l泛读教学法lectur6
大学英语泛读教学设计优秀教案
一、教学目标1. 知识目标：- 学生能够理解并掌握泛读的基本技巧，包括略读、寻读、扫读等。
- 学生能够识别并理解文章的主旨和大意，抓住主要论点或情节。
- 学生能够理解并运用文章中的生词和短语，提高词汇量。
2. 能力目标：- 学生能够通过阅读提高自己的英语语感，增强阅读理解能力。
- 学生能够进行批判性思考，对阅读材料进行评价和分析。
- 学生能够将所学知识应用于实际生活，提高英语实际应用能力。
3. 情感目标：- 学生能够对英语阅读产生兴趣，养成阅读习惯。
- 学生能够增强文化意识，拓展国际视野。
- 学生能够通过阅读活动，培养团队协作精神和沟通能力。
二、教学内容1. 课程名称：大学英语泛读2. 课程代码：ENGL1013. 适用对象：大学英语一年级学生4. 学时：32学时5. 学分：2学分三、教学过程1. 导入（Warming-up）- 通过日常话题的讨论，激发学生的学习兴趣。
- 引导学生复习上一节课所学的内容，为新的阅读内容做准备。
2. 预读（Pre-reading）- 让学生快速浏览文章，了解文章的大致内容和结构。
- 引导学生预测文章的主题和可能出现的观点。
3. 阅读理解（While-reading）- 采用多种阅读策略，如略读、寻读、扫读等，提高学生的阅读速度和理解能力。
- 针对文章中的难点，进行详细讲解和讨论，帮助学生突破阅读障碍。
- 引导学生进行批判性思考，对文章内容进行评价和分析。
4. 写作与讨论（Writing and Discussion）- 鼓励学生将阅读内容与实际生活相结合，撰写读后感或评论。
- 组织学生进行小组讨论，分享各自的观点和见解。
- 针对学生的写作和讨论成果，进行评价和指导。
5. 总结与拓展（Summary and Extension）- 总结本节课的主要内容和知识点，帮助学生巩固所学。
- 布置课后阅读任务，拓展学生的阅读面和知识面。
四、教学评价1. 课堂参与度：观察学生在课堂上的表现，如提问、回答问题、参与讨论等。
英语泛读教程教案
英语泛读教程教案教案标题：英语泛读教程教案教案目标：1. 帮助学生提高英语泛读能力，包括阅读理解、词汇积累和语言运用能力。
2. 培养学生的阅读兴趣和阅读策略，提高他们的阅读速度和理解能力。
3. 引导学生学会运用所学知识进行思考和讨论，培养他们的批判性思维和创造性思维。
教案内容：一、教学准备：1. 教材：选择一本适合学生英语水平的泛读教材，如《English Reading Comprehension》。
2. 教具：多媒体设备、课件、黑板、录音设备等。
3. 学生参考资料：提供相关的阅读材料、词汇表、参考答案等。
二、教学步骤：第一课时：导入与预习1. 创设情境：通过图片、视频或小故事等方式引起学生对主题的兴趣。
2. 引导学生预习：让学生快速浏览文章，了解大意和主题，并提出问题。
第二课时：阅读与理解1. 教师讲解文章结构和重点词汇，并提供相关的词汇解释和例句。
2. 学生独立阅读文章，理解文章的主旨和细节，并回答相关问题。
3. 学生小组讨论，分享自己的理解和观点，并展开互动交流。
第三课时：词汇积累与语言运用1. 教师引导学生通过上下文猜测词义，并提供词汇解释和例句。
2. 学生进行词汇积累，包括单词、短语和句型，并进行相关的练习。
3. 学生运用所学词汇和句型进行口语和写作练习，提高语言运用能力。
第四课时：阅读策略与扩展阅读1. 教师讲解不同的阅读策略，如预测、推理、归纳等，并进行相关的练习。
2. 学生进行扩展阅读，选择自己感兴趣的文章进行阅读，并进行相关的讨论和写作练习。
3. 学生进行反思和总结，分享自己的学习收获和体会。
三、教学评估：1. 阅读理解测试：通过给学生阅读一篇新的文章，并回答相关问题来评估他们的阅读理解能力。
2. 词汇测试：通过给学生提供一些新的词汇，并要求他们进行词义猜测和句子运用来评估他们的词汇积累和语言运用能力。
3. 学生作业：布置相关的阅读和写作任务，让学生进行自主学习和实践，然后进行作业评估。
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。
《英语教学法》Unit 6 Teaching Pronunciation
4. Practices of teaching English pronunciation
4.பைடு நூலகம் Practising sounds
Focusing on a sound
Imagine that you want to focus on a sound which your students are having difficulty with. How will you do it?
( ) __ Get the students to repeat the sound in chorus. ( ) __ Explain how to make the sound.
( ) __ Contrast it with other sounds.
( ) __ Write words on the blackboard. ( ) __ Get individual students to repeat the sound. ( ) __ Say the sound in a word. ( ) __ Say the sound alone. ( ) __ Say the sound in meaningful context.
Pronunciation will take care of itself as students develop overall language ability. Failure in pronunciation is a great hindrance to language learning?
1. Listen and repeat 2. Fill in the blanks. 3. Make up sentences 4 . Use meaningful context. 5. Use pictures 6. Use tongue twisters
现代大学英语精读6学习指南
现代大学英语精读6学习指南Here is an essay on the topic "A Study Guide for Modern University English Intensive Reading 6" with more than 1000 words, written in English without any additional title or punctuation marks in the body of the text.Modern university English intensive reading courses are designed to enhance students' proficiency in the language by exposing them to a wide range of academic and literary texts. One such course is English Intensive Reading 6 which typically covers a diverse range of topics and genres. As a student enrolled in this course it is important to have a clear understanding of the course objectives and to develop an effective learning strategy to maximize the benefits of the program. In this essay we will explore a study guide for English Intensive Reading 6 to help students navigate the course successfully.The primary goal of English Intensive Reading 6 is to improve students' overall English language competence with a focus on advanced reading comprehension skills. Through the course students will be introduced to complex academic texts covering a variety of subject areas such as literature, history, science, and current affairs. The aim is to equip students with the necessary strategies andtechniques to critically analyze challenging reading materials and extract key information effectively.One of the key aspects of the course is the development of advanced vocabulary skills. Students will be exposed to a wide range of academic and subject-specific terminology which they must be able to comprehend and utilize appropriately in their own writing and discussions. This involves not only memorizing the definitions of new words but also understanding their contextual usage and semantic relationships. Systematic vocabulary building exercises and regular quizzes will be an integral part of the course curriculum.In addition to expanding their lexical knowledge students will also work on enhancing their reading comprehension abilities. This will involve learning and practicing various reading strategies such as skimming, scanning, intensive reading, and critical reading. Students will learn how to identify the main ideas, supporting details, and underlying arguments in complex texts. They will also develop the skills to recognize the author's purpose, tone, and perspective which are crucial for a deeper understanding of the material.Another important component of English Intensive Reading 6 is the development of academic writing skills. Students will be required to produce a variety of written assignments such as summaries, critiques, and research-based essays. These writing tasks aredesigned to not only assess the students' comprehension of the reading materials but also their ability to organize their thoughts coherently, construct logical arguments, and communicate effectively in written English.To succeed in this course students must adopt an active and engaged approach to learning. This means consistently completing all assigned readings, actively participating in class discussions, and diligently working on the writing assignments. It is also important to develop effective time management skills to ensure that all coursework is completed on time.Regular practice is key to improving one's English proficiency. Students should make it a habit to read extensively both inside and outside the classroom setting. This could involve reading academic journals, newspapers, magazines, or even literary works. Additionally students should engage in regular writing practice by keeping a journal, writing summaries of articles, or attempting sample essay questions.Another crucial aspect of succeeding in English Intensive Reading 6 is effective note-taking. Students should develop the habit of taking detailed and organized notes during lectures and class discussions. These notes can serve as valuable study resources when preparing for exams or working on writing assignments. Students should alsolearn how to effectively annotate the texts they read in order to highlight key information, identify important arguments, and record their own insights and reflections.Active engagement with the course material is also critical. Students should not passively read the texts but rather approach them with a critical eye. This involves formulating questions, making connections to prior knowledge, and analyzing the author's perspectives and rhetorical strategies. Engaging in such active reading practices will not only deepen the students' understanding of the material but also prepare them for the rigorous demands of academic discourse.Finally it is important for students to seek out additional support and resources whenever needed. This could involve regularly consulting with the course instructor during office hours, participating in peer study groups, or utilizing the university's writing center or language learning lab. Taking advantage of such resources can go a long way in helping students overcome any challenges they may face and succeed in the course.In conclusion English Intensive Reading 6 is a challenging yet rewarding course that can significantly enhance students' English language proficiency. By adopting an active and engaged approach to learning, developing effective study habits, and seeking out additional support, students can navigate the course successfully andemerge as more confident and competent users of the English language. The skills and strategies acquired in this course will not only benefit students academically but also prepare them for the demands of the professional world.。
泛读教程一Unit6Sports
泛读教程一Unit6SportsLecture 6Part I Leading- in: what sporting events do you know? (20') 1. Leading- in questions:(8')Relate the unit to school's sport meetingIt's heard that the school winter sport meeting is approaching, what have you prepared for the meeting? Are you going to take part in the meeting? What sporting events do you know?Let Ss brainstorm what they've known about sporting events.Run, jump, basketball...2.Guide Ss to learn some new words relevant to the sports in the glossary of this unitSince Ss have known many sporting events in Chinese, even some of the Ss have entered for certain ones, they will be likely to know the corresponding English of the events.(12') Such as:裁判：referee 教练：coach 参赛选手：contestant 业余选手：amateur 冠军：championship 记录保持者：record holder 武术：martial arts 运动场馆：sports venue 锦标赛：tournament 健身房：gymnasium 拉拉队长：cheer-leader 亚军：runner-up季军：bronze-medalist 田径：track and field 跳远：long jump跳高：high jump 撑杆跳：pole jump 三级跳：triple jump掷标枪：javelin throw 掷铁饼：discus throw 掷链球：hammer throw 接力赛：relay race 障碍跑：hurdle race 竞走：walking race 杂技：acrobatics 单杆：horizontal bar 双杆：parallel bars 高低杆：uneven barsLeave the other two row of words to Ss to look up by themselves after class.Part II Text- reading (30')1.Word-pretest (4')Ask Ss to do the exercise in 4 minutes, and bear them in mind if they are not sure what's the meaning.2.(12')Guide Ss to recall the scene of 2010 Beijing Olympics in mindAsk them if they witnessed the successful bid to host the Olympic Games in 2000.Whether they did or not, let Ss to read the text and recall the exhilarating scene that time. What's more, let them pay extra attention to the words in word pretest.3.After Ss' reading, check their understanding (4')Exercise on page 76Answer: TFTF FTTFExercise on page 73: CBBA CCAC (2')4.Pick out some names of position and let Ss memorize them (8')President, chairman, the Standing Committee (常务委员会)the National People's Congress (人民代表大会)International Olympic Committee (国际奥委会)the Beijing 2008 Olympic Games Bid Committee (2008 北京奥运会申办委员会) the Press and Pubilicity Divisionthe Chinese People's Political Consultative Conference （CPPCC政协）People's Republic of China (中华人民共和国)the Communist Party of China（中国共产党）Part III V ocabulary-building (20')1.Doing the word-match and check Ss' work (10')Answers: exhausted, athlete, motto, bribery, embraced, committee, proposed, medal.2.Suffix (10')-ian: (主要用于名人的名字后构成专有名词的形容词, 表示“属于…的”；“具有…特性的”[亦可用于构成名词的后缀；其异体形式-an和-ean用得很少)Egyptian, Canadian, Chomskian, magnesian,Asian,Australian,Canadian,Indian,Italian-ish: (像…似的；…民族的；有点儿...的；[口]大约…), childish, selfish,English,British,foolish,feverish“…语的”,“…民族的”：English,Spanish“…性质的”,“似…的”,“…一样的”：childish,mulish“稍…的”,“颇…的”,“有点儿…的”：reddish,coldish“近于…的”;“沉溺于…的”：bookish, selfish-ese: [附在地名后构成形容词]表示：“…人的”，“…国(或地方)的”:“…语(或方言)的”:[附在作家等人名后]“…体的”，“…派的”: [附在某些名词后，构成名词]表示：[复数]-ese“…人”：“…语(或方言)”：“用语”，“文体”，“风格”：-ship: “身份”、“地位”、“资格”、“职业”：governorship“权力”,“技能”、“技巧”：dictatorship“情况”,“状态”,“性质”：hardship, friendship“…之间的关系”：fellowship“…的(人)数”：readershipBlank-filling: Egyptian, Spanish, British, scholarship, Roman, relationship, Portuguese, leadership.Part IV Fast- reading (15')Give Ss 10 minutes to do the exercise！Check the answers!Part V Assignment1.Finish the remaining exercise.2.Do the exercise in section C in unit 6。
泛读课程设计案例
泛读课程设计案例一、教学目标本课程的教学目标是让学生掌握泛读的基本技巧，提高阅读理解能力，培养良好的阅读习惯和兴趣。
具体分为以下三个维度：1.知识目标：使学生了解泛读的概念、方法和技巧，理解文章的构成要素，掌握常用的阅读策略。
2.技能目标：培养学生快速阅读、准确理解、概括总结的能力，能运用泛读技巧独立阅读各类文章。
3.情感态度价值观目标：激发学生对阅读的兴趣，培养积极向上的阅读态度，提高文化素养，丰富人生经验。
二、教学内容本课程的教学内容主要包括泛读的基本概念、阅读技巧和方法、文章分析与理解等。
具体安排如下：1.第一章：泛读概述，介绍泛读的概念、意义和作用。
2.第二章：阅读技巧，讲解快速阅读、猜测词义、概括总结等技巧。
3.第三章：阅读方法，介绍多种阅读方法，如略读、精读、跳读等。
4.第四章：文章分析，分析文章的构成要素，如标题、开头、结尾等。
5.第五章：阅读策略，讲解如何运用阅读策略提高阅读效果。
三、教学方法为了提高教学效果，本课程将采用多种教学方法：1.讲授法：讲解泛读的基本概念、方法和技巧。
2.讨论法：学生就阅读文章展开讨论，提高学生的理解能力。
3.案例分析法：分析具体案例，让学生学会运用泛读技巧解决问题。
4.实验法：让学生在实际阅读中尝试运用泛读技巧，检验其效果。
四、教学资源为了支持教学内容和教学方法的实施，丰富学生的学习体验，我们将准备以下教学资源：1.教材：《泛读教程》，为学生提供系统、科学的泛读知识。
2.参考书：推荐学生阅读一些经典文学作品，提高阅读素养。
3.多媒体资料：制作课件、教学视频等，辅助学生理解和掌握泛读技巧。
4.实验设备：提供适量的阅读材料，让学生进行实际操作和练习。
五、教学评估本课程的评估方式包括平时表现、作业、考试等，以全面客观地反映学生的学习成果。
具体安排如下：1.平时表现：通过课堂参与、讨论、提问等方式评估学生的学习态度和理解能力。
2.作业：布置适量的课后阅读和练习，检查学生对泛读技巧的掌握情况。
大学英语泛读_教案
课程名称：大学英语泛读课程目标：1. 培养学生广泛的阅读兴趣和良好的阅读习惯。
2. 提高学生的阅读速度和理解能力，增强英语语感。
3. 增强学生的文化意识，拓宽知识面。
4. 提高学生的思辨能力和批判性思维。
教学对象：大学英语专业二年级学生教学时间：10课时教学内容：第一课时：课程导入与阅读技巧介绍1. 课程导入（5分钟）- 简要介绍泛读课程的目的和重要性。
- 引导学生思考如何通过泛读提高英语水平。
2. 阅读技巧介绍（15分钟）- 阅读策略：略读、扫读、寻读等。
- 阅读理解技巧：主旨大意、细节理解、推理判断等。
- 阅读笔记方法：如何做笔记、如何整理信息。
第二课时：泛读材料介绍与讨论1. 材料介绍（10分钟）- 介绍泛读材料的选择标准，如题材、难度、文化背景等。
- 选择一篇适合学生水平的泛读材料进行介绍。
2. 阅读与讨论（20分钟）- 学生阅读材料，教师监督并解答疑问。
- 小组讨论材料内容，分享阅读感受和收获。
第三课时：阅读理解与写作练习1. 阅读理解练习（15分钟）- 进行阅读理解练习，巩固所学阅读技巧。
- 分析文章结构，提取关键信息。
2. 写作练习（15分钟）- 基于阅读材料，要求学生写一篇短文，如读书笔记、观点评论等。
第四课时：文化背景知识拓展1. 文化背景介绍（10分钟）- 介绍与阅读材料相关的文化背景知识。
- 引导学生思考文化差异对阅读理解的影响。
2. 小组讨论（20分钟）- 学生分组讨论文化背景知识，分享个人见解。
第五课时：主题阅读与批判性思维1. 主题阅读（15分钟）- 选择一个与课程相关的主题，进行主题阅读。
- 学生阅读相关材料，了解不同观点。
2. 批判性思维训练（15分钟）- 学生针对阅读材料提出自己的观点，进行批判性思考。
第六课时：泛读材料分析与写作1. 材料分析（10分钟）- 分析泛读材料，探讨文章主题和作者意图。
2. 写作指导（15分钟）- 教师针对写作练习进行点评和指导。
第七课时：阅读反思与总结1. 阅读反思（10分钟）- 学生反思自己的阅读过程，总结经验教训。
大学泛读课程英语教案
授课对象：大学英语水平较高的本科生课时： 2课时教学目标：1. 培养学生的快速阅读和理解能力，提高阅读效率。
2. 增强学生对不同题材文章的阅读兴趣，拓展知识面。
3. 提升学生的批判性思维能力，学会从不同角度分析文章。
4. 锻炼学生的口头表达能力和写作技巧。
教学内容：1. 阅读文章：一篇关于环境保护的英文文章。
2. 文章背景介绍：简要介绍文章的作者、文章背景以及文章的主要内容。
3. 阅读技巧讲解：讲解快速阅读的方法和技巧。
4. 文章分析：引导学生分析文章结构、论点、论据以及论证方法。
5. 课堂讨论：围绕文章主题进行讨论，培养学生的批判性思维能力。
6. 口头表达：让学生用英语总结文章内容，并分享自己的观点。
7. 写作练习：根据文章主题，写一篇短文，要求不少于300字。
教学过程：第一课时一、导入（10分钟）1. 教师简要介绍文章背景和作者，激发学生的学习兴趣。
2. 提问：同学们对环境保护有什么看法？你们认为应该如何保护环境？二、阅读技巧讲解（15分钟）1. 教师讲解快速阅读的方法和技巧，如：略读、扫读、预测等。
2. 学生跟随教师进行阅读练习，巩固所学技巧。
三、阅读文章（20分钟）1. 学生独立阅读文章，注意把握文章主旨和关键信息。
2. 教师提问，检查学生对文章的理解程度。
四、文章分析（20分钟）1. 教师引导学生分析文章结构、论点、论据以及论证方法。
2. 学生分组讨论，分享自己的分析结果。
第二课时一、课堂讨论（15分钟）1. 教师提出讨论主题，如：如何平衡经济发展与环境保护？2. 学生分组讨论，并派代表发言。
二、口头表达（15分钟）1. 学生用英语总结文章内容，并分享自己的观点。
2. 教师点评学生的口语表达，并提出改进建议。
三、写作练习（20分钟）1. 学生根据文章主题，写一篇短文，要求不少于300字。
2. 教师检查学生的写作情况，并给予反馈。
四、总结（10分钟）1. 教师总结本节课的学习内容，强调阅读技巧和写作方法的重要性。
英语泛读教程1Unit 6 Fathers & Sons
Joe DiMaggio( 乔 . 迪马吉 奥 ) （1914-1999）was one of the greatest American sports hero. He joined the New York Yankees (纽约洋基队) in 1936 and quickly rose to become the star of baseball„s golden age. He was graceful, elegant, and inspiring. He once had a nine-month marriage with Marilyn Monro (玛丽莲.梦露 ). He lives a life of public triumph and private pain.
There are very young sons who are just beginning to follow in their fathers‟ footsteps, sons who are testing their fathers patience, sons who are separated from their fathers by divorce, & sons who adore their fathers. These men are following in the traditions of family, trying to raise a better generation of men. Father and son. It is a relationship that rewards, frustrates and mystifies.
sneer – to utter with a sneer or in a sneering manner 说轻蔑话 insult – speak or act in a way that hurts or is intended to hurt a person‟s feelings or dignity 侮辱
大学英语泛读教程-unit-6PPT课件
busy./ Often, we help them/ with the
harvest.
-
14
训练的方法是：正视第一个“意群”中 的单词“is”，这样，不转动眼球就可以 看清单词“is”两侧的“Autumn”和 “a busy season”,采用同样的方法训练其 余的意群。这样一眼就能同时看到三个 或五个词，甚至更多的词，改变一眼只 看一个词的习惯。
-
21
在查读过程中，我们可以一目十行地快 速扫描整篇文章，也可用手指或钢笔从 左至右或逐行快速移动，同时眼睛要紧 随其移动，查看所要寻找的具体内容， 对那些与想要查找的信息无关的内容可 一带而过甚至不必阅读。
-
22
People think she's a freak just because she's religious.
-
10
Discussion
Tell your impression about one of your first roommates
-
11பைடு நூலகம்
3.评价理解(Evaluative comprehension) 指读者凭借自己的知识和评价原则,能对文 章进行分析和评价,如评论信息的真实性,事 件的可能性和结论的合理性等,并表明自己 的态度等等。 4.欣赏理解（Appreciative comprehension） 指读者根据自己的思想认识、情感态度、兴 趣爱好来领会文章的主题思想和作者的观点， 包括对文章思想内容和写作技巧方面的感受、 体验、鉴别和欣赏，这是一种情感活动和认 识活动交融一体的心理过程。
-
2
-
英语教学法教程Unit6Teaching-Pronunciation(精品文档)
I. Questions for discussion:
Two different ideas about teaching pronunciation:
Students do not need to learn pronunciation
because pronunciation will take care of itself as the students develop overall language ability.
► Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.
Q.2 What kind of ability should we develop in pronunciation teaching ?
sounds
rhythm
pronunciation
stress
intonation
Phonetic symbols
With the development of communicative approaches to language teaching, the importance of stress, rhythm, and intonation has been acknowledged.
III. Aspects of pronunciation
For most of its history, the teaching of pronunciation has been biased toward the aspects of the sound system.
大学英语泛读教程第四册Lesson 6
8. packages: software for learning. 9.We want our online materials to draw in students who are in danger of being turned off learning but also to allow more ambitious students to approach the whole curriculum at their own pace.
Lesson 6
Revision Time Goes Online
by Tim Ewington
About the Author
Tim Ewington works with the BBC. He set up a company Human Capital in 1995. He is the Press Enquiries founding director. He is also a speaker, maker, scheduler, strategist and channel controller. His field ranges from media research to technical problems related to the economy. Recently, he has come up with a very positive analysis of the BBC's position in the TV audience ratings.
（我们希望网上的资料能吸引那些有对学习失去兴趣的危险的学 生，也能让较有抱负的学生根据自己的速度接触全部课程。”）
Draw in: attract. 10.Channel 4's Homework High is more funky. Funky: attractive.
大学英语之泛读教程第二册unit-6PPT课件
Paras. 1 – 5: The bonding between the author and his father.
Paras. 6 – 10: The bonding between the author and his son.
Para. 11: The bonding between the author and his step-father.
In Africa and Southern Asia, large national parks have been set up to preserve animals in particular. The land within these national parks is owned by the government, but there are many private developments, such as hotels and shops, for the visitors who come to see the animals.
My job is to provide relevant, factually accurate information, but not to make an advertisement for you.
-
4
Paras. 3 and 4 (Secondly)
My job is to write stories that make sense and are easy and pleasant to read, but not to print word of jargon and marketing waffle that spews from your lips.
）《英语泛读》课程教学大纲
）《英语泛读》课程教学⼤纲）《英语泛读》课程教学⼤纲⼀.课程说明1．英语泛读：本课程是英语专业中⼀种⾮常重要的语⾔教学活动，属英语专业实践技能类型，其⽬的在于通过阅读和分析内容⼴泛的材料（包括涉及政治、经济、社会、语⾔、⽂学、教育、哲学等⽅⾯的名家作品），培养学⽣的英语泛读理解能⼒和提⾼学⽣的阅读速度；培养学⽣细致观察语⾔的能⼒以及假设判断、分析归纳、推理检验等逻辑思维能⼒；提⾼学⽣的阅读技能，包括细读、略读、查读等能⼒；扩⼤学⽣知识⾯，加深学⽣对社会和⼈⽣的理解，提⾼学⽣对名篇的分析和欣赏能⼒、逻辑思维和独⽴思考的能⼒，发展学⽣英语语⾔技能，并通过阅读训练帮助学⽣扩⼤词汇量、吸收语⾔和⽂化背景知识。
阅读课教学应注重阅读理解能⼒和提⾼阅读速度并重。
教材应选⽤题材⼴泛的阅读材料，以便向学⽣提供⼴泛的语⾔和⽂化素材，扩⼤学⽣的知识⾯，增强学⽣的英语语感和培养学⽣的阅读兴趣。
2．课程英语名称：Extensive Reading3．教材名称：英语泛读教程4．教学对象：英语教育,翻译和商务英语专业⼀⼆年级学⽣5．开课学期：第⼀，⼆，三，四学期6．学分：每学期1.5个学分7．教学时数：各个学期每周2节课。
(第⼀学期16周，共32课时，第⼆，三，四学期各18周，各36课时)⼆．学时分配表《英语泛读教程》第⼀册是根据《⾼等学校英语专业基础阶段英语教学⼤纲》的要求，由⾼等教育出版社出版的全国专业英语教材，教材内容包括社会内容各个⽅⾯，有政治、经济、体育、⽂学和历史等；⽂体也多样，有记叙⽂、说明⽂、议论⽂等；⽂中配有⼤量的练习。
内容如下：第⼀学期Unit 11.Text Little house in the big woods2.Reading Skills Previewing(1)3.Testing Fast reading4.Home reading A wonderful presentUnit 21.Text Fool’s paradise2.Reading Skills Previewing(2)4.Home reading Sleep uglyUnit 31.Text Young William Shakespeare2.Testing Fast reading3.Home reading The Best Playwright in EnglandUnit 41.Text Migratory Birds and Coffee2.Reading Skills Understanding the topic3.Testing Fast reading4.Home reading InsectsUnit 51.Text Cheating2.Reading Skills Determining the main idea3.Testing Fast reading4.Home reading Stolen dayUnit 61.Text The call of the wild(1)2.Testing Fast reading3.Home reading The call of the wild(2)Unit 71.Text Herry Ford2.Reading Skills Guessing meanings of words from context(1)3.Testing Fast reading4.Home reading Thomas EdisonUnit 81.Text Two boxes of gold(1)2.Reading Skills Guessing meanings of words from context(2)3.Testing Fast reading4.Home reading Two boxes of gold(2)Unit 91.Text Techniques that might smile upon Mona Lisa3.Home reading Internet Chatty NetworkUnit 101.Text London2.Reading Skills Recognizing organization and seeingrelationship(1)3.Testing Fast reading4.Home reading Great BritainUnit 111.Text The all-American slurp2.Reading Skills Recognizing organization and seeingrelationship(2)3.Testing Fast reading4.Home reading How do you do?Unit 121.Text On the wrong side of the global divide2.Testing Fast reading3.Home reading Protect yourself against AIDSUnit 131.Text Miracle on Christmas Day2.Reading Skills Finding the point of view3.Testing Fast reading4.Home reading “My babies are in that car!”Unit 141.Text The confidence game2.Reading Skills Guessing Meanings of words from word-formation3.Testing Fast reading4.Home reading My way to successUnit 151.Text Starting over at 852.Testing Fast reading3.Home reading The divine Ms H《英语泛读教程》第⼆册是根据《⾼等学校英语专业基础阶段英语教学⼤纲》的要求，由⾼等教育出版社出版的全国专业英语教材，教材内容包括社会内容各个⽅⾯，有政治、经济、体育、⽂学和历史等；⽂体也多样，有记叙⽂、说明⽂、议论⽂等；⽂中配有⼤量的练习。
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。
泛读教程1第二版教学设计
泛读教程1第二版教学设计一、教学目标通过本教材的学习，学生应该能够：1.掌握泛读的概念及其方法；2.提高泛读的速度与阅读技巧；3.取得泛读实践中的应用能力；二、教学内容及教学方式1. 教学内容（1）泛读概述1.11.2（2）泛读方法2.1取文章结构，确定泛读目的2.2定关键词，提高泛读效率2.3焦泛读，避免分散阅读2.4录摘要，整理思路（3）泛读实践3.1用场景分析及方法选择3.2读实践活动设计2. 教学方式本教学采取教师讲解与学生思考交流相结合的方式，包括讲解、案例分析、小组讨论、实践演练等形式。
三、教学进度1. 第一课时：泛读概述•概念导入：什么是泛读•泛读的好处•经典案例分析•提问互动与答疑解惑2. 第二课时：泛读方法•获取文章结构，确定泛读目的•确定关键词，提高泛读效率•聚焦泛读，避免分散阅读•记录摘要，整理思路•案例实操练习3. 第三课时：泛读实践•应用场景分析及方法选择•泛读实践活动设计•学生实践演练与教师辅导•总结互动与答疑解惑四、教学评价1. 教学方法教学方法应多元化，以满足学生不同类型知识和能力的需求。
诸如案例分析、小组讨论、实践演练等方法，可加深学生对泛读方法的理解。
2. 教学效果教学效果应随着教材的展开而逐步显现。
学生能否对所学的泛读概念和方法有良好的掌握，能否在实践中得到应用，是评价教学效果的重要方面。
3. 教学反馈由学生对课程进行反馈评价，以发现自身存在的问题和改进教学的方法。
同时，搜集学生的反馈信息可以帮助教师了解学生对教学内容的理解情况。
英语泛读的步骤范文
英语泛读的步骤范文英语泛读是指阅读各种各样的英语材料，包括新闻、杂志、小说、散文等，以提高阅读能力和丰富语言素材。
下面是英语泛读的步骤。
一、了解泛读的重要性泛读可以帮助我们扩大语言知识面，提高词汇量和阅读速度，加深对英语语法和表达的理解，锻炼阅读理解能力。
同时，泛读也是培养兴趣和培养独立学习能力的重要方法。
二、选择适合的材料泛读的材料应根据自己的英语水平和兴趣来选择，可以从简单的英语杂志、少儿读物等开始，逐渐过渡到更复杂的文章和小说。
同时，选择不同主题和风格的材料，可以帮助扩大知识面并提高阅读能力。
三、预读在阅读之前，可以先浏览一下文章的标题、副标题、开头和结尾部分，了解文章的大致内容和结构。
这样可以帮助我们更好地理解整篇文章，提高阅读效果。
四、注重词汇在泛读过程中，我们可以遇到很多生词和不熟悉的词组，要善于利用上下文和其他语境线索来猜测词义。
同时，要注意读音和拼写，将新学的词汇积累起来，并在阅读后进行复习。
五、抓住主要观点六、多角度思考在泛读过程中，可以多角度思考文章中的观点和观点背后的原因、影响等。
同时，也可以将文章中的观点与自己的观点进行比较、对比和批判，从而提高思辨能力。
七、阅读理解练习在泛读的过程中，可以选取一些适合的题目进行阅读理解练习，以检验自己的阅读理解能力。
可以选择填空题、选择题、细节题等不同类型的题目，并进行答题和分析，找出错误和不足之处，以便提高阅读能力。
八、拓展阅读在泛读的基础上，可以进行拓展阅读，包括选读一些英语原著、阅读一些专业性的材料等。
这样可以进一步提高阅读能力和语言水平，并且也能够通过阅读获得更多的知识。
九、反思总结在泛读的同时，我们要不断反思和总结，找出自己的不足之处，并设定合适的学习目标和计划。
同时，要保持积极的学习态度，享受阅读的过程，并与他人分享自己的阅读心得和体会。
英语泛读是一个长期的学习过程，需要坚持和不断的努力。
通过合理的学习方法和步骤，并结合自己的实际情况，我们可以逐渐提高阅读能力，丰富语言素材，提升综合能力。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
What kind of feeling does the poem arouse in your mind? Can we do scansion for it?
Who has seen the wind? Neither I nor you;
But when the leaves hang trembling, The wind is passing through.
4. Homework
1. Finish all the readings and exercises in Unit 5 and Unit 6. 2. try to find some interesting or impressive words,
phrases or sentences or questions in them.
A denial that history can be fit into any rigid theory.
A variation on this theory.
Warlike or human,the ignorance of modern man
A reconciliation: History has a Overall progress goal and
2. Study Unit 2-3 Brave New World, ERSA, and prepare for 2. Discussions about Technology and Ethics.
2. Skim through the text “Some Theories of History” on P 63, and do the 2 Reading Skill exercises on P 64-65. (10 ms)
3.
A Reminder:
Band 4
4.
5.
1,000 / 5 ms -- Fast Reading Speed for
A large school
Evolution Man continually
progress.
A cycle of stages of development: the rise and fall of civilizations
The spiral view of history
The disappearance of class struggle
Unit 5 & Unit 6
❖ Read a poem
1
❖ Study Unit 5
2
❖ Study Unit 6
3
❖ Homework
4
Who Has Seen the Wind? by C.G. Rossetti
Who has seen the wind? Neither I nor you;
Some Theories of History
Overall progress of mankind
The interaction of socioeconomic groups
A denial
The 1st theory The 2nd theory The 3rd theory The 4th theory
progress can be measured.
History is simply all that we about man’s past.
3. Study Unit 6 Language
1. Do the Word Pretest on Page 75. (2 ms)
2. Skim through the text “Vocabulary Change” on P76-78, and do the 2 Reading Skill exercises on P78-79. (10 ms)
Mystery …
Who has seen the wind? Neither you nor I;
But when the trees bow down their heads, The wind is passing by.
2. Study Unit 5 History
1. Do the Word Pretest on Page 61. (2 ms)
1,300 / 5 ms –- Band VI 1,600 / 5 ms –- Band VIII
6. 3. Do Vocabulary Building on P65. (5 ms)
7. 4. Do OF analysis for the Text and discuss it with your deskmate. (10 ms)
But when the leaves hang trembling, The wind is passing through.
Who has seen the wind? Neither you nor I;
But when the trees bow down their heads,
The wind is peminder:
1,000 / 5 ms -- Fast Reading Speed for Band 4
4.
1,300 / 5 ms –- Band VI
5.
1,600 / 5 ms –- Band VIII
6. 3. Do Vocabulary Building on P79-80. (5 ms)