現(xiàn)代大學(xué)英語(yǔ)教案模板（共5篇）

第69頁(yè)共69頁(yè)現(xiàn)代大學(xué)英語(yǔ)教案模板〔共5篇〕第1篇：現(xiàn)代大學(xué)英語(yǔ)聽力2教案《現(xiàn)代大學(xué)英語(yǔ)》聽力2課程教案授課時(shí)間：2023-2023第二學(xué)期授課班級(jí)：英1243授課人：何林Unit1教案【Task1】WarmupExercises:A.1)ShewantedtoseeSt.Paul’sCathedral.2)ShewassosurprisedbecauseshesawsomanyEnglishmenwholookedalike.3)Theywereallwearingdarksuitsandbowlerhats,carryingumbrellasandnewspapers.4)Becauseshehadoftenreadaboutthemandseenphotographsofthem,whoalllookedasiftheywerewearingauniform.5)No,hedidn’t.6)HeusedtheEnglishsaying“Ittakesallkindstomakeaworld”toprovehisopinion.B.Ifalltheseaswereonesea,whatagreatseaitwouldbe!Andifallthetreeswereonetree,whatagreattreeitwouldbe!Andifthistreeweretofallinthesea,whatagreatsplashtherewouldbe!【Teachingmaterials】YesterdaymorningGretelwenttotheCityofLondon.ShewantedtoseeSt.Paul'sCathedral.ShewassurprisedtoseesomanyEnglishmenwholookedalike.Theywereallwearingdarksuitsandbowlerhats.Theywereallcarryingumbrellasandnewspapers.WhenshereturnedhomesheaskedMrclarkaboutthesestrangecreatures."TheymustbetypicalEnglishgentlemen,"shesaid."Ihaveoftenreadaboutthemandseenphotographsofthem.Theyalllookasiftheyarewearingauniform.DoesthetypicalEnglishgentlemanstillexist?"Mr.Clarklaughed."I'veneverthoughtaboutit,"heanswered."It'struethatmanyofthemenwhoworkintheCityofLondonstillwearbowlerhateandIsupposetheyaretypicalEnglishmen.Butlookatthis."Mr.Clarkpickedupamagazineandpointedataphotoofayoungman."He'sjustastypical,perhaps.Itseemsasifthereisnosuchthingasa'typical'Englishman.DoyouknowtheEnglishsaying'Ittakesallkindstomakeaworld'?That'strueofallcountries-includingEngland."“Oh,justlikethepoem‘IfAlltheSeasWereOneSea’,”Gretelbegantohumhappily.Ifalltheseaswereonesea,whatagreatseathatwouldbe!Ifallthetreeswereonetree,whatagreattreethatwouldbe!Andifthistreeweretofallinthesea,whatagreatsplashthatwouldbe!”Task2【Teachingmaterials】A.1)peopleweremuchbusier2)colderthanEngland;minusthirtydegrees;lastlonger3)muchmoremountainous;muchhigherandmuchmorerocky;morebeautiful1)T2)T3)F4)F5)F【teachingsteps】JohnisBritishbuthasworkedinJapan.EtsukoisJapanesefromOsaka,butsheisstudyinginBritain.Inthefollowingpaageyouaregoingtohear,theyareparinglifeastheyseeitinthetwocountries.Butbeforelisteningtoit,thinkofthetwocountriesandtrytoanswerthefollowingpre-listeningquestions.John:IfoundthatlivinginJapan,peoplewerebusier.Theyseemtoworkthewholeday.Etsuko:Yes,that’sright.WeworkfromMondaythroughSaturday,eveninsummer.Youknow,summerinJapanisjusthorrible.It’svery,veryhumidandhot,andyouneedtoshowerthreetimesaday.John:SoyoufinditcoolerinEngland?Etsuko:Yes,that’sright.John:WhereIwaslivinginJapan,intheNorth,itwasmuchcolderthanEngland,especiallyinwinter,minusthirtydegreescentigrade.DoesthewinterinOsakalastlongerthanthewinterinEngland?Etsuko:No,Idon’tthinkso.December,January,February,March.John:Yes.It’salittlebitshorterifanything.Etsuko:EversinceIcamehere,InoticedthatthecountrysidehereinEnglandisverybeautiful.John:It’smuchflatterthaninJapan.1)IntheUS,peopleusuallydancejusttoenjoythemselves;theydon’tinviteotherpeopletowatchthem.2)Usuallyeightpeopledancetogether.3)Becausepeopleformasquareindancingwithamanandawomanoneachsideofthesquare.4)Heusuallymakesitintoasong.5)Theywearold-fashionedclothes.B.1)F2)T3)F4)F5)TC.1)eightpeopleformasquare;oneachsideofthesquare2)whattheyshoulddo;makesitintoasong;singsit3)don’thavemuchtimetothink4)old-fashionedclothes【teachingmaterials】Rosa:Whydon’tyouhavefolkdancesintheUnitedStates?Mostcountrieshavespecialdancesthatthepeoplehavedoneformanyyears.Thedancerswearclothesfromtheolddays.Everyonelikestowatchthemdance.Steve:Wehavefolkdances,too.Alotofpeoplebelongtofolkdancinggroups.Butwhentheydance,theyusuallydoitjusttoenjoythemselves.Theydon’tinviteotherpeopletowatchthem.Rosa:Isthereafolkdancinggrouphere?Steve:Ithinkso.Theremustbe.There’soneinalmosteverycity,andsomebigcitieshaveseveral.Rosa:Whatarethedanceslike?Steve:Usuallyeightpeopledancetogether,fourmenandfourwomen.Whentheystart,theyformasquare,withamanandawomanoneachsideofthesquare.That’swhyit’scalledsquaredancing.Thenthere’samanwhotellsthedancerswhattheyshoulddo.Heusuallymakesitintoasong.Hesingsitwhiletheydance.Rosa:Oh,thatshouldmakethedanceseasy!Steve:Yes,buttheyareveryfast.Theydon’thavemuchtimetothink.Iliketowatchthem,though.Thedancerswearold-fashionedclothes.Thatmakesthedancesprettytowatch.Rosa:I’dliketowatchagroupdance.Steve:I’lltakeyousometime.Task4【teachingtask】4)Becausetheycouldnoteatmeat,eggsordairyproductsduringLent,sotheytriedtouseupthesethingsbeforeLentbegan.5)ItwasastrawmanmadebychildreninCzech;itwasafigureofdeath.6)Peoplebroughttheiranimalstochurch.Andbeforetheanimalswentintothechurchpeopledreedthemupinflowersandribbons.【teachingmaterials】Task5【exercises】A.1)F2)T3)F4)T5)F6)T7)TB.AdvantagesDisadvantagesLotsofservantstodotheworkTerriblelifeforservantsbeautifulclothestowearveryunfortableclotheslotsofteapartiesboringandformalteaparties—oftennomenbeinginvitedlifebeingslowermuchmoreillneplentyoftimetotalktoeachotherchildrenleftwithservantsalldayverypooreducationnofreedomforwomen【teachingmaterials】Man:Well,Ithinklifeusedtobemuchmorefunthanitisnow.Imean,lookattheVictorians.Theyhadlotsofservantstodoallthework;theyneverhadtodoanycookingorcleaning;theyjustworethosebeautifuldreesandwenttoteaparties.Woman:Youmustbejoking!Theirclotheswereterriblyunfortableandtheirteapartieswereveryformalandboring.Theyusedtoweartheirhatsandlongglovesevenwhentheywereeatingcakesandbiscuits.Andmenwerenotusuallyinvited.Man:Really?Weren'tthey?Woman:Andthinkofthepoorservants.Whataterriblelife—justcleaningandcookingforotherpeopleallthetime!Man:Butyouhatehousework!Woman:Yes,Iknow,buttherearelotsofmachinesnowtohelpyouwiththehousework.Peopledon'tneedservants.Man:Maybetheydon't,butlifethenwasmuchslowerthanitisnow-peoplenowadaysarealwaysrushing,andtheyneverhavetimetostopandenjoythemselves.Woman:Lifethenwasfinefortherich,butitwasdreadfulforthepoor.Therewasmuchmoreillne.Theydidn'thavethemoneytopaydoctors,andtheyoftenusedtodieofillneesthatdon'texistinEnglandnow.Man:Maybe.Butpeopleusedtotalktoeachother,playthepianoorplaycardstogether.Nowadayspeoplejustsitinfrontofthetelevisionforhoursandnevertalktoeachother.Woman:Iagreewithyouabouttelevision;butwhatabouttheirchildren?TheylefttheirChildrenwiththeservantsallday.Childrenhardlyeversawtheirparents!Andtheclothestheyhadtowear!Horrible,tight,unfortable,grown-upclothes.Childrenhaveamuchbetterlifenowthantheyusedto,andschoolsandeducationaremuchbettertoo.Man:Ihateschool.Woman:Andlookatopportunitiesforwomen.Inthosedays,womenusedtostayathome,playthepiano,changetheirclothesseveraltimesadayandhaveteaparties.Whatalife!Theydidn'thaveanyfreedomatall.I'mveryhappylivingnow.Icanwork,haveacareer,dowhatIwantto.Man:YoumeanyoucanworkhardallyourlifelikeaVictorianservant.Woman:Lifeisn'tallteaparties,youknow.Task6【exercises】A.2)jobpatterns;progreed;agricultural;industrial;forced;jobopportunities;splitup3)traditional;family;expanded;otherlivingarrangementsC.1)mother,father,children,andsomeotherrelatives,suchasgrandparents,livinginthesamehouseornearby2)onlytheparentsandthechildren3)previouslymarriedmenandwomenmarryagainandbinethechildrenfromformermarriagesintoanewfamily【teachingmaterials】MenWomenBothStudysubjectslikehistoryorEnglish√Studyengineering√Gotouniversitytogetgoodjobs√Lookforagoodjobbecausetheywantagoodhusband√Lookforagoodjobbecausetheywanttobesucceful√Workforalifetime√Workuptotenyears√Getmarriedbytwenty-seven√Cookthemeals√Lookafterthechildren√Gooutforadrinkafterwork√ehomebyfouro'clockintheafternoon√B.1)c2)c3)a4)b5)c6)c7)c【keys】InJapanbothmenandwomengotouniversityandbothmenandwomenstudytheartssuchashistoryorEnglish.Butveryfewwomenstudyscience,medicineorengineering.Inengineeringclaesofthirtyorfortystudents,theremaybeonlyoneortwowomen.Menandwomenbothgotouniversityinordertogetgoodjobs:menwanttoworkforabigpany,besucceful,earnalotofmoneyandsupportafamily;women,ontheotherhand,wanttoworkforabigpanybecausetheyhaveabetterchanceofmeetingasuccefulmanandgettingmarried.Thisischanging,however,asJapanesewomenbegintothinkabouttheirowncareers.Theyhavebegantotakejobswhichtheylikeratherthanjobsinordertofindahusband.1)a2)c3)b4)c5)c6)b7)c8)bB.1)T2)T3)F4)F5)T6)F7)F8)F9)T10)F【teachingmaterials】Matthew:Geth,howdopeoplesetaboutgettingmarriedinEngland?Geth:Ithinkinasensethehabitoflivingtogetherbeforemarriagemay,inastrangesortofway,makemarriagestronger,becauseafterallthepeoplewillknoweachotherbetterwhentheydogetmarriedanditmightbesuggestedthatdivorcewouldbelelikelybetweensuchacouple.Matthew:Sue,you'vebeenmarriedfortwoorthreeyearsnow.How'sitworkingout?Sue:Well,obviously,likemostyoungcouples,wehavethoughtaboutit,but,youknow,webothfeelrather,sortof,loathtoloseourfreedomjustyet.Ithinkwe'llprobablywaitanotherfewyears.Matthew:IsiteasyinEnglandtodaytopeopletogetdivorced,oristhatquitedifficult?Chris:Ithinktechnicallyit'sprobablyfairlyeasy,Ithink,becauseI'mnotEnglishbut,Ithinktechnicallyit'sfairlyeasytobe...togetdivorced.Butit'snotjustthetechnicalityofitwhichistheproblem.Divorceis...isasocialstigmawhichpeoplecanprobablyCopewithtovaryingdegrees,butit'salsoaloteasierforthemanbecausethewoman,aftersheisdivorcedis,infact,frowneduponby...byalotofpeopleinsociety.Sheis...is...ata...amuchmoredifficultsocialpositionintermsof...ofmeetingothermen,orwhatever,simplybecausesheisadivorcee.Task9【keys】Socialcustomsandwaysofbehavingchange.Buttheydonotnecearilyalwayschangeforthebetter.Thingswhichwereconsideredimpolitemanyyearsagoarenowacceptable.Justafewyearsago,itwasconsideredimpolitebehaviourforamantosmokeonthestreet.Nomanwhothoughtofhimselfasbeingagentlemanwouldmakeafoolofhimselfbysmokingwhenaladywasintheroom.Theimportantthingtorememberaboutsocialcustomsisnottodoanythingthatmightmakeotherpeoplefeelunfortable—especiallyiftheyareyourguests.Thereisastoryaboutarichnoblemanwhohadaveryformaldinnerparty.Whenthefoodwasserved,oneoftheguestsstartedtoeathispeaswithaknife.Otherguestswereamusedorshocked,butthenoblemancalmlypickeduphisknifeandbeganeatinginthesameway.Itwouldhavebeenbadmannerstomakehisguestfeelfoolishorunfortable.第2篇：《現(xiàn)代大學(xué)英語(yǔ)精讀5》教案英語(yǔ)專業(yè)精讀授課教案〔第五冊(cè)〕LeonOneWhereDoWeGofromHereTeachingaims:1.fullyunderstandthearticle2.grasptherhetoricaldeviceinthetextTeachingdifficulties:howtoidentifytherhetoricaldeviceinthesentenceandunderstandtheimplicationforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:I.Backgroundinformation:The1960swereturbulenttimesfortheUnitedStates.Theanti-warmovement,theCivilRightmovement,thecounter-culturemovement,thefeministmovementwereallunfoldinginthisperiodoftime.ThecivilRightsmovementwasamajormovementwhichbeganwiththeSupremeCourtdecisionofBrownv.BoardofEducationofTopekain1954andtheMontgomerybusboycottof1955.MartinLutherKingjr.(1929-1968),asakeyleaderofthemovement,playedasignificantandirreplaceablerole.HisnameisaociatedwiththemarchonWashingtonin1963andhisfamousspeech―Ihaveadream‖,deliveredinfrontoftheLincolnMemorial.HewasawardedNobelPeacePrizein1964.thisspeech,deliveredin1967,inmoreonthesideofreasoningandpersuasionandleonemotionalappeal.Thushisanalysisofriotsandrevolutionintheunitedstatesinhisspeechissoundandconvincing.OnthenightofApril4.1968,Kingwasshotdead,ashestoodothebalconyofhishotelinMemphis,Tenneee.PartII.DetailsstudiesofthetextPartIII.Structureofthetext:Parti.Para.1—2MartinLutherKinglinkthethemeofthespeechwiththequestionof"Wherewearenow".Thatis,inordertoknowwherewegofromherewemustfirstrecognizewherewearenow.Withoutknowingourpresentsituation,howcanwedesignapolicyforthefuture?PartiiPara.3--5ThisisatransitionalparagraphtocallforalltheAfrican-Americanmust―riseupwithanaffirmationofhisownOlympianmanhood‖.Partiii(Para.6--9)Inthisparttheauthorputsforwardthesecondtask:howtoorganizethestrengthoftheNegrointermsofeconomicandpoliticalpower.Thentheauthorgoesontodefinepowerandpointsouttheconsequenceofthemisinterpretationofpower.Partiv(Paras.10--15)ThispartdealswitheconomicsecurityfortheNegroAmericans.Thespeakeradvocatesguaranteedannualinewhichhethinksispoibleandachievable.Healsodealsontheadvantagesofthissecurity.Partv(paras.16—20)Inthispart,Martinreaffirmshismitmenttononviolence.Heexplainswhyhethinksviolenceisnosolutiontoracialdiscrimination.HerefutestheideaofBlackrevolution.Partvi(para21—25)Inthispart,Dr.Kingraisesafundamentalquestion—therestructuringofthewholeofAmericansociety.Hepointsoutthattheproblemofracism.Theproblemofeconomicexploitationandtheproblemofwararetiedtogether.Theyarethetripleevilsofthesociety.Partvii.(para26—28)Thispartservesastheconcludingremarkforthespeech:weshallovere.LeonTwoTwoKindsTeachingaims:1.fullyunderstandthearticle2.presenttheirviewpointongenerationgapTeachingdifficulties:howtoidentifythedevelopmentofastoryTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Backgroundinformation:TheJoyLuckClub,fromwhich―TwoKinds‖istaken,exploresconflictsbetweentwogenerationsandtwodifferentcultures.SetinChinaandintheUnitedStates,thenoveliswovenbystoriesoffourChinesemothersandtheirfourdaughters.FourChinesewomen,whohavejustarrivedintheUnitedStatesandwhoaredrawntogetherbytheshadowoftheirpast—meetinSanFranciscotoplaymah-jongg,eatdimsumandtellstories.TheycalltheirgatheringstheJoyLuckClub.Whiletheyplacehighhopesontheirdaughters,theyougergenerationthinkofthemselvesasAmericansandresisttheirmothers’attemptstochangethemintoobedientChinesedaughters.Onlyaftertheyhavegrownupandbeemorematuredotheyrealizethatthelegacyleftbytheirmothersisanimportantpartoftheirlives,too.Thenoivelstayedonthebest-sellingbooklistofTheNewYorkTimesfor9months.AfinalistforthenationalBookAwardandtheNationalBookCriticsCircleAward,ithasbeentranslatedintoabout20languagesandmadeintoaHollywoodmovie.PartII.DetailedStudyoftheTextPartIII.TheStructureofthetext:Parti(paras.1—3)thebeginningpartofthestoryprovidesthereaderwithsomebackgroundinformation.Ittellsaboutthemotherandherhopesforherdaughter.Thispavesthewayofrthedevelopmentoftheconflictbetweenthedaughterandthemother.Partii(paras.4—11)thispartisaboutthemother’sunsuccefulattempttochangeherdaughterintoaChineseShirleyTemple.Inthebeginningthechildwasasexcitedasthemotheraboutbeingaprodigy.Atthispoint,theconflictbetweenmotheranddaughterwasnotvisible.Partiii(paras12—20)inthispartwelearnthatthemotherwastryingveryhardtotrainherdaughtertobeagenius.Asthetestsgotmoreandmoredifficult,thedaughterlostheart.Shedecidedthatshewouldnotlethermotherchangeher.Thischangeofattitudeswouldleadtothegradualdevelopmentoftheconflict.Partiv(paras21—28)whilewatchingaChinesegirlplayingthepianoonanEdSullivanShow,anewideaflashedintothemother’shead.Withthenewplanintroduced,theocnflictwoulddevelopfurther.Partv(paras29—46)ittellsabouthowthegirlwasmadetolearnthepianoundertheinstructionsofOldChong.Therelationshipbetweenmotheranddaughterwasgettingmoreandmoretense.Partvi(para.47—60)Jing-meiwastoperforminatalentshowheldinthechurch.Jing-meistartedallrightandsoonmadeameofherperformance.Undoubtedlythiswasaheavyblowtohermother.Thecrisisofthestoryisabouttoe.Partvii(para61—76)thegirlaumedthatherfailureattheshowmeantshewouldneverhavetoplaythepaino.Yettwodayslaterhermotherurgedhertopracticeasusual.Sherefusedandthemotherinsisted.Theyhadthemostfiercequarreltheyhadeverhad.Thisisthecrisisorclimaxofthestory.Partviii(77—93)thisconcludingpartisnarratedfromadifferentpointofview.Nowthedaughterhadgrownupformalittlegirltoamaturewoman.PartIV.Discuionaboutgenerationgap.PartV.pletetheexercisesofthetext.AreportaboutgenerationgapLeonThreeGoodsMove.PeopleMove.IdeasMove.AndCulturesChange.Teachingaims:1.fullyunderstandthearticle2.HowtodevelopanargumentTeachingdifficulties:howtodevelopanargumentTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Lead-in:Globalizationhasbeeoneofthosewordswiththehighestfrequencyofappearancebutatthesametimeitisalsoamostcontroversialiueintermsofcontent,implicationandconsequence.Sincetheearly1990s,globalizationhasdevelopedrapidlyandbroughtgreatchangestotheworld.However,groupsofpeopleforvariousreasonsopposeglobalizationandpointtothenegativeeffectsofglobalization.Sowhenwefaceanarticleofsuchanimportantandsensitiveiue,weareapttoask:Whatistheauthor’sattitudetowardsglobalization?Whatmakesheradoptsuchanattitude?Howdoesshepresentherargument?PartII.DetailedstudyofthetextPartIII.StructureofthetextParti(para1—3)Globalizationisarealitybutitisnotsomethingplietlynew.Whatisnewisthespeedandscopeofchanges.Partii(para4—6)thispartdealswithdifferentviewsonglobalization.Partiii(para7—9)threepointsaremadeinthispart:a.Westernizationisnotastraightroadtohell,ortoparadiseeither.b.Culturesareasresourceful,resilient,andunpredictableasthepeoplewhoposethem.c.Teenagersareoneofthepowerfulenginesofmergingglobalcultures.Partiv(para10—13)thisparttellsoftheauthor’sexperiencewithAmandaFreeman.Partviii(para25—28)theauthorusedtheexperienceatShanghaiTheatreAcademytoillustratethepointthatthechangeisatthelevelofideas.Partix(para29—34)theauthorinthispartintroducedToffler’sviewonconflict,changeandworldorder.Partx(para35—36)themainideaistherewillnotbeauniformworldcultureinthefuture;thecultureswillcoexistandtransformeachother.Partxii(37—39)theauthoragainusedanexleinShanghaitoillustratethetransformationofculture.PartIV.pletetheexercisesinthetextbookPartV.collecttheirviewpointsaboutattitudetowardsglobalizaion.LeonFourProfeionsforWomenTeachingaims:1.fullyunderstandthearticle2.grasptherhetoricaldeviceinthetextTeachingdifficulties:howtounderstandthepoeticandsymbolicsentencesinthearticleTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Backgroundinformation:VirginiaWoolfisgenerallyregardedasoneofthegreatestwritersofmodernismaswellasoneofthepioneersofwomen’sliberationfrompatriarchy.Sheisknownforherexperimentationandinnovationinnovelwriting.Inhernovel,emphasisisonthepsychologicalrealmofhercharactersandthemoment-by-momentexperienceofliving,whicharedepictedbythetechniquesofinteriormonologueandstreamofconsciousne.Inthiseay,VirginiaWoolfgivesaclearandconvincingpresentationoftheobstaclesfacingprofeionalwomen.PartII.DetailedstudyofthetextPartIII.GeneralanalysisofthetextPara1:Intheprofeionofliterature,theauthorfindsthattherearefewerexperiencespeculiartowomenthaninotherprofeionbecausemanywomenwritersbeforeherhavemadetheroadsmooth.Para2:theauthorrespondstothehost’ssuggestionthatsheshouldtelltheaudiencesomethingaboutherownprofeionalexperiences.Soshenowtellsherownstory–howshebecameabookreviewerwhenshewasagirl.Para3.thespeakerfocusesonthefirstobstacletobeingaprofeionalwomenwriter.Sheusesafigureofspeech―killingtheAngelintheHouse‖indescribingherdeterminationtogetridoftheconventionalroleofwomeninherwriting.Para4.aftertheAngelwasdead,thequestionwhichremainstobeansweredis―whatisawoman?‖itisatransitionallinkbetweenthequthor’sfirstandsecondexperience.Paragraph5.Inthisparagraphtheauthortalksabouthersecondexperienceinherprofeionofliterature.Asanovelist,shewishedtoremain"asunconsciousaspoible"sothatnothingmightdisturbordisquiettheimagination.Butshewasfacedwiththeconflictbetweenherownapproachtoartandtheconventionalapproachexpectedofherbymalecritics.Shebelievedthatsex-consciousnewasagreathindrancetowomen'swriting.Toillustratethispoint,sheemploysasecondfigureofspeech,"theimageofafishermanlyingsunkindreamsonthevergeofadeeplake."Para6.Thisparagraphsumsuptheauthor'stwoexperiences,pointingoutthatthesecondobstacleismoredifficulttooverethanthefirst.Womenhavemanyprejudicestoovereintheprofeionofliteratureandespeciallyinnewprofeionsthatwomenareentering.Para.7.InthislastparagraphWoolfconcludesherspeechbyraisingsomeimportantquestionsconcerningthenewroleofwomenandthenewrelationshipbetweenmenandwomen.PartIV.pletetheexerciseofthetextPartV.areportontheprofeionalwomeninChinaLeonFiveLoveIsaFallacyTeachingaims:1.fullyunderstandthearticle2.grasptherhetoricaldeviceinthetextTeachingdifficulties:howtoidentifytherhetoricaldeviceinthesentenceandunderstandtheimplicationforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Lead-in:Thisisahumorouseayinwhichthenarratortellshisfailuretowintheheartofayoungwomanwiththeforceoflogic,whichthereforeprovestohimthat"loveisafallacy"--"itisinconsistentwithlogic."PartII.DetailedstudyofthetextPartIII.QuestiononAppreciation:1.Howdidthenarratordescribehimself?Whatdoesitshow?Howdoestheauthorbringoutthepomposityofthenarrator?Whatmakesthesatirehumorous?2.whywasthenarratorinterestedinPollyEspy?Whatkindofgirlwasshe.3.Howdidthenarrator'sfirstdatewithPollyEspygo?4.HowdoesthelanguageusedbyPollystrikeyou?Findsomeexlesfromthetextandexplainwhateffectherlanguagecreates.5.WhydidthenarratorteachPollyEspylogic?Didhesucceed?6.DidthenarratorlovePollyEspy?Howdidhetryto"acquaintherwithhisfeeling"?7.HowdidPollyrespondtothenarrator'sargumentsforgoingsteadywithher?Whydidsherejecthim?Whatdoesitshow?Asthestoryprogrees,Pollyturnedouttobesmarterthanthenarratorhadpreviouslythought.Howdoesthiscontrastcontributetothehumorofthepiece?PartIVpletetheexerciseinthetextLeonSixLifeBeyondEarthTeachingaims:1.fullyunderstandthearticle2.learntoanalyzethetextTeachingdifficulties:howtolearntoanalyzethetextandunderstandtheimplicationforsomesentencesTimedistribution:eightperiodsTeachingmethod:students-centeredTeachingprocedures:PartI.Generalintroduction:Theauthordealswithrecentdevelopmentsinthesearchforalienorganisms.Hediscuesvariousargumentsaboutaliencivilization.Hedoesnotthinkthatsuchbeliefandsearchisirrationalorevencrazy.Hewritesthatmostpeoplewithsuchbelief―operatefromthesameinstinct,whichistoknowthetruthabouttheuniverse‖.Atthesametimehemaintainsascientificattitude,pointingoutthatalthoughtherearemanypersuasivearguments,thereisstillnohardevidencetoprovetheexistenceofalienlife.Yethedoesnotstopthere.Hefurtherpointsoutthatsincetheworldwelivein—theonlyinhabitableworldintheuniversesofar—isstillfarfromperfect,peopleintheworldneedtodirectmoreenergytomakingitbetter.LifeonEarthishisgreaterconcern.PartII.Detailedstudyofthetext:PartIII.Organizationofthepiece:1.Analysisofthetext:(1)Paras.1--2theemergenceoflife(2)Para.3(transition)Whatelseisaliveout(3)Paras.4--10searchforlife(4)Paras.11--23searchforintelligence(5)Paras.24--42Mars.(6)Paras.43--45Dyson'sargument(7)Paras.46--52conclusion2.Questionstodiscu:1)Whatdoyouthinkoftheopeningparagraph?Doestheauthorbeginthearticleinaforcefulway?2)Whatroledoesthisparagraphplay?Whatismeantby"theenvelopingnebulaofuncertainties"?Whatisthecontrastinvolvedasimroducedby"despite"?3)WhatnewideaisintroducedinParas.17--19?4)mentonthefirstsentenceinParagraph21.5)mentontheroleofParagraph35.6)Whatistheconclusionoftheauthor?Whatwouldtheauthorexpectofpeopleinvestigatingextraterrestriallife?LeonSevenInvisibleManTeachingaims:1.fullyunderstandthearticle2.grasptheimpliedmeaningofsomesentencesTeachingdifficulti