现代大学英语精读5+全部课文+背景和段落大意

英语专业精读授课教案（第五册）LessonOneWhereDoWeGofromHereTeachingaims:1.fullyunderstandthearticle2.grasptherhetoricaldeviceinthetextTeachingdifficulties:howtoidentifytherhetoricaldeviceinthesentenceandunderstandtheimplicationforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures: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.DetailsstudiesofthetextPartIII.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—therestructuringofthewholeofAmericansociety.Hepointsoutthattheproblemofracism.Theproblemofeconomicexploitationandtheproblemofwararetiedtogether.Theyarethetripleevilsofthesociety.Partvii.(para26—28)Thispartservesastheconcludingremarkforthespeech:weshallovercome.LessonTwoTwoKindsTeachingaims:1.fullyunderstandthearticle2.presenttheirviewpointongenerationgapTeachingdifficulties:howtoidentifythedevelopmentofastoryTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Backgroundinformation:TheJoyLuckClub,fromwhich“TwoKinds”istaken,exploresconflictsbetweentwogenerationsandtwodifferentcultures.SetinChinaandintheUnitedStates,thenoveliswovenbystoriesoffourChinesemothersandtheirfourdaughters.FourChinesewomen,whohavejustarrivedintheUnitedStatesandwhoaredrawntogetherbytheshadowoftheirpast—meetinSanFranciscotoplaymah-jongg,eatdimsumandtellstories.TheycalltheirgatheringstheJoyLuckClub.Whiletheyplacehighhopesontheirdaughters,theyougergenerationthinkofthemselvesasAmericansandresisttheirmothers’attemptstochangethemintoobedientChinesedaughters.Onlyaftertheyhavegrownupandbecomemorematuredotheyrealizethatthelegacyleftbytheirmothersisanimportantpartoftheirlives,too.Thenoivelstayedonthebest-sellingbooklistofTheNewYorkTimesfor9months.AfinalistforthenationalBookAwardandtheNationalBookCriticsCircleAward,ithasbeentranslatedintoabout20languagesandmadeintoaHollywoodmovie.PartII.DetailedStudyoftheTextPartIII.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,theocnflictwoulddevelopfurther.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.AreportaboutgenerationgapLessonThreeGoodsMove.PeopleMove.IdeasMove.AndCulturesChange.Teachingaims:1.fullyunderstandthearticle2.HowtodevelopanargumentTeachingdifficulties:howtodevelopanargumentTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Lead-in:Globalizationhasbecomeoneofthosewordswiththehighestfrequencyofappearancebutatthesametimeitisalsoamostcontroversialissueintermsofcontent,implicationandconsequence.Sincetheearly1990s,globalizationhasdevelopedrapidlyandbroughtgreatchangestotheworld.However,groupsofpeopleforvariousreasonsopposeglobalizationandpointtothenegativeeffectsofglobalization.Sowhenwefaceanarticleofsuchanimportantandsensitiveissue,weareapttoask:Whatistheauthor’sattitudetowardsglobalization?Whatmakesheradoptsuchanattitude?Howdoesshepresentherargument?PartII.DetailedstudyofthetextPartIII.StructureofthetextParti(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,changeandworldorder.Partx(para35—36)themainideaistherewillnotbeauniformworldcultureinthefuture;thecultureswillcoexistandtransformeachother.Partxii(37—39)theauthoragainusedanexampleinShanghaitoillustratethetransformationofculture.PartIV.CompletetheexercisesinthetextbookPartV.collecttheirviewpointsaboutattitudetowardsglobalizaion.LessonFourProfessionsforWomenTeachingaims:1.fullyunderstandthearticle2.grasptherhetoricaldeviceinthetextTeachingdifficulties:howtounderstandthepoeticandsymbolicsentencesinthearticleTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Backgroundinformation:VirginiaWoolfisgenerallyregardedasoneofthegreatestwritersofmodernismaswellasoneofthepioneersofwomen’sliberationfrompatriarchy.Sheisknownforherexperimentationandinnovationinnovelwriting.Inhernovel,emphasisisonthepsychologicalrealmofhercharactersandthemoment-by-momentexperienceofliving,whicharedepictedbythetechniquesofinteriormonologueandstreamofconsciousness.Inthisessay,VirginiaWoolfgivesaclearandconvincingpresentationoftheobstaclesfacingprofessionalwomen.PartII.DetailedstudyofthetextPartIII.GeneralanalysisofthetextPara1:Intheprofessionofliterature,theauthorfindsthattherearefewerexperiencespeculiartowomenthaninotherprofessionbecausemanywomenwritersbeforeherhavemadetheroadsmooth.Para2:theauthorrespondstothehost’ssuggestionthatsheshouldtelltheaudiencesomethingaboutherownprofessionalexperiences.Soshenowtellsherownstory–howshebecameabookreviewerwhenshewasagirl.Para3.thespeakerfocusesonthefirstobstacletobecomingaprofessionalwomenwriter.Sheusesafigureofspeech“killingtheAngelintheHouse”indescribingherdeterminationtogetridoftheconventionalroleofwomeninherwriting.Para4.aftertheAngelwasdead,thequestionwhichremainstobeansweredis“whatisawoman?”itisatransitionallinkbetweenthequthor’sfirstandsecondexperience.Paragraph5.Inthisparagraphtheauthortalksabouthersecondexperienceinherprofessionofliterature.Asanovelist,shewishedtoremain"asunconsciousaspossible"sothatnothingmightdisturbordisquiettheimagination.Butshewasfacedwiththeconflictbetweenherownapproachtoartandtheconventionalapproachexpectedofherbymalecritics.Shebelievedthatsex-consciousnesswasagreathindrancetowomen'swriting.Toillustratethispoint,sheemploysasecondfigureofspeech,"theimageofafishermanlyingsunkindreamsonthevergeofadeeplake."Para6.Thisparagraphsumsuptheauthor'stwoexperiences,pointingoutthatthesecondobstacleismoredifficulttoovercomethanthefirst.Womenhavemanyprejudicestoovercomeintheprofessionofliteratureandespeciallyinnewprofessionsthatwomenareentering.Para.7.InthislastparagraphWoolfconcludesherspeechbyraisingsomeimportantquestionsconcerningthenewroleofwomenandthenewrelationshipbetweenmenandwomen.PartIV.CompletetheexerciseofthetextPartV.areportontheprofessionalwomeninChinaLessonFiveLoveIsaFallacyTeachingaims:1.fullyunderstandthearticle2.grasptherhetoricaldeviceinthetextTeachingdifficulties:howtoidentifytherhetoricaldeviceinthesentenceandunderstandtheimplicationforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Lead-in:Thisisahumorousessayinwhichthenarratortellshisfailuretowintheheartofayoungwomanwiththeforceoflogic,whichthereforeprovestohimthat"loveisafallacy"--"itisinconsistentwithlogic."PartII.DetailedstudyofthetextPartIII.QuestiononAppreciation:1.Howdidthenarratordescribehimself?Whatdoesitshow?Howdoestheauthorbringoutthepomposityofthenarrator?Whatmakesthesatirehumorous?2.whywasthenarratorinterestedinPollyEspy?Whatkindofgirlwasshe.3.Howdidthenarrator'sfirstdatewithPollyEspygo?4.HowdoesthelanguageusedbyPollystrikeyou?Findsomeexamplesfromthetextandexplainwhateffectherlanguagecreates.5.WhydidthenarratorteachPollyEspylogic?Didhesucceed?6.DidthenarratorlovePollyEspy?Howdidhetryto"acquaintherwithhisfeeling"?7.HowdidPollyrespondtothenarrator'sargumentsforgoingsteadywithher?Whydidsherejecthim?Whatdoesitshow?Asthestoryprogresses,Pollyturnedouttobesmarterthanthenarratorhadpreviouslythought.Howdoesthiscontrastcontributetothehumorofthepiece?PartIVcompletetheexerciseinthetextLessonSixLifeBeyondEarthTeachingaims:1.fullyunderstandthearticle2.learntoanalyzethetextTeachingdifficulties:howtolearntoanalyzethetextandunderstandtheimplicationforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Generalintroduction:Theauthordealswithrecentdevelopmentsinthesearchforalienorganisms.Hediscussesvariousargumentsaboutaliencivilization.Hedoesnotthinkthatsuchbeliefandsearchisirrationalorevencrazy.Hewritesthatmostpeoplewithsuchbelief“operatefromthesameinstinct,whichistoknowthetruthabouttheuniverse”.Atthesametimehemaintainsascientificattitude,pointingoutthatalthoughtherearemanypersuasivearguments,thereisstillnohardevidencetoprovetheexistenceofalienlife.Yethedoesnotstopthere.Hefurtherpointsoutthatsincetheworldwelivein—theonlyinhabitableworldintheuniversesofar—isstillfarfromperfect,peopleintheworldneedtodirectmoreenergytomakingitbetter.LifeonEarthishisgreaterconcern.PartII.Detailedstudyofthetext:PartIII.Organizationofthepiece:1.Analysisofthetext:(1)Paras.1--2theemergenceoflife(2)Para.3(transition)Whatelseisaliveout(3)Paras.4--10searchforlife(4)Paras.11--23searchforintelligence(5)Paras.24--42Mars.(6)Paras.43--45Dyson'sargument(7)Paras.46--52conclusion2.Questionstodiscuss:1)Whatdoyouthinkoftheopeningparagraph?Doestheauthorbeginthearticleinaforcefulway?2)Whatroledoesthisparagraphplay?Whatismeantby"theenvelopingnebulaofuncertainties"?Whatisthecontrastinvolvedasimroducedby"despite"?3)WhatnewideaisintroducedinParas.17--19?4)CommentonthefirstsentenceinParagraph21.5)CommentontheroleofParagraph35.6)Whatistheconclusionoftheauthor?Whatwouldtheauthorexpectofpeopleinvestigatingextraterrestriallife?LessonSevenInvisibleManTeachingaims:1.fullyunderstandthearticle2.grasptheimpliedmeaningofsomesentencesTeachingdifficulties:howtoidentifytheimpliedmeaninginthesentenceTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:Part1.abouttheauthor2.aboutthearticlePartII.DetailedstudyofthetextPartIII.Analysisofthetext:Para1.Fromthisopeningparagraphwereaderscanlearnanumberofimportantthings:(l)Bysaying"Itgoesalongwayback,sometwentyyears,"theauthortellsusthatthestorytookplaceinthepast.(2)The"I'hereisthenarrator,nottheauthor,ofthestory,andtheauthorisusingthefirst-personnarrationintellingthestory.AswereadOn,wewillfindthisnarratorisalsothemaincharacter,theprotagonist,ofthestory.(3)Wordslike"Iwaslookingformyself"and"Iamnobodybutmyself"pointoutthecentralthemeofthenovel--searchingforself-identity.Para.2Thisparagraphtellsusabitaboutthehistoricalbackgroundagainstplace.Italsointroducesanewcharacter--thenarrator'sgrandfather.Onhisdeathbed,hesaidsomethingthatalarmedandpuzzledthewholefamily.Para3Thisparagraphisaboutthetremendouseffectofthegrandfather'swordsuponthenarrator,Thosewordsbecameaconstantpuzzleforhim.Astheoldmansaidthesewordsironically,theboycouldn'tunderstandhim.Althoughthegrandfatherdidnotappearinthebattleroyalsceneoranyothereventsintherestofthebook,hiswordshauntedthenarratorateveryimportantmomentinhislife.Para4Ittellsusaboutthesettingofthebattleroyal.Thenarratorwastogivehisspeechatasmokerinaleadinghotelinthetown.Thetimeisround1950,theplaceisahotelinaSoutherntown,andtheoccasionisagatheringoftheleadingwhitemenofthetown.Bearingtheseinmindwillhelpusreadersunderstandwhythingshappenedthatwayandwhatwasthemeaningofallthis.Para.5Besidesgivingmoredetailsabouttheplace,thisparagraphintroducesthepeopleinvolvedintheincidentthetown'sbigshots,whowere"wolfingdownthebuffetfood,drinkingbeerandwhiskyandsmokingblackcigars,"andtheotherblackboyswhoweretotakepart,whowere"toughguys".Para6to9ThemainbodyofthebattleroyalincidentisfromParagraph4toparagraph9.Itcanbefurtherdividedinto4subsections:thenakedwhitegirl'sdance;thefightitself;thegrabbingfortheprizemoney;thenarrator'sspeech.Paragraphs6to9formthefirstsubsectioninwhichtheauthordescribesthewhitegirl'sdance.Paras.10--28Theyformthesecondsubsectionofthebattleroyalincidentviolentandbrutalfightitself.Payattentiontotheuseofspecificwordsnarrationrealisticandvivid.Paras.29--46Theydescribehowthewhitemenfurtherhumiliatedtheblackboysevenafterthebattleroyalwasover.Insteadofgivingthemoneytheboysweresupposedtogetfortheirperformance,thewhitemenmadefunofthembymakingthemscrambleforthemoneyonanelectrifiedrug.Thispartaddstothegeneralchaosofthewholescene.Para47--90Theyformthelastsubsectionofthewholebattleroyalincident.Inthispartthenarratorfinallygothischancetodeliverhiswell-preparedspeech.However,inthemiddleofhisspeech,hemadeamistake,buteverythingwentwellintheendandhewasgivenanaward--ascholarshipforcollege.Para.91—94Theybringthestorytoafinalend.Thenarratorwasoverjoyedwithhistriumph,andthatnighthedreamedofhisgrandfatherandawokewiththeoldman’slaughterrininginhisears.PartIV.CompletetheexerciseinthetextPartV.Dosometranslationwork.LessonEightTheMerelyVeryGoodTeachingaims:1.fullyunderstandthearticle2.graspthedevelopmentofthetextTeachingdifficulties:howtoanalyzethedevelopmentofthearticleandtheimpliedmeaningforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Informationontheauthor:JeremyBernstein(1929-):professorofphysicsandwriter.AftergettinghisPh.D.inphysicsatHarvard,hespenttimeattheinstituteforadvancedstudyinPrincetonandattheNationalScienceFoundation.Hetaughtphysicsfor5yearsatNewYorkUniversityandthenatStevensInstituteofTechnology,Hoboken,NewJersey.ButJeremyBernsteinhasalsospentmorethan30yearsonthestaffofTheNewYorkermagazine,writingmostlyaboutphysics,computers,andothertopicsinphysicalscience.Hemovesascomfortablyamongsentencesandparagraphsasamongequations.PartII.Detailedstudyofthetext:PartIII.Questionsaboutthearticle1.Oppenteimeriscalled“FatheroftheAtomicBomb”andhadbeeninchargeoftheLosAlamasnuclearlaboratoryformanyyears.Yettheauthorconsidershimasmerelyverygood.DoyouthinktheauthorisrightandfairinrelegatingOppenheimertothemerelyverygood?2.Doyouthinkitisrighttosaytobehighlyfocusedornotisthecauseseparatingthegreatonesfromthemerelyverygood?Whatisyourview?3.Howdoestheauthormanagetobringthepeoplehewantstocompareintothearticle?Oppenheimer’sanecdote:OppenheimeranddiracmeetingGottingen,talkingaboutpoetryandphysicsHisdecisiontogototheconferenceSpender’sbeingattheconference—Spender’sobsessionwithAuden—greatversusmerelyverygood.4.Howdoestheauthordevelopthearticle?Heusesthe1981conferenceasthebenchmarkandgoesbacktoearliertimesandinthelasttwoparagraphsreturnsthescenetothetimeofwriting.Thistechniqueofmontageisusedlargelyincinema.Forexample:The1981conferenceandtheauthor’sindecision—(flashbackto1925—1927)earlierlifeofOppenheimerandhisrelationswithDirac—(backto1981)theauthor’sdecision:SpenderandAuden—(flashback)SpenderandOppenheimer(1956)—(1958)Oppenheimer,Diracandtheauthor—(backto1981)meetingwithSpender—(bringingthesceneto1996)concludingremarks.LessonNineTheWaytoRainyMountainTeachingaims:1.fullyunderstandthearticle2.grasptherhetoricaldeviceinthetextTeachingdifficulties:howtoidentifytherhetoricaldeviceinthesentenceandunderstandtheimplicationforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.AbouttheAuthorN.ScottMomadaywasborninLawton,Oklahomain1934.MomadaybelongstoagenerationofAmericanIndiansbornwhenmosttribalcommunitieshadlongceasedtoexistasvitalsocialorganizations.HisKiowaancestorssharedwithotherPlainsIndiansthehorrorsofdisease,militarydefeat,andculturalandreligiousdeprivationint