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）

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 \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

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