大学英语5教案（5篇）

第一篇：大学英语5教案

Background information

Students：24 junior students Lesson duration：90min.Teaching objectives：

1． To know what is Suspense and how to write a story about Suspense.2． To understand the construction of paging system

3． To master some important new words and attributive clauses Focal & Difficult Points

Teaching contents：

Passage The Lady or the Tiger Suspense New words

Difficult sentence Teaching aid：

Ppt, blackboard, chalk, pictures, white papers, tapes

Type of the lesson: vocabulary speaking

Teaching procedures：

Step 1.show them what is Suspense.(10min.)Suspense is defined as a feeling of anxiety or excitement that results from being uncertain about an outcome or a decision.We will feel suspense during watching a match, attending a competition, or reading certain stories, such as psychological crime story, detective story, or seeing films of the kind.Usually, in a story the end of it marks the end of the suspense, but our text The Lady or the Tiger? Is an unresolved short story.It leaves us in suspense in the end.Rather than tell us what happens, the author prefers to make us reflect on the feelings and motives of the princess.Step 2.Read the following passage：(10min.)The lady or the Tiger? P4 and think which came out of the opened door,---the lady, or the tiger?

I.Pre-reading: In the story you are going to read, there are a powerful king, a beautiful princess, a handsome young man and a ferocious(凶暴的)beast.Make an imaginary story about the characters in groups before reading.Step 3.Group work(15min.)Which came out of the opened door,---the lady, or the tiger? Sample 1

I think the lady would come out of the opened door.Although the princess was jealous of the young lady and thought of her lover’s marrying the young lady as unbearable, she found it even harder to see her lover attacked and tortured by the tiger in public.Besides, being the daughter of the king, she had the power to do anything, just as she found out the secret about the two doors.She could, some day, manage to marry the one she loved.Sample 2 I think the tiger would come out of the opened door.From the story we can see that the princess burned with jealousy and anguish at the thought of her lover’s going to marry the beautiful young lady.She wouldn’t share the love of the young man with anyone else.Of the two choices, with flowers, the latter was far more unbearable to her, a willful and jealous lady.So, she thought letting him die would be a better way out.Step 4.New words(35min.)1.administer v.administrative a.administrator n.administration

n.manage or direct(esp.the affairs of a business, government, etc.)管理，处理，治理；执行；[fml] give 给予；施行

The company’s finances have been badly administered.You will need some experience in administration before you can run the department.The courts administer the law.法院执行法律。to administer punishment 予以惩罚

administration n.（某一总统或执政党领导的）政府；内阁（任期）A member of the last Labor administration 上届工党政府成员 During the Reagan Administration 在里根政府任期内

2.despairing a.despair(of)v.lose all hope or confidence

n.sth.that causes this feeling

She received the news with a despairing sigh.(a.)Don’t despair;things will get better soon.(v.)I despair of ever passing my driving test!(v.)Defeat after defeat filled us with despair.(n.)He is the despair of his teacher because he refuses to study.(n.)

【比较】desperate a.ready for any wild act and not caring about danger, esp.because of loss of hope;[尤指因绝望而]不顾一切的，拼死的；

(for)suffering extreme need, anxiety, loss of hope 极需要的;极焦急的；绝望的 A desperate criminal She ‘s desperate for work / money.desperation n.In desperation, I kicked the door open, only to find that he was lying in bed unconscious.3.destiny n.1)fate;what must happen and cannot be changed;

2)the power that decides the course of events, thought of as a person or a force 命运之神

Many of our white brothers have come to realize that their destiny is tied up with our destiny.Destiny is sometimes cruel.destined a.(for)intended, esp.by fate, for some special purpose 预定的；注定的；命定的

Destined for an acting career They were destined never to see each other again.Medicine is her destined profession.【比较】fate n.the power or force which is supposed to be the cause of and in control of all events, in a way which is beyond human control 天命，命运;结局（尤指死亡）He expected to spend his life in Italy, but fate had decreed（裁决）otherwise.She wondered what fate had in store for her next.她不知道以后等待她的将是什么命运。

The company’s fate is still uncertain.They met with a terrible fate.他们的结局十分可怕。

4.humanity n.1)human beings as a group;people;2)The quality of being humane or human人性；仁慈

humane a.人道的，仁慈的，富有同情心的；人文的 humanism n.人道主义，人本主义；人文主义 humanities n.人文学科

humanize v.使有人性；使仁慈

5.suspense n.a state of uncertainty about sth.that is undecided or not yet known The suspense was unbearable.The children waited in suspense to hear the end of the story.【区别】suspension n.suspend v.暂停，终止；吊，悬

suspension bridge 悬（索）桥，吊桥

suspicion n.suspicious a.怀疑（的），嫌疑（的）

suspect v.n.a.怀疑，嫌疑；嫌疑犯

6.on trial 1)（法庭）审判，审理 He is going on trial for armed robbery.The murder trial lasted six weeks.trial n.a.2)试验 trial period

试用期

trial and error 反复试验（以得到最佳效果）

We established our present working methods by a process of trial and error.Step 5.Difficult sentence:(15min.)1.When a subject was accused of a crime of sufficient importance to interest the king, public notice was given that on an appointed day the fate of an accused person would be decided in the king’s arena.(L.3-5)that 引导的句子为同位语从句，与notice是同位关系。

当臣民被指控犯罪，而其罪行足以令国王关注时，就会发布公告，告知在某一指定的日期，被告的命运将在国王的竞技场上决定。

be accuse of : somebody has done something wrong or is guilty of something The government was accused of incompetence.be charged with : to accuse somebody formally of a crime so that there can be a trial in a court of law Police have charged Mr.Bell with murder.be convicted of : to decide and state officially in a court of law that somebody is guilty of a crime He has twice been convicted of robbery.2.He was subject to no guidance or influence, only chance.(L.11-12)

他不会得到任何提示，只有凭运气。

be subject to：1)governed by or dependent on The plans are subject to ministerial approval.2)tending or likely He is subject to ill health.3)cause to experience or suffer(usu.pass.)He was subject to torture

3.…, as the custom was, …(L.47)按照惯例 【比较】

habit； tradition custom: the accepted way of behaving or doing things in a society or a community It is the custom in that country for women to marry young.habit: a thing one does often and almost without thinking I used to swim twice a week, but I seem to have got out the habit recently.tradition: a belief, custom or way of doing something that has existed for a long time among a particular group of people The school has a well-established tradition of teaching and research in these areas.4.…, this fair creature glancing with admiration at her lover, …(L.57)这位美人儿向她的情人暗送秋波 【比较】glimpse

glance v.n.: look at sth.quickly;give a short look

cast / take a glance at

As I was making the speech, I glanced at the clock.glimpse v.n.: see by chance, just for a moment catch a glimpse of

I glimpsed / caught a glimpse of the Town Hall clock as we drove quickly past.Step 5.Useful expressions(10min.)１.罪恶受到惩罚，美德得以回报 crime was punished or virtue rewarded 2.某一指定日期

on an appointed day 3.另一边有两扇一模一样的门，紧紧挨着

on the other side were two doors, exactly alike and side by side 4.他不会得到任何提示，只有凭运气。

He was subject to no guidance or influence, only chance 5.将他撕得四分五裂 tear him to pieces

Step 6.Homework(5min.)

Which came out of the opened door,---the lady, or the tiger? Finish the story.

第二篇：《现代大学英语精读5》教案

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 “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 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

Teaching difficulties: how to understand the poetic and symbolic sentences in the article

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background information: Virginia Woolf is generally regarded as one of the greatest writers of modernism as well as one of the pioneers of women’s liberation from patriarchy.She is known for her experimentation and innovation in novel writing.In her novel, emphasis is on the psychological realm of her characters and the moment-by-moment experience of living, which are depicted by the techniques of interior monologue and stream of consciousness.In this essay, Virginia Woolf gives a clear and convincing presentation of the obstacles facing professional women.Part II.Detailed study of the text

Part III.General analysis of the text

Para 1: In the profession of literature, the author finds that there are fewer experiences peculiar to women than in other profession because many women writers before her have made the road smooth.Para 2: the author responds to the host’s suggestion that she should tell the audience something about her own professional experiences.So she now tells her own story –how she became a book reviewer when she was a girl.Para 3.the speaker focuses on the first obstacle to becoming a professional women writer.She uses a figure of speech ―killing the Angel in the House‖ in describing her determination to get rid of the conventional role of women in her writing.Para 4.after the Angel was dead, the question which remains to be answered is ―what is a woman?‖ it is a transitional link between the quthor’s first and second experience.Paragraph 5.In this paragraph the author talks about her second experience in her profession of literature.As a novelist, she wished to remain “as unconscious as possible” so that nothing might disturb or disquiet the imagination.But she was faced with the conflict between her own approach to art and the conventional approach expected of her by male critics.She believed that sex-consciousness was a great hindrance to women's writing.To illustrate this point, she employs a second figure of speech, “the image of a fisherman lying sunk in dreams on the verge of a deep lake.”

Para 6.This paragraph sums up the author's two experiences, pointing out that the second obstacle is more difficult to overcome than the first.Women have many prejudices to overcome in the profession of literature and especially in new professions that women are entering.Para.7.In this last paragraph Woolf concludes her speech by raising some important questions concerning the new role of women and the new relationship between men and women.Part IV.Complete the exercise of the text

Part V.a report on the professional women in China

Lesson Five

Love Is a Fallacy

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:

Part I.Lead-in:

This is a humorous essay in which the narrator tells his failure to win the heart of a young woman with the force of logic, which therefore proves to him that “love is a fallacy”--“it is inconsistent with logic.”

Part II.Detailed study of the text

Part III.Question on Appreciation:

1.How did the narrator describe himself? What does it show? How does the author bring out the pomposity of the narrator? What makes the satire humorous?

2.why was the narrator interested in Polly Espy? What kind of girl was she.3.How did the narrator's first date with Polly Espy go?

4.How does the language used by Polly strike you? Find some examples from the text and explain what effect her language creates.5.Why did the narrator teach Polly Espy logic? Did he succeed?

6.Did the narrator love Polly Espy? How did he try to “acquaint her with his feeling”?

7.How did Polly respond to the narrator's arguments for going steady with her? Why did she reject him? What does it show? As the story progresses, Polly turned out to be smarter than the narrator had previously thought.How does this contrast contribute to the humor of the piece?

Part IV complete the exercise in the text

Lesson Six

Life Beyond Earth

Teaching aims: 1.fully understand the article

2.learn to analyze the text

Teaching difficulties: how to learn to analyze the text and understand the implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.General introduction:

The author deals with recent developments in the search for alien organisms.He discusses various arguments about alien civilization.He does not think that such belief and search is irrational or even crazy.He writes that most people with such belief ―operate from the same instinct, which is to know the truth about the universe‖.At the same time he maintains a scientific attitude, pointing out that although there are many persuasive arguments, there is still no hard evidence to prove the existence of alien life.Yet he does not stop there.He further points out that since the world we live in—the only inhabitable world in the universe so far—is still far from perfect, people in the world need to direct more energy to making it better.Life on Earth is his greater concern.Part II.Detailed study of the text:

Part III.Organization of the piece:

1.Analysis of the text:

(1)Paras.1--2

the emergence of life

(2)Para.3

(transition)What else is alive out

(3)Paras.4--10

search for life

(4)Paras.11--23

search for intelligence

(5)Paras.24--42

Mars.(6)Paras.43--45

Dyson's argument

(7)Paras.46--52

conclusion

2.Questions to discuss:

1)What do you think of the opening paragraph? Does the author begin the article in a forceful way?

2)What role does this paragraph play? What is meant by “the enveloping nebula of uncertainties”? What is the contrast involved as imroduced by “despite”?

3)What new idea is introduced in Paras.17--19?

4)Comment on the first sentence in Paragraph 21.5)Comment on the role of Paragraph 35.6)What is the conclusion of the author? What would the author expect of people investigating extraterrestrial life?

Lesson Seven

Invisible Man

Teaching aims: 1.fully understand the article

2.grasp the implied meaning of some sentences

Teaching difficulties: how to identify the implied meaning in the sentence

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background Information: 1.about the author

2.about the article

Part II.Detailed study of the text

Part III.Analysis of the text:

Para 1.From this opening paragraph we readers can learn a number of important things:

(l)By saying “It goes a long way back, some twenty years,” the author tells us that the story took place in the past.(2)The “I' here is the narrator, not the author, of the story, and the author is using the first-person narration in telling the story.As we read On, we will find this narrator is also the main character, the protagonist, of the story.(3)Words like ”I was looking for myself“ and ”I am nobody but myself“ point out the central theme of the novel--searching for self-identity.Para.2

This paragraph tells us a bit about the historical background against place.It also introduces a new character--the narrator's grandfather.On his deathbed, he said something that alarmed and puzzled the whole family.Para 3

This paragraph is about the tremendous effect of the grandfather's words upon the narrator, Those words became a constant puzzle for him.As the old man said these words ironically, the boy couldn't understand him.Although the grandfather did not appear in the battle royal scene or any other events in the rest of the book, his words haunted the narrator at every important moment in his life.Para 4

It tells us about the setting of the battle royal.The narrator was to give his speech at a smoker in a leading hotel in the town.The time is round 1950, the place is a hotel in a Southern town, and the occasion is a gathering of the leading white men of the town.Bearing these in mind will help us readers understand why things happened that way and what was the meaning of all this.Para.5 Besides giving more details about the place, this paragraph introduces the people involved in the incident the town's big shots, who were ”wolfing down the buffet food, drinking beer and whisky and smoking black cigars,“ and the other black boys who were to take part, who were ”tough guys".Para 6 to 9

The main body of the battle royal incident is from Paragraph 4 to paragraph 9.It can be further divided into 4 subsections: the naked white girl's dance;the fight itself;the grabbing for the prize money;the narrator's speech.Paragraphs 6 to 9 form the first subsection in which the author describes the white girl's dance.Paras.10--28 They form the second subsection of the battle royal incident violent and brutal fight itself.Pay attention to the use of specific words narration realistic and vivid.Paras.29--46 They describe how the white men further humiliated the black boys even after the battle royal was over.Instead of giving the money the boys were supposed to get for their performance, the white men made fun of them by making them scramble for the money on an electrified rug.This part adds to the general chaos of the whole scene.Para 47--90 They form the last subsection of the whole battle royal incident.In this part the narrator finally got his chance to deliver his well-prepared speech.However, in the middle of his speech, he made a mistake, but everything went well in the end and he was given an award--a scholarship for college.Para.91—94 They bring the story to a final end.The narrator was overjoyed with his triumph, and that night he dreamed of his grandfather and awoke with the old man’s laughter rining in his ears.Part IV.Complete the exercise in the text

Part V.Do some translation work.Lesson Eight

The Merely Very Good

Teaching aims: 1.fully understand the article

2.grasp the development of the text

Teaching difficulties: how to analyze the development of the article and the implied meaning for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Information on the author:

Jeremy Bernstein(1929-): professor of physics and writer.After getting his Ph.D.in physics at Harvard, he spent time at the institute for advanced study in Princeton and at the National Science Foundation.He taught physics for 5years at New York University and then at Stevens Institute of Technology, Hoboken, New Jersey.But Jeremy Bernstein has also spent more than 30 years on the staff of The New Yorker magazine, writing mostly about physics, computers, and other topics in physical science.He moves as comfortably among sentences and paragraphs as among equations.Part II.Detailed study of the text:

Part III.Questions about the article

1.Oppenteimer is called ― Father of the Atomic Bomb‖ and had been in charge of the Los Alamas nuclear laboratory for many years.Yet the author considers him as merely very good.Do you think the author is right and fair in relegating Oppenheimer to the merely very good?

2.Do you think it is right to say to be highly focused or not is the cause separating the great ones from the merely very good? What is your view?

3.How does the author manage to bring the people he wants to compare into the article?

Oppenheimer’s anecdote: Oppenheimer and dirac meeting

Gottingen, talking about poetry and physics

His decision to go to the conference

Spender’s being at the conference—Spender’s obsession with Auden—great versus merely very good.4.How does the author develop the article?

He uses the 1981 conference as the benchmark and goes back to earlier times and in the last two paragraphs returns the scene to the time of writing.This technique of montage is used largely in cinema.For example:

The 1981 conference and the author’s indecision—(flashback to 1925—1927)earlier life of Oppenheimer and his relations with Dirac—(back to 1981)the author’s decision: Spender and Auden—(flashback)Spender and Oppenheimer(1956)—(1958)Oppenheimer, Dirac and the author—(back to 1981)meeting with Spender—(bringing the scene to 1996)concluding remarks.Lesson Nine

The Way to Rainy Mountain

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:

Part I.About the Author

N.Scott Momaday was born in Lawton, Oklahoma in 1934.Momaday belongs to a generation of American Indians born when most tribal communities had long ceased to exist as vital social organizations.His Kiowa ancestors shared with other Plains Indians the horrors of disease, military defeat, and cultural and religious deprivation in the 19th century.Their only chance of survival was to adapt themselves to new circumstances.Momaday’s grandfather, for example, adjusted to changing conditions by taking up farming, a decision pressed upon him by the General Allotment Act of 1887.Part II.Detailed study of the text

Part III.The analysis of the text

Para 1.the opening paragraph of the essay is a lyrical description of the author’s ancestral land, which plays a key role in his exploration of his Kiowa identity.Para 2.the author explains his purpose of his visit to Rainy Mountain: to be at his grandmother’s grave.Para 3.it sums up the history of the Kiowas as a Plains Native culture—the golden time and the decline in their history.Para 4.it is about how the Kiowas migrated from western Montana and how the migration transformed the Kiowas.Para 5.the author returns to his grandmother again.Since she is the immediate reason for him to come to Rainy Mountain, she is the link between the author and his ancestors.Para 6.The Kiowas felt a sense of confinement in Yellowstone, Montana.Para 7.this paragraph is a depiction of the landscape which they came upon when they got out of the highlands in Montana.Para 8.in this para the author describes Devil’s Tower and tells the Kiowas’s legend about it.Para 9.the author tells about the last days of the Sun Dance culture by using his grandmother as a witness.Para 10.for the first time, the author concentrates only on his grandmother’s story rather than mixing it with the history of the whole Kiowa tribe.Also for the first time, the author shifts the focus of depicting the lanscape to describing a person—his grandmother Aho as an old woman.Para 11—12 paragraph 11 is about the old houses at Rainy Mountain, which the author’s grandmother and other Kiowas used to live in, but which are now empty.This paragraph serves as a transition between the depiction of Grandma Aho and the reunion at her house.Para 11 and 12 describe the reunions that were once held at the grandmother’s house when the author was a child.We can see the author accepts change and loss as facts of life.He neither denies nor defies them.Imagination helps him strike a balance between them.So, after depicting his dead grandmother’s old house, he brings to life the joy and activity that once filled it.As a child Momaday took part in those events.By re-creating those scenes, he reminds himself of who he is.Part IV.Complete the exercise of the text

第三篇：大学英语视听说教案Unit 5

Unit 5 Around the World I.Teaching Aims By learning this unit, the student should be able to talk about cities and towns in English fluently.1.Arouse Ss’interests for the topic of this unit and participate actively;2.Listen for the main idea and the key information of every passage;3.Grasp the language points and grammatical structures;4.Learn to describe cities and towns.II.Teaching important points

1.Lesson A Speaking, Communication 2.Topic understanding and content understanding of each passage 3.Improving the students' listening and speaking ability

III.Teaching difficult points 1.Lesson B Video Course 2.Speaking with logical thinking 3.Vocabulary about the world, cities and towns

IV.Teaching Methods 1.Task-based teaching in while-listening procedure 2.Listening and practicing 3.Speaking and communication 4.Media instruction 5.Communicative Methods: answering, discussion, presentation, team work...V.Teaching hours class periods

VI.Teaching Procedures 1.Lead-in / Warming up What are beautiful places around the world? 1

2.Lesson A : Vocabulary Link

1.Present the vocabulary.Elicit examples of different places.Have Ss work with a partner to match the places to the picture.Check answers.2.Have Ss work in pairs.If there is one student left, ask him or her to join a pair to make a group.Tell Ss they will interview one another, asking and answering the questions: What things can you do at each place in A...? Encourage them to use the information for practice to create conversations.Before Ss begin the task, have them listen to the model conversation.Play the recording.(Audio Track 2-2-1).Invite pairs of Ss to present their conversations to the class.3.Lesson A : Listening

1.Tell Ss they are going to hear four different conversations.For each one, they should choose the correct picture.Play the recording.Check answers.Tell Ss to listen to the conversations again and circle correct answers.Play the recording.Check answers.Have Ss work in pairs to ask and answer questions.2.Tell Ss they are going to hear four conversations.Toshi and Isabel are studying English.Listen and circle the correct cities to complete the sentences about Isabel.Play the recording.Check answers.Tell Ss to listen again and find the information.Play the recording.Check answers.3.Present the new words and answer questions about vocabulary.Tell Ss that they are going to hear a talk about a great city for a vacation.They should answer the question.Play the recording.Check answers.Tell Ss to listen again.Play the recording.Check answers.4.Introduce the topic.Listen to the first part of a passage about cities to go to for vacation.Fill in the chart with information about Istanbul.Have Ss listen and check the correct boxes of the table.Play the recording.Then check answers.Tell Ss that they are going to listen to the second part of the recording.Have Ss listen and check the correct boxes to complete the table.Play the recording.Then check answers.Tell Ss that they are going to listen to the whole recording again.Play the recording.Have Ss compare answers with a partner.5.Introduce the topic.Listen to a talk about “The best cities to live in.” Read the sentences.Which city does each sentence describe? Sometimes both cities are.Familiarize Ss with the new words.Have Ss read them aloud after you.Ask Ss to look at the pictures and the sentences below before listening.Have Ss listen and complete the sentences with the words they hear.Play the recording(Audio Track 2-2-11).Check answers.Have Ss listen to the whole passage once again and then answer the questions.Play the recording.Check answers.4.Lesson A : Pronunciation

1.Explain to Ss that the most important words are stressed.Tell Ss to listen to the pairs of sentences.Play the recording.2.Tell Ss to listen and circle what they hear.Play the recording.Then check answers.3.Have Ss practice the sentences in pairs.Check pronunciation.5.Lesson A : Speaking and communication

Direct Ss’ attention to the useful expressions for asking “Is there a theater near here?”

1.Present the conversation.Explain that two classmates, Chul and Paulo are chatting about “What are they looking for? Where is it? ”.Compare answers as a class.(Katy is stressed and kind of tired.)

Have Ss practice the conversation with a partner.Read the two situations as a class.Tell Ss they will hear model conversation that include suggestions on what to do in these situations.Play the recordings.Have Ss work in pairs to write out new conversations for the two situations.Remind them to follow the model conversations.Invite pairs of Ss to present their conversations to the class.2.Look at the neighborhood and describe it.What places are there? Where are they? What are the problems with this neighborhood? Direct Ss’ attention to the picture and have Ss work in pairs to discuss the people in the picture.Compare answers as a class.6.Lesson B: Video Course Cities and towns

Global Viewpoints In my neighborhood

1.Present the new words and phrases.Ask Ss to read aloud for pronunciation practice.Answer any questions about vocabulary.Ask Ss to look at the words in the new words box and choose the correct ones to complete the sentences.Check answers.2.Explain to Ss that they are going to watch Watch the interviews and check(√)the places each person mentions.Before playing the vedio, have Ss read the sentences.Play the video.Check answers.3.Here are some words you will hear in the interviews about “Cities and towns.”

Use the words to complete the sentences.4.Explain to Ss that they will watch the interviews and circle True or False.Correct the false sentences.Ask Ss to give examples of any word greetings they know.Ask Ss to watch and fill in the blanks with information from the video.Play the video.Check answers.7.Lesson B: City Living You can’t miss it!

1.Introduce the main characters to Ss.Introduce the situation.Talk about finding places.2.Have Ss look at the pictures and read the story line aloud or to themselves.Check student comprehension.You may have Ss predict what they think happens in the video.3.Have Ss use the information from the pictures and captions to check Yes or No for each sentence.Check answers.8.Lesson B: City Living You can’t miss it!“While You Watch”

1.Direct Ss’attention to the useful expressions used in the video.Explain to Ss the meaning of the items in the Everyday English box.Give Ss time to study these expressions.Have Ss practice saying them aloud.2.Before viewing, have Ss read the sentences so they know what to watch and listen for.Have Ss circle the correct answer.Play the video.Check answers.3.Give Ss time to study the pictures and questions.Play the first episode of the video and allow time for Ss to answer the questions.4.Encourage Ss to take notes while they watch.Tell them they will be given time after the video ends to write full sentence answers.Play the first episode of the video.Check answers.5.Give Ss time to study the pictures and script.Ask Ss to pay special attention to what people say in the video.They should watch and fill in the blanks with words they hear.Play the 2nd episode of the video.Allow time for Ss to fill in the blanks.Check answers.6.Give Ss time to study the pictures and script.Ask Ss to pay special attention to what people say in the video.They should watch and fill in the blanks with words they hear.Play the 3rd episode of the video.Check answers.7.Give Ss time to study the question.Ask the Ss to watch and then write an answer.Play the whole video once again and allow time for Ss to answer.Check answers.9.Lesson B: City Living You can’t miss it!“After You Watch”

1.Read the expressions aloud for pronunciation practice.Encourage students to think of how the phrases were used in the video.Have Ss work in pairs to decide which sentence is the best meaning for each expression.Check answers.2.Have Ss fill in the blanks with the correct words or phrases.Check answers.3.Ask Ss to write a short summery of the City Living story.VII.Assignments 1.Review: Oral practice: to talk about different places(pair work or group work)2.Learn the key words and expressions by heart.3.Role-play some conversations.4.Talk about cities and towns.5.Follow the model in this unit to create a conversation.6.Write a short summary of the City Living story.7.Preview: Unit Six

第四篇：大学体验英语下第5单元教案

研究生大学英语体验英语听说（下）教案

2014-2015学年第二学期

Unit 5 Eccentricity Teaching Objectives: In this unit, students will listen to a talk about what eccentricity is, and positive and negative views towards it.Students will hear the biographies of four famous eccentric people in Real Word Listening 1.In Read World Listening 2, students will hear two sides of the same set of events between two flat mates who can’t get along.Then students will have an opportunity to role-paly a mediator between those two flat mates in Real World Speaking.Teaching Difficulties: 1.Students may encounter some difficult words while listening, and they are required to figure out the contextual meanings of these words.It takes time and the instructor has to take pains to gradually acquaint students the skill of how to understand unfamiliar words while listening.2.Students may come across difficulties of taking down notes while listening.The instructor has to pause while listening to tell the students how to jot down brief notes in process of listening comprehension.Teaching Procedures: 1.Warming-up exercise Students will start by examining their own attitudes toward eccentricity.Then they will hear a talk which explores the meaning of the word and how so called eccentric people are viewed in society.2.Vocabulary—Read and Choose odd: a.strange;unusual;peculiar useless: a.not of any use refuse: v.to say or show that one is unwilling to give, accept , grant or do something appreciate: v.to understand and enjoy the good qualities or value of something emphasize: v.to place special meaning, value or importance on something conformity: n.behavior, etc.of keeping to or complying with generally accepted rules, customs, etc.productive: a.that produces well or much behavior: way of acting or functioning inventive: a.having or showing the ability to invent things and think originally contradictory: a.containing information which is contrary to other information or gives opposite information paranoia n.abnormal tendency to suspect and mistrust other people without reason depression n.a feeling of sadness and hopelessness

3.Listening Task 研究生大学英语体验英语听说（下）教案

2014-2015学年第二学期

Pre-listening Activity

Learning Strategies——Thinking Independently

Whilst being eccentric cannot be regarded as a learning strategy, independent thinking most certainly can.Thinking independently means being able to look at problems from new angles and going beyond received opinions.It is the basis of all scientific developments.However, it should be balanced by accepting guidance and the wisdom of experience.Finding the right balance can catapult a good student towards becoming a brilliant student.Listening Activities

1.Listen to the recording and find out which famous person used to walk away from his guests during conversations.2.Listen to Part 1 and complete the summary by choosing the right words or phrases.3.Listen to Part 2 and complete the following table about reactions to eccentricity.4.Listen to Part 3 and check the best summary of the speaker’s own conclusion.4.Real World Listening 1 1)Describe.What do you know about these four people? Why are they famous? Discuss these questions in pairs.2)Get the main idea.Listen to each part separately and decide whether the sentences true(T)or false(F).5.Real World Listening 2 1)Predict.Listen to Part 1 and discuss in pairs to guess what kind of person Mathew is.Listen again and complete the summary.2)Now listen to Part 2 and complete the summary according to Mathew’s version of events.Have you views on Mathew changed? Discuss in pairs.Tapescript for Listening Task

[Part 1] Most of us want other people to think we are normal.So we dress in the same way as others and live in the same kinds of houses as our neighbors.We want to be liked and to have friends.We are polite when friends talk to us and get along well with the people at our job or in our school.We know that sometimes it is okay to act a little bit crazy;but mostly we want to fit in with the crowd, happy to be conventional.However, not everyone fits in with the crowd.Some people stand out from the crowd, they are unconventional, they may even be eccentric.In mathematics, the word eccentricity means the measurement of how much a round object is different from the shape of a perfect circle.Eccentricity for people is the same idea.Eccentricity is when a person acts very differently to what everyone else says is normal.Eccentric people seem to do strange and odd things.If you think of 研究生大学英语体验英语听说（下）教案

2014-2015学年第二学期

conventional people as smooth circles, perhaps eccentrics are egg shaped, or cones.In fact, you could say eccentrics are any number of different shapes because there are so many ways that eccentricity may be expressed.An eccentric may be someone who likes a hobby so much that she never spends any time doing anything else.Or, an eccentric might love to invent things, but all his inventions are useless.Some eccentrics wear the same kinds of clothes every day.Others live in oddly shaped house, or have more than two dozen cats, or refuse to throw anything away.[Part 2] Reactions to others’ eccentric can vary too.Some people appreciate how an eccentric will often have a strong opinion about something and not be afraid to share it.Some admire how an eccentric might refuse to do something just because everyone else is doing it.They may enjoy the amusing antics of an eccentric friend.But others are disturbed by how eccentrics act.These people emphasize the importance of conformity and promote the idea of peer pressure as a positive force.Whether a person’s eccentricity is approved of or not often seems to depend on the person’s standing in their community.There is a famous saying from an unknown author about this.It is: “Crazy people who are productive are geniuses.Crazy people who are rich are eccentric.But crazy people who are neither productive nor rich are just crazy.”

[Part 3] So what are you? A perfect circle? Or do you sometimes feel more like a cone? If a cone, you are not alone because none of us are perfect, no matter how much we want to be.We all have a little bit of eccentricity inside of us.And, that’s good.Experts believe that eccentric behavior makes us more creative, and for certain, history agrees.Some of the smartest, most inventive people in the world have been called eccentric.For example, did you know that Sir Isaac Newton was a famous eccentric? When people came to visit him, he used to wander off to work on his inventions while he was in the middle of talking to them.People thought this was strange, but nobody was laughing when he discovered the Law of Gravity.Of course, most eccentrics are not Sir Isaac Newton, but they still make life very interesting.

第五篇：创新大学英语1级Unit 5教案

<<创新大学英语>>一级

Unit 5

Unit 5 Social Manners Text: A Smile Matters

Teaching Objectives（教学目的）Students will be able to 1.Grasp the main idea and structure of the text 2.Master the key language points and grammatical structures 3.Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.Teaching procedures（教学步骤）(1)Pre-reading activity（Period1）a.Information related to the text b.Introduction to the Text c.Pre-reading questions(2)While-reading activity（Periods2-4）a.The organization of the text b.Detailed reading---study of the language points(3)Post-reading activity（Period 5-6）a.Speaking Activity b.Writing Practice c.Have students finish the exercises

Period 1 Pre-reading activity a.Background Information 1.Top 10 Reasons to Smile Smiling is a great way to make yourself stand out while helping your body to function better.Smiling can improve your health, your stress level, and your attractiveness.1)Smiling Makes us Attractive 2)Smiling Changes Our Mood 3)Smiling is Contagious 4)Smiling Relieves Stress 5)Smiling Boosts Your Immune System 6)Smiling Lowers Your Blood Pressure 7)Smiling Releases Endorphins, Natural Pain Killers, and Serotonin 8)Smiling Lifts the Face and Makes You Look Younger 9)Smiling Makes You Seem Successful 10)Smiling Helps You Stay Positive <<创新大学英语>>一级

Unit 5

2.Missouri State（密苏里州）

Missouri, named after the Missouri Siouan Indian tribe meaning “canoe”, is a Midwestern state in the United States with Jefferson City as its capital.It is a “Border State”, with both Northern and Southern cultural influences.The state's nickname is the Show-Me State;the U.S.Post Office abbreviation for Missouri is MO and the state public university's main branch is located in Columbia.The Mississippi and Missouri rivers are the two large rivers which flow through this state.3.Missouri River The Missouri River is a tributary of the Mississippi River in the United States.At about 2,565 miles(4,130km)in length, it is the longest river in the United States and drains approximately one-sixth of the North American continent.The combined Missouri-Mississippi river system is the fourth longest river in the world.b.Warm-up Activities Purposes： ·To start students talking about manners;·To help students learn different expressions about smiling;·To help students adopt suitable social manners;·To familiarize students with the topics in the text.Activity one Directions: Ask Ss the following questions.1)What are considered good manners in China? 2)What are Chinese table manners? Tips:

1)Modesty;respecting the old and cherishing the young;being hard working, thrifty and simple…

2)Talking with the mouth full may be unacceptable;it is impolite to use your own chopsticks to pick up the food from the shared plate or to eat using the communal chopsticks;never wave your chopsticks around;do not hover around or look for special ingredients;younger members should clink the edge of their drink below the edge of an elder’s to show respect.Activity Two Directions: Ask Ss to discuss and list the expressions about smiling in Chinese and English.Tips: ﹒Chinese smile: 微笑，冷笑，傻笑，邪恶的笑，狂笑，大笑，眉开眼笑…

﹒English smiles: laugh, chortle（开心地笑）, chuckle（轻声的笑）, guffaw（哄堂大笑）, jeer（嘲笑）, snicker/snigger（窃笑）, giggle（咯咯地笑）, simper（傻笑）, grin（露齿笑）, smirk（假笑，得意地笑）<<创新大学英语>>一级

Unit 5

Activity Three Directions: Split the class up into pairs.Tell them to think about the following questions and talk about them with their partners.1)Have you ever been touched by a simple smile from strangers? If so, how did you feel? 2)How might we promote interpersonal relationship? Tips: 1)Yes, once I dropped my purse on the ground and somebody picked it up and handed it to me with a smile on his face.I felt grateful for the simple act.I think I would do the same for others.2)Being sincere, honest, warm-hearted…

…thinking from the other’s point of view;putting ourselves in others’ shoes

Period 2-4 Detailed Study of the Text acknowledge: v.① to show that you have noticed sb./sth.by smiling, waving, etc.给…..打招呼 e.g.I was standing right next to her, but she didn’t even acknowledge me.② to accept that sth.is true承认

e.g.She refuses to acknowledge the need for reform.③ to publicly express thanks for help you have been given感谢 e.g.We wish to acknowledge the support of the university.presence: n.存在；出席，到场

e.g.She was so quiet that her presence was hardly noticed.present: adj.出席的，在场的；现存的，现有的

e.g.We don’t have any more information at the present time.initiate: v.to make sth.begin开始，开创

e.g.The government has initiated a program of economic reform.initiative: n.①主动性，积极性

e.g.The child showed great initiative in going to fetch the police.② the initiative:主动权

initial: adj.最初的，初始的

e.g.The initial talks were the basis of the later agreement.worthy: adj.(~ of sth.)deserving sth.值得的，应受的 e.g.Their efforts are worthy of your support.Her achievements are worthy of the highest praise.<<创新大学英语>>一级

Unit 5

worth: adj.(~ doing sth./sth.)值得（做某事）

e.g.It’s such a small point that it’s hardly worth troubling about.admire: v.①欣赏，观赏

e.g.We stopped halfway to admire the view.②(admire sb.for sth.)羡慕，佩服

e.g.I admire him for his success in business.delicate: adj.①精密（细，致，巧）的

e.g.Emma bought a plate with a delicate pattern of leaves.②易碎的，脆弱的

e.g.The eyes is one of the most delicate organs of the body.glance:

v.(~ at sb.)to look quickly at sb./sth.瞥一眼，看一下 e.g.The man glanced nervously at his watch.n.a quick look一瞥，匆匆一看

e.g.The couple at the next table cast quick glances in our direction.at a glance: as soon as sb.see sth.一眼 e.g.He saw at a glance what had happened.peek: v.(~ at sth.)一瞥，偷看 e.g.Shut your eyes and don’t peek.glimpse: v.to see sb./sth.for a moment, but not very clearly 一瞥，一看 e.g.He’d glimpsed her through the window as he passed.obvious: adj.easy to see or understand显然的，明白的

e.g.It was obvious to everyone that the child had been badly treated.response: n.①反应，响应

e.g.Her cries for help met with no response.②(~ to sb./sth.)回答，回复

e.g.His accusations brought an immediate response.in response to:响应，对…..的反应

e.g.The product was developed in response to customer demand.I am writing in response to your letter of June 12.restrain: v.①~ oneself from doing sth.抑制，控制 <<创新大学英语>>一级

Unit 5

e.g.She could barely restrain herself from hitting him.②~ sb.from doing sth.制止，阻止，禁止

e.g.I had to restrain her from running out into the street.venture: v.①~ into sth.闯入未知的领域中

e.g.Banks are venturing into insurance.②冒险

e.g.The mouse never ventured far from its hole.extend: v.①扩大（充，张，展）

e.g.The company plans to extend its operation into Europe.②延伸，延长

e.g.The road extends for miles and miles.horizon: n.①视野，眼界，见识

broaden/expand sb’s horizons:开阔眼界

e.g.This series of talks is intended to broaden our horizons.②地平线

e.g.A ship appeared on the horizon.soar: v.①上升，升高，升华

e.g.The price of petrol has soared in recent weeks.②翱翔

e.g.There is an eagle soaring high above the cliffs.fade: v.①(~ away)逐渐消失

e.g.The sound of cheering faded away in the distance.②褪色，凋零，衰弱

e.g.Flowers soon fade when cut.The strong sunlight faded the curtain.Period 5-6 Post-reading activity a.Speaking Activity P142 Activity two.b.Have students finish the exercises.5