大学高级英语阅读教案

写在本套教案的前面北京语言大学英语系三年级的重要课程“英语高级阅读”一年两本教科书共24篇课文的教案由我们的有关老师分头完成了。并提供给其他老师间接使用或参考。教学，是一项非常个体化的工作。它是科学和艺术的有机结合。同一门课程，同一种教材，同一篇课文，每个老师，根据自己的经验、理解、水平和学生的情况，都有不同的处理。甚至不同的课文，处理也是不尽相同。所以，我们在尽量统一教案的格式并且提供一套完整的《教师用书》的同时，也尊重和允许不同的老师有自己的教案格式和内容。教案内容和格式，完全一样，既不科学,也不真实，甚至是对教师个体性、创造性和独立性的抹杀；其教学成果，可以想象。相信，任何懂一些教学的人，都理解这一点。本课程负责人李燕姝课程：高级英语阅读教学对象：英语本科三年级学生周学时：4主导教材：《大学高级英语阅读》（上、下两册）大部分课文时间：三年级全年上、下两个学期（注：教案中提供的多媒体课件只是老师所准备的一部分，如有必要，我们将提供全部多媒体课件）(第一学期)TEACHINGNOTESAdvancedCollegeReading(Bookone)LessonOne:AWorldAwakenArchipelagoEarth(SupplementaryArticle)Classhoursneededforthelesson:5classhoursTime:WeekoneDate:September2nd-9thPurposeandrequirement:Tohelpstudentsunderstandthissophisticatededitorial;tofurthereducatestudentsintheareaofenvironmentalandecologicalprotectionFocusanddifficulty:Languagedifficultyandcontentfocus.Timeallocation:Introductiontothiscoursetothetextbooks,1classhours.Analysisanddiscussionof“AWorldAwakens”,2classhoursandhalfDoingsomeoftheexercises,30minutesSupplementarytext,1hourThemainideaof“AWorldAwakens":(Askstudentsfirsttosumupthemainideaofthisarticle,thentheteachercanofferthefollowinganswer).Regardingtheenvironmentalissuethoughtherearestillproblemsandindifference,ordinarypeoplearebeginningtovaluetheenvironmentaboveeconomicgrowth,asthedangersofdevelopmentbecomemoreobvious.Teachingprocess:Relatedquestions,whichcanbeaskedtostudentsbeforecomingtothetext:Doyouhaveanyideasonhowtoconservethegiantpanda?IsthereadangerthatthespreadofEnglishisdestructivetootherothersandlanguages?Whichshouldbegivenpriority,esp.indevelopingcountries:economicdevelopmentorenvironmentalprotection?WhatdidMarshallMcLuhanmeanbythe"globalvillage”？Consider(1)religiousfundamentalism;(2)CocaCola;(3)theInternet;(4)McDonalds;(5)globalwarming.Summingupthemainideaofparagraphs(Alwaysaskstudentstodofirst).ProblemsandpessimisticpredictionsregardingtheseriousenvironmentalviceintheUSAbeforethe1980s(paras.1-2)Thepulseofenvironmentalawarenesssurgingaroundtheworld(paras.3-4)Positive(Mauritius)andnegative(Babylon)examplesinthisregard,(paras.5-6).Signsofactionsince1970s(para.7)Despitethefactthatsomeofthepoorernationsarerepeatinghemistakesoftheindustrialcountries,thegeneralbeliefbeingthatpollutefirstandpaylaterischanging,(paras.8-9)Someadditionalfactorswhichcontributetotheawakening:thediscoveryofthedangerofsomeseeminglyinnocuouschemicalcompounds,ourfurtherrealizedresponsibilitytotheearthbroughtaboutbythespaceprograms,etc.(paras.10-13)Suchchangesnotwithstanding,theoveralldeclineofthebiospheregoingon.(para.14)DetailedanalysisoftheText(omittedandrefertotheTeachersBook)Doingsomeoftheexercises:1.Questionsfordiscussionof4iAWorldAwakens”Multiplechoiceitems]AdvancedGrammarPracticeComingtotheSupplementaryText:"ArchipelagoEarth”.Abouttheauthor,MarshallMcLuhan.Specialpointsneedingtobemadeforthisarticle:(1)disadvantagesofsettingupnatureconservationareas;(2)importanceofbiodiversityandculturediversityWrittenassignment：Writeanessayon:"TheChangesofmyHomestead”TEACHINGNOTESAdvancedCollegeReading(BookOne)Lesson2AtomicBombingofNagasakiToldbyaFightMemberClasshoursneededforthelesson5classhoursTimeallocationOralpresentation(by2students,20minutes)Analysisanddiscussionofthetext,180minutesDoingsomeoftheexercises,30minutes.Quiz,20minutesTeachingobjectivesThestudentsarerequiredtocomprehendthetextmaterialinanexplicitway,beingawareofthehistoricalbackgroundinformation.Thestudentsarecapableofexpressingtheirpointofviewsorallyonthisatomicbombingevent,whicharerecordedinanafter-classessay.TeachingMethodWithmulti-mediapresentation,theinstructorleadsthestudentstoagoodcomprehensionofthetext,encouragingtheparticipationofthestudentsintheclassroomactivities,whichincludesstudentpresentationsandgroupdiscussions.TeachingProceduresPresentationsgivenbythestudentsatthebeginningoftheclassAtomicbombingofNagasaki:thebackground,outlineandexpressionsofthetextWilliamL.LaurenceandthePulitzerPrizeQuestionsfordiscussionDoyouknowanythingabouttheatomicbombingsinWorldWarII?Whatisyourviewaboutthebombings?DoesLaurencehaveanypoliticalormoralattitudestowardsthebombing?Why?TextcomprehensionandanalysisBackgroundAtomicbombandtheManhattanProjectOnAugust2,1939,justbeforethebeginningofWorldWarII,AlbertEinsteinwrotetothenPresidentFranklinD.Roosevelt.EinsteinandseveralotherscientiststoldRooseveltofeffortsinNaziGermanytopurifyuranium-235,whichcouldbeusedtobuildanatomicbomb.ItwasshortlythereafterthattheUnitedStatesGovernmentbegantheseriousundertakingknownthenonlyas"TheManhattanProject.”Simplyput,theManhattanProjectwascommittedtoexpeditingresearchthatwouldproduceaviableatomicbomb.PulitzerPrizeInthelatteryearsofthe19thcentury,JosephPulitzerstoodoutastheveryembodimentofAmericanjournalism.Hungarian-born,anintenseindomitablefigure,Pulitzerwasthemostskillfulofnewspaperpublishers,apassionatecrusaderagainstdishonestgovernment,afierce,hawk-likecompetitorwhodidnotshrinkfromsensationalismincirculationstruggles,andavisionarywhorichlyendowedhisprofession.HisinnovativeNewYorkWorldandSt.LouisPost-Dispatchreshapednewspaperjournalism.Pulitzerwasthefirsttocallforthetrainingofjournalistsattheuniversitylevelinaschoolofjournalism.Andcertainly,thelastinginfluenceofthePulitzerPrizesonjournalism,literature,music,anddramaistobeattributedtohisvisionaryacumen.Inwritinghis1904will,whichmadeprovisionfortheestablishmentofthePulitzerPrizesasanincentivetoexcellence,Pulitzerspecifiedsolelyfourawardsinjournalism,fourinlettersanddrama,oneforeducation,andfourtravelingscholarships.Maintheme:anaccountoftheatomicbombingmissionofamajorJapanesecityunderlinedbyacuriousaestheticsense.OutlineofthetextIntroductionofthebombingmissionandthepreparatorywork(Paragraph1-10)Thejourneystartsandthemomentsbeforethebombing(Paragraph11-32)Thebombing(Paragraph33-50)Explainthefollowingexpressions:man-mademeteorthebombassemblybailouteerielightfifteenburstsofflakParaphrasethefollowingsentences:Intoitsdesignwentmillionsofman-hoursofwhatiswithoutdoubtthemostconcentratedintellectualeffortinhistory.(Paragraph4)Ittakesnomindreadertoreadhisthoughts.(Paragraph21)ThewindsofdestinyseemedtofavorcertainJapanesecitiesthatmustremainnameless.(Paragraph36)ExercisesVocabularybuildingParaphraseMultiplechoicesAdvancedgrammarpracticeAfter-classassignmentReviewthetextandwriteanessaystatingone'sownpointofviewsontheatomicbombingofHiroshimaandNagasaki.After-classanalysisLesson2inAdvancedCollegeReading(I)isaPulitzerPrizeaccountoftheatomicbombingeventinWorldWarII.ThelevelofdifficultyisfairtothethirdyearstudentsofEnglishMajor.Thestudentslearnedmoreaboutthehistoricaleventandlearnedtoappreciatethejournalisticstyleofwriting.TEACHINGNOTESAdvancedCollegeReading(BookOne)LessonThree:ObligationtoEndureClasshoursneeded:5ClasshoursTime:WeekthreeDate:September20-27Timeallocation:oralpresentation(by2students),20minutes;introductiontotheauthorandthebookSilentSpring,15minutes;offeringanoutlineofthearticle(eitheratthebeginningorattheendofthelesson(Studentsmaybeaskedtodothisasanin-classwritingpractice),30minutes;detailedanalysesandexplanationofthetext,120minutes;doingsomeoftheexercises,30minutes.Purposeandfocus:togetstudentsacquaintedwith,understandthisimportantarticlebythefamouswriter.Toofferstudentssomefurthereducationonenvironmentalprotection.Inordertounderstandthelanguage,thefirstimportantthingistoaskstudents,oroffertostudents,towriteanoutlineofthearticle.AnOutlineof“ObligationtoEndue”：(Forthefacilityofteachingandlearningofthisratherlongandcomplexarticle,anoutlineisnecessarytobegivenandtobearinmindwhendoingthetextanalyses)Man'spowertoassaultnatureandalterthenatureoftheworld(paras..1-6).Thispowerbeingacquiredonlyintherecentcentury,(para.1).Thebiggestassaultonnature:contaminationofair,water,andunderground,(paras.2-4)Chemicalsand“insecticides“beingtheimportantsourceofpollutionandbiocides.(para.5-para6)Specificharmsdonebythoseman-madesubstances,(paras..7-.11)Thelikelihoodofkillingalllife.Theworldbeingcaughtupinanendlessspiral(para8)Thepossibilityofcausinggenemutation(paras.9-10)Worseningthemainproblemofoverproduction,(para11)Otherwaysinwhichmanhelpsincreaseinsectproblem(para12-Theconflictsbetweenmanandinsects(para.13-14)Single-cropfarming(paras.15)Importationofplantsandanimals(paras.16-20)Theauthor'sargumentsregardingthewholeissue(paras.21-26)Failuretoapplythenecessaryecologicalknowledge(para21)Insensitivitytobadconditions(para22)Thepublickeptindarkness(23-24)Obligationtoenduremeaninghavingtherighttoknow(paras.25-26)Teachingprocess:Introductiontotheauthor,RachelCarson:founderofcontemporaryenvironmentalmovement,authorofSilentSpring,advocateofnatureandenvironmentalethics,againstthemisuseofchemicalpesticides,breastcancersurvivorandbestsellingnaturewriter...AboutthebookSilentSpring：anepoch-makingbookthathaschangedourage.Detailedanalysesofthetext.(PleaserefertotheTeachers9Bookforthemainpart.).DoingsomeoftheexercisesinclassorallyMultiplechoiceAdvancedgrammarpracticeSomekeyquestionsforstudentstoanswers:Whatwastherelationshipbetweenmanandnaturebefore20lhcentury?WhataretheconsequencesofusinginsecticideslikeDDT?WhatdoesMissCarsonconsiderasthecentralproblemofourageintheUSA?Howdoesmanassisttheincreaseofinsectpopulationandinvasion?Whatroleintheviewoftheauthorshouldthepublicplayinconnectionwiththeproblem?WrittenAssignmenttostudents:Writeatwo-layeredoutlineofthelesson.TeachingNotesAdvancedCollegeReading(BookOne)Lesson4：TheMysteryofRommePsMissingTreasureClasshoursneededforthelesson6classhoursTimeallocationOralpresentationsonTreasureSearchProject(by6students,60minutes)Analysisanddiscussionofthetext,180minutesDoingsomeoftheexercises,30minutes.ReviewandDiscussionoftheassignments,30minutesTeachingobjectivesThestudentsarerequiredtocomprehendthetextmaterialinanexplicitway,beingawareofthehistoricalbackgroundinformation.Thestudentsarecapableofproposingaprojecttoinvestigatethepuzzleofthemissingtreasure,whicharepresentedinformoforalpresentations.TeachingMethodWithmulti-mediapresentation,theinstructorleadsthestudentstoagoodcomprehensionofthetext.Thestudentswereclassifiedintosixgroupswithdifferentworkfocusesonaprojectproposal,TreasureSearchProject,whichaimsattheinvestigationofthemissingtreasure.Eachgroupreviewedtherelevantliteratureandpresentedtheirresearchresultsandplansinformofpresentations.TeachingProceduresQuestionsfordiscussionWhatistheclaimoftheauthorregardingthemissingtreasure?SaysomethingaboutthemilitarysituationatthetimewhenRommelwasforcedtoburyhistreasure.TextcomprehensionandanalysisBackground:FieldMarshalErwinRommelFieldMarshallErwinRommelwasoneofthemostcelebratedNazicommandersduringWorldWarII,aslytacticianwhoseexploitsinNorthAfricaearnedhimthenickname"TheDesertFox."RommeljoinedtheGermanarmyin1910andservedwithdistinctionduringWorldWarI,incampaignsinFrance,RomaniaandItaly.Inlate1943RommelwassenttoFrancetodirectthedefensesforanexpectedAlliedinvasion.InJuly1944aBritishaircraftfiredonRommefscar,killinghisdriverandcausingacrashthatgaveRommelaseriousheadinjury.WhilerecuperatinghefoundouthehadbeenimplicatedinaplottoassassinateHitler(anattempton20July1944byClausvonStauffenbergfailed).Ratherthanfacetrial,Rommelwasallowedtotakeafataldoseofpoisonon14October1944.Maintheme:introductionofRommel'streasureasahistoricalpuzzleandtheclaimmadebytheauthoraboutthemissingtreasure..OutlineofthetextIntroductionofthemissingtreasure(Paragraph1-3)Thehistoricalbackgroundofthemissingtreasure.(Paragraph4-7)Aneyewitnessaccountoftheevent.(Paragraph8-15)Theassumptionoftheauthoraboutthemissingtreasure.(Paragraph9-22)Explainthefollowingexpressions:insurmountableoddsonthevergeskindiversadiversionarytacticpalm-studdedoasisParaphrasethefollowingsentences:JustasthedreadedidesofMarchhadocecomefortheindomitableJuliusCaesar,sotoo,weretheyabouttodescendupontheillustriousFieldMarshalErwinRommel.(Paragraph3)Butitwastonoavail.(Paragraph4)TheSaharaisapitilessinferno...»andyet,itisnotwithoutanintrinsicthoughsolitaryandlonelybeauty.(Paragraph21)PresentationsfortheTreasureSearchProjectBackgroundandgeographicalinformation(bytheInformationGroup)Analysisofthelocationofthetreasure(bytheResearchGroup)Cost-benefitanalysisoftheproject(bytheFinanceGroup)Challengefortheproject(bytheAdvisoryGroup)Tobeequippedfortheproject(bytheServiceGroup)Agendadesignedfortheproject(bytheManagementGroup)ExercisesVocabularybuildingParaphraseMultiplechoicesAdvancedgrammarpracticeAfter-classassignmentReviewthetextandwriteareportofyourresearchasagroupofthe.After-classanalysisLesson2inAdvancedCollegeReading(I)isanarticlepresentingthemissingtreasurepuzzleandtheassumptionoftheauthoraboutthispuzzle.TheclasseswereorganizedalongtheproposedTreasureSearchProject,wherethestudentsarewellmotivatedtodoresearchandgavepresentationsonthetopics.Thetextwaswellstudiedandthestudentslearnedtoworkasateamandtoproposearesearchproject.TeachingNotesAdvancedCollegeReading(BookOne)Lesson5：HowtowinfriendsandinfluencepeopleByDaleCarnegieClasshoursneededforthelesson5classhoursTimeallocationOralpresentation(by2students,20minutes)Analysisanddiscussionofthetext,180minutesDoingsomeoftheexercises,30minutes.Quiz,20minutesTeachingobjectivesThestudentsarerequiredtocomprehendthetextmaterialinanexplicitway,beingawareofthebackgroundoftheauthorandtheworksoftheauthor.Thestudentsarecapableofexpressingtheirpointofviewsorallyonthetechniquesindealingwithpeople,whicharerecordedinanafter-classessay.TeachingMethodWithmulti-mediapresentation,theinstructorleadsthestudentstoagoodcomprehensionofthetext,encouragingtheparticipationofthestudentsintheclassroomactivities,whichincludesstudentpresentationsandgroupdiscussions.TeachingProceduresPresentationsgivenbythestudentsatthebeginningoftheclassA.AtomicbombingofNagasaki:thebackground,outlineandexpressionsofthetextB.WilliamL.LaurenceandthePulitzerPrizeQuestionsfordiscussionA.DoyouknowanythingabouttheatomicbombingsinWorldWarII?Whatisyourviewaboutthebombings?C.DoesLaurencehaveanypoliticalormoralattitudestowardsthebombing?Why?TextcomprehensionandanalysisA.BackgroundDaleCarnegieDaleCarnegie(originallyCamegey)(November24,1888-November1,1955)wasanAmericanwriterandthedeveloperoffamouscoursesinself-improvement,salesmanship,corporatetraining,publicspeaking,andinterpersonalskills.BorninpovertyonafarminMissouri,hewastheauthorofHowtoWinFriendsandInfluencePeople,firstpublishedin1936,whichhassoldover30millioncopiesthroughmanyeditionsandremainspopulartoday.HealsowroteabiographyofAbrahamLincolntitledLincolntheUnknownandseveralotherbooks.Carnegiewasanearlyproponentofwhatisnowcalledresponsibilityassumption,althoughthisonlyappearsminutelyinhiswork.Oneofthecoreideasinhisbooksisthatitispossibletochangeotherpeople'sbehaviorbychangingone*sreactiontothemMaincontentsofHowtoWinFriendsandInfluencePeopleFundamentalTechniquesinHandlingPeopleDon'tcriticize,condemnorcomplain.Givehonestandsincereappreciation.Arouseintheotherpersonaneagerwant.SixwaystomakepeoplelikeyouBecomegenuinelyinterestedinotherpeople.Smile.Rememberthataperson'snameistothatpersonthesweetestandmostimportantsoundinanylanguage.Beagoodlistener.Encourageotherstotalkaboutthemselves.Talkintermsoftheotherperson*sinterests.Maketheotherpersonfeelimportant-anddoitsincerely.WinpeopletoyourwayofthinkingTheonlywaytogetthebestofanargumentistoavoidit.Showrespectfortheotherperson*sopinions.Neversay,"You'rewrong."Ifyouarewrong,admititquicklyandemphatically.Begininafriendlyway.Gettheotherpersonsaying"yes,yes'*immediately.Lettheotherpersondoagreatdealofthetalking.Lettheotherpersonfeelthattheideaishisorhers.Tryhonestlytoseethingsfromtheotherperson'spointofview.Besympatheticwiththeotherperson'sideasanddesires.Appealtothenoblermotives.Dramatizeyourideas.Throwdownachallenge.BeaLeader:HowtoChangePeopleWithoutGivingOffenseorArousingResentmentAleader'sjoboftenincludeschangingyourpeople'sattitudesandbehavior.Somesuggestionstoaccomplishthis:Beginwithpraiseandhonestappreciation.Callattentiontopeople'smistakesindirectly.Talkaboutyourownmistakesbeforecriticizingtheotherperson.Askquestionsinsteadofgivingdirectorders.Lettheotherpersonsaveface.Praisetheslightestimprovementandpraiseeveryimprovement.Be“heartyinyourapprobationandlavishinyourpraise."Givetheotherpersonafinereputationtoliveupto.Useencouragement.Makethefaultseemeasytocorrect.Maketheotherpersonhappyaboutdoingthethingyousuggest.Maintheme:thediscussionofoneoftheimportanttechniquesindealingwithpeople:don'tcriticizeOutlineofthetextThestoryof4Two-Gun,Crowleyandotherexamplestoshowthatpeopleitisratherdifficultforpeopletoblamethemselves(Paragraph1-14)Itisfoolishtoscoldsinceitisinhumannaturetoavoidblamingeveryonebyhimself.(Paragraph15-24)ThestoryofLincolntoshowthatbittercriticismshouldbeavoided.(Paragraph33-50)Explainthefollowingexpressions:ProstrateAtbayAneckingpartyProcrastinateInahigh-handedmannerhomingpigeonsTobetantamounttoParaphrasethefollowingsentences:Hewillkill,saidtheCommissioner,atthedropofafeathe匚(Paragraph3)Youwillfindexamplesofthefutilityofcriticismbristlingonathousandofpagesofhistory.(Paragraph19)"Judgenot,thatyebenotjudged9(Paragraph28)ExercisesVocabularybuildingParaphraseMultiplechoicesAdvancedgrammarpracticeAfter-classassignmentReviewthetextandwriteanessaystatingone'sownpointofviewsonhowtodealingwithpeople.After-classanalysisLesson5inAdvancedCollegeReading(I)isanextractfromthebookHowtoWinFriendsandInfluencePeople.ThelevelofdifficultyisfairtothethirdyearstudentsofEnglishMajor.Thestudentsareinterestedinthetopicandwereactiveindiscussion.TEACHINGNOTESAdvancedCollegeReading(BookOne)Lesson6：BetweenTwoWorldsClasshoursneededforthelesson:6classhoursTimeallocation:Pre-readingactivity:a20-minute-introductiontothebackgroundofthetextReadingactivities:5hoursincludingreadingcomprehension,introduction,explanation,askingandansweringquestionsPost-readingactivities:a40-minute-exerciseoflanguagepoints,discussionandstudent'spresentationoftheirviewsonthetextFocusandDifficulty：helpstudentsunderstandthebackground,andhelpstudentstograspthemainpointstheeditoriallistsPre-readingactivityTitlestudy:TwoWorldscanbereferredtoonewhitecommunityandoneblackcommunity.Betweencanbeexplainedthattheblackmiddle-classhasitsonefootinthewhitecommunityandtheotheronestillremainspartlyintheblackcommunity.Theblackmiddle-classhasbothcharactersofthesetwocommunitiesbutbelongstoneitherpart.Theyarephysicallyineitherworldbutspirituallytheycanhardlyfindtheirpositioninthem.Theyareinfactoutsidethetwoworlds.Overview:LikemanystoriesabouttheblackAmericans,racialdiscriminationwillalwaysbethedominanttheme.UnlikemanyotherstoriesthestereotypedblacksofpovertyandunderclassarenotthemainconcerninthetextofBetweenTwoWorlds.Theauthorshowsgreatconcernaboutthemiddle-classblackAmericanswhohaveenteredthemainstreamoftheUS.Asthesayinggoes,“Nopains,nogains."Afteralongtimeofstruggleblacksgainedtheirrights.Buttothecontrary,itisadmittedthat“nogains,noloss“forthebalckmiddle-class.Superficially,theyhavewhattheydreamedofandseemtobeacceptedbythesocietyandthewhite,butintheirinnerfeelingtheygetlost.Theyareundoubtedlysuccessfulineveryrespectwhileunfortunatelytheycannotfindtheiridentity.Asfortheblacks,theyarechargedfor“actingwhite"andhavingabolishedtheirblackculture.ButfrompointofviewofthewhiteAmericans,theblackmiddle-classhascausednewcrisesineveryrespect.Aviewmightcomeuptouswhilewereadthetextthatthemoretheyhaveachievedmateriallythemoretheyhavelostspiritually,becomingisolatedandalienineitherworld.Cantheauthorproducethereasons?Why?ReadingactivitiesUnderstandingthetextPar1.QuitealargenumberofblackAmericansarenowinthemiddle-classbeingmembersofthemainstreamwhohavedecentjobs,income,goodeducationalbackground.Inanotherworld,theypossesswhatotherwhitepeopledo.TheyareregardedasthesuccessfulfiguresofblackAmericansafteryearsofunnoticedstruggle.Par2.Examplesofsuccessstoriescanbeheardinmanyfieldswhichwerenotpossiblyanticipated.Theyshouldbesatisfiedfortheyarebetter-offnowinmanyrespects.Par3-4.Despitetheirbetterlifeandsocialposition,theblackmiddleclassstil)feelsexcludedandalien.Raceisinaction.Theyaresegregatedbothfromblacksocietyandwhitesociety.Thewhitebegantoacceptthembutnotfullywhichcausesthemtobeuncertainandlittleconfident.Par5-6Stillsomewhitewon'tbringthemintothemainstreamandareworriedabouttheirintrusion.Racialdiscriminationwon'tretreateasily.Examplesaregivenforracialdiscrimination,suchastheyareoftenmistakenasunder-classcitizensorcriminals.Par7Unlikeunderclassblacks,middleclassblackshavetheirownproblemstoo.TheydemandmorefreedomandprofoundequalityineveryrespectintheU.S..Governmentshouldreconsiderthepolicytodealwiththeproblems.Par8.Superficially,theyhavealmostwhatthewhitehavebuttheyaretreatedunequallyjustbecausetheyareblack.Par9.Theracialproblemsexistineverywhere,eveninthegovernmentsectors.Par10.Comparedwithethnicminorities,blackAmericanssuffermorefromracialdiscrimination.Par11.Thecaseofrealestateagentsshowsthattheproblemsofunfairtreatmentaredeeplyrootedinsociety.Par12.Thereareexceptionsthatsomeblacksarequitesatisfiedwithbeingtreatedwellbytheirwhitepartners.Par13-14However,therearesuccessfulblackswhomanagedtosurvivetheracialdiscriminationmadefortuneinbusiness.Par15.Thereexistsmentalproblemthatpeoplearetoosensitiveandtendtoconnectsomeissuestoracialdiscrimination.Par16Itisundeniablethatblackmiddleclassislikelytobeisolatedatwork.E.g.Anumberofblacksarelessintegrated.Par17.Someeffortsaremadetochangethesituationandhelpspeedtheirintegrationbutitishardandinadequatecreditisgiventoblacks.Par18.Thesituationoflackingcreditiscausedbytheblackseither.Par19.Crisisofverysuccessfulblackscanbefoundintheiridentity.Theyoftenfeelpuzzledwhotheyareandtowhomtheybelong?Theyfeellostineitherworld.Par20.Fromthetrendofblacksturningtoblackcollegestoday,wecanseetheracialproblemtosomeextentremains.Par21-22.Analysisofthepovertyofunderclassblacksrevealsthattheyrelytoomuchonthemiddleclassblacks.Thatisalsoasocialproblem.Par23Middleclassblacksshouldnotfeelguilty.Par24.Weshouldbefullyawarethatthecurrentsocialstatusofthemiddleclassblacksismuchbetternevertheless.Thisprogressdependsontheeffortsmadebythesocietytoeliminateprejudiceandpromoteeconomythatoffersopportunityforblacks.Par25.Thewholenationshouldfeelguiltythatracialdiscriminationismirroredbythedropofcollegeenrollment.Par26.Economyisseenasaleverageofupsanddownsofasociety.Toeliminateracialproblemsanationshalldevelopitseconomy.Post-readingactivities7.QuestionsfordiscussionWhydoAmericanmiddle-classblacksfeeltheylivebetweentwoworlds?Giveexamplestoillustratethatwell-offblacksstillencounterracialprejudice.Multiplechoice(refertotheexerciseinthestudent'sbook)Languageexercise(asabove)TeachingNotesAdvancedCollegeReading(BookOne)Lesson9:SomeNationalStupiditiesByMarkTwainLessonhours:5hoursTime:Week13Date:November12th-19thTimeallocation:Introductiontotheauthor,10minutes;alectureonFiguresofSpeech50minutes;detailedanalysis90minutes;oraldiscussion,30-40minutes;doingsomeoftheexercises,30minutes.DifficultyandFocus:GetstudentsunderstandandappreciateMarkTwain'snumeroususeoffiguresofspeechandknowtoputimplicitlanguageintoexplicitlanguage.Remembersomeoftheillustrationsinthetext.TeachingProcessIntroductiontoMarkTwain-hislifeexperience,hismajorworks,andtheliteraryfeaturesofTwain'sworks.AlectureonFiguresofSpeechDetailedanalysisofthetext(SeeTeacher'sBookOne)Questionsfordiscussion:WhatdoyouknowaboutMarkTwain?WhatdoesTwainthinkofGermanstoves?WhataresosmeoftheotherthingsTwain