现代大学英语精读4教案全集

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大学英语精读4电子版教案

教学目标：1. 培养学生阅读理解能力，提高英语水平。

2. 使学生掌握一定的词汇和语法知识，提高英语应用能力。

3. 培养学生的跨文化交际能力，拓展国际视野。

教学内容：《大学英语精读4》教材包含30个单元，每个单元包括课文、词汇、语法和练习等内容。

教学时间：本教案适用于一个学期的教学，共计30课时。

教学重点：1. 课文理解：把握文章主题，理解文章结构，掌握文章内容。

2. 词汇学习：掌握课文中的重点词汇，了解其用法和搭配。

3. 语法学习：掌握课文中的重点语法知识，提高语法运用能力。

教学步骤：第一课时：Unit 11. 导入：介绍本单元的主题，激发学生学习兴趣。

2. 课文朗读：教师带领学生朗读课文，注意语音、语调。

3. 课文理解：引导学生分析文章结构，理解文章内容。

4. 词汇学习：讲解课文中的重点词汇，并进行练习。

5. 语法学习：讲解课文中的重点语法知识，并进行练习。

6. 课后作业：布置课后阅读和练习任务。

第二课时：Unit 21. 复习上节课内容：检查学生的课文理解、词汇和语法掌握情况。

2. 课文朗读：教师带领学生朗读课文，注意语音、语调。

3. 课文理解：引导学生分析文章结构，理解文章内容。

4. 词汇学习：讲解课文中的重点词汇，并进行练习。

5. 语法学习：讲解课文中的重点语法知识，并进行练习。

6. 课后作业：布置课后阅读和练习任务。

以此类推，完成其他单元的教学。

教学评价：1. 课堂表现：观察学生在课堂上的参与度、回答问题的准确性。

2. 课后作业：检查学生的课后阅读和练习完成情况。

3. 考试：通过单元测试和期末考试，评估学生的整体学习效果。

教学资源：1. 《大学英语精读4》教材2. 电子教案3. 课后练习册4. 网络资源（如英语学习网站、在线词典等）教学反思：在教学过程中，教师应根据学生的实际情况调整教学策略，关注学生的学习需求，提高教学质量。

同时，教师应不断丰富教学内容，拓展学生的国际视野，培养学生的跨文化交际能力。

大学英语精读第四册_教案

课程名称：大学英语精读授课班级：XX级XX班授课教师：XXX授课时间：XX周XX节教学目标：1. 掌握本册书中的关键词汇、短语和常用句型。

2. 理解课文内容，提高学生的阅读理解能力。

3. 培养学生的英语写作和口语表达能力。

4. 增强学生对西方文化的了解。

教学内容：1. 课文内容：本册书共包含10个单元，每个单元围绕一个主题展开，如科技、文化、社会现象等。

2. 词汇：学习本册书中的重点词汇，包括形容词、动词、名词、介词等。

3. 句型：掌握常用句型，如一般现在时、一般过去时、一般将来时等。

4. 写作：学习写作技巧，提高写作水平。

5. 口语：通过课堂讨论、角色扮演等方式，提高口语表达能力。

教学重点与难点：1. 重点：课文内容、重点词汇、常用句型、写作技巧、口语表达。

2. 难点：理解复杂句型、提高写作水平、口语表达能力的培养。

教学过程：一、导入1. 复习上一册书的知识，引导学生进入学习状态。

2. 介绍本册书的主要内容和教学目标。

二、课文讲解1. 预习课文，了解课文大意。

2. 分析课文结构，讲解重点词汇和句型。

3. 针对课文内容进行提问，引导学生思考。

三、写作训练1. 介绍写作技巧，如段落结构、过渡词等。

2. 学生根据所学内容进行写作练习，教师批改并给予指导。

四、口语训练1. 课堂讨论：针对课文内容进行讨论，提高学生的口语表达能力。

2. 角色扮演：模拟课文中的场景，让学生进行口语表达。

五、总结与作业1. 总结本节课的重点内容。

2. 布置课后作业，如背诵课文、完成写作练习等。

教学评价：1. 课堂表现：观察学生在课堂上的发言、参与度等。

2. 作业完成情况：检查学生的课后作业，了解学生的学习效果。

3. 写作和口语表达能力：通过写作和口语练习，评价学生的英语水平。

教学反思：1. 不断调整教学方法，提高学生的学习兴趣。

2. 注重培养学生的英语实际应用能力。

3. 及时发现学生的学习困难，给予针对性的辅导。

现代大学英语精读4u4教案

课时：2课时教学目标：1. 理解并掌握课文内容，提高学生的英语阅读理解能力。

2. 学习并运用课文中出现的词汇和语法知识。

3. 培养学生的英语口语表达能力，提高学生的英语交际能力。

教学重点：1. 课文内容理解2. 词汇和语法知识教学难点：1. 课文长难句的理解2. 词汇和语法知识的运用教学过程：第一课时一、导入1. 复习上节课所学内容，检查学生对课文的理解程度。

2. 提出本节课的学习目标，让学生明确学习任务。

二、课文阅读1. 让学生快速阅读课文，了解课文大意。

2. 引导学生分析课文结构，找出文章的主题句和论点。

3. 讨论课文中的重点词汇和短语，讲解其含义和用法。

三、词汇和语法讲解1. 列举课文中出现的重点词汇和短语，讲解其含义、用法和搭配。

2. 分析课文中出现的语法结构，讲解其用法和注意事项。

四、课堂练习1. 让学生根据课文内容完成课后练习题，巩固所学知识。

2. 对学生的练习情况进行点评和反馈。

五、课堂小结1. 总结本节课所学内容，让学生回顾重点词汇和语法知识。

2. 布置课后作业，让学生进一步巩固所学知识。

第二课时一、复习导入1. 复习上节课所学内容，检查学生对课文的理解程度。

2. 引导学生回顾重点词汇和语法知识。

二、课文阅读1. 让学生精读课文，分析文章的写作手法和修辞手法。

2. 讨论课文中的难点，如长难句的理解和复杂逻辑关系的把握。

三、课堂讨论1. 引导学生围绕课文内容展开讨论，提高学生的英语口语表达能力。

2. 鼓励学生提出自己的观点，培养学生的批判性思维。

四、课堂练习1. 让学生根据课文内容完成课后练习题，巩固所学知识。

2. 对学生的练习情况进行点评和反馈。

五、课堂小结1. 总结本节课所学内容，让学生回顾重点词汇和语法知识。

2. 布置课后作业，让学生进一步巩固所学知识。

教学反思：本节课通过引导学生阅读、分析课文，学习词汇和语法知识，培养学生的英语阅读理解能力和口语表达能力。

在教学过程中，要注意以下几点：1. 注重学生的个体差异，因材施教。

（完整版）大学英语精读第四册（教案）

（完整版）大学英语精读第四册（教案）Book4Unit 1 Big Bucks The Easy WayTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.Help Ss get to know the lesson “No pains, no gains” and there is no “big bucks theeasy way”.2.About the text, Ss should grasp the text content, text structure, basic vocabulariesand required grammar points of the section.Words: cash, echo, competitive, leisurely, pain, sour, finance, marvelous, party, stack, cram, harm, minimum, range, thoughtful, deadline, inform, normally,sale, trash, delivery, inquire, odd, shrinkPhrases & Expressions: pull up, a piece of cake, even as, know better than, be at, make a dent, cut into, have no b usiness, settle for, settle one’s account, quiteawhile, draw attention to, for sale, for rent, be done with, may as well Grammar: p143. About the reading, Ss should learn avoiding vocalization and inner speech.4. About the writing, Ss should learn word choice..5. About the listening, Ss finish the Unit 1 directed by teacher.Teaching Procedures:I. Pre-reading Activities1.Background information1)Montgomery Ward2)Sears,3)Roebuck2.Warm-up questions1)Do you depend on your parents financially?2)Is it easy to earn money by working part-time?3)Are there any easy ways to make much money?3.Key words and expressions:New words and old wordTeacher students(old words or expressions) (new ones)U.S. dollar buckDoor handle doorknobUnhurried leisurelyRelaxed leisurelyProfitable lucrativeSent out deliverEndure live withBeg panhandleTell informFill cramTie bandIncrease reproduceExtra money bonusPart sectionA path walkAn easy job a piece of cakePay settleHave no reason have no businessCome to terms with settle forStrange oddMoney financeFinish be done with English and Chinese phrasesTeacher(Chinese) Students( English)考虑look into总是all the time可以容忍live with令我痛心it pains me易如反掌 a piece of cake壮汉 a big guy干快些get busy好几卡车的truck loads of百货商店department store廉价商店 a dime store小杂货店drug store汽车行auto store外卖餐馆takeout restaurant提高嗓门voice rises超过极限out of the range of恍然大悟work a profound change in 教会某人做人work a profound change inone’s personality 经过调解in mediation结账settle the account劳务支出labor cost相同数额 a like amount托某人做enlist sb. To doII. While-reading Activities1.Ss have the silent reading on the text (10 mins)2.Text and questions for discussionLines 1-91.what did the father tell his college sons to think about?(to deliver bags of magazines to make some of their own money.)2.what was the father worried about?( the sons would become used to or feel content with living by asking for money all the time.)Lines 10-221.why did the mother phone the father?( she wanted him to know what was going on at home.)2.How do you understand the word “super” she snapped?( “super” means very good. But,she “snapped” it, which means she was very angry.She was being sarcastic,i.e. she meant the opposite of what she said.)3.can you paraphra se the sentence “Another truck just pulled up out front”?(Another truck has stopped outside in front of our hous to deliver more materials.) Lines 23-291.which company did the two sons do the delivery job for?( the Sunday Newspaper Company.)2.why did each truck deliver 4000 of the inserts?( Each one was from a different company and had the ads the sons were required to deliver to 4000 houses.)3.why did he think so?( He had no idea of how much work it would mean.)Lines 30-35What did the fa ther mean when h e said “they are college men.”?He meant that they were grown-ups, and should be capable of dealing with the situation.Lines 36-501.In what cases does people’s voice become unnaturally high and quavering?When they are excited, angry, upset and the like.2.what does “magazine sections” mean?Parts of magazines, 8 or 12 pages long.3.how many steps are there in the process before delivering?Five: take out, roll, slip, band and slide.Lines 51-661.what do you think of the father’s answe r?Clever and sensible. It is a lie, a harmless lie, one told in order to avoid upsetting somebody.2.why did the father say “That’s encouraging”?the sons were learning how to solve the problem of manpower shortage;they hired other people to help, and learnt to improve efficiency by establishing assembly lines.3.why did the mother say “it is very discouraging”?the measures weren’ working at all.Lines 67-771.what do you think of the father’s bonus program？It is reasonable and logical. Bonus is a popular incentive that management adopts. Sometimes we have to lose something in order to gain something. If you are reluctant to use a small bait, you can hardly get a big fish.2.did the son understand that at first thought?No. he thought the more the workers got, the less he obtained.3.why did the son answer “Yes, Sir”?he had come to realize it was a business and he took the father’s instructions as and order.Lines 78-861.what does “see the color of cash” mean?See Note 7 in your text book.2.what’s the d ifference between the original payment and the demanded one?The original payment was five dollars per person, shile now they demanded five dollars per hour.3.who probably played the mediating role?The mother.Lines 87-94Why did the son think it “enough”?No matter how much, it was the money they made by themselves with great efforts and they learnt a lot from the experience.Lines 95-1091.what did the youngest sons learn from their college brothers?They learnt to make their own money in order to avoid having to ask for money all the time.2.what were they going to do to try to earn money?They were going to sell or rent the family’s books.3.do you agree “you’re never done with books”?Yes. Because………No. because ………..3.T asks Ss to come out the main idea, structure of the text (10mins)4.T summarizes the main idea and structure of the text (5 mins)III. Post-reading Activities1.Let the students do the exercises in the textbook which are related to the newwords.2.Ss hand in the summary of the text.Summary questions and concluding remarks1) Do you think it necessary for the sons to make some money for themselves?Give reasons for your answer.I think it necessary…….because………..2) what do you think is needed in accomplishing something difficult?I think it is self-confidence, perseverance, co-operation or team work,reasonable management, strategies of solving problems, etc.3)what is the father’s tone in telling the story?The tone is light and ironic because the story is meant to be funny. The problem in the story was one that people think is very serious when it happens, but later they can laugh about.3.Ss discuss the questions on the topic related to the text.4.Let Ss do the exercises in the text book which are mainly related to thenew words and topic.5. Exercise:Sentence making in dialoguesTeacher: now I’d like you to complete the following dialogues by making Sentences with the giver phrases.Pull up1.what do you ask your driver to do when you reach your destination?I ask the driver to pull up near the place I want to go.2.what does a bus driver do when a passenger wants to get off?He pulls up at a bus stop.3.what does the red light mean to a moving vehicle?It means that the vehicle must pull up at the zebra.A piece of cake1.can you recite the 26 English letters?Sure. It’s a piece of cake.2.do you think it difficult to use a tape recorder?No. it’s a piece of cake.Make a dent in1.have you finished your outline?No, I’ve hardly made a dent in it.2.How are you getting along with your project?We have made only a small dent in it.Cut into1.do you watch TV in your study period?No. that would cut into my study time.2.what cuts into the factory’s profit?The rise of the labor costs, material prices, the increased consumption of power, etc.Settle for1.if you can’t sell your bicycle at a hig h price, what will you do?I have to settle for a lower price.2.If you can’t get a well-paid job, will you settle for a lower-paid job?Might/may/could as well1.what do you suggest we do during the winter vacation?If you have nothing to do, you might as well take up a part-time job.2.what should I do if I can’t afford a house?You may as well rent an apartment and set aside your money for a new house.Unit 2 Deer and The Energy CycleTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.Get Ss to know the energy cycle and instruct them to observe the animal’s living instinct in order to value the natural resource; learn about food-enery-life-death.2.About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: tendency, rate, area, plentiful, possessions, currency, scarce, ample, drowsy, fundamental, accumulate, internal, hence Phrases & Expressions: to meet the needs, turn of mind, convert into Grammar:3. About the reading, Ss should know the usage of dictionary.4. About the writing, Ss should get to know the writing skill—coherence .5. About the listening, Ss finish the Unit 2 directed by teacher.Teaching Procedures:I. Pre-reading Activities1. Warm-up questions1)Allow Ss to go over the text for 10 mins.2)Ask them to list the facts about the life of deer in the four seasonsrespectively.3)Sum u p Ss’s results2. Introductory remarks:1) What do you think life depends on?Money, love, or something else?2) where does energy come from?Food, spirit, God, or what?3)what happens to life there is no food , or source of energy?if life useless after it comes to an end?4) Life is energy, isn’t it? What do you think?The planet we live on is made up of 2 major components: living organisms and inorganic substances. As far as living things are concerned, life spans vary. Some may live for thousands of years, while others live only a few seconds. Regardless of the this difference, every life develops from a lower stage to a higher stage until its death, and every species develops in this way, too. But what makes life perform in this way? What happens after life? Our earth has been functioning for billions of years. What has made it work for so long? Let’s have a careful study of the text 3. New words and phrases studyStudy of the words and phrasesNew words and old wordsTeacher students(old words or expressions) (new ones)tendency turn of mindmoney currencychange into convert intoautumn fallsomething stored reservesrare scarceto satisfy the demands to meet the needsarea regionplentiful amplepossessions resourcestore depositspend expendsleepy drowsybecome liquid meltat the same time meanwhilebasic fundamentaltherefore hencecollect accumulateinside internalsmall wooden house cabinEnglish and Chinese PhrasesTeacher(Chinese) students(English)注重/有……的倾向a … turn of mind生态系统an ecological system 倚赖to depend on年复一年from year to year尽可能多as much as one can旺季times of plenty储存的脂肪reserves of fat/stored fat 不甚出名,鲜为人知less well known能说明问题的例子a good case in point 营养食品nutritious food生理成熟physically mature生育to give birth to食物资源food resources熬过冬天to survive the winter/to pull through the winter 大雪deep snow小雪light snow基本规律 a fundamental ruleII. While-reading Activities1.Text and questions for discussion .Lines 1-61.what does “love makes the world go round” mean?People with a romantic turn of mind think that love, romantic love, is what makes life worth living..2.why does the author say that energy is the “currency” of the ecological system?An ecological system is all the plants, animals and people, and their surroundings, considered as a whole, In the commercial world, money is the currency , or means of survival. For life, the most important support is food, the source of energy for life, which allows growth, reproduction, and survival.Lines 7-121.what do wild animals do with the food in different seasons? Why do they do so?Wild animals seem to know when there will be plenty of food and when there won’t. so they eat as much as they can when there is plenty of food so that they can become fat and strong and grow well. In winter, they have little to eat. But they do not starve because the fat they have stored in their bodies brings them through this hard time.Lines 13-221.what does “ this is good timing” mean?This means that the female deer uses the most suitable seasons, i.e.summer and fall, for the birth of fawns and the production of milk because both the conception and production cost the female deer much energy and in both seasons there is plenty of food, which meet the deer’s physical needs.Lines 23-311.to what does the author compare the process of fat reserving?A bank savings account, from which one can draw when he needs the money. Lines 32-441.what is the phenomenon of lowering metabolism?The heart rate slows. The animal becomes slow and drowsy. Therefore, the use of and need for energy is reduced.2.what protects the deer from cold winter? How does it work?They undergo physical and internal physiological changes, i.e. the hair growth andthe slow metabolism. The thick hair keeps the deer warm and the slow metabolism makes the deer consume less energy, which is stored in the form of fat for use when they need it for growth.Lines 45-561.what decreases as winter progresses?The deer’s activities.2.why were people advised to behave like that?To use less oil and electricity for conserving energy to pull through the crisis.3.what does the author imply by “watched the deer”?He implies that men can learn from the deer to reduce unnecessary cost of energy. Lines 57-641.“…to pull them through”. Can you say it in other words?…to help them survive the winter.2.what is the fundamental rule of life?The more fat the deer reserve, the more chance there is for them to survive the crises. Only the largest and strongest are likely to survive.3.Is the fundamental rule of life applicable to human beings?Yes. If we human beings do not protect nature and ourselves by saving energy, we will be punished by nature and will eventually be wiped out from this planet. Lines 65-681.what is the life cycle?Food-energy-life-survival-reproduction-death-food-energy-other life… .Food –energy-seek more food-new energy-food…..Energy is vital to our world. But energy is not always plentiful. The supply can vary, either seasonally or for other reasons. Some animals, the white-tailed deer, for instance, have developed natural ways or varying their own use of energy with the variations of the supply. Human beings can and should learn this lesson for their own survival.2. Teacher explains the key points in detailsturn of mind1.what is your turn of mind?I have a logical turn of mind, or literary/critical/philosophic/humorous/optimisticturn of mind.2.what kind of person is likely to create things?A person of a creative turn of mind is likely to create things.3.what words can you use to describe people of different turns of mind?Down-to-earth, poetic, business-like, humorous, etc.Depend on1.How do crops grow?They depend on the sunlight,water, and fertilizer for growth.2.How are the prices of commodities set?They mainly depend on the relation between demand and supply.A case in point1.can you give an example of a successful person?Yes. A case in point is Thomas Edison, a great inventor.2.can anything heavier than air stay in the sky?Yes. A case in point is the helicopter.3.How can we conclude that a person is selfish.A case in point is…Meet…needs1.why do people drink so much water on the sports ground?They have to meet their body’s needs for water as they play in the sun.2.why does a factory install another assembly line?They want to meet the needs of increasing production.Draw on1.How can a good writer write so many interesting stories?He draws on his experience, knowledge, observation, perception and interpretation of life for the material of his stories.2.How can a person put forward such a peculiar idea?I think he’s drawn on his imagination.Slow down1.what is a driver expected to do if a police car comes towards or follows him/her?He/she is expected to slow down and then stop by the road side.2.what does a runner do after he passes the finish line?He slows down and stops.Pull through1.what should you do in face of difficulties?I should use my skills, work hard,and sometimes I should take somebody’s advice.This might help to pull me through the difficulties.2.why was the little boy, Schatz,waiting for death?He believed he had a fatally high temperature and would notpull through.3.T asks Ss to come out the main idea, structure of the text (10mins)4.T summarizes the main idea and structure of the text (5 mins)III. Post-reading Activities1.Let the students do the exercises in the textbook which are related to the new words.2.Ss hand in the summary of the text.3.Ss discuss the questions on the topic related to the text.4.Let Ss do the exercises in the text book which are mainly related to the newwords and topic.Unit 3 Why Do We Believe That The Earth Is Round? Teaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.Get Ss to know the author’s purpose is to teach Ss to havea correct attitude towards knowledge and accepting of knowledge by taking the examples of other’s arguments of the shape of Earth.2 About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: preface, remark, cite, exaggerate, mast, appeal, analogy, cast, precarious, produce, burden, botherPhrases & Expressions: appeal to, follow up, for the sake of, throw light on, shaped like, cast on, fall back on, stray away from, Grammar:3. About the reading, Ss should know the reading skills oftelling difference bwteenfacts and opinion sentences.4. About the writing, Ss should get to know the writing skill—coherence.5. About the listening, Ss finish the Unit 3 directed by teacher.Teaching Procedures:I. Pre-reading Activities1.Background information1)George Orwell2)George Bernard Shaw3)The Flat Earth Theory and the Round Earth Theory4)Eclipses5)Playing Cards6)Comrade Mao Tse-tung on knowledge, on Direct Experience andIndirect Experience2. warm-up questions and introductory remarks1)Do you believe that the earth is round? Why?Yes, I do, because science proves that it is true.2) Have you heard of other conclusions about the shape of the earth?What are they? Why don’t you believe them?Yes. The earth was said to be flat or oval. I don’t believe them because the photos from satellites or the scenes of eclipses show that it’s round.2)why is “the earth is round” put in a question?3.Key words and expressions:study of the words and phrasesnew words and old wordsteacher students(old words or expressions) (new ones)forward prefacesay,argue remarkquote citesimply merelyaccept without question swallowoverstate exaggerateattract appeal tofor the good of for the sake ofpole on a ship mastbend curvecomparison analogyquickly promptlyround plate discthrow castgo to aim atinsecure precariousturn to for help fall back onin another way otherwisemove from stray away fromshow produceload burdentake trouble botherEnglish and Chinese PhrasesTeacher(Chinese) students(English)在某处somewhere or other序言the preface to中世纪the middle ages普遍认为the widespread belief that 普通人the ordinary citizen迎合口味appeal to我的…完蛋了bang goes my…求助于fall back on不屑一顾would not even bother to 反驳say…against天体heavenly body由此可见it will be seen that靠不住的理由precarious reasons知识面the range of knowledge 无力的论据weak argumentII. While-reading Activities1.Ss have the silent reading on the text (10 mins)2.T explains the text in details.Appeal to1.do detective films appeal to you?Yes, ….No, … .2.what kinds of books appeal most to youth?Books on …3.why are children’s clothes colorful?Bright and colorful clothes usually appeal to children.Follow up1.what do the police do if a case is reported to them?They follow up the case.2.what do you do if you read an interesting story series on a newspaper?I follow it up.For the sake of1.what do people usually do for the sake of health?They eat healthy food, do exercises and don’t smoke,don’t…2.why is it necessary to widen the streets?It’s necessary to widen the streets for the sake of a smoother flow of traffic. Throw light on1.what is the use of the background knowledge of a story?It throws light on it.2.why are illustrations, data and charts or tables necessary in scientific reports orbusiness presentations?They throw light on the reports and presentations.Shaped like1.Why is a UFO also called a flying saucer?It is shaped like a saucer.2.what is a space shuttle like?It is shaped like a huge plane.Cast on1.what can you see on a moon-lit night in the open?I can see my shadow cast on the ground.I can see the shadows of the trees cast on the wall/window.Fall back on。

大学英语精读教案第四册unit4

#### 教学目标1. 知识目标：- 掌握本单元的核心词汇和短语。

- 理解并分析作者的观点和写作技巧。

- 提高阅读理解能力和批判性思维能力。

2. 技能目标：- 培养学生快速阅读和精读的能力。

- 增强学生的口语表达和写作能力。

- 提高学生的课堂参与度和团队合作精神。

3. 情感目标：- 培养学生对生活和社会问题的关注。

- 激发学生的思考，培养批判性思维。

#### 教学内容- 课文：《现代大学英语精读4》第四单元文章。

- 背景知识：了解作者背景、时代背景以及文章主题。

#### 教学步骤##### 一、导入（5分钟）1. 引导学生回顾上一单元的学习内容，提问并总结。

2. 简要介绍本单元作者和文章主题，激发学生兴趣。

##### 二、快速阅读（10分钟）1. 学生快速阅读课文，了解文章大意。

2. 教师提问，检查学生对文章内容的掌握。

##### 三、精读分析（30分钟）1. 词汇学习：- 介绍本单元核心词汇和短语，如：evidently, irrespective, transcend等。

- 通过例句和语境帮助学生理解和记忆。

2. 篇章结构分析：- 分析文章的段落结构，理解作者的写作思路。

- 引导学生关注文章的主题句和结论句。

3. 观点分析：- 分析作者的观点和态度，探讨文章中的论点和论据。

- 引导学生进行批判性思考，提出自己的观点。

##### 四、课堂活动（20分钟）1. 小组讨论：- 将学生分成小组，针对文章中的某个问题进行讨论。

- 各小组代表分享讨论成果，全班共同总结。

2. 角色扮演：- 学生扮演文章中的角色，模拟情景对话。

- 培养学生的口语表达能力和团队合作精神。

##### 五、写作练习（15分钟）1. 根据文章主题，让学生写一篇短文，如：谈谈你对文章中某个观点的看法。

2. 教师批改并给予反馈。

##### 六、总结与作业（5分钟）1. 教师总结本节课的学习内容，强调重点和难点。

2. 布置课后作业，如：预习下一单元内容，阅读相关书籍等。

大学英语精读4电子教案

教学目标：1. 掌握本单元的核心词汇和短语。

2. 理解并分析课文内容，提高阅读理解能力。

3. 学会运用本单元所学语法知识，进行句子构造和写作练习。

4. 培养学生的跨文化交际意识，提高英语实际应用能力。

教学重点：1. 核心词汇和短语：包括名词、动词、形容词、副词等。

2. 语法知识：包括现在完成时、条件状语从句等。

3. 课文内容：了解文章背景，把握文章主旨。

教学难点：1. 现在完成时的运用。

2. 条件状语从句的识别和运用。

教学时间：2课时教学过程：第一课时：一、导入1. 回顾上一单元所学内容，引入本单元主题。

2. 提问：What did you learn from the last unit?（上一单元你学到了什么？）二、词汇教学1. 列出本单元的核心词汇，进行词义讲解和例句分析。

2. 针对重点词汇进行词汇练习，如：拼写、翻译、造句等。

三、语法教学1. 讲解现在完成时的构成和用法，结合例句进行讲解。

2. 讲解条件状语从句的构成和用法，结合例句进行讲解。

四、课文阅读1. 预读课文，了解文章大意。

2. 阅读课文，找出关键信息和段落大意。

3. 分析课文中的难句，讲解句子结构。

五、课堂练习1. 完成课后练习题，巩固所学知识。

2. 进行句子翻译和改错练习，提高学生的英语写作能力。

第二课时：一、复习导入1. 回顾上一课时的教学内容，检查学生对重点知识的掌握情况。

2. 针对学生的疑问进行解答。

二、课文精讲1. 分析课文结构，讲解文章主旨。

2. 讲解课文中的重点段落和难句，引导学生深入理解课文内容。

三、拓展阅读1. 提供与本单元主题相关的拓展阅读材料。

2. 引导学生进行阅读，培养阅读兴趣和阅读能力。

四、课堂练习1. 完成课后练习题，巩固所学知识。

2. 进行写作练习，提高学生的英语写作能力。

五、总结与作业布置1. 总结本单元所学内容，强调重点和难点。

2. 布置课后作业，巩固所学知识。

教学反思：本节课通过词汇、语法、课文阅读和写作等环节，帮助学生全面掌握大学英语精读4 Unit 1的内容。

现代大学英语精读第二版第4册课程设计

现代大学英语精读第二版第4册课程设计一、课程背景“现代大学英语精读”是面向大学英语专业学生的一套英语读写教材。

本次课程设计的重点是第二版第四册，主要涵盖了科技、文化、音乐、影视等方面的话题和文章。

通过本次课程的学习，可以提高学生的英语听说读写能力，增强学生的跨文化交际能力，培养学生的阅读策略和独立思考能力。

二、教学目标通过本次课程的学习，学生应能够：1.熟练掌握第四册中的文章和生词；2.提高听说读写的综合能力，特别是听力和口语水平；3.掌握学术英语的阅读技巧，能够阅读和理解不同领域的学术论文；4.培养学生的跨文化交际能力，了解不同国家和文化的社会习俗和道德观念；5.培养学生的阅读策略和独立思考能力，提高学生的创造性思维和创新能力。

三、教学内容和方法1. 教学内容第四册包含6个模块，共计12篇文章，教学内容如下：模块文章题目Module 7 How Do We Choose Names for Our Babies? The Power of Music Therapy for Special Needs ChildrenModule 8 Brn Drn to Brn Gn: The Benefits of Mexican Immigration to the U.S. The Impact of Social Media on Youth CultureModule 9 The Science of Smiling: How Our Brns Control Our Emotions Falling in Love: The Neuroscience Behind the Strongest EmotionModule 10 The Rise of the Sharing Economy: A Threat or Opportunity for Traditional Industries? The Ethics and Future of Artificial Intelligence2. 教学方法本门课程采用的教学方法主要是以阅读为主，听说为辅的教学方式，教学方法包括：1.导入课题：针对每一篇文章，先进行简单的导入课题，介绍文章涉及的话题和背景；2.预学习：在学生自学前，提供文章的预料题，让学生在阅读前尝试猜测答案，激发学生的阅读兴趣，为阅读打下基础；3.阅读讲解：教师进行文章的讲解和解释，让学生了解文章的大意、结构、重点词汇和短语；4.读后讨论：鼓励学生在课后进行读后讨论，让学生分享自己的看法和理解，并提高学生的口语和表达能力；5.学科交叉：在每个模块中，教师可以引入一些与该话题相关的学科知识，如历史、地理、文化、社会学等，让学生了解更加广泛的知识领域。

大学精读英语4教案

教学目标：1. 让学生掌握本单元的词汇和短语。

2. 提高学生的阅读理解能力。

3. 培养学生的口语表达能力。

4. 培养学生对自然环境的热爱和保护意识。

教学时间：2课时教学对象：大学本科英语专业学生教学准备：1. 教材：《大学英语精读4》2. PPT课件3. 录音材料4. 白板、粉笔教学过程：第一课时：一、导入1. 通过图片或视频展示自然环境的美，激发学生对自然环境的兴趣。

2. 提问：你们对自然环境有什么样的感受？你们喜欢亲近大自然吗？二、阅读课文1. 学生自主阅读课文，了解课文大意。

2. 教师提问，检查学生对课文的理解程度。

三、词汇讲解1. 教师讲解课文中的重点词汇和短语，如：woods、bushes、clearing、deer、solitude等。

2. 学生跟读，加深对词汇的记忆。

四、课文分析1. 分析课文结构，了解作者的写作思路。

2. 分析作者对自然环境的描述，体会作者的情感。

五、讨论1. 学生分组讨论，谈谈自己对课文的理解和感受。

2. 各组代表发言，分享讨论成果。

第二课时：一、复习1. 复习上一节课的词汇和短语。

2. 学生默写课文中的重点词汇。

二、口语练习1. 学生根据课文内容，用英语进行角色扮演。

2. 教师指导，纠正学生的发音和语法错误。

三、写作练习1. 学生根据课文内容，写一篇关于自己亲近自然经历的短文。

2. 教师批改，指出学生的优点和不足。

四、总结1. 教师总结本节课的学习内容，强调课文中的重点词汇和短语。

2. 学生分享自己的学习心得。

教学反思：本节课通过阅读、讨论、口语和写作等多种形式，帮助学生掌握课文内容，提高英语综合运用能力。

在教学过程中，教师应关注学生的个体差异，针对不同学生的学习需求进行个性化指导。

同时，注重培养学生的环保意识，引导他们热爱大自然，保护自然环境。

大学英语精读4第二版教案

教学目标：1. 理解文章主旨，掌握作者对思考的三个级别的分类及其特点。

2. 提高学生的阅读理解能力和词汇量。

3. 培养学生的批判性思维和表达能力。

教学重点：1. 作者对思考的三个级别的分类及其特点。

2. 文章中的难句和生词。

教学难点：1. 理解作者对思考的三个级别的分类及其特点。

2. 词汇理解和运用。

教学准备：1. 多媒体课件2. 课后习题3. 教师用书教学过程：一、导入1. 利用多媒体课件展示图片，引导学生思考：思考对我们的生活有何意义？2. 学生分享自己的观点，教师总结并引入本文主题。

二、课文精读1. 学生自读课文，了解文章大意。

2. 教师提问，检查学生对文章内容的理解。

3. 教师带领学生分析文章结构，理解作者对思考的三个级别的分类及其特点。

三、词汇学习1. 教师带领学生分析文章中的难句和生词。

2. 学生跟读课文，模仿发音。

3. 教师讲解生词的用法和搭配，让学生举例说明。

四、课堂讨论1. 学生分组讨论以下问题：a. 你认为作者对思考的三个级别的分类合理吗？b. 思考在我们生活中有哪些重要性？2. 各组代表分享讨论成果，教师点评。

五、课后作业1. 完成课后习题，巩固所学知识。

2. 搜集关于思考的资料，写一篇短文，谈谈你对思考的看法。

六、总结1. 教师总结本节课所学内容，强调思考的重要性。

2. 鼓励学生在日常生活中多思考，提高自己的思维能力。

教学反思：1. 本节课通过精读课文、词汇学习和课堂讨论，帮助学生理解作者对思考的三个级别的分类及其特点。

2. 在教学过程中，注重培养学生的批判性思维和表达能力，提高学生的综合素质。

3. 课后作业的设计有助于巩固所学知识，培养学生的自主学习能力。

大学英语精读第四册(教案)(可编辑修改word版)

Book4Unit 1 Big Bucks The Easy WayTeaching Time: 4 hoursStudents’ level:Sophomores of non-English majors in the 2nd semester.Teaching Objectives:1.Help Ss get to know the lesson “No pains, no gains” and there is no “big bucks theeasy way”.2.About the text, Ss should grasp the text content, text structure, basic vocabulariesand required grammar points of the section.Words: cash, echo, competitive, leisurely, pain, sour, finance, marvelous, party, stack, cram, harm, minimum, range, thoughtful, deadline, inform, normally,sale, trash, delivery, inquire, odd, shrinkPhrases & Expressions: pull up, a piece of cake, even as, know better than, be at, make a dent, cut into, have no business, settle for, settle one’s account, quiteawhile, draw attention to, for sale, for rent, be done with, may as well Grammar: p143.About the reading, Ss should learn avoiding vocalization and inner speech.4.About the writing, Ss should learn word choice..5.About the listening, Ss finish the Unit 1 directed by teacher.Teaching Procedures:I.Pre-reading Activities1.Background information1)Montgomery Ward2)Sears,3)Roebuck2.Warm-up questions1)Do you depend on your parents financially?2)Is it easy to earn money by working part-time?3)Are there any easy ways to make much money?3.Key words and expressions:New words and old wordTeacher students(old words or expressions) (new ones)U.S. dollar buckDoor handle doorknobUnhurried leisurelyRelaxed leisurelyProfitable lucrativeSent out deliverEndure live withBeg panhandleTell informFill cramTie bandIncrease reproduceExtra money bonusPart sectionA path walkAn easy job a piece of cakePay settleHave no reason have no businessCome to terms with settle forStrange oddMoney financeFinish be done with English and Chinese phrasesTeacher(Chinese) Students( English)考虑look into总是all the time可以容忍live with令我痛心it pains me易如反掌 a piece of cake壮汉 a big guy干快些get busy好几卡车的truck loads of百货商店department store廉价商店 a dime store小杂货店drug store汽车行auto store外卖餐馆takeout restaurant提高嗓门voice rises超过极限out of the range of恍然大悟work a profound change in 教会某人做人work a profound change inone’s personality 经过调解in mediation结账settle the account劳务支出labor cost相同数额 a like amount托某人做enlist sb. To doII.While-reading Activities1.Ss have the silent reading on the text (10 mins)2.Text and questions for discussionLines 1-91.what did the father tell his college sons to think about?(to deliver bags of magazines to make some of their own money.)2.what was the father worried about?( the sons would become used to or feel content with living by asking for money all the time.)Lines 10-221.why did the mother phone the father?( she wanted him to know what was going on at home.)2.How do you understand th e word “super” she snapped?( “super” means very good. But,she “snapped” it, which means she was veryangry. She was being sarcastic,i.e. she meant the opposite of what she said.)3.can you paraphrase the sentence “Another truck just pulled up out front”?(Another truck has stopped outside in front of our hous to deliver more materials.) Lines 23-291.which company did the two sons do the delivery job for?( the Sunday Newspaper Company.)2.why did each truck deliver 4000 of the inserts?( Each one was from a different company and had the ads the sons were required to deliver to 4000 houses.)3.why did he think so?( He had no idea of how much work it would mean.)Lines 30-35What did the father mean when he said “they are college men.”?He meant that they were grown-ups, and should be capable of dealing with the situation.Lines 36-501.In what cases does people’s voice become unnaturally high and quavering?When they are excited, angry, upset and the like.2.what does “magazine sections” mean?Parts of magazines, 8 or 12 pages long.3.how many steps are there in the process before delivering?Five: take out, roll, slip, band and slide.Lines 51-661.what do you think of the father’s answer?Clever and sensible. It is a lie, a harmless lie, one told in order to avoid upsetting somebody.2.why did the father say “That’s encouraging”?the sons were learning how to solve the problem of manpower shortage;they hired other people to help, and learnt to improve efficiency by establishing assembly lines.3.why did the mother say “it is very discouraging”?the measures weren’ working at all.Lines 67-771.what do you think of the father’s bonus program？It is reasonable and logical. Bonus is a popular incentive that management adopts. Sometimes we have to lose something in order to gain something. If you are reluctant to use a small bait, you can hardly get a big fish.2.did the son understand that at first thought?No. he thought the more the workers got, the less he obtained.3.why did the son answer “Yes,Sir”?he had come to realize it was a business and he took the father’s instructions as and order.Lines 78-861.what does “see the color of cash” mean?See Note 7 in your text book.2.what’s the difference between the original payment and the demanded one?The original payment was five dollars per person, shile now they demanded five dollars per hour.3.who probably played the mediating role?The mother.Lines 87-94Why did the son think it “enough”?No matter how much, it was the money they made by themselves with great effortsand they learnt a lot from the experience.Lines 95-1091.what did the youngest sons learn from their college brothers?They learnt to make their own money in order to avoid having to ask for moneyall the time.2.what were they going to do to try to earn money?They were going to sell or rent the family’s books.3.do you agree “you’re never done with books”?Yes. Because………No. because ………..3.T asks Ss to come out the main idea, structure of the text (10mins)4.T summarizes the main idea and structure of the text (5 mins)III.Post-reading Activities1.Let the students do the exercises in the textbook which are related to the newwords.2.Ss hand in the summary of the text.Summary questions and concluding remarks1)Do you think it necessary for the sons to make some money forthemselves? Give reasons for your answer.I think it necessary…….because………..2)what do you think is needed in accomplishing something difficult?I think it is self-confidence, perseverance, co-operation or team work,reasonable management, strategies of solving problems, etc.3)what is the father’s tone in telling the story?The tone is light and ironic because the story is meant to be funny. The problem in the story was one that people think is very serious when it happens, but later they can laugh about.3.Ss discuss the questions on the topic related to the text.4.Let Ss do the exercises in the text book which are mainly related to thenew words and topic.5.Exercise:Sentence making in dialoguesTeacher: now I’d like you to complete the following dialogues by making Sentences with the giver phrases.Pull up1.what do you ask your driver to do when you reach your destination?I ask the driver to pull up near the place I want to go.2.what does a bus driver do when a passenger wants to get off?He pulls up at a bus stop.3.what does the red light mean to a moving vehicle?It means that the vehicle must pull up at the zebra.A piece of cake1.can you recite the 26 English letters?Sure. It’s a piece of cake.2.do you think it difficult to use a tape recorder?No. it’s a piece of cake.Make a dent in1.have you finished your outline?No, I’ve hardly made a dent in it.2.How are you getting along with your project?We have made only a small dent in it.Cut into1.do you watch TV in your study period?No. that would cut into my study time.2.what cuts into the factory’s profit?The rise of the labor costs, material prices, the increased consumption of power, etc.Settle for1.if you can’t sell your bicycle at a high price, what will you do?I have to settle for a lower price.2.If you can’t get a well-paid job, will you settle for a lower-paid job? Might/may/could as well1.what do you suggest we do during the winter vacation?If you have nothing to do, you might as well take up a part-time job.2.what should I do if I can’t afford a house?You may as well rent an apartment and set aside your money for a new house.Unit 2 Deer and The Energy CycleTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.G et Ss to know the energy cycle and instruct them to observe the animal’s living instinct in order to value the natural resource; learn about food-enery-life-death.2.A bout the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: tendency, rate, area, plentiful, possessions, currency, scarce, ample, drowsy, fundamental, accumulate, internal, hencePhrases & Expressions: to meet the needs, turn of mind, convert into Grammar:3.About the reading, Ss should know the usage of dictionary.4.About the writing, Ss should get to know the writing skill—coherence .5.About the listening, Ss finish the Unit 2 directed by teacher.Teaching Procedures:I.Pre-reading Activities1.Warm-up questions1)Allow Ss to go over the text for 10 mins.2)Ask them to list the facts about the life of deer in the four seasonsrespectively.3)Sum up Ss’s results2.Introductory remarks:1)What do you think life depends on?Money, love, or something else?2)where does energy come from?Food, spirit, God, or what?3)w hat happens to life there is no food , or source of energy?if life useless after it comes to an end?4)Life is energy, isn’t it? What do you think?The planet we live on is made up of 2 major components: living organisms and inorganic substances. As far as living things are concerned, life spans vary. Some may live for thousands of years, while others live only a few seconds. Regardless of the this difference, every life develops from a lower stage to a higher stage until its death, and every species develops in this way, too. But what makes life perform in this way? What happens after life? Our earth has been functioning for billions of years. What ha s made it work for so long? Let’s have a careful study of the text 3.New words and phrases studyStudy of the words and phrasesNew words and old wordsTeacher students(old words or expressions) (new ones)tendency turn of mindmoney currencychange into convert intoautumn fallsomething stored reservesrare scarceto satisfy the demands to meet the needsarea regionplentiful amplepossessions resourcestore depositspend expendsleepy drowsybecome liquid meltat the same time meanwhilebasic fundamentaltherefore hencecollect accumulateinside internalsmall wooden house cabinEnglish and Chinese PhrasesTeacher(Chinese) students(English)注重/有……的倾向 a … turn of mind生态系统an ecological system 倚赖to depend on年复一年from year to year尽可能多as much as one can旺季times of plenty储存的脂肪reserves of fat/stored fat 不甚出名,鲜为人知less well known能说明问题的例子 a good case in point 营养食品nutritious food生理成熟physically mature生育to give birth to食物资源food resources熬过冬天to survive the winter/to pull through the winter 大雪deep snow小雪light snow基本规律 a fundamental ruleII.While-reading Activities1.Text and questions for discussion .Lines 1-61.what does “love makes the world go round” mean?People with a romantic turn of mind think that love, romantic love, is what makes life worth living..2.why does the author say that energy is the “currency” of the ecological system?An ecological system is all the plants, animals and people, and their surroundings, considered as a whole, In the commercial world, money is the currency , or means of survival. For life, the most important support is food, the source of energy for life, which allows growth, reproduction, and survival.Lines 7-121. what do wild animals do with the food in different seasons? Why do they do so?Wild animals seem to know when there will be plenty of food and when therewon’t. so they eat as much as they can when there is plenty of food so that they can become fat and strong and grow well. In winter, they have little to eat. But they do not starve because the fat they have stored in their bodies brings themthrough this hard time.Lines 13-221. what does “ this is good timing” mean?This means that the female deer uses the most suitable seasons, i.e.summer and fall, for the birth of fawns and the production of milk because both the conception and production cost the female deer much energy and in both seasons there is plenty of food, which meet the deer’s physical needs.Lines 23-311. to what does the author compare the process of fat reserving?A bank savings account, from which one can draw when he needs the money. Lines 32-441.what is the phenomenon of lowering metabolism?The heart rate slows. The animal becomes slow and drowsy. Therefore, the use of and need for energy is reduced.2.what protects the deer from cold winter? How does it work?They undergo physical and internal physiological changes, i.e. the hair growth andthe slow metabolism. The thick hair keeps the deer warm and the slow metabolism makes the deer consume less energy, which is stored in the form of fat for use when they need it for growth.Lines 45-561.what decreases as winter progresses?T he deer’s activities.2.why were people advised to behave like that?To use less oil and electricity for conserving energy to pull through the crisis.3.what does the author imply by “watched the deer”?He implies that men can learn from the deer to reduce unnecessary cost of energy. Lines 57-641.“…to pull them through”. Can you say it in other words?…to help them survive the winter.2.what is the fundamental rule of life?The more fat the deer reserve, the more chance there is for them to survive the crises. Only the largest and strongest are likely to survive.3.Is the fundamental rule of life applicable to human beings?Yes. If we human beings do not protect nature and ourselves by saving energy, we will be punished by nature and will eventually be wiped out from this planet. Lines 65-681.what is the life cycle?Food-energy-life-survival-reproduction-death-food-energy-other life… .Food –energy-seek more food-new energy-food…..Energy is vital to our world. But energy is not always plentiful. The supply can vary, either seasonally or for other reasons. Some animals, the white-tailed deer, for instance, have developed natural ways or varying their own use of energy with the variations of the supply. Human beings can and should learn this lesson for their own survival.2.Teacher explains the key points in detailsturn of mind1.what is your turn of mind?I have a logical turn of mind, or literary/critical/philosophic/humorous/optimisticturn of mind.2.what kind of person is likely to create things?A person of a creative turn of mind is likely to create things.3.what words can you use to describe people of different turns of mind?Down-to-earth, poetic, business-like, humorous, etc.Depend on1.How do crops grow?They depend on the sunlight,water, and fertilizer for growth.2.How are the prices of commodities set?They mainly depend on the relation between demand and supply.A case in point1.can you give an example of a successful person?Yes. A case in point is Thomas Edison, a great inventor.2.can anything heavier than air stay in the sky?Yes. A case in point is the helicopter.3.How can we conclude that a person is selfish.A case in point is…Meet…needs1.why do people drink so much water on the sports ground?They have to meet their body’s needs for water as they play in the sun.2.why does a factory install another assembly line?They want to meet the needs of increasing production.Draw on1.How can a good writer write so many interesting stories?He draws on his experience, knowledge, observation, perception and interpretation of life for the material of his stories.2.How can a person put forward such a peculiar idea?I think he’s drawn on his imagination.Slow down1.what is a driver expected to do if a police car comes towards or follows him/her?He/she is expected to slow down and then stop by the road side.2.what does a runner do after he passes the finish line?He slows down and stops.Pull through1.what should you do in face of difficulties?I should use my skills, work hard,and sometimes I should take somebody’s advice.This might help to pull me through the difficulties.2.why was the little boy, Schatz,waiting for death?He believed he had a fatally high temperature and would not pull through.3.T asks Ss to come out the main idea, structure of the text (10mins)4.T summarizes the main idea and structure of the text (5 mins)III.Post-reading Activities1.L et the students do the exercises in the textbook which are related to the new words.2.Ss hand in the summary of the text.3.S s discuss the questions on the topic related to the text.4.L et Ss do the exercises in the text book which are mainly related to the newwords and topic.Unit 3 Why Do We Believe That The Earth Is Round? Teaching Time: 4 hoursStudents’ leve l: Sophomores of non-English majors in the 2nd semester.Teaching Objectives:1.Get Ss to know the author’s purpose is to teach Ss to have a correct attitude towards knowledge and accepting of knowledge by taking the examples of other’s arguments of the shape of Earth.2 About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: preface, remark, cite, exaggerate, mast, appeal, analogy, cast, precarious, produce, burden, botherPhrases & Expressions: appeal to, follow up, for the sake of, throw light on, shaped like, cast on, fall back on, stray away from,Grammar:3.About the reading, Ss should know the reading skills of telling difference bwteenfacts and opinion sentences.4.About the writing, Ss should get to know the writing skill—coherence.5.About the listening, Ss finish the Unit 3 directed by teacher.Teaching Procedures:I.Pre-reading Activities1.B ackground information1)George Orwell2)George Bernard Shaw3)The Flat Earth Theory and the Round Earth Theory4)Eclipses5)Playing Cards6)Comrade Mao Tse-tung on knowledge, on Direct Experience andIndirect Experience2.warm- up questions and introductory remarks1)Do you believe that the earth is round? Why?Yes, I do, because science proves that it is true.2)Have you heard of other conclusions about the shape of the earth?What are they? Why don’t you believe them?Yes. The earth was said to be flat or oval. I don’t believe them because the photos from satellites or the scenes of eclipses show that it’s round.2) why is “the earth is round” put in a question?3.K ey words and expressions:study of the words and phrasesnew words and old wordsteacher students(old words or expressions) (new ones)forward prefacesay,argue remarkquote citesimply merelyaccept without question swallowoverstate exaggerateattract appeal tofor the good of for the sake ofpole on a ship mastbend curvecomparison analogyquickly promptlyround plate discthrow castgo to aim atinsecure precariousturn to for help fall back onin another way otherwisemove from stray away fromshow produceload burdentake trouble botherEnglish and Chinese PhrasesTeacher(Chinese) students(English)在某处somewhere or other序言the preface to中世纪the middle ages普遍认为the widespread belief that 普通人the ordinary citizen迎合口味appeal to我的…完蛋了bang goes my…求助于fall back on不屑一顾would not even bother to 反驳say…against天体heavenly body由此可见it will be seen that靠不住的理由precarious reasons知识面the range of knowledge 无力的论据weak argumentII.While-reading Activities1.Ss have the silent reading on the text (10 mins)2.T explains the text in details.Appeal to1.do detective films appeal to you?Yes, ….No, … .2.what kinds of books appeal most to youth?Books on …3.why are children’s clothes colorful?Bright and colorful clothes usually appeal to children.Follow up1.what do the police do if a case is reported to them?They follow up the case.2.what do you do if you read an interesting story series on a newspaper?I follow it up.For the sake of1.what do people usually do for the sake of health?They eat healthy food, do exercises and don’t smoke,don’t…2.why is it necessary to widen the streets?It’s necessary to widen the streets for the sake of a smoother flow of traffi c. Throw light on1.what is the use of the background knowledge of a story?It throws light on it.2.why are illustrations, data and charts or tables necessary in scientific reports orbusiness presentations?They throw light on the reports and presentations.Shaped like1.Why is a UFO also called a flying saucer?It is shaped like a saucer.2.what is a space shuttle like?It is shaped like a huge plane.Cast on1. what can you see on a moon-lit night in the open?I can see my shadow cast on the ground.I can see the shadows of the trees cast on the wall/window.Fall back on1.why do you set aside some money every month?I set aside some money every month so that I can fall back on it if I get sick orbecome unemployed.2.what do you do when you get lost in a new city?I fell back on the police.Stray away from1.what must you bear in mind when you walk along a path in an area of swamp?I must not stray away from the path.2.what kind of people don’t you like to talk to?I don’t like to talk to those who often stray away from the topic.Text and questions for discussionLines1-71.why is “ Saint Joan” in italics?It is the name of a play. See note 3 in your textbook.2.who is Bernard Shaw?See Note 4 in your textbook. He is widely considered the treatest British dramatist since Shakespeare. He was awarded the Nobel Prize for literature in 1925. For more details, refer to Note 1,2. in Teacher’s book.3.what do “gullible and superstitious” mean?Gullible means willing to believe anything or anyone, easily deceived.“superstitious” means willing to believe something that cannot be explained by reason or science or that brings good or bad luck.4.can you paraphrase “swallows this theory”?accepting the theroy blindly without questioning and suspicions.Lines 8-131.what does “it” refer to in the sentence “ the light it throws on modernknowledge”?It refers to “ the question”2.what is the question that is worth following up?Are we too gullible and superstitious today?3.why does the author only tend to speak of ordinary men when answering why webelieve that the earth is round?Ordinary men don’t have the espertise to prove it scientifically.Lines 14-191.why is a distant ship invisible but its mast and funnel can be seen from theseashore?Look at the picture on the next page.2.can you paraphrase “what can I say against it?”I can refute the Flat Earth theory but I need more proofs to refute the Oval Earththeory.Lines 20-261.does the author really “play cards”?no. this is a figure of speech used to mean preenting an argument point by point.“the first card I can play” means the first pointi can make to support my argument.2.what does “analogy of the sun and moon” mean?To compare the earth to the sun and the moon.Lines 27-311.when does a lunar eclipse occur?When the earth passes between the sun and the moon and blocks the sunlight, or casts its shadow onto the moon, a lunar eclipse occurs.e the Oval Earth theory to refute the author’s eclipse argument.The shadow cast on the moon is round, but it doesn’t follow that the earth isspherical. It may perfectly well be flat like a disc.3.what is the author’s argument about the eclipses based on?Publications, such as newspapers and magazines.Lines 32-391.what does the author mean by “ the minor exchanges?”the less important points of debate.2.what does the author think of his previous defeats?He considers them minor/unimportant points, and he is hopeful to win in thedebate.3.who is Royal?See note 6.4.which is higher, Queen,King, or Ace?King is higher than Queen,and Ace is higher than King.5.can you paraphrase the last sentence?Refer to note 23.Lines 40-461.what does “bang goes my ace” mean?My ace doesn’t work. I lose my ace. My argument isn’t conclusive.2.what does the author think of his “ last card”?he believes that the last point of his argument defeats the Oval Earth man. Lines 47-601.what does the author think of his evidence?He doesn’t think it convincing enough.2.what does “an exceptionally elementary piece of information” mean?A piece of information that everyone knows.3.what is this piece of information?The earth is round.4.can you use a Chinese saying to explain “when the range of knowledge is so vasthat the expert himself is an ignoramus as soon as he strays away from his own specialty”?隔行如隔ft5.what does “ credulous” mean?Ready to believe, without evidence.3. T asks Ss to come out the main idea, structure of the text (10mins)Summary questions and Concluding remarks1.what cards does the author play to refute opinions different from his?The phenomenon of the seashore view, the analogy of the sun and the moon, the earth’s shadow, the newspapers and books, the opinions of the experts, andnavigation.2.do you have any other cards to support the author?High above on a plane, we can see the curved horizon, still higher above in a space ship, astronauts tell us that the earth is round, like a ball. Pictures taken from spaceships or sky labs show the earth in no other shape than spherical.3.can you sum up the main idea of this text?III.Post-reading Activities1.Let the students do the exercises in the textbook which are related to the new words.2.Ss hand in the summary of the text.3.S s discuss the questions on the topic related to the text.4.L et Ss do the exercises in the text book which are mainly related to the new words and topic.Unit 4 Jim ThorpeTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.G et Ss to know Thorpe’s experiences before and after his career success and the influence of racial discrimination towards American Indians.2.A bout the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: await, arrival, beat, opponent, bunk, strain, utterly, glide, bewildered, desert, declinePhrases & Expressions: build on, breeze through, catch up withGrammar:3.About the reading, Ss should know the usage skimming.4.About the writing, Ss should get to know how to write a recount.5.About the listening, Ss finish the Unit 4 directed by teacher.Teaching Procedures:I.Pre-reading Activities1.B ackground information2.I ntroductory remarks: This is a well-known story. The story may not be true,3.Warm-up questions1)who was Jim Thorpe?He was an American Indian, was a great athlete. He won both the pentathlon and the decathlon, the two most demanding Olympic events, in the 1912 Stockholm Olympic Games.2)C an you say anything about Olympic Games?---what is the symbol?Five interlocking circles,red,blue, yellow, black and green, on a white fieldrepresenting the continents of the world joined in friendship.3)w hat is the motto?。

现代大学英语4详细教案

一、教学目标1. 理解并掌握课文内容，提高阅读理解能力。

2. 巩固和扩展词汇，提高词汇运用能力。

3. 培养学生的听说能力，提高口语表达水平。

4. 培养学生的写作能力，提高写作水平。

二、教学内容1. 课文内容：课文主要讲述了一个关于友情、亲情和人生价值观的故事。

2. 词汇：本课涉及约100个词汇，包括名词、动词、形容词、副词等。

3. 语法：重点讲解现在完成时、被动语态等语法知识。

三、教学过程1. 导入（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，让学生对课文内容有一个初步的了解。

2. 预习（1）学生阅读课文，了解课文大意。

（2）教师提问，检查学生对课文内容的掌握情况。

3. 课文讲解（1）教师逐段讲解课文，讲解重点词汇、句型和语法知识。

（2）引导学生分析课文结构，总结文章主题。

4. 词汇拓展（1）教师带领学生复习本课词汇，讲解词汇用法。

（2）进行词汇练习，如填空、翻译等。

5. 语法讲解（1）教师讲解现在完成时、被动语态等语法知识。

（2）进行语法练习，如改写句子、翻译等。

6. 听力训练（1）播放与课文相关的听力材料，让学生听懂并回答问题。

（2）教师讲解听力技巧，提高学生听力水平。

7. 口语练习（1）教师组织学生进行口语对话，让学生运用所学词汇和语法知识。

（2）学生分组进行角色扮演，提高口语表达能力。

8. 写作训练（1）教师布置写作任务，如写一篇关于友情的短文。

（2）学生完成写作任务，教师批改并给予反馈。

9. 总结（1）教师对本节课的教学内容进行总结，强调重点和难点。

（2）布置课后作业，巩固所学知识。

四、教学评价1. 课堂表现：观察学生在课堂上的参与度、积极性等。

2. 课后作业：检查学生完成作业的情况，了解学生对知识的掌握程度。

3. 期中、期末考试：检测学生的学习成果。

五、教学资源1. 课文教材：《现代大学英语4》2. 词汇卡片、语法练习册3. 听力材料、口语对话素材4. 写作范文、写作指导通过以上教学过程，使学生掌握《现代大学英语4》的知识，提高英语综合运用能力。

大学英语精读4教案

课时：2课时教学目标：1. 理解并掌握课文内容，提高阅读理解能力。

2. 学习并运用课文中出现的重点词汇和短语。

3. 培养学生的英语写作能力，提高书面表达能力。

教学重点：1. 课文内容理解2. 重点词汇和短语学习3. 写作技巧训练教学难点：1. 课文内容的深入理解2. 重点词汇和短语的灵活运用教学准备：1. 课文教材2. 重点词汇和短语卡片3. 写作练习模板4. 多媒体教学设备教学过程：第一课时：一、导入1. 引导学生回顾上一节课的内容，检查学生对课文的理解程度。

2. 提问：上一节课中，我们学习了哪些重点词汇和短语？请举例说明。

二、新课导入1. 介绍本节课的课文主题和背景。

2. 播放课文录音，让学生初步感知课文内容。

三、课文精读1. 集体朗读课文，让学生熟悉课文内容。

2. 分析课文结构，讲解重点段落和句子。

3. 引导学生思考课文中的问题，培养学生的思考能力。

四、重点词汇和短语学习1. 介绍课文中出现的重点词汇和短语。

2. 通过卡片游戏、填空等练习，让学生掌握词汇和短语的用法。

3. 鼓励学生运用所学词汇和短语进行造句。

五、课堂小结1. 回顾本节课的学习内容，强调重点。

2. 布置课后作业，巩固所学知识。

第二课时：一、复习导入1. 回顾上一节课的学习内容，检查学生对课文的理解程度。

2. 提问：上一节课，我们学习了哪些重点词汇和短语？请举例说明。

二、写作技巧训练1. 分析课文中的写作技巧，如段落结构、过渡词等。

2. 引导学生运用所学技巧进行写作练习。

3. 学生互评作文，提高写作水平。

三、课堂展示1. 邀请部分学生展示自己的写作练习，其他学生进行点评。

2. 老师点评，总结写作技巧。

四、课堂小结1. 回顾本节课的学习内容，强调重点。

2. 布置课后作业，巩固所学知识。

教学评价：1. 课后作业完成情况。

2. 学生在课堂上的参与度和积极性。

3. 学生对重点词汇和短语的掌握程度。

4. 学生写作练习的质量。

大学英语精读4电子教案unit4

课程名称：大学英语精读4授课教师： [教师姓名]授课班级： [班级名称]授课时间： [具体日期和时间]教学目标：1. 知识目标：- 掌握课文中的重点词汇和短语。

- 理解课文的主题和结构。

- 学习并运用相关的语法知识。

2. 能力目标：- 培养学生的阅读理解能力。

- 提高学生的英语口语表达能力。

- 增强学生的跨文化交际能力。

3. 情感目标：- 激发学生对英语学习的兴趣。

- 培养学生的团队协作精神。

- 增强学生的自信心。

教学内容：1. 课文概述：- 课文标题：《The Power of the Mind》- 主题：本文探讨了心理力量对人类生活的影响，强调积极心态的重要性。

2. 重点词汇和短语：- power：力量，能力- mindset：心态，思维方式- empower：赋予力量- positive：积极的- negative：消极的- attitude：态度- challenge：挑战- overcome：克服3. 语法知识：- 现在完成时- 过去进行时教学过程：一、导入（5分钟）1. 利用多媒体展示与课文主题相关的图片或视频，激发学生的兴趣。

2. 提问：什么是心理力量？心理力量对我们的生活有什么影响？二、课文阅读（15分钟）1. 学生自读课文，完成课后练习题。

2. 教师引导学生讨论课文内容，回答以下问题：- 课文的主要观点是什么？- 文章中列举了哪些例子来支持作者的观点？- 你认为积极心态对我们的生活有什么意义？三、词汇讲解（10分钟）1. 教师讲解重点词汇和短语，并进行例句分析。

2. 学生练习使用重点词汇和短语进行造句。

四、语法讲解（10分钟）1. 教师讲解现在完成时和过去进行时的用法，并进行例句分析。

2. 学生练习使用所学的语法知识进行句子改写。

五、课堂活动（10分钟）1. 分组讨论：结合自己的经历，谈谈积极心态对个人成长的影响。

2. 小组代表分享讨论成果。

六、总结（5分钟）1. 教师总结本节课的重点内容。

现代大学英语精读4教学设计

现代大学英语精读4教学设计一、教学目标本教学设计旨在帮助学生达到以下目标：1.掌握现代大学英语精读4中所涉及的词汇、语法和语言表达能力；2.能够阅读并理解现代大学英语精读4中的文章，包括文章中的细节和主要思想；3.能够运用所学知识，在口头和书面表达中使用英语，构建清晰的逻辑和语言风格。

二、教学重点与难点1.教学重点本教学设计的教学重点如下：•掌握现代大学英语精读4中的词汇和语法知识；•理解文章的主旨和细节；•运用所学知识，进行口头和书面表达。

2.教学难点本教学设计的教学难点如下：•理解英文短文中的长句和复杂文法；•运用所学知识，进行灵活有效的英文表达；•激发学生积极性，提高他们的英语学习兴趣。

三、教学内容和方法1. 教学内容本教学设计的教学内容如下：1.《现代大学英语精读4》教材的单元学习；2.词汇和语法的学习；3.阅读和听力的练习；4.口语和写作练习。

2. 教学方法1.课堂教学本教学设计采用课堂授课、互动式讨论、个人和小组练习等方式进行教学。

掌握知识点后，进行口头和书面表达的练习，促进学生运用所学知识，提高语言能力。

2.独立学习在课堂外，鼓励学生进行独立学习，配合阅读、听力、写作、口语练习等方式，提高英语能力。

四、教学评估1.测验评估通过考试测试，对学生所学词汇、语法、听力和阅读成果进行评估。

2.作业评估通过布置课堂作业、课后阅读和小组讨论等，提高学生的英语写作、口头表达和合作能力。

3.其他评估通过问答方式、互动教学等方式，对学生的积极性、学习态度、合作能力等方面进行评估。

五、教学时间安排本学期总共18周，每周两个小时课程，共计36学时。

1.授课时间安排课时时间安排第1-2周课堂授课和练习第3-4周个人阅读、听力和阅读练习第5-6周课堂授课和练习第7-8周个人阅读、听力和阅读练习第9-10周课堂授课和练习第11-12周口语和写作练习第13-14周课堂授课和练习第15-16周作业检查和回顾第17-18周期末测验2.作业安排每周布置至少一份作业，包括书面和口头表达、阅读和听力任务。

大学精读4教案

教学对象：大学英语专业学生教学目标：1. 理解并掌握课文内容，提高学生的阅读理解能力。

2. 培养学生的词汇运用能力，扩大词汇量。

3. 培养学生的写作能力，提高写作水平。

4. 培养学生的口语表达能力，提高口语水平。

教学内容：1. 课文内容：《现代大学英语精读4》课文。

2. 相关背景知识：作者介绍、文化背景等。

教学过程：一、导入（5分钟）1. 向学生介绍课文作者及背景知识。

2. 提问：学生是否了解作者及背景知识，简要分享。

二、课文精读（25分钟）1. 学生自读课文，勾画生词和不懂的句子。

2. 教师带领学生逐句翻译，解释生词和难句。

3. 学生朗读课文，教师纠正发音和语调。

三、课堂讨论（15分钟）1. 教师提出问题，引导学生思考课文内容。

2. 学生分组讨论，分享观点和见解。

3. 各组代表发言，教师点评。

四、写作训练（10分钟）1. 教师给出写作题目，要求学生在规定时间内完成。

2. 学生写作，教师巡视指导。

五、口语表达（5分钟）1. 教师提出口语话题，要求学生用英语进行表达。

2. 学生分组练习，教师点评。

六、总结（5分钟）1. 教师总结本节课的学习内容，强调重点和难点。

2. 学生提问，教师解答。

教学评价：1. 课后作业：要求学生完成课文后的练习题，巩固所学知识。

2. 课堂表现：观察学生在课堂上的发言、讨论、写作等表现。

3. 课后反思：学生撰写课后反思，总结学习心得。

教学资源：1. 《现代大学英语精读4》教材。

2. 教学课件。

3. 网络资源：相关背景知识、练习题等。

教学反思：1. 课后反思，总结教学过程中的优点和不足。

2. 不断调整教学方法和策略，提高教学质量。

现代大学英语精读四教案

课时安排：2课时教学目标：1. 培养学生的阅读理解能力，提高学生的英语水平。

2. 引导学生了解和掌握文章中的重点词汇和短语。

3. 培养学生的批判性思维能力，提高学生的英语写作能力。

教学重点：1. 文章主旨和大意。

2. 词汇和短语的学习。

3. 写作技巧的运用。

教学难点：1. 词汇和短语的运用。

2. 写作技巧的掌握。

教学准备：1. 教学课件。

2. 课文文本。

3. 词汇卡片。

4. 写作指导材料。

教学过程：第一课时一、导入1. 教师简要介绍作者和文章背景。

2. 学生自由讨论对文章标题的理解。

二、阅读理解1. 学生自主阅读课文，完成课后练习题。

2. 教师组织学生进行小组讨论，分享阅读心得。

3. 教师讲解文章主旨和大意，纠正学生理解偏差。

三、词汇和短语学习1. 教师带领学生分析课文中的重点词汇和短语。

2. 学生跟读并模仿课文中的句子。

3. 教师布置词汇卡片，让学生回家后进行记忆。

四、写作指导1. 教师讲解写作技巧，如段落结构、过渡词等。

2. 学生根据教师提供的写作话题，进行写作练习。

3. 教师对学生的写作进行点评，指出优点和不足。

第二课时一、复习导入1. 教师提问上节课所学内容，检查学生对重点知识的掌握情况。

2. 学生分享自己的阅读心得。

二、阅读理解1. 学生自主阅读课文，完成课后练习题。

2. 教师组织学生进行小组讨论，分享阅读心得。

3. 教师讲解文章中的难点，如难句分析、语法知识等。

三、词汇和短语学习1. 教师带领学生复习上节课所学词汇和短语。

2. 学生进行词汇接龙游戏，巩固所学知识。

四、写作练习1. 学生根据教师提供的写作话题，进行写作练习。

2. 教师对学生的写作进行点评，指出优点和不足。

五、总结1. 教师对本节课所学内容进行总结，强调重点知识。

2. 学生分享自己的学习心得，提出疑问。

教学反思：1. 教师根据学生的课堂表现，调整教学策略，提高教学效果。

2. 关注学生的个体差异，因材施教。

3. 鼓励学生积极参与课堂活动，提高学生的英语学习兴趣。

大学英语精读4教案

⼤学英语精读4教案Unite 4Flight 93: What I Never KnowLyz Glick＆Dan Zegart Section OneT alking Face to Face (90 minutes)⼀.教学⽬的1 To enlarge students’ vocabulary and phrases.2 To let students know the background information about terrorism.⼆. 教学重点1. Stressing the primary meaning of the words and their applications in the sentences.2. Explain the primary meaning of the phrases and their applications in the sentence.三. 教学难点1. Key sentence patterns2. The translation of key phrases and sentences四．教学步骤1. Warm-up activities: Introduce the background information about the passage and group discussing (30 minutes)2. Listening the New Words (5minutes)3. Learning the New Words and Phrases (55minutes) 五．教学内容1. Warm-up activities●Warm-up questions:⑴What do you know about the events that took place in America onSeptember 11,2001?⑵Why do you think the terrorists attacked those targets?⑶What can be done to stop such events happening again?●Summarize the answers to these questions.2. Background Information2.1 TerrorismTerrorism is the use of violence, or the threat of violence, to create a climate of fear in a given population. Terrorist violence targets ethnic or religious groups, governments, political parties, corporations, and media enterprises. Organizations that engage in acts of terror are usually small in size and fear generated by their violence, which seek to magnify their influence and power to affect political change on either a local or an international scale.2.2 What had happened about Flight 93 on September 9, 2001?2.3 Remarks by the President Less than One Hour after the AttackI want to reassure the American people that the full resources of the federal government are working to assist local authorities to save lives and to help the victims of these attacks. Make no mistake: The United States will hunt down and punish those responsible for these cowardly acts.I’v e been in regular contact with the Vice President, the Secretary of Defense, the national security team and my Cabinet. We have taken all appropriate security precautions to protect the American people. Our military at home and around the world is on high alert status, and we have taken the necessary security precautions to continue the functions of your government.We have been in touch with the leaders of Congress and with world leaders to assure them that we will do whatever is necessary to protect America and Americans.I ask the American people to join me in saying a thanks for all the folks who have been fighting hard to rescue our fellow citizens and to join me in saying a prayer for the victims and their families.The resolve of our great nation is being tested. But make no mistake: We will show the world that we will pass this test. God bless.3.Key words and phrasesEnormouslyadv. to a very great ext entI’m not sure eating totally uncooked beef o r raw egg yolks is really enormously good for you.I’m enormously grateful for your help.wave1. n. a line of raised water that moves across the surface of the seaA powerful tidal wave (=very large wave) struck Jamaica, killing 2000.2. v. (of a person) move one’s hand to and fro or up and downHe waved a hand in the air to attract her attention.Collocation:wave sb. goodbye / wave goodbye to sb. 向某⼈挥⼿告别The nurses came out to wave Tom goodbye.cancelvt. give up or call off ( a planned activity, idea, etc.)I’m afraid I’ll have to cancel our meeting tomorrow.I phoned the hotel to cancel my reservation.CF: abolish, cancel & repeal这些动词均含“取消、废除”之意abolish 正式⽤词，指彻底废除某种制度、规章或习俗。

大学英语精读第四册教案

一、教学目标1. 知识目标：（1）掌握课文中的重点词汇、短语和句型；（2）了解课文的基本内容和主题思想；（3）提高学生的阅读理解能力。

2. 能力目标：（1）培养学生独立阅读的能力；（2）提高学生的口语表达能力；（3）锻炼学生的写作能力。

3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生的跨文化交际意识；（3）提高学生的综合素质。

二、教学内容1. 课文内容：本册课文主要涉及社会、文化、科技、教育等方面的话题，包括名人传记、科技发展、历史事件、文化现象等。

2. 重点词汇和短语：（1）词汇：majority, diverse, contemporary, revolutionize, innovation, perspective, utilize, controversial, legacy等；（2）短语：such as, in terms of, as for, in contrast to, due to, in the face of等。

3. 重点句型：（1）主语从句：It is...that...；（2）定语从句：The one who...；（3）状语从句：As for..., in terms of...。

三、教学过程1. 导入新课（1）简要介绍课文背景；（2）提出本节课的学习目标。

2. 阅读理解（1）快速阅读课文，了解文章大意；（2）细读课文，分析文章结构和段落关系；（3）针对课文内容，提出问题，引导学生思考。

3. 词汇学习（1）讲解重点词汇和短语；（2）通过例句，让学生掌握词汇用法；（3）进行词汇练习，巩固所学词汇。

4. 句型学习（1）讲解重点句型；（2）让学生进行句型转换练习；（3）结合课文，让学生运用句型进行口语表达。

5. 写作练习（1）根据课文内容，布置写作任务；（2）指导学生进行写作，注意文章结构和语言表达；（3）批改学生作文，指出不足之处。

6. 课堂小结（1）回顾本节课所学内容；（2）强调重点词汇、短语和句型；（3）布置课后作业。

大学英语精读4教案unit1

一、教学目标1. 知识目标：（1）掌握文章的基本内容；（2）熟悉文章的结构和写作手法；（3）了解文章中所涉及的文化背景知识。

2. 能力目标：（1）提高学生的阅读理解能力；（2）培养学生的英语写作能力；（3）增强学生的口语表达能力。

3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生独立思考的能力；（3）培养学生的团队合作精神。

二、教学重点与难点1. 教学重点：（1）文章的基本内容；（2）文章的结构和写作手法；（3）文化背景知识。

2. 教学难点：（1）复杂句型的理解；（2）词汇的运用；（3）文章的写作技巧。

三、教学过程1. 导入新课（1）教师简要介绍作者及文章背景；（2）学生自由讨论对文章主题的理解；（3）教师总结讨论结果，引出课文。

2. 阅读课文（1）学生自读课文，理解文章大意；（2）教师提问，检查学生对文章内容的掌握情况；（3）学生朗读课文，注意语音、语调的准确性。

3. 分析课文（1）教师引导学生分析文章的结构、写作手法及修辞手法；（2）讲解文章中的重点词汇和短语；（3）分析文章的文化背景知识。

4. 课堂活动（1）小组讨论：学生分成小组，针对课文内容进行讨论；（2）角色扮演：学生根据课文内容，进行角色扮演，锻炼口语表达能力；（3）写作练习：学生根据课文内容，撰写一篇短文，提高写作能力。

5. 总结与反思（1）教师总结本节课的学习内容，强调重点和难点；（2）学生分享自己的学习心得，互相学习、借鉴；（3）教师对本节课进行总结，指出学生的优点和不足，提出改进建议。

四、作业布置1. 复习课文，掌握文章的基本内容；2. 查阅词典，学习课文中的重点词汇和短语；3. 撰写一篇与课文主题相关的短文，字数不少于300字；4. 预习下一课，为下一节课做好准备。

五、教学评价1. 课堂参与度：评价学生在课堂上的积极参与程度；2. 阅读理解能力：评价学生对文章内容的理解程度；3. 写作能力：评价学生撰写短文的质量；4. 口语表达能力：评价学生在角色扮演中的表现。

大学英语精读4unit4教案

教学目标：1. 理解并掌握本单元的核心词汇和短语。

2. 理解并分析文章的主旨和结构。

3. 培养学生的阅读理解能力和批判性思维能力。

4. 提高学生的英语写作和口语表达能力。

教学对象：大学英语四级水平的学生教学时间：2课时教学内容：1. 课文内容2. 词汇和短语3. 写作和口语练习教学过程：第一课时：一、导入（10分钟）1. 复习上一课的内容，检查学生的掌握情况。

2. 介绍本课的课文主题，激发学生的兴趣。

二、课文阅读（40分钟）1. 学生自主阅读课文，理解文章大意。

2. 教师讲解课文中的重点词汇和短语，如：- a) 考虑到（take into account）- b) 激发（stimulate）- c) 疲劳（fatigue）- d) 适应（adapt to）3. 分析文章结构，讲解文章的主旨和段落之间的关系。

三、讨论与提问（20分钟）1. 教师提出问题，引导学生讨论文章内容。

2. 学生回答问题，教师点评并总结。

四、课堂小结（10分钟）1. 回顾本课所学内容，强调重点词汇和短语。

2. 鼓励学生在课后复习课文，加深理解。

第二课时：一、复习与巩固（20分钟）1. 学生自主复习课文，巩固所学内容。

2. 教师提问，检查学生的掌握情况。

二、写作练习（30分钟）1. 教师讲解写作要求，如：- a) 题目：根据课文内容，写一篇关于适应新环境的文章。

- b) 要求：文章结构清晰，语言流畅，表达准确。

2. 学生完成写作练习，教师批改并给予指导。

三、口语练习（20分钟）1. 教师组织学生进行口语练习，如：- a) 学生分成小组，讨论如何适应新环境。

- b) 每个小组选派一名代表进行发言，其他成员给予评价。

2. 教师点评并总结。

四、课堂小结（10分钟）1. 回顾本课所学内容，强调写作和口语练习的重要性。

2. 鼓励学生在课后继续练习，提高英语水平。

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、讨论等。