《现代大学英语精读5》教案

更新时间:2023-05-28 01:13:21 阅读: 评论:0

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
青菜简笔画2. grasp the rhetorical device in the text
Teaching difficulties: how to identify the rhetorical device in the ntence and understand the
implication for some ntences
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, Tenne.
Part II. Details studies of the text
学校门口
海羽星Part III. Structure of the text:
Part i. Para. 1—2 Martin Luther King link the theme of the speech with the question of "Where we are now". That is, in order to know where we go from here we must first recognize where we are now. Without knowing our prent 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 “ri up with an affirmation of his own Olympian manhood”.
Part iii (Para. 6--9) In this part the author puts forward the cond 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 conquence of the misinterpretation of power.
克夫相的女人的特点Part iv (Paras.10--15) This part deals with economic curity 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 curity.
Part v (paras. 16—20) In this part, Martin reaffirms his commitment to nonviolence. He ex
我把妈妈上了plains 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 rais 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 rves as the concluding remark for the speech: we shall overcome.
Lesson Two Two Kinds
Teaching aims: 1. fully understand the article
如何简历
2. prent their viewpoint on generation gap
Teaching difficulties: how to identify the development of a story
老公生日送什么
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 Chine mothers and their four daughters. Four Chine 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 themlves as Americans and resist their mothers’ attempts to change them into obedient Chine 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-lling 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 Chine 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.

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