【正文】 第一篇：現(xiàn)代大學英語精讀5Book英語專業(yè)精讀課教案（第五冊）Lesson One Where Do We Go from HereTeaching aims:To grasp the rhetorical device in the textTeaching difficulties:To identify the rhetorical deviceS in the sentenceTeaching procedure:Step informationStep of the textStep study of the article information:The 1960s were turbulent times for the United antiwar movement, the Civil Right movement, the counterculture movement, the feminist movement were all unfolding in this period of civil Rights movement was a major movement which began with the Supreme Court decision of Brown of Education of Topeka in 1954 and the Montgomery bus boycott of Luther King jr.(19291968), as a key leader of the movement, played a significant and irreplaceable name is associated with the march on Washington in 1963 and his famous speech “ I have a dream”, delivered in front of the Lincoln was awarded Nobel Peace Prize in speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional his analysis of riots and revolution in the united states in his speech is sound and the night of , King was shot dead, as he stood o the balcony of his hotel in Memphis, of the textPart —2 Martin Luther King link the theme of the speech with the question of “Where we are now”.That is, in order to know where we go from here we must first recognize where we are knowing our present situation, how can we design a policy for the future?Part ii This is a transitional paragraph to call for all the AfricanAmerican must “rise up with an affirmation of his own Olympian manhood”.Part iii()In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political the author goes on to define power and points out the consequence of the misinterpretation of iv()This part deals with economic security for the Negro speaker advocates guaranteed annual ine which he thinks is possible and also deals on the advantages of this v(—20)In this part, Martin reaffirms his mitment to explains why he thinks violence is no solution to racial refutes the idea of Black vi(para 21—25)In this part, raises a fundamental question—the restructuring of the whole of American points out that the problem of problem of economic exploitation and the problem of war are tied are the triple evils of the vii.(para 26—28)This part serves as the concluding remark for the speech: we shall overe.第二篇：現(xiàn)代大學英語精讀對《大學英語精讀》教材進行評價《現(xiàn)代大學英語精讀》是我們大家熟悉的一本教材。精讀課，也就是我們上的基礎英語課，是高校英語專業(yè)基礎階段的一門核心課程，是幫助學生掌握聽、說、讀、寫、譯等基本語言技能的基礎課。精讀教材主要是培養(yǎng)學生的語用能力，使學生能夠從書中有所感悟，把所學到的語言知識與生活實際結合起來，使學習過程生活化。該教材還能培養(yǎng)學生的英語思維能力和創(chuàng)新能力，而不是使學生拘泥于書本知識，主要的教學任務不是積累知識，而是開發(fā)學生的思維，該教材秉著以學生為中心的教學思想，教材的選材非常廣泛,符合學生興趣，是一本符合當代大學生的優(yōu)秀教材。一本好的教材有以下幾點特征；(1)、教學內容和語言能夠反映快速變化的時代(2)、要處理好專業(yè)知識，語言訓練和相關學科之間的關系(3)、教材不僅著眼于知識的傳授而要有助于學生的鑒賞批評能力、思維能力和創(chuàng)新能力的培養(yǎng)(4)、教學內容要有較強的實用性和針對性。而《現(xiàn)代大學英語精讀》教材充分表現(xiàn)出一本好的教材的特點，在英語教學中起著積極的作用，主要表現(xiàn)在以下幾個方面。教材具有權威性。教材的權威性主要在于它努力體現(xiàn)新大綱的要求，任何教材的編寫都要相對應的教學大綱作指導，而衡量教材的好壞的一個重要標準就是看他是否符合大綱的具體要求。大學英語精讀教材是根據(jù)國家或地方教育部門頒發(fā)的教學大綱或課程標準編寫的，能夠較好的體現(xiàn)教學大綱或課程標準規(guī)定的教學目的、教學目標、教學內容以及教學方法，所以大學英語精讀教材完全符合大綱中有關教材的規(guī)定，有利于教學大綱和課程標準的有效實施。教材的權威性還取決于編寫人員的能力和素質。現(xiàn)代《 現(xiàn)代大學英語精讀》教材是北京外國語大學多名教授共同研究而成，這些教授具有豐富的教學經(jīng)驗和深厚的語言功底，而且教材有國內著名的外語出版社出版，還是普通高等教育“十五”國家級規(guī)劃教材。所以，現(xiàn)代大學英語精讀教材在一定程度上能夠保證教學內容、教學過程和教學方法的科學性和合理性，從而保證教學質量和教學效果。教材具有系統(tǒng)性。從整體上看，教材體系完整，內容豐富，有利于學生系統(tǒng)的學習語音、詞匯、語法等語言知識；材內容從易到難，是一個逐步推進的過程。第一年的教材主要任務是鞏固高中所學的內容，這主要是考慮到大學新生需要時間來克服高中階段應試教學的影響，要盡快幫助他們熟悉大學學習方法，養(yǎng)成良好的學習習慣，糾正他們的語音語調，鼓勵他們克服漢語方言對應于發(fā)音的負面影響，同時，要讓學生意識到學習英語的目的關鍵是運用，而不是為了做題。第二年的教材，主要是知識積累，要運用各種方法擴大詞匯量，提高對語法的掌握和運用能力，還要加強寫作和翻譯的訓練，因為這兩種技能需要從實踐中得到提高，而不是拘泥于書本知識，第三年的教材主要是培養(yǎng)學生的閱讀水平，學生能夠獨立完成一個章節(jié)的閱讀，教材增加了閱讀的難度，這樣有助于提高學生的閱讀水平，第四年的精讀教材主要是使學生的聽、說、讀、寫、譯這五種能力得到全面的培養(yǎng)，是學生對這幾種基本技能同時得到訓練。教材選文具有多樣性?！冬F(xiàn)代大學英語精讀》教材克服了傳統(tǒng)教學理念的缺陷，教材編寫體現(xiàn)了以應用為本，聽、說、讀、寫、譯等多位一體的教材設計理念，把提高學生綜合運用能力放在首位。該系類教材的指導思想就是在課堂上創(chuàng)造一個真實的語言教學環(huán)境，使學生得各種語言技能得到充分的訓練。教材中覆蓋的詞匯量超過大學英語四六級的水平，在教材的使用中學生強化了對單詞的復現(xiàn)率，該教材詞匯豐富，詞匯重復出現(xiàn)有助于強化記憶。閱讀理解的任務活動可以幫助學生檢測和深化對課文的理解，掌握各種閱讀技巧。在每一章節(jié)的聯(lián)系中還涉及了漢譯英和英譯漢的翻譯練習，這樣有助于訓練學生的翻譯能力。而且，教材中選取的文章題材多樣，風格各異，內容豐富，涉及了政治、經(jīng)濟、文化語言、科技、體育、風俗人情等各方面。所以，該教材有利于學生更好地了解世界文化，培養(yǎng)跨文化意識和跨文化交際的能力?？傮w來說，《現(xiàn)代大學英語精讀》教材合理的教學布局，能夠使學生的綜合能力得到全面的培養(yǎng),聽、說、讀、寫、譯等各項語言技能在教材中得到了綜合呈現(xiàn),該教材注重語言技能的培養(yǎng)、注重學生獨立學習能力的提高。但教材中也有一些不足之處，比如關于綜合技能的整體訓練,以及學習技能和學習策略的建議有些不足。但整體上該教材是目前最適合大學生學習的一本優(yōu)秀教材。第三篇：《現(xiàn)代大學英語精讀5》教案英語專業(yè)精讀授課教案（第五冊）Lesson One Where Do We Go from HereTeaching aims: understand the article the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsTeaching method: studentscenteredTeaching procedures: information:The 1960s were turbulent times for the United antiwar movement, the Civil Right movement, the counterculture movement, the feminist movement were all unfolding in this period of civil Rights movement was a major movement which began with the Supreme Court decision of Brown of Education of Topeka in 1954 and the Montgomery bus boycott of Luther King jr.(19291968), as a key leader of the movement, played a significant and irreplaceable name is associated with the march on Washington in 1963 and his famous speech ― I have a dream‖, delivered in front of the Lincoln was awarded Nobel Peace Prize in speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional his analysis of riots and revolution in the united states in his speech is sound and the night of , King was shot dead, as he stood o the balcony of his hotel in Memphis, studies of the textPart of the text:Part —2 Martin Luther King link the theme of the speech with the question of “Where we are now”.That is, in order to know where we go from here we must first recognize where we are knowing our present situation, how can we design a policy for the future?Part ii This is a transitional paragraph to call for all the AfricanAmerican must ―rise up with an affirmation of his own Olympian manhood‖.Part iii()In this p