第三版大学英语精读第一册(教桉)全
大学英语精读第1册unit1教案
⼤学英语精读第1册unit1教案College English One-- Intensive Reading 1College English(I) Teaching GroupDepartment of Foreign Language Teaching and Research Yangtze Normal UniversityUnit 1 Some Strategies for Learning EnglishIntensive readingObjectives：1. Understanding the main idea2. Understand the structure3. Learn related terms4. Master the key language points and grammatical structures in the text.5.Conduct a series of speaking and listening task based on the textTeaching focus：1.Learn to understand the strategies for English Leaning2. The understanding reading skillsPre-reading Tasks1．Warming up activitiesPair work/ group work: students work in pairs or groups to discuss their opinions about the following topics.1. When did your story of learning English start off?2. Do you enjoy learning English? Why?I enjoy learning English, because I find it very interesting. First, in my opinion, English isa beautiful language, including its pronunciation and shape. I enjoy speaking and listening to it.3. Do you have any trouble learning English?4. Do you think it useful to learn English with the help of some strategies?5. What strategies do you think can be employed in English learning?6. What do you think is the most effective way of learning English?As far as I am concerned, seeing English movies is the most effective way of learningEnglish. I choose those movies that I have great interest in, such as cartoons. For each movie, Iwill see at least three times—without subtitles, with Chinese ones and with English ones. And atthe same time speak loudly after the characters. Though enjoying movies, I make considerable progress in English.2. Information related to the text.English as an International LanguageWorldwide over 1.4billion people live in countries where English has official status. Oneout of five of the world’s population speaks some English. Over 70% of the world’sscientists read English. About 85% of the world’s mails written in English, and 90% of allinformation in the world’s electronic retrieval systems is stored in English.Language learning strategiesLanguage learning strategies are used by learners to complete speaking, reading, vocabulary,listening and writing activities presented in language lessons. Recognizing that there is a task tocomplete or a problem to solve, language learners will use whatever strategies they possess toattend the language-learning activity.Possible language learning strategies include: using practice opportunities, self-evaluation, selective attention, time management, reviewing notes taken in class and checking one’s understanding, constantly seeking answers to questions instead of passively receiving information, etc.Active vocabulary and passive vocabularyActive vocabulary consist of the words you use frequently and comfortably in speaking and writing, while passive vocabulary consists of the words you recognize when you read and listen. Input-output balance theory in language learningInput in language learning refers to information read, seen or heard by the learner, while output refers to what the learner produces in writing and speaking. The input-output balance theory in language learning believes that one can learn a language well through maintaining abalance between input and output.English is not Real English.Skimming and scanningGlobal Reading1. Parts division of the textPart Ⅰ(Paras. 1-2) Introduce globally that while learning English is not easy, there are stillsome helpful strategies.Part Ⅱ(Paras. 3-8) Introduce six helpful strategies in detail.Part Ⅲ(Para. 9) Conclude that language learning is a process of accumulation.2. SummaryLearning English is not easy, but there are still some useful strategies that we can use to make it easier. The text introduces six strategies concerning vocabulary, idioms, listening, speaking, reading and writing, and these strategies cover the basic and important points in English learning. The text also tells us that language learning is a process of accumulation. It is worthwhile for us to take in as much as we can from reading and listening and then put them into practice through speaking and writing.3. Decide whether the following statements about the text are true or false.1) Language learners should memorize all the new words. (F)While active words demand constant practice and memorization, words that do not often occur in everyday situations require just a nodding acquaintance.2) It’s impossible to cram too many words into your head at a time.(T)3) he meaning of a word and the way native speakers use it are equally important.(T)4) Listening to English occasionally will improve your ear and speaking skills. (T)5) It’s important to catch every detail in English listening comprehension. (F)The first time one may not catch a great deal, but with each repetition one will get something more.6) Language learners do not find many opportunities to practice oral English at school.(T)4. Discourse AnalysisA strategy refers to a set of carefully planned methods for achieving something that is difficult and may take a long time. In introducing some strategies, the author adopts the structure of Problem—Strategy within a paragraph to show us the problems in English learning and then proposes strategies to solve5. What strategies do you think can be employed in English learning?Suggested Strategies:Make your own oppotunities for practice in using the language inside and outside the classroom.Specific ways:1)ask your teacher questions before, during and after class.2)speak to a foreigner3)listen to an English radio program.4)watch an English movie.5)read an English article on the Internet.6)use English software.While-reading TasksText Learning1.Explain the skill of skimming and scanning2.Ask student to skim the text to have a general idea about the text.3.Underline the difficult words and sentences and answer the questions on page 74.Expalin the text5.Ask students to sum up the good habit mentioned in the text and learn them by heart in the class./doc/441b44ebf4335a8102d276a20029bd64783e6290.html nguage points and structureNew words and expressions1. strategy: n. the act of planning and managing operations over a long period.Example: It’s a long way for our government to develop a strategy for dealing with unemployment.★tactic: n. 战术tactical: adj. 战术的strategy: n. 战略strategic: adj. 战略的Our strategy is “to pit one against ten”, while our tactic is “to pit ten against one”. 我们的战略是“以⼀当⼗”，我们的战术是“以⼗当⼀”。
大学英语精读1教案
课时安排：2课时授课时间：2023年X月X日教学目的和要求：1. 掌握：理解课文主题，学习并运用关键词汇和短语，掌握一些常用的句型。
2. 熟悉：了解课文结构，分析文章段落大意，提高阅读理解能力。
3. 了解：了解作者观点，拓展相关知识，提高跨文化交际能力。
教学内容：1. 课文：《英语学习策略》2. 词汇：strategies, techniques, memorize, practice, combine, etc.3. 句型：What strategies do you use to learn English? How do you memorize new words?教学过程：第一课时一、导入1. 提问：同学们，你们在英语学习过程中遇到过哪些困难？有哪些有效的学习方法？2. 介绍本节课的主题：英语学习策略。
二、课文阅读1. 学生自读课文，了解文章大意。
2. 教师讲解课文中的重点词汇和短语，如：strategies, techniques, memorize, practice, combine等。
3. 分析文章结构，讲解段落大意。
三、课堂讨论1. 提问：文章中提到了哪些英语学习策略？2. 学生分组讨论，分享自己的英语学习经验。
四、句型练习1. 教师讲解句型：What strategies do you use to learn English? How do you memorize new words?2. 学生练习句型，并用句型进行对话。
五、总结1. 教师总结本节课的学习内容，强调重点词汇和短语。
2. 学生复述课文主题，分享自己的学习心得。
第二课时一、复习1. 复习上节课学习的重点词汇和短语。
2. 学生进行句型练习。
二、课文精讲1. 教师讲解课文中的难句，如：Combining different techniques can help improve your learning efficiency.2. 分析文章中的文化背景知识。
现代大学英语精读1(第三版)教师用书Unit1
现代大学英语精读1(第三版)教师用书Unit1：走进英语学习的奇妙世界一、教学目标1. 帮助学生掌握本单元的核心词汇和短语，提高英语表达能力。
2. 引导学生理解课文内容，培养阅读理解能力。
3. 通过课文学习，激发学生对英语国家文化的兴趣。
4. 培养学生运用英语进行思考和讨论的能力。
二、教学内容1. 词汇：本单元涉及约50个核心词汇，包括生活、学习、工作等场景的高频词汇。
2. 短语：学习10个常用短语，帮助学生更好地表达自己的想法。
3. 课文：解读课文《A Good Beginning》，让学生了解英语学习的乐趣和方法。
4. 文化背景：介绍英语国家的教育体制，拓宽学生视野。
三、教学步骤1. 导入：以趣味话题引入本单元主题，激发学生兴趣。
2. 词汇讲解：结合实例，讲解核心词汇的用法和搭配。
3. 短语学习：通过情景模拟，让学生在实际语境中掌握短语用法。
4. 课文解读：带领学生分析课文结构，理解文章主旨。
5. 文化拓展：分享英语国家的教育趣事，让学生感受异国文化。
6. 讨论环节：组织学生就课文内容展开讨论，提高英语口语表达能力。
7. 作业布置：巩固所学知识，为下一节课做好准备。
四、教学建议1. 针对不同水平的学生，适当调整教学难度和进度。
2. 创设生动、有趣的教学情境，提高学生的学习积极性。
3. 注重培养学生的自主学习能力，鼓励学生课外阅读英语文章。
4. 定期进行课堂互动，关注学生的发音、语法等细节问题。
5. 结合实际生活，让学生在实践中感受英语的魅力。
五、教学方法1. 互动式教学：采用提问、小组讨论等形式，让学生在互动中学习，提高课堂参与度。
2. 情境模拟：通过角色扮演、情景对话等方式，让学生在真实语境中运用所学知识。
3. 任务驱动：设计一系列学习任务，引导学生主动探索、解决问题，培养解决问题的能力。
4. 多媒体辅助：利用音频、视频等资源，丰富教学手段，提高学生的学习兴趣。
六、课堂活动设计1. 词汇接龙：让学生轮流用本单元学到的词汇进行接龙，巩固记忆。
现代大学英语精读1课程设计
现代大学英语精读1课程设计一、课程背景随着全球化的趋势，国际交流越来越频繁。
因此，掌握一门流利的英语已经成为当代社会中不可或缺的技能。
现代大学英语精读1是针对大学英语教育的一门重要课程，旨在通过训练学生的听、说、读、写四个方面的语言技能，帮助学生在学习和实际交流中更加自如地运用英语。
二、课程目标通过本门课程的学习，学生将能够：1.提高听、说、读、写英语的能力；2.培养理解和表达英语语言的能力；3.熟练掌握语法、单词和学术术语等基础知识；4.阅读和理解英语文本，掌握相关的文化背景知识。
三、课程教材本课程的核心教材为《现代大学英语精读》（第三版），书中包含多篇与当代社会热点话题相关的文章、文化背景介绍、以及相应的语法、写作的练习。
此外，还将配合其他辅助教材，例如题库、听力材料等。
四、教学方式本课程采用多种教学方式相结合，主要包括：1.传统教学法：讲授相关的语法、写作技巧等基础知识，引导学生掌握英文阅读技巧；2.小组讨论法：分组讨论教材中的个案、文化背景等问题，提高学生思考能力；3.互动式教学法：通过播放教材中相关的听力材料，提高学生的听力和口语能力。
五、课程安排本课程共计18周，每周2学时。
具体安排如下：周数教学内容教学方式1-2 Unit 1: Language and传统教学法Communication3-4 Unit 2: Education 传统教学法 + 小组讨论法5-6 Unit 3: Health 传统教学法 + 互动式教学法7-8 Review and Test 1 传统教学法9-10 Unit 4: Environment 传统教学法 + 小组讨论法11-Unit 5: Culture 传统教学法 + 互动式教周数教学内容教学方式12 学法13-14 Unit 6: Technology 传统教学法 + 小组讨论法15-16Review and Test 2 传统教学法17-18Final Review and Test 传统教学法六、评分方式学生的总评分将由以下几部分组成：1.口语表现占30%；2.作文占30%；3.英文阅读占20%；4.考试成绩占20%。
大学英语精读第1册unit1教案
College English One-- Intensive Reading 1College English(I) Teaching GroupDepartment of Foreign Language Teaching and Research Yangtze Normal UniversityUnit 1 Some Strategies for Learning EnglishIntensive readingObjectives：1. Understanding the main idea2. Understand the structure3. Learn related terms4. Master the key language points and grammatical structures in the text.5.Conduct a series of speaking and listening task based on the textTeaching focus：1.Learn to understand the strategies for English Leaning2. The understanding reading skillsPre-reading Tasks1．Warming up activitiesPair work/ group work: students work in pairs or groups to discuss their opinions about the following topics.1. When did your story of learning English start off?2. Do you enjoy learning English? Why?I enjoy learning English, because I find it very interesting. First, in my opinion, English isa beautiful language, including its pronunciation and shape. I enjoy speaking and listening to it.3. Do you have any trouble learning English?4. Do you think it useful to learn English with the help of some strategies?5. What strategies do you think can be employed in English learning?6. What do you think is the most effective way of learning English?As far as I am concerned, seeing English movies is the most effective way of learningEnglish. I choose those movies that I have great interest in, such as cartoons. For each movie, Iwill see at least three times—without subtitles, with Chinese ones and with English ones. And atthe same time speak loudly after the characters. Though enjoying movies, I make considerableprogress in English.2. Information related to the text.English as an International LanguageWorldwide over 1.4billion people live in countries where English has official status. Oneout of five of the world’s population speaks some English. Over 70% of the world’sscientists read English. About 85% of the world’s mails written in English, and 90% of allinformation in the world’s electronic retrieval systems is stored in English.Language learning strategiesLanguage learning strategies are used by learners to complete speaking, reading, vocabulary,listening and writing activities presented in language lessons. Recognizing that there is a task tocomplete or a problem to solve, language learners will use whatever strategies they possess toattend the language-learning activity.Possible language learning strategies include: using practice opportunities, self-evaluation, selective attention, time management, reviewing notes taken in class and checking one’s understanding, constantly seeking answers to questions instead of passively receiving information, etc.Active vocabulary and passive vocabularyActive vocabulary consist of the words you use frequently and comfortably in speaking and writing, while passive vocabulary consists of the words you recognize when you read and listen. Input-output balance theory in language learningInput in language learning refers to information read, seen or heard by the learner, while output refers to what the learner produces in writing and speaking. The input-output balance theory in language learning believes that one can learn a language well through maintaining abalance between input and output.English is not Real English.Skimming and scanningGlobal Reading1. Parts division of the textPart Ⅰ(Paras. 1-2) Introduce globally that while learning English is not easy, there are stillsome helpful strategies.Part Ⅱ(Paras. 3-8) Introduce six helpful strategies in detail.Part Ⅲ(Para. 9) Conclude that language learning is a process of accumulation.2. SummaryLearning English is not easy, but there are still some useful strategies that we can use to make it easier. The text introduces six strategies concerning vocabulary, idioms, listening, speaking, reading and writing, and these strategies cover the basic and important points in English learning. The text also tells us that language learning is a process of accumulation. It is worthwhile for us to take in as much as we can from reading and listening and then put them into practice through speaking and writing.3. Decide whether the following statements about the text are true or false.1) Language learners should memorize all the new words. (F)While active words demand constant practice and memorization, words that do not often occur in everyday situations require just a nodding acquaintance.2) It’s impossible to cram too many words into your head at a time.(T)3) he meaning of a word and the way native speakers use it are equally important.(T)4) Listening to English occasionally will improve your ear and speaking skills. (T)5) It’s important to catch every detail in English listening comprehension. (F)The first time one may not catch a great deal, but with each repetition one will get something more.6) Language learners do not find many opportunities to practice oral English at school.(T)4. Discourse AnalysisA strategy refers to a set of carefully planned methods for achieving something that is difficult and may take a long time.In introducing some strategies, the author adopts the structure of Problem—Strategy within a paragraph to show us the problems in English learning and then proposes strategies to solve5. What strategies do you think can be employed in English learning?Suggested Strategies:Make your own oppotunities for practice in using the language inside and outside the classroom.Specific ways:1)ask your teacher questions before, during and after class.2)speak to a foreigner3)listen to an English radio program.4)watch an English movie.5)read an English article on the Internet.6)use English software.While-reading TasksText Learning1.Explain the skill of skimming and scanning2.Ask student to skim the text to have a general idea about the text.3.Underline the difficult words and sentences and answer the questions on page 74.Expalin the text5.Ask students to sum up the good habit mentioned in the text and learn them by heart in the class.nguage points and structureNew words and expressions1. strategy: n. the act of planning and managing operations over a long period.Example: It’s a long way for our government to develop a strategy for dealing with unemployment.★tactic: n. 战术tactical: adj. 战术的strategy: n. 战略strategic: adj. 战略的Our strategy is “to pit one against ten”, while our tactic is “to pit ten against one”. 我们的战略是“以一当十”，我们的战术是“以十当一”。
大学英语精读电子教案第一册
课程名称：大学英语精读课程目标：1. 掌握：学生能够熟练掌握课文中的关键词汇、短语以及一些有用的句型。
2. 熟悉：学生能够理解课文的整体结构和段落布局。
3. 了解：学生能够了解英语学习的一些基本策略和方法。
教学内容：本册教材共包含十个单元，每个单元围绕一个主题展开，旨在帮助学生提高英语阅读理解能力，拓展知识面，并培养良好的英语学习习惯。
教学重点与难点：1. 重点：关键词汇、短语、句型以及课文主旨大意。
2. 难点：复杂句型的理解与翻译，以及跨文化背景知识的掌握。
课时安排：每单元6学时，共计60学时。
教学进程和时间分配：第一单元：Unit 1 Some Strategies for Learning EnglishStep 1：导入（10分钟）- 教师简要介绍英语作为国际语言的地位和发展趋势。
- 引导学生思考英语学习的重要性以及学习策略。
Step 2：课文阅读（20分钟）- 学生快速阅读课文，了解文章大意。
- 教师讲解课文中的关键词汇、短语和句型。
Step 3：课堂活动（20分钟）- 学生进行小组讨论，分享自己对文章的理解和感悟。
- 教师组织学生进行角色扮演，提高学生的口语表达能力。
Step 4：总结与作业布置（10分钟）- 教师总结本节课的重点内容。
- 布置课后作业，包括课文翻译、词汇练习和阅读理解。
第二单元：Unit 2 My First JobStep 1：导入（10分钟）- 教师简要介绍职业选择的重要性以及求职技巧。
- 引导学生思考自己的职业规划。
Step 2：课文阅读（20分钟）- 学生快速阅读课文，了解作者的第一份工作经历。
- 教师讲解课文中的关键词汇、短语和句型。
Step 3：课堂活动（20分钟）- 学生进行小组讨论，分享自己的求职经历。
- 教师组织学生进行模拟面试，提高学生的面试技巧。
Step 4：总结与作业布置（10分钟）- 教师总结本节课的重点内容。
- 布置课后作业，包括课文翻译、词汇练习和阅读理解。
大学英语精读1的教案
一、教学目标1. 培养学生阅读英语文章的能力，提高学生的英语阅读水平。
2. 增强学生对英语词汇、语法、句型等方面的掌握。
3. 培养学生的英语思维能力和跨文化交际能力。
二、教学内容1. 课文：《大学英语精读1》中任意一篇课文。
2. 词汇：课文中的重点词汇和短语。
3. 语法：课文中的重点语法结构。
4. 句型：课文中的典型句型。
三、教学重点1. 学生能够正确理解课文内容，掌握课文中的重点词汇、短语、语法和句型。
2. 学生能够运用所学知识进行简单的英语口语和书面表达。
四、教学难点1. 学生对课文中的重点词汇、短语、语法和句型的理解和运用。
2. 学生在阅读过程中遇到的生词和长难句的处理。
五、教学方法1. 讲授法：教师对课文内容进行讲解，帮助学生理解课文。
2. 讨论法：引导学生进行小组讨论，提高学生的口语表达能力。
3. 练习法：通过词汇、语法、句型等练习，巩固所学知识。
六、教学步骤1. 导入新课教师简要介绍课文背景，激发学生的学习兴趣。
2. 预习课文学生自读课文，找出生词、短语和难句，做好笔记。
3. 词汇讲解教师对课文中的重点词汇和短语进行讲解，帮助学生理解和记忆。
4. 语法讲解教师对课文中的重点语法结构进行讲解，帮助学生掌握语法知识。
5. 句型讲解教师对课文中的典型句型进行讲解，帮助学生运用句型进行表达。
6. 阅读理解教师引导学生阅读课文，回答相关问题，检查学生对课文内容的理解。
7. 小组讨论学生分组讨论课文内容，分享自己的观点和感受。
8. 练习巩固教师布置相关练习，让学生巩固所学知识。
9. 总结归纳教师对本节课的内容进行总结，强调重点和难点。
10. 作业布置布置课后作业，要求学生完成相关练习。
七、教学评价1. 学生对课文内容的理解程度。
2. 学生对重点词汇、短语、语法和句型的掌握情况。
3. 学生在小组讨论和练习中的表现。
八、教学反思本节课的教学效果如何，学生是否掌握了所学知识，教学过程中存在的问题及改进措施。
大学英语精读教案第三版
一、教学目标1. 掌握本单元的中心思想和文章结构，学会在写作中恰当使用关联词。
2. 熟练掌握新单词、句型的使用方法；加强相关听说训练。
3. 提升阅读技巧：寻找关键词和句，提高阅读速度和理解能力。
二、教学要求1. 学生能理解并复述课文内容，掌握文章的中心思想和结构。
2. 学生能运用新学的单词和句型进行口头和书面表达。
3. 学生能通过阅读训练，提高阅读速度和理解能力。
三、教学重点和难点1. 重点：新单词、句型的学习和运用，文章结构和中心思想的把握。
2. 难点：关联词的正确使用，阅读技巧的提高。
四、教学方法和手段1. 讲授法：讲解课文内容、词汇和语法知识。
2. 讨论法：引导学生就课文内容、写作技巧等进行讨论。
3. 案例分析法：通过具体实例，帮助学生理解课文内容。
4. 多媒体教学：利用PPT、视频等手段，丰富教学内容。
五、教学内容和过程第一课时：1. 导入新课：简要介绍本单元的主题和背景知识。
2. 预习课文：学生自读课文，标注生词和不懂的句子。
3. 课文讲解：a. 介绍文章结构，引导学生把握文章中心思想。
b. 讲解新单词和句型，要求学生进行口语和书面表达练习。
c. 分析关联词的使用，帮助学生提高写作水平。
4. 课堂练习：学生完成课后练习题，巩固所学知识。
第二课时：1. 复习上节课内容：检查学生预习情况，讲解课后练习题。
2. 阅读训练：a. 学生自读课文，找出关键词和句。
b. 教师讲解阅读技巧，提高学生的阅读速度和理解能力。
3. 课堂讨论：a. 引导学生就课文内容、写作技巧等进行讨论。
b. 鼓励学生提出自己的观点，培养学生的思辨能力。
4. 课堂总结：回顾本节课所学内容，布置课后作业。
六、课后作业1. 复习本单元所学单词和句型。
2. 阅读课文，找出关键词和句，提高阅读速度和理解能力。
3. 完成课后练习题，巩固所学知识。
4. 撰写一篇关于本单元主题的短文，运用所学词汇和句型。
七、教学反思本节课通过讲解课文、词汇和语法知识，引导学生掌握文章结构和中心思想。
大学英语第三版第一册教案
课程名称：大学英语授课班级：XX级XX班授课教师：XXX授课时间：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. 巩固和拓展词汇、短语和句型，提高英语表达能力。
3. 培养学生的听说能力，提高跨文化交际意识。
教学重点：1. 课文内容的理解与掌握。
2. 词汇、短语和句型的运用。
3. 听说能力的培养。
教学难点：1. 课文长难句的理解与翻译。
2. 词汇、短语和句型的灵活运用。
3. 听说能力的提高。
教学过程：第一课时一、导入1. 教师简要介绍课文背景和作者。
2. 学生自由发言，谈谈对课文的初步印象。
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，检查学生对文章内容的理解。
3. 学生仔细阅读课文，分析文章结构、段落大意和关键词汇。
三、词汇、短语和句型学习1. 教师讲解课文中的重点词汇、短语和句型。
2. 学生跟读、模仿，巩固所学内容。
3. 学生进行词汇、短语和句型的运用练习。
四、听说能力培养1. 教师组织学生进行听力练习，提高听力理解能力。
2. 学生进行口语练习，锻炼口语表达能力。
3. 学生分组讨论课文内容，培养跨文化交际意识。
第二课时一、复习1. 教师提问，检查学生对上节课内容的掌握情况。
2. 学生进行自我总结，巩固所学知识。
二、课文精读1. 学生分组讨论课文内容，分析文章结构、段落大意和关键词汇。
2. 教师引导学生进行课文翻译练习，提高翻译能力。
三、词汇、短语和句型巩固1. 教师讲解课文中的重点词汇、短语和句型，强调其用法和搭配。
2. 学生进行词汇、短语和句型的运用练习。
四、听说能力提高1. 学生进行口语练习，锻炼口语表达能力。
2. 教师组织学生进行角色扮演，提高跨文化交际意识。
五、课堂小结1. 教师对本节课的内容进行总结，强调重点和难点。
2. 学生提出疑问，教师进行解答。
教学评价：1. 课堂参与度：观察学生在课堂上的发言、提问和互动情况。
2. 作业完成情况：检查学生的作业完成质量，了解学生对知识的掌握程度。
大学英语精读第三版1教案
教学目标：1. 让学生掌握本单元的中心思想和文章结构，学会在写作中恰当使用关联词。
2. 帮助学生掌握新单词、句型的使用方法，加强相关听说训练。
3. 培养学生阅读技巧，学会寻找关键词和句。
教学重点：1. 中心思想和文章结构的理解2. 关联词的使用3. 阅读技巧教学难点：1. 关联词的运用2. 阅读技巧的掌握教学时间：2课时教学过程：一、导入1. 引导学生回顾上节课所学内容，激发学生对新课程的兴趣。
2. 介绍本单元的主题和背景，让学生对文章有一个初步的了解。
二、阅读教学1. 阅读课文，让学生找出文章的中心思想和主要论点。
2. 分析文章结构，让学生了解文章的组织方式和段落之间的逻辑关系。
3. 学习并运用关联词，帮助学生理解段落之间的联系。
4. 指导学生寻找关键词和句，提高阅读速度和理解能力。
三、写作教学1. 讲解关联词的使用方法，让学生在写作中学会运用。
2. 给学生提供写作素材，引导学生进行写作练习。
3. 鼓励学生相互交流，互相批改，提高写作水平。
四、课堂活动1. 组织学生进行小组讨论，分享阅读心得和写作经验。
2. 让学生上台展示自己的写作成果，教师进行点评和指导。
五、课后作业1. 复习本单元所学内容，巩固知识点。
2. 完成课后阅读练习，提高阅读技巧。
3. 根据所学知识，写一篇关于关联词使用的作文。
教学评价：1. 通过课堂提问、小组讨论、写作练习等方式，评价学生对本单元知识的掌握程度。
2. 关注学生的阅读速度和理解能力，以及关联词的运用情况。
3. 评价学生的写作水平，包括文章结构、内容、语言表达等方面。
教学反思：1. 在教学过程中，关注学生的个体差异，因材施教。
2. 营造良好的课堂氛围，激发学生的学习兴趣。
3. 注重培养学生的自主学习能力，提高学生的综合素质。
大学英精读1unit1教案
教学目标：1. 让学生了解英语精读的重要性，培养良好的阅读习惯。
2. 提高学生的英语阅读理解能力，培养思辨思维。
3. 增强学生的词汇量，提高英语表达能力。
教学内容：1. 英语精读的基本概念和技巧2. 阅读理解策略3. 词汇积累和运用教学重点：1. 阅读理解策略2. 词汇积累和运用教学难点：1. 阅读理解中的思辨思维2. 词汇的灵活运用教学过程：一、导入1. 教师简要介绍英语精读的概念和重要性，引导学生认识到精读在英语学习中的地位。
2. 引导学生回顾已学过的英语阅读技巧，激发学生的学习兴趣。
二、阅读理解策略1. 教师讲解阅读理解的基本策略，如：快速浏览、寻找主题句、判断文章结构等。
2. 学生练习阅读短文，运用所学策略进行理解。
三、词汇积累和运用1. 教师讲解词汇积累的重要性，介绍词汇积累的方法。
2. 学生练习词汇积累，通过例句理解词汇含义和用法。
四、课堂练习1. 教师选取一篇适合学生水平的短文，要求学生在规定时间内完成阅读理解。
2. 学生分组讨论，分享阅读理解过程中的收获和困惑。
3. 教师对学生的阅读理解进行点评，纠正错误，巩固所学知识。
五、课堂小结1. 教师总结本节课所学内容，强调阅读理解策略和词汇积累的重要性。
2. 学生分享自己在课堂练习中的收获和体会。
六、课后作业1. 学生完成课后阅读任务，积累词汇，提高阅读理解能力。
2. 学生撰写一篇关于阅读理解的短文，阐述自己的观点。
教学反思：1. 本节课通过讲解阅读理解策略和词汇积累方法，提高了学生的英语阅读理解能力。
2. 在课堂练习环节，学生积极参与，分享自己的阅读体验，培养了团队协作能力。
3. 在课后作业中，学生能够将所学知识运用到实际阅读中，提高自己的英语水平。
教学评价：1. 学生对英语精读的认识和兴趣有所提高。
2. 学生的阅读理解能力和词汇积累能力有所提升。
3. 学生在课堂练习和课后作业中的表现良好，能够积极参与，完成任务。
董亚芬大学英语精读(第三版)第1册教案-Unit3解析
Unit 3 The PresentI. Background information1. Traditional Birthday Celebration in Western CountriesIn the West, it is customary to hold a party in celebration of a person’s birthda will come to the party with birthday presents and say “Happy Birthday” to the birthda The guests then watch him or her open the presents and he or she thanks them for the presentsthey have brought. At the party drinks and food are served. Toward the end of the dinner thelights in the room are turned off, and someone comes in from another room with a cake onwhich are lighted candles, one for each year. At the sight of the cake the guests begin singing“Happy Birthday to You” and the birthday person makes a wish before he or she blows out the candles on the cake. It is said that the wish will come true if all the candles go out in one puff.After that, the cake is cut in slices usually by the birthday person, one piece for each guest.When the party comes to an end, the guests wish the birthday person “Happy Birthday and leave.2. Important birthdays in the WestAt 21, the age of majority (now lowered to 18 in many countries), one becomes an adult.Usually the family has a big party for the new adult and a major present—an expensive watch ora car—is given him or her. The present, of course, various from family to family.Any birthday past 70 is celebrated in a special way by family members just because t he birthday person is getting old and may die before another birthday comes round. That is why theauthor of The Presentsays “eighty was a special birthday”.And then, 100—the centennial birthday—is generally regarded as an unusual occasion because few people reach it. The centenarian may even receive a telegram or a letter ofcongratulations from prominent political figures, such as the Prime Minister and the Queen ifthe anniversary is celebrated in Britain. Again the family may hold a party attended by relativesand surviving friends as well. Among other things the centenarian takes delight in countinggreat grandchildren and grandchildren at the party.Ⅱ.New Words1.rare: adj. not happen / see often; (of a substance, esp. atmosphere)thin, not denseExample: Environments were able to preserve the rare turtle before it reached.Natural resources are rare in this region.The higher we go above the earth, the rarer the air is.Would you like it rare, medium, or well-done?★rare / scarce① rare: 长期缺少而珍贵的东西，还可以表示“频率低的，罕见的，缺少的”如：a rare book珍本，a rare metal稀有金属。
董亚芬大学英语精读(第三版)第1册教案Unit
(CET-4, 2006, 6,阅读)
2. typical: adj.
That is a typical Chinese village.
A restaurants’ typical make-up on wine is 100-150 percent, whereas on bottle water it’s
neighborhood/ neighbor
neighborhood: refers to a area
neighbor: refers to people, its link verb can be used as both single form and plural form.
后缀-hood表示“身份，资质，状态”adulthood成年，childhood童年，babyhood婴儿
girlhood少女时期，boyhood男孩时代
: n. amusement or interest; treat sb
A science fiction cannot be regarded as a mere entertainment, but in fact it tells the
In response, the alarmists accuse critics and news reporters of being deceived by the
麻省理工学院的一个教育特色就是学生和全体教师
（CET-4, 2006, 6, 词汇）
【pro-(before)+hibit(hold)】
. = forbid sb. to do sth.
大学英语精读第一册教案
课时：2课时教学目标：1. 理解课文内容，掌握工业管理工程师Sam Adams的故事和经历。
2. 扩大词汇量，学会使用与工业管理相关的专业词汇。
3. 提高阅读理解能力，培养学生的批判性思维。
4. 培养学生的口语表达能力，通过小组讨论和角色扮演等活动进行实践。
教学重点：1. 课文内容理解2. 专业词汇学习3. 阅读理解技巧教学难点：1. 专业词汇的理解和应用2. 课文中的逻辑关系和批判性思维教学准备：1. 课文原文2. 课文翻译3. 词汇卡片4. 小组讨论材料5. 角色扮演道具教学过程：第一课时一、导入1. 教师简要介绍Sam Adams的背景和工业管理工程师的职业特点。
2. 学生自由发言，分享自己对工业管理工程师的理解。
二、课文精读1. 学生朗读课文，注意语音、语调。
2. 教师带领学生分析课文结构，讲解课文中的关键信息。
3. 学生分组讨论课文中的重点内容，如Sam Adams的职业生涯、遇到的挑战等。
三、词汇学习1. 教师展示词汇卡片，讲解课文中的专业词汇。
2. 学生跟读、拼写、造句，加深对词汇的记忆。
四、课堂小结1. 教师总结本节课的主要内容，强调重点和难点。
2. 学生复述课文中的关键信息，巩固所学知识。
第二课时一、复习1. 学生朗读课文，复习课文内容。
2. 教师提问，检查学生对课文的理解。
二、小组讨论1. 学生分组讨论课文中的问题，如Sam Adams如何提高衬衫厂的效率？2. 小组代表分享讨论结果，其他学生补充。
三、角色扮演1. 学生根据课文内容，选择角色进行角色扮演。
2. 角色扮演过程中，学生运用所学词汇和语法知识。
四、课堂小结1. 教师总结本节课的主要内容，强调重点和难点。
2. 学生复述课文中的关键信息，巩固所学知识。
五、作业布置1. 学生完成课后练习题，巩固所学知识。
2. 预习下一课内容，为下节课做好准备。
教学反思：本节课通过精读课文、词汇学习、小组讨论和角色扮演等活动，使学生掌握了课文内容，提高了阅读理解能力和口语表达能力。
大学英语精读（第三版）Unit_1_5讲稿
⼤学英语精读（第三版）Unit_1_5讲稿College EnglishIntensive ReadingBook OneUnit OneTeaching PlanI. Objectives and Requirements：1、Reading and Writing Course教学⽬标：1. To understand the true meaning of “language learning strategy” and talk about it;2. To read the text and try to evaluate and practice the strategies introduced in the text;3. To write a paragraph stating how you plan to develop your listening comprehesion and payattention to the use of connectives;4. To learn some reading techniques and skills: how to read a text and predict the writer’s ideas.;5. To master the key phrases and some sentence patterns.教学要求：1．要求学⽣掌握本单元的中⼼思想和⽂章结构，学会在写作中恰当使⽤关联词。
2．掌握新单词、句型的使⽤⽅法；加强相关听说训练。
3. 掌握阅读技巧：寻找关键词和句。
教学建议：1．在教学过程中启发学⽣开展关于“学习策略”的探讨，帮助学⽣树⽴和培养⾃主学习、⾃我探究的学习⽅式，掌握必要的学习策略，激发学习潜能。
2．提供最新的资料背景知识，如视频，新闻报道等。
2、Listening and Speaking CourseUnit 1: learn to listen for Names, introduce yourself or others in a conversation, understand and talk about college life.3、C omprehensive Exercises BookUnit 1: The students finish the exercises in their spare time.II. Teaching arrangement & Time Allotment1）Reading and Writing Course 6 periods2）Listening and Speaking Course 2 periods (every two weeks)III. Teaching MethodsCommunicative ApproachLearner-centered TeachingTask-based LearningTranslation MethodMultimedia ApproachIV. Presentation ProceduresLecture notesText: Some Strategies for Learning EnglishPart I. Background Information:1. Today’s English: Worldwide over 1.4 billion people live in countries where English has offical status. One out of five of the world’s population speaks some English. And at present one in five is learning English. With economic globalization and China’s opening up to the world, it has become increasingly important for the younger generation to master English. In a sense, English is not teachable, but learnable.2. Language learning strategies: They are used by learners to complete speaking, reading, vocabulary, listening or writing activities presented in language lessons. Recognizing that there is a task to complete or a problem to solve, language learners will use whatever strategies they possess to attend to the language-learning activity. Possible language learning strategies include: using practice opportunities, self-evaluation, selective attention, time management, reviewing notes taken in class and checking one’s understanding, constantly seeking answers to questions instead of passively receiving information, ect.3. Input-output balance theory in language learning:Input in language learning refers to information read, seen or heard by the learner, while output refers to what the learner produces in writing or speaking. The input-output balance theory in language learning believes that one can learn a language well through maintaining a balance between input and output.Part II. Warm-up Activities:Step 1. Ss Introduce themselves and talk about new college life.Step 2. Topic-centered Discussion(Group work)1.Do you enjoy learning English? Why or why not?2.What do you think is the most effective way of learning English?3.What is the greatest difficulty you have in your learning of English?Step 3. T makes a brief introduction to English learning and learning strategies.Part III. Text Analysis:Main Ideas: (Summary Writing)English as an international language is of vital importance for everybody to learn. Learning English is (绝⾮易事) by no means easy. Besides (持续的刻苦努⼒) sustained hard work, we need employ some learning strategies to (促进我们的学习) facilitate our learning.(我们应当以不同的⽅式对待⽣词) we should deal with new words in different ways. Active words demand constant practice while passive words only need to be recognized. As we try to understand the meaning of a word, we are also reminded of (它们的习惯⽤法) their idiomatic usage.Listening, speaking, reading and writing are the four basic skills that (我们不断努⼒试图获得的) we are constantly trying to acquire. In order to improve the four skills, we are suggested to listen to English every day, (抓住⼀切机会说英语) seize every opportunity to speak, read widely (难度适中的材料) materials at a proper level of difficulty and write regularly. Listening and reading (为我们提供语⾔输⼊) provide uswith language input and we are expected to (实际运⽤我们所学的东西) put what we have learned into practice through speaking and writing.Structure:A strategy refers to a set of carefully planned methods for achieving something that is difficult and may take a long time.In introducing some strategies, the author adopts the structure of Problem—Strategy within a paragraph to show us the problems in English learning and then proposes strategies to solve the problems. Please scan the text for some examples of the Problem—Strategy structure.Problems Strategies1. It is impossible to memorize 1. Deal with ative vocabulary and passive all the new words you are learning. vocabulary differently.2. Yo u don’t know the idiomatic 2. Watch out for not only the meaning of a usage of some words. word but also the way it is used in dailylife.3. You may not be able to catch a 3. Listen to it over and over again.lot after listening to a passagefor the first time.4. There are few situations for you 4. Seize every opportunity to speak English to practice speaking English at school. with or without a partner.Part IV. Learning points:1). Find out the active expressions:1. by no means not at all2. at fault responsible for something bad that has happened3. watch out for look out for; be on (one's) against4. seek out look for; try to find someone or something, especially whenthis is difficult5. put…into practice carry out or performTranslate the following into English:1. 我对⽬前的表现⼀点也不满意。
大学英语精读1电子教案
#### 课题名称：《大学英语精读1》#### 教学目标：1. 掌握：理解并熟练运用课文中出现的重点词汇、短语和句型。
2. 熟悉：了解课文结构，提高阅读理解能力。
3. 了解：掌握英语阅读技巧，提高英语综合运用能力。
#### 教学内容：1. 课文内容：Unit 1 - Unit 42. 重点词汇：每个单元精选20个重点词汇，包括动词、名词、形容词和副词。
3. 短语：每个单元精选10个常用短语。
4. 句型：每个单元精选5个典型句型。
#### 教学方法：1. 讲授法：教师讲解课文内容，分析词汇、短语和句型。
2. 案例分析法：通过实例分析，帮助学生理解课文内容。
3. 讨论法：组织学生进行课堂讨论，提高学生的英语口语表达能力。
4. 练习法：通过练习题，巩固学生对课文内容的理解。
#### 教学过程及时间分配：第一课时1. 导入新课（10分钟）- 简要介绍本单元的主题和背景。
- 引导学生思考与主题相关的问题。
2. 预习课文（10分钟）- 学生快速浏览课文，了解文章大意。
- 教师提问，检查学生对文章大意的掌握。
3. 讲解重点词汇、短语和句型（15分钟）- 对每个单元的重点词汇、短语和句型进行讲解。
- 结合例句，帮助学生理解和记忆。
4. 案例分析（10分钟）- 分析课文中的典型句子，讲解其结构、意义和用法。
- 引导学生总结阅读技巧。
第二课时1. 课堂讨论（15分钟）- 学生分组讨论课文中的某个话题，提高口语表达能力。
- 教师巡视指导，纠正发音和语法错误。
2. 练习题讲解（15分钟）- 学生完成课后练习题，教师讲解答案和解析。
- 强调易错点和难点。
3. 总结与反馈（10分钟）- 教师总结本单元的重点内容。
- 学生反馈学习过程中的问题和困惑。
4. 作业布置（5分钟）- 布置课后作业，包括词汇、短语和句型的复习，以及课文阅读。
#### 教学评价：1. 课堂参与度：观察学生在课堂上的发言和参与情况。
2. 课后作业完成情况：检查学生的课后作业，了解其对课文内容的掌握程度。
第三版大学英语精读第一册(教桉)全
第一章教学安排的说明章节题目：Unit 1 Some Strategies for Learning English学时分配：本章六学时：一至三学时为课文讲授；四至六学时为练习和听力训练本章教学目的与要求：1. 按大纲要求使学生了解必要的文化背景知识。
2. 按大纲要求讲授单词、语法、句型等英语语言文化知识。
3. 按大纲要求提高学生英语听书读写各方面的能力。
其它：参考书目《大学英语精读第一册教师用书》、《大学英语星火学习手册》、《大学英语语法练习册》课堂教学方案课题名称：Unit 1 Some Strategies for Learning English--- Text课文讲授授课时数：三学时（Teaching Time: 3 hours）授课类型:理论课Students’ level: non-English majors of the second semester of the 1st year.教学方法与手段：讲授、讨论、指导、多媒体教学目的要求（Teaching Objectives）：1、Teach the students how to study English in the college.2、Let the student share their good study habits with others.3、Make the students understand the structure pattern of an expository writing.4、About the text, Ss should grasp the text content, text structure, basic vocabularies and require grammatical points of the section.教学重点、难点：1)Words:average;case;commit;occupy;concentrate;enable;adequate;organize;double;mention;confuse; purpose; permanent2)Phrases & Expression:fill in; decide on ; be aware of; set aside; as well; look over; make useof ; go over; lead to3)Grammar:as well, so…that…;too…to …; as…as…教学内容及组织安排（Teaching Procedures）:I. Pre-reading ActivitiesStep one (presentation)2.Make sure that they can pronounce each new word in the vocabulary3.Explain the important words with examplesVocabulary:average: a.ordinary; normale.g. What is the monthly income of an average family in Lanzhou?I was average in my class though I had hoped I would better? mean(平均的)e.g. The average age of the students in that class is 20.The average income of these teachers is 1000 yuan per month.n. (collocation) on (the) average: taking account over a periode.g. When he was a student in that university, he failed one subject per year onaverage.case: (multimodal word)1.actual condition, actual state of affairs.e.g. Is it the case that you fail the examination?in any case: whatever happens or may have happenede.g. in any case, I will arrive there at 8 tomorrow.In no case: in no circumstances.e.g. In no case should we give in .(predicate use inversion)in case: because of the possibility of sth. happening.e.g. Take an umbrella with you in case it (should) rain/rains.in case of: if sth. Happens e.g. In case of the rain, take a shelter.In the case of: as to e.g. In the case of my elder sister, she doesn’t like surfing the net addition: n.(1) in addition: besides. e.g. In addition, he studies French well .(2)in addition to sb./sth.e.g. When I was a middle school student I read a romantic novel inaddition to a hysterical novel every month.commit:vt.(1) decide to give (time,money,etc.) for special usage.e.g. They are committing money to offer the opportunity education ofaccepting to the poor children.(2) perform: e.g. commit suicide, errors, a crime, a mistake.(3) commit oneself to: make oneself responsible; under take.e.g. She has committed herself to give birth to a child for him. occupy: take up, fill(1)be occupied in (doing) sth.: involved or busy.e.g. He is occupied in translating the modern Chinese novel into English.(2)occupy oneself in (doing) sth: fill one’s time or keep oneself busy.e.g.The young man occupied himself in making experiments.entertain: (1)entertain sb. at/to dinner;(2) entertain sb. Withe.g. The householder/host entertain the guests with a feast/big dinner. aware:be/ become aware of :e.g.Lin fully aware of the gravity of the situation.enable: (1)enable sb. to do sth.e.g. The student’s identity cards enable the students to travel by train on halfprice.(2) enable sth.e.g.The support of the committee members enabled the passage ofthe bell.(3) “en+ noun/adjective”: change the word to be verb , meaning ”e.g . en+large=enlarge(to make large) en+rich=enrich( to make rich) adequate: (1) as much as one needs:a. suggesting the amount is satisfactorye.g. There hundred yuan per month is not adequate to support a family ofthree in a city.b. enough:(of quality) as great as is needed. It is the most general term.e.g. Live got enough of you.(too much complaint)c. sufficient: enough, written language.(literary language)e.g. Toby’s father has saved sufficient money to support his college study.(2)suitable ; fit collocation: be adequate to (doing) sth.e.g. Do you think he is adequate to (accomplishing) the task? concentrate(on/upon):vi. pay close attention tovt. come or bring together at one place.e.g. concentrate all the forces.content: what is written in a book, etc.e.g. The contents of the book is printed in bold typeportion:a portion of …, (a series of, a species of)e.g. A large portion of his articles was published.A large number of his articles were published.mention: (1) vt. Speak or write about sth. In a few words.e.g.Do not mention to his wife that he started smoking again.(2) n. referring toe.g. At the mention of the headmaster, the pupil’s heart sank.(3) not to mention + v.inge.g.He can not walk, not to mention running.confused: adj. Be confused about.e.g. Lin confused about the difference between these expressions.attitude:(1) What are thinks about sth. or sb.attitude towards/to/aboutattitude of sb.e.g. What’s your attitude to/about/toward women’s rights?attitude towards the studentsattitude of the students(2) pose, man ner of hiding one’s body.e.g. He stood there in a menacing attitude.课堂练习或讨论、布置作业：1. T asks Ss to come out the main idea, structure of the text (10mins)2. T summarizes the main idea and structure of the text (5 mins)课堂教学方案课题名称：Unit 1 Some Strategies for Learning English--- listening & Practice听力及练习授课时数：三学时（Teaching Time: 3 hours）授课类型:理论课Students’ level: non-English majors of the second semester of the 1st year.教学方法与手段：讲授、讨论、指导、多媒体教学目的要求（Teaching Objectives）：1、Teach the students how to study English in the college.2、Let the student share their good study habits with others.3、Make the students understand the structure pattern of an expository writing.4、About the text, Ss should grasp the text content, text structure, basic vocabularies and require grammatical points of the section.教学重点、难点：1)Words:average;case;commit;occupy;concentrate;enable;adequate;organize;double;mention;confuse; purpose; permanent2)Phrases & Expression:fill in; decide on ; be aware of; set aside; as well; look over; make useof ; go over; lead to3)Grammar:as well, so…that…; t oo…to …; as…as…教学内容及组织安排（Teaching Procedures）:II. While-reading Activities1. Ss have the silent reading on the text (10 mins)2. Let the students read the questions after the text first. Then explain the text to thestudents. The following are the difficult sentences:a.sounds too good to be true.(Introduction)b.This is not necessarily the case, however.(L.3)c.Yes, even students of average intelligence can be top students withoutadditional work.d.Fill in committed time such as eating, sleeping, meetings, classes,etc.(L.6-7)e.Skimming helps double your reading speed and improve youcomprehension as well.f.Review important points mentioned in class as well as points you remainconfused about.After that, let the students answer those questions.3. Teacher asks Ss to come out the main idea, the structural organization of the text. (10 mins)4. Teacher summarizes the main idea, the structures of the Section A. (5 mins)The structure of the text:a.introduction (para.1)b.Body (Para.2-7)c.Conclusion (para.8)III. Post-reading Activities1. Let the students do the exercises in the text-book that 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.✓Do you have any other effective study habits or techniques?✓Divide the class into small groups. Each group is about 5-6 students.✓In the group, one will be appointed group leader, another secretary and a third oral reporter.4. Let the students do the other exercises in the test book and check the answers together under the instruction of the teacher.课堂练习或讨论、布置作业：Writing第二章教学安排的说明章节题目：Unit 2 Sailing Round the World学时分配：本章六学时：一至三学时为课文讲授；四至六学时为练习和听力训练本章教学目的与要求：1. 按大纲要求使学生了解必要的文化背景知识。
董亚芬大学英语精读(第三版)第1册教案 Unit3
Unit 3 The PresentI. Background information1. Traditional Birthday Celebration in Western CountriesIn the West, it is customary to hold a party in celebration of a person’s birthday. The guests will come to the party with birthday presents and say “Happy Birthday” to the birthday person.The guests then watch him or her open the presents and he or she thanks them for the presents they have brought. At the party drinks and food are served. Toward the end of the dinner the lights in the room are turned off, and someone comes in from another room with a cake on which are lighted candles, one for each year. At the sight of the cake the guests begin singing “Happy Birthday to You” and the birthday person makes a wish before he or she blows out the candles on the cake. It is said that the wish will come true if all the candles go out in one puff.After that, the cake is cut in slices usually by the birthday person, one piece for each guest.When the party comes to an end, the guests wish the birthday person “Happy Birthday” again and leave.2. Important birthdays in the WestAt 21, the age of majority (now lowered to 18 in many countries), one becomes an adult.Usually the family has a big party for the new adult and a major present—an expensive watch ora car—is given him or her. The present, of course, various from family to family.Any birthday past 70 is celebrated in a special way by family members just because the birthday person is getting old and may die before another birthday comes round. That is why the author of The Present says “eighty was a special birthday”.And then, 100—the centennial birthday—is generally regarded as an unusual occasion because few people reach it. The centenarian may even receive a telegram or a letter of congratulations from prominent political figures, such as the Prime Minister and the Queen if the anniversary is celebrated in Britain. Again the family may hold a party attended by relatives and surviving friends as well. Among other things the centenarian takes delight in counting great grandchildren and grandchildren at the party.Ⅱ.New Words1.rare: adj. not happen / see often; (of a substance, esp. atmosphere)thin, not denseExample: Environments were able to preserve the rare turtle before it reached.Natural resources are rare in this region.The higher we go above the earth, the rarer the air is.Would you like it rare, medium, or well-done?★rare / scarce① rare: 长期缺少而珍贵的东西，还可以表示“频率低的，罕见的，缺少的”如：a rare book 珍本，a rare metal稀有金属。
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第一章教学安排的说明章节题目：Unit 1 Some Strategies for Learning English学时分配：本章六学时：一至三学时为课文讲授；四至六学时为练习和听力训练本章教学目的与要求：1. 按大纲要求使学生了解必要的文化背景知识。
2. 按大纲要求讲授单词、语法、句型等英语语言文化知识。
3. 按大纲要求提高学生英语听书读写各方面的能力。
其它：参考书目《大学英语精读第一册教师用书》、《大学英语星火学习手册》、《大学英语语法练习册》课堂教学方案课题名称：Unit 1 Some Strategies for Learning English--- Text课文讲授授课时数：三学时（Teaching Time: 3 hours）授课类型:理论课Students’ level: non-English majors of the second semester of the 1st year.教学方法与手段：讲授、讨论、指导、多媒体教学目的要求（Teaching Objectives）：1、Teach the students how to study English in the college.2、Let the student share their good study habits with others.3、Make the students understand the structure pattern of an expository writing.4、About the text, Ss should grasp the text content, text structure, basic vocabularies and require grammatical points of the section.教学重点、难点：1)Words:average;case;commit;occupy;concentrate;enable;adequate;organize;double;m ention; confuse; purpose; permanent2)Phrases & Expression:fill in; decide on ; be aware of; set aside; as well; look over;make use of ; go over; lead to3)Grammar:as well, so…that…;too…to …; as…as…教学内容及组织安排（Teaching Procedures）:I. Pre-reading ActivitiesStep one (presentation)2.Make sure that they can pronounce each new word in the vocabulary3.Explain the important words with examplesVocabulary:average: a.ordinary; normal. What is the monthly income of an average family in LanzhouI was average in my class though I had hoped I would bettermean(平均的). The average age of the students in that class is 20.The average income of these teachers is 1000 yuan per month.n. (collocation) on (the) average: taking account over a period. When he was a student in that university, he failed one subject peryear on average.case: (multimodal word)1.actual condition, actual state of affairs.. Is it the case that you fail the examinationin any case: whatever happens or may have happened. in any case, I will arrive there at 8 tomorrow.In no case: in no circumstances.. In no case should we give in .(predicate use inversion)in case: because of the possibility of sth. happening.. Take an umbrella with you in case it (should) rain/rains.in case of: if sth. Happens . In case of the rain, take a shelter.In the case of: as to . In the case of my elder sister, she doesn’t like surfing the netaddition: n.(1) in addition: besides. . In addition, he studies French well .(2)in addition to sb./sth.. When I was a middle school student I read a romantic novelin addition to a hysterical novel every month. commit:vt.(1) decide to give (time,money,etc.) for special usage.. They are committing money to offer the opportunityeducation of accepting to the poor children.(2) perform: . commit suicide, errors, a crime, a mistake.(3) commit oneself to: make oneself responsible; under take.. She has committed herself to give birth to a child for him.occupy: take up, fill(1)be occupied in (doing) sth.: involved or busy.. He is occupied in translating the modern Chinese novel intoEnglish.(2)occupy oneself in (doing) sth: fill one’s time or keep oneself busy.young man occupied himself in making experiments.entertain: (1)entertain sb. at/to dinner;(2) entertain sb. With. The householder/host entertain the guests with a feast/big dinner.aware: be/ become aware of :fully aware of the gravity of the situation.enable: (1)enable sb. to do sth.. The student’s identity cards enable the students to travel by train on half price.(2) enable support of the committee members enabled the passage ofthe bell.(3) “en+ noun/adjective”: change the word to be verb , meaning ”. en+large=enlarge(to make large) en+rich=enrich( to make rich) adequate: (1) as much as one needs:a. suggesting the amount is satisfactory. There hundred yuan per month is not adequate to support a family of three in a city.b. enough:(of quality) as great as is needed. It is the most general term.. Live got enough of you.(too much complaint)c. sufficient: enough, written language.(literary language). Toby’s father has saved sufficient money to support hiscollege study.(2)suitable ; fit collocation: be adequate to (doing) sth.. Do you think he is adequate to (accomplishing) the task concentrate(on/upon):vi. pay close attention tovt. come or bring together at one place.. concentrate all the forces.content: what is written in a book, etc.. The contents of the book is printed in bold typeportion: a portion of …, (a series of, a species of). A large portion of his articles was published.A large number of his articles were published.mention: (1) vt. Speak or write about sth. In a few words.not mention to his wife that he started smoking again.(2) n. referring to. At the mention of the headmaster, the pupil’s heart sank.(3) not to mention +can not walk, not to mention running.confused: adj. Be confused about.. Lin confused about the difference between these expressions. attitude:(1) What are thinks about sth. or sb.attitude towards/to/aboutattitude of sb.. What’s your attitude to/about/toward women’s rightsattitude towards the studentsattitude of the students(2) pose, manner of hiding one’s body.. He stood there in a menacing attitude.课堂练习或讨论、布置作业：1. T asks Ss to come out the main idea, structure of the text (10mins)2. T summarizes the main idea and structure of the text (5 mins)课堂教学方案课题名称：Unit 1 Some Strategies for Learning English--- listening & Practice听力及练习授课时数：三学时（Teaching Time: 3 hours）授课类型:理论课Students’ level: non-English majors of the second semester of the 1styear.教学方法与手段：讲授、讨论、指导、多媒体教学目的要求（Teaching Objectives）：1、Teach the students how to study English in the college.2、Let the student share their good study habits with others.3、Make the students understand the structure pattern of an expository writing.4、About the text, Ss should grasp the text content, text structure, basic vocabularies and require grammatical points of the section.教学重点、难点：1)Words:average;case;commit;occupy;concentrate;enable;adequate;organize;double;m ention; confuse; purpose; permanent2)Phrases & Expression:fill in; decide on ; be aware of; set aside; as well; look over;make use of ; go over; lead to3)Grammar:as well, so…that…;too…to …; as…as…教学内容及组织安排（Teaching Procedures）:II. While-reading Activities1. Ss have the silent reading on the text (10 mins)2. Let the students read the questions after the text first. Then explainthe text to the students. The following are the difficult sentences:a.sounds too good to be true.(Introduction)b.This is not necessarily the case, however.c.Yes, even students of average intelligence can be top studentswithout additional work.d.Fill in committed time such as eating, sleeping, meetings,classes, etc.e.Skimming helps double your reading speed and improve youcomprehension as well.f.Review important points mentioned in class as well as pointsyou remain confused about.After that, let the students answer those questions.3. Teacher asks Ss to come out the main idea, the structural organization of the text. (10 mins)4. Teacher summarizes the main idea, the structures of the Section A. (5 mins) The structure of the text:a.introductionb.Bodyc.Conclusionv1.0 可编辑可修改III. Post-reading Activities1. Let the students do the exercises in the text-book that 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.Do you have any other effective study habits or techniquesDivide the class into small groups. Each group is about 5-6 students.In the group, one will be appointed group leader, another secretary anda third oral reporter.4. Let the students do the other exercises in the test book and check the answers together under the instruction of the teacher.课堂练习或讨论、布置作业：Writing第二章教学安排的说明章节题目：Unit 2 Sailing Round the World学时分配：本章六学时：一至三学时为课文讲授；四至六学时为练习和听力训练本章教学目的与要求：1. 按大纲要求使学生了解必要的文化背景知识。