《现代大学英语精读2》教案(lesson 1-11)

第一篇：《现代大学英语精读2》教案(lesson 1-11)

Lesson 1 Another School Year—What For?

Aims:

To read: to have … written on it 4.Question: What’s the difference between training and education? 5.… be around long enough for it to matter.Paraphrase: stay at college very long to understand my words, so it would not be important whether or not I told him all this.6.to average out to/at…:(informal)to result in an average amount 7.to hold: to remain the same 8.to see to it that: to make sure that 9.… doesn’t go to the electric chair…

Paraphrase: is sentenced to death not because you are not a competent lawyer.To go to the electric chair: to be punished or killed on the electric chair.10.along with: in addition to;as well as

Sentence meaning: In addition to all other things the professional skills offer.11.… may it always suffice.I hope your income will always be enough.12.reasonably: to a degree that is fairly good 还好的，尚可的 13.to maintain some contact with…: to keep in touch with…

14.Will there be a painting a reasonably sensitive man can look at without shuddering?

Paraphrase: Will you have a painting in your house that shows your taste? 15.to be out to do/be out for… : be trying to do 16.to be stuck for sth.: not knowing what to do 17.signing checks: paying for what you’ve bought by signing checks.18.the best human minds: the best philosophers, scientists and writer.19.If you have no time for…have no business in college.Paraphrase: If you don’t want to study a little literature, philosophy and the fine arts and history, you shouldn’t be here at college.20.You are on your way … button Neanderthal.You’ll soon become a new type of humans who are uneducated and can only operate machines by pushing the buttons.21.…rather the college went through them—without making contact.Paraphrase: It’s more accurate to say that they pass through the college without learning anything.22.…being unaided: without the help of others 23.There is not time enough … in order to be a civilized human.Paraphrase: One lifetime is too short to create an environment for a person to become civilized.24.…there cut into the stones are the names of the scientists.Paraphrase: The names of the scientists are carved into the stone there as memorials.25.the chances are: it is likely III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 2 Maheegun My Brother Aims:

4.ever: that I had ever known of.5.upset:(v.)knock over, knock down 6.…waiting for things to quiet down.Paraphrase: waiting until my grandma wasn’t angry 7.half grown: on the way of becoming an adult wolf.8.Gone was the puppy-wool… black mantle.Paraphrase: His fur changed from the puppy-wool to beautiful and black hair.(Here the author uses metaphor.He compares the wolf’s skin to a coat and mantle.)9.after:(adv.)later

10.It all served to fog my mind with pleasure … one night Maheegun unchained.Paraphrase: I was so happy with Maheegun that my alertness slacked and forgot to chain him one night.11.The following morning in sailed Mrs.Yesno, wild with anger Wild with anger: very angry 12.start:(n.)a sudden uncontrolled movement 13.wild cry: natural and strong cry 14.for life: all one’s life 15.(all)for the best: best for the long run 16.I was as busy as … for the winter.Paraphrase: I was busy with preparing myself for a future career.(The author uses simile here.)17.It was not long after that I found the answer.Paraphrase: Soon I found Maheegun still remembered me.18.to slip into: to put on 19.I circled to my right … creek bed.Paraphrase: I move around to the right and fell into a creek bed that was filled with snow.20.… the snow had made a blank … have been no creek there.Paraphrase: it was snowing heavily, and the air was so thick with big snow flakes that I couldn’t see through them.But I realized that I had taken the wrong direction, because there was no creek where I should have moved to.21.to blow itself out: to lose force and stop entirely 22.A great white stillness had taken over and with it, biting cold.Paraphrase: The storm had stopped.The white world was quiet and very cold.23.… freeze the world with fear.Paraphrase: seemed to terrify all the living creatures and make them become still.24.Suddenly the world exploded in snarls.Paraphrase: Suddenly with terrible snarls, the wolves began to attack.25.to work one’s way: to move difficultly and gradually 26.… reached out: stretch out his tongue.27.Maybe it was relief or weakness or both.Paraphrase: Maybe I cried because I was now out of danger, or maybe because I was weak, or because of both of the two reasons.28.… fanned it into life.Paraphrase: caused it to burn by blowing the fire.29.… my eyes came … by my bed.Paraphrase: my eyes adjusted themselves to be able to see clearly my grandfather sitting by my bed.30.He is with his own kind.Paraphrase: He is living among his fellow wolves.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 3 More Crime and Less Punishment Aims:

1.Get the students to read and understand the text and help them master the structures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course: I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text.Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1.households: people living together 2.to amount to: to add up to;to be equal to 3.… have arrest records for nontraffic offence.Paraphrase: have been arrested because of illegal actions which don’t include breaking traffic rules.4.correctional supervision:(a euphemism)a kind of punishment, such as reform school

5.to lock sb.away: to put sb.in prison 6.This is why the certainty and … the crime rate goes up.Paraphrase: This is why not all crimes are punished and the punishment is less severe although the crime rate increases.7.to give out: to announce, to enforce

8.property crimes: crimes of stealing, mugging(打劫)or robbery 9.… but it just might be the other way around.the other way around/round: the opposite situation

Paraphrase: but the opposite might be true: crime prevents punishment.10.Our current crop … who were once imprisoned in Alcatraz.Paraphrase: The present prisoners are much more serious law-breakers than the prisoners of the country in the years between 1930s and 1960s.11.… it makes little/no sense… : it is not sensible or reasonable.12.… answer the TV message: It’s 10 o’clock!Do you know where your children are?”

Paraphrase: make sure they are all home at 10 o’clock in the evening.13.The other are rejected or dismissed … instead of punishment.Paraphrase: The other three arrested criminals’ cases are refused or stopped because there isn’t sufficient evidence or no witness can be found.Or instead of being put into prison, these criminals are sent elsewhere for medical treatment(when they can produce proof for illness of some kind.)14.the select few: the few criminals who are carefully chosen 15.to be easy on: to treat … in a gentle way and not too severe 16.Yet when measured against the lower crime rates …

To measure sth./sb.against sth./sb.: to judge sb./sth.by comparing them with another person or thing

Paraphrase: But when longer prison sentences are compared with the lower crime rates.17.… are not worth the cost to state and local governments.Paraphrase: are not worthwhile because state and local governments have to pay much money for this.18.given: specific 19.… we do know the extent … major crime convictions.Paraphrase: We do know how many of those people under parole are convicted and put into jail again for serious crime.20.… only 15000 crimes prevented.Paraphrase: If those prisoners were kept in prison for another year, only 15000 crimes would be prevented.21.a drop in the bucket: an amount of sth.that is too small to be important.22.This works out to more than $100, 000 per crime prevented.Paraphrase: This means that it costs more than $100, 000 to prevent one crime.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 4 The Nightingale and the Rose Aims:

1.Get the students to read and understand the text and help them master the structures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course: I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text.Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1.for want of: because of a lack of 2.lover: a person who loves 3.ball: a large party with dancing 4.to: according to;while sth.else is happening 伴随着 5.something of: to some degree 6.plot: a small piece of land used for a special purpose 7.… nipped my buds.Paraphrase: stopped the growth of the buds 8.… and what is the heart of a bird compared to the heart of a man?

Paraphrase: The heart of a bird is nothing compared to the heart of a man.(The sentence is a rhetorical question.)9.to ask … of sb.: to ask sb.for …

10.… he could not understand what the Nightingale was saying to him.Question: Why couldn’t he understand? 11.to sing of:(formal)to mention sth in a song or a poem, especially to praise it 12.spray:(n.)a small branch having buds or flowers

13.girdle: a band of red color round the middle of the petals 14.… a film came over her eyes.Film: a thin layer or covering of sth.15.to choke: to make sb.unable to breathe 16.all over: all parts of one’s body III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 5 Say Yes Aims:

1.Get the students to read and understand the text and help them master the structures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course: I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text.Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1.to pitch in:(Here in is an adverb.)to start to work eagerly 2.somehow:(adv.)in some way not yet know 3.to get onto: begin to talk about 4.“Oh boy” is used to show annoyance 5.to take my word for it: to believe what I say 6.She was piling dishes on the draining-board at a terrific rate.Question: Why at a great speed? 7.“Not the same, like us.”

Paraphrase: They don’t have the same background, and they are not like us.8.to resort to : to adopt, use

Trick: method 9.He’d acted out of concern for her，Paraphrase: He had done so because of concern for her.10.… he thought that it would be a nice gesture on her part not to start up that conversation again, Paraphrase: he hoped his wife would show her concern in return by not continuing the unpleasant conversation.11.For Christ’s sake: The expression is often used to show annoyance, like “Oh boy”.12.Let’s say: Let’s suppose 13.cornered: forced into a difficult position 14.Let’s not move too fast on this.Paraphrase: Let’s not rush to a decision.15.“Thank you.”

Question: Thank you for what? 16.snap through the pages: turn the pages suddenly and quickly 17.While he was at it, Paraphrase: While he was cleaning dishes.18.In another thirty years…

Question: What does the word “another” suggest? 19.What would all that stuff matter then?

Paraphrase: What is the sense of arguing about these problems? 20.I’ll make it up to you.Paraphrase: I’ll do something good for you.21.“We’ll see” is used when you don’t want to make a decision right now.22.His heart pounded the way… the house, a stranger.Question: What does the sentence show? III.Assignment: Exercises after the text.III.Checking the exercises.IV.Dictation of the new words in the lesson.Lesson 6 The Man in the Water Aims:

As businessmen go, he is considered pretty honest.2.There was the unusual element of … high traffic.Paraphrase: One thing that was unusual about this disaster was that the plane hit the bridge when the traffic was heavy.3.Then, too, there was the location of the event.Paraphrase: Besides, the location of the event was also unusual.4.… a blast of real winter…: a sudden strong and really cold winter 5.… a single slap of metal on metal: the plane’s colliding/collision on the bridge, both of which was made of metal 6.And there was the aesthetic clash as well—blue-and-green Air Florida, Paraphrase: When the air crash occurred, it was not just a clash of metal against the bridge, but also a clash between colors: the blue-green color of the plane and the gray and black color of the ice and river.7.… while always special…

Paraphrase: although it is always special 8.… bring millions to tears or to attention.Paraphrase: make millions of people cry or attract their attention 9.Why, then, the shock here?

Paraphrase: Why was there such a shock, then? 10.the elements: the bad weather 11.indifferent as ever: unconcerned about the consequences as always 12.to rise to the occasion: to deal successfully with a difficult situation 13.a park police: police whose job is to look after a park 14.in the line of duty: part of one’s duty

15.… lines that is no less admirable for being repeated.Paraphrase: words that have been said before by many heroes, but the words are still admirable.16.to stick in the mind: to be remembered 17.But the person most responsible for … “the man in the water”.Be responsible for: be the cause for 18.lifeline: a rope used to save people at sea

19.mass casualty: large numbers of people hurt or killed 20.commitment: a strong sense of responsibility 21.his anonymity another.Paraphrase: The fact that he did not leave his name was another reason why the story held national attention.22.… gave him a universal character.Paraphrase: make him have a universal quality and make people feel that it could have been anyone.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 7 The Greatest Invention Aims:

2.to turn out: to happen to be in the end 3.… Like liquid tropical sunlight，Question: What does the sentence show? 4.to aim at: to direct one’s efforts towards 5.War is no longer a matter of armies;

Paraphrase: War doesn’t depend on how many armies you have.6.…west of the Atlantic: Latin American countries.7.… he was not at all what one would regard as the figure of a soldier.Paraphrase: He was not at all the kind of person one would regard as a soldier, because he was not tall and strong.8.charge: a rushing forceful attack

9.get rid of him: remove him from office 10.to let loose: to free 11.to have sth.within one’s grasp: to be able to achieve or attain sth.12.to keep sb.at sth.: to force sb.to continue to do 13.… for I thought it very likely in a hot country like that.Paraphrase: Because people usually think hot weather can make one become listless（无精打采的）and lazy.14.to drive: to force sb.to work hard 15.… he was more than content: he was very content;he was very satisfied 16.… drove him away: made him work on another thing or sth.else.17.drugged: addicted to drugs 18.And the splendor of our position faded like dreams.Paraphrase: The glory of our country disappeared like dreams.19.fancy: a new idea 20.… he gave me every facility, showing me the entire process…

Paraphrase: He used every facility to show me the whole process.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 8 Psychologically Speaking

Aims:

Paraphrase: What is it on your mind? What are you thinking of?

2.to fool around/about: to waste time 闲逛 3.Out with it.Paraphrase: Tell me about it.4.up:(adv.)to the place in the north.5.garage: a place where motor vehicles are repaired 6.delicate: very sensitive to what is proper

7.… unless he was.Paraphrase: unless he was respectable.8.… not when I’m working for you.Paraphrase: I won’t go out with him when I’m working for you.9.to behave yourself: to do things in a way that people think is correct or polite 10.impulsively: suddenly without thinking of the consequences 11.If it works out.Paraphrase: If it succeeds.12.under cover: pretending to be sb.else in order to do sth.secretly 13.be on your honor: be trusted to do sth.14.We’re putting you and Dad on your honor.Paraphrase: We respect you and believe in you.15.… Bessie Waring once.Explain: In some western countries, when a woman gets married, she will use her husband’s family name as her family name.16....it was a fool’s paradise!

Paraphrase: It was an imaginary and unreal beautiful world.17.to open one’s eyes to: to make sb.realize 18.to claim: ask for or demand because you think it is your right to have it 19.for all you know: you really don’t know III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 9 Quick Fix Society Aims:

I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text.Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1.fix:(n.)solution to a problem, especially an easy and temporary one 2.consist of: be formed from 3.half the fun: the largest part of fun(of our trip to West Virginia)4.… had tried to take on another hot July afternoon.Question: What does “another” suggest? 5.to crowd: to make … move close together 6.… no little dots this time.Paraphrase: This time they didn’t seem like little dots.7.… refreshed, revitalized, and reeducated.Paraphrase: We felt energetic and fresh, and had experienced a new way of life.8.… not just to get from Point A to Point B.Paraphrase: not just to travel from place to place, but also in many other aspects of life.9.Americans understood the principle of deferred gratification.Paraphrase: Americans knew it took time for their desires to be satisfied.10.We put a little of each paycheck away “for a rainy day”.Paraphrase: We save a little money from our income in case we might need it in the future.11.to save(up)for: to save money because of 12.to help sb.out: to help sb.in a difficult situation 13.relax now: buy what we want now 14.ready-made: able to be used at once 15.off the rack: ready-made 16.to warp up: to complete or finish 17.… doesn’t agree with us.Paraphrase: make us feel sick.18.… you guessed it.Explain: This sentence shows that the readers know what the writer would say next.19.minutes: a summary of a formal meeting 20.Cliff’s Notes: a series of reference books which contains the summary and comment of the work

21.… especially if we are students.Question: Why? III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 10 The Richer, the Poorer Aims:

1.Get the students to read and understand the text and help them master the structures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course: I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text.Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1.Bess had lived each day as if there were no other.Paraphrase: Bess seized every minute to enjoy herself as if she would die next day.2.lean:(adj.)small in amount 3.Bess had the clothes on her back.Paraphrase: All of Bess’s clothes was what she was wearing.4.wordly:(adj.)of the material world

5.… her child’s mouth watered for ice cream and candy.Paraphrase: As a child, she wanted ice cream and candy very much.6.to clerk:(v.)to keep records or accounts

7.But her freshman year found her unable to indulge this fantasy.Paraphrase: But in her first year at high school, she found that she couldn’t allow herself to spend her money on clothes.8.to put one’s mind to sth.: to concentrate on;to set one’s mind on sth.集中精力做 9.Lottie expected to be settled with a home and family.Settled:(adj.)comfortable and happy

Paraphrase: Lottie wanted to get married and lead a comfortable life.10.… a homemaking job: being a housewife 11.in rags: wearing old torn clothes 12.to go to ruin: to become damaged 变破旧 13.… trapped by the blood tie.Paraphrase: closely related to Bess.14.be through with sth.: finish 15.to go about doing: to begin working at 开始着手做 16.She worked her way from kitchen to parlor.Paraphrase: She worked hard to improve one room after another.17.At night she slept like a child after a long and happy day of playing house.Playing house: a children’s game in which children pretend to be mom and dad and to be housekeeping 18.She was living each hour for itself.Paraphrase: she was doing something just to pass the time, not to prepare for old age.19.She went on a spending spree from the specially shops to beauty salon.Paraphrase: She began to spend money wildly and wastefully in specialty shops and beauty salons.20.At the lavish table, top-heavy with turkey.Paraphrase: There was a lot of food on the table and the main dish was a turkey which was too big and lavish for two old ladies.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 11You Have to Get Me Out of Here Aims:

1.Get the students to read and understand the text and help them master the structures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course: I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text.Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1.… Rocky Mountain blue.Paraphrase: the kind of blue that you can find above the Rocky Mountain 2.soft-spoken: having a gentle and quite voice 低声和气的 3.Its sheer granite face juts up hundreds of feet.Paraphrase: The cliff is several hundred feet high.Its surface is all hard rock.4.to pair sb.with sb.: to put sb.into the group of two people 5.Katie allowed the peace of the gorgeous spring day to embrace her.Paraphrase: Katie enjoyed the peace of the wonderful spring day.6.… crashing: moving and causing noise 移动，发出巨响 7.… threw her five-feet into the air.Paraphrase: sent her flying into the air, five feet high above the ground 8.… a matter of minutes: only a few minutes

A matter of something: a situation that involves something or depends on something 9.Forcing pain off from her mind.Paraphrase: Making great effort to forget about the pain.10.to straighten sth.out: to deal with sth.清理

11.to see sb.through: to give help or support to sb.for a time 12.choked back: tried hard to prevent 13.to pass out: to lose consciousness, faint 14.to catch up with sb.: to finally start to cause trouble for sb.15.… breath came in painful gasps from the altitude.Paraphrase: breath became quick and painful because of the altitude.16.… bumps sent lightning bolts of pain through Katie’s body.Paraphrase: the uneven road caused severe pain through Katie’s body.17.… to expose the veins.Paraphrase: to make the veins easily seen.18.… presence of mind.Paraphrase: the ability to remain calm and clear 19.to wear off: to gradually disappear or stop 20.Katie knew that her desperate need to direct her own rescue was over.Paraphrase: Katie knew that she didn’t have to direct her own rescue.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.

第二篇：现代大学英语精读

对《大学英语精读》教材进行评价

《现代大学英语精读》是我们大家熟悉的一本教材。精读课，也就是我们上的基础英语课，是高校英语专业基础阶段的一门核心课程，是帮助学生掌握听、说、读、写、译等基本语言技能的基础课。精读教材主要是培养学生的语用能力，使学生能够从书中有所感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。该教材还能培养学生的英语思维能力和创新能力，而不是使学生拘泥于书本知识，主要的教学任务不是积累知识，而是开发学生的思维，该教材秉着以学生为中心的教学思想，教材的选材非常广泛,符合学生兴趣，是一本符合当代大学生的优秀教材。

一本好的教材有以下几点特征；(1)、教学内容和语言能够反映快速变化的时代(2)、要处理好专业知识，语言训练和相关学科之间的关系(3)、教材不仅着眼于知识的传授而要有助于学生的鉴赏批评能力、思维能力和创新能力的培养(4)、教学内容要有较强的实用性和针对性。而《现代大学英语精读》教材充分表现出一本好的教材的特点，在英语教学中起着积极的作用，主要表现在以下几个方面。

1、教材具有权威性。教材的权威性主要在于它努力体现新大纲的要求，任何教材的编写都要相对应的教学大纲作指导，而衡量教材的好坏的一个重要标准就是看他是否符合大纲的具体要求。大学英语精读教材是根据国家或地方教育部门颁发的教学大纲或课程标准编写的，能够较好的体现教学大纲或课程标准规定的教学目的、教学目标、教学内容以及教学方法，所以大学英语精读教材完全符合大纲中有关教材的规定，有利于教学大纲和课程标准的有效实施。教材的权威性还取决于编写人员的能力和素质。现代《现代大学英语精读》教材是北京外国语大学多名教授共同研究而成，这些教授具有丰富的教学经验和深厚的语言功底，而且教材有国内著名的外语出版社出版，还是普通高等教育“十五”国家级规划教材。所以，现代大学英语精读教材在一定程度上能够保证教学内容、教学过程和教学方法的科学性和合理性，从而保证教学质量和教学效果。

2、教材具有系统性。从整体上看，教材体系完整，内容丰富，有利于学生系统的学习语音、词汇、语法等语言知识；材内容从易到难，是一个逐步推进的过程。第一年的教材主要任务是巩固高中所学的内容，这主要是考虑到大学新生需要时间来克服高中阶段应试教学的影响，要尽快帮助他们熟悉大学学习方法，养成良好的学习习惯，纠正他们的语音语调，鼓励他们克服汉语方言对应于发音的负面影响，同时，要让学生意识到学习英语的目的关键是运用，而不是为了做题。第二年的教材，主要是知识积累，要运用各种方法扩大词汇量，提高对语法的掌握和运用能力，还要加强写作和翻译的训练，因为这两种技能需要从实践中得到提高，而不是拘泥于书本知识，第三年的教材主要是培养学生的阅读水平，学生能够独立完成一个章节的阅读，教材增加了阅读的难度，这样有助于提高学生的阅读水平，第四年的精读教材主要是使学生的听、说、读、写、译这五种能力得到全面的培养，是学生对这几种基本技能同时得到训练。

3、教材选文具有多样性。《现代大学英语精读》教材克服了传统教学理念的缺陷，教材编写体现了以应用为本，听、说、读、写、译等多位一体的教材设计理念，把提高学生综合运用能力放在首位。该系类教材的指导思想就是在课堂上创造一个真实的语言教学环境，使学生得各种语言技能得到充分的训练。教材中覆盖的词汇量超过大学英语四六级的水平，在教材的使用中学生强化了对单词的复现率，该教材词汇丰富，词汇重复出现有助于强化记忆。阅读理解的任务活动可以帮助学生检测和深化对课文的理解，掌握各种阅读技巧。在每一章节的联系中还涉及了汉译英和英译汉的翻译练习，这样有助于训练学生的翻译能力。而且，教材中选取的文章题材多样，风格各异，内容丰富，涉及了政治、经济、文化语言、科技、体育、风俗人情等各方面。所以，该教材有利于学生更好地了解世界文化，培养跨文化意识和跨文化交际的能力。

总体来说，《现代大学英语精读》教材合理的教学布局，能够使学生的综合能力得到全面的培养,听、说、读、写、译等各项语言技能在教材中得到了综合呈现,该教材注重语言技能的培养、注重学生独立学习能力的提高。但教材中也有一些不足之处，比如关于综合技能的整体训练,以及学习技能和学习策略的建议有些不足。但整体上该教材是目前最适合大学生学习的一本优秀教材。

第三篇：《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

第四篇：现代大学英语精读5Book

英语专业精读课教案（第五册）

Lesson One Where Do We Go from Here

Teaching aims:

To grasp the rhetorical device in the text

Teaching difficulties:

To identify the rhetorical deviceS in the sentence

Teaching procedure:

Step 1.Background information

Step 2.Organization of the text

Step 3.Detailed study of the article

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.Structure of the text

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.

第五篇：现代大学精读英语4 lesson two课文(外语教学出版社)

Lesson 2 Waiting for the Police

I wonder where Mr Wainwright's gone?' said Mrs Mayton.It didn't matter to her in the least where he had gone.All that mattered was that he paid his three guineas a week regularly for board and lodging.But lifedon't mean...?' he gulped.`That is exactly what I mean,' replied Penbury.There had been,countless silences in Mrs Mayton's drawing-room, but never a silence like this one.Miss Wicks broke it.`Shouldn't the police be sent for?' she suggested.`They already have,' said Penbury.`I phoned the station just before coming into the room.'

`How longwhen do you expect...?' stammered Monty.`The police? I should say in two or three minutes,' responded Penbury.His voice suddenly shed its cynicism and became practical.`Shall we try and make use of these two or three minutes? We shall all be questioned, and perhaps we can clear up a little ground before they arrive.'

Mr Calthrop looked angry.`But this is nothing to do with any of us, sir!' he exclaimed.`The police will not necessarily accept our word for it,' answered Penbury.`That is why I propose that we consider our alibis in advance.I am not a doctor, but I estimate from my brief examination

of the body that it has not been dead more than an hour.Since it is now ten past nine, and at twenty to eight we saw him leave the dining-room for his bedroom...'

`How do you know he went to his bedroom?' interrupted Miss Wicks.`Because, having a headache, I followed him upstairs to go to mine for some aspirin, and my room is immediately opposite his,' Penbury explained.`Now, if my assumption is correct, he was killed between ten minutes past eight and ten minutes past nine, so anyone who can prove that he or she has remained in this room during all that time should have no worry.'

He looked around inquiringly.`We've all been out of the room,' Miss Wicks announced for the company.`That is unfortunate,' murmured Penbury.`But so have you!' exclaimed Monty, with nervous aggression.`Yes-so I have,' replied Penbury.`Then let me give my alibi first.At twenty minutes to eight I followed Wainwright up to the second floor.Before going into his room he made an odd remark whichnine o'clock.Then I came back.The door you heard closing, Mrs Mayton, was not Wainwright going out.It was me coming in.'

`Wait a moment!' ejaculated Bella.`Yes?'

`How did you know Mrs Mayton heard the front door close? You weren't here!'

Penbury regarded her with interest and respect.`Intelligent,' he murmured.`Now, then, don't take too long thinking of an answer!' glared Mr Calthrop.`I don't need any time at all to think of an answer,' retorted Penbury.`I know because I listened outside the door.But as I say, I came back.I went up to my room.' He paused.`On the floor I found a handkerchief.So I went into his room to ask if the handkerchief was his.I found him lying on the ground near his bed.On his back.Head towards the window.Stabbed through the heart.But no sign of what he'd been stabbed with...It looks to me a small wound, but deep.It

found the spot all right...The window was closed and fastened.Whoever did it entered through the door.I left the room and locked the door.I knew no one should go in again till the police and police doctor turned up.I came down.The telephone, as you know, is in the dining-room.Most inconvenient.It should be in the hall.Passing the door of this room,I listened, to hear what you all were talking about.Then I went into the dining-room and telephoned the police.And then I joined you.'

Flushed and emotional, Mrs Mayton challenged him.`Why did you sit here for three minutes without telling us?' she demanded.`I was watching you,' answered Penbury, coolly.`Well, I call that a rotten alibi!' exclaimed Mr Calthrop.`Who's to prove you were out all that time?'

`At half past eight I had a cup of coffee at the coffee-stall in Junkers Street,' replied Penbury.`That's over a mile away.It's not proof, I admit, but they know me there, you see, and it may help.Well, who's next?'

`I am', said Bella.`I left the room to blow my nose.I went to my room for a handkerchief.And here it is!' she concluded, producing it triumphantly.`How long were you out of the room?' pressed Penbury.`Abour five minutes.'

`A long time to get a handkerchief.'

`Perhaps.But I not only blew my nose, I powdered it.'

`That sounds good enough,' admitted Penbury.`Would you oblige next, Mr Calthrop? We all know you walk in your sleep.A week ago you walked into my room, didn't you.Have you lost a handkerchief?'

Mr Calthrop glared.`What the devil are you implying?' he exclaimed.`Has Mr Calthrop dozed during the past hour?' pressed Penbury.`Suppose I have?' he cried.`What damned rubbish!Did I leave this room without knowing it, and kill Wainwright for-for no reason at all ?' He swallowed, and calmed down.`I left the room,sir, about twenty minutes ago to fetch the evening paper from the dining-room to do the crossword

puzzle!' He tapped it viciously.`Here it is!'

Penbury shrugged his shoulders.`I should be the last person to refute such an emphatic statement,' he said, `but let me suggest that you give the statement to the police with slightly less emphasis, Mr Smith?'

Monty Smith had followed the conversation anxiously, and he had his story ready.`This is why I left the room.I suddenly remembered that I'd forgotten to return Mr Wainwright's latchkey.Then I met Mrs Mayton, who asked me to help her with the curtain of the landing window.It had come off some of its hooks.I did so and then returned to the drawing-room with her.You'll remember, all of you, that we returned together.'

`That's right,' nodded Mrs Mayton.`And the reason I went out was to fix the curtain.'

Penbury looked at Monty hard.`What about that latchkey?' he demanded.`Eh? Oh, of course,' jerked Monty.`The curtain put it out of my mind.I came down with it still in my pocket.'

`And you didn't go up to his room?'

`No!I've just said so, haven't I?'

Penbury shrugged his shoulders again.He did not seem satisfied.But he turned now to Miss Wicks, and the old lady inquired, while her needles moved busily.`My turn?'

`If you'll be so good,' answered Penbury.`Just as a matter of form.'

`Yes, I quite understand,' she replied, smiling.`There's no need to apologize.Well, I left the drawing-room to fetch some knitting-needles.The steel ones I'm using now.My room, as of course you know, is also on the second floor and after I'd got the needles I was just about to come down when I heard Mr Wainwright's cough...`What time was that?' interrupted Penbury.`Just before nine, I think it was,' said Miss Wicks.`Oh, that irritating cough!How it gets on one's nerves, doesn't it? Or I should say, how it did get on one's nerves.Morning, noon and night.And he wouldn't do anything for it.Enough to send one mad.'

She paused.The tense atmosphere grew suddenly tenser.`Go on,' murmured Penbury.`Well,' continued Miss Wicks.` Your door was open, Mr Penbury, and I went in to ask if we couldn't do something about it.But you were out.And suddenly, when I heard Mr Wainwright coughing again across the passage ,well, I felt I couldn't stand it any more, and I was knocking at his door almost before I knew it.It was my handkerchief you found in your room, Mr Penbury.I must have dropped it there.'

She paused again.Again Penbury murmured, `Go on.'

She turned on him with sudden ferocity.`Will you stop interrupting?' shouted the old woman.Penbury moistened his lips.For a few moments Miss Wicks knitted rapidly, the steel points of the needles making the only sound in the room.Then she continued, in a queer hard voice.“Come in,” called Mr Wainwright.“I'm coming in,” I called back.And I went in.And there he stood smiling at me.“You haven't come to complain of my cough again, have you?” he asked.“No,” I answered.“I've come to cure it.” And I plunged a steel knitting-needle into his heart-like this!'

She stretched out a bony hand, and, with amazing strength, stabbed a cushion.The next instant there came a knocking on the front door.`The police!' gasped Mr Calthrop.But no one moved.With tense ears they listened to the maid ascending from the basement, they heard the front door open, they heard footsteps entering...A moment later they heard Mr Wainwright's cough.`Yes, and I heard it when he went out ten minutes ago,' smiled Miss Wicks.`But thank you very much indeed, Mr Penbury.I was as bored as the rest of them.'

《现代大学英语精读2》教案(lesson 1-11)

第一篇：《现代大学英语精读2》教案(lesson 1-11)

第二篇：现代大学英语精读

第三篇：《现代大学英语精读5》教案

第四篇：现代大学英语精读5Book

第五篇：现代大学精读英语4 lesson two课文(外语教学出版社)

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