高教版大学英语泛读教程4(第三版)电子教案Unit 12
高教版大学英语泛读教程4(第三版)电子教案Review 03
Charles, 39, Shanghai
B) I came here to teach English in my early 20s and eventually moved into business, running a small import-export operation. I majored in Mandarin Chinese back in the U.S. and continued my language studies here. I’m now fluent in Chinese and my reading is just about perfect, I’m married to a local woman and have three kids who were all born and raised here. Granted, I haven’t got Chinese citizenship, as that would have involved me renouncing my American citizenship. I wasn’t prepared to do that as it would have caused me too many headaches, not least of which would have been having to get a visa every time I wanted to go back to visit family. But I have permanent residency in China and consider this my home. Despite all this, most Chinese people will always see me as an outsider.
高教版大学英语泛读教程4(第三版)电子教案Review 04
The Barra Boy
Another child who appeared to believe he had lived a previous existence is Cameron Macauley. From the age of two, the Scots youngster told his mother that he had lived on the small island of Barra off Scotland’s west coast. He recalled his life there in a white house by the beach and remembered that his father was called Shane Robertson. As he increasingly yearned to visit the island, his mother agreed to take him there as part of documentary, accompanied by a child psychologist who had carried out research into claims of reincarnation. Once they had located a house that fit Cameron’s description and — more intriguingly — discovered it had been owned by a family surnamed Robertson, the child was initially excited but then became pensive and withdrawn. Although he appeared to know his way around the house and several of the claims he made proved accurate, research failed to turn up any evidence of a Shane Robertson having lived there.
大学英语泛读第三版教案
课程名称：大学英语泛读教程（第三版）授课对象：大学英语专业学生授课时间：2课时教学目标：1. 提高学生的英语阅读理解能力，培养学生的英语阅读兴趣。
2. 培养学生的批判性思维和跨文化交际能力。
3. 增强学生的英语词汇量和语法知识。
4. 培养学生的自主学习能力和合作学习能力。
教学重点：1. 理解文章的主旨大意和细节内容。
2. 掌握文章的写作技巧和修辞手法。
3. 学会运用英语进行批判性思考和表达。
4. 了解跨文化背景知识。
教学难点：1. 理解文章的深层含义和作者的写作意图。
2. 灵活运用语法知识进行英语表达。
3. 提高学生的跨文化交际能力。
教学方法和手段：1. 讲授法：讲解文章的背景知识、写作技巧和修辞手法。
2. 讨论法：引导学生进行小组讨论，分享观点，提高学生的口语表达能力。
3. 案例分析法：通过分析典型文章，让学生掌握阅读技巧。
4. 角色扮演法：让学生模拟文章中的角色，提高学生的英语实际运用能力。
5. 多媒体教学：利用PPT、视频等手段，丰富教学内容。
教学内容和过程：第一课时：一、导入1. 介绍课程背景和教学目标。
2. 引导学生思考阅读的重要性。
二、课文讲解1. 介绍文章的背景和作者。
2. 分析文章的主旨大意和细节内容。
3. 讲解文章的写作技巧和修辞手法。
三、课堂活动1. 小组讨论：让学生分组讨论文章的主题，分享各自的观点。
2. 角色扮演：让学生模拟文章中的角色，提高学生的英语实际运用能力。
四、作业布置1. 完成课后练习题，巩固所学知识。
2. 预习下一课内容。
第二课时：一、复习上节课内容1. 复习课文中的重点词汇和短语。
2. 复习文章的写作技巧和修辞手法。
二、阅读理解练习1. 阅读一篇新的英语文章，分析文章的主旨大意和细节内容。
2. 学生互相讨论，分享阅读心得。
三、语法讲解1. 讲解与课文相关的语法知识。
2. 布置语法练习题。
四、课堂活动1. 小组讨论：让学生分组讨论文章的主题，分享各自的观点。
2. 角色扮演：让学生模拟文章中的角色，提高学生的英语实际运用能力。
高教版大学英语泛读教程4(第三版)电子教案Unit 2
A Do You Get It?
Multiple Matching
Scan each of the five paragraphs (a-e) again. Below are a series of newspaper headlines that refer to ideas or information contained in each paragraph. Match the headline to the paragraph.
U2-p.14
These objections notwithstanding, the government argued that the NIR and ID cards would be beneficial to society. They would help prevent terrorist attacks, such as the London suicide bombings of July 7, 2005, which killed 56 people, and would assist in tackling illegal immigration and identity fraud. Even though some security experts agreed with these views, many others rebutted them. It was pointed out that the four 7/7 bombers were actually all British citizens. Since the police appear to have known the identity of at least one of them, the assertion that the NIR system could have stopped them seems weak. In the case of illegal immigration, critics observed that ID cards would make no difference because a passport and visa system is already in place. If the current system isn’t working, why should an extra layer of bureaucracy make any difference? Finally, statistics show that identity theft is actually easier and more prevalent in countries with ID cards.
第三版英语泛读教程第四册答案
英语泛读教程第四册课文、快速阅读及家庭作业答案(APPENDIX：ANSERE KEYS)Unit 1 CENIUS AND THE CRAFTSMANText:Exercises A. dB. 1.c 2.c 3.b 4.d 5.c 6.b 7.b 8.aD. 1.a 2.b 3.c 4.d 5.b 6.d 7.dFast Reading: 1.a 2.a 3.d 4.c 5.c 6.d 7.c 8.d 9.d 10.c 11.c 12.b 13.c 14.d15.aHome Reading: 1.d 2.c 3.a 4.d 5.c 6.d 7.b 8.b 9.c 10.aUnit 2 PERSONAL VERSUS SOCIAL IDENTITYText:Exercises A. aB.1.b 2.d 3.d 4.c 5.a 6.a 7.c 8 .a 9.d 10.a 11.dFast Reading: 1.d 2.d 3.d 4.c 5.d 6.d 7.d 8.d 9.a 10.c 11.c 12.d 13.c 14.c 15.cHome Reading: 1.b .2.a 3.a 4.aUnit 3 FOOD FIGHTText: Exercises A. cB. 1.b 2.a 3.b 4.c 5.d 6.b 7.a 8.b 9.bD. 1.a 2.a 3.d 4.b 5.a 6.c 7.c 8.a 9.d 10.b 11.c 12.c 13.a 14.dFast Reading: 1.c 2.b 3.b 4.a 5.b 6.b 7.a 8.d 9.b 10.b 11.b 12.b 13.d 14.a 1 5.dHome Reading: 1.c 2.a 3.a 4.b 5.a 6.b 7.d 8.c 9.bUnit 4 THE 20TH CENTURY TIMEText: Exercises A. bB.1.c 2.d 3.b 4.d 5.b 6.c 7.a 8.d 9.b 10.d 11.cD. 1.d 2.b 3.a 4.a 5.b 6.d 7.b 8.a 9.b 10.dFast Reading: 1.d 2.b 3.c 4.c 5.d 6.b 7.d 8.c 9.b 10.d 11.c 12.a 13.c 14.c 15.d Home Reading: 1.d 2.d 3.c 4.c 5.a 6.d 7.b 8.aUnit 5 TOY STORYText: Exercises A. aB. 1.b 2.c 3.a 4.d 5.b 6.c 7.aD. 1.d 2.c 3.d 4.a 5.b 6.a 7.b 8.d 9.a 10.d 11.b 12.c 13.aFast Reading: 1.b 2.c 3.a 4.c 5.d 6.a 7.c 8.b 9.d 10.c 11.a 12.c 13.c 14.c 15.cHome Reading: 1.c 2.b 3.a 4.d 5.a 6.d 7.b 8.c 9.c 10.aUnit 6 HOW PIXAR FOSTERS COLLECTIVE CREATIVITYText: Exercises A. aB. 1.d 2.b 3.c 4.b 5.b 6.a 7.b 8.c 9.c 10.a 11.c 12.b 13.dC. 1.a 2.b 3.a 4.a 5.b 6.a 7.c 8.d 9.b 10.c 11.aFast Reading: 1.b 2.b 3.b 4.d 5.c 6.c 7.c 8.c 9.d 10.b 11.d 12.a 13.d 14.a 15.bHome Reading: 1.b 2.c 3.b 4.d 5.b 6.b 7.b 8.d 9.cUnit 7 POSTMORTEM WITH STRINGSText: Exercises A. cB. 1.c 2.a 3.a 4.b 5.d 6.a 7.b 8.cD. 1.a 2.d 3.c 4.d 5.a 6.a 7.b 8.b 9.c 10.d 11.a 12.b 13.cFast Reading: 1.a 2.d 3.c 4.b 5.a 6.d 7.b 8.d 9.c 10.b 11.d 12.b 13.b 14.c 15.dHome Reading: 1.d 2.d 3.b 4.d 5.c 6.a 7.b 8.a 9.b 10.cUnit 8 THE LIFE OF SAMUEL JOHNSONText: Exercises c.B. 1.d 2. c 3.b 4.b 5 a. 6. c 7.a 8.cD. 1. c2.d 3.a 4. c 5. a 6. b 7. d 8. c 9. b 10.b 11.d 12.d 13.d 14.c 15.dFast Reading: 1.a 2.c 3. a 4. a 5. d 6. b 7c . 8. d 9. d 10. c 11.d 12. d 13. d 14.c 15.d Home Reading: 1.a 2. d 3. d 4.d 5.b 6.c 7.d 8. bUnit 9 THE ARCHAEOLOGISTS WHO WOULDN’T DIGText: Exercises A. bB. 1.b 2.a 3.d 4.c 5.d 6.a 7.b 8.cD. 1.a 2.c 3.b 4.a 5.c 6.d 7.a 8.b 9.c 10.a 11.c 12.a 13.b 14.c 15.a 16.c17.d 18.b 19.aFast Reading: 1.a 2.ac3.c 4.d 5.b 6.a 7.b 8.c 9.c 10.d 11.c 12.b 13.c 14.a 15.dHome Reading: 1.b 2.c 3.d 4.a 5.c 6.b 7.d 8.a 9.d 10.dUnit 10 IS WEATHER GETTING WORSE?Text: Exercises A. cB. 1.c 2.b 3.b 4.c 5.b 6.c 7.b 8.b 9.c 10.cD. 1.b 2.a 3.c 4.b 5.a 6.d 7.d 8.a 9.c 10.a 11.c 12.b 13.b 14.aFast Reading: 1.a 2.b 3.b 4.d 5.a 6.c 7.b 8.b 9.d 10.a 11.d 12.c 13.d 14.d 15.bHome Reading: 1.c2.c 3.c4.a 5.d 6.b 7.d 8.d 9.b 10.cUnit 11 PERSONAL NAMESText: Exercises A. bB. 1.b 2.a 3.a 4.c 5.d 6.c 7.b 8.cD. 1.d 2.a 3.a 4.d 5.b 6.c 7.b 8.a 9.c 10.aFast Reading: 1.c 2.a 3.b 4.d 5.d 6.a 7.c 8.c 9.d 10.a 11.c 12.c 13.d 14.d 15.bHome Reading: 1.c 2.a 3.c 4.a 5.d 6.b 7.a 8.b 9.a 10.cUnit 12 WHY PEOPLE WORKText: Excises A. bB. 1.d 2.a 3.b 4.d 5.d 6.b 7.c 8.d 9.cD. 1.b 2.a 3.a 4.b 5.b 6.c 7.a 8.b 9.c 10.b 11.b 12.a 13.c 14.b 15.aFast Reading: 1.d 2.d 3.b 4.b 5.b 6.d 7.d 8.c 9.b 10.c 11.c 12.b 13.c 14.d 15.aHome Reading: 1.d 2.c 3.c 4.b 5.d 6.b 7.cUnit 13 THE HAPPINESSText: Exercises bB. 1.a 2.b3.b 4.d5.c 6.a 7. c 8.c 9.cD. 1.a 2.b 3.b 4.a 5.b 6.d 7.a 8.c 9. c10.c 11. d 12. b 13.d 14.aFast Reading: 1.d 2.a 3.d 4.d5.d 6.c 7.b 8.c 9.a 10.a 11.c 12.b 13.b 14.d 15.d Home Reading: 1.b 2.c 3.d 4.c 5.c 6.b 7.cd 8.a d.a 10.b 11.dUnit 14 THE AMERICAN SCHOLARText: Exercises cB. 1c. 2.d 3.b 4.b 5.d 6.d 7.c 8.d 9.d 10.dD. 1.c. 2.d 3.b 4.a 5. d 6.d 7.a 8. a 9.b 10.a 11.c 12.a 13.a 14.dFast Reading: 1.a 2.c 3.b 4. a 5.d 6.d 7. d 8.b 9.c 10. c 11.d 12.b 13.c 14. d15.b Home Reading: 1. c2. c 3. c 4. a 5.a 6. c 7.c 8.dUnit 15 THE CHRYSANTHEMUMSText: Exercises A. bB. 1.a 2.d 3.c 4.c 5.a 6.c 7.d 8.b 9.bD. 1.a 2.b 3.c 4.c 5.a 6.b 7.a 8.a 9.d 10.bFast Reading: 1.a 2.c 3.d 4.b 5.a 6.b 7.c 8.c 9.d 10.c 11.c 12.b 13.a 14.d 15.d Home Reading: 1.a 2.c 3.d 4.b 5.c 6.d 7.d 8.b 9.c。
英语泛读(4)教案-推荐下载
授课方式 讲授、练习 授课学时 6
教学目标或要求：
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大学英语泛读教程3(第三版)-电子教案Unit 12
U12-p.146
Reading Comprehension
Based on the reading text, choose the most appropriate answer to the following questions.
a 1. Why were rotten teeth seen as a sign of prestige? Detail a. Because sweet food was expensive. b. Because dentistry was not cheap in those days. c. Because it was considered beautiful. d. Because only married women had black teeth.
U12-p.144
Track 27
A Kick in the Teeth
Everyone loves a nice toothy grin, right? Well, not the Elizabethan English, apparently. In the 16th century, sweet delicacies were treats available only to the wealthy. For this reason, bad teeth were seen as a sign of prestige and it was not uncommon for society’s richest to blacken their teeth in an attempt to demonstrate their status. As daft as this practice seems, the darkening of teeth was not confined to the 16th century English. For centuries, the Japanese died their teeth black. Although, it was mainly women who did this to demonstrate they had come of age or were married, aristocratic men and soldiers who had been injured also adopted the habit. Unlike the Elizabethans, though, the Japanese were actually looking after the teeth, as the dye provided a coating that protected the teeth from decay.
泛读教程第四册教学大纲
泛读教程第四册教学大纲一、课程概述泛读教程第四册是泛读系列教材的一部分，为英语学习者提供了一系列在不同主题下的文章，并重点突出文章中的词汇、语法和阅读技巧。
本教程适用于中高级水平的英语学习者，旨在提高学生的阅读理解水平，以便更好地适应日常生活和工作中的英语环境。
二、教学目标•培养学生的泛读能力，提高其阅读速度和精度。
•强化学生对语法的掌握，提高其对复杂句子的理解能力。
•提高学生对文章内涵、结构及语气的分析和理解能力。
•增加学生的词汇量，提高其词汇熟练度。
三、教学内容本课程涵盖以下主题：1.社交科技2.学习与职业发展3.生活方式与兴趣爱好4.健康与生活方式5.环保与可持续发展6.文化与旅游7.社会问题与热点话题其中每个主题下分别包含以下内容：•阅读文章•词汇学习•语法分析•阅读理解练习四、教学方法1.泛读法。
通过快速阅读文章，抓取文章主旨，提高阅读速度和理解能力。
2.课堂讲解。
老师将对每篇文章的主题、背景、作者原意等方面进行详细的介绍和解析。
3.小组讨论。
让学生在小组内共同探讨、分享文章主题，提高学生的口语表达和思维能力。
4.语法点讲解。
重点讲解掌握不易的句子结构及语法规则，并结合实例分析。
五、教学评估•课堂作业：每次课后布置相关阅读练习，主要测试学生对英语文章的泛读、细读和理解能力。
•期末考试：考试内容包括所有主题下的阅读理解、语法分析和词汇应用，主要考察学生的英语阅读理解和语言运用能力。
六、参考教材•《泛读教程（第四册）》上海交通大学出版社•《英语泛读教程：从入门到精通》王海燕著，对外经济贸易大学出版社。
英语泛读教程4教案
英语泛读教程4教案Unit 1 Genius and the CraftsmanI. ObjectiveTo know the process of conceiving a story and developing it into a perfect work of art.II. Time ArrangementAbout two periods of class will be used for the analysis and discussion of the passageitself.III. Procedures:1. Greeting;2. Begin the new lesson:1) Answer the pre-reading questions orally; 2) Learn some related information;3) Allow students 3 minutes to go over the text rapidly for the main idea;4) Do the guesswork of vocabulary;5) Study the Text extensively;3. Ex. about the text;4. Fast reading passages and Ex.;5. Homework.IV. Related InformationMany people admire writers for their exquisite stories, but few of them know withwhat painstaking efforts writers work to bring a story into the word. The followingpassage discusses the process of writing a story in terms of genius and craftsman.Preview Questions(1) What do you think the meaning of ―genius‖ is?(2) What does a person do to be a genius?(3) Where does genius come from?(4) What do you think the meaning of ―craftsman‖ is?(5) What does a person do to be a craftsman?(6) What relation do you think it is between ―genius‖ and―craftsman‖?V. Emphasized PointsKey Words(1) genius(2) craftsman and craftsmanship(3) the creative function(4) conception in the dark of the mind(5) the lucid impression(6) a process of intelligent selection(7) to trust and write(8) rewriting1VI. Text Comprehension1. Structure AnalysisDivision Paragraph Main IdeaThe firstPart I three An introduction to the topic.paragraphs(1) The necessity of understanding the creative function; The restof Part II (2) the process of conceiving a story; (3) the process of passage developing a story into a perfect work of art.2. Comprehension Questions(1) Why does the writer think it necessary to the creative function?-- The writer believes that understanding of the creative function increases ourwisdom in dealing with the emerging story by making us aware of two things:genius and craftsman or craftsmanship.(2) How is a story conceived?-- A story is conceived when some experience of the present provokes thecombination of one‘s early impressions.(3) What is the principle of a story‘s life?-- Like any seed, the seed of a story has its own principle of growth: a) a processof intelligent selection, b) rarely presents itself as a whole.(4) What are the three functions of the craftsman?-- Trust, write, and generating skill.Topic for Discussion, Is it possible for a writer to start writing on impulse and then catch some good ideas flashing into his mind during the process of writing? Cite examples to illustrate your point., Do you think it is true a good story is not written but rewritten? Why or why not? 3. Teaching Points for Reference(1). So it is with the reader who comes upon an outstanding story: spellbound, he takes it to his heart, no question asked.(当读者读到一部杰出的小说时，他也会这样如痴如狂，欲将小说字字句句刻骨铭心，绝不会提出任何问题。
大学泛读教程四 12单元 Art Presentation
文艺复兴： 人物造型健硕 充满温情和人文 主义思想
达芬奇：将人间情感引入宗教的神话题材 Vinci 米开朗基罗：强壮的人体造型与中世纪形 成对比 拉斐尔： 人物造型丰满充满温情
最后的晚餐
达芬奇
意大利伟大的艺术家莱奥纳多· 芬 达· 奇所创作，是所有以这个题材创作的 作品中最著名的一幅。画面中的人物， 其惊恐、愤怒、怀疑、剖白等神态， 以及手势、眼神和行为，都刻划得精 细入微，惟妙惟肖。这些典型性格的 描绘与画题主旨密切配合，与构图的 多样统一效果互为补充，使此画无可 争议地成为世界美术宝库中最完美的 典范杰作。这幅画，是他直接画在米 兰一座修道院的餐厅墙上的。沿着餐 桌坐着十二个门徒，形成四组，耶稣 坐在餐桌的中央。他在一种悲伤的姿 势中摊开了双手，示意门徒中有人出 卖了他。现藏于米兰圣玛丽亚德尔格 契修道院
Art is unsettling, it has only one value---cannot be explained.
---G e o rg e s B ra q u e
Name
Times Nationality 839 1906
Art faction
Postimpressionis m "the father of modern art“
Part 1
• Main idea: Near the end of the 19th century, a small group of artists working in France and Germany began to re-evaluate the meaning and function of art.
Answer:
Answer 1: • Edward Munch, a Norwegian artist.
最新英语泛读(4)教案
教案
促销问题
1、每棵树苗16元，买3棵送1棵，一次买3棵，每棵便宜多少钱？
2、每棵树苗24元，买3棵送1棵，一次买3棵，每棵便宜多少钱？
3、每棵树苗16元，买3棵送1棵。
176元最多能买多少这样的树苗？
4、一条裤子原价80元，五一期间商场举行优惠活动，买三送一，爸爸用原来买3条裤子的钱买裤子，每条裤子便宜多少钱？
5、每瓶饮料3元钱，买5送1, 45名学生每人一瓶，要买多少平饮料？需要花多少钱？
6、文化用品商店搞促销活动，钢笔14元一枝，买5赠2，一次买5枝，每枝便宜多少钱？
7、我有185
9、新华超市对某品牌的牛奶进行促销。
王阿姨带260元最多可以买几箱？还剩
多少钱？
10、四（1）班的同学为看望福利院的小朋友筹集了215元钱，最多可以买几个布娃娃？还剩多少钱？
11、李老师用了200。
英语泛读教程unit 12.jsp
If she was in London, what would happen?
Imminent, downhill GP consultant, combination, alive per capita, dependents
Dessa’s story: Grace in a few year’s time
免疫系统正在恶化 唯一机会
平均生命期望值 衣衫褴褛 脚上全是灰尘 好奇的大眼睛和害羞的 笑容 建立一所学校 登记 突出的饥饿的肚皮
Only method
Picking up drugs for free from NHS (National Health Service) can check the tidal wave of death that is to overtake so many.
structure
Passage I
Share you knowledge about AIDS with us!!
1. what does AIDS mean? Acquired immune deficiency Syndrome 2. What is AIDS caused? A virus called HIV (Human Immunodeficiency Virus) 3. What are people who have the HIV antibodies called? HIV-positive 4. Is being HIV-positive the same as having AIDS? No 5. How can we say that one gets AIDS? Get infected with HIV, later develop AIDS
英语泛读教程第四册课程设计
英语泛读教程第四册课程设计课程背景英语泛读教程第四册是一本适合英语教师和学生使用的中级英语教材。
该教程主要涵盖以下内容：•阅读和理解不同类型的英语文章•扩展英语词汇和短语表达•分析和评估英语文章中的信息•提高阅读速度和技巧该教材适合中级英语学习者，包括大学生，研究生和工作人员。
教学目标•提高学生英语阅读的理解和表达能力•扩大学生的英语词汇和表达范围•培养学生的阅读技巧和策略•增强学生的英语思维能力和知识面课程大纲第一课：阅读理解本课程旨在帮助学生掌握阅读和理解不同类型的英语文章，从而提高他们的英语表达能力。
在本课中，学生将学习以下内容：•阅读不同类型的英语文章，如新闻报道，科技文章和学术论文•提高阅读速度和技巧•分析和评估文章中的信息，了解作者的意图和立场•学习如何写出简要的文章总结第二课：英语词汇扩展本课程旨在扩大学生的英语词汇，并学习如何正确地使用他们所学的单词和短语。
在本课中，学生将学习以下内容：•学习如何使用英语词汇和短语•扩展英语词汇和短语表达范围•观察和理解单词和短语的使用场景第三课：文章分析本课程旨在帮助学生分析和评估英语文章，并了解作者的意图和立场。
在本课中，学生将学习以下内容：•了解如何读懂一篇英语文章•分析文章中的语言和文体结构•辨别作者的意图和立场•学会发表自己的看法并提出建议第四课：英语阅读技巧本课程旨在培养学生的英语阅读技巧，并提高阅读效率和准确性。
在本课中，学生将学习以下内容：•学习如何识别和预测关键词汇和短语•掌握如何使用标记和笔记提高阅读准确性和效率•学会使用上下文理解单词和短语课程评估组内评估学生将会在小组内讨论和评估对每一课程的理解和掌握情况。
小组评估的重点包括：•阅读理解能力•单词和短语掌握情况•文章分析和评估技能•阅读技巧和效率个人评估学生将需要在每个课程结束后提交一篇小论文，以检验他们对该课程的理解和掌握情况。
每篇小论文都将评估以下因素：•文章总结和摘要•对新词汇和短语的使用和掌握情况•对文章意图和立场的分析和评估•阅读技巧和笔记的使用情况结论英语泛读教程第四册旨在帮助学生提高英语阅读和表达能力，扩大他们的词汇和表达能力，并培养学生的阅读技巧和策略。
大学英语泛读教程3PPT教学课件-unit 12
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Reading
Track 27
Do you Remember When We Used to …?
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Track 27
A Fish Out of Water
Quite how swallowing live fish became a popular fad with American college students in the late 1930s is anyone’s guess, but several sources have traced the origins of this activity back to a young Harvard freshman called Lothrop Withington, Jr. Responding to a dare from his roommates, Withington ate a live fish in front of a crowd of onlookers at the Harvard Union. For reasons unknown, his antics sparked a frenzy for feasting on goldfish, and students around the country joined in. At the time animals rights groups were up in arms, and the media said it was a sign of the decadence of the youth. Looking back, as silly as the whole thing was, it all seems like a storm in a teacup.
大学英语泛读第四册第三版
大学英语泛读第四册第三版简介《大学英语泛读第四册第三版》是中国高等教育出版社出版的一本针对大学本科生的英语泛读教材。
本教材旨在培养学生的阅读能力，提高他们的英语综合素质，为他们今后的专业学习和研究提供必要的语言基础。
适用对象本教材适用于大学本科二年级及以上学生，特别是英语专业和非英语专业的学生。
对于英语专业学生来说，本教材是他们进一步巩固和扩展英语学习的重要工具；对于非英语专业学生来说，本教材可以帮助他们提高英语阅读能力，应对各种学术文献的阅读和研究。
教材特点1. 主题广泛《大学英语泛读第四册第三版》涵盖了多个领域的主题，如科技、医学、社会学、环境保护等，旨在培养学生的跨学科思维和阅读能力。
2. 文章多样本教材选取了多种形式和风格的文章，包括新闻报道、科学论文、社论、散文等。
这样的多样性可以帮助学生熟悉不同类型的英语文本，提高他们的阅读水平和理解能力。
3. 任务指导每篇文章都配有任务指导，帮助学生在阅读过程中更好地理解文章内容。
任务指导包括预读问题、词汇翻译、主题分析等，通过这些指导，学生可以更深入地理解文章，并培养自主学习的能力。
4. 词汇与语法练习《大学英语泛读第四册第三版》还包括词汇与语法练习部分，帮助学生巩固和扩展他们在阅读过程中所学到的词汇和语法知识。
这些练习旨在让学生更深入地运用所学知识，并提高他们在写作和口语方面的语言表达能力。
使用方法1. 课堂教学教师可以根据教材提供的课堂活动和教学指导，设计相应的课堂教学方案。
在课堂上，教师可以组织学生进行小组活动、讨论和演讲，以促进学生对文章内容的理解和思考。
2. 自主学习学生可以根据教材提供的任务指导和习题进行自主学习。
在自主学习过程中，学生可以通过阅读、思考和解答问题，提高他们的阅读能力和英语综合素质。
3. 辅助工具除了教材本身，学生还可以利用网络和词典等辅助工具来扩展阅读材料和查阅生词。
这些工具可以帮助学生更全面地理解文章内容，并提高他们的词汇量和阅读速度。
高教版大学英语泛读教程4(第三版)电子教案Review 02
Read the following article about immigration and answer the questions that follow the text.
From Russia with Love
Adoption Law Causes Anger and Despair
__C___1.Russian citizens who are involved in human rights abuses are not entitled to obtain American citizenship.
Review 02-p.75
D) However, despite Putin’s claims that the policy is designed to keep Russian children in Russian families, the numbers simply don’t stack up. Statistics from the United Nations Children’s Fund (UNICEF) indicates that a staggering 740,000 children await adoption in Russia, with just 18,000 families on the waiting list to adopt. Child care professionals, who have worked with some of the most needy, have branded the law a disaster for hundreds of thousands of Russian orphans. They also point out that Russian families are extremely unlikely to adopt children with mental or physical disabilities, whereas American families have consistently demonstrated a willingness to do so. With the Kremlin insisting that the policy is here to stay, it remains to be seen what the future holds for continued Russian immigration to the United States.
unit 12 英语泛读教程第三册
Unit 12 Why Are Y ou So Smart?ⅠObjectives1.Understanding the text2.Mastery of some language points3. Learning the hereditary factors that determine thought process2. Mastery of some difficult language points3. Learning the hereditary factors that determine thought processdetermine thought process2. Students might have difficulty in some of the words and phrases.3.Students need to learn some general knowledge of genes and their influeceIV Time ArrangementAbout two periods of class will be used for the analysis and discussion of the passage itself.Total class hours: three periodsAbout the author:Karen E. Wright, Ph.D. Associate Member, Department of Educational Psychology and Special Education, and Associate Professor, College of Nursing.Teaching areas: Counseling; family dynamics; grief, loss and bereavement; health and wellness.Research interests: Loss, grief & bereavement; grief & bereavement counseling; family coping; health psychology; child & adolescent development; quality of life; chronic & terminal illness; counselor education; women's issues.2. Text analysis1) Warm-up question:Have you ever taken a IQ test? Do you believe it? What is the advantage and disadvantage of being measured by such test?2) Language notes:1. whether you wind up in jail.(是否你将身陷牢狱。
英语泛读教案 高教社版
长春师范学院教案2011 --2012 学年度第二学期课程名称英语阅读4专业班级2010级英本1-8班授课教师李东霞本课程教学总体安排课程名称：英语阅读4课程性质与类型：专业必修课总学时﹑学分： 36学时；2学分教学目的与要求：本课程旨在提高学生的英语阅读能力，扩大词汇量，并且掌握基本的阅读技巧。
在此基础上，拓宽学生的视野，培养学生快速准确的获取信息，并且正确的辨别信息的能力；培养学生独立思考，总结文章的中心思想，重点训练学生见“树”亦见“林”的能力。
教材及参考书目：教材：虞苏美黄源深《英语泛读教程4》（第二版）高教版参考书目：1.《朗文当代高级英语词典》商务印书馆2.《金山词霸》Internet3.Jean Zukowski/Faust Susan S.Johnston 《字里行间》《语境阅读》外研社考核方式及成绩计算：考核方式：平时成绩（课堂表现+作业+出勤）+闭卷书面考试成绩计算方法：平时成绩*20%+闭卷书面考试*80%课程教学日历章节题目：Unit 1学时分配：共2学时Text Genius and the Craftsman（1.5 学时）Fast Reading（0.5学时）本章教学目的和要求：To make the Students know the language of the text.1.To make the students know the content of the text.2.To let the students have a discussion on what the text is about.3.To remind the students of rhetoric knowledge and structure of the text.其它：根据学生的认知程度及时调整教学进度课程教学方案课程名称、授课时数：Unit 1：Text & Fast Reading; 2 hours授课类型：理论课和习题课教学方法与手段：启发式讲授和讨论指导教学目的和要求：1. To make the Students know the language of the text.2. To make the students know the content of the text.3. To let the students have a discussion on what the text is about.4. To remind the students of rhetoric knowledge and structure of the text.教学重点难点：★对Text的理解及对文章的结构教学内容及组织安排：I t is to know the process of conceiving a story and developing it into aAbout two periods of class will be used for the analysis and discussion of the passage itself.ⅢRelated Information➢Many people admire writers for their exquisite stories, but few of them know with what painstaking efforts writers work to bring a story into the word. The following passage discusses the process of writing a story in terms of genius and craftsman.1. Robert FrostRobert Frost was born on March 26, 1874 in San Francisco and died on January 29, 1963 in Boston. Frost was an American poet and poet-in- residence at a number of colleges and universities. He was best known for his use of colloquial language, familiar rhythms, and symbols taken from common life to express the quiet values of New England life.His major works include the books of poems A Boy's Will (1913), North of Boston (1914), Mountain Interval (1916) New Hampshire (1923), Steeple Bush (1947), In the Clearing (1962), just mention a few. He also wrote verse Plays, such as A Masque of Reason (1945), and A Masque of Mercy (1947), etc.2. sputnika Russian word, man-made satellite launched by the former Soviet Union.➢Preview Questions(1) What do you think the meaning of “genius” is?(2) What does a person do to be a genius?(3) Where does genius come from?(4) What do you think the meaning of “craftsman” is?(5) What does a person do to be a craftsman?(6) What relation do you think it is between “genius” and “craftsman”?ⅣEmphasized PointsK ey Words(1)genius(2)craftsman and craftsmanship(3)the creative function(4)conception in the dark of the mind(5)the lucid impression(6)a process of intelligent selection(7)to trust and write(8)rewritingL anguage Notes1. So it is with the reader who comes upon an outstanding story: spellbound, he takes it to his heart, no question asked. (当读者读到一部杰出的小说时，他也会这样如痴如狂，欲将小说字字句句刻骨铭心，绝不会提出任何问题。
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“clean”? Vocabulary
a. Neatly.
c. In tune.
b. Spick and span.
d. Ply their trade.
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c 4. Which of the following words or expressions does NOT refer to dead
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Reading Comprehension
Based on the reading text, choose the most appropriate answer to the following questions.
d 1. Which of the following statements is NOT true? Detail
d. Buddhists never touch dead bodies. a 2. What is meant by the phrasal verb “dig in”? Vocabulary
a. Eat.
c. Worship.
b. Pray.
d. Offer.
b 3. Which of the following words or expressions is used in the text to mean
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A Do You Get It?
Multiple Matching
There are three main passages in the reading text.
Which of them refers to … __c___ 1. washing rituals? __c___ 2. people who remove their clothes? __a___ 3. a place where people worship? __c___ 4. the burning of a body? __a___ 5. the possibility that the dead can influence our lives? __b___ 6. people who are paid for their services? __b___ 7. a historical period? __c___ 8. something that doesn’t last forever?
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Expressing Grief
In some cultures, extreme displays of grief are a way of demonstrating the strength of one’s feelings for the departed. However, historically, these outpourings of distress need not always come from the nearest and dearest of the deceased. For the ancient Romans, for example, hiring professional mourners was a common way of putting on a suitable display of public lamentation. These people were paid to shriek and even tear their hair out in a frenzy of grief. Interestingly, wailers were also hired for funerals in Victorian England, and professional mourners continue to ply their trade in parts of Africa, the Middle East and China to this day. Sometimes these professionals can actually add spice to an otherwise morbid occasion by singing or dancing.
people? Vocabulary
a. Departed.
c. Nearest and dearest.
b. Deceased.
d. Resting places.
d 5. What does the article say about some professionals?
Inference
a. They cook dishes for funerals.
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Body and Soul
Although the body is considered an impermanent physical receptacle for the soul by both Buddhists and Hindus, there are certain requirements that are observed by adherents of both of these faiths which are designed to ensure the transition of the soul to the spirit world is as smooth as possible. For some Buddhists, a corpse should not be touched for several hours after breathing has stopped as the spirit continues to linger in the body. Hindus, on the other hand, believe that the body must be bathed, massaged in oils and then dressed in a new set of clothes. It is then customary for it to be cremated before the next sunrise.
Find the Word
Complete the sentences with a word from the box using an appropriate tense or form.
b. They enjoy spicy food.
c. They are forbidden from attending some funerals.
d. They can help make funerals livelier.
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B Master Your Vocabulary
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Family Affairs
Paying respect to one’s ancestors is one of the most common forms of dealing with the issue of death. Ancestor worship is something that can be observed in many cultures. Buddhists believe that the dead continue to coexist with the living and that the spirit world affects our day-to-day lives. Being in tune with the spirits is vital as the ghosts of our ancestors have supernatural powers such as the ability to bless or curse us. During the Lunar New Year celebrations that are observed by Chinese around the world, food is offered on a table before the family shrine to the hungry spirits of the ancestors. Only when the spirits have eaten their share is the living family allowed to dig in.
• What is your attitude toward death? • Do you believe in ghosts and afterlife? Why or why not?
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Reading Track 27
Facing Death
Inevitable yet almost ineffable, death is the single most important aspect of life. Learning how to come to grips with death is a key part of the traditions and culture of most societies. Around the world, people have different ways of confronting this subject.
Байду номын сангаас12
The End
Reading: Facing Death Words to Know: Death; key word: finish Further Reading: You Have to Be Kidding Me!
Before You Start
• What are the important rituals related to death in your country or in other cultures?