listening to tape.(2)Students can express their attitudes toward the article in English.(3)Enhance students' reading ability and skills of guessing new words in context.3.Emotion aims(1)Help students to understand the university life(2)Improve students' sense of cooperative learning.III.Teaching Methods: Task-based method, Grammar-translation method.IV.Teaching Difficult /Key Points:

1.Grammar Parallelstructure, Object clause 2.Writing techniques V.Teaching Contents: Step 1: Warming up

Lead in the topic by providing some basic backgrounds.1.Background Author--Bob Hartman Bob Hartman is a storyteller of children and part-time pastor.He was born in Pittsburgh in the United States.(Justification:Help students to know about the author and understand the essay better.)Step 2: Pre-reading

Ask students to have a free talk: 1.In the 1st college year, did you experience anything different from that in high school?

2.What do you think about these differences?(Justification: Arouse interest of students.)Step 3: While-reading 1.New Words

(1)Endeavor

v.to try very hard eg.He endeavored to claim himself down but in vain.辨析: Endeavor強(qiáng)調(diào)愿望發(fā)自內(nèi)心以及用異乎尋常的極大努力去做某事，尤指克服困難。Strive 和endeavor 一樣，表示付出極大努力，但該詞強(qiáng)調(diào)做某事所需要的辛勞和竭盡全力，不強(qiáng)調(diào)努力的結(jié)果。

Try指花費(fèi)體力或心力試圖完成某事，且包含有成功的可能。

Attempt強(qiáng)調(diào)開始著手進(jìn)行某事，但不強(qiáng)調(diào)花費(fèi)力氣，且所希望或期待的結(jié)果常常未能實(shí)現(xiàn)。

(2)Perceive

v.to understand or think of sth in a particular way perceive

through

take

>>>憑借感覺去拿，即意識(shí)到，認(rèn)為 憑借拿

Perception n.洞察力，看法，見解

(3)Excessive adj.much more than is reasonable or necessary eg.Bad habits, such as smoking and excessive drinking, can harm your health.excessive 超出行走

…的>>>行走的距離超出的，即過(guò)分的，過(guò)多的

(4)Resentment

n.A feeling of anger because sth has happened that you think is unfair

re

sent

ment 相反感覺行為>>>相反的感受，即反感，憤恨，怨恨 resent v.憤恨，感到氣憤

(5)Project

v.to show other people(what your future role will be as a man or woman)project

forward

throw >>>向前投擲，向前扔，即規(guī)劃，計(jì)劃 向前投擲，扔

(6)Feminine

adj.belonging to or considered typical of women or girls the traditional feminine(7)Masculine adj.belonging to or considered typical of men or boys eg.Her husband was handsome and strong, and very masculine(8)Option

n.a choice you can make in a particular situation 辨析: Option 指特別賦予的進(jìn)行選擇的權(quán)利，強(qiáng)調(diào)的是進(jìn)行選擇的自由和權(quán)利。Choice 指運(yùn)用自己的判斷進(jìn)行選擇的機(jī)會(huì)，權(quán)利或能力，強(qiáng)調(diào)的是進(jìn)行選擇的可能性。

Alternative 主要指在相互排斥的兩者之間做嚴(yán)格的選擇，也可指在兩者以上中進(jìn)行選擇。

(9)Rebel

v.to oppose or fight against sb in a position of authority rebel against sb./ sth.反抗…，反叛…

rebellion n.謀反，叛亂，反叛rebellious

adj.叛逆的，造反的(10)Ethnic VS.Ethic A.Ethnic adj.relating to a particular race, nation, or tribe and their customs and traditions

ethnic groups 族群

ethnic tensions 種族緊張局勢(shì)

B.Ethical adj.connected with principles of what is right and what is wrong ethic n.倫理標(biāo)準(zhǔn)，道德準(zhǔn)則，道德體系

(11)Affirm

v.to state that sth.Is true and you agree with it or support it, esp.in public eg.I affirm that you will not lose the job.affirmation

n.肯定，斷言

affirmative adj.肯定的，同意的 辨析: Affirm 強(qiáng)調(diào)說(shuō)話人堅(jiān)定地相信自己說(shuō)的是事實(shí)，并且有可靠的根據(jù)，不容置疑。Assert 指沒有客觀證據(jù)而非常自信地宣稱或斷言。Allege 指在缺乏證據(jù)的情況下宣稱。

Claim 指強(qiáng)調(diào)宣稱某事是真實(shí)的，尤指在面對(duì)反對(duì)意見時(shí)的宣稱。Declare 指肯定地說(shuō)某事，往往是公開地針對(duì)反對(duì)意見的宣稱或斷言。(12)Contribute

v.to help to cause sth to happen con

tribute

全部給予>>>全部給予，即捐助，捐贈(zèng) contribute to sth.是…的原因之一，促成… 3.Phrases& Grammar(1)Has it ever occurred to you that your professors and other school personnel have certain goals for your growth and maturity during your college years? 句中，it為形式主語(yǔ)，真正的主語(yǔ)是that引導(dǎo)的從句。Occur to sb(觀念或想法)被想到，出現(xiàn)在頭腦中

(2)Has it dawned on you that certain developmental changes will occur in your life as you move from adolescence to your adulthood? Dawn on sb使開始明白，使?jié)u漸領(lǐng)悟

(3)During this time, students are going through an identity crisis and are endeavoring to find out who they are and what their strengths and weaknesses are.本句為復(fù)合句。句中，who和what均引導(dǎo)賓語(yǔ)從句，做find out的賓語(yǔ)。Go through sth.經(jīng)歷，遭受；仔細(xì)檢查，仔細(xì)查看；詳細(xì)研究，仔細(xì)琢磨(4)While students are going through an identity crisis, they are becoming independent from their parents yet are probably still very dependent on them.Be dependent from 獨(dú)立于，不依賴于

(5)College students need to stand back and see where they are in the independence struggle.本句為復(fù)合句。句中，where引導(dǎo)賓語(yǔ)從句，做see的賓語(yǔ)。

(6)In the late sixties, a young woman from a background that was extremely prejudiced against people from other races came to college convinced that her race was superior.句中，介詞短語(yǔ)from a background that…為后置定語(yǔ)，修飾woman；其中that 引導(dǎo)定語(yǔ)從句，修飾background；過(guò)去分詞短語(yǔ)convinced that her race was superior作伴隨狀語(yǔ)，其中that引導(dǎo)定語(yǔ)從句，作convinced的賓語(yǔ)。Be prejudiced against 對(duì)…有偏見(7)平行結(jié)構(gòu)

在英語(yǔ)中，并列連詞and, but, as well as, both…and, neither…nor, either…or, not only…but also, rather than, as…as 等可連接兩個(gè)對(duì)等的詞或?qū)Φ鹊慕Y(jié)構(gòu)，我們稱之為平行結(jié)構(gòu)(parallelstructure)。平行結(jié)構(gòu)的要求主要有以下幾個(gè)方面。A.所連接的謂語(yǔ)形式必須一致。

eg.He went downtown, brought some books and visited his daughter.(went, bought 和visited 都是用的過(guò)去時(shí))B.所連接的詞或短語(yǔ)形式必須一致。

eg.She has good looks, quick wits, and a good character.(looks, wits 和character都是名詞)C.所連接的非謂語(yǔ)動(dòng)詞的形式必須一致。

eg.Some find swimming more enjoyable than sitting at home.(swimming和sitting都是動(dòng)名詞)D.所連接的句子結(jié)構(gòu)必須一致。

eg.Restrict your passage to one or two pages, and list the references on a separate sheet.(and連接的兩個(gè)句子都是祈使句)4.Structure Part 1(para.1)

Introduce that college students will go through many key changes during their college years.Part 2(paras.2-9)Explain the key changes students will experience in detail.Part3(para.10)

Conclude that college is a time of personal growth and expansion.4．Style(1)Genre:expository essay

(2)Diction:formaland technical words, eg.adulthood, adolescence(3)Syntax:long and involved sentences(4)Techniques 1.quotationeg.'' in...source, according to...'' 2.parallelism eg.words : para.2 ''strengthens and weaknesses'' phrases : para.2 ''determined by genetic endowment;shaped

by environment;influenced by chance events''(Justification:Improve students' skills of reading details and help them to master new words and grammar.)Step4: Post-reading Read the article again and ask students to work in groups and have a competition to answer the following question: 1.Do you agree that young adults such as college students are bound to go through an identity crisis? Have you had any identity crisis yourself so far? 2.Do you consider yourself reasonably independent from your parents? Why it is so important to gain this independence? 3.What other things should students do at university? What does the author mean by ＂internalizing＂religious faith, values, and morals?(Justification: Make students use initiatives.)VI.Homework 1.Retell the text.2.Write an essay by using writing techniques in this essay.3.Discussion(1)Is it true that our struggles for independence and our desire to establish our identity start at college when we reach early adulthood?(2)Have you gained much freedom now that you are a college student? If the answer is yes, how are you enjoying your newly acquired freedom?(Justification: Improve students' oral competence and writing skills.)

第二篇：現(xiàn)代大學(xué)英語(yǔ)精讀

對(duì)《大學(xué)英語(yǔ)精讀》教材進(jìn)行評(píng)價(jià)

《現(xiàn)代大學(xué)英語(yǔ)精讀》是我們大家熟悉的一本教材。精讀課，也就是我們上的基礎(chǔ)英語(yǔ)課，是高校英語(yǔ)專業(yè)基礎(chǔ)階段的一門核心課程，是幫助學(xué)生掌握聽、說(shuō)、讀、寫、譯等基本語(yǔ)言技能的基礎(chǔ)課。精讀教材主要是培養(yǎng)學(xué)生的語(yǔ)用能力，使學(xué)生能夠從書中有所感悟，把所學(xué)到的語(yǔ)言知識(shí)與生活實(shí)際結(jié)合起來(lái)，使學(xué)習(xí)過(guò)程生活化。該教材還能培養(yǎng)學(xué)生的英語(yǔ)思維能力和創(chuàng)新能力，而不是使學(xué)生拘泥于書本知識(shí)，主要的教學(xué)任務(wù)不是積累知識(shí)，而是開發(fā)學(xué)生的思維，該教材秉著以學(xué)生為中心的教學(xué)思想，教材的選材非常廣泛,符合學(xué)生興趣，是一本符合當(dāng)代大學(xué)生的優(yōu)秀教材。

一本好的教材有以下幾點(diǎn)特征；(1)、教學(xué)內(nèi)容和語(yǔ)言能夠反映快速變化的時(shí)代(2)、要處理好專業(yè)知識(shí)，語(yǔ)言訓(xùn)練和相關(guān)學(xué)科之間的關(guān)系(3)、教材不僅著眼于知識(shí)的傳授而要有助于學(xué)生的鑒賞批評(píng)能力、思維能力和創(chuàng)新能力的培養(yǎng)(4)、教學(xué)內(nèi)容要有較強(qiáng)的實(shí)用性和針對(duì)性。而《現(xiàn)代大學(xué)英語(yǔ)精讀》教材充分表現(xiàn)出一本好的教材的特點(diǎn)，在英語(yǔ)教學(xué)中起著積極的作用，主要表現(xiàn)在以下幾個(gè)方面。

1、教材具有權(quán)威性。教材的權(quán)威性主要在于它努力體現(xiàn)新大綱的要求，任何教材的編寫都要相對(duì)應(yīng)的教學(xué)大綱作指導(dǎo)，而衡量教材的好壞的一個(gè)重要標(biāo)準(zhǔn)就是看他是否符合大綱的具體要求。大學(xué)英語(yǔ)精讀教材是根據(jù)國(guó)家或地方教育部門頒發(fā)的教學(xué)大綱或課程標(biāo)準(zhǔn)編寫的，能夠較好的體現(xiàn)教學(xué)大綱或課程標(biāo)準(zhǔn)規(guī)定的教學(xué)目的、教學(xué)目標(biāo)、教學(xué)內(nèi)容以及教學(xué)方法，所以大學(xué)英語(yǔ)精讀教材完全符合大綱中有關(guān)教材的規(guī)定，有利于教學(xué)大綱和課程標(biāo)準(zhǔn)的有效實(shí)施。教材的權(quán)威性還取決于編寫人員的能力和素質(zhì)。現(xiàn)代《 現(xiàn)代大學(xué)英語(yǔ)精讀》教材是北京外國(guó)語(yǔ)大學(xué)多名教授共同研究而成，這些教授具有豐富的教學(xué)經(jīng)驗(yàn)和深厚的語(yǔ)言功底，而且教材有國(guó)內(nèi)著名的外語(yǔ)出版社出版，還是普通高等教育“十五”國(guó)家級(jí)規(guī)劃教材。所以，現(xiàn)代大學(xué)英語(yǔ)精讀教材在一定程度上能夠保證教學(xué)內(nèi)容、教學(xué)過(guò)程和教學(xué)方法的科學(xué)性和合理性，從而保證教學(xué)質(zhì)量和教學(xué)效果。

2、教材具有系統(tǒng)性。從整體上看，教材體系完整，內(nèi)容豐富，有利于學(xué)生系統(tǒng)的學(xué)習(xí)語(yǔ)音、詞匯、語(yǔ)法等語(yǔ)言知識(shí)；材內(nèi)容從易到難，是一個(gè)逐步推進(jìn)的過(guò)程。第一年的教材主要任務(wù)是鞏固高中所學(xué)的內(nèi)容，這主要是考慮到大學(xué)新生需要時(shí)間來(lái)克服高中階段應(yīng)試教學(xué)的影響，要盡快幫助他們熟悉大學(xué)學(xué)習(xí)方法，養(yǎng)成良好的學(xué)習(xí)習(xí)慣，糾正他們的語(yǔ)音語(yǔ)調(diào)，鼓勵(lì)他們克服漢語(yǔ)方言對(duì)應(yīng)于發(fā)音的負(fù)面影響，同時(shí)，要讓學(xué)生意識(shí)到學(xué)習(xí)英語(yǔ)的目的關(guān)鍵是運(yùn)用，而不是為了做題。第二年的教材，主要是知識(shí)積累，要運(yùn)用各種方法擴(kuò)大詞匯量，提高對(duì)語(yǔ)法的掌握和運(yùn)用能力，還要加強(qiáng)寫作和翻譯的訓(xùn)練，因?yàn)檫@兩種技能需要從實(shí)踐中得到提高，而不是拘泥于書本知識(shí)，第三年的教材主要是培養(yǎng)學(xué)生的閱讀水平，學(xué)生能夠獨(dú)立完成一個(gè)章節(jié)的閱讀，教材增加了閱讀的難度，這樣有助于提高學(xué)生的閱讀水平，第四年的精讀教材主要是使學(xué)生的聽、說(shuō)、讀、寫、譯這五種能力得到全面的培養(yǎng)，是學(xué)生對(duì)這幾種基本技能同時(shí)得到訓(xùn)練。

3、教材選文具有多樣性。《現(xiàn)代大學(xué)英語(yǔ)精讀》教材克服了傳統(tǒng)教學(xué)理念的缺陷，教材編寫體現(xiàn)了以應(yīng)用為本，聽、說(shuō)、讀、寫、譯等多位一體的教材設(shè)計(jì)理念，把提高學(xué)生綜合運(yùn)用能力放在首位。該系類教材的指導(dǎo)思想就是在課堂上創(chuàng)造一個(gè)真實(shí)的語(yǔ)言教學(xué)環(huán)境，使學(xué)生得各種語(yǔ)言技能得到充分的訓(xùn)練。教材中覆蓋的詞匯量超過(guò)大學(xué)英語(yǔ)四六級(jí)的水平，在教材的使用中學(xué)生強(qiáng)化了對(duì)單詞的復(fù)現(xiàn)率，該教材詞匯豐富，詞匯重復(fù)出現(xiàn)有助于強(qiáng)化記憶。閱讀理解的任務(wù)活動(dòng)可以幫助學(xué)生檢測(cè)和深化對(duì)課文的理解，掌握各種閱讀技巧。在每一章節(jié)的聯(lián)系中還涉及了漢譯英和英譯漢的翻譯練習(xí)，這樣有助于訓(xùn)練學(xué)生的翻譯能力。而且，教材中選取的文章題材多樣，風(fēng)格各異，內(nèi)容豐富，涉及了政治、經(jīng)濟(jì)、文化語(yǔ)言、科技、體育、風(fēng)俗人情等各方面。所以，該教材有利于學(xué)生更好地了解世界文化，培養(yǎng)跨文化意識(shí)和跨文化交際的能力。

總體來(lái)說(shuō)，《現(xiàn)代大學(xué)英語(yǔ)精讀》教材合理的教學(xué)布局，能夠使學(xué)生的綜合能力得到全面的培養(yǎng),聽、說(shuō)、讀、寫、譯等各項(xiàng)語(yǔ)言技能在教材中得到了綜合呈現(xiàn),該教材注重語(yǔ)言技能的培養(yǎng)、注重學(xué)生獨(dú)立學(xué)習(xí)能力的提高。但教材中也有一些不足之處，比如關(guān)于綜合技能的整體訓(xùn)練,以及學(xué)習(xí)技能和學(xué)習(xí)策略的建議有些不足。但整體上該教材是目前最適合大學(xué)生學(xué)習(xí)的一本優(yōu)秀教材。

第三篇：《現(xiàn)代大學(xué)英語(yǔ)精讀5》教案

英語(yǔ)專業(yè)精讀授課教案（第五冊(cè)）

Lesson One Where Do We Go from Here

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to identify the rhetorical device in the sentence and understand the

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

I.Background information:

The 1960s were turbulent times for the United States.The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time.The civil Rights movement was a major movement which began with the Supreme Court decision of Brown v.Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955.Martin Luther King jr.(1929-1968), as a key leader of the movement, played a significant and irreplaceable role.His name is associated with the march on Washington in 1963 and his famous speech ― I have a dream‖, delivered in front of the Lincoln Memorial.He was awarded Nobel Peace Prize in 1964.this speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional appeal.Thus his analysis of riots and revolution in the united states in his speech is sound and convincing.On the night of April4.1968, King was shot dead, as he stood o the balcony of his hotel in Memphis, Tennessee.Part II.Details studies of the text

Part III.Structure of the text:

Part i.Para.1—2 Martin Luther King link the theme of the speech with the question of “Where we are now”.That is, in order to know where we go from here we must first recognize where we are now.Without knowing our present situation, how can we design a policy for the future?

Part ii Para.3--5 This is a transitional paragraph to call for all the African-American must ―rise up with an affirmation of his own Olympian manhood‖.Part iii(Para.6--9)In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political power.Then the author goes on to define power and points out the consequence of the misinterpretation of power.Part iv(Paras.10--15)This part deals with economic security for the Negro Americans.The speaker advocates guaranteed annual income which he thinks is possible and achievable.He also deals on the advantages of this security.Part v(paras.16—20)In this part, Martin reaffirms his commitment to nonviolence.He explains why he thinks violence is no solution to racial discrimination.He refutes the idea of Black revolution.Part vi(para 21—25)In this part, Dr.King raises a fundamental question—the restructuring of the whole of American society.He points out that the problem of racism.The problem of economic exploitation and the problem of war are tied together.They are the triple evils of the society.Part vii.(para 26—28)This part serves as the concluding remark for the speech: we shall overcome.Lesson Two Two Kinds

Teaching aims: 1.fully understand the article

2.present their viewpoint on generation gap

Teaching difficulties: how to identify the development of a story

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background information:

The Joy Luck Club, from which ―Two Kinds‖ is taken, explores conflicts between two generations and two different cultures.Set in China and in the United States, the novel is woven by stories of four Chinese mothers and their four daughters.Four Chinese women, who have just arrived in the United States and who are drawn together by the shadow of their past—meet in San Francisco to play mah-jongg, eat dim sum and tell stories.They call their gatherings the Joy Luck Club.While they place high hopes on their daughters, the youger generation think of themselves as Americans and resist their mothers’ attempts to change them into obedient Chinese daughters.Only after they have grown up and become more mature do they realize that the legacy left by their mothers is an important part of their lives, too.The noivel stayed on the best-selling book list of The New York Times for 9 months.A finalist for the national Book Award and the National Book Critics Circle Award, it has been translated into about 20 languages and made into a Hollywood movie.Part II.Detailed Study of the Text

Part III.The Structure of the text:

Part i(paras.1—3)the beginning part of the story provides the reader with some background information.It tells about the mother and her hopes for her daughter.This paves the way ofr the development of the conflict between the daughter and the mother.Part ii(paras.4—11)this part is about the mother’s unsuccessful attempt to change her daughter into a Chinese Shirley Temple.In the beginning the child was as excited as the mother about becoming a prodigy.At this point, the conflict between mother and daughter was not visible.Part iii(paras12—20)in this part we learn that the mother was trying very hard to train her daughter to be a genius.As the tests got more and more difficult, the daughter lost heart.She decided that she would not let her mother change her.This change of attitudes would lead to the gradual development of the conflict.Part iv(paras 21—28)while watching a Chinese girl playing the piano on an Ed Sullivan Show, a new idea flashed into the mother’s head.With the new plan introduced, the ocnflict would develop further.Part v(paras 29—46)it tells about how the girl was made to learn the piano under the instructions of Old Chong.The relationship between mother and daughter was getting more and more tense.Part vi(para.47—60)Jing-mei was to perform in a talent show held in the church.Jing-mei started all right and soon made a mess of her performance.Undoubtedly this was a heavy blow to her mother.The crisis of the story is about to come.Part vii(para 61—76)the girl assumed that her failure at the show meant she would never have to play the paino.Yet two days later her mother urged her to practice as usual.She refused and the mother insisted.They had the most fierce quarrel they had ever had.This is the crisis or climax of the story.Part viii(77—93)this concluding part is narrated from a different point of view.Now the daughter had grown up form a little girl to a mature woman.Part IV.Discussion about generation gap.Part V.Complete the exercises of the text.A report about generation gap

Lesson Three

Goods Move.People Move.Ideas Move.And Cultures Change.Teaching aims: 1.fully understand the article

2.How to develop an argument

Teaching difficulties: how to develop an argument

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Lead-in : Globalization has become one of those words with the highest frequency of appearance but at the same time it is also a most controversial issue in terms of content, implication and consequence.Since the early 1990s, globalization has developed rapidly and brought great changes to the world.However, groups of people for various reasons oppose globalization and point to the negative effects of globalization.So when we face an article of such an important and sensitive issue, we are apt to ask:

What is the author’s attitude towards globalization? What makes her adopt such an attitude? How does she present her argument?

Part II.Detailed study of the text

Part III.Structure of the text

Part i(para 1—3)Globalization is a reality but it is not something complietly new.What is new is the speed and scope of changes.Part ii(para 4—6)this part deals with different views on globalization.Part iii(para 7—9)three points are made in this part:

a.Westernization is not a straight road to hell, or to paradise either.b.Cultures are as resourceful, resilient, and unpredictable as the people who compose them.c.Teenagers are one of the powerful engines of merging global cultures.Part iv(para 10—13)this part tells of the author’s experience with Amanda Freeman.Part v(para 14—19)in order to prove fusion is the trend, the author used Tom Soper and mah-jongg as an example.Part vi(para 20—24)this part describes the cultural trends in Shanghai.Part viii(para25—28)the author used the experience at Shanghai Theatre Academy to illustrate the point that the change is at the level of ideas.Part ix(para 29—34)the author in this part introduced Toffler’s view on conflict, change and world order.Part x(para35—36)the main idea is there will not be a uniform world culture in the future;the cultures will coexist and transform each other.Part xii(37—39)the author again used an example in Shanghai to illustrate the transformation of culture.Part IV.Complete the exercises in the textbook

Part V.collect their viewpoints about attitude towards globalizaion.Lesson Four

Professions for Women

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to understand the poetic and symbolic sentences in the article

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background information: Virginia Woolf is generally regarded as one of the greatest writers of modernism as well as one of the pioneers of women’s liberation from patriarchy.She is known for her experimentation and innovation in novel writing.In her novel, emphasis is on the psychological realm of her characters and the moment-by-moment experience of living, which are depicted by the techniques of interior monologue and stream of consciousness.In this essay, Virginia Woolf gives a clear and convincing presentation of the obstacles facing professional women.Part II.Detailed study of the text

Part III.General analysis of the text

Para 1: In the profession of literature, the author finds that there are fewer experiences peculiar to women than in other profession because many women writers before her have made the road smooth.Para 2: the author responds to the host’s suggestion that she should tell the audience something about her own professional experiences.So she now tells her own story –how she became a book reviewer when she was a girl.Para 3.the speaker focuses on the first obstacle to becoming a professional women writer.She uses a figure of speech ―killing the Angel in the House‖ in describing her determination to get rid of the conventional role of women in her writing.Para 4.after the Angel was dead, the question which remains to be answered is ―what is a woman?‖ it is a transitional link between the quthor’s first and second experience.Paragraph 5.In this paragraph the author talks about her second experience in her profession of literature.As a novelist, she wished to remain “as unconscious as possible” so that nothing might disturb or disquiet the imagination.But she was faced with the conflict between her own approach to art and the conventional approach expected of her by male critics.She believed that sex-consciousness was a great hindrance to women's writing.To illustrate this point, she employs a second figure of speech, “the image of a fisherman lying sunk in dreams on the verge of a deep lake.”

Para 6.This paragraph sums up the author's two experiences, pointing out that the second obstacle is more difficult to overcome than the first.Women have many prejudices to overcome in the profession of literature and especially in new professions that women are entering.Para.7.In this last paragraph Woolf concludes her speech by raising some important questions concerning the new role of women and the new relationship between men and women.Part IV.Complete the exercise of the text

Part V.a report on the professional women in China

Lesson Five

Love Is a Fallacy

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to identify the rhetorical device in the sentence and understand the

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Lead-in:

This is a humorous essay in which the narrator tells his failure to win the heart of a young woman with the force of logic, which therefore proves to him that “l(fā)ove is a fallacy”--“it is inconsistent with logic.”

Part II.Detailed study of the text

Part III.Question on Appreciation:

1.How did the narrator describe himself? What does it show? How does the author bring out the pomposity of the narrator? What makes the satire humorous?

2.why was the narrator interested in Polly Espy? What kind of girl was she.3.How did the narrator's first date with Polly Espy go?

4.How does the language used by Polly strike you? Find some examples from the text and explain what effect her language creates.5.Why did the narrator teach Polly Espy logic? Did he succeed?

6.Did the narrator love Polly Espy? How did he try to “acquaint her with his feeling”?

7.How did Polly respond to the narrator's arguments for going steady with her? Why did she reject him? What does it show? As the story progresses, Polly turned out to be smarter than the narrator had previously thought.How does this contrast contribute to the humor of the piece?

Part IV complete the exercise in the text

Lesson Six

Life Beyond Earth

Teaching aims: 1.fully understand the article

2.learn to analyze the text

Teaching difficulties: how to learn to analyze the text and understand the implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.General introduction:

The author deals with recent developments in the search for alien organisms.He discusses various arguments about alien civilization.He does not think that such belief and search is irrational or even crazy.He writes that most people with such belief ―operate from the same instinct, which is to know the truth about the universe‖.At the same time he maintains a scientific attitude, pointing out that although there are many persuasive arguments, there is still no hard evidence to prove the existence of alien life.Yet he does not stop there.He further points out that since the world we live in—the only inhabitable world in the universe so far—is still far from perfect, people in the world need to direct more energy to making it better.Life on Earth is his greater concern.Part II.Detailed study of the text:

Part III.Organization of the piece:

1.Analysis of the text:

(1)Paras.1--2

the emergence of life

(2)Para.3

(transition)What else is alive out

(3)Paras.4--10

search for life

(4)Paras.11--23

search for intelligence

(5)Paras.24--42

Mars.(6)Paras.43--45

Dyson's argument

(7)Paras.46--52

conclusion

2.Questions to discuss:

1)What do you think of the opening paragraph? Does the author begin the article in a forceful way?

2)What role does this paragraph play? What is meant by “the enveloping nebula of uncertainties”? What is the contrast involved as imroduced by “despite”?

3)What new idea is introduced in Paras.17--19?

4)Comment on the first sentence in Paragraph 21.5)Comment on the role of Paragraph 35.6)What is the conclusion of the author? What would the author expect of people investigating extraterrestrial life?

Lesson Seven

Invisible Man

Teaching aims: 1.fully understand the article

2.grasp the implied meaning of some sentences

Teaching difficulties: how to identify the implied meaning in the sentence

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background Information: 1.about the author

2.about the article

Part II.Detailed study of the text

Part III.Analysis of the text:

Para 1.From this opening paragraph we readers can learn a number of important things:

(l)By saying “It goes a long way back, some twenty years,” the author tells us that the story took place in the past.(2)The “I' here is the narrator, not the author, of the story, and the author is using the first-person narration in telling the story.As we read On, we will find this narrator is also the main character, the protagonist, of the story.(3)Words like ”I was looking for myself“ and ”I am nobody but myself“ point out the central theme of the novel--searching for self-identity.Para.2

This paragraph tells us a bit about the historical background against place.It also introduces a new character--the narrator's grandfather.On his deathbed, he said something that alarmed and puzzled the whole family.Para 3

This paragraph is about the tremendous effect of the grandfather's words upon the narrator, Those words became a constant puzzle for him.As the old man said these words ironically, the boy couldn't understand him.Although the grandfather did not appear in the battle royal scene or any other events in the rest of the book, his words haunted the narrator at every important moment in his life.Para 4

It tells us about the setting of the battle royal.The narrator was to give his speech at a smoker in a leading hotel in the town.The time is round 1950, the place is a hotel in a Southern town, and the occasion is a gathering of the leading white men of the town.Bearing these in mind will help us readers understand why things happened that way and what was the meaning of all this.Para.5 Besides giving more details about the place, this paragraph introduces the people involved in the incident the town's big shots, who were ”wolfing down the buffet food, drinking beer and whisky and smoking black cigars,“ and the other black boys who were to take part, who were ”tough guys".Para 6 to 9

The main body of the battle royal incident is from Paragraph 4 to paragraph 9.It can be further divided into 4 subsections: the naked white girl's dance;the fight itself;the grabbing for the prize money;the narrator's speech.Paragraphs 6 to 9 form the first subsection in which the author describes the white girl's dance.Paras.10--28 They form the second subsection of the battle royal incident violent and brutal fight itself.Pay attention to the use of specific words narration realistic and vivid.Paras.29--46 They describe how the white men further humiliated the black boys even after the battle royal was over.Instead of giving the money the boys were supposed to get for their performance, the white men made fun of them by making them scramble for the money on an electrified rug.This part adds to the general chaos of the whole scene.Para 47--90 They form the last subsection of the whole battle royal incident.In this part the narrator finally got his chance to deliver his well-prepared speech.However, in the middle of his speech, he made a mistake, but everything went well in the end and he was given an award--a scholarship for college.Para.91—94 They bring the story to a final end.The narrator was overjoyed with his triumph, and that night he dreamed of his grandfather and awoke with the old man’s laughter rining in his ears.Part IV.Complete the exercise in the text

Part V.Do some translation work.Lesson Eight

The Merely Very Good

Teaching aims: 1.fully understand the article

2.grasp the development of the text

Teaching difficulties: how to analyze the development of the article and the implied meaning for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Information on the author:

Jeremy Bernstein(1929-): professor of physics and writer.After getting his Ph.D.in physics at Harvard, he spent time at the institute for advanced study in Princeton and at the National Science Foundation.He taught physics for 5years at New York University and then at Stevens Institute of Technology, Hoboken, New Jersey.But Jeremy Bernstein has also spent more than 30 years on the staff of The New Yorker magazine, writing mostly about physics, computers, and other topics in physical science.He moves as comfortably among sentences and paragraphs as among equations.Part II.Detailed study of the text:

Part III.Questions about the article

1.Oppenteimer is called ― Father of the Atomic Bomb‖ and had been in charge of the Los Alamas nuclear laboratory for many years.Yet the author considers him as merely very good.Do you think the author is right and fair in relegating Oppenheimer to the merely very good?

2.Do you think it is right to say to be highly focused or not is the cause separating the great ones from the merely very good? What is your view?

3.How does the author manage to bring the people he wants to compare into the article?

Oppenheimer’s anecdote: Oppenheimer and dirac meeting

Gottingen, talking about poetry and physics

His decision to go to the conference

Spender’s being at the conference—Spender’s obsession with Auden—great versus merely very good.4.How does the author develop the article?

He uses the 1981 conference as the benchmark and goes back to earlier times and in the last two paragraphs returns the scene to the time of writing.This technique of montage is used largely in cinema.For example:

The 1981 conference and the author’s indecision—(flashback to 1925—1927)earlier life of Oppenheimer and his relations with Dirac—(back to 1981)the author’s decision: Spender and Auden—(flashback)Spender and Oppenheimer(1956)—(1958)Oppenheimer, Dirac and the author—(back to 1981)meeting with Spender—(bringing the scene to 1996)concluding remarks.Lesson Nine

The Way to Rainy Mountain

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to identify the rhetorical device in the sentence and understand the

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.About the Author

N.Scott Momaday was born in Lawton, Oklahoma in 1934.Momaday belongs to a generation of American Indians born when most tribal communities had long ceased to exist as vital social organizations.His Kiowa ancestors shared with other Plains Indians the horrors of disease, military defeat, and cultural and religious deprivation in the 19th century.Their only chance of survival was to adapt themselves to new circumstances.Momaday’s grandfather, for example, adjusted to changing conditions by taking up farming, a decision pressed upon him by the General Allotment Act of 1887.Part II.Detailed study of the text

Part III.The analysis of the text

Para 1.the opening paragraph of the essay is a lyrical description of the author’s ancestral land, which plays a key role in his exploration of his Kiowa identity.Para 2.the author explains his purpose of his visit to Rainy Mountain: to be at his grandmother’s grave.Para 3.it sums up the history of the Kiowas as a Plains Native culture—the golden time and the decline in their history.Para 4.it is about how the Kiowas migrated from western Montana and how the migration transformed the Kiowas.Para 5.the author returns to his grandmother again.Since she is the immediate reason for him to come to Rainy Mountain, she is the link between the author and his ancestors.Para 6.The Kiowas felt a sense of confinement in Yellowstone, Montana.Para 7.this paragraph is a depiction of the landscape which they came upon when they got out of the highlands in Montana.Para 8.in this para the author describes Devil’s Tower and tells the Kiowas’s legend about it.Para 9.the author tells about the last days of the Sun Dance culture by using his grandmother as a witness.Para 10.for the first time, the author concentrates only on his grandmother’s story rather than mixing it with the history of the whole Kiowa tribe.Also for the first time, the author shifts the focus of depicting the lanscape to describing a person—his grandmother Aho as an old woman.Para 11—12 paragraph 11 is about the old houses at Rainy Mountain, which the author’s grandmother and other Kiowas used to live in, but which are now empty.This paragraph serves as a transition between the depiction of Grandma Aho and the reunion at her house.Para 11 and 12 describe the reunions that were once held at the grandmother’s house when the author was a child.We can see the author accepts change and loss as facts of life.He neither denies nor defies them.Imagination helps him strike a balance between them.So, after depicting his dead grandmother’s old house, he brings to life the joy and activity that once filled it.As a child Momaday took part in those events.By re-creating those scenes, he reminds himself of who he is.Part IV.Complete the exercise of the text

第四篇：現(xiàn)代大學(xué)英語(yǔ)精讀5Book

英語(yǔ)專業(yè)精讀課教案（第五冊(cè)）

Lesson One Where Do We Go from Here

Teaching aims:

To grasp the rhetorical device in the text

Teaching difficulties:

To identify the rhetorical deviceS in the sentence

Teaching procedure:

Step 1.Background information

Step 2.Organization of the text

Step 3.Detailed study of the article

I.Background information:

The 1960s were turbulent times for the United States.The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time.The civil Rights movement was a major movement which began with the Supreme Court decision of Brown v.Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955.Martin Luther King jr.(1929-1968), as a key leader of the movement, played a significant and irreplaceable role.His name is associated with the march on Washington in 1963 and his famous speech “ I have a dream”, delivered in front of the Lincoln Memorial.He was awarded Nobel Peace Prize in 1964.this speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional appeal.Thus his analysis of riots and revolution in the united states in his speech is sound and convincing.On the night of April4.1968, King was shot dead, as he stood o the balcony of his hotel in Memphis, Tennessee.Structure of the text

Part i.Para.1—2 Martin Luther King link the theme of the speech with the question of “Where we are now”.That is, in order to know where we go from here we must first recognize where we are now.Without knowing our present situation, how can we design a policy for the future?

Part ii Para.3--5 This is a transitional paragraph to call for all the African-American must “rise up with an affirmation of his own Olympian manhood”.Part iii(Para.6--9)In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political power.Then the author goes on to define power and points out the consequence of the misinterpretation of power.Part iv(Paras.10--15)This part deals with economic security for the Negro Americans.The speaker advocates guaranteed annual income which he thinks is possible and achievable.He also deals on the advantages of this security.Part v(paras.16—20)In this part, Martin reaffirms his commitment to nonviolence.He explains why he thinks violence is no solution to racial discrimination.He refutes the idea of Black revolution.Part vi(para 21—25)In this part, Dr.King raises a fundamental question—the restructuring of the whole of American society.He points out that the problem of racism.The problem of economic exploitation and the problem of war are tied together.They are the triple evils of the society.Part vii.(para 26—28)This part serves as the concluding remark for the speech: we shall overcome.

第五篇：現(xiàn)代大學(xué)英語(yǔ)精讀3第二版unit1課后答案

Book Three Lesson One More Work on the Text 1.Translate Into English 1）給這個(gè)詞下定義 To define this word(This word can be defined as…)2)反感這種對(duì)待 To resent this treatment 3)使學(xué)生沮喪 To frustrate/depress students 4)宣戰(zhàn) To declare war 5)對(duì)結(jié)果進(jìn)行評(píng)估 To evaluate the result 6)履行義務(wù)To fulfill one’s obligation/to perform one’s duty 7)縮小差距 To narrow the gap 8)擴(kuò)大業(yè)務(wù) To expand business 9)陳述事實(shí) To present facts 2.Fill in the blanks with the proper form of the appropriate word listed below.1)occurrence occur 2)had applied, applicants, pursuit, occurring 3)involved, handled, handling, apply 4)observant, occurrence 5)observation, observed, occur 6)handle, occurs 7)observe, application 8)occurred, involvement 9)observers, handled 10)observation 3.Translate 1).He is so devoted to his research that the idea that he will soon have to retire never occurs to him.2).Many people have observed that, without effective checks, we have a tendency to abuse our power.3).Some countries refuse to get involved in this dispute and they resent any foreign interference.4).The control of the sand storms involves a tremendous amount of work and money.5).You have to take into consideration the local conditions when you apply these technologies.6).All applicants will have to fill out this form and mail in an application fee of 50 dollars.7).Based on his careful observation of children’s behavior he came to the conclusion that learning is a natural pleasure.8).In a country of many nationalities, ethnic harmony requires very careful handling.9).The government is determined to punish all the corrupt officials involved.10).Cheating at exams does not occur very often.But when it does, the school takes a very tough position.5.Fill in the blanks with the most appropriate word.1)-5）CBCAC 6)-10)DABDA