大学英语精读(第3版)第3册电子教案共119页文档
大学英语精读第三版
大学英语精读第三版介绍《大学英语精读第三版》是一本面向大学学生的英语教材。
该教材旨在提高学生的英语阅读能力，培养学生的英语思维和表达能力，同时帮助学生扩展词汇，提高语法水平。
本文档将对该教材进行详细介绍，并分析其优点和特点。
教材概述教材结构《大学英语精读第三版》分为十个单元，每个单元包含了一篇短文及相关的词汇、语法和阅读理解练习。
每篇短文都涵盖了不同主题和文体，从新闻报道到学术文章，从社论到小说片段。
教学目标该教材的教学目标主要包括：1.培养学生的英语阅读能力，提高速读和扫读的技巧；2.培养学生对不同类型英文文本的理解和分析能力；3.扩展学生的英语词汇量，提高学生学术表达能力；4.培养学生对语法的理解和运用能力，使其能够正确运用语法知识解读英语文本。
教材特点多样性《大学英语精读第三版》的短文多样性很强。
教材的编辑团队精心挑选了各种不同主题和文体的文章，涵盖了文学、历史、社会等多个领域。
这种多样性有助于拓宽学生的知识面，同时有助于学生对不同类型文章的理解和分析能力的培养。
渐进式难度教材的难度设计非常合理。
教材从初级到高级逐渐增加难度，每个单元的文章都比前一个单元稍微困难一些。
这种渐进式难度设计有助于学生逐步提高阅读能力，同时也有助于提高学生的学习兴趣和自信心。
独立学习教材注重培养学生的独立学习能力。
除了提供短文和练习题，教材还提供了详细的词汇和语法解释，帮助学生自主学习。
此外，教材还提供了参考答案，供学生自我检查。
实用性《大学英语精读第三版》中的短文内容丰富，贴近实际生活和学术领域，有助于学生在实际运用中提高英语能力。
教材中的词汇和语法也是实用性强的，有助于学生在写作和口语中更流利地表达自己的观点。
使用建议使用该教材进行学习时，有以下几点建议：1.按照教材的顺序进行学习，逐步增加难度；2.针对每篇短文进行多次阅读，注重对重点词汇和短语的理解；3.完成课后习题并自行核对答案，查漏补缺；4.利用课后习题及参考答案进行自主学习和巩固；5.参考教材中的词汇和语法解释，确保对学习内容的理解；6.与同学或老师一起进行讨论，分享不同的观点和理解。
大学英语精读第三册教案四单Unit4 a fan's notes
But she covered the team with the seriousness of a writer. L27
— I just want a basic sports coat – nothing fancy. — Never mind all these fancy phrases – just tell us the
plain facts. — Harry took me to a fancy restaurant for our wedding
C exposition
说明文 a lecture
D argumentation 议论文 a debate
◆ What pattern is the text organized in?
A problem-solution
B cause-effect
C general-specific
D time / sequence
Because I have a physical handicap L20
Handicap: n. a serious usu. permanent, physical or mental condition that affects one’s ability to walk, see, speak, etc. ; make it difficult for sb. to do sth. that they want or need.
大学精读Unit 3 Book3 (第三版) sent
Unit 3Text II.Writing Skills1)The text is a piece of narrative writing and organized in the usual chronological order. But atthe start of the text, the author used the flashback technique by beginning with the signing of the will and then turned back to t he classification of Shakespeare’s life into several periods based on a time order. The author also used the “cyclic return” in the writing by using the key word “signature” both in the first paragraph and the last paragraph. The two techniques helped the author to inform the reader about the life of Shakespeare most effectively.2) The author used many adjectives ending with “–ing”, superlatives and some emphaticsentence patterns to achieve an “emotional” tone, trying to arouse the strong feelings in readers.II. Language Points1.The way to express datee.g. in May; in 1999; in June, 1998; on August 3rd, 19982.number-year/month-old + n.e.g. He has a two-month-old baby.He offered his seat to a sixty-five-year-old woman.cf: They had a ten-minute talk.No decision was made after a two-hour meeting.3.will, legacy, inheritance, estatewill: a legal statement about how to deal with the property after deathlegacy: money or other belongings left to another person after deathinheritance: receiving property, title from ancestors according to the willestate: Estate includes real estate and personal estate.real estate (动产): land and buildingpersonal estate（不动产）: money, property4.the second/third/by far + the superlative degree of an adjectivee.g. Hainan Island is the second largest island in China.Paraphrase:She is one of the most diligent girls in our class and considered to be No. 3.The Amazon is the longest river in the world. (use “by far”)This book is the most interesting one of all the books. (use “by far”)5.adv + off = richcomfortably off, well off, well to dobe better off = be in better circumstancesbe worse off = be in worse circumstances6. amount to①add up to, reache.g. Our monthly expenditure on food usually ～s to 150 yuan.②be equal in meaning, be the same ase.g. Failure to prepare a lesson well before class on the part of the teacher ～s tonegligence of duty; whereas failure to attend the class on time on the part of thestudent ～s to a breach of discipline.7. there is no … not …double negation for emphasise.g. No one who was treated by Dr Wang was not deeply moved by his conscientious work. Use “ No one … not” to paraphrase the following:Everyone who has been to Beijing is impressed by the magnificence and grandeur of the Great Wall.Everyone who saw the house designed by him was interested in its structure.Everyone who heard the report was touched by his deeds.8. awe①awe (n.): a mixed feeling of fear and feare.g. He has a feeling of ～when standing in front of his father.I read his novel with ～.The lazy boy stood in ～of his stern teacher.awe-inspiring: fill with awe, make people show more respect to sb.e.g. He is an awe-inspiring writer/manager.awe-stricken/struck: struck with awee.g. He was awe-struck when he saw his father.②awe (v.): fill with awee.g. The sight ～d them.I was ～d by his words.~ sb. into + n. /doing sth.e.g. He ～d the children into obedience.They were ～d into silence.The boss ～d the workers into working overtime.③adj.A. awesome: causing awee.g. His works are ~ to some readers.B. awful: dreadful, very bada) (showing one’s feeling)e.g. He died an ~ death.I feel ~.b) (describing the characteristics of an object)e.g. Everything is in an ~ mess.The pain is ~.④awfully (adv.): verye.g. You look ~ well today.He is ~ worried about his son.9. in spite of, althoughin spite of + n.; although + sentencee.g. Although he is old, he is still studying English.In spite of his old age, he is still studying English.Use “although” and “in spite of” to paraphrase the followingIt’s very cold outside, but the boys are playing happily.It’s very expensive, but I buy one as a souvenir.The mountain is really very tall, but we managed to reach the top.10. rather than: instead ofe.g. Young people should be an asset （财产）to society ～a menace or a curse.Paraphrase:It was such a low doorway that I had to bend my head to go into the room instead of walking into the room upright.He died instead of surrendering.11. have difficulty in +V-ing/with + n.e.g. He has difficulty in learning English.I don’t have any difficulty with my math.12. plot①v. --- make secret plans 设计（谋），密谋~ to do sth.e.g. The two thieves were plotting with another two to rob the bank.Paraphrase: They are making secret plans to climb over the wall to poison the dog.~ + n.e.g. They are plotting a coup d’etats (or: coups d’etat政变) in the garden.~ againstParaphrase: The guerrillas were trying to overthrow the government.②n.a) make/form a plot (= a secret plan)e.g. They are making a ~ to overthrow their government.Two men formed a ~ to burn the barn (to rob the bank)b) design the plot of a story (=outline)e.g. This play has a very complicated ~.c) a piece of lande.g. There is a vegetable ~ behind his house.13. involve①involve (v.): cause sb. to become connected or concerned 牵涉，拖累e.g. This case ~s all of us.Don’t ~ me in your quarrel.be/get/become ~d in 卷进e.g. I got ~d in the quarrel between Mary and Jones.David was ~d in the robbery.~ (oneself) with 与… 混在一起e.g. Don’t ~ yourself with that sort of people.He ~s himself with criminals.②involved (adj.): complicated, difficult to understande.g. He told me an ~ story about his large family.The letter was very ~.③involvement (n.)e.g. He can’t get rid of the ~ in the murder. 脱不了干系，洗脱不了嫌疑14. puzzle①puzzle (v.): causing difficulty to understande.g. His illness ~d the doctor.T he boy’s recent behavior ~d me.~ about: make a great effort of mind in order to find an answer to the questione.g. I’ve been puzzling about the question.Paraphrase: He was trying to find out the ways to settle the problem.~ out （绞尽脑汁地）想出e.g. He spent the whole afternoon, trying to ～out the answer.be ~d aboute.g. I’m ～d about what he said.Many people are ～d about his life.②n.A. puzzlement: the state of being puzzlede.g. He is in ～.The girl looked at me in ～.B. puzzlea)sth. that one can’t understand or explain 难解之事e.g. No one has succeeded in explaining the ～of how life began.Paraphrase:The detectives still can’t explain the murder case.b) be in a puzzle: be at a losse.g. I’m in a ～as to what to do next.c) 字谜e.g. A famous Chinese ～has seven pieces. 七巧板a cross-word ～填字游戏a jigsaw ～拼图游戏15. conviction: very firm and sincere beliefe.g. He speaks in the full ~ that he is right. (深信)It is my ~ that we can have the four modernizations realized in not so long a time.Paraphrase: He said with a firm belief that he saw it with his own eyes.16. talk … into …: persuade sb. to do sth.17. trace①trace (v.)a) follow or discover sb. or sth. by observing some marks, traces or little evidencee.g. They could not ～(= find) him.Paraphrase:I can’t find the document you refer to .They walked along the river until they came to the sea. (trace… down….)We tried to find out the origin of this story. 追踪寻源(trace … to …)b) try to finde.g. The post office is ～ing the missing parcel.c) mark 标出e.g. Please ～the location of London on the map.d) 描图e.g. Trace the map by putting the thin paper over it.trace back toe.g. His family can ～its history back to the 10th century.This system of the government can be ～d back to the ancient Romans.The rumor was ～d back to a journalist.②trace (n.)a) marks, signse.g. We’ve lost all ～s of the criminal.Paraphrase:The wolf left its marks on the snow.He has disappeared without any signs..The policemen found signs of struggle in the room. 有搏斗的痕迹b) a bite.g. There was a ～of jealousy in her voice.Paraphrase: It rained a bit (= a little) yesterday.③traceable (adj.)e.g. The mistake is ～to carelessness.18. the lost years: seven years from 1585 to 1592, the time when Shakespeare was supposed to betraveling abroad by sea19. influence①influence (v.): have an effect on sth./sb.e.g. Advertisements ～people’s life a lot.The weather ～s the growth of crops.cf: affect: focus on the resultinfluence: focus on the action itselfe.g. Too much drink may affect your health. (The result of too much drink might spoilyour health.)We’re deeply affected (=move d) by his speech.②influence (n.)have ~ over/on sth./sb.have a(n) + adj. + influence on/over sth./sb.e.g. A teacher can have a great ～over his students.Religion has a great ～on people’s behavior.exert an ~ one.g. The moon exerts an ～on the tides. 潮汐The climate exerts an ～on vegetables.③influential (adj.)e.g. He was an ～writer in China.His father is an ～man in our city.。
大学英语精读第三册教案三单元Unit-3-Why-I-Teach
Chinese stimulate: vt. 刺激; 激励; 鼓励
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need? 5) Which teacher do you like best, why?
Words and expressions
ቤተ መጻሕፍቲ ባይዱ
palm tree 棕榈树
Do the rewards of teaching outweigh the trying moments?
outweigh: v.
be more important or valuable than sth. else • 比…重（在重量上）；比…重要；比…有价值
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最新大学英语精读第三册--第三版--课件-unit--four教学讲义PPT课件
B) To beБайду номын сангаасa baseball editorialist. C) To get a job. D) To be a writer.
2. What in Sarah’s second e-mail caught the author’s attention? KEY A) In the email Sarah asked the author for a job.
Before Reading
Global Reading Detailed Reading
After Reading
A sportswriter thinks he’s met another crank. Instead, he finds a true winner.
Before Reading
May I ask you a question? For two years I have been running my own website about the Dodgers. How did you become a baseball editorialist? That is my deam.
4. The author decided to drive a long way to visit Sarah because he was curious about ____.
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。
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。
大学英语三级精读教案
课程名称：大学英语三级授课对象：高职高专学生课时安排：2课时教学目标：1. 掌握课文中的关键词汇、短语和句型；2. 理解课文结构，提高阅读理解能力；3. 培养学生的自主学习能力和合作学习能力。
教学内容：1. 课文内容；2. 词汇和短语；3. 句型和语法；4. 阅读技巧和方法。
教学重点：1. 关键词汇和短语的理解与应用；2. 句型和语法结构的掌握；3. 阅读技巧和方法的应用。
教学难点：1. 词汇和短语的理解与运用；2. 长难句的分析与理解；3. 阅读技巧的掌握。
教学过程：一、导入1. 教师简要介绍课文背景，激发学生的学习兴趣；2. 引导学生回顾上节课的内容，复习相关知识点。
二、课文阅读1. 学生快速阅读课文，了解文章大意；2. 教师提问，检查学生对课文内容的掌握情况；3. 学生朗读课文，注意语音、语调的准确性。
三、词汇和短语讲解1. 教师讲解课文中的关键词汇和短语，引导学生分析词性、词义和用法；2. 学生跟读并模仿教师讲解的词汇和短语；3. 进行词汇和短语的应用练习，提高学生的实际运用能力。
四、句型和语法讲解1. 教师讲解课文中的句型和语法结构，引导学生分析句子的构成和语法规则；2. 学生跟读并模仿教师讲解的句型和语法；3. 进行句型和语法练习，巩固所学知识。
五、阅读技巧和方法讲解1. 教师讲解阅读技巧和方法，如快速浏览、预测、定位、推断等；2. 学生进行阅读练习，运用所学技巧和方法；3. 教师点评学生的阅读效果，提出改进建议。
六、课堂小结1. 教师总结本节课的重点和难点；2. 学生回顾所学内容，提出疑问；3. 教师解答学生疑问，巩固所学知识。
七、作业布置1. 完成课后练习题，巩固所学知识；2. 预习下一节课的内容。
教学评价：1. 课堂参与度：观察学生在课堂上的表现，如提问、回答问题、朗读等；2. 作业完成情况：检查学生的课后练习题完成情况；3. 阅读理解能力：通过阅读理解测试，评估学生的阅读理解能力。
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。
大学英语精读教案3
课时安排：2学时授课时间：周一上午第2、3节教学目的和要求：1. 掌握：理解美国文化的基本特征，熟悉美国社会的主要现象。
2. 熟悉：分析美国文化与社会之间的关系，探讨美国文化对世界的影响。
3. 了解：提高对美国文化的好奇心，培养跨文化交际能力。
教学内容：1. 基本内容：美国文化的历史、社会结构、价值观、教育、宗教、艺术等。
2. 重点：美国文化的基本特征、美国社会的主要现象、美国文化对世界的影响。
3. 难点：分析美国文化与社会之间的关系。
教学进程和时间分配：一、导入（10分钟）1. 教师简要介绍美国文化的历史背景，激发学生对美国文化的兴趣。
2. 学生自由发言，谈谈对美国文化的了解和看法。
二、课文讲解（40分钟）1. 介绍美国文化的基本特征，如：独立、自由、平等、追求幸福等。
2. 分析美国社会的主要现象，如：种族歧视、贫富差距、枪支暴力等。
3. 讨论美国文化与社会之间的关系，如：美国文化对社会现象的影响，社会现象对美国文化的反作用等。
4. 分析美国文化对世界的影响，如：美国电影、音乐、时尚等在全球的传播。
三、课堂讨论（20分钟）1. 学生分组讨论，就以下问题进行讨论：a. 美国文化有哪些优点和缺点？b. 美国文化对世界有哪些积极和消极的影响？c. 如何看待美国文化在全球的传播？2. 各组代表发言，分享讨论成果。
四、总结与作业（10分钟）1. 教师总结本节课的主要内容，强调美国文化与社会之间的关系。
2. 布置作业：a. 阅读相关资料，了解美国文化的其他方面；b. 写一篇关于美国文化与社会关系的短文。
教学方法和手段：1. 讲授法：教师讲解美国文化的基本特征、社会现象等。
2. 讨论法：学生分组讨论，分享对美国文化的看法。
3. 多媒体教学：利用PPT、图片、视频等展示美国文化与社会现象。
教学反思：本节课通过讲解、讨论、多媒体等多种教学手段，帮助学生了解美国文化的基本特征、社会现象等，提高学生对美国文化的好奇心，培养跨文化交际能力。
大学英语精读电子教案第3册 UNIT2
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Before Reading
Global Reading
Detailed Reading
After Reading
Nicholas Copernicus (1473-1543) Copernicus was a Polish astronomer and mathematician who held the view that the Earth and the other planets all travel in circles around the Sun.
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Before Reading
Global Reading
Detailed Reading
After Reading
I eat the colors of the rainbow... Veggies and fruit that help me grow Red...red...some of my favorite foods are: Apples, cherries, strawberries and tomatoes Orange...orange...some of my favorite foods are: Carrots, oranges, peach and sweet potato Yellow...yellow corn and lemon Pineapple and banana... Green...green spinach (菠菜) and broccoli (甘蓝) Lettuce, peas, and kiwi... Blue...blue...The only food I eat that’s blue is Blueberries! I eat the colors of the rainbow... “Hey! What about us?” Purple, egg plant, plums and grapes... So every day— I eat the colors of the rainbow...
大学英语精读电子教案第3册_UNIT7_the_ shelter
Civil defense is the national program of the U. S. to safeguard civilian life and property. With the coming of the age of missiles and rockets, civil defense has become a program for national survival. With the menace of missiles, people may be doomed by fallout (放射性尘埃) – the dangerous radioactive particles or dust that is left in the air after a nuclear explosion. There is no practical way to protect people in the immediate range of a nuclear explosion. Civil defense, therefore, must be based primarily on a system of fallout shelters. In 1961, the federal government of the U. S. began to survey to find shelter spaces in factories, office buildings, and other places. These shelters were to be stocked with essential supplies, marked for identification, and made available to the public in an emergency.
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. Teaching's 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 isn't any business. It's 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 it's a terrible 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). It's a concept that works fine if you're making toys, but kids aren't toys, and good teaching isn't an assembly line.26. What can we infer from the first paragraph about teachers?1">They have to teach three classes at a time.2">They have a very rewarding job.3">They prefer to teach children from middle-class families.4">They have a very hard job to do.27. Why does the author say teaching is tougher than writing a column? 1">Teaching is like working on docks and warehouses.2">Teaching demands full attention.3">Teachers have to work with children.4">Teachers have no chance to go traveling.28. What do new teachers find out after some practice?1">Their starting salary is lower than offered by other occupations. 2">They have to work during vacations to make ends meet.3">They have to plan their time well to get everything done.4">They can take a second or even a third job besides teaching.29. We can infer from the fourth paragraph that the author thinks __________. 1">measures should be taken to keep teachers in their jobs2">the rate of turnover in teaching is low compared to other occupations 3">it's natural for a number of teachers to quit in three to five years 4">it's fair to call teachers the gardeners of the landscape of the human race30. What does the author think of merit pay?1">It will make up for teachers' low starting salaries.2">It will bring down the turnover rate of teachers.3">It is a good fix for current educational problems.4">It 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(第3版)第3册电子教案(课件)
Before Reading
Global Reading
Detailed Reading
After Reading
The Background of the Song The idea for “Kids Wanna Rock” began one summer night in 1984 at the Queen Elizabeth Theatre in Vancouver, where Bryan and I and my wife Rachel had gone to see a performance by Thomas Dolby. With all the electronic sounds and robotic posturing, we found the performance to be somewhat lacking emotionally. Unable to endure another “sine-wave”, twenty minutes into the concert we quietly slipped out of the theatre and went up the street for a bite to eat. While discussing the Dolby performance over dinner, one of us remarked how, really, the kids just “wanna rock”. We wrote most of “Kids Wanna Rock” the next day. We based the song on another idea we’d been developing. Just as Paul McCartney used “Scrambled Eggs” as a temporary title for “Yesterday”, Bryan and I had a temporary lyric before we settled on “Kids Wanna Rock”. Instead of “Around the world or around the block, everywhere I go the kids wanna rock”, we had “What’s Sir Lew Grade got against me, I can’t get my songs reflection of Bryan’s inability at the time to get airplay on UK radio. — by Jim Vallance
大学英语精读第三册
第三册Unit 1TextA young man finds that strolling along the streets without an obvious purpose can lead to trouble with the law. One misunderstanding leads to another until eventually he must appear in court for trial……A Brush with the LawI have only once been in trouble with the law. The whole process of being arrested and taken to court was a rather unpleasant experience at the time, but it makes a good story now. What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court.In happened in February about twelve years ago. I had left school a couple of months before that and was not due to go to university until the following October. I was still living at home at the time.One morning I was in Richmond, a suburb of London near where I lived. I was looking for a temporary job so that I could save up some money to go travelling. As it was a fine day and I was in no hurry, I was taking my time, looking in shop windows, strolling in the park, and sometimes just stopping and looking around me. It must have been this obvious aimlessness that led to my downfall.It was about half past eleven when it happened. I was just walking out of the local library, having unsuccessfully sought employment there, when I saw a man walking across the road with the obvious intention of talking to me.I thought he was going to ask me the time. Instead, he said he was a police officer and he was arresting me. At first I thought it was some kind of joke. But then another policeman appeared, this time in uniform, and I was left in no doubt.'But what for?' I asked."Wandering with intent to commit an arrestable offence,' he said.'What offence?' I asked.'Theft,' he said.'Theft of what?' I asked.'Milk bottles,' he said, and with a perfectly straight face too!'Oh,' I said.It turned out there had been a lot of petty thefts in the area, particularly that of stealing milk bottles from doorsteps.Then I made my big mistake. At the time I was nineteen, had long untidy hair, and regarded myself as part of the sixties' 'youth countercultrue. As a result, I want to appear cool and unconcerned with the incident, so I said, 'How long have you been following me?' in the most casual and conversation tone I could manage. I thus appeared to them to be quite familiar with this sort of situation, and it confirmed them in their belief that I was a thoroughly disreputable character.A few minutes later a police car arrived.'Get in the back," they said. 'Put your hands on the back of the front seat and don't move them.'They got in on either side of me. I wasn't funny any more.At the police station they questioned me for several hours. I continued to try to look worldly and au fait with the situation. When they asked me what I had been doing, I told them I'd been looking for a job. 'Aha,' I could see them thinking, 'unemployed'.Eventually, I was officially charged and told to report to Richmond Magistrates' Court the following Monday. Then they let me go.I wanted to conduct my own defence in court, but as soon as my father found out what had happened, he hired a very good solicitor. We went along that Monday armed with all kinds of witnesses, including my English teacher from school as a character witness. But he was never called on to give evidence. My 'trial' didn't get that far. The magistrate dismissed the case after fifteen minutes. I was free. The poor police had never stood a chance. The solicitor even succeeded in getting costs awarded against the police.And so I do not have a criminal record. But what was most shocking at the time was the things my release from the charge so clearly depended on. I had the 'right' accent, respectable middle-class parents in court, reliable witnesses, and I could obviously afford a very good solicitor. Given the obscure nature of the charge, I feel sure that if I had come from a different background, and had really been unemployed, there is every chance that I would have been found guilty. While asking for costs to be awarded, my solicitor's case quite obviously revolved around the fact that I had a 'brilliant academic record'.Meanwhile, just outside the courtroom, one of the policemen who had arrested me was gloomily complaining to my mother that another youngster had been turned against the police. 'You could have been a bit more helpful when we arrested you,' he said to me reproachfully.What did the mean? Presumably that I should have looked outraged and said something like, 'Look here, do you know who you're talking to? I am a highly successful student with a brilliant academic record. How dare you arrest me!' Then they, presumably, would have apologized, perhaps even taken off their caps, and let me on my way.NEW WORDSbrushn. brief fight or encounter 小冲突；小接触processn. course; method, esp. one used in manufacture 过程；制作法arbitrarya. based on one's own opinion only, not on reason 任意的；武断的circumstancen. (usu. pl.) conditions, facts, etc. connected with an event or person 情况，环境subsequenta. following, later 随后的，接下去的faten. what will happen or happened to sb. or sth. 命运duea. expected; supposed (to) 预期的；约定的；到期的temporarya. lasting only for a limited time 暂时的strolla. walk at leisure 散步，闲逛obviousa. easily seen or understood; clear 明显的，显而易见的downfalln. ruin 垮台；衰落employmentn. one's regular work or occupation; job 职业；工作wandervi. move about without a purpose 闲逛；漫游commitvt. do (sth. wrong, bad, or unlawful)干（坏事），犯（错误、罪）arrestablea. deserving to be arrestedoffence (AmE offense)n. crime; the hurting of feelings; something unpleasant 罪行；冒犯；不愉快的事straight facea face or expression that shows no emotion, humor, or thought 板着的脸pettya. small; unimportant 小的；不足道的doorstepn. a step in front of a doorregardvt. consider in the stated way 把……看作；把认为(as)counterculturen. a culture, esp. of the young who oppose the traditional standards and customs of their society 反主流文化unconcerneda. not worried; untroubled; indifferent 无忧虑的；淡漠的casuala. careless; informal 漫不经心的，随便的conversationala. of or commonly used in talking 会话（用）的confirmvt. make certain; support 证实，肯定；确定beliefn. something believed; trust 相信；信念；信仰thoroughlyad. completely; in every way 完全地，彻底地thorough a.disreputablea. having or showing a bad character; having a bad name 声名狼籍的worldlya. experienced in the ways of society 老于世故的au faita. (F) familiar 熟悉的；精通的ahaint. a cry of surprise, satisfaction, etc. 啊哈！magistraten. civil officer acting as a judge in the lowest courts 地方法官conductvt. direct the course of; manage 处理；主持；引导；指挥defence (AmE defense)n. the act of defending in court the person who has been charged 辨护solicitorn. (esp. in Britain) lawyer who advises clients on legal matters and speaks on their behalf in lower courts （初级）律师witnessn. a person who gives evidence in a court of law; sth. serving as evidence or proof 证人；证据trialn. the act or fact of examining and deciding a civil or criminal case by a law court 审判dismissvt. (of a judge) stop (a court case) 驳回，对……不予受理costn. (pl.) the cost of having a matter settled in a law court. esp. that paid to the winning party by the losing party 诉讼费awardvt. give by a decision in court of law; give or grant by an official decision 判给；授予accentn. way of speaking typical of the natives or residents of a region, or of any other group 口音；腔调respectablea. deserving respect 值得尊敬的reliablea. that may be relied or depended upon 可靠的，可信赖的givenprep. taking into account; if allowed or provided with 考虑到；假定obscurea. not clearly seen or understood 模糊的；晦涩的guiltya. having broken a law; showing or feeling that one has done wrong 有罪的；内疚的revolvev. (cause to) go round in a circle （使）旋转brillianta. causing great admiration or satisfaction; splendid 辉煌的；卓越的courtroomn. a room where a law court is held 审判室meanwhilead. during the same period of time 同时gloomilyad. depressedly, dejectedly 忧郁地；沮丧地complainvi. speak in an unhappy, annoyed, dissatisfied way 抱怨complaint n.reproachfullyad. 责备地presumablyad. probablyoutragevt. arouse anger or resentment by injury or insult 引起……的气愤successfula. having done what one has tried to do; having gained a high position in life, one's job. etc. 成功的；有成就的apologizevi. say one is sorry 道歉，谢罪apology n.PHRASES & EXPRESSIONStake sb. to courtstart an action in law against sb. 对某人提出诉讼a couple of(informal) a small number of, a few, usually two 少数，几（个）；一对save upkeep for future use; put money away in the form of savings 储蓄take one's timedo sth. in a leisurely manner; not hurry 慢慢来，不着急at firstat the beginning 起先turn outprove to be 结果；证明是call onask (sb.) to do sth. esp. formally 要求stand a chancehave an opportunity; be likely to do or get sth. 有机会，有希望revolve aroundhave as a center or main subjectturn against(cause to) oppose, be hostile toPROPER NAMESRichmond里士满（英国地名）Richmond Magistrates' Court里士满地方法院Unit 2TextAunt Bettie is faced with a difficult decision. A wounded Union soldier is found hiding in a farmhouse near her home. She has to decide whether tohelp him or let him be captured. What will she choose to do?The Woman Who Would Not TellJanice Keyser Lester"I never did hate the Yankees. All that hated was the war.……"That's how my great-aunt Bettie began her story. I heard it many times as a child, whenever my family visited Aunt Bettie in the old house in Berryville, Virginia. Aunt Bettie was almost 80 years old then. But I could picture her as she was in the story she told me —— barely 20, pretty, with bright blue eyes.Bettie Van Metre had good reason to hate the Civil War. One of her brother was killed at Gettysburg, another taken prisoner. Then her young husband, James, a Confederate officer, was captured and sent to an unknown prison camp somewhere.One hot day in late September Dick Runner, a former slave, came to Bettie with a strange report. He had been checking a farmhouse half a mile away from the Van Metre home, a farmhouse he thought was empty. But inside, he heard low groans. Following them to the attic, he found a wounded Union soldier, with a rifle at his side.When Aunt Bettie told me about her first sight of the bearded man in the stained blue uniform, she always used the same words. "It was like walking into a nightmare: those awful bandages, that dreadful smell. That's what war is really like, child: no bugles and banners. Just pain and filth, futility and death."To Bettie Van Metre this man was not an enemy but rather a suffering human being. She gave him water and tried to clean his terrible wounds. Then she went out into the cool air and leaned against the house, trying not to be sick as she thought of what she had seen —— that smashed right hand, that missing left leg.The man's papers Bettie found in the attic established his identity: Lt. Henry Bedell, Company D, 11th Vermont Volunteers, 30 year old. She knew that she should report the presence of this Union officer to the Confederate army. But she also knew that she would not do it. This is how she explained it to me: "I kept wondering if he had a wife somewhere, waiting, and hoping, and not knowing —— just as I was. It seemed to me that the only thing that mattered was to get her husband back to her."Slowly, patiently, skillfully, James Van Metre's wife fanned the spark of life that flickered in Henry Bedell. Of drugs or medicines she had almost none. And she was not willing to take any from the few supplies at the Confederate hospital. But she did the best she could with what she had.As his strength returned, Bedell told Bettie about his wife and children in Westfield, Vermont. And BedelL listened as she told him about her brothers and about James. "I knew his wife must be praying for him," Aunt Bettie would say to me, "just as I was praying for James. It was strange how close I felt to her."The October nights in the valley grew cold. The infection in Bedell's wounds flared up. With Dick and his wife, Jennie, helping, she moved the Union officer at night, to a bed in a hidden loft above the warm kitchen of her own home.But the next day, Bedell had a high fever. Knowing that she must get helpor he would die, she went to her long-time friend and family doctor. Graham Osborne.Dr. Osborne examined Bedell, then shook his head. There was little hope, he said, unless proper medicine could be found."All right, then," Bettie said. "I'll get it from the Yankees at Harpers Ferry."The doctor told her she was mad. The Union headquarters were almost 20 miles away. Even if she reached them, the Yankees would never believe her story."I'll take proof," Bettie said. She went to the loft and came back with a blood-stained paper bearing the official War Department seal. "This is a record of his last promotion," she said. "When I show it, they'll have to believe me."She made the doctor writer out list of the medical items he needed. Early the next morning she set off.For five hours she drove, stopping only to rest her horse. The sun was almost down when she finally stood before the commanding officer at Harpers Ferry.Gen. John D. Stevenson listened, but did not believe her. "Madam," he said, "Bedell's death was reported to us.""He's alive," Bettie insisted. "But he won't be much longer unless he has the medicines on that list.""Well," the general said finally, "I'm not going to risk the lives of a patrol just to find out." He turned to a junior officer. "See that Mrs. Van Metre gets the supplies." He brushed aside Bettie's thanks. "You're a brave woman," he said, "whether you're telling the truth or not."With the medicines that Bettie carried to Berryville, Dr. Osborne brought Bedell through the crisis. Ten days later Bedell was hobbling on a pair of crutches that Dick had made for him. "I can't go on putting you in danger," Bedell told Bettie. "I'm strong enough to travel now. I'd lie to go back as soon as possible."So it was arranged that Mr. Sam, one of Bettie's neighbors and friends, should go and help Bettie deliver Bedeel to Union headquarters at Harpers Ferry in his wagon.They hitched Bettie's mare alongside Mr. Sam's mule. Bedell lay down in an old box filled with hay, his rifle and crutches beside him.It was a long, slow journey that almost ended in disaster. Only an hour from the Union lines, two horsemen suddenly appeared. One pointed a pistol, demanding money while the other pulled Mr. Sam from the wagon. Shocked, Bettie sat still. Then a rifle shot cracked out, and the man with the pistol fell to the ground dead. A second shot, and the man went sprawling. It was Bedell shooting! Bettie watched him lower the rifle and brush the hay out of his hair. "Come on, Mr. Sam," he said. "Let's keep moving."At Harpers Ferry, the soldiers stared in surprise at the old farmer and the girl. They were even more amazed when the Union officer with the missing leg rose from his hay-filled box.Bedell was sent to Washington. There he told his story to Secretary of War Edwin M. Stanton. Stanton wrote a letter of thanks to Bettie and-signed an order to free James Van Metre from prison. But first James had to be found.It was arranged for Bedell to go with Bettie as she searched for her husband.Records showed that a James Van Metre had been sent to a prison camp in Ohio. But when the ragged prisoners were paraded before Bettie, James was not there. A second prison was checked, with the same result. Bettie Van Metre fought back a chilling fear that her husband was dead.Then at Fort Delaware, near the end of the line of prisoners a tall man stepped out and stumbled into Bettie's arms. Bettie held him, tears streaming down her face. And Henry Bedell, standing by on his crutches, wept, too.NEW WORDStellv. act as an informer 告发Yankeen. (in the Civil War) a native of any of the northern states; a citizen of the U.S. 北方佬；美国佬great-auntn. an aunt of one's father or mother; sister of one's grandfather or grandmothercivila. 国内的；民间的Confederatea. of or belonging to the Confederacy 南部邦联的capturevt. make a prisoner of; seize 俘虏；夺得unknowna. whose name, nature, or origin is not knownformera. of an earlier period 以前的farmhousen. the main house on a farm, where a farmer livesgroann. a sound made in a deep voice that expresses suffering, grief or disapproval 呻吟（声）atticn. the space just under the roof of a house, esp. that made into a low small room 阁楼Union, then. those states that supported the Federal government of the U.S. during the Civil War; the U.S.A. （美国南北战争期间的）联邦政府；美国a. of or having to do with the Unionriflen. 步枪awfula. terrible; very badbandagen. a narrow long piece of material, esp. cloth, for binding a wound or injury 绷带dreadfula. very unpleasant or shocking; terriblebuglen. a musical wind instrument usually made of brass, used chiefly for military signals 军号，喇叭filthn. disgusting dirt 污秽futilityn. uselessnessfutile a.leanvi. support or rest oneself in a bent position 靠，倚establishvt. find out or make certain of (a fact, answer, etc.), prove 确立，证实identityn. who or what a particular person or thing is 身份identicala. 同一的；完全相同的确良Lt.abbr. lieutenant 陆军中尉companyn. 连volunteern. person who joins the army, navy, or air force of his own free will 志愿兵presencen. being present in a placeskillfullyad. in a skillful manner 灵巧地，娴熟地skillfula. having or showing skillfanvt. 扇，扇动；激起sparkn. 火花flickervi. burn unsteadily; shine with an unsteady lightdrugn. a medicine or substance used for medical purposessupplyn. (pl.) the food, equipment, etc. necessary for an army, expedition or the like 补给品prayvi. 祈祷valleyn. a stretch of land between hills or mountains; the land through which a stated river or great river system flows 山谷；流域infectionn. 感染；传染infect vt.flarevi. burn with a bright, unsteady flame （火焰）闪耀loftn. a room under the roof of a building, attic 阁楼ferryn. 渡口；渡船headquartersn. (used with a sing. or pl. v. ) the place from which the chief of a police force or the commanding officer of an army sends out orders 司令部proofn. evidence showing that sth. is true 证据bearvt. show; havesealn. 印，图章itemn. a single thing among a set, esp. included in a list 条；项commandinga. having command; in chargecommanding officer指挥官commandvt. 指挥Gen.abbr. general 将军madamn. respectful form of address to a woman (whether married or unmarried)夫人，太太，女士，小姐riskvt. endanger; take the chance ofpatroln. a small group of soldiers, vehicles, etc. sent out to search for the enemy, or to protect a place from the enemy 巡逻队juniora. younger or lower in rank than anotherhobblevi. walk awkwardly; limp 跛行；蹒跚crutchn. support used under the arm to help a lame person to walk 拐杖wagonn. four-wheeled vehicle for carrying goods, pulled by horses or oxen 四轮运货马（牛）车hitchvt. fasten with a hook, ring, rope, etc. 钩住，拴住，套住maren. female horse or donkeyalongsideprep. close to; along the side ofmulen. an animal that has a donkey and a horse as parents 骡disastern. a great or sudden misfortune; terrible accidentlinen. a row of defence works, esp. that nearest the enemy 战线，防线horsemann. a person who rides a horse, esp. one who is skilledpistoln. handgun 手枪crackv. (cause to) make a sudden explosive sound （使）发出爆裂声sprawlvi. lie or sit with hands and feet spread out, esp. ungracefullylowervt. move or let down in height 放下；放低secretaryvt. an official who takes charge of a governmental department; an employee in an office, who is in charge of correspondence, records, making appointments, etc. 部长，大臣；秘书raggeda. (of a person ) dressed in old torn clothes; (of clothes) old an torn 衣衫褴褛的；破旧的paradevt. cause to walk in an informal procession for the purpose of being looked at; cause to march in procession 使列队行进n. 游行；检阅chillv. (cause to) have a feeling of cold as from fear; (cause to ) become cold, esp. without freezing （使）感到冷；（使）冷fortn. 要塞，堡垒stumblevi. walk or move in an unsteady way; strike the foot against sth. and almost fallstreamvi. flow fast and strongly; pour outPHRASES & EXPRESSIONStake prisonercapture and hold as a prisoner, esp. as a prisoner of war 俘虏flare upbreak out or intensify suddenly or violently; burst into bright flame or rage 突发；加剧；突然发光；突然发怒write outwrite in full, write (sth. formal)brush asidedisregard, ignore 不理；漠视bring throughsave (sb.) from (an illness, etc.)PROPER NAMESBerryville贝里维尔（美国地名）Virginia弗吉尼亚（美国州名）Bettie Van Metre贝蒂.范.米特the Civil War（美国）南北战争Gettysburg葛底斯堡（美国城市）Dick Runner迪克.朗纳Henry Bedell亨利.贝德尔Vermont佛蒙特（美国州名）Westfield韦斯菲尔德（美国地名）Jennie詹妮（女子名）Graham Osborne 格雷厄姆.奥斯本Harpers Ferry哈珀斯渡口（美国地名）Stevenson史蒂文森（姓氏）Secretary of War(old use)（美国）陆军部长Edwin M. Stanton埃德温.M.斯坦顿Ohio俄亥俄（美国州名）Fort Delaware特拉华堡（美国地名）Unit 3TextEvery teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why I TeachPeter G. BeidlerWhy do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americansare taught to want when they grow up: money and power.Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change ——and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. Iwas here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters?But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.NEW WORDSadministrativea. of the management of affairs 行政的，管理的administrationn. 管理（部门），行政（机关）puzzlevt. fill with doubt and confusion 使迷惑step (-) upn. promotion; increase in size, speed, etc.mechanicn. skilled workman, esp. one who uses or repairs machines and tools 机械工；机修工sweatya. covered with sweat, sweatingpalma. 手掌professionn. occupation, esp. one requiring special training, such as law, medicine, or teachingconvincevt. make (sb.) feel certain; cause (sb.) to realizecompelvt. force (sb. or sth. to do sth.)pacen. rate or speed of development, or in walking, etc. 速度；步速calendarn. 日程表，日历。
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.
大学英语精读：第三册UNIT3
Every teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why I TeachPeter G. Beidler Why do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power. Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual. Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class! Why, then, do I teach? I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing. I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change. I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures. I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions. I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers. But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group. So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning. I have left out, however, the most important reasons why I teach. One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student. Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things. There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer. There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college. These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe. A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?" And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters? But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better. I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them. NEW WORDS administrative a. of the management of affairs ⾏政的，管理的 administration n. 管理（部门），⾏政（机关） puzzle vt. fill with doubt and confusion 使迷惑 step （-） up n. promotion; increase in size, speed, etc. mechanic n. skilled workman, esp. one who uses or repairs machines and tools 机械⼯；机修⼯ sweaty a. covered with sweat, sweating palm a. ⼿掌 profession n. occupation, esp. one requiring special training, such as law, medicine, or teaching convince vt. make （sb.） feel certain; cause （sb.） to realize compel vt. force （sb. or sth. to do sth.） pace n. rate or speed of development, or in walking, etc. 速度；步速 calendar n. ⽇程表，⽇历 opportunity n. favourable occasion or chance reflection n. careful thinking; consideration 深思；考虑 reflect vi. stimulate vt. encourage; excite 刺激；激励 freshman n. student in his first year at a college or university failure n. a person, attempt, or thing that fails; lack of success ivory n. 象⽛ ivory tower n. place or condition of retreat from the world of action into a world of ideas and dreams 象⽛塔 self-reliance n. ability to do things and make decisions by oneself 依靠⾃⼰；⾃⼒更⽣ reliance n. trust, confidence; dependence 信赖；信⼼；依靠 technological a. of or related to technology 技术的 corporation n. （AmE）有限公司 run-down a. old and broken or in bad condition renovate vt. restore （old buildings, oil paintings, etc.） to a former, better state 修复，修整 semester n. （AmE） either of the two periods into which a school year is divided; term 学期 repay。