大学英语精读第五册lessontwotwokinds教学设计教案37页PPT
现代大学英语精读paraphrase和translation
Lesson Two: Two KindsParaphrase1.I pictured this prodigy part of me as many different images, trying each one on for size.I imagined myself as different types of prodigy, trying to find out which one suited me thebest.2.I had new thoughts, willful thou ghts, or rather thoughts filled with lots of won’ts.I had new thoughts, which were filled with a strong spirit of disobedience and rebellion.3.The girl had the sauciness of a Shirley Temple.The girl was Shirley Temple—like, slightly rude but in an amusing way.4.It felt like worms and toads and slimy things crawling out of my chest, but it also felt good, asif this awful side of me had surfaced, at last.When I said those words, I felt that some very nasty thoughts had got out of my chest, and so T felt scared. But at the same time I felt good, relieved, because those nasty things had been suppressed in my heart for some time and they had got out at last.5.And I could sense her anger rising to its breaking point. I wanted to see it spill over.I could feel that her anger had reached the point where her self—control would collapse, andI wanted to see what my mother would do when she lost complete control of herself.6.The lid to the piano was closed, shutting out the dust, my misery, and her dreams.When the lid to the piano was closed, it shut out the dust and also put an end to my misery. Phrases1.With almost no money down 几乎用不着交首付，几乎可以全部用贷款来买房2.The raised hopes and failed expectations 那些过高的希望和达不到的期盼3.Shorting out 短路4.The showpiece of our living room 我们起居室里的一件摆设5.Stiff-lipped smile 尴尬不自然的笑容6.Frighteningly strong 惊人地强大7.Follow their own mind 我行我素Sentence1.Instead of getting big fat curls, I emerged with an uneven mass of crinkly black fuzz.我的头发没有做出我要的大卷花，而是给我弄成一头乱蓬蓬的黑色小卷毛。
Teaching plan UNIT TWO V-5 大学英语第五册unit 2 教案
Food groups
Any fruit or 100% fruit juice counts as part of the fruit group. Fruits may be fresh, canned, frozen, or dried, and may be whole, cut-up, or pureed磨碎的.
IV Cultural Notes
Vegetarianism and health The Food Guide Pyramid
The Department of Agriculture Adopt vegetarian diets Vegetarian plant-based diet The American Dietetic Association (ADA) Vegareen vegetables broccoli 甘蓝 dark green leafy lettuce Orange vegetables acorn squash小青南瓜 butternut squash冬南瓜 carrots Dry beans and peas Black beans black-eyed peas Starchy vegetables corn green peas potato Other vegetables asparagus eggplant celery
All fluid milk products and many foods made from milk are considered part of this food group. Foods made from milk that retain their calcium content are part of the group; while foods made from milk that have little to no calcium, such as cream cheese, cream, and butter, are not. Most dairy group choices should be fat-free or low-fat : Cheese Milk Yogurt Milk-based desserts
大学英语精读5电子教案U7
Detailed Reading
After Reading
James Hartle James B. Hartle is an American physicist and professor of physics at the University of California, Santa Barbara (UCSB) since 1966. He is known for his work in general relativity, astrophysics, and interpretation of quantum mechanics. Together with Stephen Hawking, he proposed the Hartle-Hawking wave function of the Universe — a specific solution to the Wheeler-DeWitt equation meant to explain the initial conditions of the Big Bang cosmology.
Before Reading
Global Reading
Detailed Reading
After Reading
1. Background Information 2. About the Solar System 3. Group Discussion
Before Reading
Global Reading
Before Reading
Global Reading
Detailed Reading
After Reading
Roger Penrose Roger Penrose is an English mathematical physicist and Emeritus Rouse Ball Professor of Mathematics at the Mathematical Institute, University of Oxford and Emeritus Fellow of Wadham College. He is highly regarded for his work in mathematical physics, in particular his contributions to general relativity and cosmology. He is also a recreational mathematician and philosopher. Roger Penrose is well-known for: 1. His 1974 discovery of Penrose tilings, which are formed from two tiles that can only tile the plane periodically. 2. Another noteworthy contribution is his 1971 invention of spin networks, which later came to form the geometry of space time in loop quantum gravity.
大学英语精读第五册lessontwotwokinds教学设计教案共37页
31、只有永远躺在泥坑里的人，才不会再掉进坑里。——黑格尔 32、希望的灯一旦熄灭，生活刹那间变成了一片黑暗。——普列姆昌德 33、希望是人生的乳母。——科策布 34、形成天才的决定因素应该是勤奋。——郭沫若 35、学到很多东西的诀窍，就是一下子不要学很多。——洛克
大学英语精读第五册 lessontwotwokinds教ቤተ መጻሕፍቲ ባይዱ设计教案
51、没有哪个社会可以制订一部永远 适用的 宪法， 甚至一 条永远 适用的 法律。 ——杰 斐逊 52、法律源于人的自卫本能。——英 格索尔
53、人们通常会发现，法律就是这样 一种的 网，触 犯法律 的人， 小的可 以穿网 而过， 大的可 以破网 而出， 只有中 等的才 会坠入 网中。 ——申 斯通 54、法律就是法律它是一座雄伟的大 夏，庇 护着我 们大家 ；它的 每一块 砖石都 垒在另 一块砖 石上。 ——高 尔斯华 绥 55、今天的法律未必明天仍是法律。 ——罗·伯顿
现代大学英语精读lesson5-25页PPT文档资料
2. chink
• Chink: refers to a narrow opening or crack, such as that between boards in the wall of a shed, through which the wind blows or one may peep
their respect)
Language points in text
• Touched by the moon: being close to nature
1. “Drive”
• Drive • 1) to move or travel in a vehicle • e.g. Shall we stop for dinner or shall we
away news photographers. • Drive off: to force away or back; repel • e.g. The army drove off the enemy with much
loss of life. • Drive sb. crazy (insane, mad, out of his mind,
• awesome: expressing or causing feelings of ~; remarkable, outstanding, marvelous
unit 5大学英语精读3(课堂PPT)
well-paid positions and p_r_o_f_e_s_si_o_n_s_ once reserved almost exclusively for men, such as _m_e_d_i_c_in_e_ , law and management.
Most women work _b_e_ca_u__se__th__ei_r_f_a_m__il_ie_s_n__ee_d__t_h_e _m_o_n_e_y_ . With the price of food and fuel, and housing, transportation and education rising steadily, more and more families are depending upon a second _in_c_o_m__e_. Many women work also because they want to have careers of their own and enjoy full e_q_u_a_l_it_y_ with men.
3
Not until I became a mother did I understand How much my mother had sacrificed for me; Not until I became a mother did I feel How hurt my mother was when I disobeyed; Not until I became a mother did I know How proud my mother was when I achieved; Not until I became a mother did I realize How much my mother loves me.
大学英语精读课程教案第五单元
e.g. He has decided on a date for departure.
After learning the new words and phrases, the students are required to do some exercises as review of them
n.(collocation) on (the) average: taking account over a period
e.g. When he was a student in that university, he failed one subject per year on average.
Teaching method: discussion, presentation
Step 4 New words reading: students are given 5 minutes to read the new word and then they will read after the teacher (15 minutes)
Advanced Learner’s English-Chinese Dictionary
On-line resource
Teaching method: explanation, exemplification
Step 6 Check the answers of the assignment (90 minutes)
讨论、思考题、作业：
Assignments:
1.Student’s book: Exercises III Vocabulary Activities
大学英语精读第五册lessontwotwokinds教学设计教案
2. tending to persuade by forcefulness of argument
pathos: [ 'peiθɔs ]
n. 感伤,悲怅,悲情
a feeling of sympathy and sorrow for the misfortunes of others The play is notable for the pathos of its final scene. 该剧以最后一场的哀婉 动人而著称。
Introduction of The Joy Luck Club(4)
The mother-daughter relationships are a mixture of love and hostility, expectations and disappointments, conflict and reconciliation. When the daughters become older and more mature, they begin to reconsider their identity and reevaluate their cultural heritage. They discover that their mothers are “in their bones”, and that heritage is not something they can ignore and shake off easily.
敦缺少体育设施.
Part two 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
现代大学英语精读2unit5教案
课时：2课时教学目标：1. 掌握本单元的生词和短语，理解其用法。
2. 理解并分析课文内容，提高阅读理解能力。
3. 学会运用本单元所学的语法知识进行写作。
教学内容：1. 词汇：掌握本单元的生词和短语，包括名词、动词、形容词等。
2. 语法：学习现在分词和过去分词的用法，以及它们在句子中的不同作用。
3. 课文：理解课文内容，分析作者的观点和论证方法。
教学过程：第一课时一、导入（10分钟）1. 复习上一单元所学内容，检查学生的掌握情况。
2. 引导学生思考本单元的主题，激发学生的学习兴趣。
二、词汇教学（30分钟）1. 介绍本单元的生词和短语，讲解其含义和用法。
2. 通过例句让学生理解词汇的用法，并进行练习。
三、语法教学（20分钟）1. 讲解现在分词和过去分词的用法，以及它们在句子中的不同作用。
2. 通过例句让学生理解语法知识，并进行练习。
四、课文阅读（30分钟）1. 学生自主阅读课文，了解文章大意。
2. 教师引导学生分析课文内容，包括作者的观点、论证方法等。
五、课堂练习（20分钟）1. 布置相关练习题，巩固学生对词汇、语法和课文内容的掌握。
2. 学生独立完成练习，教师巡视指导。
第二课时一、复习导入（10分钟）1. 回顾上一节课的学习内容，检查学生的掌握情况。
2. 引导学生思考本节课的学习目标。
二、课文精讲（30分钟）1. 教师讲解课文中的重点句子和段落，分析作者的观点和论证方法。
2. 引导学生思考问题，培养学生的批判性思维。
三、写作指导（20分钟）1. 教师讲解本单元的写作技巧，包括如何运用现在分词和过去分词等语法知识。
2. 学生根据所学内容进行写作练习，教师巡视指导。
四、课堂练习（20分钟）1. 布置相关练习题，巩固学生对本单元所学知识的掌握。
2. 学生独立完成练习，教师巡视指导。
五、总结（10分钟）1. 回顾本节课的学习内容，总结所学知识。
2. 强调学习重点，布置课后作业。
教学评价：1. 通过课堂练习和课后作业，检查学生对本单元所学知识的掌握情况。
大学英语精读：第五册UNIT2
Beginning with the earliest pioneers, Americans have always highly valued their freedoms, and fought hard to protect them. And yet, the author points out that there is a basic freedom which Americans are in danger of losing. What is this endangered freedom? For what reasons could freedom-loving Americans possibly let this freedom slip away? And what-steps can they take to protect it —— their fifth freedom?The Fifth Freedomby Seymour St . John More than three centuries ago a handful of pioneers crossed the ocean t Jamestown and Plymouth in search of freedoms they were unable to find in their own countries, the freedoms of we still cherish today: freedom from want, freedom from fear, freedom of speech, freedom of religion. Today the descendants of the early settlers, and those who have joined them since, are fighting to protect these freedoms at home and throughout the world. And yet there is a fifth freedom - basic to those four - that we are in danger of losing: the freedom to be one's best. St. Exupery describes a ragged, sensitive-faced Arab child, haunting the streets of a North African town, as a lost Mozart: he would never be trained or developed. Was he free? "No one grasped you by the shoulder while there was still time; and nought will awaken in you the sleeping poet or musician or astronomer that possibly inhabited you from the beginning." The freedom to be one's best is the chance for the development of each person to his highest power. How is it that we in America have begun to lose this freedom, and how can we regain it for our nation's youth? I believe it has started slipping away from us because of three misunderstandings. First, the misunderstanding of the meaning of democracy. The principal of a great Philadelphia high school is driven to cry for help in combating the notion that it is undemocratic to run a special program of studies for outstanding boys and girls. Again, when a good independent school in Memphis recently closed, some thoughtful citizens urged that it be taken over by the public school system and used for boys and girls of high ability, what it have entrance requirements and give an advanced program of studies to superior students who were interested and able to take it. The proposal was rejected because it was undemocratic! Thus, courses are geared to the middle of the class. The good student is unchallenged, bored. The loafer receives his passing grade. And the lack of an outstanding course for the outstanding student, the lack of a standard which a boy or girl must meet, passes for democracy. The second misunderstanding concerns what makes for happiness. The aims of our present-day culture are avowedly ease and material well-being: shorter hours; a shorter week; more return for less accomplishment; more softsoap excuses and fewer honest, realistic demands. In our schools this is reflected by the vanishing hickory stick and the emerging psychiatrist. The hickory stick had its faults, and the psychiatrist has his strengths. But hickory stick had its faults, and the psychiatrist has his strengths. But the trend is clear. Tout comprendre c'est tout pardoner （To understand everything is to excuse everything）. Do we really believe that our softening standards bring happiness? Is it our sound and considered judgment that the tougher subjects of the classics and mathematics should be thrown aside, as suggested by some educators, for doll-playing? Small wonder that Charles Malik, Lebanese delegate at the U.N., writes: "There is in the West"（in the United States） "a general weakening of moral fiber. （Our） leadership does not seem to be adequate to the unprecedented challenges of the age." The last misunderstanding is in the area of values. Here are some of the most influential tenets of teacher education over the past fifty years: there is no eternal truth; there is no absolute moral law; there is no God. Yet all of history has taught us that the denial of these ultimates, the placement of man or state at the core of the universe, results in a paralyzing mass selfishness; and the first signs of it are already frighteningly evident. Arnold Toynbee has said that all progress, all development come from challenge and a consequent response. Without challenge there is no response, no development, no freedom. So first we owe to our children the most demanding, challenging curriculum that is within their capabilities. Michelangelo did not learn to paint by spending his time doodling. Mozart was not an accomplished pianist at the age of eight as the result or spending his days in front of a television set. Like Eve Curie, like Helen Keller, they responded to the challenge of their lives by a disciplined training: and they gained a new freedom. The second opportunity we can give our boys and girls is the right to failure. "Freedom is not only a privilege, it is a test," writes De Nouy. What kind of a test is it, what kind of freedom where no one can fail? The day is past when the United States can afford to give high school diplomas to all who sit through four years of instruction, regardless of whether any visible results can be discerned. We live in a narrowed world where we must be alert, awake to realism; and realism demands a standard which either must be met or result in failure. These are hard words, but they are brutally true. If we deprive our children of the right to fail we deprive them of their knowledge of the world as it is. Finally, we can expose our children to the best values we have found. By relating our lives to the evidences of the ages,by judging our philosophy in the light of values that history has proven truest, perhaps we shall be able to produce that "ringing message, full of content and truth, satisfying the mind, appealing to the heart, firing the will, a message on which one can stake his whole life." This is the message that could mean joy and strength and leadership —— freedom as opposed to serfdom. NEW WORDS cherish vt. care for tenderly; keep alive 爱护，珍爱；抱有，怀有 religion n. 宗教 settler n. a person who has settled in a newly developed country; colonist 移民；殖民者 sensitive a. quick to receive impressions; easily hurt or offended 敏感的 sensitive-faced a. having a sensitive face Arab n., a. 阿拉伯⼈（的）；阿拉伯的 haunt vt. visit often lost a. not used, won, or claimed; ruined or destroyed physically or morally grasp vt. seize firmly with the hand（s） or arm（s）; understand with the mind 抓住，抱住；理解，掌握 nought n. （old use or lit） nothing; zero awaken vt. arouse from sleep; make active musician n. a composer or performer of music inhabit vt. live or dwell in regain vt. gain or get again; get back democracy n. government by the people, esp. rule by the majority principal n. head of a school combat vt. n. fight; struggle notion n. idea; belief; opinion undemocratic a. not democratic; not in accordance with the principles of democracy independent a. not subject to control or rule by another; not depending on others for support independent school a private school, not controlled by the public urge vt. present, advocate or demand earnestly; push or drive loafer n. a person who spends time idly 游⼿好闲的⼈ lack n. not have; have less than enough of avowedly ad. as declared openly or frankly softsoap a. 姑息的，软⾔相劝的 realistic a. having or showing an inclination to face facts and to deal with them sensibly practical hickory n. ⼭核桃（⽊） hickory stick ⼭核桃⽊做的教鞭 classics n. the language and literature of ancient Greece and Rome doll n. a small-scale figure of a human being, used as a child's plaything Lebanese n., a. 黎巴嫩⼈（的）；黎巴嫩的 delegate n. a person sent with power to act for another; representative 代表 U.N., the the United Nations 联合国 weaken vt. make or become weak（er） fiber n. a person's inner character; quality; strength leadership n. power of leading; the qualities of a leader unprecedented having no precedent ⽆先例的，空前的 influential a. having or exerting influence tenet n. a principle or belief held by a person or organization 信条，原则 eternal a. having no beginning and no end; lasting forever 永恒的；不朽的 denial n. a refusal to admit the truth of a statement or to grant sth. asked for ultimate n. fundamental principle; final point or result placement n. an act or instance of placing, esp. the assignment of a person to a suitable place core n. the most important or central part of anything 核⼼ paralyze vt. make powerless or unable to act, move or function 使⿇痹，使瘫痪 selfishness n. a concern for one's own welfare or advantage at the expense or in disregard of others selfish a. consequent a. following as a consequence curriculum n. a course of study, esp. the body of courses offered in a school or college （学校的全部）课程 capability n. power of doing things 能⼒，才能 paint v. make a picture （of） with paint doodle vi. draw irregular lines, figures, etc. aimlessly while thinking about sth. else ⼼不在焉地乱写乱画 pianist n. person who plays the piano discipline vt. apply discipline to regardless a. having or taking no regard; careless 不关⼼的；不留⼼的 visible a. capable of being seen; apparent discern vt. see, notice, or understand, esp. with difficulty; perceive realism n. accepting and dealing with life and its problems in a practical way, without being influenced by feelings or false ideas relate vt. connect in thought or meaning fire vt. inspire; stimulate or inflame stake vt. risk （money, one's life, etc.） on a result; bet 把……押下打赌 oppose vt. set oneself against; set up against 反对；使对抗 serfdom vt. the state or fact of being a serf; slavery 农奴的境遇;奴役 PHRASES & EXPRESSIONS a handful of a small amount or number of in search of trying to find cry for cry in an attempt to get; demand urgently; need badly pass for be （mistakenly） accepted or considered as help cause sth. to happen small wonder /little wonder / no wonder naturally; it is not surprising regardless of without worrying about to taking into account relate to / with show a link or connection between in the light of taking into account; considering stake on risk （one's money, reputation, life, etc.） on as opposed to in contrast to PROPER NAMES Seymour St. John 西摩.圣约翰 Jamestown 詹姆斯敦 Plymouth 普利茅斯 St.Exupery 圣.埃克休帕⾥ Mozart 莫扎特 Memphis 孟菲斯 Charles Malik 查尔斯.马⽴克 Arnold Toynbee 阿诺德.汤因⽐ Michelangelo ⽶开朗琪罗 Eve Curie De Nouy 德.纽伊。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
•
29、在一切能够接受法律支配的人类 的状态 中，哪 里没有 法律， 那里就 没有自 由。பைடு நூலகம் —洛克
•
30、风俗可以造就法律，也可以废除 法律。 ——塞·约翰逊
21、要知道对好事的称颂过于夸大，也会招来人们的反感轻蔑和嫉妒。——培根 22、业精于勤，荒于嬉；行成于思，毁于随。——韩愈
23、一切节省，归根到底都归结为时间的节省。——马克思 24、意志命运往往背道而驰，决心到最后会全部推倒。——莎士比亚
25、学习是劳动，是充满思想的劳动。——乌申斯基
谢谢！
大学英语精读第五册
lessontwotwokinds教学设计教案 •
26、我们像鹰一样，生来就是自由的 ，但是 为了生 存，我 们不得 不为自 己编织 一个笼 子，然 后把自 己关在 里面。 ——博 莱索
•
27、法律如果不讲道理，即使延续时 间再长 ，也还 是没有 制约力 的。— —爱·科 克
•
28、好法律是由坏风俗创造出来的。 ——马 克罗维 乌斯