【正文】 eviceS 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(xué)英語(yǔ)精讀對(duì)《大學(xué)英語(yǔ)精讀》教材進(jìn)行評(píng)價(jià)《現(xiàn)代大學(xué)英語(yǔ)精讀》是我們大家熟悉的一本教材。該教材還能培養(yǎng)學(xué)生的英語(yǔ)思維能力和創(chuàng)新能力，而不是使學(xué)生拘泥于書(shū)本知識(shí)，主要的教學(xué)任務(wù)不是積累知識(shí)，而是開(kāi)發(fā)學(xué)生的思維，該教材秉著以學(xué)生為中心的教學(xué)思想，教材的選材非常廣泛,符合學(xué)生興趣，是一本符合當(dāng)代大學(xué)生的優(yōu)秀教材。教材的權(quán)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(xiě)都要相對(duì)應(yīng)的教學(xué)大綱作指導(dǎo)，而衡量教材的好壞的一個(gè)重要標(biāo)準(zhǔn)就是看他是否符合大綱的具體要求。所以，現(xiàn)代大學(xué)英語(yǔ)精讀教材在一定程度上能夠保證教學(xué)內(nèi)容、教學(xué)過(guò)程和教學(xué)方法的科學(xué)性和合理性，從而保證教學(xué)質(zhì)量和教學(xué)效果。第二年的教材，主要是知識(shí)積累，要運(yùn)用各種方法擴(kuò)大詞匯量，提高對(duì)語(yǔ)法的掌握和運(yùn)用能力，還要加強(qiáng)寫(xiě)作和翻譯的訓(xùn)練，因?yàn)檫@兩種技能需要從實(shí)踐中得到提高，而不是拘泥于書(shū)本知識(shí)，第三年的教材主要是培養(yǎng)學(xué)生的閱讀水平，學(xué)生能夠獨(dú)立完成一個(gè)章節(jié)的閱讀，教材增加了閱讀的難度，這樣有助于提高學(xué)生的閱讀水平，第四年的精讀教材主要是使學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)、譯這五種能力得到全面的培養(yǎng)，是學(xué)生對(duì)這幾種基本技能同時(shí)得到訓(xùn)練。教材中覆蓋的詞匯量超過(guò)大學(xué)英語(yǔ)四六級(jí)的水平，在教材的使用中學(xué)生強(qiáng)化了對(duì)單詞的復(fù)現(xiàn)率，該教材詞匯豐富，詞匯重復(fù)出現(xiàn)有助于強(qiáng)化記憶。所以，該教材有利于學(xué)生更好地了解世界文化，培養(yǎng)跨文化意識(shí)和跨文化交際的能力。第三篇：《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)）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 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 Two Two KindsTeaching aims: understand the article their viewpoint on generation gapTeaching difficulties: how to identify the development of a storyTime distribution: eight periodsTeaching method: studentscenteredTeaching procedures:Part information:The Joy Luck Club, from which ―Two Kinds‖ is taken, explores conflicts between two generations and two different in China and in the United States, the novel is woven by stories of four Chinese mothers and their four Chinese women, who have just arrived in the United States a