现代大学英语(精读)5 教案 笔记 课后习题详解 答案解析

英语专业精读授课教案（第五册）Teachingaims:1.fullyunderstandthearticle2.grasptherhetoricaldeviceinthetextTeachingdifficulties:howtoidentifyunderstandtheimplicationforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:I.Backgroundinformation:The1960swereturbulenttimesfortheUnitedStates.Theanti-warmovement,theCivilRightmovement,thecounter-culturemovement,thefeministmovementwereallakeyleaderofthemovement,playedasignificantandirreplaceablerole.HisnameisassociatedwiththemarchonWashingtonin1963andhisfamousspeech“Ihaveadream”,deliveredinfrontoftheLincolnMemorial.Hewasawardein1964.thisspeech,deliveredPartII.DetailsstudiesPartIII.Structureofthetext:Parti.Para.1—2MartinLutherKinglinktheof"Wherewearenow".Thatis,inordertoknowwherewegofromherewemustfirstapolicyforthefuture?PartiiPara.3--5ThisisatransitionalparagraphtocallforalltheAfrican-AmericanorganizethestrengthoftheNegrointermsofeconomicandpoliticalpower.ThentheauthorgoesontodefinepowerandpointsoutAmericans.Thespeakeradvocatesguaranteedannualincomewhichhethinksispossibleandachievable.Healsodealsontheadvantagesofthissecurity.Partv(paras.16—20)Inthispart,Martinreaffirmshiscommitmenttononviolence.HeexplainswhyhethinksviolPartvi(para21—25)Inthispart,Theproblemofeconomicexploitationandtheproblemofwararetiedtogether.Theyarethetripleevilsofthesociety.Partvii.(para26—28)Thispartservesastheconcludingremarkforthespeech:weshallovercome.Teachingaims:1.fullyunderstandthearticle2.presenttheirviewpointongenerationgapTeachingdifficulties:howtoidentifythedevelopmentofastoryTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.BackgroundinforTheJoyLuckClub,fromwhich“TwoKinds”istaken,exploresconflictsbetweentwogenerationsandtwodifferentcultures.SetinChinaandintheUnitedStates,thenoveliswovenbystoriesoffourChinesemothersandtheirfourdaughters.FourChinesewomen,whohavejustarrivedintheUnitedStatesandwhoaredrawntogethertellstories.TheycalltheirgatheringstheJoyLuckClub.Whiletheyplacehighhopesontheirdaughters,theyougergenerationthinkofthemselvesasAmerimothers’attemptstochangethemintoobedientChinesedaughters.Onlyaftertheyhavegrownupandbecomemorematuredotheyrealizethatthelegacyleftbytheirmothersisanimportantpartoftheirlives,too.Thenoivelstayedonthebest-sellingbooklistofTheNewYorkTimesfor9months.AfinalistforthenationalBookAwardandtheNationalBookCriticsCircleAward,ithasbeentranslatedilanguagesandmadeintoaHollywoodmoviPartIII.TheStructureofthetext:Parti(paras.1—3)thebeginningpartofthestoryprovidesthereaderwithsomebackgroundinformation.Ittellsaboutthemotherandherhopesforherdaughter.ThispavesthewayofrthedevelopmentoftheconflictbetweenthedaughterPartii(paras.4—11)thispartisaboutthemother’sunsuccessfulattempttochangeherdaughterintoaChineseShirleyTemple.Inthebeginningthechildwasasexcitedasthemotheraboutbecomingaprodigy.Atthispoint,theconflictbetweenmotheranddaughterwasnotvisible.Partiii(paras12—20)inthispartwelearnthatthemotherwastryingveryhardtolostheart.Shedecidedthatshewouldnotlethermotherchangeher.Thischangeofattitudeswouldleadtothegradualdevelopmentoftheconflict.introduced,theocnflictwoulddevelopfurther.Partv(paras29—46)ittellsabouthowthegirlwasmadetolearnthepianoundertheinstructionsofOldChong.Therelationshipbetwegettingmoreandmoretense.Partvi(para.47—60)Jing-meiwastoperforminatalentshowheldinthechurch.Jing-meistartedallrightandsoonmadeamessofherperformance.Undoubtedlythiswasaheavyblowtohermother.ThecrisisofthestoryisabouttPartvii(para61—76)thegirlassumedthatherfailusual.Sherefusedandthemotherinsisted.Theyhadthemostfiercequarreltheyhadeverhad.Thisisthecrisisorclimaxothedaughterhadgrownupformalittlegirltoamaturewoman.PartIV.DiscussionabouPartV.Completetheexercisesofthetext.AreportaboutgenerationgapGoodsMove.PeopleMove.Teachingaims:1.fullyunderstandthearticle2.HowtodevelopanargumentTeachingdifficulties:howtodevelopanargumentTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:frequencyofappearancebutatthesametimeitisalsoamostcontroversialissueintermsofcontent,implicationandconsequence.Sincetheearly1990s,globalizationhasdevelopedrapidlyandbroughtgreatchangestotheworld.However,groupsofpeopleariousreasonsopposeglfglobalization.Sowhenwefaceanarticleofsuchanimportantandsensitiveissue,weareapttoask:Whatistheauthor’sattitudetowardsglobalization?Whatmakesheradoptsuchanattitude?Howdoesshepresentherargument?PartII.DetailedstudyoPartIII.StructureofthetextParti(para1—3)Globalizationisarealitybutitisnotsomethingcomplietlynew.Whatisnewisthespeedandscopeofchanges.Partii(para4—6)thispartdealswithdifferentviewsonglobalization.a.Westernizationisnotastraightrcomposethem.c.Teenagersareoneofthepowerfulenginesofmergingglobalcultures.Partiv(para10—13)thisparttellsoftheauthor’sexperiencewithAmandaandmah-jonggasanexample.Partvi(para20—24)thispartdescribestheculturaltrendsinShanghai.Partviii(para25—28)theauthorusedtheexperienceatShanghaiTheatreAcademytoillustratethepointthatthechangeisatthelevelofideas.Partix(para29—34)theauthorinthispartintroducedToffler’sviewonconflict,changeandworldorder.Partx(para35—36)themainideaistherewillnotbeauniformworldcultureinthefuture;thecultureswillcoexistandtransformeachother.transformationofculture.PartIV.CompletetheexercisesinthetextbookPartV.collecttheirviewpointsaboutattitudetowardsglobalizaion.ProfessionsforWomenTeachingaims:1.fullyunderstandthearticle2.grasptherhetoricaldeviceinthetextTeachingdifficulties:howtounderstandthepoeticandsymbolicsentencesinthearticleTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.BackgroundinforVirginiaWoolfisgenerallyregardedasoneofthegreatestwritersofmodernismasexperimentationandinnovationinnovelwriting.Inhernovel,emphasisisonthepsychologicalrealmofhercharactersandthemoment-by-momentexperienceofliving,whicharedepictedbythetechniquesofinteriormonologueandstreamofconsciousness.Inthisessay,VirginiaWoolfgivesaclearandconvincingpresentationoftheobstaclesfacingprofessionalwomen.PartII.DetailedstudyoPartIII.GeneralanalysisofthetextPara1:Intheprofessionofliterature,theauthorfindsthattherearefewerexperiencespeculiartowomenthaninotherprofessionbecausemanywomenwritersaudiencesomethingaboutherownprofessionalexperiences.Soshenowtellsherownstory–howshebecameabookreviewerwhenshewasagirl.Para3.thespeakerfocusesonthefirstobstacletobecomingaprofessionalwomenwriter.Sheusesafigureofspeech“killingtheAngelintheHouse”indescribingherdeterminationtogetridoftheconventionalroleofwomeninherwriting.experience.Paragraph5.Inthisparagraphtheauthortalksabouthersecondexperienceinhersothatnothingmightdisturbordisquiettheimagination.Butshewasfacedwiththeconflictbetweenherownapproachtoartandtheconventionalapproachexpectedofherbymalecritics.Shebelievedthatsex-consciousnesswasagreathindrancetowomen'swriting.Toillustratethispoint,sheemploysasecondfigureofspeech,"theimageofafishermanlyingsunkindreamsonthevergeofadeeplake."Para6.Thisparagraphsumsuptheauthor'stwoexperiences,pointingoutthatthesecondobstacleismoredifficulttoovercomethanthefirst.Womenhavemanyprejudicestoovercomeintheprofessionofliteratureandespeciallyinnewprofessionsthatwomenareentering.questionsconcerningtheandwomen.PartIV.CompletetheexerciseofthetextPartV.areportontheprofessionalwomeninChiTeachingaims:1.fullyunderstandthearticle2.grasptherhetoricaldeviceinthetextTeachingdifficulties:howtoidentifyunderstandtheimplicationforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:Thisisahumorousessayinwhichthenarratortellshisfailuretowintheheartofafallacy"--"itisinconsistentwithlogic."PartII.DetailedstudyoPartIII.QuestiononAppreciation:1.Howdidthenarratordescribehimself?Whatdoesitshow?Howdoestheauthorbringoutthepomposityofthenarrator?Whatmakesthesatirehumorous?2.whywasthenarratorinterestedinPollyEspy?Whatkindofg4.HowdoesthelanguageusedbyPollystrikeyou?Findsomeexamplesfromthetextandexplainwhateffectherlanguagecreates.besmarterthanthenarratorhadpreviouslythought.Howdoesthiscontrastcontributetothehumorofthepiece?PartIVcompletetheexerciseinthetextTeachingaims:1.fullyunderstandthearticle2.learntoanalyzethetextimplicationforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Generalintroduction:discussesvariousargumentsaboutaliencivilization.Hedoesnotthinkthatsuchbeliefsametimehemaintainsascientificattitude,pointipersuasivearguments,thereisstillnohardevidencetoprovetheexistenceofalienlYethedoesnotstopthere.Hefurtherpointsoutthatsincetheworldwelivein—theconcern.PartII.DetailedstudyofPartIII.Organizationofthepiece:1.Analysisofthetext:theemergenceoflife(transition)Whatelseisaliveoutsearchforintelligence2.Questionstodiscuss:aforcefulway?2)Whatroledoesthisparagraphplay?Whatismeantby"theenvelopingnebulaofuncertainties"?Whatisthecontrastinvolvedasimroducedby"despite"?4)CommentonthefirstsentenceinParagraph21.6)Whatistheconclusionoftheauthor?Whatwouldtheauthorexpectofpeopleinvestigatingextraterrestriallife?Teachingaims:1.fullyunderstandthearticle2.grasptheimpliedmeaningofsomesentencesTeachingdifficulties:howtoidentifytheimpliedmeaninginthesentenceTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.BackgroundInformat1.abouttheauthor2.aboutPartII.DetailedstudyoPartIII.Analysisofthetext:Para1.Fromthisopeningparagraphwereaderscanlearnanumberofimportantthings:(l)Bysaying"Itgoesalongwayback,sometwentyyears,"theauthortellsusthatthestorytookplacein(2)The"I'hereisthenarrator,nottheauthor,ofthestory,andtheauthorisusingthefirst-personnarrationintellingthestory.AswereadOn,wewillfindthisnarratorisalsothemaincharacter,theprotagonist,ofthestory.(3)Wordslike"Iwaslookingformyself"and"Iamnobodybutmyself"pointoutthecentralthemeofthenovel--searchingforself-identity.place.Italsointroducesanewcharacter--thenarrator'sgrandfather.Onhisdeathbed,hesaidsomethingthatalarmedandpuzzledthewholefamily.Para3Thisparagraphisaboutthetremendouseffectofthegrandfather'swordsuponthenarrator,Thosewordsbecameaconstantpuzzleforhim.Astheoldmansaidthesewordsironically,theboycouldn'tunderstandhim.Althoughthegrandfatherdidhauntedthenarratorateveryimportantmomentinhislife.Para4IttellsusabouttheshotelinaSoutherntown,andtheoccasionisagatheringoftheleadingwhitemenofthetown.Bearingtheseinmindwillhelpusreadersunderstandwhythingshappenedthatwayandwhatwasthemeaningofallthis.Para.5Besidesgivingmoredetailsabouttheplace,thisparagraphinwhoweretotakepart,whowere"toughguys".paragraph9.Itcanbefurtherdividedinto4subsections:thenakedwhitegirl'sdance;thefightitself;thegrabbingfortheprizemo9formthefirstsubsectioninwhichtheauthordescribesthewhitegirl'sdance.Paras.10--28Theyformthesecondsubsectionofthebattleroyalincidentviolentandbrutalfightitself.Payattentiontotheuseofspecificwordsnarrationrealisticandvivid.Paras.29--46Theydescribehowthewhitemenfurtherhumiliatedtheblackboysevenafterthebattleroyalwasover.Insteadofgivingthemoneytheboysweresupposedtogetfortheirthemscrambleforthemoneyonanelectrifiedrug.Thispartaddstothegeneralchaosofthewholescene.Para47--90Theyformthelastsubsectionofthewholebattleroyalincident.Inhewasgivenanaward--ascholarshipforcollege.Para.91—94Theybringthestorytoafinalend.ThenarratorwasoverjoyedwithPartIV.CompletetheexerciseinthetextTheMerelyVeryGoodTeachingaims:1.fullyunderstandthearticle2.graspthedevelopmentofthetextTeachingdifficulties:howtoanalyzethedevelopmentofthearticleandtheimpliedmeaningforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Informationontheauthor:JeremyBernstein(1929-):professorofphysicsandwtheNationalScienceFoundation.Hetaughtphysicsfor5yearsatNewYorkUniversityandthenatStevensInstituteofButJeremyBernsteinhasalsospentmorethan30yearsonthestaffofTheNewYorkermagazine,writingmostlyaboutphysics,computers,andothertopicsinphysicalscience.Hemovesascomfortaequations.PartII.DetailedstudyofPartIII.Questionsaboutthearticle1.Oppenteimeriscalled“FatheroftheAtomicBomb”andhadbeeninchargeofthemerelyverygood?2.Doyouthinkitisrighttosaytobehighlyfocusedornotisthecauseseparatingthegreatonesfromthemerelyverygood?Whatisyourview?3.Howdoestheauthormanagetobringthepeoplehewantstocompareintothearticle?Oppenheimer’sanecdote:OppenheimerandGottingen,talkingaboutpoetryandphysicsHisdecisiontogototheconferenceSpender’sbeingattheconference—Spender’sobsessionwithAuden—greatversusmerelyverygood.4.Howdoestheauthordevelopthearticle?asttwoparagraphsreturnsthescenetothefThe1981conferenceandtheauthor’sindecision—(flashbackto1925—1927)earlierlifeofOppenheimerandhisrelationswithDirac—(backto1981)theauthor’sdecision:SpenderandAuden—(flashback)SpenderandOppenheimer(1956)—(1958)Oppenheimer,Diracandtheauthor—(backto1981)meetingwithSpender—(bringingthesceneto1996)concludingremarks.Teachingaims:1.fullyunderstandthearticle2.grasptherhetoricaldeviceinthetextTeachingdifficulties:howtoidentifytunderstandtheimplicationforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.AbouttheAuthorN.ScottMomadaywasborninLawton,Oklahomain1934.MomadaybelongstoagenerationofAmericanIndiansbornwhenmosttribalcommunitieshadlongceasedtoexistasvitalsocialorganizations.HisKiowaancestorssthehorrorsofdisease,militarydefeat,andculturalandreligiousdeprivatiocentury.Theironlychanceofsurvivalwastoadaptthemselvestonewcircumstances.Momaday’sgrandfather,forexample,adjustedtochangingconditionsbytakingupfarming,adecisionpresseduponhimbythe