英语专业 英语泛读3 第三册 教案
unit3 英语泛读教程第三册
Unit 3 Bursting the Magic BubbleⅠObjectives1. Understanding the text2. Mastery of some language points3. Learning something about magic4. Learning the scientific principles behind the magic performanceⅡKey points1.Full understanding of the text3.Explanation of some difficult words3. Learning the scientific principles behind the magic performancebehind the magic performance.2.Some wo rds might cause difficulty in students’ understanding of the textAbout two periods of class will be used for the analysis and discussion of the passage itself.Total class hours: three periodsAsk some students to perfume some simple magic tricks (they should prepare before the class) in front of the whole class. Let them guess where the tricks lie. 2. Warm-up questions(1)Do you like watching magic performance? Why?(2)Which magician do you like bet?(3)Which magic trick do you like to watch best?3. Related information(1) Magic may refer to:Magic (paranormal)anything that is not naturally explainable by any laws of nature. Magical thinkingFolk magic, traditional systems of magicMagick, the magical system of Aleister Crowley and ThelemaWitchcraft, the use of certain kinds of supernatural or magical powersMagic (illusion), the art of entertaining audiences by performing illusions and tricks Street magic, sleight of hand, etc.(2) Magic may be inIn fantasy fictionIn science and mathematics:In gamesIn popular cultureIn computing programming:Among radio stations(3) Famous magiciansWhat and who do you think of when asking about famous magicians?For most of us, the image is of a finely dressed man in a tuxedo or suit, possibly with a top hat, a magic wand and a handkerchief - the magician's uniform of choice.However, whilst some famous magicians do use this attire, not all magicians have conformed to this stereotype - indeed, sometimes their tricks required far less in the way of clothing, but still with their modesty intact, of course.Over the years, there have been so many famous magicians, actually too numerous for them all to get a mention, so we will concentrate on some of the more well known ones.All of these famous magicians have brought their own unique style to performing magic, illusions, tricks and escapology.Harry Houdini - probably one of the most famous magicians of them all, well known for escaping chains, ropes, handcuffs and straitjackets.David Copperfield - renowned for his spectacular illusions, including making the Status of Liberty disappear from view.Siegfried and Roy - famous magicians probably best known for their use of white tigers in their spectacular stage shows.Lance Burton - a popular American magician and also the first American to win the "World Championship of Magic".Doug Henning - a famous magician born in Canada. A colourful character with his brightly coloured clothes, thick moustache and long hair.David Blaine - initially known for his street magic, he now performs somewhat bizarre stunts such as being encased in a block of ice for over 60 days.Penn and Teller - a double act of famous magicians who are somewhat eccentric in their performances, enraging other magicians for publicly revealing how some tricks are done.Derren Brown - a prominent mind control performer who leads audiences along with subtle hints and psychological techniques, often to great effect.(4)David CopperfieldThe best known and richest magician-he ranks among the wealthiest of all entertainers-David Copperfield is a household name. He is known to millions through his numerous television specials over the last couple of decades and he continues to tour, taking his show around the country.Takes to Magic: Copperfield was born in New Jersey on September 16, 1956. He started as a ventriloquist and then quickly took to magic. Copperfield became theyoungest magician admitted to the Society of American Magicians (SAM). At age 16, he taught a magic course at New York University. When he was 18, Copperfield was cast as the lead in a Chicago production called “The Magic Man.”Network Magic Specials: His many magic specials have aired on network television over the past two decades, bringing his brand of illusion and magic to millions. Copperfield not only performs with large illusions, his shows typically feature a major magical feat.The Magic of David Copperfield ?a great way to describe one of the most spectacular illusionists of our time. His magic talent begin at an early age where he billed himself as 揇avino, the Boy Magician?and he was the youngest person ever to be admitted to the Society of American Magicians at age 14.The magic of David Copperfield was so good he was also teaching the subject at New York University when just 16 years of age. Originally David Kotkin, it wasn抰until he was 18 years old that he decided on the stage name David Copperfield.He got his break into television just a year later, but it was a few years after that when The Magic of David Copperfield series was commissioned.The Magic of David Copperfield 3 that saw the levitation of a Ferrari, an illusion that could have cost David his life as when only three feet in the air, the car fell.Making The Statue of Liberty disappear was performed in The Magic of David Copperfield 5. This amazing illusion involved a live audience sitting in front of two towers, and between them, in the distance was The Statue of Liberty. A curtain was raised using the two towers and when lowered, amazingly the Statue had disappeared.By now, The Magic of David Copperfield was getting huge audiences.Walking through The Great Wall of China was another superb illusion performed in The Magic of David Copperfield 8. A covered frame is placed next to the wall and a light shone from behind. David enters the frame and, as a silhouette, is seen to disappear into the wall. On the other side of the wall, a similar frame is constructed and a silhouette is seen to appear out of the wall before David removes the curtains to reveal himself.In The Magic of David Copperfield 13, he performs Mystery On The Orient Express where a carriage of the Orient Express is covered with a huge curtain, the carriage is then levitated before the curtain is removed to reveal the carriage has disappeared.David performed his most remarkable illusion to date in The Magic of David Copperfield 14. He mimics the take-off of a bird, and then starts to fly and swoop around the stage. Hoops are then rotated around his body to show there are no wires before he enters a glass case and levitates in the, now lidded, case.(5) Summary of magicThe art of magic and conjuring has been prevalent for hundreds if not thousands of years, baffling and astounding audiences with tricks that convince them the impossible has been achieved. This sort of magic, commonly called street magic, is highly respected due to the closeness the illusionist must keep with his audience. Although the veil of secrecy is usually impenetrable amongst magicians, it is possibleto work alongside a professional magician or illusionist and learn from his techniques.4. Text analysisTwo psychologists ’ researches and comments:Wiseman ---professor of psychology and an accomplished magicianKuhn ---psychologistMagicians’ tricks (secret action, deception) ---phenomenon----magicAudience ’s reaction (brain activities) ---why? ---scienceHistory of magic research and unsolved mysteryRecent development and discoveryFuture goal and direction of future research5. Key words and phrases(1) magic/magician (2) scramble (3) expertise (4) disruption (5renaissance) (6) assumption (7dexterity)(8)manipulate(9) sleight of hand(10) autism(11) get to grips with(12) illusion6. Questions for discussion(1) Du you agree that the appeal of magic is universal? Why?(2) What implications do you think the scientists’ research in magic tricks might have to our ways of perceiving the world around us?7. Exercises about text A8.. Fast Reading & Exercises2. Preview Unit 4。
泛读教程3教案
泛读教程3教案教案标题：泛读教程3教案教案目标：1. 帮助学生提高泛读技巧和阅读理解能力；2. 培养学生的阅读兴趣和阅读习惯；3. 培养学生的自主学习和合作学习能力。
教学重点：1. 培养学生的泛读技巧；2. 培养学生的阅读理解能力。
教学难点：1. 提高学生的阅读速度和准确性；2. 培养学生的阅读思维和分析能力。
教学准备：1. 泛读教程3教材；2. 多媒体设备；3. 学生练习册；4. 阅读理解练习题。
教学过程：一、导入（5分钟）1. 创造一个愉快的学习氛围，引起学生的注意；2. 提问学生对泛读的理解和经验。
二、预习（10分钟）1. 让学生在课前预习教材中的文章标题和段落标题；2. 学生扫读文章，了解文章大意。
三、阅读与讨论（20分钟）1. 学生独立阅读教材中的一篇文章；2. 学生小组内讨论文章的主题、中心思想和关键细节；3. 学生展示自己的理解和观点。
四、泛读练习（15分钟）1. 学生进行泛读练习，尽量提高阅读速度和准确性；2. 引导学生使用快速阅读技巧，如扫读、略读和跳读。
五、阅读理解（15分钟）1. 学生独立完成阅读理解练习题；2. 学生交流答案并进行讨论；3. 教师给予指导和解释。
六、巩固与拓展（10分钟）1. 学生根据自己的理解和感受，写下对本课内容的总结；2. 学生分享自己的总结，并相互评价。
七、作业布置（5分钟）1. 布置阅读任务，要求学生阅读下一篇文章；2. 布置练习题，要求学生完成阅读理解练习。
教学反思：1. 教师应及时给予学生反馈，鼓励他们的努力和进步；2. 教师要关注学生的阅读兴趣和阅读习惯，适时调整教学策略；3. 教师要鼓励学生进行合作学习，促进彼此之间的互动和学习成长。
以上是一个关于泛读教程3的教案示例，希望对您有所帮助。
根据实际情况，您可以根据教学目标和学生的实际情况进行适当的调整和修改。
大学英语_泛读第三版教案
教学对象：大学英语专业本科一年级学生教学目标：1. 让学生了解英语阅读的重要性，培养阅读兴趣。
2. 提高学生的阅读速度和阅读理解能力。
3. 培养学生运用阅读策略，提高阅读效果。
4. 培养学生批判性思维和跨文化交际能力。
教学内容：1. 英语阅读的重要性2. 阅读策略与技巧3. 阅读理解练习4. 跨文化交际案例分析教学过程：一、导入（5分钟）1. 老师简要介绍英语阅读的重要性，激发学生的阅读兴趣。
2. 学生分享自己阅读的经历和感受。
二、讲解阅读策略与技巧（10分钟）1. 老师讲解常见的阅读策略，如快速浏览、略读、精读等。
2. 老师讲解阅读技巧，如预测、推断、寻找关键信息等。
3. 学生练习运用阅读策略和技巧进行阅读。
三、阅读理解练习（15分钟）1. 老师发放阅读材料，学生进行阅读。
2. 老师提出问题，引导学生思考。
3. 学生分组讨论，分享自己的观点。
4. 老师总结讨论结果，点评学生的回答。
四、跨文化交际案例分析（10分钟）1. 老师讲解跨文化交际的背景和意义。
2. 学生阅读案例分析材料，了解不同文化背景下的交际方式。
3. 学生分组讨论，分析案例中的交际问题。
4. 老师总结讨论结果，点评学生的回答。
五、总结与作业（5分钟）1. 老师总结本节课的重点内容，强调阅读策略和技巧的重要性。
2. 布置课后作业，要求学生阅读指定材料，并完成相关练习。
教学评价：1. 学生对英语阅读的兴趣和积极性。
2. 学生阅读速度和理解能力的提高。
3. 学生运用阅读策略和技巧的熟练程度。
4. 学生在跨文化交际案例分析中的表现。
教学反思：1. 根据学生的反馈，调整教学方法和内容。
2. 注重培养学生的阅读兴趣和阅读习惯。
3. 提高课堂互动，激发学生的思考。
4. 关注学生的个体差异，因材施教。
英语泛读3教学大纲
《英语泛读3》课程教学大纲课程代码：070131060课程英文名称：Extensive Reading 3课程总学时：24学时讲课：24学时实验：0学时上机：0学时适用专业：英语大纲编写（修订）时间：2017. 10一、大纲使用说明（一）课程的地位及教学目标英语泛读3是英语专业的专业基础课，主要培养学生通过阅读各种类型的文章来扩大知识面并不断提高阅读速度，同时使学生们的词汇量水平也得到提高。
通过本课程的学习，学生将达到以下要求：1．掌握各种阅读技巧，并能在阅读实践中灵活地运用各种阅读技巧。
2．学习一些构词法的常识，并能在词汇记忆的过程中合理地使用这些知识。
3．掌握一些实用文体的文体特征，在阅读此类文章时能够快速地把握关键信息。
4．通过阅读分析一些经典的阅读文章，把握作者写作意图，了解文章大意并捕捉关键信息。
5．通过大量的阅读习题，不断地提高阅读速度。
（二）知识、能力及技能方面的基本要求1．基本知识：掌握一定的篇章结构知识和构词法常识，对包括实用文体在内的各种文体的文章具备较强的阅读能力，能够在阅读的过程中概括大意、捕捉关键信息、推测生词的词义。
2．基本理论和方法：提高阅读速度的基本理论、阅读篇章整体分析的基本理论、词汇记忆的基本理论3. 基本技能：概括文章大意、捕捉关键信息、推测生词词义等（三）实施说明1．教学方法：鼓励学生利用书上的有关习题对课上要讲解的文章进行预读，在课堂教学中采用启发式的教学模式，将翻译和写作等语言实践活动融入到阅读教学中，从而全方位地检验学生对篇章的理解程度。
2．教学手段：本课程是英语专业的专业基础课，在教学中要合理地使用电子教案和多媒体课件及板书，从而保证在规定学时内高质量地完成教学任务。
（四）对先修课的要求无（五）对习题课、实验环节的要求1．对于重点章节要设计出大量的课后习题，以巩固课堂教学的教学效果。
2．采用主观题同客观题相结合的练习模式，通过大量的语言输出实践来检验语言输入的效果。
英语泛读教程第三册课程设计
英语泛读教程第三册课程设计一、课程目标本课程旨在让学生提高英语阅读能力，掌握泛读技巧和阅读策略，增强阅读理解能力，拓展词汇量，提高英语运用水平。
二、教学大纲单元一：阅读技巧与策略•课程目标：了解泛读概念，掌握泛读技巧及阅读策略•学习内容：–什么是泛读–泛读与精读的区别–泛读技巧及应用–阅读策略及应用•学习成果：–掌握泛读技巧和阅读策略–能够根据不同的阅读任务进行泛读或精读单元二：阅读理解提高•课程目标：提高学生阅读理解能力•学习内容：–阅读理解的基本原则–阅读理解的具体技巧–阅读策略的应用–阅读策略在考试中的应用•学习成果：–提高阅读理解能力–能够应用阅读策略解答考试中的阅读题单元三：拓展词汇量•课程目标：拓展学生词汇量•学习内容：–词汇学习方法–词汇学习策略–阅读中词汇的理解方法–词汇记忆与应用•学习成果：–提高词汇量–能够运用词汇解读阅读材料单元四：英语运用•课程目标：提高学生英语运用水平•学习内容：–语法知识的学习–语法知识的应用–阅读中语法知识的学习和应用–小作文写作技巧•学习成果：–提高英语运用水平–能够应用语法知识和写作技巧三、教学方法本课程采用多种教学方法，包括讲授、练习、互动等，注重学生实际操作和思考，鼓励学生自主学习，提高学生自我学习的能力。
四、教学进度本课程共四个单元，每个单元需2至3周时间，具体进度如下：单元学时教学内容单元一 4 阅读技巧与策略单元二 5 阅读理解提高单元三 4 拓展词汇量单元四 4 英语运用总计17五、教材及评估方式教材本课程使用教材为《泛读英语语法及阅读训练第三册》，辅以多媒体教具。
评估方式本课程采用多种评估方式，包括平时成绩、课堂表现、考试和作业，以及学生阅读综合素质的考核，综合评估学生英语泛读能力的提高。
大学英语泛读第三版教案
课程名称：大学英语泛读教程（第三版）授课对象：大学英语专业学生授课时间：2课时教学目标：1. 提高学生的英语阅读理解能力，培养学生的英语阅读兴趣。
2. 培养学生的批判性思维和跨文化交际能力。
3. 增强学生的英语词汇量和语法知识。
4. 培养学生的自主学习能力和合作学习能力。
教学重点：1. 理解文章的主旨大意和细节内容。
2. 掌握文章的写作技巧和修辞手法。
3. 学会运用英语进行批判性思考和表达。
4. 了解跨文化背景知识。
教学难点：1. 理解文章的深层含义和作者的写作意图。
2. 灵活运用语法知识进行英语表达。
3. 提高学生的跨文化交际能力。
教学方法和手段：1. 讲授法：讲解文章的背景知识、写作技巧和修辞手法。
2. 讨论法：引导学生进行小组讨论，分享观点，提高学生的口语表达能力。
3. 案例分析法：通过分析典型文章，让学生掌握阅读技巧。
4. 角色扮演法：让学生模拟文章中的角色，提高学生的英语实际运用能力。
5. 多媒体教学：利用PPT、视频等手段，丰富教学内容。
教学内容和过程：第一课时：一、导入1. 介绍课程背景和教学目标。
2. 引导学生思考阅读的重要性。
二、课文讲解1. 介绍文章的背景和作者。
2. 分析文章的主旨大意和细节内容。
3. 讲解文章的写作技巧和修辞手法。
三、课堂活动1. 小组讨论：让学生分组讨论文章的主题，分享各自的观点。
2. 角色扮演：让学生模拟文章中的角色，提高学生的英语实际运用能力。
四、作业布置1. 完成课后练习题，巩固所学知识。
2. 预习下一课内容。
第二课时：一、复习上节课内容1. 复习课文中的重点词汇和短语。
2. 复习文章的写作技巧和修辞手法。
二、阅读理解练习1. 阅读一篇新的英语文章，分析文章的主旨大意和细节内容。
2. 学生互相讨论，分享阅读心得。
三、语法讲解1. 讲解与课文相关的语法知识。
2. 布置语法练习题。
四、课堂活动1. 小组讨论：让学生分组讨论文章的主题，分享各自的观点。
2. 角色扮演：让学生模拟文章中的角色，提高学生的英语实际运用能力。
大学英语泛读教程3(第三版)-电子教案Unit 11
A Do You Get It?
Multiple Matching
Reread the four paragraph (A-D) in the text.
Which of the paragraphs mentions … __A___ 1. mistakes by fishermen? __B___ 2. species of fish? __C___ 3. flexible laws? __B___ 4. fish that eat other fish? __D___ 5. an environmental agency? __D___ 6. reading material? __A___ 7. fishing in the deepest parts of the sea? __C___ 8. areas where fishing is not allowed?
U11-p.130
Track 25
A look at the official statistics shows us that things are getting worse and worse. The United Nations’ Food and Agriculture Organization issues a biannual report detailing the state of the world’s oceans, and the latest findings don’t make for comfortable reading. Most of the stocks of the top ten fishing species are classified as fully exploited, with some classified as over-exploited, meaning they have been fished at a level that cannot be sustained. Meanwhile, a shocking 90 percent of large predatory fish stocks have been completely wiped out. These include tuna and cod, two of the most popular fish for the dinner table.
大学英语泛读教程3(第三版)-电子教案Unit 12
U12-p.146
Reading Comprehension
Based on the reading text, choose the most appropriate answer to the following questions.
a 1. Why were rotten teeth seen as a sign of prestige? Detail a. Because sweet food was expensive. b. Because dentistry was not cheap in those days. c. Because it was considered beautiful. d. Because only married women had black teeth.
U12-p.144
Track 27
A Kick in the Teeth
Everyone loves a nice toothy grin, right? Well, not the Elizabethan English, apparently. In the 16th century, sweet delicacies were treats available only to the wealthy. For this reason, bad teeth were seen as a sign of prestige and it was not uncommon for society’s richest to blacken their teeth in an attempt to demonstrate their status. As daft as this practice seems, the darkening of teeth was not confined to the 16th century English. For centuries, the Japanese died their teeth black. Although, it was mainly women who did this to demonstrate they had come of age or were married, aristocratic men and soldiers who had been injured also adopted the habit. Unlike the Elizabethans, though, the Japanese were actually looking after the teeth, as the dye provided a coating that protected the teeth from decay.
大学英语泛读教程3(第三版)-电子教案Unit 9
Track 20
The mudstone was not the only rock to catch Curiosity’s attention. The rover accidentally ran over another stone, dubbed Tintina, splitting it in two. The speckled, white surface of the interior is considered a sign of hydrated minerals – elements caused by water. This further supports the view that water once flowed through the valleys of Mars. Fissures, or cracks, which have been observed and examined in the surface of rocks, also attest to the likelihood of water at some stage in Mars’s history. Other aspects of Mars’s terrain also point to ancient river activity. A low area of land near where Curiosity landed contains multiple features that scientists have said closely resemble geological characteristics in riverbeds on our planet.
Before You Start
英语专业 英语泛读3 第三册 教案
prompt to cause
rage to burn out of control
rap n. accusation charge
v. criticize
rock to shock; to surprise
rout defeat completely
row a quarrel
3.3.Read English novels
参考资料（含参考书、文献等，有章节教案的本项可不填）：
1.1.新编英语教程参考答案（1-4册）.上海外语教育出版社，2004.
2.2.Nuttall, C. Teaching Reading Skills in a Foreign Language [M].上海外语教育出版社，2002.
nab to capture
net to take possession of; capture
nod approval
office an important government position
opt choose; decide
oust take power away from
pact a solemn agreement
外语系
教案
_2009_~2010学年第1学期
学院名称外语系
系（部）英语专业
课程名称英语泛读（3）________
授课对象2008级本科
授课教师__________
职称教授____________
教材名称新编英语泛读教程（第三册）
2009年8月25日
保定学院课程教案（课时单元备课）
授课题目（或主题）：Unit 1ReadingStrategies
《英语泛读教程3》教案打印版
Unit 1The Art of Creative Thinking1.Unders tandi ng the text2.Master y of some langua ge points3.Have a genera l idea of creative thinking and creativity4.Knowin g what practical creative thinke rs should do and the characteris t icsfor each of the four typesof creativity5.Master y of the readin g skill: Newspapersand HeadlinesⅡ Key points1.Better unders tandi ng of the text2. Master y of some langua ge points3. Insigh ts and tips for practical creative thinke rs should do and thecharacteris t icsfor each of the four typesof creativity1.The elemen ts of creation2.The main differ encebetwee n more creative minds and less creative minds3.AnalogyAbouttwo period s of classwill be used for the analys is and discus sionof the passag e itself.Totalclass hours: threeperiod s1.AuthorProfes sor John Adair(born 18 May 1934) is a Britis h academ ic who is a leadershiptheori st and author of more than fortybookson business, milita ry and otherleader ship.2.Introductio n of creati ve thinking and Analog yCreati vity:Bringi ng into existe n ce an idea that is new to youInnovation:The practi cal applic ation of creati ve ideasCreati ve Thinking: An innate talent that you were born with and a set ofskills that can be learne d, develo ped, and utiliz ed in dailyproble m solving.Analog y: (类比）It is a form of comparison, but unlike simile or metaph or whichusuall y uses comparisonon one point of resemblance, analog y draws a parall el betweentwo unlike things that have several common qualiti es or points of resemblance.3.Text analysis and follow-up exerci sesRead the articl e in 25 minute s and finish all the exerci ses of it.Find out the defini tionof “creati ve thinki ng”accord ing to the author.Find out the mind idea of each part.4.Structur e of the TextPara. 1: Conclu sionCreati ve thinki ng is essenti al.Para. 2-5: HumanCreati vityPara. 2: A storyof HenryFordPara. 3: The elemen ts of creati onPara. 4: We do not form new ideasout of nothin g. Only the creati vemindscan see possib iliti es in them or connec tions amongthem.Para. 5: Your task as a creati ve thinke r is to combin e ideas orelemen ts that are already exist.Para. 6-8: UsingAnalog yPara. 6: Put yourse lf into the shoesof an invent or.Para. 7: You can use an analog y from nature to reachy our model.Para. 8: You can applie the existi ng models to all creati ve thinki ng. Para. 9-12: WidenYour Span of Relevan cePara. 9: A storyof Jethro Tull.Para. 10: invent ors may have knowle dge in more than one field.Para. 11: Too much knowle dge may be a disadv antag e.Para. 12: A larger potion of the trutharises from the seemin gly irrele v antPara. 13-17: CuriosityPara. 13: Neverl ose a holy curiosity.Para. 14: Such curiosity is, or should be, the appeti te of the intell ect.Para. 15: True curiosity is simply the eagerdesire to learnand know.Para. 16: We do have to be selective in our society.Para. 17: In creati ve thinki ng, curiosi ty is a way of learni ng someth ingnew.Para. 18-22: Chance favors only the prepar ed mindPara. 18: A storyaboutthe float proces s invent ed by Sir Alasta i rPilkin g ton.Para. 19: Exampl es of otherinventionswhichhave been the result ofsuch unexpe ctedor chance occurr ences.Para. 20: The exampl e of Charle s Goodye ar’s discov ery of thevulcan izati on of rubber in 1839Para. 21: According to Charle s Goodye ar, the scientificdiscov eriesare the result of the closet applic ation and observ ation.Para. 22: In the fieldof observ ation, chance favors only the prepar ed mind.5. Langua ge Points1.be lost in …a. Comple telyinvolv ed or absorb ed; rapt: lost in though t.b. Bewild eredor confus ed:I'm lost. Can you start over?2. Disint erested vs uninte reste d : fairly vs not intere sted3. -free : withou t a partic ularthingDistortion-f ree Duty-free shop Fat-free food Admiss i on free showCarefr ee6.Readin g skills: newspaper and headlinesNewspa per: alongwith reporting the news, instru ct, entert ain, and give opinio n s.Separa te sectio n s: worldn ews, nation al and localn ews, sports, busine ss, entertainmen t, opinio n s, comics, classifiedads, etc.Two types of headline:1. Senten ce headlinesPolice rescue 12 divers as launch sinksoff Phi PhiPen manufa cture rs still see good future for luxury pens2. Phrase headlinesHerois m and coward i ce at the “Top of the World”Reward for tracin g suspec tThe grammar of senten ce headlinesusingthe presen t tenseOmitti ng unimpo rtant words, such as articl es (“a”and “the”) , “and”, andthe verb “to be”wherev er possib l e.Referto the future with infini tives.7.Assignm ent: Unusua l Analog iesForm groups of about 4 studen ts each. Each groupdevelo ps as many clever or unusual analog ies as you can.For exampl e: Goingto school is like riding an elevat or-some days you're up, some days you're down, and some days you get the shaft (to be treate d badlyor unfair ly).Unit 2Englis h Reserv e and Polite ness6.Unders tandi ng the text7.Master y of some langua ge points8..Have a genera l idea of the charac ter of the Britis h people, theAmeric anpeople and the Chines e people9.Knowin g the differ enceamongthe Britis h cultur e, the Americ an cultur eand the Chines e cultur e10.Master y of the readin g skill: Unders tandi ng Headli ne Vocabu lary1.Better unders tandi ng of the text2. Master y of some langua ge points3. The differ ent charac ter of the Britis h people, the Americ an people and theChines e people1.The differ ent charac ter of the Britis h people, the Americ an people and the Chines e people2.Cultur al differ encesAbouttwo period s of classwill be used for the analys is and discus sionof the passag e itself.Totalclass hours: threeperiod s1. Title:●reserv e —self-restra int in expres sion; retice nce 保守；慎言,在表达上的自我约束；沉默寡言●polite—(1) marked by or showin g consid erati on for others, tact, and observ anceofaccept ed social usage有礼貌的,以为他人着想、圆滑和遵守被接受的社会规范为特征的或表现出这些特点的(2) refine d; elegan t 教养的；文雅的----The titlemeansthe Britis h retice nce and polite ness2.Relate d Inform ationGenera l Knowle dge on GreatBritai n#Langua ge The UK is wherethe Englis h langua ge develo ped. Thereare more people usingEnglis h as theirfirstlangua ge in the UK than in any othercountr y except the US (the countr ies with the most Englis h speake rs are the US: 230 millio n, the UK: 60 millio n, Canada: 20 millio n, Austra lia: 15 millio n, Irelan d/New Zealan d/SouthAfrica: 3 millio n). Britis h Englis h is easily unders toodin many partsof the world. Many people like Britis h accent s, althou gh it can take some time for a foreig ner to get used to some of the region al variet ies. For detail s, see: Englis h.#Herita geBritai n has an intere sting histor y and is good at preser vingits tradit ionsand old buildi ngs and garden s. Thereare many museum s and art galler ies.#Cultur eNote that thereare good and bad sidesto each charac teris tic, and thereare many except ionsto thesestereo types.Divers ity: Thereis a wide mix of cultur es in the UK. In London thereare foreig n commun ities from most partsof the world.Tolera nce: Britis h people are usuall y tolera nt to foreig ners, and respec t the freedo m to have differ ent opinio ns and belief s.Freedo m: People usuall y feel free to expres s theirown opinio ns and wear what they want. Don't expect people to agreewith you all of the time.Humour: Britis h people have a strong senseof humour, but it can be hard forforeig nersto unders tandwhen someon e is joking.Cautio usnes s:People oftenavoidtalkin g to strang ers untilthey have beenintrod uced, partly to avoidany possib le embarr assme nt.Creati vity:Indivi dualideasare encour aged. Arts and musicare creati ve. Britis h people are oftennot so good at workin g as a group.Modest y:People are quitemodest. They do not like to compla in direct ly: life is peacef ul, but when thereis poor servic e it is not challe ngedand change d.3.Struct ure of the TextPart I (Para. 1-2) —“Reserv e” is one of the best-knownqualit ies of the Britis h people.Part II (Para. 3 ) — The Britis h tend to be modest.Part III (Para. 4) — Humoris highly prized in Britai n.Para. IV (Para. 5) — Sports mansh ip is an Englis h ideal.Part V (Para. 6 to the end) — Polite nessis anothe r featur e in Britai nngua ge Pointspar tment—one of the partsor spaces into whichan area is subdiv ided.火车中的小房间; 舱，室；(分隔)间，箱，格，层2. restra ined— not emotio nal拘谨的3. ill-bred — adj. badly-behave d, not very well educat ed没有教养的, 没有礼貌的,粗野的4. genero sity—libera lityin giving or willin gness to give 大方，慷慨(给予的)5. hospit ality—cordia l and genero us recept ion of or dispos ition toward guests好客6. barrie r — someth ing immate rialthat obstru cts or impede s 非物质的妨碍或阻碍物Intole rance is a barrie r to unders tandi ng. 偏狭是理解的一大障碍7. indiff erenc e —the stateor qualit y of beingindiff erent冷淡的态度或性质8. irrita ting— irrita ble惹人生气的; 使人不愉快的9. embarr assme nt — the act or an instan ce of embarr assin g 困窘的事(动作或事件); the stateof beingembarr assed处于困窘的状态10. malici ous —adj. having the nature of or result ing from malice; delibe ratel y harmfu l; spitef ul 恶意的,具有恶毒的本性的或由恶意而产生的；蓄意要伤害别人的；怨恨的：malici ous gossip用意歹毒的流言蜚语11. crippl e — one that is partia lly disabl ed or unable to use a limb or limbs伤残人，伤残动物，跛子肢体部分伤残者或无法使用四肢者：cannot race a horsethat is a crippl e.不能用一匹跛足的马进行赛马12. sports mansh ip — conduc t and attitu de consid eredas befitt ing partic ipant s in sports, especi allyfair play, courte sy, strivi ng spirit, and gracein losing.运动员精神(适合参与运动的行为或态度，特别是公平竞争、礼貌谦逊、奋斗精神、胜不骄败不馁运动家精神)13. live up to — put into practi ce实践,做到, 真正做到，生活得无愧于We will live up to what our parent s expect of us.我们决不辜负父母亲对我们的期望。
新视野大学英语泛读教程第二版第3册教学设计
新视野大学英语泛读教程第二版第3册教学设计1. 教学背景《新视野大学英语（第二版）泛读教程第3册》是针对大学英语自学或课堂教学使用的一本教材。
本教材采用全新的编写思路和教学理念，以兴趣为引领，以语言为主体，以交流为目标，使学生在保证语言知识学习的基础上，能够提高语言运用能力和实际交际能力。
2. 教学目标•能够阅读和理解涉及社会、文化和科技领域等方面的英语文章；•能掌握一定的阅读方法，如预测、扫读、精读等；•能够用英语表达个人的看法和观点，并与他人进行交流和讨论；•能够用英语描述事件和故事，表达对事件和故事的看法。
3. 教学内容与课时安排第一周•课程1：Unit 1 The Power of Music•课程2：Unit 2 Life Stories第二周•课程3：Unit 3 Computers and Culture•课程4：Unit 4 The Glass Ceiling第三周•课程5：Unit 5 The Special Olympics•课程6：Unit 6 Obesity: The Modern Epidemic 第四周•课程7：Unit 7 Detecting Deception•课程8：Unit 8 Understanding Automobiles 第五周•课程9：Unit 9 Women’s Soccer•课程10：Unit 10 Teenage Curfews4. 教学方法与手段本教学采用多元化的教学手段，结合现代化的教学技术，包括英语阅读材料、多媒体课件、网上阅读和讨论、小组讨论、笔记记录等多种方式。
具体如下：英语阅读材料：使用《新视野大学英语（第二版）泛读教程第3册》的学生将会获得大量阅读材料，这些阅读材料涉及的主题广泛，包括文化、社会、科技、体育等不同领域，能够充分满足学生的阅读需求。
多媒体课件：教师将准备相应的多媒体课件，来展示一些阅读技巧和策略，同时使用图表、图片等多种形式，为学生们生动直观地呈现有关素材和主题。
《英语泛读3》教学大纲
《英语泛读3》教学大纲English Extensive Reading III课程编码：08A11260 学分：2.0 课程类别：专业基础课计划学时：32 其中讲课：32 实验或实践：0 上机：0适用专业：英语推荐教材：王守仁、姚媛编，《泛读教程3》，上海外语教育出版社，2014年。
参考书目：原著经典作品、通俗原版读物、各类报刊文摘等。
课程的教学目的与任务泛读是英语专业基础阶段的一门重要课程,旨在帮助学生通过大量阅读来提高英语水平,扩大知识面。
本课程的教学目的是提高学生的英语阅读理解能力和阅读速度,增强英语语感,扩大词汇量,増加英语国家文化背景知识，同时，综合培养学生的分析问题和解决问题能力。
本课程的任务是指导学生在“泛”与“读”两个方面同时提高。
“泛”指语言素材题材广泛,内容呈百科知识性，文体呈多样性。
本课程指导学生广泛涉猎英语国家的社会、历史、文化、文学、艺术、宗教、政治、经济、科技、体育、环境保护、风土人情等各个领域的阅读材料，广泛阅读记叙、说明、议论、新闻、广告、小说、诗歌、戏剧等语言风格不同的各类语篇。
“读”指全面系统的阅读训练。
本课程指导学生掌握细读、略读、寻读、评读等方法,学会快速、准确地获取并处理信息,并通过各种练习,培养假设判断、分析归纳、推理检验等逻辑思维能力。
课程的基本要求1、本课程要求学生在课堂上快速阅读教材中的各类语篇，积极参与课堂发言和小组讨论，认真完成相关练习，掌握阅读方法与技巧。
2、本课程要求学生课下学以致用，灵活应用在课堂上学到的阅读技巧，广泛阅读原著经典作品、原版通俗读物、各类报刊文摘、网上英文语篇，以及日常生活中的各类英文资料。
各章节授课内容、教学方法及学时分配建议（含课内实验）Unit I Education建议学时：4[教学目的与要求] 通过语篇阅读，探讨学士学位的优势与价值，当今大学的理念等教育问题，同时进行阅读方法综合训练，重点提高略读水平。
[教学重点与难点] 略读方法与技巧训练。
大学英语泛读教程3(第三版)-电子教案Unit 8
The Lld’s Happiest Nations Words to Know: Life; key word: live Further Reading: A Life Without Money
Before You Start
• How do you feel about the area you live in? • Do you prefer the city or the countryside? Please explain your reasons in detail? • Which countries in the world have the highest standards of living? Why do you think so?
U.N. list? __c___ 5. experienced violence between 2012 and 2013?
U8-p.93
Reading Comprehension
Based on the reading text, choose the most appropriate answer to the following questions.
At the other end of the scale, African nations occupied the bottom spots in the survey, with Togo placing rock bottom at 156. The small, West African country was one place below Benin, which it borders. It also finds itself in the company of nations from the other side of the continent, including Tanzania, Rwanda, and Burundi. It is unsurprising to find the latter two nations featuring near the lower reaches of the table, as they have suffered from civil wars and instability over the previous few decades.
大学英语泛读教程第3册课程设计
大学英语泛读教程第3册课程设计1. 课程概述大学英语泛读教程第3册是为英语专业和非英语专业大学生设计的，旨在提高学生的英文阅读能力，提高综合英语水平。
本课程着重培养学生运用多种阅读策略获取信息、理解文章的能力。
课程内容包括科技、环境、文化、社会、历史等多个领域，涉及抽象和具体内容，适合学生在校内外的阅读活动。
2. 课程目标•改进学生的英文阅读技能和阅读方法•提高学生的独立阅读能力•加强学生的英文词汇量和理解能力•提高学生的总体英文水平和学术能力3. 课程教学方法•阅读讲解–多种阅读策略及技巧–学习如何关注文章信息–重点讲解难点词汇及语法•阅读讨论–课堂作业–作业互评和自评–学生主题报告•阅读应用–科学技术文章–学术文献–资讯类阅读材料4. 课程教学内容章节主题阅读材料1 Cultures andTraditionsThe Influence of Art on Culture2 Environment andEcology The Impact of Global Warming on Wildlife3 Health and Wellness The Importance of Physical Exercise4 Science andTechnologyThe Future of Robotics5 Media and Society Social Media and Its Impact onSociety6 History andPolitics The Causes and Consequences of the Cold War5. 课程教学评估课堂练习课堂练习包括小组讨论、个人响应、小测验和阅读日记等，旨在评估学生在课堂上的学习效果。
作业学生需要完成一些书面作业，如阅读报告、论文和翻译作业。
作业评分与课堂表现分占据平均分数的60%。
小组讨论学生将被分为小组，并被要求与其他组员展开小组讨论。
大学英语泛读3第三版课程设计
大学英语泛读3第三版课程设计课程背景英语是当前世界上最为广泛使用的语言之一，具有广泛的应用价值。
而泛读作为英语学习的重要环节，不仅有助于提高阅读能力，还能够扩大词汇量，提高语言表达能力，加深对文化和社会的理解。
因此，本课程旨在通过泛读训练，提高学生的英语各项能力。
课程目标1.培养学生的阅读技能，提高对英语语言文本的解读和理解能力；2.丰富学生的词汇量，提高语言表达能力；3.增加学生对不同语境和文化的认识和了解。
教学方法1.讲授：教师讲解课程内容，让学生了解阅读技巧和学习方法；2.泛读练习：学生独立阅读课程材料，提高阅读速度、词汇量和理解能力；3.课堂讨论：学生与教师进行交流，分享学习体会和思考；4.小组活动：学生分成小组进行讨论，加深对文本理解和词汇运用的熟练度；5.作业布置：教师布置相关作业，巩固学习成果。
课程安排第一周•课程介绍和安排•阅读技巧的讲解•《纽约时报》新闻选读（1）第二周•《纽约时报》新闻选读（2）•课堂讨论：学生分组进行新闻讨论第三周•阅读策略的讲解•《经济学人》杂志文章选读（1）第四周•《经济学人》杂志文章选读（2）•课堂讨论：学生分组进行经济文章讨论第五周•阅读技巧和策略的复习•《福布斯》杂志文章选读（1）第六周•《福布斯》杂志文章选读（2）•课堂讨论：学生分组进行商业文章讨论第七周•阅读技巧和策略的回顾•《科学美国人》杂志文章选读（1）第八周•《科学美国人》杂志文章选读（2）•课堂讨论：学生分组进行科技文章讨论第九周•阅读技巧和策略的总结与对比•课程总结和评估课程评估•学生出勤情况•学生对泛读课程的理解和反馈•阅读速度和理解能力的提升情况•课堂讨论和小组活动表现•作业完成情况教材推荐1.《纽约时报》2.《经济学人》3.《福布斯》4.《科学美国人》结束语通过本课程，学生不仅可以提高阅读能力，扩大词汇量，还能够了解不同的文化和社会现象，为日后的学习与工作打下坚实的基础。
同时，也希望学生们在泛读的过程中，能够在其中找到乐趣并持之以恒，坚持学习英语，为自己的未来打造更加广阔的舞台。
泛读教程第三册教学设计 (2)
泛读教程第三册教学设计背景泛读教程是一门重要的课程，它能帮助学生发展综合阅读技能和语言和思维能力，帮助学生更加深入地理解英语的语法和语言的表达技巧。
为了更好地帮助学生掌握泛读技巧，我们设计了一套教学方案，希望能够帮助学生更好地完成泛读教程的学习。
教学目标•帮助学生理解泛读技巧，并在泛读中掌握更多的阅读技能；•提高学生的阅读速度、准确性和理解度；•培养学生自己的学习能力和思考能力。
教学内容本次教学将主要涉及以下几个方面：泛读技巧我们将教授学生使用泛读技巧来快速获取文章的意义。
通过使用泛读技巧，学生将会学会如何：•识别并跳过不需要的信息；•找出文章的主要观点和关键词；•建立正确的思维模型，形成全局的认识。
阅读技能我们将介绍一些常用的阅读技巧和策略，如：•预测技巧，通过标题、段落、语境等来预测文章内容；•查找重点和关键点，图表、引用、关键词等；•猜测词义，根据上下文来猜测单词的意义。
阅读材料我们将挑选一些有代表性的阅读材料，包括新闻报道、科技评论、文学作品等，帮助学生进一步掌握泛读技巧和阅读策略，并提高语言和思维水平。
教学步骤1.第一步，我们会介绍泛读技巧，并通过实际的例子来演示。
我们将让学生跟随我们一起进行泛读，让学生有一个直观的感受。
2.第二步，我们将介绍常用的阅读技巧和策略，并通过一些实例来讲解具体的操作步骤。
3.第三步，我们将挑选一些有代表性的阅读材料，让学生进行阅读，并对学生的阅读进行指导和点评。
4.第四步，我们将设立小组讨论的时间，让学生可以自行组建小组进行讨论和交流，加强学生的合作和交流能力。
5.最后一步，我们将进行总结，让学生自己总结本次的收获和感受，以便于学生更好地吸收和应用所学知识。
教学效果通过本次教学，我们希望能够帮助学生更好地掌握泛读技巧，提高学生的阅读技能和思考能力，使其能够更快、更准确、更有效地获取文章的主旨和细节信息。
同时，我们也希望能够让学生养成自学和合作学习的习惯，成为英语学习中的自主学习者。
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1教案_2009_~ 2010 学年第 1 学期学院名称外语系系（部）英语专业课程名称英语泛读（3）________授课对象2008 级本科授课教师__________职称教授____________教材名称新编英语泛读教程（第三册）2009 年8 月25 日2保定学院课程教案（课时单元备课）授课题目（或主题）：Unit 1 Reading Strategies 授课类型讲授、练习授课时间第 1 周1－2 节教学目标或要求：1．Learn some information about fast reading—skimming2．Reading practice教学要点及教学进程：1. Reading skill—skimming2. Section A2.1 Letter perception2.2 Word perception2. Section B: Text I: Why Read fast4. Section C5. Discuss in groups教学重点和难点1.What is skimming?Reading for the general idea or the big picture, not for a detailed knowledge (Skimming = careful reading)2.How to skim?clue wordsdirection words: furthermore, also, however, yet, on the contrary, etc. Practical steps for skimming:Read the titleNote the author’s name and the source of the text3Read the first paragraph completelyRead subheadings and first sentences of remaining paragraphs “float” over the body of the material: main ideas, clue words, direction words, numbered sequences and ideas set off by attention-getting markings Final paragraph (summary)教学手段与方法：1. Reading and discussion2. Means of classroom instruction: Multi-media思考题、讨论题、作业：1. 1. Vocabulary building p.7-92. 2. Read Section B p.9-133. 3. Read English novels参考资料（含参考书、文献等，有章节教案的本项可不填）：1. 1. 新编英语教程参考答案（1-4 册）. 上海外语教育出版社，2004.2. 2. Nuttall, C. Teaching Reading Skills in a Foreign Language [M]. 上海外语教育出版社，2002.3. 3. 朱纯. 外语教学心理学[M]. 上海：上海外语教育出版社, 1998.4．尹德谟. 新编实用英语快速阅读教程[M]. 上海外语教育出版社，2004.4保定学院课程教案（课时单元备课）授课题目（或主题）：Unit 2 Reading Newspaper(1)—language features of headlines; headlinevocabularies授课类型讲授、练习授课时间第 2 周第1－2 节教学目标或要求：1. 1. Learn language features of headlines2. 2. Learn headline vocabularies3. 3. 3. Practise reading newspaper教学要点及教学进程：1. Read newspaper2. Check homework2.1 Vocabulary building2.2 Section B3. Newspaper and headlines3.1 Introduction to major newspapers in Britain and the United States3.2 Prominent language features of headlines3.3 Types of headlines3.4 Headline vocabularies3.5 Read China Daily and the news in Englsih on Yahoo教学重点和难点Major newspaper in Britain and the United States1 The major newspapers in BritainDailies: Sundays:The Times The GuardianThe Sunday PeopleThe Daily Telegraphy Sunday MirrorDaily Express The Sunday TelegraphyDaily Mail The Sunday TimesDaily Mirror2.The major daily newspapers in the United StatesNew York Times USA Today Washington Post Chicago Daily Tribune Los Angeles Times Detroit News5Wall Street Journal New York Daily NewsChristian Science MonitorWords used in newspapers vs. common wordsWords Common headline meaningaccord agreementair to make knownassail to criticize stronglyaxe to dismiss from the jobback to supportbalk to refuse to acceptbar not to allowbid attempt / offerblast n. explosion; strong criticismv. criticize strongly;strike wit explosives blaze firecite mentionclaim to declare to be true; to killclash n. battle; disputev. disagree strongly; fight cool uninterested; unfriendlycurb limit; controldeadlock a disagreement that cannot be settleddrive a strong well-planned effort by agroup for a particular purpose due expectedease to reduce or looseneye to watch with interestfault to find in the wrongfeud dispute; strong disagreementflay accuse; criticize stronglyfoe opponent; enemyfoil to prevent from succeedinggrip to take hold ofhead off to preventheist thefthold keep in police control; arrestink to signkey very importantkick off to beginlash out criticize strongly; accuse6laud to praiselaunch to beginline position; demandlink connected toloom expected in the near futurenab to capturenet to take possession of; capture nod approvaloffice an important government positionopt choose; decideoust take power away frompact a solemn agreementplea deeply felt requesta statement in court indicatingguilt or innocencepledge promisepoised ready for actionpoll election; voting stationpost position in government, businessprobe investigationprompt to causerage to burn out of controlrap n. accusation chargev. criticizerock to shock; to surpriserout defeat completelyrow a quarrelrule deciderule out not to consider as a possibilitysack dismiss from a jobset decided on; readyslay to kill or murdersnag problem; difficultysnub to pay no attention tosnub to pay no attention tosoar to rise rapidlyspark to cause; to lead to actiona stalemate a disagreement that cannot be settledstall making no progressstance attitudestem to prevent or stopsway to influence or persuadeswindle an unlawful way of getting money7thwart prevent from being successful ties relationstrim to cuttrigger to causevie to competevoid to determine to be invalidvow a solemn promiseweigh to consider教学手段与方法：1. Reading and discussion2. Means of classroom instruction: Multi-media思考题、讨论题、作业：1. 1. Read Unit 2 and do all the exercises2. 2. Read China Daily or news on internet3. 3. Try to learn the headline vocabularies by heart4. 4. Go on reading English novels参考资料（含参考书、文献等，有章节教案的本项可不填）：1. 1. 新编英语教程参考答案（1-4 册）. 上海外语教育出版社，2004.2. 2. Nuttall, C. Teaching Reading Skills in a Foreign Language [M].上海外语教育出版社，2002.3. 3. 朱纯. 外语教学心理学[M]. 上海：上海外语教育出版社, 1998.4. 4. 尹德谟. 新编实用英语快速阅读教程[M].上海外语教育出版社，2004.5. 刘乃银. 英语泛读教程（3）[M]. 北京：高等教育出版社，2001. 8保定学院课程教案（课时单元备课）授课题目（或主题）：Unit 3 Body language授课类型讲授、练习授课时间第 3 周第1-2 节教学目标或要求：1. 1. Practise reading skill—skimming2. 2. Learn some information about culture3. 3. Practise speaking with the information learned教学要点及教学进程：1. Read newspaper and review language features of English newspaper headlines2. Check homework: Unit 23. Unit 33.1 3.1 Section A3.2 Section B3.3 Section C3.4 Discuss in groups教学重点和难点1.Discussion in groups: exchange some interesting signals with each other and then report to the class.2. vocabulary building p.37-38Read Marmosets: The World's Smallest Monkeys on p. 52Read China Daily and novelsWrite a reading report with 500 words教学手段与方法：1. Reading and discussion2. Means of classroom instruction: Multi-media9思考题、讨论题、作业：1. Vocabulary building p.37-382. Read Marmosets: The World’s Smallest Monkeys on p. 523. Read news in China Daily or on internet and Englsih novels4. Copy some paragraphs in the novels参考资料（含参考书、文献等，有章节教案的本项可不填）：1. 新编英语教程参考答案（1-4 册）. 上海外语教育出版社，2004.2. Nuttall, C. Teaching Reading Skills in a Foreign Language [M].上海外语教育出版社，2002.3. 朱纯. 外语教学心理学[M]. 上海：上海外语教育出版社, 1998.10保定学院课探贪福问钡ピ缚危?授课题目（或主题）：Unit 4 AnimalsRead newspaper (2) –newspaper lead and news story授课类型讲授、练习授课时间第 4 周第1-2 节教学目标或要求：1. 1. Practise reading skill—skimming2. 2. Learn some information about animals3. 3. Learn newspaper lead and news story教学要点及教学进程：1. 1. Read newspaper2. 2. Check homework2.1 2.1 Vocabulary building p.37-382.2 2.2 Marmosets: The World’s Smallest Monkeys on p. 523. 3. Newspaper lead and news story3.1 3.1 Newspaper lead and news story3.2 3.2 Read China Daily4. Unit 44.1Section A4.2 Section C教学重点和难点1.reading newspaperThe Newspaper LeadThe first paragraph of a news story is called the lead. It almost always gives you the story's main topicand most important facts. When you read a newspaper lead sentence, try to find the subject and main verband note how the rest of the sentence adds information to the subject and main verbFor exampleAnwar Sadat Assassinatedat Cairo Military ReviewCAIRO, October 7-Egyptian President Answer Sadat, a modern-day pharaoh who attempted to leadthe Arab world toward a permanent Mideast with Israel, was assassinated yesterday by a band of soldierswho attacked a military parade reviewing stand with automatic rifles and hand grenades.11Comments:Note that a great deal of information is included in a single sentence. The writer has organized thesentence around the subject (Egyptian President Anwar Sadat) and main verb (was assassinated) verycarefully.The lead sentence usually does the following:1.Answer questions such as "Who?" "What?" "Where?" "When" "Result?"2.Adds background to help you better understand the story or3. States where the source of the story comes firstTask:Read the lead sentences in China Daily in pairs, try to analyze the way the writers organize the leadsentences, and then report to the class.Peer correction of the analysis on lead sentences.教学手段与方法：1. Reading and discussion2. Means of classroom instruction: Multi-media思考题、讨论题、作业：1. Vocabulary building p.512. Read Abraham Lincoln Again p.663. Read news in China Daily or on internet and Englsih novels4. Copy some paragraphs in the novels参考资料（含参考书、文献等，有章节教案的本项可不填）：1. 1. 新编英语教程参考答案（1-4 册）. 上海外语教育出版社，2004.2. 2. Nuttall, C. Teaching Reading Skills in a Foreign Language [M]. 上海外语教育出版社，2002.3. 3. 朱纯. 外语教学心理学[M]. 上海：上海外语教育出版社, 1998.4. 尹德谟. 新编实用英语快速阅读教程[M]. 上海外语教育出版社，2004.12保定学院课程教案（课时单元备课）授课题目（或主题）：Unit 5 History授课类型讲授、练习授课时间第5 周第1-2 节教学目标或要求：1. Practise reading skill—skimming2. Learn some information about theories of history教学要点及教学进程：1. 1. Check homework2. 2. Unit 52.1 Section A2.2 Section C p.70-723. Read supplementary materials3.1 A Good Heart to Lean On3.2 A Kiss for Kate3.3Benefits from Pets教学重点和难点1. Newspaper reading-news storyIn most news stories the most important facts will be found near the beginning-usually within the first twoor three paragraphs. The remainder of the story will give details explaining and clarifying the main points,or producing new, but less important information.2.The following is a formula for a typical news story:Paragraph OneThe story's subject and most important facts.Paragraph TwoImportant facts that the writer was unable to include in the lead;Information to clarify the facts in the lead;A particularly important quote.The rest of the story13Specific details to answer readers' questions;Statements and opinions by people involved in the story or by outside observers;Background information;New, but less important facts3.The way to read a news story:Read the beginning of the story very carefully because it contains the most important fact.Try to look for more facts than those given in the lead.If you don't understand something at the beginning of a story, keep reading for a second (and perhapsa third) chance to understand.教学手段与方法：1. Reading and discussion2. Means of classroom instruction: Multi-media思考题、讨论题、作业：1. Vocabulary building p.65-662. Read Give Up Six Words and Change Your Life p.813. Read China Daily and novels参考资料（含参考书、文献等，有章节教案的本项可不填）：1. 1. 新编英语教程参考答案（1-4 册）. 上海外语教育出版社，2004.2. 2. Nuttall, C. Teaching Reading Skills in a Foreign Language [M]. 上海外语教育出版社，2002.3. 3. 朱纯. 外语教学心理学[M]. 上海：上海外语教育出版社, 1998.4. 4. 尹德谟. 新编实用英语快速阅读教程[M].上海外语教育出版社，2004.5. 刘乃银. 英语泛读教程（3）[M]. 北京：高等教育出版社，2001.授课题目Unit 6 LanguageRead newspaper (3): Feature story授课类型讲授、练习授课时间第6 周第1-2 节教学目的、要求：1. 1. Practise reading skill—skimming142. 2. Learn some information about language3. 3. Practise speaking with the information learned4. 4. Learn the feature story教学内容（包括基本内容、重点、难点）：1. Check homework2. Feature story3. Unit 63.1 Section A3.2 Section C p.70-723.3 Discussion in groups教学方法与手段：1. Reading and discussion2. Means of classroom instruction: Multi-media作业：1. Vocabulary building p.79-802. Read a passage p. 983. Read China Daily and English novels。