精品文献现代大学英语精读5.docx

精品文献现代大学英语精读5.docx

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精品文献现代大学英语精读5

【精品文献】现代大学英语精读5

英语专业精读授课教案（第五册）

LessonOneWhereDoWeGofromHere

Teachingaims:

1.fullyunderstandthearticle

2.grasptherhetoricaldeviceinthetext

Teachingdifficulties:

howtoidentifytherhetoricaldeviceinthesentenceandunderstandthe

implicationforsomesentences

Timedistribution:

eightperiods

Teachingmethod:

students-centered

Teachingprocedures:

I.Backgroundinformation:

The1960swereturbulenttimesfortheUnitedStates.Theanti-warmovement,theCivilRightmovement,thecounter-culturemovement,thefeministmovementwereallunfoldinginthisperiodoftime.ThecivilRightsmovementwasamajormovementwhichbeganwiththeSupremeCourtdecisionofBrownv.BoardofEducationofTopekain1954andtheMontgomerybusboycottof1955.MartinLutherKingjr.（1929-1968）,asakeyleaderofthemovement,playedasignificantandirreplaceablerole.HisnameisassociatedwiththemarchonWashingtonin1963andhisfamousspeech―Ihaveadream‖,deliveredinfrontoftheLincolnMemorial.HewasawardedNobelPeacePrize

in1964.thisspeech,deliveredin1967,inmoreonthesideofreasoningandpersuasionandlessonemotionalappeal.Thushisanalysisofriotsandrevolutionintheunitedstatesinhisspeechissoundandconvincing.OnthenightofApril4.1968,Kingwasshotdead,ashestoodothebalconyofhishotelinMemphis,Tennessee.

PartII.Detailsstudiesofthetext

PartIII.Structureofthetext:

Parti.Para.1—2MartinLutherKinglinkthethemeofthespeechwiththequestionof"Wherewearenow".Thatis,inordertoknowwherewegofromherewemustfirstrecognizewherewearenow.Withoutknowingourpresentsituation,howcanwedesignapolicyforthefuture?

PartiiPara.3--5ThisisatransitionalparagraphtocallforalltheAfrican-Americanmust―riseupwithanaffirmationofhisownOlympianmanhood‖.

Partiii（Para.6--9）Inthisparttheauthorputsforwardthesecondtask:

howtoorganizethestrengthoftheNegrointermsofeconomicandpoliticalpower.Thentheauthorgoesontodefinepowerandpointsouttheconsequenceofthemisinterpretationofpower.Partiv（Paras.10--15）ThispartdealswitheconomicsecurityfortheNegroAmericans.Thespeakeradvocatesguaranteedannualincomewhichhethinksispossibleandachievable.Healsodealsontheadvantagesofthissecurity.

Partv（paras.16—20）Inthispart,Martinreaffirmshiscommitmenttononviolence.Heexplainswhyhethinksviolenceisnosolutiontoracialdiscrimination.HerefutestheideaofBlackrevolution.

Partvi（para21—25）Inthispart,Dr.Kingraisesafundamentalquestion—the

restructuringofthewholeofAmericansociety.Hepointsoutthattheproblemofracism.Theproblemofeconomicexploitationandtheproblemofwararetiedtogether.Theyarethetripleevilsofthesociety.

Partvii.（para26—28）Thispartservesastheconcludingremarkforthespeech:

weshallovercome.

LessonTwoTwoKinds

Teachingaims:

1.fullyunderstandthearticle

2.presenttheirviewpointongenerationgap

Teachingdifficulties:

howtoidentifythedevelopmentofastory

Timedistribution:

eightperiods

Teachingmethod:

students-centered

Teachingprocedures:

PartI.Backgroundinformation:

TheJoyLuckClub,fromwhich―TwoKinds‖istaken,exploresconflictsbetweentwo

generationsandtwodifferentcultures.SetinChinaandintheUnitedStates,thenoveliswovenbystoriesoffourChinesemothersandtheirfourdaughters.FourChinesewomen,whohavejustarrivedintheUnitedStatesandwhoaredrawntogetherbytheshadowoftheirpast—meetinSanFranciscotoplaymah-jongg,eatdimsumandtellstories.TheycalltheirgatheringstheJoyLuckClub.Whiletheyplacehighhopesontheirdaughters,theyougergenerationthinkofthemselvesasAmericansandresisttheirmothers’

attemptstochangethemintoobedientChinesedaughters.Onlyaftertheyhavegrownupandbecomemorematuredotheyrealizethatthelegacyleftbytheirmothersisanimportantpartoftheirlives,too.Thenoivelstayedonthebest-sellingbooklistofThe

NewYorkTimesfor9months.AfinalistforthenationalBookAwardandtheNationalBookCriticsCircleAward,ithasbeentranslatedintoabout20languagesandmadeintoaHollywoodmovie.

PartII.DetailedStudyoftheText

PartIII.TheStructureofthetext:

Parti（paras.1—3）thebeginningpartofthestoryprovidesthereaderwithsomebackgroundinformation.Ittellsaboutthemotherandherhopesforherdaughter.Thispavesthewayofrthedevelopmentoftheconflictbetweenthedaughterandthemother.Partii（paras.4—11）thispartisaboutthemother’sunsuccessfulattempttochangeherdaughterintoaChineseShirleyTemple.Inthebeginningthechildwasasexcitedasthemotheraboutbecomingaprodigy.Atthispoint,theconflictbetweenmotheranddaughterwasnotvisible.

Partiii（paras12—20）inthispartwelearnthatthemotherwastryingveryhardtotrainherdaughtertobeagenius.Asthetestsgotmoreandmoredifficult,thedaughterlostheart.Shedecidedthatshewouldnotlethermotherchangeher.Thischangeofattitudeswouldleadtothegradualdevelopmentoftheconflict.

Partiv（paras21—28）whilewatchingaChinesegirlplayingthepianoonanEdSullivanShow,anewideaflashedintothemother’shead.Withthenewplanintroduced,the

ocnflictwoulddevelopfurther.

Partv（paras29—46）ittellsabouthowthegirlwasmadetolearnthepianoundertheinstructionsofOldChong.Therelationshipbetweenmotheranddaughterwasgettingmoreandmoretense.

Partvi（para.47—60）Jing-meiwastoperforminatalentshowheldinthechurch.Jing-meistartedallrightandsoonmadeamessofherperformance.Undoubtedlythiswasaheavyblowtohermother.Thecrisisofthestoryisabouttocome.

Partvii（para61—76）thegirlassumedthatherfailureattheshowmeantshewouldneverhavetoplaythepaino.Yettwodayslaterhermotherurgedhertopracticeasusual.Sherefusedandthemotherinsisted.Theyhadthemostfiercequarreltheyhadeverhad.Thisisthecrisisorclimaxofthestory.

Partviii（77—93）thisconcludingpartisnarratedfromadifferentpointofview.Nowthedaughterhadgrownupformalittlegirltoamaturewoman.

PartIV.Discussionaboutgenerationgap.

PartV.Completetheexercisesofthetext.

Areportaboutgenerationgap

LessonThree

GoodsMove.PeopleMove.IdeasMove.AndCulturesChange.

Teachingaims:

1.fullyunderstandthearticle

2.Howtodevelopanargument

Teachingdifficulties:

howtodevelopanargument

Timedistribution:

eightperiods

Teachingmethod:

students-centered

Teachingprocedures:

PartI.Lead-in:

Globalizationhasbecomeoneofthosewordswiththehighestfrequencyofappearancebutatthesametimeitisalsoamostcontroversialissueintermsofcontent,implicationandconsequence.Sincetheearly1990s,globalizationhasdevelopedrapidlyandbroughtgreatchangestotheworld.However,groupsofpeopleforvariousreasonsopposeglobalizationandpointtothenegativeeffectsofglobalization.Sowhenwefaceanarticleofsuchanimportantandsensitiveissue,weareapttoask:

Whatistheauthor’sattitudetowardsglobalization?

Whatmakesheradoptsuchanattitude?

Howdoesshepresentherargument?

PartII.Detailedstudyofthetext

PartIII.Structureofthetext

Parti（para1—3）Globalizationisarealitybutitisnotsomethingcomplietlynew.Whatisnewisthespeedandscopeofchanges.

Partii（para4—6）thispartdealswithdifferentviewsonglobalization.

Partiii（para7—9）threepointsaremadeinthispart:

a.Westernizationisnotastraightroadtohell,ortoparadiseeither.b.Culturesareasresourceful,resilient,andunpredictableasthepeoplewhocomposethem.

c.Teenagersareoneofthepowerfulenginesofmergingglobalcultures.

Partiv（para10—13）thisparttellsoftheauthor’sexperiencewithAmandaFreeman.

Partv（para14—19）inordertoprovefusionisthetrend,theauthorusedTomSoperandmah-jonggasanexample.

Partvi（para20—24）thispartdescribestheculturaltrendsinShanghai.

Partviii（para25—28）theauthorusedtheexperienceatShanghaiTheatreAcademytoillustratethepointthatthechangeisatthelevelofideas.

Partix（para29—34）theauthorinthispartintroducedToffler’sviewonconflict,change

andworldorder.

Partx（para35—36）themainideaistherewillnotbeauniformworldcultureinthefuture;thecultureswillcoexistandtransformeachother.

Partxii（37—39）theauthoragainusedanexampleinShanghaitoillustratethetransformationofculture.

PartIV.Completetheexercisesinthetextbook

PartV.collecttheirviewpointsaboutattitudetowardsglobalizaion.LessonFour

ProfessionsforWomen

Teachingaims:

1.fullyunderstandthearticle

2.grasptherhetoricaldeviceinthetext

Teachingdifficulties:

howtounderstandthepoeticandsymbolicsentencesinthearticleTimedistribution:

eightperiods

Teachingmethod:

students-centered

Teachingprocedures:

PartI.Backgroundinformation:

VirginiaWoolfisgenerallyregardedasoneofthegreatestwritersofmodernismaswellasoneofthepioneersofwomen’sliberationfrompatriarchy.Sheisknownforherexperimentationandinnovationinnovelwriting.Inhernovel,emphasisisonthepsychologicalrealmofhercharactersandthemoment-by-momentexperienceofliving,whicharedepictedbythetechniquesofinteriormonologueandstreamofconsciousness.

Inthisessay,VirginiaWoolfgivesaclearandconvincingpresentationoftheobstaclesfacingprofessionalwomen.

PartII.Detailedstudyofthetext

PartIII.Generalan