大学英语精读3in my day讲课教案
大学英语精读第三册教案
一、教学目标1. 知识目标：（1）掌握本单元的生词、短语和句型；（2）理解文章的主旨大意，把握文章的结构；（3）提高阅读速度和理解能力。
2. 能力目标：（1）培养学生运用英语进行口头和书面表达的能力；（2）提高学生的听力理解能力；（3）培养学生运用英语进行思维和解决问题的能力。
3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生的自主学习能力；（3）培养学生具有积极向上的学习态度。
二、教学内容《大学英语精读》第三册，具体章节为：Unit 1 - Unit 5。
三、教学重点与难点1. 教学重点：（1）生词、短语和句型的掌握；（2）文章主旨大意的理解；（3）阅读技巧的培养。
2. 教学难点：（1）复杂句型的理解；（2）文化背景知识的理解；（3）阅读速度的提高。
四、教学过程1. 导入新课（1）教师简要介绍本单元的背景知识，激发学生的学习兴趣；（2）引导学生回顾上节课所学内容，为新课做好铺垫。
2. 课堂阅读（1）教师引导学生阅读课文，关注生词、短语和句型；（2）教师指导学生分析文章结构，把握文章主旨大意；（3）教师讲解重点、难点句型，引导学生理解其用法。
3. 课堂讨论（1）教师提出问题，引导学生进行小组讨论；（2）学生分享讨论成果，教师点评并总结。
4. 课堂练习（1）教师布置课后练习题，让学生巩固所学知识；（2）教师讲解练习题，纠正学生错误。
5. 课堂总结（1）教师对本节课所学内容进行总结；（2）布置课后作业，提醒学生复习巩固。
五、教学评价1. 课堂表现：关注学生的课堂参与度、回答问题的情况等；2. 课后作业：检查学生完成作业的情况，了解学生对知识的掌握程度；3. 期中期末考试：评估学生对本册书知识的掌握情况。
六、教学反思1. 教师应根据学生的实际情况，调整教学进度和方法；2. 注重培养学生的阅读技巧，提高学生的阅读速度和理解能力；3. 关注学生的情感需求，激发学生的学习兴趣，培养学生良好的学习习惯。
大学英语精读3in-my-day讲课教案
III. Sentence paraphrase
WB T L E
Lesson 13- In My Day
WB T L E
I. Text Analysis
Lesson 13—In My Day
Structure of the text
energetic
She had hurled herself at life with an energy that made her seem always on the run.
never defeated
by life
life was combat, and victory was not to the lazy, the timed, the drugstore cowboy, …
I. Text Analysis
Question: What made the author change his reaction to his mother’s senility?
At the beginning, he tried to argue his mother back to reality from his point of view because he believed that his mother being a normal person would be better for her and her family. But later when he began to look at it from his mother’s point of view, he understood his mother was much happier when she could travel back to her childhood when she was loved and needed. So he would like to travel along with her into her past and understood his mother more.
大学英语精读第三册课教案
课程目标：1. 培养学生阅读英语文本的能力，提高阅读速度和理解力。
2. 增强学生的词汇量和语法知识，提高语言运用能力。
3. 培养学生的批判性思维和跨文化交际能力。
4. 帮助学生了解英语国家的文化背景和社会现象。
教学内容：1. 课文精读：每单元一篇课文，包括背景介绍、作者介绍、课文翻译、重点词汇和语法讲解。
2. 课后习题：每单元课后习题，包括词汇填空、语法判断、阅读理解、翻译等。
3. 文化背景知识：介绍与课文相关的文化背景知识，帮助学生更好地理解课文内容。
教学步骤：一、导入1. 简要介绍课文背景和作者，激发学生的兴趣。
2. 提出本节课的学习目标，让学生明确学习方向。
二、课文精读1. 阅读课文，要求学生快速阅读，了解文章大意。
2. 分组讨论，分析课文中的重点词汇、语法和段落结构。
3. 教师讲解课文中的难点，帮助学生理解课文内容。
三、课后习题1. 学生独立完成课后习题，巩固所学知识。
2. 教师对课后习题进行讲解，纠正学生的错误，提高解题能力。
四、文化背景知识1. 介绍与课文相关的文化背景知识，如风俗习惯、历史事件等。
2. 分析课文中的文化差异，提高学生的跨文化交际能力。
五、总结与反思1. 教师对本节课的学习内容进行总结，强调重点和难点。
2. 学生分享学习心得，提出自己的疑问和观点。
教学资源：1. 教材：《大学英语精读第三册》2. 教学课件：课文翻译、课后习题、文化背景知识等3. 网络资源：英语学习网站、在线词典等教学评价：1. 课堂参与度：观察学生在课堂上的发言和互动情况。
2. 课后作业完成情况：检查学生的课后习题完成情况，了解学生对知识的掌握程度。
3. 期末考试：通过期末考试检验学生的学习成果。
教学反思：1. 关注学生的学习需求，调整教学内容和方法。
2. 注重培养学生的自主学习能力，提高课堂效率。
3. 加强与学生之间的沟通，营造良好的学习氛围。
现代大学英语精读3教案
教学目标：1. 学生能够理解并掌握本单元的核心词汇和短语。
2. 学生能够阅读并理解本单元的课文内容，提高阅读理解能力。
3. 学生能够通过课文讨论和写作，提高英语口语和写作能力。
教学重点：1. 核心词汇和短语的理解与运用。
2. 课文内容的阅读理解和分析。
3. 英语口语和写作能力的提高。
教学难点：1. 部分长难句的理解。
2. 文章主题思想的把握。
3. 英语口语和写作的技巧。
教学过程：一、导入1. 教师简要介绍本单元的主题和背景。
2. 引导学生回顾上节课所学内容，为新课学习做好铺垫。
二、课文阅读1. 学生自读课文，勾画出生词和难句。
2. 教师带领学生分析课文，讲解生词和难句。
3. 学生分组讨论课文，总结文章主题思想。
三、词汇学习1. 教师讲解本单元的核心词汇和短语，并举例说明其在课文中的应用。
2. 学生进行词汇练习，巩固所学知识。
四、口语练习1. 教师组织学生进行口语练习，如角色扮演、讨论等。
2. 学生展示练习成果，教师给予点评和指导。
五、写作训练1. 教师讲解本单元的写作要求，如文章结构、语言表达等。
2. 学生根据要求进行写作练习，教师批改并给予反馈。
六、总结与反思1. 教师对本节课的学习内容进行总结，强调重点和难点。
2. 学生反思自己的学习过程，提出改进措施。
教学评价：1. 课堂参与度：观察学生在课堂上的发言、讨论和练习情况。
2. 作业完成情况：检查学生的词汇练习、口语练习和写作练习。
3. 考试成绩：评估学生对本单元知识的掌握程度。
教学延伸：1. 鼓励学生阅读与课文相关的课外读物，扩大词汇量。
2. 组织学生参加英语角等活动，提高英语口语能力。
3. 引导学生关注社会热点问题，提高写作水平。
教学时间：2课时教学资源：1. 教材：《现代大学英语精读3》2. 教学课件3. 课外阅读材料4. 课堂练习题教学注意事项：1. 注重学生的个体差异，因材施教。
2. 创设良好的课堂氛围，激发学生的学习兴趣。
3. 鼓励学生积极参与课堂活动，提高英语综合运用能力。
大学英语精读(第3版)第3册电子教案(课件)
Before Reading
Global Reading Detailed Reading
After Reading
Richmond upon Thames
Richmond upon Thames is a borough of Greater London in southwestern England. Richmond upon Thames is an attractive residential district that borders both sides of the River Thames for about 19 km (about 12 miles). Its population is over 160,000. Among the borough’s historical sites are Hampton Court Palace, the former home of King Henry VIII; and the remains of Richmond Palace, which was used by Queen Elizabeth I. The Royal Botanical Gardens in nearby Kew are also a popular attraction.
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Before Reading
Global Reading Detailed Reading
After Reading
Hippie, member of a youth movement of the late 1960s, was characterized by nonviolent anarchy, concern for the environment, and rejection of Western materialism. The hippie movement started in the United States and then spread to Canada, the United Kingdom, and many other countries. The hippies formed a politically outspoken, antiwar, artistically prolific counterculture in North America and Europe. The hippies were usually dressed in unusual clothes and lived in group together and took drugs.
大学英语精读第三册7教案
教学目标：1. 学生能够理解并掌握本单元的中心思想和文章结构。
2. 学生能够运用新学的词汇和句型进行交流。
3. 学生能够提高阅读技巧，学会寻找关键词和句子。
4. 学生能够培养自主学习、自我探究的学习方式，激发学习潜能。
教学重点：1. 理解并掌握本单元的中心思想和文章结构。
2. 运用新学的词汇和句型进行交流。
3. 提高阅读技巧，学会寻找关键词和句子。
教学难点：1. 理解并掌握本单元的复杂句型和语法结构。
2. 在实际交流中灵活运用所学词汇和句型。
教学过程：一、导入1. 复习上节课所学内容，检查学生对上节课所学词汇和句型的掌握情况。
2. 通过提问的方式，引导学生对本节课的主题进行初步了解。
二、新课导入1. 教师展示本节课的课文，让学生阅读课文，了解文章大意。
2. 教师引导学生分析文章结构，找出文章的中心思想。
三、词汇教学1. 教师讲解本节课的生词，包括词义、用法和搭配。
2. 学生跟读、模仿，加深对生词的印象。
3. 学生进行词汇练习，巩固所学词汇。
四、语法教学1. 教师讲解本节课的语法知识点，如时态、语态、非谓语动词等。
2. 学生进行语法练习，巩固所学语法知识。
五、阅读教学1. 教师引导学生阅读课文，找出关键词和句子。
2. 学生分享阅读心得，讨论文章的主题和观点。
3. 教师点评学生的阅读理解，纠正错误。
六、写作教学1. 教师布置写作任务，要求学生运用所学词汇和句型进行写作。
2. 学生进行写作练习，教师巡视指导。
3. 学生展示自己的写作成果，教师点评并给予建议。
七、课堂小结1. 教师对本节课所学内容进行总结，强调重点和难点。
2. 学生回顾本节课所学内容，巩固知识。
八、课后作业1. 复习本节课所学词汇和语法知识。
2. 阅读课文，思考文章的主题和观点。
3. 完成课后练习，提高阅读和写作能力。
教学反思：本节课通过多种教学手段，帮助学生理解和掌握本单元的知识点。
在教学过程中，教师应关注学生的个体差异，因材施教，激发学生的学习兴趣，提高教学效果。
现代大学英语第三册第13课教案Lesson 13 In My Day
Lesson 13 In My DayI．Warm-up questions:1.questions:(1)When do people attain old age?(2)What changes would occur to the elderly?(3)Why do the aged like to talk about their past lives?(4)What are your thoughts on age and aging?Typically, the beginnings of change in the five senses are as follows:Hearing—the mid 40’sV ision—the mid 50’sT ouch—the mid 50’sTaste—the late 50’sSmell—the mid 70’s2 .Generation gap refers to the difference in ideas, feelings and interests between older and younger people, which often causes misunderstanding. In the U.S.A, "Never trust anyone over thirty"had even been a very common belief among young people.How to bridge it ? mutual understanding and love ….3. The Image of the Mother4 Y ears of Age—My Mommy can do anything!8 Y ears of Age—My Mom knows a lot! A whole lot12 Y ears of Age—My Mother doesn’t really know quite everything.14 Y ears of Age—Naturally, Mother doesn’t know that, either.16 Y ears of Age—Mother? She’s hopelessly old-fashioned.18 Y ears of Age—That old woman? She’s way out of date!25 Y ears of Age—Well, she might know a little bit about it.35 Y ears of Age—Before we decide, let’s get Mom’s opinion.45 Y ears of Age—Wonder what Mom would have thought about it?65 Y ears of Age—Wish I could talk it over with Mom!4. T ell us a story about your parents that touches your heart and is rooted deeply in your memory.II. Background1. Author: Russell Baker▪Born in V irginia in 1925▪In charge of "The Observer" column for the New Y ork Times from 1962 to 1998.▪Won his first Pulitzer Prize in 1979 for distinguished commentary as a columnist▪Received his second Pulitzer Prize in 1983 for his autobiography Growing up▪Regarded as one of America's leading wordsmiths and humorists2. R ussell Baker’s main works▪Growing up▪Russell Baker’s book of American Humor▪Fear and Loathing in George W. Bush’s W ashington▪Poor Russell Almanac(The text is extracted from the first chapter of Growing Up.)3. Russell Baker’s memoir Growing upThis book traces his youth in the mountains of rural Virginia. When Baker was only five, his father died. His mother, strong-willed and matriarchal, never looked back. These were depression years, and Mrs. Baker moved her family to Baltimore. Baker's mother was determined her children would succeed, and her unfailing faith in the talents of her young son was not misplaced. He did everything from delivering papers to hustling subscriptions for the Saturday Evening Post. As is often the case, early hardships make the man.4. Popularity of the book—reviews from the book reviewers and readers▪This is a wondrous book, funny, sad, and strong… as funny and touching as Mark Twain's.----Mary Lee Settle of the Los Angeles Times Book Review ▪This is an iconic and magical piece of literature, a story of courage and love, of the bonds of family in spite of tension and disagreement.-----One reader ▪Growing Up is carefully crafted by this experienced writer. The many characters come to vivid life with all their virtues and foibles(小缺点), and Baker's narrative flows smoothly from beginning to end.-----One reader 5. Quotations of the author▪The worst thing about being a tourist is having other tourists recognize you as a tourist.▪In an age when the fashion is to be in love with yourself, confessing to be in love with somebody else is an admission of unfaithfulness to one's beloved.▪An educated person is one who has learned that information almost always turns out to be at best incomplete and very often false, misleading, fictitious, mendacious—just dead wrong.6. The Great Depression（The Great Depression is what we refer to the global economic recession between 1929 to 1933 ,which ,especially in the US, is usually identified with the stock market crash of 1929.during that time ,some towns in the U. S. , Canada and Germany even introduced their own scrip during the Great Depression. and the societies are full of sorrows.）One of the most critical economic periods in the United States history was the Great Depression. A majority of the U.S. citizens did not know much about the Depression. The only information that they knew was what they read from textbooks. Many citizens never really had to face the hardship like others were forced to face. Growing Up by Russell Baker is an autobiography on the problems he and his family endured during this era.Causes of the Great Depression:▪Speculation in the 1920s caused many people to buy stocks with loaned money. The stock market boom was very unsteady, because it was based on borrowed money and false optimism.▪Politicians believed that business was the key business of America. Thus, the government took no action against unwise investing.▪Stock Market crash on October 24, 1929 (black Thursday)Misery and personal sufferings were widespread.▪Living conditions changed when multiple families crowded into small houses or apartments.▪Unemployment rate was very high.▪Thousands went hungry.▪Children suffered long term effects from a poor diet and inadequate medical care.▪Women continued to doing women’s work such as nursing, and even if they were able to get an industry job which seldom hired women, they usually were paid less than men.III．Word Study1. bendv. a. to lean forwards and downwardsb. to become curvedc. to apply the mind closelyExamples:She bent forwards and whispered in my ear.The stream bends to the west.He was bent on making them happy.Expressions:bend sb.’s earbend your mind/thoughts to sth.bend beforebe bent on2. bore n. a. sb. who talks too much about thingsthat are not very interestingb. a boring or annoying activity or situationv. a. to make sb. feel impatientb. to make a deep hole in sth. hardExamples:I was angry with him for that, … for having become one of thoseancient bores (53)I find cleaning a real bore.I wo n’t bore you with all the details.The insects bore through the furniture.3. burdenv. to create a problem or serious responsibility for sb.Examples:I don’t want to burden you with my troubles.He was increasingly burdened by ill health.4. dismiss v.a.to force sb. to leave their jobb.to refuse to accept that sth. might be true or importantc.to officially tell people they can leave a placed.to put out of court without further hearing5. fierce a.a. involving very strong feelings such as determination, anger or hateb. (of weather) strong and severec. very difficult or unpleasantExamples:I thought of a doll with huge, fierce eyes. (10)The fierce thunders roar me their music.It is a fierce examination process.6. flagv. a. to become tired or weak, or begin to lack enthusiasmb. to mark sth. so that you will be able to find it againflagging: a. becoming weaker, more tired, or less enthusiasticExamples:After a long day, his energy flagged.I flagged any words I didn't know.… all she needed was a good pep talk to recharge a flagging spirit.(39)7. formidablea. very impressive in size, power, or skill and therefore deserving respect and often difficult to deal withExamples:Meeting the energy demands of a big city is aformidable task.The company has built up a formidablereputation for quality.He is a formidable opponent.8. hoverv. a. to remain floating, suspended, or flutteringin the airb. to remain or linger in or near a placec. to be in a state that may change at any time Examples:Gulls are hovering over the waves.The waiter was hovering by their table.His girlfriend is hovering between life and death.9. presidev. to be in charge of an official meeting or other event Examples:These committees are usually presided overby a senior judge.The priest is often invited to preside at thereception.10. radianta. a. sb. who is radiant looks extremely happyb. very brightExamples:One day when I arrived at her bedside she was radiant. (41)The sea was a radiant blue.11. stirv. a. to move food around in a dish using a spoon or other objectsb. to make sb. feel upset, or enthusiasticc. to move or be moved slightly by windExamples:Please stir the soup before tasting it.The murder has stirred (up) a lot of ill feeling in the community.... when age finally stirs their curiosity (46)The white curtain stirred gently in the summer breeze.12. transparenta. a. clear or thin enough for you to see things throughb. easily seen through or detected; obviousc. not trying to keep anything secretExamples:Glass is a transparent material.It is a transparent lie.Citizens are asking for a more transparent democratic government.13. vein n.a. one of the tubes in your body that carry blood to your heartb. a layer of a metal or other substance inside the earthc. a particular mood, style or substanced. a supply or amount of a particular thing14. wearn. a. damage or changes that affect sth. when it has been used a lotb. fatigue, exhaustionc. clothes that are suitable for a particular activity or group of peopleExamples:There was heavy wear on all four wheels.... that age and wear could be overcome by an effort of will, (39)I didn't bring any evening wear.15. 1. blood and boneyour own flesh and bloodExamples:I couldn't see my blood and bone (flesh andblood) insulted in this way.bad blood 怨恨be after sb.’s blood恨透了某人Blood is thicker than water. 血浓于水have sb’s blood on your hands导致某人死亡make your blood boil怒火中烧make your blood run cold令人毛骨悚然new/fresh blood新增成员bonea bag of bones骨瘦如柴的人chilled/frozen to the bone 寒冷刺骨close to the bone 露骨的feel/know sth. in your bones极为确信某事have a bone to pick with sb. 对某人生气，抱怨16. mend one’s waysto improve one’s behavior after you have been behaving badly for a long timeExamples:… I suppose, that she was mending her ways. (40)mend fences: to try to become friends again with sb. you have argued with The object of the meeting was primarily to mend fences.17. on one’s mindto keep thinking about and worrying about sth.Examples:Y ou seem quiet today. Do you have anything on your mi nd?Work is very much on her mind at the moment.18. on the runa. while you are busy or hurryingb. trying to hide or escape from sb., especially the policec. in a weak position in an argument or competitionExamples:I had to eat lunch on the run today.A dangerous criminal is on the run in the bay area of the city.Labor has the Conservatives on the run.19. pep talka talk during which sb. encourages you to do sth. better or to work harderExamples:We got a pep talk from our coach.pep up: to make sb. or sth. more active and livelyA short break would pep you up.We need to look at ways of pepping up theeconomy.20. silver lininga hopeful or comforting prospect in themidst of difficultyExamples:Every cloud has a silver lining.Three years earlier I had… and… hadwritten her with some banal advice to lookfor the silver lining (39)21. way outa. far from other places or buildingn. a way of dealing with a problemExamples:Our farm is way out beyond the town.There must be a way out of this mess.Word Building1. overgrown (4)Prefix—overa. too much: used with verbs, nouns oradjectivesb. more than: used with some nounsc. on or above: used with some nounsd. on top of: used with some nounsExamples:to overheat, an overreaction, overconfidenceover-sixtiesoverland, overhead2. unutterable (52)prefix—un suffix—ablemore examples:Unspeakable unthinkable unreadable unavoidable 3. inconceivable (4)prefix—in Suffix—ablemore examples:Invisible inadvisable incredible incurableIV. Text appreciation：1. Theme of the storyIt is the responsibility of both parents and children to bridge the generation gap. On the one hand, young people should have more interest and respect of what their parents stand for. On the other hand, old people should show under standing to young people’s great interest in the future.2. Structure of the textPart 1 (1-45) about: Understanding of a mother from a son’s point of view Part 2 (.46-53 ) about: Understanding of children from a father’s point of view Part 3 (54--55 ) about: Meeting of the two views3. T ext Analysis（1）What was the character of the mother when she was young?（Scan the text and list out the related information.）（2）Question: What values do you think were reflected in the mother’s way of life when she was young?The mother was always on the run and working hard because she believed that hard working is the necessary part of one’s life. Life was a struggle, a fight, a battle for survival, for salvation, and for the glory of God. Only by hard working can one be successful in the end. Those who were lazy, timid, loitering and afraid to tell others the true feelings were losers of the life.（3）How did the author react to his mother’s senility from a son’s point of view?I could not accept the inevitable.I soon stopped trying to argue her back to what I（4）Question: What made the author change his reaction to his mother’s senility?At the beginning, he tried to argue his mother back to reality from his point of view because he believed that his mother being a normal person would be better for her and her family. But later when he began to look at it from his mother’s point of view, he understood his mother was much happier when she could travel back to her childhood when she was loved and needed. So he would like to travel along with her into her past and understood his mother more.（5）How did the author understand the relationship with his childrenI had developed the habit of lecturing them onBetween us there was a dispute about time. (6) Question: What does the author mean by “a dispute about time”?(53)It is one of the reasons why there is generation gap between parents and children. The parents always like to talk about their past to the children because that was once their “future” they dreamed of and struggled for. But for the children, they are indifferent to the parents’ “future” because it is past for them. They are now dreaming for their future. This is the dispute of time.Further questions on appreciationWhat happened to the author’s mother at the age of 80? What became of her after her “last” fall?What exactly is the problem with his mother?What kind of a woman was the author’s mother when she was young?Was she happy when she was yo ung? Is she happy now? What are her main complaints?Does the author feel that he has been a good son?What do you think he is trying to say when he hopes that he can step into his mother’s time machine?How does the author understand the generation gap? W hat’s his advice to the younger generation?V. Writing Devices1. Parallelism and RepetitionShe ran after chickens, … She ran when she made the beds, ran when she set the table. … she ran. (15)Repetition: ran…ran…ran…ranParallelism : She ran when she…ran when she…Repetition is a major rhetorical strategy for producing emphasis, clarity, amplification, or emotional effect.Parallelism: more examples1.Words and phrases•Not Parallel: The teacher said that he was a poor student because he wait ed until the last minute to study for the exam, complet ed his lab problems in a careless manner, and his motivation was low.•Parallel: The teacher said that he was a poor student because he wait ed until the last minute to study for the exam, complet ed his lab problems in a careless manner, and lack ed motivation.2. clauses•Not Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that questions would be asked by prospective buyers (passive).•Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions. 3. Lists after a colon•Not Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and looking up irregular verbs.•Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and irregular verbs. Repetition: more examples•Would you please please please please please please please stop talking.(Ernest Hemingway, Hills Like Whites Elephants)•It’s like a windfall, like a godsend, like an unexpected piece of luck.(Joseph Conrad, Youth)There are words like FreedomSweet and wonderful to say.On my heartstrings freedom singsAll day everyday.There are words like libertyThat almost make me cry.If you had known what I knowY ou would know why.James Langston Hughes, Words Like FreedomV. Grammar1. preposition + which/whomThe type of relative clause in which the relative pronoun “which” and “whom” is preceded by a preposition is chiefly used in formal, especially technical or legal writing.In informal, especially spoken English, this structure should be avoided, and the relative pronoun is often omitted.Examples:It was an awkward question with which to beawakened. (formal)There’s some limit nobody should go beyond.(informal)2. preposition+ wh-wordNoun clauses introduced by wh-words are often used after prepositions. Such clauses are common in both informal and formal English. Examples:It was time to come to grips with the magnitude of what he hadcreated.All students should be aware of how they react to new knowledgeand new ways of learning, …We have no definite information yet as to which route he willtake.VI. Paraphrases1.2.3.4. 5.6 7.8.910 1112 13 1415.VII. DiscussionIs the generation gap inevitable?Is the generation gap a serious problem today?Have you ever experienced generation gap between your parents andyourself?Does generation gap only exist between parents and children?What should we do about the generation gap?VIII. Chinese version1.我的母亲在她 80岁时 , 不幸遭遇了她的最后一次跌倒。
大学英语精读3教案
课时：2课时教学目标：1. 理解课文内容，掌握课文中的生词、短语和句型。
2. 培养学生的阅读理解能力和英语思维习惯。
3. 提高学生的口语表达能力和写作水平。
教学重点：1. 课文生词、短语和句型的掌握。
2. 课文内容的理解。
教学难点：1. 课文中的长难句型分析。
2. 课文主题思想的把握。
教学准备：1. 教师准备PPT课件，包括课文内容、生词、短语和句型等。
2. 学生准备课文、生词表和笔记。
教学过程：第一课时一、导入1. 教师简要介绍课文背景，激发学生的学习兴趣。
2. 学生自由朗读课文，初步感知课文内容。
二、课文讲解1. 教师引导学生分析课文结构，理清文章脉络。
2. 教师讲解课文中的重点生词、短语和句型，并举例说明。
3. 学生跟读课文，加深对课文内容的理解。
三、课堂练习1. 教师布置课后练习题，学生独立完成。
2. 教师检查学生练习情况，纠正错误。
四、课堂小结1. 教师总结本节课所学内容，强调重点和难点。
2. 学生回顾本节课所学，巩固所学知识。
第二课时一、复习导入1. 教师提问上节课所学内容，检查学生对课文的理解程度。
2. 学生回答问题，教师点评。
二、课文精讲1. 教师讲解课文中的长难句型，分析其语法结构和语义。
2. 教师引导学生分析课文主题思想，探讨作者的观点。
三、课堂练习1. 教师布置课后练习题，学生独立完成。
2. 教师检查学生练习情况，纠正错误。
四、课堂小结1. 教师总结本节课所学内容，强调重点和难点。
2. 学生回顾本节课所学，巩固所学知识。
五、作业布置1. 学生完成课后练习题。
2. 学生预习下一课文的生词和短语。
教学评价：1. 学生对课文内容的理解程度。
2. 学生对生词、短语和句型的掌握情况。
3. 学生在课堂练习中的表现。
教学反思：1. 教师应根据学生的实际情况调整教学进度和难度。
2. 教师应注重培养学生的阅读理解能力和英语思维习惯。
3. 教师应鼓励学生积极参与课堂活动，提高他们的口语表达能力和写作水平。
大学英语精读3教案
大学英语精读3教案教案名称：大学英语精读3教案教学目标：1. 匡助学生提高阅读理解能力，包括理解文章的主旨、细节和推理能力。
2. 培养学生的词汇量和语言表达能力。
3. 培养学生的独立思量和批评性思维能力。
教学内容：本教案将以大学英语精读3教材中的三篇文章为基础，分别是《The Benefits of Reading Fiction》、《The Power of Positive Thinking》和《The Importance of Cultural Awareness》。
教学步骤：一、导入（5分钟）1. 创设情境，引起学生对阅读的兴趣，例如分享一段有趣的故事。
2. 提问学生对于阅读的看法和意义。
二、预习（10分钟）1. 学生自主预习教材中的三篇文章，并标记出不理解的词汇和句子。
2. 学生根据自己的理解，提出一些问题，以便在课堂上讨论。
三、阅读理解（30分钟）1. 分组讨论：学生分成小组，每一个小组选择一篇文章进行深入讨论，并回答教师提供的问题。
2. 教师引导学生理解文章的主旨、段落结构和关键信息。
3. 教师解释不理解的词汇和句子，并匡助学生理解文章的难点。
四、词汇拓展（15分钟）1. 教师提供一些与文章相关的词汇，学生通过课堂讨论和举例的方式理解词汇的含义和用法。
2. 学生分组进行词汇游戏，巩固所学词汇。
五、语言表达（20分钟）1. 学生根据所学文章的内容，进行小组讨论，提出自己的观点和看法。
2. 学生展示自己的观点，进行辩论和交流，教师引导学生运用所学语言进行表达。
六、总结与反思（10分钟）1. 教师总结本节课的重点内容和学习收获。
2. 学生进行自我反思，回答教师提出的问题，例如：你对阅读有什么新的认识？你在本节课中遇到了哪些难点？你有什么需要改进的地方？教学评估：1. 教师观察学生在小组讨论和课堂表达中的参预度和理解程度。
2. 学生完成课后阅读理解题目，教师批改并赋予反馈。
教学资源：1. 大学英语精读3教材2. 阅读理解题目3. 词汇拓展材料4. 小组讨论和辩论的话题材料教学延伸：1. 学生可以通过阅读其他相关文章，拓宽自己的阅读素材和视野。
大学英语精读(第3版)第3册电子教案121页PPT
1、不要轻言放弃，否则对不起自己。
2、要冒一次险!整个生命就是一场冒险。走得最远的人，常是愿意 去做，并愿意去冒险的人。“稳妥”之船，从未能从岸边走远。-戴尔．卡耐基。
梦 境
3、人生就像一杯没有加糖的咖啡，喝起来是苦涩的，回味起来却有 久久不会退去的余香。
大学英语精读(第3版)第3册电子教案 4、守业的最好办法就是不断的发展。 5、当爱不能完美，我宁愿选择无悔，不管来生多么美丽，我不愿失 去今生对你的记忆，我不求天长地久的美景，我只要生生世世的轮 回里有你。
大学英语精读3教案
大学英语精读3教案【篇一：大学英语精读(第三版)unit 6-10教案】课程教案课程教案【篇二：大学英语精读第三册】passage onea couple of years ago i spent the day at an elementary school in new jersey. it was a nice average school, a square and solid building, full of reasonably well-behaved kids from middle-class families. i handled three classes, and by the time i staggered out the door i wanted to lie down for the rest of the day. teachings the toughest job there is. in his new memoir, teacher man, frank mccourt recalls telling his students, teaching is harder than working on docks and warehouses. not to mention writing a column. i can stare off into the middle distance with my chin (下巴) in my hand any time. but you go mentally south for five minutes in front of a class of fifth graders, and you are sunk. the average new teacher today makes just under $30,000 a year, which may not look too bad for a twenty-something with no mortgage (抵押贷款) and no kids. but soon enough the new teachers realize that they can make more money and not work anywhere near as hard elsewhere. after a lifetime of hearing the old legends about cushy (舒适安逸的) hours and summer vacations, they figure out that early mornings are for students who need extra help, evenings are for test corrections and lesson plans, and weekends and summers are for second and even third jobs to try to pay the bills. according to the department of education, one in every five teachers leaves after the first year, and almost twice as many leave within three. if any business had that rate of turnover, someone would do something smart and strategic to fix it. this isnt any business. its the most important business around, the gardeners of the landscape of the human race.unfortunately, the current way of dealing with problems in education is taken directly from business practice, and its aterrible fit. instead of simply acknowledging that starting salaries are woefully low and committing to increasing them and finding the money for reasonable recurring raises, politicians have wasted decades talking about something called merit pay (奖励工资). its a concept that works fine if youre making toys, but kids arent toys, and good teaching isnt an assembly line.26. what can we infer from the first paragraph about teachers? 1they have to teach three classes at a time.2they have a very rewarding job.3they prefer to teach children from middle-class families.4they have a very hard job to do.27. why does the author say teaching is tougher than writing a column? 1teaching is like working on docks and warehouses. 2teaching demands full attention.3teachers have to work with children.4teachers have no chance to go traveling.28. what do new teachers find out after some practice?1their starting salary is lower than offered by other occupations. 2they have to work during vacations to make ends meet.3they have to plan their time well to get everything done.4they can take a second or even a third job besides teaching.29. we can infer from the fourth paragraph that the author thinks __________. 1measures should be taken to keep teachers in their jobs2the rate of turnover in teaching is low compared to other occupations 3its natural for a number of teachers to quit in three to five years 4its fair to call teachers the gardeners of the landscape of the human race30. what does the author think of merit pay?1it will make up for teachers low starting salaries.2it will bring down the turnover rate of teachers.3it is a good fix for current educational problems. 4it is not suitable for the teaching profession.几年前,我花了一整天在新泽西的一所小学。
大学英语精读3教案
Unit1 A Brush With The LawI. Objectives:Students are required to be able to1. grasp the main idea and analyze the structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the negative prefixes of “un-” and “counter-” ;III. Difficulties:1. Analysis of some complex sentences;2. Appreciation of the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a short video reflecting American law system);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss the advantages anddisadvantages of law system of America and that of China)V. Teaching-steps:1.Overall impression of the text, including general idea and the textstructure (1 class)To guide students to seize key sentences and factors of a story and to conclude the significance of the text.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. Have you ever been stopped by the police? If yes, for what? And how didyou feel then?b. Do you think that everyone is equal in the eyes of the law? Explain.c. What do you think of the law system of America and that of China? Statetheir advantages and disadvantages.2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then divide the passage intoseveral parts.4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (3classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----How to Use a Dictionary.3).Guided writing.VI. Global analysis and Language points:Key factors and structure:Structure:Cause: (Paras 1--3) I was strolling along the streets.Developing: (Paras 4-16/17-18/19) I was questioned and arrested.-----I wasquestioned and charged.----I was trialedand released.End: (Paras 20-21) One policeman complained.Words and sentences:1. brush: a short fight or quarrel; an argument or disagreement---to have a brush with the police/the Customs men/the enemy---It is his third brush with the law in less than a year.2. take sb. to court: take legal action against sb.---I told him that I would take him to court if he did not repay the money in a week. ---If you go on ill-treating your wife like this, you will be taken to court.3. …it makes a good story now:… it provides material for a g ood story now.Here the verb “to make” means “to have the qualities needed for (sth. good)”. Examples:--- Iced tea makes an excellent drink in summer.--- The wall calendar makes a nice new year gift.4. What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court:The author was arrested simply because the policemen thought he intended to steal milk bottles and later in court he was released from the charge just because he had the “right” accent, respec table middle-class parents, reliable witnesses and so on. That is to say, he was arrested arbitrarily and released arbitrarily. And it is this arbitrariness of both his arrest and his release that the author thinks rather disturbing.arbitrary: based on on e’s own wishes or will rather than reason--- If a leader makes decisions without conducting investigations, he is being arbitrary.--- The arbitrary decisions of the factory owners caused dissatisfaction among the workers.circumstances: conditions, facts, etc. connected with an event or a person--- We can not expect him to continue these activities under such unfavorable circumstances.--- Because of circumstances beyond our control the meeting was cancelled. subsequent: coming after, followingExamples:--- Subsequent events proved that my judgment of the situation was right.--- The story will be continued in subsequent issues of the magazine.5.… and was not due to go to university until the following October:In Britain the university terms are: October-December; January-March;April-June.due:1) expected or scheduled to arrive or be ready; supposed (to)--- The train from Beijing is due at 1:30.--- The next train to Nanjing is due to leave at ten.--- The young man is due to appear in the Magistrat es’ Court next Monday.2) to be paid or returned--- When is the rent due?--- The books are due today but I want to renew some of them.7.It must have been this obvious aimlessness that led to my downfall.:I’m sure my arrest was the result of my wanderi ng in the streets without any definite purpose.obvious: easy to see or understand; clear---It was obvious that the policeman mistook me for a thief.---For obvious reasons, the magistrate dismissed the case after fifteen minutes. 8. … this time in uniform…:the second policeman was wearing uniform while the first was obviously in plain clothesuniform: a certain type of clothing which all members of a group or organization wear---Policemen wear uniform(s); so do soldiers; postmen and Customs men.---The boys and girls take great pride in wearing school uniforms.9. …I was left in no doubt:I became completely certain of the seriousness of the matter; I realized that it was no joke and they meant business.10.…commit an arrestable offence:…commit an offe nce which is serious enough for one to be arrested commit: do (sth. wrong, bad, foolish, or unlawful)---If we fail to understand this, we shall commit a lot of mistakes.---During their occupation of China, the Japanese invaders committed many horrible crimes against the Chinese people.---The detective concluded that the murder was committed in this very room.---Can you tell us why the gifted American poet committed suicide (killed himself) at the peak of his fame?11.perfectly straight face: a face showing no emotion or humor; a very seriouslooking faceperfectly: very; completely---You’re perfectly right.---I’m perfectly satisfied with your arrangements.12….in the most casual and conversational tone I could manage:…trying to sound as unconcerned and informal as I couldcasual: relaxed and unconcerned about what is happening or what one is doing ---Because of his casual attitude toward work, he was fired.13….it confirmed them in their belief that I was a thoroughly disreputable character:…it reinforced their belief that I was a very disreputable person.confirm:1) strengthen; make firmer--The sudden snowstorm during the night confirmed my decision not to leave.2) prove to be true or correct--The Mayor confirmed the report that his son had been kidnapped.14. ‘Aha,’ I could see them thinking, ‘unemployed’:Judging by the look on their faces, the author realized that the policemen must be reasoning like this: ‘Aha, you’re unemployed. That’s why you are stealing.’The word ‘aha’ is used here to express the satisfaction and joy of the policemen in finding out the “reason” for the young man’s supposed theft.15. Given the obscure nature of the charge…:Considering the obscure nature of the charge…The charge against the narrator—wandering with intent to commit an arrestable offence—was very vague or unclear. The magistrate might find him guilty if he had a criminal record, or the magistrate might find him innocent if he had reliable witnesses to prove his good character.given: considering, if one takes into account--Given their inexperience, they’ve done a good job.VII. Reference books:1. Unit1 of College English Book3 (Teacher’s book).2. Online library (information concerning to American law system).VIII. Homework:Think: What are your suggestions to improve the law environment in China?Unit2 Fruitful QuestionsI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the suf fix of “-eer” (volunteer, engineer, pioneer, etc.) ;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a segment of the film “Gone with the wind” reflectingAmerican Civil War);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss the virtue of ,sometimes, NOT telling truth).V. Teaching-steps:1. New words and phrases of the text (one class)To pay much attention to word-building of the key words and the part of speech, making sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1). Leading-in (warm-up questions):a. Have you ever told a lie? And why did you do that?b. Do you insist that we should never tell lies or sometimes it’s a kind ofvirtue not to tell the truth? Explain.2). Give a brief introduction of the general idea of the story narrated in thistext.3). Ask students to read through the text and then divide the passage intoseveral parts.4). Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Scanning.`3).Guided writing.VI. Language points:1.But I could picture her as she was in the story she told me.:But I could form a picture in my mind of what she looked like in the story she told me.Picture: imagine; form a picture of in the mindExample:--I couldn’t see his face in the dark, but I could somehow picture his expression.2. …in the stained blue uniform…:Blue was the color of the uniforms worn by Union soldiers while the Confederates wore gray uniforms.3. That’s what war is really like, child; no bugles and banners. Just pain and filth, futility and death.:Here Aunt Bettie is saying that war is not so glorious or romantic as some people describe it. In reality it only brings about pain and filth, futility and death.4. 11th Bermont Volunteers:On April 15, 1861, three days after the Confederates fired the first shots of the Civil War, President Lincoln issued his call for 75,000 volunteers. Answering his call, many young people joined the Northern army to “save the Union and free the slaves”and many regiments of volunteers were formed. The 11th Vermont V olunteers means the 11th Regiment of volunteers from the state Vermont.5. …should report the presence of this Union officer to the Confederate army: …should report to the Confederate army that there was a Union officer in her farmhouse.presence: the fact or state of being presentExample:---Jane was so quiet that her presence was hardly noticed.6….James Van Metre’s wife fanned the spark of life that flickered in Henry Bedell:She brought the dying man(Henry Bedell) back to life in the way that she would fan a dying fire into flame again.7. flare up: suddenly become angry, fierce or violent, especially of a person, fire, battle, etc.Example:---I don’t like to see you flare up so easily.8. see that/see to it that: make sure that; take care thatExample:---I promise to see that the fee is paid without delay.9. brush aside: disregard, ignoreExample:---He brushed aside all our objections/suggestions.10. disaster: a great or sudden misfortune; a terrible accidentExample:---Every year throughout the world natural disasters such as earthquakes and volcanic eruptions cause heavy losses of life and property.11. Only an hour from the Union lines:When they came to a place which was only an hour’s drive from the lines of defense of the Union Army, …Here “ an hour” means “ the distance which can be travelled in an hour”.VII. Reference books:1. Unit2 of College English Book3 (Teacher’s book).2. American Novel: Gone with the wind.VIII. Homework:To write a letter (Exercise2 of Guided Writing on page 41 of the student’s book)Unit3 Why I teachI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the prefix “re-” (again or back) and suffix “-ship”(status or condition) ;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display some pictures of both Chinese and foreign educators);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss whether they like tobe a teacher in the future)V. Teaching-steps:1. New words and phrases of the text (one class):To pay much attention to word-building and part of speech of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. Would you like to be a teacher? Why or why not?b. What do you think are the advantages of being a teacher? What are thedisadvantages?c. What qualities does a good teacher need?2).Give a brief introduction of the general idea of this text.3).Ask students to read through the text and then divide the passage intoseveral parts.4).learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides.2).Basic reading skill----Scanning(2).3).Guided writing.VI. Language points:1. …I didn’t want to be considered for an administrative position:…I didn’t want to be a candidate for an administrative position, such as the president or vice-president of a university, the dean of a college, the chairman ofa department, etc.2. Certainly I don’t teach because teaching is easy for me.:Certainly I teach not because teaching is easy for me.3. teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer.:I have tried many other ways to make a living. I have worked as a mechanic, a carpenter, a writer, and now I am working as a teacher. Of all these professions, teaching is the most difficult for me.4. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession.: Teaching is a profession that makes my eyes red for lack of sleep, my palms sweaty because of nervousness and my stomach sinking because I often feel so disappointed with my lectures.Here, “stomach” means “spirit, heart”. A person’s stomach sinks when he is upset, disappointed.profession: job that needs formal qualifications after training, e.g. law, medicine, teaching, acting.Example:---As a sophomore, I still don’t know what profession would suit me best.5. …because I have knowledge I feel compelled to share:…because I have knowledge (that) I feel compelled to share (with my students). compel: make (sb.) do sth. by or as if by forceExample:---Having found himself out of gas, the driver was compelled to walk several miles to the nearest village.6. freshman: a student in the first year of collegesophomore: a student in the second year of collegejunior: a student in the third year of collegesenior: a student in the fourth year of college7. to ask questions that students must struggle to answer:To ask difficult, thought-provoking questions which the students must think hard about before they can answer.8. The world is full of right answers to bad questions:Here “bad questions”means “meaningless questions or simple questions”thateveryone can answer easily.9. I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world.:Institutions like universities and colleges are often referred to as “ivory towers”where professors and their students study only book knowledge and have little to do with the practice of everyday life. What the author tries to do is to help the students go out of the ivory tower and into the real world, learn to solve practical problems and prepare themselves for the life they will encounter after graduation.10. variety: state of varying; a number of different kinsExample:---My job lacks variety; I am doing the same things all the time.11. But I was there when …:But what was really rewarding was to be there when…12….because he decided the liked people better than things:A student of English studies mainly literature, which reflects man’s life andthought, while an engineering student concerns himself mainly with the marking of things.13. Being a teacher is being present at the creation, when the clay begins tobreath.:According to the Bible, man was created by God out of clay. When God breathed the breath of life into the clay, it became alive and the creation of man was completed. Here the author compares the job of a teacher to the work of God. He implies that the teacher helps the student become a real man or woman.14. What is the point of being rich?: what’s the use of being rich?15. Perhaps love is the wrong word; magic might be better.:Perhaps the word “love”is not sufficient to describe what teaching offers; it might be better to use the word “magic””.VII. Reference books:1. Unit3 of College English Book3 (Teacher’s book);2. Online library (information concerning to American education).VIII. Homework:Think: What are the problems of Chinese current education system? How to improve it?Unit5 The Day Mother CriedI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance and difficulties:Word-building: the suffix “-ist”, and blends (motel: motor and hotel);III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a segment of the film “Forest Gan” reflecting Gan’smother’s love to him);2. Blackboard (with detailed explanations and analysis of the text);3. Talk (to divide students to several groups to tell stories which shows how greattheir mothers are).V. Teaching-steps:1. New words and phrases of the text (one class)To pay much attention to word-building of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. When a task defeats you, how do you react?b. How do you comfort someone threatened with losing his or her job?c. What did your parents do to help you get to college?2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then divide the passage intoseveral parts.4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Understanding Figurative Language3).Guided writing.VI. Language points:1. filled with anticipation: full of expectation; very excited (because he thoughthe could enjoy reading his sports magazine alone at home without anyone to disturb him.)Example:--- As Christmas drew near, the children were filled with anticipation.2. issue: a particular edition of a magazine or newspaperExample:---The latest issue of Time contains a cover story entitled It Came from Outer Space.3. burst into: rush intoExample:--- Andy burst into the classroom, grabbed his books, and rushed out again.4. flipped on a light: turned on a light quickly5. managed a weak smile: managed to give a faint smile; forced a faint smile6. set one’s mind to: give all one’s attention to doing (sth.)Example:---After hearing the sad news, Jack could not set his mind to his work that afternoon.7. assume: take as true without actual proofExample:--- I assume that you agree with what Mary has just said.8. …that didn’t stand in her way:…her having had no training didn’t prevent her from becoming a nursery teacherStand/be in sb’s way: prevent sb. from doing sth.Example:---If you think you can get a better job elsewhere, I’ll certainly not stand in your way.9. qualify: cause sb. to teach the level needed for sth. or to do sth.Example:---This training will qualify you as a computer operator.10. I was not the least bit surprised, or impressed:I was not surprised or impressed at all.(The author felt that way because he thought his mother could do anything and he took her employment by the radio station as a matter of course.)11. help out: give help at a time of need (to sb.)Example:---Our neighbors helped out when Mother became ill.12. on (one’s) guard: watchful; ready to defend or protectExample:--- As the bus was very crowded, the conductor warned the passengers to be on (their) guard against pickpockets.13. You might just remember that she is working primarily so you can go tocollege:You should remember that she is working mainly with the purpose of making it possible for you to go to college.Sometimes, “might”can be used to suggest that a person should do sth, behave in a certain way, etc.Example:---You might at least say “ Thank you” when someone helps you.14. sometime, some time, sometimes:Sometime: at some uncertain or unstated timeExample:---He first came to China sometime around 1932.15. hold back: controlExample:--- Mr. Jackson managed to hold back his anger and avoided a quarrel with his 16-year-old son.16. …something inside me turned: I felt deeply moved.17. She broke then:At that time she could no longer control her emotions.18. …tapping away: tapping on without stopping; tapping continuouslyThe adverb “away” here means “without stopping” or “continuously”Example:---The soldiers fired away until they had no ammunition left.19… there was something more going on in there than a woman learning to type:…besides learning to type, Mother was also showing her determination to overcome whatever difficulties she might meet with, her strong will not to accept defeat easily and her courage to go ahead.20. memento: a small object which reminds one of a holiday, a friend, etc. Example:---These post cards are mementos of their trip to Italy.VII. Reference books:Unit5 of College English Book3 (Teacher’s book).VIII. Homework:Translation: Exercise15 of this unit (on page100).Unit6 A Day’s WaitI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the prefix “therm(o)-”(means heat or temperature), “kilo-”(means one thousand) and “milli- (one thousand of a unit)”;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a short video introducing Ernest Heimingway);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss how to define aHERO)V. Teaching-steps:1. New words and phrases of the text (one class)To pay much attention to word-building of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. Have you ever been in the face of danger or even death? If yes, how didyou react?b. Have you ever been worried by what somebody said only to find out laterthat you had misunderstood and that there was nothing to worry about atall?2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then answer the question:What does the title mean (A day’s wait)? And what has happened to the child?4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Increasing Word Power.3).Guided writing.VI. Language points:1. shiver: shake or tremble, esp. from cold or fearExample:---The shopping-bag lady stood at the street corner shivering all with cold. 2….looking a very sick and miserable boy of nine years:…looking, despite what he said, very ill and unhappy and young and vulnerable 3. instruction: clear and detailed informationExample:---Read the attached book carefully and follow the instructions when you set the washing machine to work.4. …and seemed very detached from what was going on:The boy showed little interest in what was happening, because, as we learn later, he was thinking about his death.5. “Just the same, so far,” he said:Here the boy may mean “I’m still alive up to now, though I’m going to die.”6. (would) rather: more willinglyExample:---I would rather go today than tomorrow.7. prescribe: order to give (sth.) as medicine or treatment for a sick personExample:---What medicine did the doctor prescribe for your illness>8. … a high clay bank with overhanging brush:… a small clay cliff with bushes, weeds, and branches hanging over the edge 9. scatter: go off in all directionsExample:---The birds scattered at the sound of the gun.10. they made difficult shooting: they were very difficult to shootmore Example:---His handwriting made difficult reading.11. You mustn’t get what I have:You mustn’t catch the illness I have.12. something like: about, approximatelyExample:---Every day he walked something like two miles to school.13. take it easy: don’t worry; don’t hurry; don’t get excited or anxious。
大学精读三第三册u10电子教案
一、教学目标1. 理解文章中心思想，掌握文章结构。
2. 熟练掌握本单元的生词、短语和句型。
3. 提高学生的阅读技巧，培养学生独立思考的能力。
4. 培养学生的写作能力，学会在写作中运用所学知识。
二、教学重点与难点1. 教学重点：文章中心思想、生词、短语和句型。
2. 教学难点：阅读技巧、写作能力。
三、教学准备1. 教师准备：多媒体课件、教学资料、教学评价表。
2. 学生准备：预习课文，了解文章背景知识。
四、教学过程（一）导入1. 教师简要介绍本单元主题，引导学生关注文章背景知识。
2. 学生分享预习心得，教师总结。
（二）阅读理解1. 教师讲解文章结构，帮助学生理解文章脉络。
2. 学生分组讨论，找出文章中心思想。
3. 教师引导学生分析文章中的生词、短语和句型，讲解其用法。
4. 学生练习阅读理解题，巩固所学知识。
（三）写作训练1. 教师讲解写作技巧，引导学生关注文章结构、段落划分、过渡词的使用等。
2. 学生根据所学知识，尝试写一篇短文，教师点评并给予指导。
（四）课堂小结1. 教师总结本节课所学内容，强调重点和难点。
2. 学生回顾所学知识，分享学习心得。
（五）课后作业1. 完成本单元的课后练习题。
2. 预习下一单元课文。
五、教学评价1. 课堂参与度：观察学生在课堂上的表现，评价其学习态度和积极性。
2. 阅读理解能力：通过阅读理解题，评价学生的阅读理解能力。
3. 写作能力：通过写作练习，评价学生的写作能力。
4. 学生自评和互评：鼓励学生进行自评和互评，提高学生的自我评价能力。
六、教学反思1. 教师在教学过程中应关注学生的个体差异，因材施教。
2. 加强学生的阅读技巧和写作能力的培养，提高学生的英语综合素质。
3. 适时调整教学方法，激发学生的学习兴趣，提高课堂效率。
大学英语精读三电子教案
一、教学目标1. 知识目标：（1）掌握本册教材中的核心词汇、短语和常用句型；（2）了解并掌握本册教材中的语法知识点；（3）提高阅读理解能力，学会分析文章结构和主题。
2. 能力目标：（1）提高英语听说读写综合运用能力；（2）培养学生自主学习、合作学习的能力；（3）增强学生的跨文化交际意识。
3. 情感目标：（1）激发学生对英语学习的兴趣，提高学习动力；（2）培养学生具有积极向上的学习态度和团队合作精神；（3）培养学生具有良好的人文素养和社会责任感。
二、教学内容1. 核心词汇、短语和常用句型；2. 语法知识点；3. 阅读理解；4. 听力、口语、写作等技能训练。
三、教学过程1. 预习与导入（1）学生预习课文，了解课文背景和主要内容；（2）教师简要介绍课文主题，激发学生学习兴趣。
2. 课堂讲解（1）讲解课文中的核心词汇、短语和常用句型；（2）分析课文结构和主题，引导学生理解文章内容；（3）讲解语法知识点，帮助学生掌握英语语法。
3. 课堂练习（1）进行词汇、短语和句型练习；（2）进行阅读理解练习，提高学生的阅读能力；（3）进行听力、口语、写作等技能训练。
4. 小组讨论与合作（1）分组讨论课文主题，分享各自的观点；（2）进行角色扮演，提高口语表达能力；（3）进行小组写作，培养学生的写作能力。
5. 总结与反思（1）教师总结本节课的重点内容；（2）学生反思自己的学习情况，提出改进措施。
四、教学评价1. 课堂表现：包括学生的出勤、课堂参与度、回答问题情况等；2. 作业完成情况：包括作业的准确性、完整性、创新性等；3. 考试成绩：包括期中、期末考试等；4. 学生自评与互评：学生对自己的学习情况进行评价，并互相评价。
五、教学资源1. 教材：《大学英语精读（第三册）》；2. 课件：电子教案、多媒体素材等；3. 网络资源：英语学习网站、在线词典等；4. 教学辅助工具：投影仪、白板、录音笔等。
六、教学进度安排1. 第一周：课文讲解，重点词汇、短语和句型；2. 第二周：阅读理解，提高阅读能力；3. 第三周：听力、口语、写作等技能训练；4. 第四周：小组讨论与合作，提高综合运用能力；5. 第五周：总结与反思，调整学习方法。
大学英语精读(第3版)第3册电子教案
It is recommended to add more reading materials to the teaching plan to meet the needs of different levels of students' reading practice.
It is recommended to design more practical and targeted teaching activities to better suit the characteristics of different students.
Course outline
Development of students' ability to analyze and evaluate the quality of written materials.
01
Introduction to the concept of reading for pleasure and its benefits.
03
The textbook gradually increases the complexity of the language used, helping students to develop their reading comprehension and vocabulary skills.
Table of Contents
A comprehensive table of contents is provided at the beginning of the textbook, outlining the structure and organization of the content.
现代大学英语精读第3册教案
CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 1 Your College YearsPeriod of the teaching:10 classesObjectives:1.To expand basic vocabulary and expressions2.To appreciate the theme of the text3.To know about some background information about Eric H Erickson’sDevelopmental Stages.4. To review the grammatical knowledge about the conjunction while and tolearn to use parallelism.Key points:nguage study and expressions2.Background information3.Word Building: de-, pro-, -ject, -volve, -ogy.4.Paraphrases of difficult sentencesDifficult points:1.ways of expressing the object2.Writing devices: antithesis3.The corresponding information about the textMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Warm-upI. Warm-up Questions1. As a sophomore, what is your general impression of college?➢many opportunities for one to explore the unknown➢experiencing a lot➢keeping a good balance and laying a solid foundation➢the golden time in one’s life2. Have you experienced anything different from your middle school life?➢being far away from home➢living with others➢becoming independent➢changes are occurring3. What’s your purpose of receiving a college education?➢to get and keep a good job➢to earn more money➢to get a good start in life➢ a sound investment that is worth every penny .4. Have you had any psychological problems ever since you enteredcollege?➢loneliness➢confusion➢frustration➢psychological problems abound on campusII.Myths and Facts Regarding College ExperienceCollege years are times of significant transition and challenge for an individual.Transition simply means change. Higher levels of anxiety are always experienced by people who are in a state of transition regardless of whether the change is perceived as good or bad. The following are some of the myths vs. the facts regarding college experience.Myth 1: College Years Are the Best Years of One’s Life➢Fact 1: While college years are memorable and enjoyable, they can also be among the most stressful and anxious times. One is faced with constant evaluation from his professors. Personal and parental expectations are always on his mind. Financial stress is often a way of life. Career decisions, various relationships and the move toward independence are also common issues. Making these the best years of one’s life involves developing an approach that is proactive and includes a support network.Myth 2: Students experiencing stress or anxiety are unprepared to handle the rigors of college.➢Fact 2: College and university environments are designed to be challenging academically, personally and socially. Stress and anxiety, among other emotions, are natural by-products of the accelerated pace of learning and growth. It is not a matter of whether or not we experience these unpleasantfeelings but rather, a matter of how we manage these emotions.Myth 3: A good student does not need assistance during his/her college experience.➢Fact 3: Many students come to college with the belief that to ask for help isa sure sign of inadequacy. In fact, nothing could be farther from the truth.Your college or university has an abundance of resources available to you, for which you are paying through tuition or fees. So become familiar with and make use of the campus resources, especially when you need assistance.Myth 4: I am the only one that doesn't have it all.Fact 4: As you walk on campus and observe other students, it appears that everyone else is so sure of himself. Everyone else has friends. Everyone else has direction. Everyone else is confident. Everyone else is without troubles or hassles. This misperception is common among college students.It has its roots in one of our more powerful social norms. We all wear a 'public mask' to protect a certain social image. This 'public mask' communicates a sense of self-assuredness to those with whom we come in contact. It often belies the inner turmoil that we all experience from time to time.The above are just some of the myths versus facts concerning college experiences. Can you think of any other myths? Have a discussion with your classmates about their truths.III.On Seasons in CollegeThere are four seasons in a year, which make the days distinctive and exciting. Metaphorically, there are four seasons in one’s college years representing different aspects of college life, which make the days rewarding and unforgettable. Do you agree? If so, what do you think the four seasons represent ? Share your opinions, please.Spring is the season for nature to revive, to grow and to get ready to boom.Similarly, in college, spring is the season for you to acquire knowledge, to develop yourself and to lay a solid foundation for the future. It’s the season of growth.Summer is the season for flowers to bloom, and it’s the season for you to enjoy the greatest passion in nature — love, love from your classmates, from your teachers and from your romance. It is the season of affection.Autumn is a season of harvest in college.It’s the season for you to enjoy what you have achieved.Winter is the harshest season of the four, which presents so many difficulties and hardships. Likewise, not every day in college is full of joy. You have to meet new faces,get adjusted, make decisions for yourself, be financially and psychologically dependent, etc. So winter is the season of change. Unpleasant as it may seem to some students, it is simply inescapable and beneficial to one’s growth and maturity.Part II Background InformationI. AuthorBob Hartman was born in Pittsburgh, the United States, and moved to England in the summer of 2000. He has been working as a storyteller for children for more than a decade and is a part-time pastor.A selection of books by Bob HartmanII. Erik H. EriksonErik H. Erikson(1902—1994), was a German-born American psychoanalyst whose writings on social psychology, individual identity, and the interactions of psychology with history, politics, and culture influenced professional approaches to psychosocial problems and attracted much popular interest. He was most famous for his work on refining and expanding Freud’s theory of developmental stages. Main books by Erik H. Erickson:II. Erickson’s Developmental StagesBasic Theory:Babies are born with some basic capabilities and distinct temperaments. But they go through dramatic changes on the way to adulthood and old age. According to psychologist Erik H. Erikson, each individual passes through eight developmental stages.Each developmental stage is characterized by a different psychological "crisis", which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive manner, theoutcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.Stage 1: Infant Trust vs. MistrustNeeds maximum comfort with minimal uncertainty to trust himself/ herself, others, and the environment.Stage 2: Toddler Autonomy vs. Shame and DoubtWorks to master physical environment while maintaining self-esteem.Stage 3: Preschooler Initiative vs. GuiltBegins to initiate, not imitate, activities; develops conscience and sexual identity. Stage 4: School-age Child Industry vs. InferiorityTries to develop a sense of self-worth by refining skills.Stage 5: Adolescent Identity vs. Role ConfusionTries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure.Stage 6: Young Adult Intimacy vs. IsolationLearns to make personal commitment to another as spouse, parent or partner. Stage 7: Middle-Age Adult Generativity vs. StagnationSeeks satisfaction through productivity in career, family, and civic interests. Stage 8: Older Adult Integrity vs. DespairReviews life accomplishments, deals with loss and prepares for death.Part III Text AppreciationI.Text analysis1. ThemeCollege is designed to be a time of changes for students. Threatening the changes may be, they contribute to young adults’ growth and maturity. College students are experiencing a lot. Not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. They are also proudly growing in their understanding of themselves, others and the world.2. StructurePart 1 (para. 1):Many key changes happen to college students during theircollege years.Part 2 (paras.2-9): The key changes involve the following: identity crisis, the independence/dependence struggle, establishment of sexual identity, affection giving and receiving, internalization of religious faith, values and morals, development of new ways to organize and use knowledge, a new understanding of the world and himself/herself.Part 3 (para.10 ): Conclusion.Question 1: How do college students go through an identity crisis at college?What factors may influence identity?Students endeavor to find out who they are and what their strengths and weaknesses are. They want to know how other people perceive themselves as well.Identity may be influenced by genes, environment and opportunities. Question 2: In fact, it may be heightened by their choice to pursue a college education.What does “it” refer to here?For referenc e: “it” refers to the independence/dependence struggle. Into the later adolescence stage, young adults tend to become less dependent on, even independent from their parents. For those who choose to enter the work world, they may become financially independent from their parents, while for others entering into college, the struggle seems stronger for they still need their parents’ support, say for money.Question 3: According to Jeffery A. Hoffman’s observation, there are four distinct aspects to psychologi cal separation from one’s parents. What are they? How do you understand them?1. Functional independence.2. Attitudinal independence.3. Emotional independence.4.Freedom from “excessive guilt, anxiety, mistrust, responsibility,inhibition, resentment, and anger in relation to the mother and father.”Question 4: What may be one of the most stressful matters college students experience according to the author? How do you understand it? Establishing their sexual identity. It includes relating to the opposite sex and projecting their future roles as men or women.Question 5: I was relating to my father in a different way. What are the differences between the ways “I” related to “my” father in the past and at present? What type of change does the example reflect?In the past “I” was encouraged by “my” father; now “I” was encouraging him. The example reflects the change that college students are learning how to give and receive affection in the adult world.Question 6: These religious, moral, and ethical values that are set during the college years often last a lifetime. What makes it possible for these values to last a lifetime?During college years, the young adults have the opportunity to decide for themselves what beliefs, values, and morals they are going to accept. These values are inclined to be internalized.Question 7: What are the significance about the college academic life according to paragraph 8?College academic life is a challenge. All students should be aware of how they react to new knowledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge. Question 8: How do college students become world citizens?At college, the young adults have good chances to meet people from different cultures. By interacting with them, they are introduced to new ways of life. They begin to understand life in different ways. By doing these, they experience a new understanding of the world and themselves.Part III. Further discussionWhat does the author mean by developmental changes?Have you had any identity crisis yourself?What does the author mean by independence/ dependence struggle?How can college student establish their sexual identity?What does the author mean by “internalizing” religious faith, value s, and morals?Part IV. Assignment1. Prepare for the dictation of Unit 12. All the exercises after Text A, unit 13. Preview Unit 3CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 2 How Reading Changed My LifePeriod of the teaching:10 classesObjectives:e the words and phrases freelyprehend the text structure3.Understand the rhetorical features of the text4.Have a better understanding of the textKey points:1.The understanding of the complicated sentences2.Important language points3.Translation exercises: C-E and E-CDifficult points:1.Critical thinking skills2.Text patterns3.The corresponding information about the textMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Background informationToday, few people will deny that the written word seems being quickly supplanted by pictures, graphs, and sounds. Do people still read? Do those who still read get anything out of it? Many people are now wondering.It is of course an overstatement that traditional reading is dead. But it has obviously been losing its ground. Many people today seem to be too busy to do any reading, and those who are considered successful do not seem to have read much, if at all. The shocking fact is , percentagewise, our reading population is the lowest among major powers.The essay we have here deals with this problem. It is written by someone who has such a passion for, and takes such a delight in, traditional reading that it must deserve our attention.Part II. Detailed discussion of TEXT1)...a small but satisfying spread of center-hall colonials, old roses, and quietroads. ( para.1 )Spread:n. A range or an area over which buildings spreadColonials: houses built in the style of the 18th century during the colonialperiod of American history2) We walked to school, wandered wild in the summer. ( para.1 )Wander wild: remind students that the adjective "wild" is used here as asubject complement.3)One poem committed to memory in grade school survives in my mind.( para.4 )Paraphrase: I still remember one poem I learned in grade school.Commit sth to memory: to study sth carefully so as to remember it exactly Grade school: (AmE, old-fashioned) primary or elementary school Survive in my mind: This is not a common expression. It is more natural to say "still remain in my mind" or "I still remember"4)Perhaps restlessness is a necessary corollary of devoted literacy.(para.5)Perhaps if a person works really hard at reading and writing, he or she is bound to be restless.5)There was waking, and there was sleeping. And then there were books...Between the time I woke up and the time I went to sleep, I read.6)I did not read from a sense of superiority, or advancement, or evenlearning.(para.9)Advancement:progress or improvement in one`s career7)There is something in the American character...a certain hale and heartinessthat is suspicious of reading as anything more than a tool foradvancement.(para.11)Hale and hearty: healthy and strongBe suspicious of sb./sth.:to feel that sb/sth cannot be trusted8)There also arose...a kind of careerism in the United States that sanctionreading only if there was some point to it.(para.12)Careerism: the practice of seeking one`s professional advancement by all possible meansSanction: to approve ofNote: this word deserves special care as it can have diametrically meanings in different contexts.Point: purpose; goal; advantage;reason9)For many journalists, reading... was most often couched as a series ofproblem to be addressed... (para.13)For many journalists, reading... was usually discussed as a lot of problem to be resolved.Be couched: (fml) to be expressed in a particular way10)Gutenberg invented the printing press (para.14)Printing press: (here) a printing machine 印刷机Note: the word "press" is often used to mean, among other things, newspaper in general as in phrases like the American press, a press conference,press coverage.11)After that, it became more difficult for one small group to lay an exclusiveclaim to books, to seize and hold reading as their own. (para.14)Lay claim to sth: to state officially that you have a right to own sthSeize and hold sth: to grasp sth quickly and forcibly and then hold it firmly 12)... we are what the world of books is really about. (para.15)...we are really the most important people in the world of books.Be really/all abou t: used for saying what the most basic or important aspectof a particular job, activity, or relationship is, e.g.Love and care - - that's what family is all about.A university must teach students how to live -- that's what schools are allabout.13)It was still in the equivalent of the club chairs that we found one another...(para.16)We still found each other like we did when we were young.Equivalent: sb or sth that has the same size, value, importance or meaning as sb or sth else对应物; 相等物Part III. The theme of the TEXTThis highly autobiographical essay can be divided into the traditional three parts with a brief introduction and an equally brief conclusion. The major part, the body of the essay, can be conveniently divided into two sections, the first of which deals with her childhood experiences of reading: what, how, why she read, and what she learned through reading. The second section tackles a more complicated topic: how she continues to read in an unfriendly environment in adulthood.Part IV. The structure of the TEXTPart 1. The introduction ( para.1 )I grew up in a quiet neighborhood where I developed the habit of reading as asmall child.Part 2. The body (para.2-15)A.I was an avid reader throughout my childhood and adolescence.( para.2-9 )1) I wandered the world and learned about people through books.( para.2-4 )2) As a child I preferred reading to playing outdoors with my peers.( para.5-6 )3) Through books, I also learned about myself, my wishes and dreams.( para.7-8 )4) I read because I loved it more than anything else in the world. (para.9)B.In my adulthood i remain an avid reader in an unfavorable environment.( paras.10-15 )1)it is believed reading should serve a useful purpose and aimlessreading is discouraged. ( paras.10-11 )2)Reading is being replaced by TV and the movies. ( paras.12-13 )3)The reading population has become a minority gourp. ( paras.14-15 ) Part 3. The conclusion ( paras.16-18 )Despite the decline of reding, there are still bookworms like me amongordinary people.Part V. Discussion1) What can we gain from reading?2) Why don't people read or read as much as they should today? What does itmatter if people don't read? What can we do to change the situation?Part VI. Assignment1) Prepare for the dictation of Unit 22) All the exercises after Text A, unit 23) Preview Unit 34) Prepare for the presentation at the beginning of the next classCONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 3 The Dill PicklePeriod of the teaching:10 classesObjectives:1.To expand basic vocabulary and expressions2.To appreciate the theme of the text3.To know about some background information about dill pickle.4.To review the grammatical knowledge about rhetorical questions,exclamatory sentencesKey points:nguage study and expressions2.Background information3.Word building: -press;4.Paraphrases of difficult sentencesDifficult points:1.rhetorical questions,2.exclamatory sentencesMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Warm-upI. A Boatman’s SongEnjoy listening to the Russian folk music.II. DictationKatherine Mansfield (1888—1923), British short-story writer, was born in Wellington, New Zealand. She is considered one of the greatest of the short-story form.At the age of 18 she in London to study music and to herself as a writer. In 1918 she married English literary ，John Middleton Murry.Mansfield's middle class provided the setting for many of her stories and mortality—perhaps due to her illness—dominated her writing. Her years were burdened with , illness, jealousy and —all reflected from her work in the bitter of marital and family relationships of her middle-class characters.As a New Zealand's most famous writer, she was closely associated withD.H. Lawrence and something of a rival of Virginia Woolf. Her shortstories are also notable for their use of . Much influenced by Russian writer Anton Chekhov, Mansfield depicted events and changes in human behavior.Part II Background informationI Author Katherine Mansfield1888–1923, British author, born in New ZealandHer original name was Kathleen Beauchamp. She is regarded as one of the masters of the short story.A talented cellist (大提琴演奏家), she did not turn to literature until 1908. Her WorksIn a German Pension (1911), her first published book.Bliss(1920) which collected Mansfield's family memoirs and secured her reputation as a writer.The Garden Party(1922), her finest work written during the final stages of her illness which established her as a major writer.Later volumes of stories include The Dove’s Nest (1923) and Something Childish (1924; U.S. ed. The Little Girl, 1924).Other collections and poems: journal, letters, and scrapbook (edited by her husband) .Her Adventurous SpiritFamously, Mansfield remarked "risk, risk everything".It was largely through her adventurous spirit, her eagerness to grasp at experience and to succeed in her work, that she became ensnared in disaster. . . If she was never a saint, she was certainly a martyr, and a heroine in her recklessness, her dedication and her courage.Her last words were: "I love the rain. I want the feeling of it on my face." Her StyleMansfield's stories, which reveal the influence of Chekhov, are simple in form, luminous and evocative in substance. With delicate plainness they present elusive moments of decision, defeat, and small triumph.Themes of Mansfield's novelsThemes: different human relationships interacting with each other; social classes and inequality in bourgeois society;the frenzied exhortation to live, which is central to all her writings; the opposition of convention and nature; the elevation of the great artist as the model for living and, by extension; art as a means of being "real";the notion that destiny is a function of desiring—to want something strongly enough is to legitimise the means of getting it.In her most persuasive work, Mansfield found a way of pressing the threads of such a credo into the weave of her fiction. The story of the rises and falls in Mansfield's popularity is fasci5nating, as it shifts with the major social, political and literary trends.Mansfield's portrayal of social classes and the injustices of bourgeois society had obvious appeal to the Chinese. One of the translators, Tang Baoxin, writes: “With remorseless irony she lays bare the hypocrisy and shallowness of the leisured class and their men of letters.”II Dill PickleHow does it taste? It tastes very sour.Cucumber reserved in salty and spicy water with such ingredients aspepper, garlic, dill and vinegar.In Russia, it is eaten with hamburger as an appetizer.Part III Text AppreciationI Text AnalysisStructure of the Story1). Plot of the story: a young woman and a young man who had been lovers oncemet again after six years of separation. They sat andreminisced…2). Setting of the story: in a restaurant3). Protagonists: Vera and her ex-lover (his name was never told)4). Theme of the story: about the relationship between lovers: the heroine'ssensitivity and the man's insensitivity to others—theirfeelings, attitudes and inner motivations. The man's egoismprevented him from seeing how greatly their lives haddiverged in the six years since they parted.2. Sentence Analysis1) He closed his eyes an instant, but opening them his face lit up as though he had struck a match in a dark room.closed his eyes: searched his memoryhis face lit up as though he had struck a match in a dark room.: 一闪而过的兴奋使他脸上露出光采。
Unit 3 My Day教案1
Unit 3 My day 教案一、教学目标1、在情境中学习词汇和动词短语：go to school, usually, in the morning, have lunch, go home, do my homework, have dinner, watch TV, go to bed.2、能在情境中整体感知故事内容。
3、能够较准确的朗读课文并在教师的指导下尝试表演。
4、能初步运用本课所学的词汇和句型I…at…描述人物的日常活动。
二、教学重点能在情境中正确理解故事内容，并能准确朗读故事。
三、教学难点1、读准单词usually。
2、能够较准确的朗读课文并在教师的指导下表演。
四、教学过程Step1 Greeting and warm upT: Good morning, class.Ss: Good morning.T: Do you like games? Let’s play a game.1.It’s Monday today.2.We have 4 lessons in the morning.3.We have a PE lesson in the afternoon.4.I like Music.5.I go to school every day.6.It’s six o’clock. It’s time for English class.Step2 Presentation1.Show six clocks, review the time6:15 7:05 11:45 5:00 6:20 10:00T: What time is it? It’s six fifteen in the morning… (复习时间，并将钟面贴在黑板)Guess: What do I usually do at 6:15 in the morning?Ss: get up/have breakfast…T: I usually get up at 6:15.板书：I(usually)…at…Teach: usuallyT: When do you get up?Ss: I get up at…2.In the same way to teach:go to school at 7:05 have lunch at 11:45go home at 5:00 have dinner at 6:20go to bed at 10:003. T: I do different things at different time.(Chant)I get up at six fifteen. I go to school at seven o five.I have lunch at eleven fifteen. I go home at five.I have dinner at six twenty. I go to bed at ten.So this is my day.4. Talk in groups. Make a new chant, say something about your day.Step3 Story timeT: We’re having an English lesson and we’re talking about our days. Mike is talking about his day too. Let’s listen to Mike, try to find out Mike’s activities in the morning.(Part1)Ss listen and then choose the pictures.（出示五幅图：起床、看电视、上学、睡觉、吃午饭，学生听第一段，根据Mike的介绍选出早上的活动）1.Listen again and match（再听一遍介绍，出现三个钟面，将Mike的活动与时间配对）2.T: What else does Mike do in the morning?Ss: Have lessonsT: Yes. And how many lessons does he have in the morning.Ss: Four.T: So Mike has four lessons in the morning.3.Listen and read Part 1.(Part2)1. T: How many lessons does Mike have in the afternoon? And what else does Mike do in the afternoon?L et’s listen again, and try to answer.Q1. How many lessons does Mike have in the afternoon?Q2. What else does Mike do in the afternoon?Teach: go homedo my homeworkIn the afternoon: have lessons/play football/go home2.Listen and read Part 2(Part3)1. Read Part3 by selves, try to fill in the blanks.2. Talk in groups: When does Mike do these things? Say like this: …at…3. Listen and read Part3Step 4 Consolidation1. Read in three.2. Act as Mike, choose one part and talk about your activity.(三人一小组，扮演Mike，选择早、中、晚其中一个时间说说自己的活动)。
大学英语精读第三册第一课教案
1. The concept of “counterculture”:the attitudes and life styles of many young people who rejected conventional social values and demanded more personal freedom2. CountriesU.S., Britain, France, other western countries3. Time:from the 1960s to the late 1970sThe word “counterculture”was coined in the 1960s for the attitudes and life styles of many young people who rejected conventional social values and demanded more personal freedom. The counterculture first arose in the U.S. during the 1960s and soon spread to Britain, France and other western countries. These young people were opposed to the Vietnam War and dissatisfied with the existing state of affairs in their society. Yet, unable to find a more constructive way of struggling against these, they indulged themselves in sex, drugs, alcohol and rock music and took great pride in wearing long hair and unusual clothes and in taking up anything that was unconventional. The counterculture declined in the late 1970s.Hippy / Hippie1. Timethe late 1960s2. Countries:U.S., Canada, U.K., some other countries3. Behavior:nonviolent anarchyconcern for the environmentrejection of Western materialismbeing dressed in unusual clothes; living in group together; taking drugsHippie, member of a youth movement of the late 1960s, was characterized by nonviolent anarchy, concern for the environment, and rejection of Western materialism. The hippie movement started in the United States and then spread to Canada, the United Kingdom, and many other countries. The hippies formed a politically outspoken, antiwar, artistically prolific counterculture in North America and Europe. The hippies were usually dressed in unusual clothes and lived in group together and took drugs.Middle Class1) In Britain:It refers to the class of people between the nobility and the working class. It includes professional men (such as doctors, lawyers and architects), bankers, owners of business and small gentry.2) In the United States:It refers to the class of people between the very wealthy class and the class of unskilled laborers and unemployed people. It includes businessmen, professional people, office workers, and many skilled workers.Lawyer –Solicitor –BarristerLawyer:the general term for anyone whose work is to advise his clients about the law and represent them in courtSolicitor:a lawyer who gives advice, appears in lower courts, and prepares casesfor a barrister to argue in a higher courtBarrister:a lawyer who has the right of speaking and arguing in the higher courts of lawIntroductory RemarksWe all know that the chief purposes of law are to peace and order, to the rights of citizens, to and to those who break the law. Good laws are those that are considered to of justice for the society to which they apply. But even good laws may be unjustly applied or may be unjust in certain . In the story we’re going to study today, the author tells us about what happened to him more than aago. It was really a very , yet it us with muchWords or Phrases Related to the TopicThe topic of this text is “law”. Now please put the following words orphrases into English1. 律师a lawyer2. 法官a law-officer3. 立法者a lawmaker4. 执法官a lawman5. 犯法者a lawbreaker6. 原告an accuser / a plaintiff7. 被告a defendant8. 罪犯an offender9. 法庭a law court10. 案件a law case11. 律师事务所a law office12. 办案handle a case13. 贿赂bribery14. 指控accusation15. 打官司initiate legal proceeding 16. 控告某人have / take the law against17. 遵纪守法abide by the law18. 犯法break the law19. 驳回上诉reject an appeal20. 免予起诉release from charge21. 释放某人set sb. free / release sb. from prisonPart Division of the Text1 the narrator has once been in trouble with the law, which was a rather unpleasant experience.2-20 the narrator was arbitrarily arrested and released21-22 the narrator believed that if he had come from a different background, he would have been found guilty.Questions and Answers1. What function does the first sentence in this part serve?It serves as a topic sentence of the whole passage. All the other sentences in the whole passage are written around this topic.2. Which word in the last sentence of this part indicates the author’s attitudetowards his unpleasant experience? And what is his attitude?The word is “arbitrary”. It tells the readers that what the police did in the incident was based on their own opinions rather than on evidence.Read this part again and find out the following elementsTime in February 12 years ago, between the time after the narrator’s graduation from middle school and before the narrator’s entering the universityPlace Richmond, a suburb of LondonCharacters the narrator and the two policemenHappening the narrator’s arbitrary arrest and releasebrush: n. a brief fight or encounterThese freshmen once had a brush with the Customs man.在上场比赛中我们的足球队员与裁判发生了一场冲突。
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Lesson 13- In My Day
WB T L E
To be continued on the next page.
Lesson 13- In My Day
I. Text Analysis
How did the author react to his mother’s
senility from a son’s point of view?
Part Three
Lesson 13- In My Day
WB T L E
ENTER
Text Appreciation
I. Text analysis 1. Theme 2. Text structure 3. General analysis 4. Further questions on appreciation
II. Writing devices 1. Parallelism 2. Repetition
III. Sentence paraphrase
WB T L E
Lesson 13- In My Day
I. Text Analysis
Lesson 13—In My Day
Theme of the story
The mother was always on the run and working hard because she believed that hard working is the necessary part of one’s life. Life was a struggle, a fight, a battle for survival, for salvation, and for the glory of God. Only by hard working can one be successful in the end. Those who were lazy, timid, loitering and afraid to tell others the true feelings were losers of the life.
I. Text Analysis
Question: What made the author change his reaction to his mother’s senility?
I. Text Analysis
What was the character of the mother when she was young?
straightforward
I tell people exactly what’s on my mind, …
strongwilled
She was a formidable woman, determined to speak her mind, determined to have her way, …
WB T L E
The end of Theme.
I. Text Analysis
Lesso text
Part
1
(paras.1— 45)
about:
Understanding of a mother from a son’s point of view
WB T L E
To be continued on the next page.
Lesson 13—In My Day
Scan the text and list out the related information.
I. Text Analysis
Question: What values do you think were reflected in the mother’s way of life when she was young?
(I) tried to travel along with her on those fantastic journeys into the past.
WB T L E
To be continued on the next page.
Scan the text and list out the related information.
Part 2 (paras.46-53) about: Understanding of children from a father’s point of view
Part 3 (paras.54-55) about: Meeting of the two views
WB T L E
The end of Structure.
It is the responsibility of both parents and children to bridge the generation gap. On the one hand, young people should have more interest and respect of what their parents stand for. On the other hand, old people should show understanding to young people’s great interest in the future.
energetic
She had hurled herself at life with an energy that made her seem always on the run.
never defeated
by life
life was combat, and victory was not to the lazy, the timed, the drugstore cowboy, …
I could not accept the inevitable.
at the beginning
My impulse was to argue
her back to reality.
later
I soon stopped trying to argue her back to what I considered the real world.