大学英语精读预备级第三版第九单元教案
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。
大学英语精读Unit9 What is happiness课件
accomplishing.——
George
Sheehan
7. Happiness is the meaning and the purpose of life, the whole aim and end of human existence. ——Aristotle
8. Happiness is not something you experience, it’s something
指由于生理上或道德上的需要促使某人做某事也指有权威的人或机构迫使某人做某事还可指在特定情况下被迫作出的反应
UNIT 9 What Is Happiness
——By Jerry
The Pursuit
Of
H appines s
Mr.Frohm:Hi,Chris.嗨，克里斯。
Chris:Mr. Frohm,good to see you. 弗雷姆先生，见到您很高兴。
Because tomorrow's going to be your first day... 因为
明天将是你的第一天
.if you'd like to work here as a broker. 如果你想在这里做经纪人的 话 Would you like that,Chris? 你愿意吗，克里斯？
You know,being the last day and all. 最后一天了
Mr.Frohm:Well,thank you. Thank you. We appreciate that. 谢谢，很感 谢
But... 但是
吗？
...wear one tomorrow though,okay? 明天接着穿，好
这个小阶段...is called "Happiness." 叫做“幸福”。
大学英语精读第三版第二册教案unit9
一、教学目标1. 知识目标：（1）掌握课文中的重点词汇和短语；（2）理解课文内容，掌握文章结构和写作手法；（3）了解作者的观点和态度。
2. 能力目标：（1）提高阅读理解能力，培养快速阅读和精读技巧；（2）提高写作能力，学会如何表达个人观点和观点论证；（3）提高口语表达能力，学会如何进行观点交流。
3. 情感目标：（1）激发学生对英语学习的兴趣，培养学生对英语文化的了解和热爱；（2）培养学生具备良好的道德品质和人文素养。
二、教学重点1. 课文重点词汇和短语的理解和运用；2. 课文结构和写作手法的分析；3. 作者观点和态度的把握。
三、教学难点1. 课文复杂句型的理解和翻译；2. 文章写作手法的运用；3. 学生对作者观点和态度的深入理解。
四、教学过程1. 导入新课（1）教师简要介绍课文背景，激发学生学习兴趣；（2）播放与课文相关的图片或视频，引导学生进入学习状态。
2. 课文阅读（1）快速阅读课文，了解文章大意；（2）精读课文，分析文章结构和写作手法；（3）讲解课文中的重点词汇和短语，并举例说明；（4）分析课文中的复杂句型，讲解语法知识。
3. 课堂讨论（1）引导学生讨论课文中的观点和态度，分享自己的看法；（2）针对课文中的难点，进行深入讨论和解析；（3）组织学生进行角色扮演，提高口语表达能力。
4. 课后作业（1）布置课后阅读任务，要求学生完成；（2）要求学生撰写一篇关于课文主题的短文，进行观点表达和论证；（3）布置口语练习任务，要求学生在课后进行口语交流。
5. 课堂小结（1）总结本节课的重点内容，强调学习方法和技巧；（2）鼓励学生在课后继续学习，提高英语水平。
五、教学反思1. 教师要关注学生的学习情况，针对不同学生的学习特点，调整教学策略；2. 在教学中，注重培养学生的阅读、写作和口语表达能力；3. 鼓励学生积极参与课堂讨论，培养学生的思辨能力和团队合作精神；4. 注重培养学生的道德品质和人文素养，提高学生的综合素质。
现代大学英语精读三Unit9教案
现代大学英语精读三Unit9教案教案二:Unit 9Globalization's Dual Power I. Teaching PlanThis essay is planned to be finished in 20 minutes.1-3 mins Warming-up &Pre-reading4-17 mins While-reading18-20 mins Post-readingII. Teaching Aims:1. Knowledge aims(1)Students can understand and master the new words and expressions.(2)Students can master the main grammar.2.Ability aims(1)Students can understand import aspects of globalization.(2)Appreciate argumentative writing.3. Emotion aims(1) Help students to understand theglobalization.(2) Improve students' sense of cooperative learning.III. Teaching Methods:Task-based method& Grammar-translation methodIV. Teaching Difficult /Key Points:1.GrammarPredicative clause &what-clause2.New wordsV. Teaching Contents:Step 1: Warming upLead in the topic by providing some basic backgrounds.1. BackgroundAuthor -- Robert J. SamuelsonRobert J. Samuelson is a Newsweek contributing editor and The Washington Post Columnist. An economicsspecialist, he is one of the most widely read journalist in the United States. Samuelson's column draws a lot of attention and is frequently cited. The present essay appeared in the International Herald Tribune in December, 1999, on the threshold of the new millennium.(Justification:Help students to know about the author and understand the essay better.) Step 2: Pre-readingAsk students to have a free talk:1.Which signs of globalization you find around you?2.What do you think about these signs?(Justification:Arouse interest of students.)Step 3: While-reading1.New Words(1)Complement v. to make a good combination with sb. or sth. elseeg. The company needs employers who complement each other.联想记忆:complement(补充)与compliment(恭维)仅一个字母之差，前者中的e 想象成维生素E，即补充维生素E；后者中的i像一支燃烧的蜡烛，即拿着蜡烛在神灵面前恭维。
大学英语精读第三册Lesson 9
Vocabulary
1. acquisition [,æ kwɪ'zɪʃən] n. (1) the act of gaining possession of sth. in addition to the company’s property 购置， 购置物 /c u/ e.g. They have made acquisitions in several EU countries. 购买了一些产业 e.g. the acquisition of share by employees 雇员购股 (2) the act of getting sth., esp. knowledge, a skill etc. （知识、技能等的）获得，得到 e.g. language acquisition 语言习得 v. acquire
W B T L E
To be continued on the next page.
Lesson 8—Globalization’s Dual Power
II. Hand in Hand
We can see the five in the sky We feel the ____of our hearts together This is our time to ____ above We know the _____ is here to live forever For all time (Reffrain:) beating rise chance stand
8.depart v. (1) leave someplace and start a trip to another place • e.g. In the morning Mr. McDonald departed for Sydney. (2) do sth. in an unusual and unexpected way • e.g. The new method departs from the old in all respects. • 这种新方法与旧方法在各个方面都不同
大学英语精读第三册unit9教案
教学目标：1. 理解课文主题，提高学生对社会现象的观察和分析能力。
2. 培养学生阅读长篇文章的能力，学会抓住文章的主旨和关键信息。
3. 提高学生的词汇量，掌握相关句型和表达方式。
4. 培养学生进行批判性思考，敢于表达自己的观点。
教学内容：1. 课文内容：A Song of Defiance（反抗之歌）2. 课文分析：文章结构、主题思想、人物性格、修辞手法等。
3. 课后练习：词汇、语法、阅读理解、写作等。
教学步骤：一、导入1. 提问：同学们，你们知道什么是“反抗”吗？请举例说明。
2. 引导学生思考：反抗是一种怎样的行为？它有什么样的意义？二、课文讲解1. 阅读课文，让学生了解文章的基本内容。
2. 分析文章结构，引导学生掌握文章的写作技巧。
3. 讲解课文中的重点词汇和句型，如：defiance、challenge、resistance等。
4. 分析人物性格，引导学生思考人物行为背后的原因。
三、课文讨论1. 提问：文章中的主人公是如何反抗的？你认为他的反抗行为合理吗？2. 引导学生分组讨论，分享自己的观点和看法。
3. 各小组派代表发言，其他同学进行补充和反驳。
四、课后练习1. 词汇练习：让学生根据课文内容，完成词汇填空、选择、翻译等练习。
2. 语法练习：让学生完成相关的语法练习，巩固所学语法知识。
3. 阅读理解：让学生阅读相关文章，提高阅读理解能力。
4. 写作练习：让学生根据课文内容，写一篇短文，表达自己的观点。
五、总结1. 回顾本节课的学习内容，总结重点词汇、句型和写作技巧。
2. 强调学生在学习过程中要注重批判性思考，敢于表达自己的观点。
教学评价：1. 学生对课文内容的理解和掌握程度。
2. 学生在课堂讨论中的参与度和发言质量。
3. 学生课后练习的完成情况。
教学资源：1. 教材《大学英语精读第三册》2. 相关词汇和语法资料3. 多媒体教学设备教学反思：1. 教师要关注学生的学习需求，及时调整教学内容和方法。
大学英语精读教案第三版
一、教学目标1. 掌握本单元的中心思想和文章结构，学会在写作中恰当使用关联词。
2. 熟练掌握新单词、句型的使用方法；加强相关听说训练。
3. 提升阅读技巧：寻找关键词和句，提高阅读速度和理解能力。
二、教学要求1. 学生能理解并复述课文内容，掌握文章的中心思想和结构。
2. 学生能运用新学的单词和句型进行口头和书面表达。
3. 学生能通过阅读训练，提高阅读速度和理解能力。
三、教学重点和难点1. 重点：新单词、句型的学习和运用，文章结构和中心思想的把握。
2. 难点：关联词的正确使用，阅读技巧的提高。
四、教学方法和手段1. 讲授法：讲解课文内容、词汇和语法知识。
2. 讨论法：引导学生就课文内容、写作技巧等进行讨论。
3. 案例分析法：通过具体实例，帮助学生理解课文内容。
4. 多媒体教学：利用PPT、视频等手段，丰富教学内容。
五、教学内容和过程第一课时：1. 导入新课：简要介绍本单元的主题和背景知识。
2. 预习课文：学生自读课文，标注生词和不懂的句子。
3. 课文讲解：a. 介绍文章结构，引导学生把握文章中心思想。
b. 讲解新单词和句型，要求学生进行口语和书面表达练习。
c. 分析关联词的使用，帮助学生提高写作水平。
4. 课堂练习：学生完成课后练习题，巩固所学知识。
第二课时：1. 复习上节课内容：检查学生预习情况，讲解课后练习题。
2. 阅读训练：a. 学生自读课文，找出关键词和句。
b. 教师讲解阅读技巧，提高学生的阅读速度和理解能力。
3. 课堂讨论：a. 引导学生就课文内容、写作技巧等进行讨论。
b. 鼓励学生提出自己的观点，培养学生的思辨能力。
4. 课堂总结：回顾本节课所学内容，布置课后作业。
六、课后作业1. 复习本单元所学单词和句型。
2. 阅读课文，找出关键词和句，提高阅读速度和理解能力。
3. 完成课后练习题，巩固所学知识。
4. 撰写一篇关于本单元主题的短文，运用所学词汇和句型。
七、教学反思本节课通过讲解课文、词汇和语法知识，引导学生掌握文章结构和中心思想。
大学英语精读第三册第三版Unit9
大学英语精读第三版教案
一、教学目标1. 理解课文内容，掌握本单元的中心思想和文章结构。
2. 掌握新单词、句型的使用方法，提高听说能力。
3. 学会运用阅读技巧，寻找关键词和句，提高阅读速度和理解能力。
4. 培养学生自主学习、自我探究的学习方式，激发学习潜能。
二、教学重点与难点1. 重点：课文内容的理解，新单词、句型的掌握，阅读技巧的应用。
2. 难点：文章结构的分析，新单词、句型的运用，阅读技巧的掌握。
三、教学过程（一）导入新课1. 引导学生回顾上一单元的学习内容，巩固所学知识。
2. 提出本单元的学习目标，让学生明确学习任务。
（二）课文精读1. 阅读课文，理解文章内容，掌握文章结构。
2. 分析文章中的关键词汇和句型，引导学生进行翻译和造句。
3. 分析文章的写作手法，如比喻、拟人等，提高学生的写作水平。
（三）听说训练1. 组织学生进行听力练习，提高学生的听力水平。
2. 引导学生进行口语练习，提高学生的口语表达能力。
（四）阅读技巧训练1. 讲解阅读技巧，如快速寻找关键词、句，提高阅读速度。
2. 组织学生进行阅读练习，让学生运用所学技巧进行阅读。
（五）课堂小结1. 回顾本节课所学内容，巩固所学知识。
2. 布置课后作业，让学生巩固所学知识。
四、教学建议1. 教师在讲解课文时，应注重启发学生思考，引导学生自主学习。
2. 在进行听说训练时，教师要鼓励学生积极参与，提高学生的口语表达能力。
3. 在进行阅读技巧训练时，教师要注重培养学生的阅读兴趣，提高学生的阅读能力。
4. 教师要关注学生的个体差异，因材施教，使每个学生都能得到充分的发展。
五、课后作业1. 翻译课文中的生词和句型。
2. 用所学的阅读技巧阅读一篇英文文章，并总结文章的主要内容。
3. 准备下一节课的口语练习内容。
六、教学反思1. 教师要及时总结教学过程中的优点和不足，不断改进教学方法。
2. 关注学生的学习效果，及时调整教学进度和内容。
3. 注重培养学生的自主学习能力，激发学生的学习潜能。
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。
预备级Unit9 Unit 10 教材分析
预备级Unit9 Unit 10 教材分析Unit9Signs教材分析一．本单元在全书中的地位分析在前面八个单元学完名词的单复数、谓语的单复数、祈使句、therebe结构、表示位置关系的介词、人称代词的主宾格、形容词性物主代词、名词性物主带刺的基础上，本单元继续学习基本语法：情态动词can和must.为下一个单元学习第一种时态“一般现在时”打基础。
二．本单元的教学重点1．情态动词can和must的用法情态动词can和must的用法并不难，就是后面跟动词原型，没有人称和数的变化。
2．学习一些重要的动词词组，如：watchTV,listentomusic,flykites,rideabike,smoke,usea book,bringmybaghere3．学习几个重要的交际用语：Let’sgo.whynot?whynotbringyourdoghere?和Isee.三．本单元的教学难点1．要向学生讲明，can的含义不止一种：表示请求和许可，例如：canIbringmybaghere?youcan’tplayfootballhere.表示某人做事的能力，例如：Icanswim.2.must的否定形式mustn’t表示“不许”，如果用must提问，肯定回答说yes,youmust.但是否定回答要说No,youneedn’t.四．解决重点难点的方法1.对于情态动词can和must的用法，要求学生做模仿对话，进行想象造句。
2．利用Reading课文进行问答，也可以加深对情态动词用法的了解。
3．对于几个难点，则要多做练习题，加以熟练。
Unit10myschoolday教材分析一．本单元在全书中的地位分析通过前面九个单元学习基础语法的学习，本单元学习第一种时态“一般现在时”，时态一直是学生不容易掌握的语法，因为如此，后两个单元的语法专题仍然是一般现在时，不断加以重复、巩固。
二．本单元的教学重点1.掌握句型：whattimeisit?whatdayisittoday?whenisyour…lesson?whattimedoyou…?2．学习一般现在时,并学会用一般现在时表述自己在一天中的活动。
大学英语精读精读第三册Unit 9 Song of Defiance课件
Quantus tremor est futurus, Quando Judex est venturus, Cuncta stricte discussurus! 将会有何等的畏怖 当审判者从天而降 严苛地裁判万物！
Auschwitz
Dachau
Isaacson Haosen camp
自1981年问世的“德军总部”；由 Muse Software公司研发；Apple II平台发售
战地1是由美国的EA DICE工作室 在2016年发行的游戏，虽然是以 一战作为背景，但带来的真实的 战争体验却是无可比拟的。
Unit 9 Song of Defiance
Can songs give people strength when they are fighting injustice? If you think they can ,give one or two examples.
Can art be used to disguise criticism of those in power?
奥斯维辛集中营是纳粹 德国时期建立的劳动营 和灭绝营之一，有“死 亡工厂”之称。营内设 有四个大规模杀人的毒 气“浴室”、储尸窖和 焚尸炉，一次可屠杀 12,000人，配备的焚尸 炉每天可焚烧8,000具尸 体。比克瑙有四间毒气 室，曾创造过每天毒死 6000人的纪录。在奥斯 威辛集中营存在的4年多 期间，先后关押过数百 万人！其中有120万到 150万人在这里丧生。
What do you know about how the Jews were treated by the Nazis in World War II?
大学英语精读第三版第二册教案_Unit9
教学目标：1. 理解并掌握课文中的主要观点和论据。
2. 熟悉并运用课文中出现的重要词汇和语法结构。
3. 培养学生的批判性思维能力，鼓励学生对文章内容进行深入分析和讨论。
4. 提高学生的英语阅读和写作能力。
教学重点：1. 课文主题和论点2. 词汇和语法3. 文章结构分析4. 批判性思维教学难点：1. 理解复杂的论据和论点2. 词汇的准确运用3. 批判性思维的培养教学时间：2课时教学材料：1. 大学英语精读第三版第二册教材2. 课文相关背景资料3. 白板或投影仪教学步骤：第一课时一、导入1. 复习上一课的内容，检查学生对上一课知识的掌握情况。
2. 引导学生讨论与课文主题相关的话题，激发学生的学习兴趣。
二、课文精读1. 学生自读课文，理解课文大意。
2. 教师讲解课文中的生词、短语和语法点。
3. 分析课文结构，帮助学生掌握文章的组织方式。
三、课堂讨论1. 引导学生讨论课文中的论点，分析作者的论证过程。
2. 鼓励学生提出自己的观点，培养学生的批判性思维能力。
四、词汇练习1. 教师布置与课文相关的词汇练习，巩固学生对词汇的掌握。
2. 学生完成练习，教师检查并讲解答案。
第二课时一、复习1. 复习上一课的内容，检查学生对上一课知识的掌握情况。
2. 学生分享在课堂讨论中的观点，教师点评。
二、阅读练习1. 学生自读课文，完成阅读练习，巩固对课文内容的理解。
2. 教师讲解阅读练习的答案，分析文章的细节和隐含意义。
三、写作练习1. 学生根据课文内容，撰写一篇短文，要求包括引言、主体和结论三个部分。
2. 教师批改学生的作文，给予指导和反馈。
四、总结1. 教师总结本节课的教学内容，强调重点和难点。
2. 学生分享学习心得，教师点评。
教学反思：1. 关注学生的个体差异，针对不同学生的学习情况给予个性化指导。
2. 创设轻松、愉快的课堂氛围，激发学生的学习兴趣。
3. 注重培养学生的批判性思维能力，提高学生的英语综合运用能力。
预备级大学英语精读教案
教学目标：1. 理解并掌握课文中的核心词汇和短语。
2. 提高学生的阅读理解能力，培养学生的逻辑思维能力。
3. 培养学生运用英语进行思考和表达的能力。
4. 培养学生对语言学习的兴趣和自信心。
教学内容：1. 课文内容：介绍如何成为一个成功的语言学习者。
2. 词汇：核心词汇和短语，如：language learner、motivation、techniques、strategies等。
3. 句型结构：强调句、被动语态、倒装句等。
教学过程：一、导入（5分钟）1. 通过提问方式，引导学生回顾上一节课的内容，激发学生的学习兴趣。
2. 引出本节课的主题：如何成为一个成功的语言学习者。
二、阅读课文（15分钟）1. 学生自主阅读课文，注意理解文章大意。
2. 教师带领学生分析课文中的关键信息，如：学习策略、学习技巧、学习态度等。
三、词汇讲解（10分钟）1. 教师讲解课文中的核心词汇和短语，如：language learner、motivation、techniques、strategies等。
2. 学生跟读并模仿教师发音，加深对词汇的记忆。
四、句型结构讲解（10分钟）1. 教师讲解课文中的句型结构，如：强调句、被动语态、倒装句等。
2. 学生跟读并模仿教师进行句子练习。
五、练习与巩固（15分钟）1. 学生完成课文后的练习题，巩固所学知识。
2. 教师对学生的练习情况进行点评和指导。
六、课堂讨论（10分钟）1. 教师提出问题，引导学生进行课堂讨论，如：如何制定学习计划、如何克服学习中的困难等。
2. 学生分组讨论，分享自己的学习经验和方法。
七、总结与作业布置（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点。
2. 布置课后作业，如：阅读课文相关资料、完成课后练习题等。
教学反思：1. 本节课通过多种教学方法，如：提问、讨论、练习等，提高了学生的学习兴趣和参与度。
2. 在词汇和句型讲解环节，注重了学生的发音和模仿，提高了学生的口语表达能力。
大学英语泛读第九单元教案
一、教学目标1. 知识目标：掌握本单元的核心词汇、短语和句型，理解文章的主旨和大意。
2. 能力目标：提高学生的阅读速度和理解能力，培养学生的批判性思维和表达能力。
3. 情感目标：激发学生对英语学习的兴趣，培养学生跨文化交流的意识。
二、教学内容1. 课文：本文以“环保”为主题，通过讲述一个关于地球生态环境的故事，引导学生关注环境保护的重要性。
2. 相关词汇：ecology、environmental protection、global warming、sustainable development等。
3. 短语和句型：如“contribute to”、“reduce the pollution”、“take effective measures”等。
三、教学重点与难点1. 教学重点：（1）正确理解文章的主旨和大意；（2）掌握核心词汇和短语；（3）提高阅读速度和理解能力。
2. 教学难点：（1）理解文章中复杂的长句和难句；（2）掌握文章中的比喻和象征手法；（3）培养学生的批判性思维和表达能力。
四、教学过程1. 导入（1）教师简要介绍本单元主题：环保；（2）播放与环保相关的图片或视频，激发学生的学习兴趣。
2. 预习（1）学生阅读课文，初步了解文章大意；（2）教师提问，检查学生对文章内容的掌握情况。
3. 精读（1）教师讲解课文中的难句和长句，帮助学生理解；（2）分析文章中的比喻和象征手法，提高学生的批判性思维能力；（3）讲解核心词汇和短语，引导学生运用到实际语境中。
4. 练习（1）学生进行词汇练习，巩固所学知识；（2）学生进行阅读理解练习，提高阅读速度和理解能力；（3）学生进行小组讨论，分享对文章的理解和看法。
5. 总结（1）教师对本节课的内容进行总结，强调重点和难点；（2）布置课后作业，要求学生巩固所学知识。
五、教学评价1. 课堂表现：观察学生在课堂上的发言、提问、小组讨论等表现，评价其参与度和积极性；2. 作业完成情况：检查学生的课后作业，评价其知识掌握程度；3. 阅读理解测试：通过阅读理解测试，评价学生的阅读速度和理解能力。
大学英语精读第三册9单元
Lesson Nine A Dill PickleⅠTeaching objectives:After teaching this unit ,students are supposed to:1. get familiar with the rules of word formation ;2. get familiar with some grammatical points;3. get familiar with some proper noun;4. have a thorough understanding of the whole text: A Dill Pickle5．get a list of the new words and expressions and be able to use them freely in writing and daily conversation; II. Listening and speaking activities1.Listen to the recording of the text and know what the text talk about.2.Know the idea about the text and discuss the questions in the text.3.Talk about the relationship between the man and Vera.III. Reading Comprehension and Language Activities1. Pre-reading discussions:1) Read the text and listen to the recording. Try to understand as much as possible with the help of the notes, glossary, dictionaries and reference books.2) What do you think was the nature of two person‟s relationship?2. Background knowledge:1)The Volga:The longest river in Russia and the whole of Europe. It comes from the northwestern part ofRussia and flows 2,2290 miles in a winding course to the Caspian Sea（里海）in the south. The Boatman’s Song mentioned here is a well-known folk song.2)Kew GardensFamous botanical gardens located in a part of Richmond in Greater London, England.3)CorsicaFrench island in the Mediterranean, north of the island of Sardinia（撒丁岛）3. About the text:The text can be divided intoPart One(Para 1-12) the couple former lovers recognized each other and then sat down together.Part Two (Para 13-21) they recalled their past days together.Part Three(Para 22-51) the man flaunted the girls his travel experience and then they recalled the man‟s boyhood stories together.Part Four(Para 52-65) the man told something about the letter which the woman sent to him. Although the man wanted to urge her to stay, she leaved finally.4. Language points:1)Words and expressions1)to snap.(1)to break with a sudden sharp noisea.His neck snapped and he died instantly.b.He snapped some dead wood from the trees nearby and made a fire.(2)to open or close something suddenlya.She snapped her suitcase shut and pushed it under her bed.b.Her eyes snapped open.(3)to say something quickly and angrily or in an annoyed manner“Don‟t take me for a fool,” he said.(4)to take a photoI didn‟t stay long. I just took a quick look and snapped a few pictures.(5) To make a sharp cracking sound with fingers or teethTheir ferocious dog was snapping at me.(1)to fasten firmlya.The chairs are all fixed to the floor.b.He looked at me with fixed eyes.(2)to arrangeWe have not yet fixed the meeting.(3)to repair or curea.The radiator of my car is leaking. I‟ve got to get it fixed right away.b.The doctor said that he could fix my broken nose.Fix n. An awkward and difficult positionHis wife divorced him, and his son is only three. He is now a terrible fix.3)Apart adv.(1)separate by a distancea.The two schools are only a few blocks apart.b.They are now living apart.c.They are worlds apart in personality.(2)into partsYou need special equipment to take this machine apart.Other useful expressions: to tell apart, to pull apart, to drift apart, to fall apart,to come apart, to grow apart2)Grammatical points and structure﹡He was peeling an orange.To peel an orange: to take off the peel of an orange.To peel potatoes; to husk剥去...的皮[壳] the rice; to shell the peas去壳除去…的壳；剥…外皮；shell oysters.剥牡蛎; to weed the garden给花园除杂草; to gut取出内脏the fish; to dust掸掉...上的灰尘the tables.﹡Won’t you smoke? 3An invitation: Won’t you sit down? Won’t you come in? Won’t you have some coffee?﹡But she was thinking how well she remembered that trick of his—the trick of interrupting her—and of how it used to exasperate her six years ago. （12）To exasperate: to annoy, to vex, to irritate very much.﹡I am still just as ignorant for all your telling me. （13）For all: in spite of all.For all our efforts, we still couldn‟t’t save his life.For all his power, he is still the most despised person﹡His was the truer.15The Johnsons have two daughters. Tina was the more intelligent.﹡And in the warmth, as it were, another memory unfolded.﹡As it were: as if; as you might say; so to speak.﹡Apart from them, with his supper in a cloth on his knees, sat the coachman.Apart from:（here）some distance away from.It is a bit colder in winter, but apart from (except) that, it’s quite a pleasant city to live in.Apart from （Besides）these reasons, there is yet another factor.A cloth: cloth is usually uncountable unless it refers to a piece of this material for special purpose such as a table cloth or a dish cloth﹡Antonomasia（换称）换称中的专有名词通常有三种来源：宗教，古代及当代的历史和文学。
大学英语精读第三版第二册U9教案
UNIT 9 What Is Intelligence, Anyway?Teaching Time: 8 hoursStudents’ level: non-English majors of the second semester of the 1st year.Teaching Objectives:1.Intelligence means more than getting high score in the IQ test, enhancing intelligence should be interpreted as an integrative development.1)How to interpret “the well-educated can't he very smart”.2)How to interpret “intelligence is not absolute”.3)Tell the difference between “intelligent” and “smart”.4)Know about the inequality between “high scores” and “highly intelligent”.2.About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: academic, aptitude, determine, devise, dumb, estimate, evaluation, explore, figure, grant, hasten, highly, joke, normal, register, similar, simply, uneasy, worthyPhrases & Expressions: make a fuss over/of, worthy of, make up，by one’s estimate, take sth. for granted, go wrong, pick out, try...on, for sure Grammar: word order, combining sentences3.About the reading, Ss should acquire the reading skill—understandingthe figurative language.4.About the writing, Ss should get to grasp the skill of transition.5.About the listening, Ss finish Unit 9 directed by the teacher. Teaching Procedures:I.Pre-reading Activities1. Background information: author, intelligence test, I.Q., aptitude test2. Introductory remarks:It is hard to answer the question raised by Asimov. There can be quite a few different answers to it. As we know, somebody who scores high on paper tests might work poorly with his hands. Someone who may not be a top student at school succeeds in a career after school. He is not intelligent but smart. The author of this article is highly educated. But is he really intelligent? Let's see what his interpretation is.3.Warm-up questions(1) What is an intelligence test?(2) Some people maintain that IQ tests are just for fun. Others argue that they are indeed testing man’s intelligence. What’s your opinion?(3) Do you agree that the more education one receives, the more intelligent he becomes?(4) What other factors besides IQ do you think are equally or even more important for a person to be successful? Give your reasons.4.Key words and expressions:1)aptitude:natural ability or skillExample: She has an aptitude for dealing with people.Make the students notice the spelling form of following three words: aptitude; altitude; attitude2)figure:a) number, symbol for a number, esp. 0 to 9Example: She got a starting salary of six figures.b) shape or outline of sb. or sth.Example: 1 saw a figure 20 feet away from me in the dim street light.c) important personExample: The young students argued over who was the most influential figure in the 20th century.d) human formExample: The fashion model exercises daily to keep her figure.e) diagram; drawing to illustrate sth.Example: The figures in the book will help you understand the theories better.3)register:a)v. write in a list or recordExample: The old church hooks registered all the births, marriages and deaths in this small town.b)n. record or listExample: You might find some Chinese names on the US immigration register of the 19lh century.4)highly:in or to a high degreeExample: It is highly probable that he changed his name to avoid being tracked down by the police.5)worthy of:deservingExamples:a worthy enemy a worthy causeHe is a poet worthy of the name.The place is worthy of a visit.6)explore:a)search or examine thoroughlyExample: To write his graduation paper the sociology student explored all the major libraries in the city.b)travel into or through a region for the purpose of learning about it Example: A robot was recently sent to explore the surface of Mars.7)suppose:I suggest; ifExample: Suppose we put off the meeting till next week.8)foist on:impose upon by coercion or trickeryExample: Stores should not foist defective goods on customers.9)whereupon:upon that; immediately following thatExample: The unsuspecting teacher pulled out the drawer; whereupon, a dozen frogs leaped out.10)for sure:without doubt; for certain, surely or certainlyExample: I did not know for sure which bus to take.E.g. I also heard that he was involved in the matter but do you know it for sure?b) <set phrases> sure enough to be sure make sureE.g. Sure enough, he won the race.He's not bright, to be sure, but he always works hard.To make sure that the letter was delivered to the address, I registered it.11. normal :a) (n.) the usual state or levelE.g. Sam was scolded because he hot a score below normal in the English mid-term exam.b) (adj.) usual, regularE.g. His behaviors do not seem normal to me.12. simply :adv. a) only, merelyE.g. I took that job simply because the office is near my home.b) in a plain mannerE.g. The old man lives simply and is dressed simply.c) completely, absolutelyE.g. I simply can't understand you.13. estimatea) (n.) judgment or opinion about how much, how many, how good, etc.E.g. They held totally different estimates of her character.b) (v.) form a judgment aboutE.g. The write estimated that she would need three more months to finish her novel.c) <set phrase> by one's estimateE.g. By my estimate, your plan will not work.14. grant:v. a) agree to give, allow (sb.) to have (sth.)E.g. The government granted land to those who were willing to farm it. b) agree (that sth. is true)E.g. I grant that he is intelligent.c) <set phrase> take for granted : regard it as true or as certainE.g. George took for granted all that his parents did for him.15. hastena) (vi.) go fast, be quick to do or say sth.E.g. Finding he was a little late, he hastened to the office.b) (vt.) cause to move with speed, cause sth. to happen quicklyE.g. Chemical fertilizer hastened the growth of plants.c) <derivative> haste : (n.) hurryE.g. They left in great haste.16. determine:a) decide (on)E.g. I found it hard to determine which side was right just by hearing them quarrel.b) find out preciselyE.g. The explorer determined his location by using the compass.c) make up one's mindE.g. He determined to learn how to operate the machine in two days' time.17. jokea) (n.) sth. said or done to cause amusementE.g. Don't play jokes on him. He can't take the joke.b) (v.) make jokesE.g. Don't take it seriously. He is only joking with you.18. dumb :adj. a) unable to speakE.g. She was dumb from birth and was very kind to dumb animalsb) temporarily silentE.g. The audience was struck dumb when the magician ate fire.19. smart :adj. a) cleverE.g. This is a smart answer.b) well-dressed, bright and fresh in appearanceE.g. You look smart in this suit.20. make a (big / great) fuss over / about :treat with great or excessive attentionE.g. Grandparents usually make a great fuss over their grandson.22. make upa) put together, prepareE.g. People made up parcels of clothes and sent them to the flood-stricken areas.b) form, constituteE.g. The committee is made up of seven members.c) inventE.g. Bob makes up stories to amuse his little sister.23. pick out :select, choseE.g. It took a long time to pick up a new dress at the store.5.Synonym Discriminationworthy worth worthwhilea) All can be used as an adj.. But Only "worthy" and "worthwhile" can be used as attributive.worthy : deserving respect or honorworthwhile : useful or interesting; worth the time, money or effort spent E.g. He is a worthy gentleman.Certainly, there are many worthwhile programs on TV.b): Worth" and "worthy" can be used as predication.worth + n. / V-ingworthy + of n. / of being done / to be doneE.g. She was not worthy of the honor given to her.This thing is worthy to be done.This thing is worthy of being done.This thing is worth doing.Ⅱ. While-reading Activities1.Ss have the silent reading on the text (10 mins)2.T explains the text in detail.Lines 1--51. Language PointsWhat is intelligence, anyway?a) anyway : in any case ; whateverE.g. That wasn't my fault, anyway.Anyway we choose will involve danger.…against a normal of 100, …a) against : in contrary to / withE.g. We have now 100 machines against 20 five years ago.2. Questions for Discussion(1) What is an aptitude test?---Aptitude test is a kind of test used to predict the future performance of a person in his field of study or work.(2) What are the responsibilities of a KP? Does a KP need high intelligence?---IN the US army, KP is for very low ranking soldiers or sometimes used as punishment. One on KP has to prepare the food and do the washing in the kitchen.(3) Why did the author mention his rank and duty in this paragraph?---He was trying to show that a person's higher score in intelligence test does not necessarily mean he has a higher position or holds more responsibilities in the society.Lines 6--111. Language Pointspeople with intellectual bents similar to mine?a) bent : natural tendency or inclinationE.g. Picasso showed hie bent for arts at a early age.2. Questions for Discussion(1) Do you think a person who scores high in intelligence tests is highly intelligent? Give your reason.---Although the answers require intelligence, the scores do not reflect the real abilities of a person.(2) Do we usually regard people who score high in such tests as being very intelligent?---Yes, and some of them are really intelligent in their daily work and their academic life。
2019-2020年牛津预备级 Unit9教案(专用格式)
We can’t play games at night.
教学过程
教学环节
教师活动
学生活动
备课札记
Step1 Greetings
Step2 Revision
Step3 Presentation
Step4 Practice
Step morning, class!
How are you today?
1.Ask the students to take out the signs prepared to say something about them. e.g.Look at the signs. Wecanplay football on the playground, but wecan’tplay it in the classroom. Wecanwalk in the park, but wecan’tclimb the hill. Wecanwatch the animals, but wecan’tfeed them. etc.
1. Preview the new words.
2. Do Wb Ex.1 before class.
教学过程
教学环节
教师活动
学生活动
备课札记
Step1
Revision
Step2 Presentation
Step3 Practice
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大学英语精读预备级第三版第九单元教案湖南第一师范学院课程教案（章节、专题首页）课程名称章、专题 1. Social knowledge Through learning this unit, the Ss are supposed to understand the idea of independence bees stronger and stronger as we grow up. Doing part-time jobs is a good way for us to prove to the world that we are grown up. 教学目标及基本要求 2. Language development By learning this unit, the students are supposed to develop a better mastery of the key words, phrases, grammatical points and the collocations. 3. Listening, speaking, reading andwriting ability Understanding the conversations and passages related to summer jobs. Talking about language learning. Writing a short position about summer activities students once took part in. 4. Team workspirit Guide the students to strengthen their team work spirit by the activities of investigation, discussion, petition, cooperation study group work and so on. 1. Help Ss to grasp the main idea and the structure of the text; 教学 2. Explain the usage of the key words and phrases; 重点 3. Grammar points: “to” infinitive clause after“be”; 4. Make the Ss clear the listening, speaking, reading and writing skills introduced. 大学英语（一）预备级读写：Unit9 Text A; 教学 1. Guide the Ss to master the reading and listening skills introduced; 难点 2. Lead the Ss to use the active words and expressions freely. 1. Teacher’s work: 教学方法 Introduction, organization, direction, guidance, checking and explanation. 2. Students’ activities: Presentation, discussion, investigation, petition, debate, answering and raising questions, cooperation study, group work, etc.1教学内容与时间分配The 1st and 2nd period: Warming up exercises; Text A (cultural background, global reading; words and expressions(finish vocabulary activities on page154) ) The 3rd and 4th period: Detailed Reading (Text A: reading skills, text study, notes to the text, summary of the text) Text A’s exercises2湖南省第一师范学校课程教案（分页）课程名称大学英语（一）预备级授课内容 Unit 9 Famous Women The 1st and 2nd period (第1，2课时) Key points: 1) Let the Ss know the learning objectives of this unit; 2) Help the Ss understand the text as a whole and know some background knowledge; 3) Have the Ss get some idea of how to deal with the problems occurred in language learning; 4) Guide the Ss use the new words and expressions freely. Difficult points: Make the Ss use freely some of the active words, expressions, key grammatical points and sentence patterns in this text. Teaching procedures: Step1 Warming up 1. Introductory Remark Eleanor Roosevelt said, “You gain strength, courage, and confidence by every experience in which you stop to look fear in the face. You must do the thing which you think you cannot do.” Wilma Rudolphlived up to Eleanor’s idea and she is a great exle for all of us. 2. Lead-in Discussion: Group One: Do youthink it more difficult for women to succeed in our society? Group Two: Do you think women can hold up half the sky? Group Three: What difficulties are likely to face women when they try to advance their career? Step2 Background introduction Famous woman: Wilma Rudolph wasthe first American woman runner to win three gold medals in the Olympic Games. Her performance was all the more remarkable in light of the fact that she could not walk without braces(支架) until age 11. Wilma Rudolph Foundation was founded in Indianapolis in 1982 by Wilma Rudolph to encourage munity-based track and field programs and to nurture young athletes and to teach them that they, too, can succeed despite all odds(逆境 ) against them. Step 3 Global reading3Read the passage very quickly and answer questions on page125: speaking activity 3. Step 4 New words & phrases learning Voiced reading Key words: Nouns: polio, porter, maid, treatment, massage, coach, medal, relay, ankle, foundation, discipline, cancer, influence Verbs: suffer, rub, support, encourage, ignore, retire Adjectives: gloomy, barefooted, senior, make matters worse, qualify for, make matters worse: make an alreadydifficult situation more difficult Her attempts to calm them down only m ade matters worse. There’s no point arguing with him; it will only make matters worse. afford:买得起；担负得起；提供；给予He even couldn’t afford anew refrigerator. Love is what we can’t afford to lose. qualify for: 具有……资格 Will our team qualify for the second round? He qualifies for the legal aid. Step 5 assignment Finish exercises from page125 to page128. The3rd and 4th period (第3，4课时) Key points: 1) 1)Discuss with the Ss about the writing skills text A employed; 2) Have the Ss use freely some of the active words, expressions, key grammatical points and sentence patterns in this text. 3) Guide the Ss to learn to skimand scan a long passage; 4) Do the explanations on the difficult points of the text. Difficult points: 1) Leadthe Ss to organize language well while writing;2) Guide the Ss gets the main idea of each part in theirown words. Teaching procedures: Step I. Presentation and homework checking 1. Ask some students to read the new words and expressions loudly. 2. Translate some sentencesab out the new words and expressions. Detailed Reading ①Ss read the passage paragraph by paragraph and try tograsp the keywords or main idea of 4each paragraph; ② ③ ④ Explain each paragraphsentence by sentence; Ss read the passage again ifpossible, and try to retell; Explain language pointsafter the prehension of the whole passage. Step2 Text Study: Q: What does Paragraph 1 tell us? A: Wilma Rudolph got a bad disease and couldn’t get good medical care. When Wilma Rudolph was four years old, she had a disease called polio which causes people to be crippled and unable to walk. task: structure analysis To make matters worse, her family was poor and could not afford good medical care. make matters worse: make an already difficult situation more difficult Her attempts to calm them down only made matters worse. There’s no point arguing with him; it will only make matters worse. afford:买得起；担负得起；提供；给予He even couldn’t afford a new refrigerator. Love is what we can’t afford to lose. Q: What’s the main idea of this paragraph? A: Her family tried their best to help her. It didn’t help, but the doctors said she needed to give Wilma a massage every day by rubbing her legs. Q: What does “it” refer to? A: The treatment. Task: structure analysis & Exercise on Page127 Q: What do Para. 3-4 tell us? A: By and by she could play basketball. Three years later, her mother came home tofind her playing basketball by herself barefooted. Q: What’s the function of “barefooted”? A: adverbial Task:Exercise(p126-127) Q: What do Para. 5-7 talk about? A: With the encouragement of a track coach, she qualifiedfor the Olympic Games and won 35gold medals. She ran so well that during her senior year in high school, she qualified for the 1956 Olympics in Melbourne, Australia. qualify for: 具有……资格 Will our team qualify for the second round? He qualifies for the legal aid. Q: What’s the main idea of these two paragraphs? She retired from running and started Wilma Rudolph Foundation. Translation: Wilma thought that God had a greater purpose for her than to win three gold medals. A: 除了赢得三枚金牌外，上帝还赋予她的人生更远大的目标。