现代大学英语精读5.docx

现代大学英语精读5.docx

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现代大学英语精读5

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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.HewasawardedNobelPeacePrizein1964.thisspeech,deliveredin1967,inmoreonthesideofreasoningandpersuasionandlessonemotionalappeal.Thushisanalysisofriotsandrevolutionintheunitedstatesinhisspeechissoundandconvincing.OnthenightofApril4.1968,Kingwasshotdead,ashestoodothebalconyofhishotelinMemphis,Tennessee.

PartII.Detailsstudiesofthetext

PartIII.Structureofthetext:

Parti.Para.1¡ª2MartinLutherKinglinkthethemeofthespeechwiththequestionof"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¡ª20）Inthispart,Martinreaffirmshiscommitmenttononviolence.Heexplainswhyhethinksviolenceisnosolutiontoracialdiscrimination.HerefutestheideaofBlackrevolution.

Partvi（para21¡ª25）Inthispart,Dr.Kingraisesafundamentalquestion¡ªtherestructuringofthewholeofAmericansociety.Hepointsoutthattheproblemofracism.Theproblemofeconomicexploitationandtheproblemofwararetiedtogether.Theyarethetripleevilsofthesociety.

Partvii.（para26¡ª28）Thispartservesastheconcludingremarkforthespeech:

weshallovercome.

LessonTwoTwoKinds

Teachingaims:

1.fullyunderstandthearticle

2.presenttheirviewpointongenerationgap

Teachingdifficulties:

howtoidentifythedevelopmentofastory

Timedistribution:

eightperiods

Teachingmethod:

students-centered

Teachingprocedures:

PartI.Backgroundinformation:

TheJoyLuckClub,fromwhich¡°TwoKinds¡±istaken,exploresconflictsbetweentwogenerationsandtwodifferentcultures.SetinChinaandintheUnitedStates,thenoveliswovenbystoriesoffourChinesemothersandtheirfourdaughters.FourChinesewomen,whohavejustarrivedintheUnitedStatesandwhoaredrawntogetherbytheshadowoftheirpast¡ªmeetinSanFranciscotoplaymah-jongg,eatdimsumandtellstories.TheycalltheirgatheringstheJoyLuckClub.Whiletheyplacehighhopesontheirdaughters,theyougergenerationthinkofthemselvesasAmericansandresisttheirmothers¡¯attemptstochangethemintoobedientChinesedaughters.Onlyaftertheyhavegrownupandbecomemorematuredotheyrealizethatthelegacyleftbytheirmothersisanimportantpartoftheirlives,too.Thenoivelstayedonthebest-sellingbooklistofTheNewYorkTimesfor9months.AfinalistforthenationalBookAwardandtheNationalBookCriticsCircleAward,ithasbeentranslatedintoabout20languagesandmadeintoaHollywoodmovie.

PartII.DetailedStudyoftheText

PartIII.TheStructureofthetext:

Parti（paras.1¡ª3）thebeginningpartofthestoryprovidesthereaderwithsomebackgroundinformation.Ittellsaboutthemotherandherhopesforherdaughter.Thispavesthewayofrthedevelopmentoftheconflictbetweenthedaughterandthemother.

Partii（paras.4¡ª11）thispartisaboutthemother¡¯sunsuccessfulattempttochangeherdaughterintoaChineseShirleyTemple.Inthebeginningthechildwasasexcitedasthemotheraboutbecomingaprodigy.Atthispoint,theconflictbetweenmotheranddaughterwasnotvisible.

Partiii（paras12¡ª20）inthispartwelearnthatthemotherwastryingveryhardtotrainherdaughtertobeagenius.Asthetestsgotmoreandmoredifficult,thedaughterlostheart.Shedecidedthatshewouldnotlethermotherchangeher.Thischangeofattitudeswouldleadtothegradualdevelopmentoftheconflict.

Partiv（paras21¡ª28）whilewatchingaChinesegirlplayingthepianoonanEdSullivanShow,anewideaflashedintothemother¡¯shead.Withthenewplanintroduced,theocnflictwoulddevelopfurther.

Partv（paras29¡ª46）ittellsabouthowthegirlwasmadetolearnthepianoundertheinstructionsofOldChong.Therelationshipbetweenmotheranddaughterwasgettingmoreandmoretense.

Partvi（para.47¡ª60）Jing-meiwastoperforminatalentshowheldinthechurch.Jing-meistartedallrightandsoonmadeamessofherperformance.Undoubtedlythiswasaheavyblowtohermother.Thecrisisofthestoryisabouttocome.

Partvii（para61¡ª76）thegirlassumedthatherfailureattheshowmeantshewouldneverhavetoplaythepaino.Yettwodayslaterhermotherurgedhertopracticeasusual.Sherefusedandthemotherinsisted.Theyhadthemostfiercequarreltheyhadeverhad.Thisisthecrisisorclimaxofthestory.

Partviii（77¡ª93）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¡ª3）Globalizationisarealitybutitisnotsomethingcomplietlynew.Whatisnewisthespeedandscopeofchanges.

Partii（para4¡ª6）thispartdealswithdifferentviewsonglobalization.

Partiii（para7¡ª9）threepointsaremadeinthispart:

a.Westernizationisnotastraightroadtohell,ortoparadiseeither.

b.Culturesareasresourceful,resilient,andunpredictableasthepeoplewhocomposethem.

c.Teenagersareoneofthepowerfulenginesofmergingglobalcultures.

Partiv（para10¡ª13）thisparttellsoftheauthor¡¯sexperiencewithAmandaFreeman.

Partv（para14¡ª19）inordertoprovefusionisthetrend,theauthorusedTomSoperandmah-jonggasanexample.

Partvi（para20¡ª24）thispartdescribestheculturaltrendsinShanghai.

Partviii（para25¡ª28）theauthorusedtheexperienceatShanghaiTheatreAcademytoillustratethepointthatthechangeisatthelevelofideas.

Partix（para29¡ª34）theauthorinthispartintroducedToffler¡¯sviewonconflict,changeandworldorder.

Partx（para35¡ª36）themainideaistherewillnotbeauniformworldcultureinthefuture;thecultureswillcoexistandtransformeachother.

Partxii（37¡ª39）theauthoragainusedanexampleinShanghaitoillustratethetransformationofculture.

PartIV.Completetheexercisesinthetextbook

PartV.collecttheirviewpointsaboutattitudetowardsglobalizaion.

LessonFour

ProfessionsforWomen

Teachingaims:

1.fullyunderstandthearticle

2.grasptherhetoricaldeviceinthetext

Teachingdifficulties:

howtounderstandthepoeticandsymbolicsentencesinthearticle

Timedistribution:

eightperiods

Teachingmethod:

students-centered

Teachingprocedures:

PartI.Backgroundinformation:

VirginiaWoolfisgenerallyregardedasoneofthegreatestwritersofmodernismaswellasoneofthepioneersofwomen¡¯sliberationfrompatriarchy.Sheisknownforherexperimentationandinnovationinnovelwriting.Inhernovel,emphasisisonthepsychologicalrealmofhercharactersandthemoment-by-momentexperienceofliving,whicharedepictedbythetechniquesofinteriormonologueandstreamofconsciousness.Inthisessay,VirginiaWoolfgivesaclearandconvincingpresentationoftheobstaclesfacingprofessionalwomen.

PartII.Detailedstudyofthetext

PartIII.Generalanalysisofthetext

Para1:

In