大学英语专业精读分析解析
大学生英语精读课程学情分析——基于一所高校的个案研究
近年 ， 国内已有一些高等教育研究机构主持开
展有 关 大学 生学 习 与发 展 的调 查 ． 如清 华 大学 引 进 美国 Ｎ Ｓ Ｓ Ｅ调 查 ，调整 形 成 了 Ｎ Ｓ Ｓ Ｅ — Ｃ ｈ ｉ ｎ ａ中文 版
问卷 ， 并自２ ０ ０ ９年 起 ， 连 续 在全 国开 展 年度 调 研 ；
厦 门大 学 “ 大学 生 学 习情 况 调查 研 究 ” 课 题 组 自主 设 计 问卷 及 开展 了首次 国家大 学 生学 情 调查 等 ． 也 有越 来 越 多 的学 者 开 始关 注 大 学 教学 过 程 及 大 学 生学 习经 验 问题 ， 并 借鉴 学 生学 习性 投人 理论 开 展
所 自愿参加课题研究的本科 院校收集 的数据进行 研 究 ，显示 “ 校 园环 境支 持度 ” 、 “ 课 堂下 的学 习行 为” 与学生教育收获之 间的相关程度更高 ； 史秋衡 （ ２ ０ １ ２ ） 对全 国 ２ ３个省 、 直 辖市 和 自治 区 ５ ２所 高校 的９ ２ １ ２ ２名 大学 生 进 行学 习观 、 课堂体验 、 学 习方 式 和学 习收 获 的调查 ， 结果 显示 大学 生 的学 习 观和 课堂 体验 既直 接影 响学 习 收获 ， 也通 过 学 习方式 间
实证 研 究 ， 如： 王纾 （ ２ ０ １ １ ） 以２ ０ ０ ９年 Ｎ Ｓ Ｓ Ｅ — Ｃ ｈ ｉ ｎ ａ
调查 数 据 为基 础 ， 采 用 量 化 统计 分 析 方 法 ， 探 索 大 学生学 习性 投入 对 其学 习收 获 的影 响机制 ； 史 静 寰 （ ２ ０ １ １ ） 采 用清华 大 学教育 研究 院主持 的“ 中国大 学 生学 习性 投 入研 究 ” 课题组 ２ ０ ０ ９年 ６月 在 全 国 ２ ３
大学英语精读课堂话语分析
大学英语精读课堂话语分析摘要：课堂话语分析是对课堂教学过程进行客观的描述分析,该分析反映了师生在课堂中互动中的共同贡献。
大多数英语课堂研究一直集中在教师方面的因素,例如教师问题的类型、教师的话语量等。
在很大程度上忽视了教师与学生之间的互动交流。
随着功能语言学的发展,话语分析理论逐渐受到教育工作的重视和运用。
本文介绍了话语分析的内涵和理论，阐述了英语精读课堂师生话语模式，提问方式和老师的反馈分析，在此基础上提出了几条提高英语教学的建议。
关键词：英语精读教学；话语分析理论；研究一、话语分析定义1、话语分析的概念话语分析是则是只对句子更长的语言段所作的语言分析，主要目的是为了找出带有相似的语境的话语系列并确定其规律。
它包括语言形式、语言功能及书面文本的分析。
通过话语分析，我们可以判断出语言特点，即对不同文体、社会和文化因素的特点进行判断，有助于我们理解不同的文本和谈话类型。
书面文本话语分析，指对话题的发展以及句子的连贯性进行的研究。
2、在教学中使用话语分析的优点在教学中使用话语分析的优点表现以下两个方面：（1）简化了语法结构的分析。
学生接触到英语句子的时候，首先是分析句子的语法结构，似乎不了解句子结构就无法理解句子的含义。
我们当然反对这种英语学习方式。
如何在教学过程中使用话语分析法，会使语言分析更加简洁。
对话语内部结构的分析，强调了意义的完整性，同时也表明各语句在体现整个话语意义中的作用以及各话语之间的关系，这样分析就避免了以往句子分析造成的许多不良影响。
（2）话语分析增强学生的交流能力。
话语分析的目的，就是使学生在众多的信息中抓住主要信息，使交流顺利进行。
以往学生能够分析单个句子，但对于一段文字则无法理解，其主要原因就是没从句子中获得本应该获得的信息量，没从交际的角度理解句子，从而无法整理出整个语段的内容。
话语分析是超越句子层次的更高层次的分析方法，这种方法更切合语言的实际运用，它是以说话者和听话者双方的交流成功为最终目的。
现代大学英语精读4Unit2Springsowinglanguagestudy分析解析
WB T L E
I. Word Study
Unit 2—Spring Sowing
4. gruff gruff, brusque, blunt, crusty
These adjectives mean “abrupt and sometimes discourteous in manner or speech”.
at a party or in public, esp. in a noisy way
Examples: After the long hot summer we revelled in the rainstorm. They revelled all day and all night after their exams.
WB T L E
Unit 2—Spring Sowing
I. Word Study
3. depressed a. a. affected or marked by low spirits b. an area, industry, etc. that is depressed does
not have enough economic or business activity
Unit 2—Spring Sowing
Crusty suggests a rough and forbidding manner that sometimes conceals benevolence of spirit. He's a crusty old gentleman who feeds stray dogs and cats.
Unit 2—Spring Sowing
I. Word Study
大学英语读写教案精读技巧
课时：2课时教学目标：1. 让学生掌握精读的基本技巧和方法。
2. 培养学生独立阅读和思考的能力。
3. 提高学生的阅读速度和理解能力。
教学重点：1. 精读的基本技巧和方法。
2. 独立阅读和思考的能力。
教学难点：1. 精读技巧的灵活运用。
2. 阅读速度和理解能力的提高。
教学准备：1. 教师准备：多媒体课件、精读文章、练习题。
2. 学生准备：笔记本、笔。
教学过程：第一课时一、导入1. 教师简要介绍精读的重要性，激发学生的学习兴趣。
2. 学生分享自己阅读的经验和技巧。
二、精读技巧讲解1. 教师讲解精读的基本技巧，如：扫读、略读、细读、预测、推断、总结等。
2. 学生跟随教师一起练习这些技巧。
三、案例分析1. 教师展示一篇精读文章，引导学生运用所学技巧进行阅读。
2. 学生分组讨论，分享阅读心得。
四、练习1. 学生独立完成练习题，巩固所学技巧。
2. 教师点评学生的练习情况，解答疑问。
五、总结1. 教师总结本节课所学内容，强调精读技巧的重要性。
2. 学生分享自己的学习心得。
第二课时一、复习1. 教师带领学生复习上一节课所学的精读技巧。
2. 学生进行相关练习，巩固所学知识。
二、拓展阅读1. 教师推荐一篇适合学生阅读的文章，要求学生运用所学技巧进行阅读。
2. 学生分组讨论，分享阅读心得。
三、阅读策略训练1. 教师讲解阅读策略，如：如何快速抓住文章主旨、如何理解长难句等。
2. 学生跟随教师一起练习阅读策略。
四、阅读理解练习1. 学生独立完成阅读理解练习题，提高阅读速度和理解能力。
2. 教师点评学生的练习情况，解答疑问。
五、总结1. 教师总结本节课所学内容，强调阅读策略的重要性。
2. 学生分享自己的学习心得。
教学反思：本节课通过讲解精读技巧、案例分析、拓展阅读、阅读策略训练等环节，帮助学生掌握了精读的基本技巧和方法，提高了阅读速度和理解能力。
在今后的教学中，教师应注重培养学生的阅读兴趣，引导学生灵活运用所学技巧，提高学生的英语综合运用能力。
英语专业精读教学中学生赏析能力的培养——以“A Dill Pickle”为例
422020年36期总第528期ENGLISH ON CAMPUS英语专业精读教学中学生赏析能力的培养——以“A Dill Pickle”为例文/刘少仙精读教学在本科英语教学中的核心地位毋庸置疑，其中心任务是提升学生的阅读能力，即：理解能力，赏析能力和应用能力。
赏析能力要求学生理解文章、努力提高欣赏水平，“学会细细品味文章的思想美、修辞美、结构美、逻辑美、音韵美。
了解不同的题材、作家、时代、观点、文体和风格，关切人世间各种问题，倾听过去各种优秀人物的真知灼见”。
只有学生有了一定的赏析能力，他们才能从赏析的视角去理解原文、剖析原文、挖掘原文的言下之意和言外之意、体会文章的主题美、思想美和语言美。
赏析能力的培养如此重要，笔者却无法在知网中找到与在精读教学中培养英语专业本科生赏析能力直接相关的论文。
因此，本论文尝试以杨立明主编的《现代大学英语精读》课文“A Dill Pickle”(《一块莳萝泡菜》)为例，从英语专业精读教学的角度出发，探究如何在精读教学中培养学生的赏析能力，以期填补这一研究上的空白。
一、“课文标题”赏析“居文之首，勾文之要”是对标题在文中特殊作用的概括。
标题是一篇文章的点睛之处，是作者的神来之笔。
大凡名篇佳作都有一个好标题，它们能够成功拨动读者心弦、激发读者的阅读兴趣、引发读者的遐思。
它们或揭示中心思想、或概括主要内容、或暗示行文线索、或奠定文章基调、或明确描写对象、或交代故事发生的环境、或设置悬吸引读者……在进行英语专业的精读教学时，对文章标题美的赏析必不可少。
以“A Dill Pickle”为例。
它讲述的是女主人公Vera六年后偶遇前男友，两人坐在餐厅，回忆从前的一些往事。
男人讲述了他去俄罗斯旅行的经历，伏尔加河上的生活是那么的“随意、自由、无拘无束”，当他们在黑海边野餐时，一位友好的马车夫走过来对他们说：“来一块莳萝泡菜吧！”感受敏锐细腻的Vera 立刻在脑海里勾勒出一幅美好的画面：“尽管她不敢肯定莳萝泡菜是何物，但仿佛看到泛绿的瓶子里有一个鹦鹉嘴一样的红辣椒”。
现代大学英语精读1-第十课课后参考答案分析解析
Preview1 Listen to the recording of the text and Choose the statement that best reflects your understanding.1. D2. D3. D4. B Vocabulary1 Become familiar with the rule of word formation.1 Give the corresponding nouns for the following verbs.1. improvement2. endurance3. success4. allowance5. supply6. provision7. cultivation8. nourishment9. fulfillment10. attempt11. elimination12. refusal2 Give the corresponding verbs for the following nouns.1. garden2. fertilize3. mix4. liberate5. require6. fail7. endure8. alternate9. result10. satisfy3 Translate the following expressions. Point out which –ing form is a gerund and which apresent participle.1.一家建筑公司（gerund）2.缺少一个环节（presentparticiple）3.一个动人的故事（presentparticiple）4.阅读技能（gerund）5.一件泳衣（gerund）6.落日（present participle）7.起居（gerund）室8.睡美人（present participle）9.安眠药片（gerund）10.乏味的讲演/报告（presentparticiple）11.饮用水（gerund）12.流血的鼻子（present participle）13.藏身之处（gerund）14.太笼统/绝对的话（presentparticiple）15.狩猎的季节（gerund）16.最后的润色（gerund）17.指导原则（present participle）18.下个星期（present participle）19.颤抖的双腿（present participle）20.一张渔网（gerund）21.一根手杖（gerund）22.现有的制度（present participle）23.饮食习惯（gerund）24.（比萨）斜塔（presentparticiple）25.一个有前途的学生（presentparticiple）26.正在增长的人口（presentparticiple）4 Compare the following expressions and translate them into Chinese.1.发展中国家；发达国家2.正在落下的树叶；落下的树叶3.正在沸腾的水；开水4.正在退败的战斗；一场败仗2 Complete thefollowing verb +collocations orexpressions.1.have/get/show/produce/achieve2.have/take/accept/show/bear/assume3.discuss/debate/raise/settle/confuse/avoid4.pursue/have/develop5.have/make/lose/avoid6.face/lives/time/money/trouble7.roots/chairs/hats/coats/gloves/shoes/bandages/make-up/doubts8. land9.enemies/rivals/opponents/suspects/errors10.oil/cars/cotton/results/a movie11.care/time/money/experience/patience/courage12. thedead/treasure/past/head13.plants/children/animals/relationship 14.meetings/appointments/time/place/books/flowers/business affairs3 Fill in the blanks with the correct form of the expressions listed below.1. cut out, removed/cut out, from2. provides/supplies, with3. brought back4. ask, permission5. empty6. take, in, through trial and error7. read, into8. at great length, providing, with9. in some ways, at heart4 Fill in the blanks with the correct prepositions or adverbs.1. in2. up3. away4. way5. out6. up7. out8. up9. with5 Translate the following sentences into English.1. 如果他们拒绝归还这些小岛，他们两国的关系就不能完全正常化。
大学英语第三册精读所学Paraphrase详解
L11.…identity is determined by genetic endowment, shaped by environment, and influence bychance events. (para.2)Who we are is determined by three things: first, our genes, or what our parents have given us, our legacy; second, environment, and third, luck or opportunities.2.First, there is functional independence, which involves the capability of individuals to takecare of practical and personal affairs, such as handling finances, choosing their own wardrobes, and determining their daily agenda. (para.4)First, there is the independence in handling everyday life situations, which involves the ability to solve practical problems, such as how to spend money wisely, choosing their own clothes and determining what they are going to do every day.3.Fourth is freedom from “excessive guilt, anxiety, mistrust, responsibility, inhibition,resentment, and anger in relation to the mother and father.” (para.4)Children often feel very guilty in relation to their parents because they think they have done something wrong; they are also anxious because they are eager to please their parents; they sometimes fell unhappy because they think that their parent have not been fair to them; they are responsible to their parents for everything they do; they are always afraid of not saying the right thing or not behaving properly; all these may make them angry with their parents or make them feel resentful. These feelings reflect their emotional dependence on their parents.When they grow up, they usually strive for the freedom from such dependence.L21.It was a wonder to me they’d want to be seen with such a windbag. (para.6)It was surprising to me that they would spend time together with a person who talked too much like my father, yet they seemed to like it.2.An orderly riding by had told him, because the orderly knew how thick he was with Grant.(para.19)An orderly who arrived riding on a horse had told him about the news, because the orderly knew that he was a close friend of Grant’s.3.“Oh,” she said, “it’s all right. Life is never dull when my man is about.” (para.23)My mother said she never felt that life was boring when her husband was around.4.For the first time I knew that I was the son of my father. He was a story teller as I was to be.(para.41)He was a story teller. That was what I was to become later.L31.And today, at 29, he has discovered the power of another good idea that has helped him rise injust a few years from teen to tycoon. (para.4)And when he was 29 now, he has found the power of another idea that has enabled him to grow from a teenager to a rich and powerful person in computer industry.2.… he thought it might be a good idea to get high school out of the way. (para.6)…he thought it might be a good idea to finish his high school education as quickly as possible.3.Newlyweds, he figured, were the best prospects, … (para.8)He believed that the newly married people are the most likely customers.4.He also knew that holding excess inventory was costly. So he bought dealers’ surplus stock atcost. (para.11)He also knew that it was expensive to keep more products than necessary. So he bought these products of the dealer’s at the price they head bought them.5.Dell placed local advertisements offering his customized computers at 15 percent off retailprice. (para.11)Dell put advertisements in the local media and was ready to sell specially designed and made computers at a price which was 15 percent lower than the market price.6.It was time to come to grips with the magnitude of what he had created. (para.14)It was time for him to seriously deal with the size of the computer business he had created. 7.Dell still specialized in direct marketing of IBM PCs to which he added custom features.(para.22)Dell still sold IBM personal computers to which he had added special properties required by people.L71.Then the two men exchanged a sharp glance and immediately Mr. Crowther continued hisreading, while Mr. Harraby-Ribston resumed his seat and sat for a while puffing a little and with a heightened color as a result of his exertion.Then the two men looked at each other briefly and severely and immediately Mr. Crowther went on with his reading, while Mr. Harraby-Ribston went back to his seat, sat down again breathing quickly, because he had made such an effort to throw the suitcase out of the window.2.He was by nature a sociable, chatty man and he had reckoned that his action would infalliblyproduce conversation. (para.1)He was the kind of man who likes to talk and enjoys company, and had guessed that what he did would invariably start a conversation.3.His companion might conclude that the suitcase contained a corpse, in which even he wouldperhaps inform the police when they reached their destination and all sorts of troublesome and humiliating enquires would follow. (para.1)His companion might get a conclusion that there was a corps in the suitcase. In case of that, perhaps his companion would inform the police when the train arrived at the destination and then the policemen might ask him some embarrassing and shameful questions.4.Such were the thoughts that buzzed round Mr. Harraby-Ribston, robbing him of thesatisfaction and refreshment that were his due. (para.1)These thoughts were moving around quickly in Mr. Harraby-Ribston’s mind, and they took away his hope that his action would give him an interesting conversation, which he thought he deserved.5.For all his appearance of indifference, the sight of a well-to-do gentleman pitching a suitcasefrom the window of a moving train has surprised him very much. (para.2)Although he pretended to be indifferent, he was very much surprised when he saw a rich gentleman throwing a suitcase form the window of a moving train.6.The fellow was obviously counting on him for violent reaction and so Mr. Crowther made apoint of not reacting. (para.2)That chap was clearly expecting him to react violently, and therefore Mr. Crowther deliberately decided no to react, because he didn’t want to give that man this satisfaction.7.But Mr. Harraby-Ribston had reached a point at which he must either speak or burst and,preferring the former alternative, he said: “Excuse me, sir, but I must say, you surprise me.”But Mr. Harraby-Ribston could no longer remain quiet. He had to speak, or he would burst.As he naturally would rather speak than burst, he said: “Excuse me, sir, but I must say, you surprise me.”8.Clothes, hairbrushes and so on all have their associations, and associations are precisely whatI want to be rid of. (para.23)Clothes, hairbrushes and so on are all somewhat related to my marriage and will bring back memories, which I want to bury forever.9.“Quiet! Quiet! Said Mr. Harraby-Ribston, who, by now, was worked up to a dangerous pitchof excitement. (para.45)“Yes, that’s quite true!”said Mr. Harraby-Ribston, who, by now, couldn’t control his excitement at all.L81.There are no longer individuals, just victims in groups. (para.1)Human beings have no free will, they are all victims of these external causes as a group.2.As if one’s humanness were a blueprint for instinctive, reflexive reaction to situations, like therest of the animal kingdom. (para.2)As if the fact we human were a kind of detailed plan which determines how we react to situation. This reaction is instinctive and natural just like with all animals, insects and birds. 3.The 3 C’s are Character, Courage, and Conscience, without which we are merely gigantic antsinstinctively filling out biologically determined destiny. (para.4)The 3C’s are Character, Courage, and Conscience, without these qualities, we cease to be human and will be just like big ants which live out their lives in a way that is determined by their natural instincts.4.Merely sustaining life is a vegetable state. (para.17)Only managing to live in a vegetable state.5.Thoroughly living life requires initiative, risk-taking, sustained action against odds,sacrificing for ideals and for others, leaps of faith. (para.17)If you want to live a good and energetic life, you need the ability to make decisions and take action without waiting for someone to tell you what to do; you should be brave enough to take risks; you should take continued action against difficulties; you should be ready to lose life for ideals and you should have an instance of accepting or trusting in something that cannot be readily seen or trusted.6.Courage is to life what broth is to soup. (para.18)Courage is as important to life as broth is to soup.7.… and so we go through verbal and psychological contortions of blame and rationalizations.(para.21)In order to be excused, we often try hard to twist things and put the blame on others or try to justify our actions in various ways in our speaking as well as in our thinking.8.In this regard, pleasure is an event; happiness is a process. Pleasure is an end point; happinessis the journey. Pleasure is material; happiness is spiritual. Pleasure is self-involved; happiness is outer- and other-involved. (para.26)Relating to what we have mentioned, pleasure is something that just happens; happiness is a series of things that involved. Pleasure is a finishing point; happiness is a long process.Pleasure is something related to the real world and physical objects; happiness is something related to your spirit. Pleasure is something related to yourself; happiness is something related to others and the world.L101.He had opened his eyes with the sun at dawn, scratched, done his business like a dog at theroadside, … (para.1)He had opened his eyes with the sun at dawn, scratched, emptied his bowels like a dog at the roadside, …2.Live without conventions, which are artificial and false; escape complexities andextravagances; … (para.4)If you break away from the unnatural conventions, avoid complex lives and things that are not necessary, you will enjoy a true, free life.3.They posses him. He is their slave. In order to procure a quantity of false, perishable goods hehas sold the only true, lasting good, his own independence. (para.4)They control him. He depends on them. In order to get a certain amount of material properties which actually have no value and will not last, he has been controlled by these things and ahs given away his own independence which is the only thing that is true and can last.4.His life’s aim was clear to him: it was “to restamp the currency”: to take the clean metal ofhuman life, to erase the old false conventional markings, and to imprint it with its true values.(para.5)He had a clear aim in life. He held that human life is like clean metal but is marked with false values and beliefs. He wanted to wipe out the false markings and print true values on it.5.He was the man of the hour, of the century; … (para.13)He was the most important and powerful person at the moment and in the century; …L111.Considering the whole span of earthly time, the opposite effect, in which life actuallymodifies its surroundings, has been relatively slight. (para.10)When we think of the long history of life on earth, the degree living things affect their environment has been insignificant as compared with the effect of the environment on plant and animals life.2.In this now universal contamination of the environment, chemicals are the sinister partners ofradiation in changing the very nature of the world. (para.11)The chemical pollution can now be seen everywhere. The chemicals, together with radiation both of which are considered bad and evil, are just destroying the natural world.3.Radiation is now the unnatural creation of man’s tampering with the atom. The chemicals arethe synthetic creations of man’s inventive mind, having no counterparts in nature. (para.13) Human beings are interfering with the structure of atoms. And one of its result is radiation which is totally unnatural. Also, human minds are creative. Chemicals are one of their artificial creations. There is no corresponding substance in nature.4.And even this, were it by some miracle possible, would be futile. (para.14)It would take some magic power to make living things adjust to these chemicals in the life of generations. Even if this were possible, it would be useless.5.These chemicals are now applied almost universally to farms, gardens, forests, and homes, …to still the song of birds and the leaping of fish, to coat the leaves with a deadly film. (para.16) The insecticides are used without any discrimination in any kind of land: farms, gardens, forests, and homes. They make birds unable to sing and fish unable to leap, and cover the leaves with a thin layer of fatal substance.6.They should not be called “insecticides,” but “biocides.” (para.16)They are not killers of insects, but rather, killers of organisms.7.We have subjected enormous numbers of people to contact with these poisons, without theirconsent and often without their knowledge. (para.25)By spraying insecticides on grains, vegetables and fruits, we have caused large numbers of people to absorb harmful chemicals without asking whether they would like to do so and often without letting them knowing it.L131)Through all this she lay in bed but moved across time, traveling among the dead decades witha speed and ease beyond the gift of physical science. (para.1)Every time she did this she was lying in her bed, but she let her mind wonder free through time, traveling among the decades that were past and gone very quickly, so quickly and easily that no physical science would be able to do it.2)“If they don’t like it, that’s too bad, … because that’s the way I am.” (para.13)“If they don’t like it, that’s too bad, but there is nothing I can do about it because that is my habit.”3)Determined to speak her mind, determined to have her way, determined to bend those whoopposed her. (para.14)She was determined to tell what she thought, determined to do what she wanted to, determined to convince those who disagree with her.4)… victory was not to the lazy, the timid, the drugstore cowboy, the mush-mouth afraid to tellpeople exactly what was on his mind. (para.15)… victory did not belong to those who didn’t want to work hard, who lacked self-confidence and who idled their lives away. People who liked talking in a way no one could understand were afraid to tell the truth.5)… she seemed to have broken chains that imprisoned her in a life she had come to hate and toreturn to a time inhabited by people who loved her … (para.38)…she seemed to have won new freedom and escaped from a life which made her feel restricted and would now be able to go back to the times when she was younger, much needed and loved.6)This one was written out of a childish faith in the eternal strength of parents, a naïve beliefthat age and wear could be overcome by an effort of will, that all she needed was a good pep talk to recharge a flagging spirit. (para.39)I wrote the letter because I had a naïve belief that parents were strong for ever, that theywould be able to succeed in dealing with such problems as aging and reduction in physical strength with an effort of determination and that all my mother needed now was an encouraging talk to give back her strength and energy.7)These hopeless end-of-the-line visits …made me wish I had not thrown off my own past socarelessly. …children ought to know that life is a braided cord of humanity stretching upfrom time long gone, and that it cannot be defined by the span of a single journey from diaper to shroud. (para.55)Those last visits (They were hopeless because they did not mean anything to my mother any more. She was not going to recover. And she did not even know I was there.) made me wish I had valued my past more, and had paid more attention to the world she represented …Children ought to know what made them what they are today, to know that life is a continuous process. It is like a human cord made of may people starting from a long time past continuing to the present day, and it cannot be separated or understood jus tby one person’s life. We should all cherish our roots, our heritage.。
英语专业精读教材《现代大学英语》教学探析
、
课前 对所 学文章 的背 景 了解
美 国南 加 利 福 尼 亚 大 学 的 语 言 学 教 授 Ｓｅｈｎ ｔ ｅ ｐ Ｄ Ｋａｈ 认 为 “ ． ｒｓｅ 足够 的输 入 量 和可 理 解 性 的语 言 输 入是 有效 的 语 言输 入 ， 可理 解 的输 入 只 是 一 种 噪 不 音” 。为 避免课 堂上 学 生 的语 言 输 人 太 过 突 兀 以及 对 文 章 的理 解 过 于有 限 ， 教师 应 该 建 议 学 生对 所 学
（ ｗ ｌ ｎｒ Ｍ ｎ （ Ｔ ｅ ｅ ｇ ｅ ） 精读第 三册 ２０ ｖＡ ｙ ０２年版第 五、 六课 ） 节选 自 经典作品《 十二怒汉》 此作品至今 ，
作者简介 ： 郑
虹（ ９ ８一） 女 ， １６ ， 河南 信 阳人 ， 阳农业 高等专科学校外语 系讲 师 ， 信 研究方 向为英语语言文学 。
１ ７ ０
是不 管 等 等 现 象 ， 持 不 同 观 点 的学 生 展 开辩 论 。 让 这样 结 合真实 的社 会现象 和所 学课 文 内容 的鲜 明对 比让 学 生在 辩论 中进 行 思 考 ， 无 意 识 的交 流 中 习 在
关键词 ： 教学探析 ； 语言“ 习得” 有效的输入 ； 面对英语专业的学生 ， 教师 的任务应该不是简 单地领读生词及讲解 文中出现 的语法点 ， 重点更应
放在 启迪 和 引 导 学 生 去欣 赏 佳 作 、 考 并 发 表 自己 思
独特 的见 解 。
一
笔记。教师没有给学生留思考 的余地 ， 更没 有让学 生 就某 个 问题 用 学 到 的英 语 知 识 去 发 表 自 己 的观
得语 言 。 ２ 角色 的扮 演 ．
任何昆虫 ， 不论其是 ‘ ’ ‘ ’ 好 是 坏 。使 鸟儿不再歌
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。
大学英语精读1第三版课文英汉对照分析解析
UNIT 1As we are at the start of the course, this seems a good moment to offer some advice on how to make the task of learning English easier.课程开始之际，就如何使学习英语的任务更容易提出一些建议似乎正当其时。
Some Strategies for Learning EnglishLearning English is by no means easy. It takes great diligence and prolonged effort.学习英语绝非易事。
它需要刻苦和长期努力。
Nevertheless, while you cannot expect to gain a good command of English without sustained hard work, there are various helpful learning strategies you can employ to make the task easier. Here are some of them.虽然不经过持续的刻苦努力便不能期望精通英语，然而还是有各种有用的学习策略可以用来使这一任务变得容易一些。
以下便是其中的几种。
1. Do not treat all new words in exactly the same way. Have you ever complained about your memory because you find it simply impossible to memorize all the new words you are learning? But, in fact, it is not your memory that is at fault. If you cram your head with too many new words at a time, some of them are bound to be crowded out. What you need to do is to deal with new words in different ways according to how frequently they occur in everyday use. While active words demand constant practice and useful words must be committed to memory, words that do not often occur in everyday situations require just a nodding acquaintance. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary.1. 不要以完全同样的方式对待所有的生词。
大学英语精读分析解析
大学英语精读（1）考前辅导一、单选题（20分，每题2分）1. As the ( ) manager of the company, Alan White should be responsible for all the sales of the department.A、chiefB、mainC、commonD、general2. The coffee is wonderful! It doesn’t ta ste like anything I ( ) before.A、was havingB、haveC、have ever hadD、had ever had3. Mr. Smith was determined to ( ) the experiment after so many years’interruption.A、carry onB、carry outC、carry awayD、carry forth4. By the time Jane gets home, her aunt ( ) for London to attend a meeting.A、will leaveB、leavesC、will have leftD、left5. The mother together with her sons ( ) asked to go to the court.A、areB、haveC、wasD、were6. It’s a problem that doesn’t need ( ) right now.A、to solveB、solvingC、being solvedD、to be solving7. Although many young people are eager to go abroad, he prefers ( ) in his own country.A、stay and workB、stayed and workedC、to stay and workD、to be stayed and worked8. The young couple ( ) their new life to a railway train on a long unknown track.A、imaginedB、figuredC、comparedD、cheered9. I am sorry ( ) written you a letter at the time.A、to have notB、to not haveC、not to haveD、not having10. I’m sorry that I ( ) you had been there already.A、won’t knowB、didn’t knowC、don’t knowD、haven’t known二、翻译题（30分，每题6分）1、那个经理亲自调查产品的质量问题。
谈大学英语精读课教学
二、合理科 学地设置训练
是一个普遍的问题 。因此精读 课首先要解决 的就是学生 的 学 习兴趣 、 学习主动性 。英语精读课一个重要任务就是帮助
学生养成 良好的学习英语 、 说英语 的习惯 ， 并具有一定程度
教师的任务不仅仅是把知识传授给学生 ， 更重要的是培 养学生运 用知识 的能力 ， 这就要 求“ 精讲多练” 。 所谓 “ 精讲” 就是讲得 精练 。 ， 不罗嗦 ； 讲得准确 ， 不含糊 ； 讲得恰当 ， 不脱离 学生实际 。“ 精讲 ” 应着重 于一些难 点 、 疑 点、 重点 、 新点 。例如 ， 课文中出现的难 以理解 的词 、 ， 旬 容易 混淆的语 言点 ， 常用语言基础知识等等。 在处理这些 问题时 ， 可以不直接讲解 ， 而把要讲 的内容先变成 问题 ， 让学生独立 思考 ， 各抒 己见 ， 有针对性地训练学生 的思维 ， 提高他们理解
什么叫精读课？顾 名思 义 ， 精读课就是教师精讲学生精 学 的意思。教师精讲和学生精读 是一个有机 的教学整体 ， 两 者缺一都不能达到精读课 的教学 目的。 精 读课 是大学英语专业 开设的一 门主课 ．也是难度较
大 的一 门课程 。教师在 精读课教学过程 中。 在强化学生言语
的要求， 使学生在 自学过程 中尽 可能地找 出难点 、 疑点。 教师 则需及时认真进行检 查 。教 师可 以通过提 问的方式检查学 生对课文的理解程 度以及对 问题 分析的能力 。同时教师要
对学生的回答作 出必要 的、 充分 的补 充及 系统 的概括。这样
一
来， 学生们就不会 只是忙着作笔记 ， 而是通过 老师的讲解 、
，
规范化的同时 。 调动学生的积极性 ， 生能较圆满地 如何 使学
从系统功能语法角度对大学英语精读课文的分析
ｓ ｉ Ｉ Ｂ ｔ ａ ｅ ｌ ｖ ｄ Ｌ ｎ ． ａｄ ｈ ｔｈ ｏ ｅ ｉ ａ
及其理鼹 和分析能力的提高程 度。本文从韩礼德 功能语法学 角度 出发 ，
对现代 大学英语精读教材第 一册第一 篇课文 Ｈ ｌ ａＤ 进行语 篇分析 ， ａ ａ ｆ ｙ
将课文 Ｈａ Ｄ 中的功能词标 注出来 ，用 ｍｉ ｏｏ ｗ ｒ ｌａ ａ ｆ ｙ ｃ ｓｆ ｏｄ统计 出实 ｒ ｔ 词和功能词的数量 。然后根据上文提及的公式计算 出词汇密度。
２ 及 物性 分 析 ．
说 ，口语的词 汇密度低于 ４ ％ ，而书面语 的词汇 密度高于 ４ ％。 （ ａ ０ ０ Ｈｌ －
从 系统功 能语 法 角 度 对 大学 英语 精 读 课 文 的分析
马 星
（ 南交 通 大 学 四川 成 都 ６ ０ ３ ） 西 １０ １
摘 要：本 文从韩礼德的 系统功能语 言学角度 出发 ，对 大学英语精读课 文进行分析。主要从词汇 、度物性和 小句复合体这 三个方面对 大学英语精读 第一册 中的课文 ａ ａ 进行分析初探 ，旨在发 现其语篇特征 ，从而揭 示系统功能语 言学对教学的启示。 ｌａＤ ｙ ｆ 关键词 ：系统功能语 法；大学英语精读课文 ；词汇密度 ；及物性 ；小句复合体 中图分类号 ：Ｈ １ ３ 文献标识码 ：Ａ 文章 编号 ：１ ０ ０ ６ （ ｏ ２）０ ０ ０ ０ ０ ６— ２ Ｘ ２ ｉ ４— ０ ０— ２
下面仅介绍本文中涉及到的三个分支 。
１ 词 汇 层 ．
和事实 （ ｃ ） ｆｔ 。 ａｓ
三．对 Ｈ ｌ ａＤ 的系统功能语法学角度分析 ａ ａ ｆ ｙ
方法
现代大学英语(精读)5 教案 笔记 课后习题详解 答案解析
英语专业精读授课教案（第五册）Lesson One Where Do W e Go from HereT eaching aims: 1. fully understand the article2. grasp the rhetorical device in the textT eaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsT eaching method: students-centeredT eaching procedures:I. Background information:The 1960s w ere turbulent times for the United States. The anti-war movement, the Civil Right movement, the counter-culture movement, the f eminist movement w ere 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 W ashington 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, T ennessee.Part II. Details studies of the textPart III. Structure of the text:Part i. Para. 1—2 Martin Luther King link the theme of the speech with the question of "Where w e are now". That is, in order to know where w e go from here w e must first recognize where we are now. Without knowing our present situation, how can w e 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 pow er. Then the author goes on to define pow er andPart 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: w e shall overcome.Lesson Two Two KindsT eaching aims: 1. fully understand the article2. present their viewpoint on generation gapT eaching difficulties: how to identify the development of a storyTime distribution: eight periodsT eaching method: students-centeredT eaching procedures:Part I. Background information:The Joy Luck Club, from which ―Two Kinds‖ is taken, explores conflicts betw een 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 Y ork 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 T extPart 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 betw een 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 T emple. In the beginning the child was as excited as the mother about becoming a prodigy. At this point, the conflict betw een 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 betw een 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. Undoubte dly 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. Y et 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 gapLesson ThreeGoods Move. People Move. Ideas Move. And Cultures Change.T eaching aims: 1. fully understand the article2. How to develop an argumentT eaching difficulties: how to develop an argumentTime distribution: eight periodsT eaching method: students-centeredT eaching procedures:Part I. Lead-in : Globalization has become one of those w ords 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. How ever, groups of people for various reasons oppose globalization and point to the negative effects of globalization. So when w e face an article of such an important and sensitive issue, w e 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 textPart III. Structure of the textPart 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 view s on globalization.Part iii (para 7—9) three points are made in this part:a. W esternization 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. T eenagers are one of the pow erful 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 thePart ix (para 29—34)the author in this part introduced T offler’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 textbookPart V. collect their viewpoints about attitude towards globalizaion.Lesson FourProfessions for W omenT eaching aims: 1. fully understand the article2. grasp the rhetorical device in the textT eaching difficulties: how to understand the poetic and symbolic sentences in the articleTime distribution: eight periodsT eaching method: students-centeredT eaching procedures:Part I. Background information:V irginia W oolf is generally regarded as one of the greatest writers of modernism as w ell as one of the pioneers of women’s liberat ion 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, V irginia W oolf gives a clear and convincing presentation of the obstacles facing prof essional women.Part II. Detailed study of the textPart III. General analysis of the textPara 1: In the profession of literature, the author finds that there are f ew er experiences peculiar to women than in other profession because many women writers bef ore her have made the road smooth.Para 2: the author responds to the host’s suggestion that she should tell th e audience something about her own professional experiences. So she now tells her own story –how she became a book review er when she was a girl.Para 3.the speaker focuses on the first obstacle to becoming a prof essional 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 answ ered is ―what is a woman?‖ it is a transitional li nk between the quthor’s first and second experience.Paragraph 5. In this paragraph the author talks about her second experience in her prof ession 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 betw een 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 tw o experiences, pointing out that the second obstacle is more difficult to overcome than the first. W omen have many prejudices to overcome in the profession of literature and especially in new prof essions that women are entering.Para.7. In this last paragraph W oolf concludes her speech by raising some important questions concerning the new role of women and the new relationship betw een men and women.Part IV. Complete the exercise of the textPart V. a report on the prof essional women in ChinaLesson FiveLove Is a FallacyT eaching aims: 1. fully understand the article2. grasp the rhetorical device in the textT eaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsT eaching method: students-centeredPart 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 textPart 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 f eeling"?7. How did Polly respond to the narrator's arguments for going steady with her? Why did she rej ect 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 textLesson SixLife Beyond EarthT eaching aims: 1. fully understand the article2. learn to analyze the textT eaching difficulties: how to learn to analyze the text and understand the implication for some sentencesTime distribution: eight periodsT eaching method: students-centeredPart 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 existe nce of alien life. Y et 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. Lif e 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 lif e(4) Paras. 11--23 search for intelligence(5) Paras. 24--42 Mars.(6) Paras. 43--45 Dyson's argument(7) Paras. 46--52 conclusion2. 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.extraterrestrial life?Lesson SevenInvisible ManT eaching aims: 1. fully understand the article2. grasp the implied meaning of some sentencesT eaching difficulties: how to identify the implied meaning in the sentenceTime distribution: eight periodsT eaching method: students-centeredT eaching procedures:Part I. Background Information:1. about the author2. about the articlePart II. Detailed study of the textPart 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 w e read On, w e will find this narrator is also the main character, the protagonist, of the story.(3) W ords 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 w ords ironically, the boy couldn't understand him. Although the grandfather did not appear in the battle royal scene or anylife.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 w ere "wolfing down the buffet food, drinking beer and whisky and smoking black cigars," and the other black boys who w ere to take part, who w ere "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 w ere 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 w ell-prepared speech. How ever, in the middle of his speech, he made a mistake, but everything w ent w ell 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 textPart V. Do some translation work.Lesson EightThe Merely V ery GoodT eaching aims: 1. fully understand the article2. grasp the development of the textT eaching difficulties: how to analyze the development of the article and the implied meaning for someTime distribution: eight periodsT eaching method: students-centeredT eaching procedures:Part I. Information on the author:Jeremy Bernstein(1929- ): prof essor 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 Y ork University and then at Stevens Institute of T echnology, Hoboken, New Jersey.But Jeremy Bernstein has also spent more than 30 years on the staff of The New Y orker 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 article1. Oppenteimer is called ― Father of the Atomic Bomb‖ and had been in charge of the Los Alamas nuclear laboratory for many years. Y et 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?O ppenheimer’s anecdote: Oppenheimer and dirac meetingGottingen, talking about poetry and physicsHis decision to go to the conferenceSpender’s being at the conf erence—Spende r’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 NineThe W ay to Rainy MountainT eaching aims: 1. fully understand the article2. grasp the rhetorical device in the textT eaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsT eaching method: students-centeredT eaching procedures:Part I. About the AuthorN. 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 def eat, 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 textPart III. The analysis of the textPara 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 thedecline in their history.Para 4. it is about how the Kiowas migrated from w estern 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 betw een the author and his ancestors.Para 6. The Kiowas felt a sense of confinement in Y ellow stone, 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 T ow er 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 betw een 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. W e can see the author accepts change and loss as facts of life. He neither denies nor defies them. Imagination helps him strike a balance betw een them. So, after depicting his dead grandmother’s old house, he brings to lif e 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。
《现代大学英语》精读教材评析
维普资讯
第 ｌ 卷 第 ２ ６ 期
２０ ０ ６年
６月
信 阳农业高等专科学校学报
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Ｖ０． ６ Ｎｏ ２ １１ ．
Ｊｎ２０ ｕ ．０ ６
（ 以下简称＜ 教材＞ 是 目前英语专业本科生普遍使 人把“ ） 我们仅仅是人” 当作逃避罪责和惩罚的借 口的 用的教材。该教材立足于 国内， 在总结过去我国英语 行为 ， 倡用 ３ ｓ（ ｈｒｃ ｒ，Ｃ ｕａｅ ｎ ｏ－ 提 Ｃ， Ｃ ａ ｔ ａｅ ｏｒ ，ａｄＣ ｎ ｇ
教学经验的 基础上， 吸收和引进了国外先进矗教育思 ｓｉ ｃ 个性 、 和良心） Ｊ ＇ ｃ ｎｅ ｅ 勇气 来完善 自我。这些不同题
《 现代大学英语》 精读教材评析
杨 红
（ 信阳师范学院， 信阳 ４４Ｏ ） 河南 ６ＯＯ
摘 要 ：现代大学英语） ＜ 精读教材注重题材和体裁的变换与融合， 将学生的语言交际能力、 创新思维能力的培
养作为着眼点， 集思想性、 人文性和教育性于一身， 开辟了英语精读课教学的新境界。
关键词 ｉ现代大学英语） ＜ 精读教材； 评析； 特色 编写 中图分类号 ：４３３ 文献标识码： Ｃ２． ， Ａ 文章编号：０８ ９６ ２ ０ ）２ １７ ２ １０ － １ （０ ６ ０ － １－ ４ ０ ０
关于大学英语专业精读课教学方法的思考
人 才 在 真 正 需 要 口语 交 际 的 时 候 羞 于 张 就 没 有 机 会 做 一 些 口头 练 习 ， 不 用 说 是 语 结 构 初 始 化 ， 法 翻 译 法 增 强 了学 生 的 更 语 逻 辑 思 维 能 力 ， 高 了学 生 解 决问题 的 能 提
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用 的 外 语 教 师 。 为 教 学 法 的 生 命 只 有 在 因
实践 中才 能 得以 体 现 （ 李庭 芗 ，９ ３ １， １ ８ ： ）而 ２ 教 学 法 改进 意 见
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是 中 国的 外 语 教 学 成 效 甚 微 ， 养 出 来 的 情 境 完 全 脱 节 的 地 步 。 生 在 课 堂 上 根 本 培 学
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科 教 研 究
关 于大 学 英语 专 业精 读课 教 学方 法 的思考 ①
马 小 芳 （ 兰州 大学外国语学 院 兰州 ７ ０ ２ ） ３ ０ １
外 语 教 学 领 域 仍 然 占有 巨大 的 市 场 。 国 中 不进去 。
现代大学英语精读LessonSpringSowing分析解析.ppt
“Event” here refers to the spring planting
dejected: irritated; in low spirits; depressed;
disheartened; sad
Para 4
Martin fell over a basket in the half-darkness of the barn, he hwore and said that a man would be better off dead than…
notion that light coloring is desirable. P: The man’s fair moustache and freckled face
suggest that he I still quite young Her black hair piled at the rear of her head with a
Liam O’Flaherty
Liam O’Flaherty was born in Ireland in 1896. He wrote in English and Irish. His main works include the novels: Thy Neighbour’s Wife The Black Soul The Informer The Assassin Shame the Devil Famine
They would be better off flying than driving there. be cross ( with sb) (about sth): be rather angry or irritated; annoyed; ill-tempered eg: I was cross with him for being late. And somehow, as they embraced, all their irritation and sleepiness left them. And they stood there embracing until at last Martin pushed her from him with pretended roughness and said: “Come, come, girl, it will be sunset before we begin at this rate.” P: However, all of the unhappiness and drowsiness melt away with their hug. They remained in each other’s arms until finally Martin pushed her away, with pretended roughness, to show that he was now the
英语教材大学精读
英语教材大学精读随着全球化的发展，学习外语越来越成为人们追求的目标。
而英语作为世界通用语言之一，它的地位日益重要。
在现代大学教育中，英语学习是必不可少的一部分，而英语教材大学精读就是为此而设计的。
一、教材概述英语教材大学精读是一套专为大学生设计的英语学习教材，旨在提高学生的英语综合能力。
该教材共分为多个单元，每个单元围绕着一个主题展开，内容包括阅读理解、词汇拓展、语法应用等。
二、教材特点1. 给予学生自主学习的机会英语教材大学精读注重培养学生的自主学习能力。
通过教材中的不同练习和任务，学生可以自主选择学习的内容和学习的方式。
这种学习模式能够激发学生的学习兴趣，提高学习效果。
2. 培养阅读能力阅读是英语学习的基础，也是大学精读教材的核心内容。
该教材提供了丰富多样的阅读材料，包括文学作品、新闻报道、科技文章等各类文体。
通过阅读这些材料，学生不仅可以提高阅读理解能力，还可以增进对英语语言和文化的理解。
3. 拓展词汇量词汇是语言学习的基础，英语教材大学精读注重词汇的拓展。
在教材中，通过各种练习和任务，学生可以学习新词汇、理解词义、掌握用法。
同时，教材还提供了词汇扩展的练习，帮助学生巩固和运用所学的词汇。
4. 强化语法应用语法是英语学习的重要组成部分，英语教材大学精读注重语法的应用。
教材中通过实例和练习，引导学生运用所学的语法知识，提高语法运用的准确性和灵活性。
三、学习效果评估英语教材大学精读设计了多种形式的评估方式，以检验学生的学习效果。
这些评估方式包括单元测试、期末考试、写作作业等。
通过这些评估，教师可以及时了解学生的学习情况，并对学生的学习进行指导和反馈。
四、教材应用英语教材大学精读适用于大学英语专业课程，也适用于英语双语教学。
教师可以根据学生的学习需求和水平选择相应的教材内容进行教学。
同时，教材中提供了丰富的教学资源，包括教学参考、课堂活动等，方便教师进行教学设计和教学实施。
五、总结英语教材大学精读是一套经过精心设计的英语学习教材，旨在提高学生的英语综合能力。
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collocation:
graduation appraisal 毕业鉴定 appraisal feedback 考评反馈
例句： 1. An employer should appraise the ability of his men. 雇主应该鉴定员工的能力. 2. Self-appraisal is never easy. 进行自我评价向来很难。 2018/10/11
derivation:
mediocrity : 平庸;平凡; 庸人 mediocracy: 平庸主义;庸人统治
synonym: ordinary; medium antonym: extraordinary;extreme
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8
dogmatic
[dɒgˈmætɪk]
adj. 教条的; 固执己见的; 武断的; derivation: dogmatism :教条主义 adj. 严厉的; 阴沉的; 嶙峋的;
4 by no means
• Meaning • not at all 当然不行；绝不是 Examples: It is by no means easy to satisfy everyone. By no means can you smoke here.
To know more: by all means 可以；没问题. —Can I sit here？ — Yes, by all means． 一定要；务必。 Come to the party by all means．
part.
Text structure
• Para 1- 6: Confucius’ attitude towards
materials( gratuties/fees/food/clothing) ,learning and his
disciples
• Para 7-17: Disciples’ influence on Confucius and his
Collocation: show no charity for 对……绝不宽容 Example: My mother often tells me that it is a virtue to look upon others with charity.
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Lead-in
• 1、what is the writing style of this passage? ( 4 types of writing ) description
• 2、Could you divide the passage into 2 parts? And try to summarize the main idea of each
或曰∶“以德报怨，何如？”
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Line 37 “If you returned kindness for injury, and good for evil,” he replied,” what would you return for kindness and what for good? No! Recompense injury and evil with justice! Recompense kindness with kindness, good with good!” 【The initial version】 【原文】 或曰∶“以德报怨，何如？” 子曰：“何以报德？以直报怨，以德报德。” Someone said, "What do you say concerning the principle that injury should be recompensed with kindness?" The master said, "With what then will you recompense kindness?" "Recompense injury with justice, and recompense kindness with kindness.“ 2018/10/11
Not so strict
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disciples
The inquiries
• 1、(Para 8-11) ? Injury should be recompensed by kindness, that one should return good for evil?
• 2、(para 12-13)? altruism
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Collocation: bored rigid 极度无聊
Example： The curriculum was too narrow and too rigid.
Line 5
2
to the effect that
• meaning • Used to refer to the general sense Examples: or meaning of something written He left a note to the effect that he would or spoken 大意是 not be return. The president made a declaration to the effect that the government would try every means to rescue the hostage To know more to no effect 毫无成效 with effect from 从……开始生效
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2
Language points
8
Line 1
1
rigid /'rɪdʒɪd/
meaning （of rule, methods）very strict and difficult to change （of a person）not willing to change their idea （of an object）stiff and difficult to move or bend derivation: n. rigidity adv. rigidly
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Line 33 “What do you say,” asked the disciple,” about the idea that injury should be recompensed by kindness, that one should return good for evil?”
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9
dour
[ˈdauə(r)]
collocation:
dour determination:固执的决定
rather dour:脸色阴沉
10
turn out to be: 结果是，原来是，证明是 turn sth. inside out: 把某处翻得乱七八糟 distinguish for: 因…而出名 Distinguish…from…: 辨别，把…与…区分开来 2018/10/11
3
the words Confucius said & Analysis of complex sentences
Line 12 Rotten wood cannot be carved, a wall of dirty earth will not receive the trowel! What is the use of my trying to teach this fellow! You cannot carve anything out of rotten wood nor plaster up wall built up of rubbish. 朽木不可雕也，粪土之墙不可圬也 【注释】 (1)粪土：腐土、脏土. (2)圬：音wū,抹墙用的抹子.这里指用抹子粉刷墙壁. 译文：腐烂的木头不可以雕刻。用脏土垒砌的墙面不堪 涂抹！
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5
altruism
['æltruɪzəm]
n. 利他；利他主义 Collocation: pure altruism: 纯粹利他主义 ethical altruism: 伦理利他主义 altruism theory: 利他主义理论
例句： 1. Among his gifts is his capacity for true altruism.
derivation: altruistic: adj.利他的 altruistically: adv.利他地 altruist: n.爱他主义者 antonym: egoism synonym: selflessness
他的诸多优点之一就是能够真 正地乐于助人.
2. Virtue is a moral conduct , with self - sacrifice as the means of altruism.
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Line erivation: adj. charitable
meaning n. kindness and tolerance in judging others 对他人宽容
n. An organization for helping people in need 慈善机构
derivation: appraiser
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7
mediocre
[ˌmi:diˈəukə(r)]
adj. 普通的; 中等的; 平庸的
Collocation: mediocre person:庸人;俗子 mediocre minds:平凡人 merely mediocre:不过尔尔 例句： 1. A mediocre successor and a man not to be feared too greatly. 他不过是一个平平庸庸的继承 人而已,一个不足以大惊小怪 的人物. 2. Sensitive souls were writing mediocre romances. 敏感的人们都在写平淡无奇的 传奇故事.