第一篇：Beauty(現(xiàn)代大學(xué)英語精讀 6第十一課 beauty800 字 讀書筆記)

Beauty

Scott Russell Sanders

Beauty a delightful quality associated with harmony of form or color, excellence of craftsmanship, truthfulness, originality, etc.Sanders has won acclaim for his skill as a personal essayist.He is a contributing editor to Audubon magazine and won the John Burroughs Natural History Essay Award in 2000.A frequent public lecturer, his essay “The Force of Spirit,” which opens his 2000 book of essays by the same title, was first given as a lecture before the Orion Society's Millennium Conference in 1999.The essay later appeared in the Best American Essays 2000 and was the fourth essay of Sanders' to appear in the Best American series.He received the Lankan Literary Award in 1995 for his non-fiction writing and has received the Frederick Bachman Libber Award for Distinguished Teaching, the highest teaching award given at IU.Sanders is a distinguished professor of English at Indiana University, where he has taught since 1971.During his career, he has spent sabbatical years as a writer-in-residence at Phillips Exeter Academy, and as a Visiting Professor at University of Oregon, MIT, and Beloit College.He is married with two children, Eva and Jesse, both of whom he addresses in letters included in The Force of Spirit.Clumsy in my rented patent leather shoes and stiff black tuxedo, I stand among these gorgeous women like a crow among doves.He feels in his formal dress uncomfortable and awkward.He doesn’t by the shoes, he rents them.Because such formal shoes are only worn on very formal occasions and there is not much chance for the author to wear them.A crow with black feathers among white doves will present a sharp contrast.The author is in black and is stiff and awkward and maybe even appear quite out of place in the suit among those women dressed in silk with bright colors.The contrast is as sharp as the contrast between a crow and doves.But because the festival of marriage has slowed time down until, any fool can see their glory.I fear that I will stagger along beside my elegant daughter like a veteran wounded in foreign wars.The glow of happiness had to cool before it would crystallize into memory.It is the sharp excitement of beauty which filled me with joy when Eva held my arm during the wedding march.The same excitement of beauty fills me with joy when, on these September nights, I walk over dewy grass while the

crickets sing and when I stare at the Milky Way.The Basic Practice

The Navaho blessing “May you walk in beauty” catches the essence of this spiritual practice.Beauty is both a path you travel and what surrounds you on the path.In the splendor of the Creation, we see its outer forms.In morality and benevolence, we recognize its inner expressions.Start this practice with the assumption that beauty is everywhere just waiting for you to notice it.Allow yourself to feel its effect upon your soul.Some experiences will stop you in your tracks and take your breath away.Others will be more subtle but equally sublime.Then make your actions reflections of the beauty all around you.Why This Practice May Be For You

Clutter gets in the way of beauty.If we have too many things and tasks in front of us, we may not notice what is beautiful about them.The contrast is simplicity;by paring away excesses, we make an opening for splendor.Routine and rigid thinking also restrict our appreciation of beauty.If we are stuck in a rut, we never discover the refreshment waiting just around the corners of our daily schedule.If we have a narrow understanding of aesthetics, we are limited in our ability to recognize beauty's varied manifestations.Beauty is startling, stimulating, and soothing.Try this practice when you need to be pulled out of your habitual way of seeing and being.Its cultivation produces pleasure.At the end of Beauty the author say that beauty needs us to recognize it.And he explains it like this :“We can’t possibly be important to the universe because we eat and drink and procreate, since countless other species do as much.If we have a distinctive role to play—and I emphasize the if—it must have to do with what’s unusual about us, and that, surely, is our use of articulate language.I don’t mean speech alone, although that’s the source of all language, but also music, painting, mathematics, architecture—all the means of expression that we have invented.We take the world in through our senses, reflect on it, and give it back in some orderly form.That act of response and expression is just as vital to the gardener or dancer as to the writer or physicist.It’s what distinguishes us as a species, and it may be what justifies our existence.”

第二篇：現(xiàn)代大學(xué)英語精讀

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

《現(xiàn)代大學(xué)英語精讀》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)英語課，是高校英語專業(yè)基礎(chǔ)階段的一門核心課程，是幫助學(xué)生掌握聽、說、讀、寫、譯等基本語言技能的基礎(chǔ)課。精讀教材主要是培養(yǎng)學(xué)生的語用能力，使學(xué)生能夠從書中有所感悟，把所學(xué)到的語言知識(shí)與生活實(shí)際結(jié)合起來，使學(xué)習(xí)過程生活化。該教材還能培養(yǎng)學(xué)生的英語思維能力和創(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)英語精讀》教材充分表現(xiàn)出一本好的教材的特點(diǎn)，在英語教學(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)英語精讀教材是根據(jù)國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)英語精讀》教材是北京外國語大學(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)和深厚的語言功底，而且教材有國內(nèi)著名的外語出版社出版，還是普通高等教育“十五”國家級(jí)規(guī)劃教材。所以，現(xiàn)代大學(xué)英語精讀教材在一定程度上能夠保證教學(xué)內(nèi)容、教學(xué)過程和教學(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)語音、詞匯、語法等語言知識(shí)；材內(nèi)容從易到難，是一個(gè)逐步推進(jìn)的過程。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，糾正他們的語音語調(diào)，鼓勵(lì)他們克服漢語方言對(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、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、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)的語言教學(xué)環(huán)境，使學(xué)生得各種語言技能得到充分的訓(xùn)練。教材中覆蓋的詞匯量超過大學(xué)英語四六級(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。

總體來說，《現(xiàn)代大學(xué)英語精讀》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、讀、寫、譯等各項(xiàng)語言技能在教材中得到了綜合呈現(xiàn),該教材注重語言技能的培養(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)英語精讀5Book

英語專業(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.

第四篇：大學(xué)英語綜合教程5 第十一單元Beauty 翻譯

Unit 11 Beauty 對(duì)希臘人來說，美是一種品德，是一種出色的表現(xiàn)。擁有這種美的人在如今被我們當(dāng)然又嫉妒的認(rèn)為是一個(gè)完整的人。即使在希臘真的存在那種把一個(gè)人分成“內(nèi)在”和“外在“，他們依然期望內(nèi)在美能夠有與之匹配的其他方面的美。那些出身很好的雅典年輕聚圍在蘇格拉底身旁，他們發(fā)現(xiàn)一個(gè)矛盾的事情，英雄們總是那么的智慧，勇敢，那么的令人尊敬又充滿魅力，同時(shí)長相卻那么丑陋。蘇格拉底給這些無知的長相好看的門徒們上的其中最重要的一課就是，用自己的丑陋告訴他們生活中充滿了矛盾。

也許他們不接受蘇格拉底的教導(dǎo)，但我們不會(huì)。幾千年后的今天，我們更加小心翼翼的對(duì)待美的魅力。我們不僅輕易的把“內(nèi)在（品質(zhì)，智慧）“于“外在（外貌）”分開來，而且我們還會(huì)非常驚訝于一個(gè)人既漂亮又充滿智慧，有才干又善良。

主要是受到基督教的影響，美失去了在傳統(tǒng)理想上的人類品德的中心地位。為了僅僅把其限制為道德方面的品德，基督教使美變?yōu)橐环N疏離的，任意的，膚淺的誘惑。使得美漸漸失去了它的地位。在近兩個(gè)世紀(jì)中，美約定俗成的變?yōu)橛糜谛稳輧尚灾衅渲幸恍裕翰还茉趺垂綄?duì)待，依舊是第二位。把美與女性聯(lián)系起來，使得其總是飽受道德的攻擊。

在英語里我們說一個(gè)美麗的女人，但是會(huì)說一個(gè)英俊的男人。英俊是美麗的陽性對(duì)應(yīng)，也是一種輕視，這種只把美麗與女性綁在一起的恭維實(shí)際上包含了侮辱貶低的弦外之音。在法語和意大利語中可以形容一個(gè)男人美麗，說明一些不同于的新教的基督教國家的天主教國家仍保留著對(duì)美麗的不一樣贊美的痕跡。但即使存在，也只是程度上的，本質(zhì)并沒變化。在所有現(xiàn)代國家中，無論是基督教還是后基督教，女性都是美麗的性別，即傷害了美麗又傷害了女性。

希望被稱為美麗被認(rèn)為是女性品質(zhì)和所關(guān)心的中心（不同于男性，強(qiáng)壯，高效，強(qiáng)競爭力被認(rèn)為是中心）。是個(gè)女性都能看出來，女性被引導(dǎo)向美麗的過程中實(shí)際上助長了自戀主義，不獨(dú)立和不成熟。每個(gè)人（不管男人女人）都明白這些。“每一個(gè)人“，也就是整個(gè)社會(huì)，把女性化等同于她的長相（不同于男性，是關(guān)心于他是怎樣的，做的怎么樣，然后才會(huì)關(guān)心長得怎么樣）。因?yàn)檫@是思維定勢(shì)，美麗毫無疑問是毀譽(yù)參半的。

當(dāng)然，追求美本身沒有錯(cuò)，錯(cuò)的是把追求美當(dāng)成一種義務(wù)，一種嘗試。被大多數(shù)女性接受的一種性別理想化的諂媚是，她們會(huì)覺得自己比真實(shí)的自己或者生來的自己低一等。為了去追求完美的美已經(jīng)變成一種自我壓抑。女性被變成分開來評(píng)價(jià)自己身體每一部分，胸部，腿，臀部，腰，脖子，眼睛，鼻子，膚色，頭發(fā)等等，每一處都被焦慮的，難以滿意的，幾乎是極端絕望的觀察評(píng)價(jià)。即使有些還說的過去，但也有不足的地方。不達(dá)到完美就不罷休。

對(duì)于男人來說，好看是對(duì)整體而言的，是看第一眼大致的感覺。不需要通過身體各部分的尺寸來評(píng)定。沒人會(huì)讓一個(gè)男人把自己切成一段一段的看。至于外表看起來完美是被認(rèn)為不重要的，甚至被認(rèn)為是缺乏男子氣概的。實(shí)際上，一個(gè)男人外表上如果有一點(diǎn)瑕疵，反倒被認(rèn)為是完美的。根據(jù)一位自稱是Robert Redford粉絲的電影影評(píng)家（一名女性）的說法，恰恰是他臉上那一簇黑痣使他沒有被認(rèn)為是“小白臉“。由此可想暗含在這種判斷里對(duì)女性和美的貶低。

Cocteau曾說，“美麗的特權(quán)是巨大的。”確實(shí)，美是一種力量。也理應(yīng)如此。但悲哀的是這成為大多數(shù)女性所追求的唯一力量。而且這種力量總是與男人聯(lián)系在一起，不是一種行動(dòng)，而是一種取悅。是一種否定自身的力量。因?yàn)檫@種力量不是可以自由選擇的，至少?zèng)]辦法經(jīng)過社會(huì)的審查而選擇不要。

精心打扮對(duì)于一個(gè)女性來說，不是一種享受的愉悅。而是一種職責(zé)。是她的工作。如果一個(gè)女人做了真正意義上的工作，甚至是位于政法界，醫(yī)學(xué)界，商業(yè)界的諸如此類的領(lǐng)導(dǎo)地位，也會(huì)被迫承認(rèn)仍努力使自己保持吸引力。但是如果她一直保持著很好的魅力，又會(huì)讓人們懷疑她的專業(yè)素質(zhì)，權(quán)威性和思維周密性。不做不是，做也不是。

要證明把一個(gè)人內(nèi)在和外在分開來評(píng)價(jià)的危險(xiǎn)性，除了那個(gè)沒完沒了的半憂半喜的對(duì)女性壓迫的事以外，很難舉出更加重要的證據(jù)了。人們非常容易認(rèn)為女性是外表的關(guān)注者，然后再貶低她們（或者發(fā)現(xiàn)她們可愛）是“膚淺”的。這是一個(gè)赤裸裸的陷阱，并且存在很久了。要擺脫這個(gè)陷阱，女人需要與跟美相關(guān)的突出和特權(quán)保持距離，以能夠看清美在多大程度上被削弱了來支持“女性化”。我們應(yīng)該把美從女性中分離出來，這同時(shí)也是為了女性們。

第五篇：《現(xiàn)代大學(xué)英語精讀5》教案

英語專業(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