英语泛读教程教案
大学英语泛读文章讲解教案
教材：《当代大学英语泛读教程》第1册单元：Unit 1课时：2课时教学目标：1. 培养学生的阅读理解能力，提高阅读速度。
2. 引导学生掌握阅读技巧，提高阅读效果。
3. 培养学生的批判性思维能力，提高对文章内容的分析和评价能力。
4. 增强学生的跨文化交际能力，拓宽视野。
教学重点：1. 精读文章，理解文章大意和细节。
2. 快速阅读文章，掌握文章大意和主旨。
3. 分析文章结构，了解作者观点和论证过程。
4. 拓展词汇量，积累常用表达。
教学难点：1. 培养学生的阅读速度和理解能力。
2. 引导学生分析文章结构，把握作者观点。
3. 培养学生的批判性思维能力。
教学过程：第一课时一、导入1. 介绍本文背景，激发学生学习兴趣。
2. 引导学生思考本文主题，为阅读做准备。
二、精读文章1. 学生自主阅读文章，理解大意和细节。
2. 教师引导学生分析文章结构，了解作者观点和论证过程。
3. 学生总结文章要点，分享自己的理解。
三、词汇学习1. 教师讲解文章中的重点词汇，如tedious、obliged、absorbed、allergic等。
2. 学生通过例句学习和运用这些词汇。
四、练习巩固1. 学生完成课后练习，巩固所学知识。
2. 教师批改作业，解答学生疑问。
第二课时一、复习导入1. 复习上节课所学内容，检查学生掌握情况。
2. 学生分享自己的阅读心得和收获。
二、快速阅读1. 学生快速阅读文章，掌握大意和主旨。
2. 教师提问，检查学生对文章的理解。
三、批判性思维训练1. 学生分析文章中的观点和论证过程，提出自己的看法。
2. 教师引导学生进行讨论，培养学生的批判性思维能力。
四、总结1. 教师总结本节课的学习内容，强调重点和难点。
2. 学生回顾所学知识，提出自己的疑问。
教学评价：1. 课堂表现：观察学生的参与度、发言积极性等。
2. 作业完成情况：检查学生的课后练习，了解学生对知识的掌握程度。
3. 学生反馈：了解学生对教学方法的满意度和建议。
《英语泛读教程2》教案
Extensive Reading (Book 2)Unit 1 The Shadowland of DreamsI. Teaching ObjectivesGo over the whole text in limited time and try to get the main idea of the passageGet some information about the author Master the Reading skillsII. Teaching Importance and Difficulties1. The usage of new words and phrases2. Using context clues to find out the meaning of words3. Understanding paragraphs-How to identify the Main Idea.4. Reading skills: Using the DictionaryIII. Teaching Methods: Discussing, Practicing, and Exercising.IV. Teaching Time: 4 periodsV. Teaching Content1. Lead-inWhat are your dreams?What will you do if you meet some troubles on the course of realizing your dream? 2. Related information1) author亚历克斯•哈利（1921-1992）Alexander Murray Palmer Haley (August 11, 1921-February 10, 1992) was an American writer. He is best known as the author of Roots. 非洲裔的美国作家。
(完整版)《英语泛读教程2》教案
Extensive Reading (Book 2)Unit 1 The Shadowland of DreamsI. Teaching ObjectivesGo over the whole text in limited time and try to get the main idea of the passage Get some information about the author Master the Reading skillsII. Teaching Importance and Difficulties1. The usage of new words and phrases2. Using context clues to find out the meaning of words3. Understanding paragraphs-How to identify the Main Idea.4. Reading skills: Using the DictionaryIII. Teaching Methods: Discussing, Practicing, and Exercising.IV. Teaching Time: 4 periodsV. Teaching Content1. Lead-inWhat are your dreams?What will you do if you meet some troubles on the course of realizing your dream? 2. Related information1) author亚历克斯•哈利（1921-1992）Alexander Murray Palmer Haley (August 11, 1921-February 10, 1992) was an American writer. He is best known as the author of Roots. 非洲裔的美国作家。
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。
英语泛读2教案范文
一、教学目的与要求泛读课并非仅仅让学生大量而广泛地阅读课外读物，教师要有意识地培养学生的正确理解语篇的能力，加强学生阅读技能的训练和阅读能力的培养，巩固学生的语音、词汇、句法等基本语言能力，扩充学生的文化知识背景，同时也要增强学生的认知能力、逻辑思维能力等从而使学生达到英语专业四级的考试要求。
1. 加强基础知识词汇和语法是学好英语的关键。
要扩大学生词汇量，教师可以要求学生通过大量阅读来熟悉掌握词汇；其次，可以向学生介绍一些记忆单词和在阅读中猜测词的方法，如：利用构词法、词类归纳法、联想法等记忆单词；利用上下文、同义词、反义词、举例、等猜测词义；另外教师可以要求学生运用阅读中出现的新词汇来进行写作，以促使学生更加有效地掌握所学词汇。
2. 培养阅读技能阅读速度是反映语言能力和衡量阅读水平的重要标志。
泛读课教学的一个重要的任务是教授学生阅读方法，训练各项阅读技能，努力引导学生养成组视阅读、集中关键词阅读、抓主题句阅读、利用词缀和上下文推测词义阅读以及用外文思维阅读等良好习惯，来培养学生的阅读速度。
此外可以训练其它的一些技巧，如略读法，即通篇浏览，了解文章大意和中心内容；寻读法，即有目的地寻找文章的主要信息；评论阅读法，即弄清作者在文章中表露出来的态度和倾向，对其主要观点加以评论。
3. 扩大知识面泛读课中的阅读材料，题材广泛、体裁多样，涉及各个学科、各个领域的知识。
教师可提前要求学生预习有关主题，从网络或资料中查阅相关的背景文化知识，这样既可提高学生对语篇内容的熟悉度，免得教师占用大量的课堂时间进行冗长的背景知识介绍，又可避免扼杀语篇的交际性和学生的阅读兴趣。
课堂上教师再适当地补充介绍相关的历史、政治、背景知识、重要人物、名作家及作品等知识，为学生推荐一些好的课外阅读材料，鼓励学生进行大量课外阅读，使其尽可能多地接触到丰富多样的真实的语言运用场境，拓展他们的各种图式结构。
二、教材及参考书1．教材：《英语泛读教程》2．参考书：《古希腊罗马神话与西方民间传说》《傲慢与偏见》《希腊罗马神话及典故成语》《西洋圣典·古希腊罗马神话》《希腊罗马神话词典》三、授课单元及学时分配本课程共8个教学单元，按每教学单元4课时分配。
英语泛读教程4教案
英语泛读教程4教案Unit 1 Genius and the CraftsmanI. ObjectiveTo know the process of conceiving a story and developing it into a perfect work of art.II. Time ArrangementAbout two periods of class will be used for the analysis and discussion of the passageitself.III. Procedures:1. Greeting;2. Begin the new lesson:1) Answer the pre-reading questions orally; 2) Learn some related information;3) Allow students 3 minutes to go over the text rapidly for the main idea;4) Do the guesswork of vocabulary;5) Study the Text extensively;3. Ex. about the text;4. Fast reading passages and Ex.;5. Homework.IV. Related InformationMany people admire writers for their exquisite stories, but few of them know withwhat painstaking efforts writers work to bring a story into the word. The followingpassage discusses the process of writing a story in terms of genius and craftsman.Preview Questions(1) What do you think the meaning of ―genius‖ is?(2) What does a person do to be a genius?(3) Where does genius come from?(4) What do you think the meaning of ―craftsman‖ is?(5) What does a person do to be a craftsman?(6) What relation do you think it is between ―genius‖ and―craftsman‖?V. Emphasized PointsKey Words(1) genius(2) craftsman and craftsmanship(3) the creative function(4) conception in the dark of the mind(5) the lucid impression(6) a process of intelligent selection(7) to trust and write(8) rewriting1VI. Text Comprehension1. Structure AnalysisDivision Paragraph Main IdeaThe firstPart I three An introduction to the topic.paragraphs(1) The necessity of understanding the creative function; The restof Part II (2) the process of conceiving a story; (3) the process of passage developing a story into a perfect work of art.2. Comprehension Questions(1) Why does the writer think it necessary to the creative function?-- The writer believes that understanding of the creative function increases ourwisdom in dealing with the emerging story by making us aware of two things:genius and craftsman or craftsmanship.(2) How is a story conceived?-- A story is conceived when some experience of the present provokes thecombination of one‘s early impressions.(3) What is the principle of a story‘s life?-- Like any seed, the seed of a story has its own principle of growth: a) a processof intelligent selection, b) rarely presents itself as a whole.(4) What are the three functions of the craftsman?-- Trust, write, and generating skill.Topic for Discussion, Is it possible for a writer to start writing on impulse and then catch some good ideas flashing into his mind during the process of writing? Cite examples to illustrate your point., Do you think it is true a good story is not written but rewritten? Why or why not? 3. Teaching Points for Reference(1). So it is with the reader who comes upon an outstanding story: spellbound, he takes it to his heart, no question asked.(当读者读到一部杰出的小说时，他也会这样如痴如狂，欲将小说字字句句刻骨铭心，绝不会提出任何问题。
大学英语泛读课教案设计
课程名称：大学英语泛读授课班级：大学一年级授课教师：[教师姓名]教学目标：1. 提高学生的英语阅读速度和理解能力。
2. 培养学生阅读不同题材文章的兴趣和习惯。
3. 增强学生的文化意识和批判性思维能力。
4. 培养学生运用英语进行思考和表达的能力。
教学内容：《新理念大学英语泛读教程》第二册，选取适合学生水平的文章进行教学。
教学重点：1. 阅读速度和理解的提升。
2. 阅读技巧和策略的掌握。
3. 文章背景知识的拓展。
教学难点：1. 不同题材文章的理解。
2. 阅读技巧和策略的灵活运用。
教学准备：1. 教材《新理念大学英语泛读教程》第二册。
2. 多媒体教学设备，包括电脑、投影仪等。
3. 课堂活动所需材料。
教学过程：一、导入（5分钟）1. 引导学生回顾上一节课的学习内容，检查学生对上节课知识的掌握情况。
2. 提出本节课的学习目标和要求。
二、阅读训练（30分钟）1. 预读：学生快速浏览文章，了解文章大意和结构。
2. 阅读理解：学生细读文章，回答问题，如文章的主旨、论点、论据等。
3. 阅读技巧讲解：教师讲解阅读技巧，如略读、扫读、寻读等。
4. 小组讨论：学生分组讨论文章，分享阅读心得和观点。
三、文章背景知识拓展（15分钟）1. 教师介绍文章的背景知识，如作者、文化背景、历史背景等。
2. 学生分享自己对文章背景知识的了解和思考。
四、课堂活动（20分钟）1. 课堂游戏：教师设计与文章相关的游戏，提高学生的参与度和兴趣。
2. 角色扮演：学生根据文章内容进行角色扮演，锻炼口语表达能力。
五、总结与反馈（5分钟）1. 教师总结本节课的重点内容，强调阅读技巧和策略的重要性。
2. 学生反馈学习心得，教师针对学生的反馈进行点评和指导。
教学评价：1. 课堂参与度：观察学生在课堂上的参与情况，如提问、回答问题、小组讨论等。
2. 阅读理解能力：通过阅读理解题目的完成情况来评估学生的阅读理解能力。
3. 阅读技巧掌握情况：通过课堂活动和课后作业来评估学生阅读技巧的掌握程度。
(完整版)《英语泛读教程2》教案
Extensive Reading (Book 2)Unit 1 The Shadowland of DreamsI. Teaching ObjectivesGo over the whole text in limited time and try to get the main idea of the passage Get some information about the author Master the Reading skillsII. Teaching Importance and Difficulties1. The usage of new words and phrases2. Using context clues to find out the meaning of words3. Understanding paragraphs-How to identify the Main Idea.4. Reading skills: Using the DictionaryIII. Teaching Methods: Discussing, Practicing, and Exercising.IV. Teaching Time: 4 periodsV. Teaching Content1. Lead-inWhat are your dreams?What will you do if you meet some troubles on the course of realizing your dream? 2. Related information1) author亚历克斯•哈利（1921-1992）Alexander Murray Palmer Haley (August 11, 1921-February 10, 1992) was an American writer. He is best known as the author of Roots. 非洲裔的美国作家。
大学英语泛读课文讲解教案
课程名称：大学英语泛读课时：2课时教学目标：1. 理解课文内容，掌握文章主旨和大意。
2. 培养学生的阅读速度和理解能力。
3. 增强学生的跨文化交际意识，提高语言应用能力。
4. 培养学生的批判性思维和自主学习能力。
教学重点：1. 课文内容理解2. 阅读技巧训练3. 跨文化交际意识教学难点：1. 难句理解2. 阅读速度提高3. 跨文化交际能力培养教学准备：1. 教材：大学英语泛读教材2. 多媒体课件3. 阅读练习材料教学过程：第一课时一、导入1. 提问：同学们，你们认为阅读的重要性是什么？2. 引出课题：《大学英语泛读课文讲解》二、课文阅读1. 学生自主阅读课文，了解文章大意。
2. 教师引导学生关注文章的标题、导语、段落主题句等关键信息。
3. 学生分享阅读心得，教师点评并纠正错误。
三、难句解析1. 教师挑选课文中的难句，引导学生分析句子结构、语法和语义。
2. 学生跟读、模仿，提高语言表达能力。
四、阅读技巧训练1. 教师讲解略读、寻读等阅读技巧。
2. 学生练习阅读练习材料，提高阅读速度和理解能力。
五、课堂小结1. 教师总结本节课的收获，强调阅读技巧的重要性。
2. 学生提出疑问，教师解答。
第二课时一、复习导入1. 回顾上一节课的内容，检查学生的掌握情况。
2. 引出本节课的阅读材料。
二、课文阅读1. 学生自主阅读课文，关注文章结构和主题。
2. 教师引导学生关注文化背景和作者观点。
3. 学生分享阅读心得，教师点评并纠正错误。
三、跨文化交际意识培养1. 教师讲解跨文化交际的相关知识，如文化差异、交际礼仪等。
2. 学生讨论课文中的文化现象，提高跨文化交际能力。
四、课堂小结1. 教师总结本节课的收获，强调跨文化交际意识的重要性。
2. 学生提出疑问，教师解答。
五、课后作业1. 完成课后阅读练习。
2. 拓展阅读，撰写读书笔记。
教学反思：本节课通过阅读课文、解析难句、训练阅读技巧和培养跨文化交际意识，帮助学生提高英语阅读能力和跨文化交际能力。
泛读教案
Unit 15The ChrysanthemumsI.教材分析英语泛读教程第四版第十五单元the chrysanthemums. 取自John Steinbeck 的著作The Long Valley.II.学情分析英语教育专业大二下学期学生III.教学目标1.To make students understand the deeper meaning of this passage.2.To let students get the purpose of why the author write this passage.3.To let them know the basic plots and the whole passage.IV.教学重难点1.How to make students understand the symbols of something in thispassage.2.How to let students know the deeper meaning and the purpose of thepassage.3.How to explain the association with the chrysanthemums and Elisa.V.教学方法讲授法，谈话法VI.教学步骤Step 1.The introduction of the author: John Steinbeck.Introducethe background,life experience and successes.Ask question ：Do you know any other works of the author?Answer : The Grapes of Wrath 《愤怒的葡萄》Travels With Charley 《同查利旅行》Of Mice and Men 《人鼠之间》East of Eden 《伊甸之东》Cannery Row 《罐头厂街》The Pearl 《珍珠》Step 2.The introduction of the main plotElisa Allen and her husband Henry lived peacefully on their farm. When Elisa was busy with her chrysanthemums in the garden, a tinker passed by and asked for work. She refused directly. Later the man enquired about her chrysanthemums and asked for some “seeds” to bring to “a lady”, Elisa got emotional and found him two pots to mend. The tinker drove away with fifty cents and the cuttings. Then Elisa dressed herself and waited for her husband who had promised to take her out tonight. When ridding on the road with her husband, Elisa saw the chrysanthemum shoots she sent to the “lady” thrown on the road. She was dismayed and cried sadly.Step 3.The character analysis of ElisaShe is a passionate woman who lives anunsatisfying life.As a result, shedevotes all of her energy tomaintaining her house andgarden. Elisa was so frustrated withlife that she readily looks forstimulating conversation and even sex.Step 4.Explain the meaning of the symbolsChrysanthemums: The chrysanthemums symbolize both Elisa and the limited scope of her life. Like Elisa,the chrysanthemums are lovely, strong, and thriving.The Salinas Valley: The Salinas Valley symbolizes Elisa’s emotional life. The metaphor of the valley as a “closed pot” suggests that Elisa is trapped inside an airless world and that her existence has reached a boiling point.Fog and rain: Fog and rain can be seen as the female and male equivalents to Elisa and Henry.Fences: Fences symbolizes the barriers that separate Elisa from the rest of the world, including her husband Henry.Clothing: Elisa’s clothing changes as her muted, masculine persona becomes more feminine after the visit of the tinker.Red flower pot: Red is the symbol of power and passion. The pot is symbolic of herself and her feelings。
英语泛读教程第四册课程设计 (2)
英语泛读教程第四册课程设计介绍《英语泛读教程》是一套适用于想要提高英语阅读能力的学生的教材。
第四册主要包括六个单元，内容涵盖了科技、环境、文化等各个方面。
此篇文档将为读者介绍针对《英语泛读教程》第四册的课程设计。
教学目标本课程旨在帮助学生增强阅读能力，提高英语听说读写四大方面的能力，同时培养学生阅读时的思维反应和判断力，进一步拓展学生的文化视野。
教学重点本课程的教学重点在于提高学生阅读英文文章的能力和技巧；鼓励学生接触和了解多元文化；促进学生思维的发展与提高。
教学方法•BDA（Before, During, After）教学法：在阅读前进行预测和推测，在阅读中理解文章内容，在阅读后进行分析与总结。
•合作学习法：小组成员合作完成阅读任务，讨论课文内容，分享思考和分析。
•实践与应用法：通过阅读文本、听力训练、口头表达等多种形式，帮助学生把语言技能应用于实际场景中。
教学内容单元一：科学技术•Title: Artificial intelligence and robots in medicine•Vocabulary: artificial intelligence, machine learning, robotics, diagnosis, treatment•Reading skills: scanning, skimming, inference•Discussion questions:–What is artificial intelligence?–How can robots be used in medicine?–What are the potential advantages of using robots in medicine?单元二：社会科学•Title: World hunger: causes and solutions•Vocabulary: famine, starvation, poverty, malnutrition, charity, d•Reading skills: prediction, mn idea and supporting detls, cause and effect•Discussion questions:–What is the cause of world hunger?–What can be done to help reduce world hunger?–What can individuals do to help reduce world hunger? 单元三：文化历史•Title: The history of the English language•Vocabulary: etymology, Old English, Middle English, Modern English, dialect, pronunciation•Reading skills: inference, summarize, focus on detls•Discussion questions:–How has the English language evolved over time?–What are the differences between Old English, Middle English and Modern English?–How do regional dialects differ in English?单元四：环境保护•Title: The effects of climate change on global ecosystems•Vocabulary: climate change, global warming, biodiversity, habitat, conservation•Reading skills: skimming, scanning, cause and effect•Discussion questions:–What is climate change and what causes it?–How does climate change affect ecosystems?–What can individuals do to help prevent further climate change?单元五：艺术人文•Title: The importance of music in culture•Vocabulary: genre, composition, lyrics, rhythm, melody•Reading skills: mn idea and supporting detls, inference•Discussion questions:–What is the power of music in our dly lives?–How does music reflect culture?–What are the different types of music in the world? 单元六：商务经济•Title: The impact of e-commerce on traditional businesses•Vocabulary: e-commerce, consumerism, globalization, brick-and-mortar, online marketing•Reading skills: inference, cause and effect, focus on detls•Discussion questions:–What is e-commerce?–What effects are e-commerce having on traditional businesses?–Can traditional businesses compete with e-commerce?结论本课程设计的目标在于帮助学生提高英语阅读能力，同时能培养学生综合运用语言技能的能力，如口头表达和写作。
泛读教程教案unit1
Unit 1 University Student LifeObjectivesStudents will be able to :Get to know university lifeLearn to analyse the textMaster the reading skill and improve reading speedGrasp some key words, useful expressions main idea and structure of the textDifficult Points and Focusprehension and Appreciation of the Text;2. key words, useful expressions3. Reading skill4. Fast reading and exercises.Teaching Approacheslecturing, presentation, question and answer, group discussionTime AllotmentTeaching ProceduresPre-reading tasks1. Greeting (20m)2. Warm-up activities (m)T: Now, you are not a senior middle school student but a university student. Maybe you are not very familiar with university student life. So I have some questions for you to discuss.(1)What’s the image of a university student in your mind?(2)What’s the university should be like in your opinion?(3)Is your university life different from your high school days? In what ways?(4) In your opinion, what are the qualities of a good student?responsible, hard-working, obidient, attentive, organized, goal oriented, not afraid to ask question3. Background Information/lead in(5 m)By your discussion, we know the Life in the university is both challenging and colorful. The students devote most of their weekdays to courses, both compulsory and optional. As academic requirements demand that they must spend all spare time reading reference books and drafting the papers. Anyway they think it is worthwhile.University life is extremely important in a student’s life. Through a few years’ learning, students acquire lots of knowledge and experience from their professors. Their attendance at various lectures, their activities in clubs or other social organization and their exchange of ideas with the fellows --------all these open up a new vista for them, foster their ability to work independently and help them to intellectual maturity. University life will pave the way to their successful career. However, in university, not everyone can become excellent student. Just now, you discussed many qualities of a good student that should possess. In this unit, text I introduces what makes a good student.While-reading1. word pretest before going to text On Being a Student. Check the meaning of eight new words: academic, accomplishment, demonstrate, dedicated, diverse, fad, validity, humility (m)academic: scholarly ~ year/researchaccomplishment: accomplish(verb)+ ment(suffix)= accomplishment(noun)-mentachievementdemonstrate: display, operate, and explain the workings of (a machine, product, etc) other synonyms: show, display, present, manifestdedicated: dedicate v. –ed added after a noun to constitute an adjective.表示有……的，具有……特征be dedicated todevoteddiverse: different, various, variedfad: an intense but short-lived fashion; crazevalidity[və'liditi]: base, foundation valid –ty 用以构成名词，表示性质状态程度humility: modesty humiliate2. First reading and rough understanding of the text (15m)give students five minutes to skim the text and discuss the following questions:(1) What is the definition of “student”?(2) What are the qualities of a good university student according to the text?(3) Do you think it is necessary for the students to carry out many extra-curricularactivities besides classroom learning? Why?3. Observe Students’ bad reading habitsJust now I find many of have some bad reading habits when you skim the text. These bad reading habits will slow your reading speed.A. Moving your lips when you readB. reading with your forefinger pointing the wordsC. Regressing /skip back Read back from time to time;Regressing means rereading a word, phrase, or sentence out of habit. habitual, unnecessary regressing really slows you down.D. check the new words when you readYou should guess the meaning of the new words acooding to the context.E. Reading one word at a timeSlow readers tend to see only one word at a time. Good readers will see several words at a time and their eyes will stop only three or four times as they move across a page.4. Second reading and clear understanding of the main idea and structure(15m)read the text again and give a divison of the text.This text is an essay on the characteristics which make a good student.This text can be divided into three parts.Part 1 (para.1) : the meaning of a “student” is serious.Part 2 (para. 2-3) : the qualities of being of “good student” includes four As---attitude, academic skills, awareness and accomplishment. All these added upto a fifth A: ability.Part 3 (para.4) : Other qualities are: self-discipline, initiative, breadth of interests, an open mind, a critical habit of mind, objectivity and humility.4. detailed explanation of the text/language pionts (30m)Now, first look at the topic On being a Student, on here about lunji,such as maozedong’sOn Practice实践论，besides, this text is very clear, the words about qualities are emphasized by bold.Part 1(1) This modern definition does not suggest that the person does anything other than“attend”.other than : exceptaccording to the modern definition, the person does nothing except attend a school, college or university.Part 2(2) stand out: to be distinctive or conspicuous, be excellent, extraordinarystand out from sb./sth.: be much better than sb./sth.远远超过某人e.g. Her work stands out from the reat as easily the best.(3) four AsAcoording to reading skill- context clue to word meaning, we can easily know the meanings of attitude, academic skills, awareness and accomplishment.Attitude: a good student possesses the ability and willingness to learn new subjects even the subjects are not interesting.Academic skills are the skills necessary to do well in an educational setting. They include reading, writing, math, research, computer, and study skills.Awareness is the state or ability to perceive, to feel, or to be conscious of events(4) to one’s liking: giving sb. satisfaction, pleasing sb, suit one’s style/tasteI trust the meal was to your liking.(5) add up to: amount to sth. , indicate sth.A good student has the ability to apply the results of his or her learning in to a creative way and achieve the goals. Ability is not inborn. You can achieve it through your dedicated efforts.Part 3(6) seek out: find out(7) see through: perceive, be aware of(8) false claims: deception, cheat(9) turn out to be: prove to beThe job turned out to be harder than we thought.Post-reading1. Reading skill: Context Clues to Word Meaning ( 10)Reading skill: Context Clue to Word Meaning (30 )Before we come to Section A, let’s see reading skill- Context Clue to Word Meaning first. Context means the words or sentences before or after the item you do not know. Context clues are the hints provided in text, which lead the reader to meanings of words. When readers come across an unfamiliar word, they often look in different places in the text for clues to the meaning. These clues can be found before, within, or after the sentence with the unfamiliar word. Also, there are signal words associated with the context clues. These signal words will point out the type of context clue being used. Once the reader is able to identify the type of context clue being used, then the meanings of unfamiliar words become clear. There are several TYPES OF CONTEXT CLUES:1. synonyms and definitions2. examples3. class relationship4. antonyms and contrasts5. experience or sense of the sentenceContext sometimes provides definition clues. The author includes a definition to help the reader understand the meaning of a word.Consider: Linguistics, the scientific study of language, is very important for language students. Notice the italicized word is clearly defined.In the following example, “tainted” is defined as having a disease.The people of the town were warned not to eat the tainted fish. The local newspaper published a bulletin in which readers were clearly told that eating fish that had a disease could be very dangerous. This was especially true for fish caught in Lake Jean.Besides the formal definition, the writer may also give explanation after such punctuation marks as comma, dash or within parentheses.Besides,The verb "to be" is a signal indicating that the definition of the word may be in the sentence. A form of the verb "to be" is located between the unfamiliar word and its meaning.A carnivore is an animal that feeds only on meat.The word "or" is a signal word indicating that the definition is in the sentence.A biographer, or one who writes about people's lives, is an example of an author.Context sometimes gives example clues. Consider: like horses, human beings have a variety of gaits, they amble, stride, jog and sprint. Notice several examples are given to shed light on the meaning of the italicized word “gait”, a way of way of walking. In the sentences with example clues, the examples are usually signaled by certain words or phrases like such as, including, for example, for instance or to illustrat e.The student was suffering from anxiety. For example, when he first saw the test, he began to tremble.Celestial bodies, such as the sun, moon, and stars, are governed by predictable laws. Although context clues are useful in discovering the meaning of an unknown word, there are some limitations to this approach. The meaning you get from the context may be vague or general. Sometimes there is too much unfamiliar language to allow you to use the context. While you don’t interrupt your reading to look up new words in a dictionary, you may still want to check your guess if you find that some word is used often, and seems to be an important one in your field. In such cases, mark the unknown words when you are reading, and look them up later2. reading comprehension (5)3. V ocabulary building (15m)established: an established fact 既成事实an established rule 成规strenuous: make strenuous efforts 竭尽全力strenuous examination 紧张的考试give priority to : being more importantsuffix –ize, ly后缀-ize 可以加在名词或形容词的后面构成动词后缀,表示"照……样子做"、"按……方式处理"、"使成为……"、"变成……状态"、"……化"的意思。
《英语泛读》课程思政教学案例设计
（板书）Knowledge is power.
（实操展示、体验）3.TED演讲：《邓尼.邓普拉:关于学习热情和终身教育的真实故事》。
案例设计思路
通过视频《94岁老人每天坚持打卡图书馆》生思考，为什么要坚持终身学习？如何高效学习？最后通过TED演讲，《邓尼.邓普拉:关于学习热情和终身教育的真实故事》激发学生学习兴趣，树立终身学习的观念。
典型课程思政元素的融入
古语云：“吾生而有涯，而知也无涯”。中国古代有很多终身学习的名人，赵普、苏洵、梁灏等等，他们的经历都为学生树立终身学习的思想提供良好的榜样
《英语泛读》课程思政教学案例设计
授课教师：涉外护理系英语教研室彭志贤
一、案例简介
题目：《活到老，学到老》
课程简介：
本课程内容是英语《泛读》教学的组成部分，通过对于课文内容的讲解，帮助学生掌握英语基础词汇，运用英语基础语法知识，划分课文句子结构，从而为学生解决四、六级阅读部分中的长难句分析做准备。通过阅读技巧（“Summarizing using a Venn Diagram”）及词汇技巧（构词法“suffix：-able”）的学习，帮助学生系统的掌握基本的英语阅读方法及必备英语词汇技巧，从而帮助学生扩充词汇量，为四、六级及专接本阅读做好必要的知识准备。
4.掌握词汇技巧：构词法“suffix：-able”
5.倡导学生热爱学习，树立终身学习的观念。
三、案例设计
案例设计目标
帮助学生掌握英语基本词汇及常用构词法，系统的学习英语阅读技巧。
英语泛读教程教案梅德明_0
英语泛读教程教案梅德明教案2011 —012学年第一学期教学系师范学院教研室英语课程名称英语泛读授课对象089、1111 授课教师杨楠楠职称副教授教材名称英语泛读教程12011年月日渭南职业技术学院课程授课计划表授课计划表授课计划表授课计划表《口译基础》课程教学大纲课程英文名称 Basic Interpretation Skills课程代码： 课程性质：专业方向理论课，选修适用专业：英语开课学期：总学时数：32总学分数：2编写年月：2006年6月修订年月：2007年6月执笔：一、课程的性质和目的本课程是英语专业学生的主干课程之一，主要通过讲授口译基本理论、口译背景知识以及对学生进行口译基本技巧的训练，使学生初步掌握口译程序和基本技巧，初步学会口译记忆方法、口译笔记、口头概述、公众演讲等基本技巧和口译基本策略，培养学生关心时事的信息意识，积累知识，掌握文献检索、资料查询的基本方法；培养学生的话语分析能力，提高学生的逻辑思维能力、语言组织能力和双语表达能力，提高学生跨文化交际的能力和英汉两种语言互译的能力，为进入下一阶段讨论式、按照口译语类对学生进行口译基本技巧的训练做准备。
该课程要求学生具有明确的学习目的与进取心，具有扎实的英汉两种语言知识与文化知识的功底，清晰、流畅、达意的双语表达能力，良好的心脑记忆力，辨析能力，应变反应能力。
课上积极主动与教师配合，完成教师提出的训练指令，课后反复操练，温故而知新。
本课程结束后，学生应当掌握口译基本理论和常用的英汉语用初级连续口译技能，能胜任接待外宾的口译工作，能就政治、经济、文化等多方面的专题进行介绍，论证或叙述，能完成导游、一般性会议与公司商务洽谈等口译任务。
二、课程教学内容及学时分配Teaching PlanOf A New English CourseStatementThe plan series, based on the English teaching book A New English Course by Li Guanyi and Mei Deming , are edited and reorganized by English Dept.of LongdongNormal University for the teachers’ reference. The English Department of Longdong University is the only copyright holder. Any illegal unloading of the plan will be accused with accordance to relevant laws.Book IUnit 1Time AllotmentSection OneDuty Report, Language Structures & DialoguesSection TwoDuty Report, ReadingsSection Three Duty Report, ExercisesMain Tasks:I. Grammar1. The simple past and the present perfect contrasted2. The past progressive3. The past perfectII. Communicative skills1. Asking for/giving information about somebody ‘s visit to a certain place;2. Asking for and giving information about what was going on in two different classes at the same timein the past;3. Asking for and giving information about what was going on at a certain time in the past;4. Giving information about actions completed before a certain time in the past/before another action in the past;5. Introducing yourself and responding to an introduction when you are introduced.III. Useful words and expressionsIV. Note-writing: Note of introductionV. Use of transitionsDetailed Teaching Points and Suggested Teaching Procedures：Section OneLanguage Structures & DialoguesI. Grammar review1. Simple past and present perfect tenseVerbs in sentences beginning with ―This is the first/second… time are in the present perfect form. For example,This is the first time I‘ve been in Xi‘an. This is the second time I‘ve seen this movie.2. Past progressive tensePast progressive is a combination of the progressive aspect with the past tense. The use of the past progressive has much in common with that of the present progressive, only the time reference being pushed back to the past, often overtly expressed by a time –when/while adverbial. For example,Susan was washing her hair while her mother was cooking.Dick was changing a flat tire while his father was mowing the lawn.3. Past perfect tenseFor the past perfect tense we set up an additional focal point in the past and say that another act was completed before that time. For example,Greg had finished his work when I visited him. The chair had collapsed before I sat on it.II. DialoguesHave the students listen to the recording of Dialogue I once or twice and ask them questions on specific details.Go through the dialogue and explain some language points:1. You know what? – This question is used to introduce a piece of information which is surprising.A similar expression is Guess what?.2. scenic spots – places of natural attractive scenery3. I was greatly impressed by its natural beauty. – I was moved by its beautiful scenery. impress – to influence deeply, esp. with a feeling of admiration: The students were impressed by his inspiring speech. / We are impressed by his performance.4. I bet you had lots of fun there. –I am certain you had lots of fun there. Another example, I bet it will rain tomorrow.5. It brought back such sweet memories. – Sweet memories came to my mind. bring back – to cause to return to the mind: Hearing the song brought back happy memories.6. You remind me of my last trip there. –It seems to be similar to my last trip there. remind sbdy.of sbdy./sthg. – to appear to be similar to; to cause to remember : This museum reminds me of the one we visited last year. / The event reminded me of my school days.7. I wish I had been there with you this time. – This is a wish about a non-fact in the past. Another example, I wish I had passed the exam.8. hobby groups – different groups of students classified by hobbies.9. Some staged an exhibition. – Some held an exhibition. stage – to perform or arrange for public show; put on: The art group is going to stage an art show on Sunday.In-class Activity1. Ask the students to read Dialogue I aloud in pairs with feeling and expression.2. Ask the students to listen to Dialogue II and then retell it. Homework:1. Work in pairs to practice the situation in each dialogue.2. Work in groups to discuss the topic of ―HowI spent the summer vacation‖.3. Have the students form their own dialogues by using the phrases from Dialogues I & II.4. Do the corresponding exercises in WB.Section TwoReadingsHave the students read the passage first and do the corresponding exercise in workbook. Then the teacher may ask them questions in class to check their comprehension.I. Useful words and expressions:1.Herbert went to France for holiday. – For is an preposition used here to show purpose: I came to this building for an interview. / What is this handle for?2. run out of – to use all one‘s supplies, to have no more: I am afraid we‘ve run out of sugar.3. expect – to think or believe : I expect that she will come to our party. /The spokesman is expected to make an announcement later on today.4.The back door burst open. – The door opened suddenly. burst – to come into the stated condition suddenly and often violently: In spring the flowers burst open. /He burst free from the chains. Another similar use of the pattern: The door banged shut.5. peer at –to look very carefully or hard, esp. as if not able to see clearlypeek at –to take a quick look at something whenone should notpeep at – to look at something quickly and secretly, esp. through a hole or other small opening 6. convince –to make completely certain about something; persuade: They failed to convince the directors that their proposal would work. / I am convinced by your story.7. a sound sleeper – a deep sleeper8. to thumb a ride/lift – to ask passing motorists for a free ride by holding out one‘s hand with the thumb raised9. made his way in the dark – went in the dark: He made his way home.10. He was not supposed to be back. – He was not considered to be back. Be supposed to – to be intended to; to be generally considered to be; to have the regulation of being: The volunteers are supposed to help the blind in the street. /I haven‘t read this novel, but it is supposed to be a good one.11. to keep an eye on – to watch carefully: I often ask my neighbor to keep an eye on my house while I am away.12. was about to –This construction expresses the immediate future in the past. In some contexts, it is often used in the sense of an unfulfilled intention. For example,I was about to leave when he came to visit me. II. Note-writingNotes must be precise and direct; however, the style is casual. In notes of introduction, the following are usually included:1. The name of the person to be introduced2. His/Her identity3. The purpose of the introduction4. AppreciationIII. Use of transitionsTransitions, or linking words are words that join one idea to another idea. Transitions add coherence to writing by joining ideas together. They help a writer form bridges from one sentence to another. The reader crosses the bridge by connecting one sentence to another, if the transitional words are good ones. Have the students discuss the alternatives for each blank in Guided writing and help them distinguish oneconnective from another.Homework:1. Guided writing2. Exercises in WB3. Interaction activitiesSection ThreeExercisesCheck the exercises and explain the difficult points in them.UnitTime AllotmentSection One Duty Report, Language Structures & DialoguesSection TwoDuty Report, ReadingsSection Three Duty Report, ExercisesMain Tasks:I. GrammarThe nominal clause used as the object, introduced by1. if2. wh-word3. thatII. Communicative skills1. Asking for and giving information about a future event2. Asking for and giving information about a past event3. Expressing one‘s inability to answer a question and recommending somebody else to give the information4. Asking for and giving information of the truth of an event5. Expressing agreement6. Finding the wayIII. Useful words and expressionsIV. Note-writing: note of introductionDetailed Teaching Points and Suggested Teaching Procedures：Section One Language Structures & Dialogues I. Grammar reviewInstead of using a noun with modifiers to function as an object, we may use a nominal clause: Do you know if there’s a lecture this afternoon? Everybody knows that money doesn’t grow on trees.Note that the connectives used in the twosentences are different. In the first sentence, the object clause is originally a yes-no question, i.e., ―Is there a lecture this afternoon?‖ When a yes-no question is turned into an object clause, the connective if is used and the word order of the question changes a little. In the second sentence, the object clause is a statement. When a statement is turned into an object clause, the connective that is used and the word order of the statement does not change. The connective that is often omitted in short and informal sentences.II. Language Structure PracticeIn-class Activity OneAsk the students to fill in the gaps in each dialogue while listening to the recording and then do the substitution exercises.Useful words and expressions:1. I don‘t think he does. – When think is used to introduce a negative idea, the negative particle not is not used in the subordinate clause; instead, it comes back before think. Other verbs used in the same way are: believe, suppose, imagine, etc., e.g., I don‘t believethat John knew the truth.2. what for – why, for what purpose: I will go to Shanghai next week. – What for? /What is he coming to the meeting for?3. high jump – a sport in which someone makesa jump over a bar which is gradually raised higher and higher 跳高Other sport events:long jump/broad jump 跳远 triple jump三级跳远 sprint 短跑, walking race 竞走hurdles 跨栏00-metr relay race00米接力赛marathon马拉松赛跑100-meter dash 100米赛跑1500-meter race1500米赛跑DialoguesHave the students listen to the recording of Dialogue I once or twice and ask them questions on specific details. Go through Dialogue I and explain some language points:1. resort – place where people regularly go for holidays2. besides – in addition; also: I don‘t want to go; besides, I am too tired. Usage: Compare besidesand except. Besides means as well as. Ten of us went to the party besides John. Except means but not or leaving out. All of us went to the party except John.3. It all depends. –It has not yet been decided. When there is no definite answer to a question, one usually says, ―It depends.‖ or ―That depends. ―, meaning that the question can only be answered on certain conditions.4. a trade-off – a balance between two opposing situations or qualities, intended toproduce an acceptable or desirable result: In order to keep prices low, there has to be a trade-off between quality and quantity.5. a john –American slang for ―toilet‖. A British equivalent is ―a loo‖.6. incidentally – by the way. Incidentally is used here to indicate a shift to another subject.7. a package tour – a completely planned tour or trip at a fixed price arranged by a travel agency, which includes travel, hotels, meals, etc.8. Constant dripping wears away a stone. –水滴石穿。
英语泛读教程 教案
英语泛读教程教案课程名称：英语泛读教程教学目标：通过阅读英语文章，提高学生的阅读理解能力、词汇量和阅读速度，同时培养学生的阅读兴趣和阅读习惯。
教学内容：1.阅读理解：选取一篇英语文章，学生通过阅读文章内容，回答与文章相关的问题。
2.词汇学习：从文章中提炼出一些常用的词汇和短语，进行讲解、举例和练习。
3.阅读技巧：介绍一些常用的阅读技巧，例如略读、扫读、预测和推断等，并进行相关的练习。
4.阅读速度：通过计时的方式，训练学生在限定时间内完成一篇文章的阅读，提高学生的阅读速度。
5.阅读兴趣和习惯培养：选取一些有趣的英语文章，引导学生进行阅读，同时鼓励学生自主选择阅读材料，培养学生的阅读兴趣和阅读习惯。
教学方法：1.学生自主学习：学生通过自主阅读、自主探究和自主练习的方式，完成阅读理解、词汇学习和阅读技巧等任务。
2.教师讲解和示范：教师对一些难点和重点内容进行讲解和示范，引导学生掌握正确的学习方法和技巧。
3.小组合作：学生分组进行合作学习，互相交流、讨论和分享学习心得和经验，共同完成学习任务。
4.个性化辅导：针对学生的不同水平和需求，进行个性化的辅导和指导，帮助学生更好地掌握知识和技能。
教学评价：1.课堂表现：观察学生在课堂上的表现，包括学习态度、参与度和小组合作情况等，及时给予反馈和指导。
2.作业和练习：布置适量的作业和练习，及时检查和批改，对学生的学习情况进行了解和评估。
3.期末考试：在学期结束时进行期末考试，检测学生对本学期所学知识的掌握情况和应用能力。
以上是一个英语泛读教程的教案示例，具体的教学内容和教学方法可以根据学生的实际情况进行调整和优化。
英语泛读教案-Unit 1 Reading
教案（首页）课程名称英语泛读授课专业英语班级2013级授课方式课堂讲授（√）实践课（√）考核方式考试（√）考查（）课程类别必修课公共必修课（）专业必修课（√）选修课公共选修课（）专业限选课（）专业任选课（）课程总学时60周学时4学时/ 周学时分配课堂讲授 4 学时；实践课学时教学目标泛读课程的目的在于培养学生的英语阅读理解能力和提高学生的阅读速度；培养学生细致观察语言的能力；提高学生的阅读技巧，包括细读、略读、查阅等能力。
大一下学期的学生能够阅读难度相当于Thirty-Nine Steps（简写本）的浅显材料，阅读速度为每分钟70-120个单词，理解中心大意，抓住主要情节和论点。
使用教材教材名称泛读教程编（著）者王守仁，高虹出版社及出版时间上海外语教育出版社（2013年4月第一版）指定参考书1.《新编英语泛读教程》第二册王守仁等上海外语教育出版社2.《英语阅读教程》韩志先等高等教育出版社3.《新编实用英语快速阅读教程》尹德谟上海外语教育出版社教案周次第1周，第1次课授课时间2015年3月9-13日授课章节Unit 1 Reading本（章）节授课方式课堂讲授（√）实践课（√）教学时数 4授课要点本（章）节教学目标1, Capture words in the part word pretest.2, Understanding reading skill 1.3, Capture the main idea of the text, including background information, long sentence structure and translation.教学重点和难点1. Words in the word pretest.2. Reading skill 1.3. The main idea of the text.思考题或作业1. Section C(Unit 1).2. Reading skill in Unit 2.教学内容与组织安排Teaching Objectives:This unit is intended to help students to capture words in the part word pretest.Understanding reading skill 1. Capture the main idea of the text, including background information, long sentence structure and translation.Teaching Allotment:·1st period: Warming-up ( 5 minutes)·2nd period: Word pretest ( 15minutes)·3rd period: Text analysis. (about 60 minutes)·4rd period: Reading skill(20 minutes)·5rd period: Homework checking(45 minutes)·6rd period: Section B(35 minutes)Teaching Procedures1.2.Step1 ( about 5 minutes):3.Warming-up(some greeting words)Step2 word pretest (15 minutes):Teaching method：Direct Methodcomplex: 1consisting of many different parts and often difficult to understand [= complicated; ≠ simple]:a complex system of highwaysPhotosynthesis is a highly complex process.Peter seemed to have an instant understanding of the most complex issues.It was a very complex relationship between two complex people.2technical a complex word or sentence contains a main part and one or more other parts [↪ compound]adjust: [intransitive and transitive]to gradually become familiar with a new situation [= adapt]:They'll soon settle in - kids are very good at adjusting.adjust toIt took a few seconds for her eyes to adjust to the darkness.adjust to doing somethingMy parents had trouble adjusting to living in an apartment.adjust yourself to somethingIt took time to adjust myself to motherhood.consistent: always behaving in the same way or having the same attitudes, standards etc - usually used to show approval[≠ inconsistent]:She's the team's most consistent player.diagnoses:plural diagnoses [uncountable and countable]the process of discovering exactly what is wrong with someone or something, by examining them closely [↪ prognosis]diagnosis ofdiagnosis of kidney diseaseAn exact diagnosis can only be made by obtaining a blood sample.literal: the literal meaning of a word or expression is its basic or original meaning [↪ figurative]literal meaning/sense/interpretation etcbias: [singular, uncountable] an opinion about whether a person, group, or idea is good or bad which influences how you deal with itpolitical/gender/racial etc biaspolitical bias in the pressStudents were evaluated without bias.bias against/towards/in favour ofIt's clear that the company has a bias against women and minorities.aesthetic: connected with beauty and the study of beauty:From an esthetic point of view, it's a nice design.a work of great aesthetic appealstimulated: to encourage or help an activity to begin or develop furtherstimulate growth/demand/the economy etcthe President's plan to stimulate economic growthto encourage someone by making them excited about and interested in something:Her interest in art was stimulated by her father.stimulate somebody to do somethingAn inspiring teacher can stimulate students to succeed.Step3:Text analysis. (about 60 minutes)Step4:Reading skill(20 minutes) 略读(skimming)Skimming is reading for the general idea or the big picture. As a rapid-reading skill, skimming may not be so familiar to you. If you do one of the following, you will find yourself skimming: 1. Reread material you have already studied. 2. Look over and sort out your mail.3. Flip through a new book or magazine. 4. Keep informed in a general way about the news.How to skim? Let your eyes "float" down over the content of the text, looking for clue words that may tell you who, what, when, where, how many, or how much.Look also for the writer's direction words. Such words as furthermore and also suggest that the preceding thought is still being discussed. Words such as however, yet and on the contrary suggest that the thought is apt to reverse itself or take another direction.略读(skimming)是常用的阅读方法之一，其主要特征是选择性地阅读。
英语泛读教程第一册教学设计 (2)
英语泛读教程第一册教学设计一、教学目标知识目标1.学生能掌握500个左右的常用英语单词及其用法；2.学生能够理解简单的英文文章，并且有一定的阅读理解能力；3.学生能够使用所学知识进行简单的英语交流。
技能目标1.学生能够听懂并正确地口头表达自己的想法；2.学生能够写出至少10句简单的英文句子；3.学生能够正确地运用英语语音、语调、连读等发音技巧。
情感目标1.学生能够形成良好的英语学习态度和习惯；2.学生能够体验到使用英语交流的乐趣；3.学生能够感受到英语学习对于个人发展和工作的重要性。
二、教学内容主要教材本教学设计所学生使用的主要教材为英语泛读教程第一册。
教学内容1.英语基础知识：字母、单词、语法等；2.英语听、说、读、写等基本技能；3.完成阅读理解和简单的英语写作；4.学习了一些英语习惯用语、固定用法。
第一阶段：了解英语和发音技巧1.介绍英语的起源，以及英语的特点；2.学生学习英语语音、语调、连读等发音技巧。
第二阶段：学习单词和语法1.学生学习字母表和大小写的用法；2.学生学习一些常用的单词以及其用法；3.学生学习英语的基本语法。
第三阶段：英语听、说、读、写的综合训练1.学生进行英语口语训练，练习发音、会话等；2.学生进行英语阅读训练，练习阅读理解和阅读技巧；3.学生进行英语写作练习，练习写句子、段落、短文等。
四、教学方法情境教学法通过情境教学法的课程设计和实施，激发学生的学习兴趣，使他们在各种生活情境中运用所掌握的语言技能进行语言应用。
任务型学习法通过给学生布置具体任务的方式，激活学生的学习积极性，让学生在任务实践中掌握知识和技能，提高他们的英语语言综合运用能力。
合作学习法以小组为单位进行英语学习，使学生能够同伴互助，互相学习，提高个人综合学习能力的同时，也培养出团队合作意识和能力。
形成性评估教师在课程教学中实时记录学生的掌握情况，通过微信群或班级讨论交流等方式给予反馈和指导。
总结性评估按照课程大纲要求进行考试或考察，注重对学生语言应用能力的评价。
泛读教程 I 教案
泛读教程I 教案Unit 1 University Student Life教学目标或要求：1.Students learn how to guess the meaning of new words by reading context.2. By the two articles “On Being a Student” and “Getting the Best value for Time”,the teacher gives students suggestions on how to improve reading skills and how to make good use of time in the university.3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningContext means the words or sentences before or after the item you do not know. Context sometimes provides definition clues. Consider: Linguistics, the scientific study of language, is very important for language students. Notice the italicized word is clearly defined. Besides the formal definition, the writer may also give explanation after such punctuation marks as comma, dash or within parentheses.Context sometimes gives example clues. Consider: like horses, human beings have a variety of gaits, they amble, stride, jog and sprint. Notice several examples are given to shed light on the meaning of the italicized word “gait”, a way of way of walking. In the sentences with example clues, the examples are usually signaled by certain words or phrases like such as, including, for example, for instance or to illustrate.Although context clues are useful in discovering the meaning of an unknown word, there are some limitations to this approach. The meaning you get from the context may be vague or general. Sometimes there is too much unfamiliar language to allow you to use the context. While you don’t interrupt your reading to look up new words in a dictionary, you may still want to check your guess if you find that some word is used often, and seems to be an important one in your field. In such cases, mark the unknown words when you are reading, and look them up later.II. Text: University Student LifeStep one: word pretest before going to text On Being a Student.Check the meaning of ten new words: profession, involve, explore, diminish, urge, performance,discipline, sack, linger, awkward.Step two: give students five minutes to scan the text and discuss the following questions: How is your college life different from your high school days? What is your plan to improve your reading skills?Step three: detailed explanation of the text. Being a university student is your profession for at least the next four years and this involves a change of attitude in many ways. First you chose one major subject instead of several subjects because you find it interesting and worth exploring further. Second, you have before you the goal of getting a degree. Another change is the relationship with teachers. You are now active learner instead of passive receiver. Teachers are only coaches and you would not be discouraged if you get back with a poorer mark than you expected and with various criticisms. In order to adapt to all the changes you must put in hours of regular practice every day. Some activities like reading, writing and note-taking, speaking and discussion are basic to studying. Make sure that you are doing these efficiently.III. Vocabulary buildingWord match exercise. Give students three groups of new words and definitions and match the word with the definitions. Some basic knowledge on suffix. Many verbs end in suffix –ize, such as realize, organize, criticize, characterize; many adverbs end in the suffix –ly, such as efficiently, certainly, professionally. If we study carefully, we can save a lot of time memorizing new words.1.How to guess the meaning from context reading2.How to get used to life in the university3.Some ways to enlarge vocabularyAssignments：Should teachers establish personal relationship with their students? Why or why not?Unit 2 Culture Shock教学目标或要求：1. Introduce some information on culture shock2. Enlarge students’ vocabulary3.Do more exercise on skimming and scanning教学内容（包括基本内容、重点、难点）：I. Reading skill: context clues to word meaningTry to guess the meaning from context. E.g.When the student meets another miserable person from the same country, he will pour out his unhappy feelings. Together they can complain in their native language.If you are driving across the country or through a city, you can also check the billboards you will see along the roads. They advertise not only products but also coming events and sights to see.Through context reading, we can easily get the meanings of “complain”-say bad words about something and “billboard” – a place to put on notice.II. Word PretestLet students guess the meanings for “acquaintance, symptom, depress, hostility, temporary, inevitable, located, dwelling on”III. TextMaking a Cultural ChangeExplanation of the text: the students who studies in a foreign country leave behind a familiar, loving, comfortable environment. Back home, he has his family, friends, and acquaintances. Foreigners experience different degrees of culture shock. The symptoms range from being ill at ease to being seriously depressed. Feeling homesick, unhappy, and very sensitive.IV. There are some suggestions found to be helpful in fighting culture shock:1. Keep busy2. Become friendly with classmates3. Do something that you really enjoy, such as reading, music or sports4. Forget that your English is less than perfect, and feel free to ask people forinformation, guidance, or directions.5. Be flexible. Laugh at the mistakes you makeWhat is culture shock?The problem of adjustment in new cultural environments. Cultural shock might be called an occupational disease of people who have been suddenly transplanted abroad.What is the symptoms and cures for culture shock?Culture shock is causes by the anxiety that results form losing all familiar signs and symbols or social contacts. Those cues or signs include various ways in which we adapt ourselves to the situation of daily life.Assignments1.What kind of people adjust best to foreign cultures?2.Do you have any difficulty in adapting to a new environment of your university?Unit Three Movie教学目标或要求：1.Students learn how to guess the meaning of new words by context clues.2.By the two articles “How Do the Movie Do it?” and “The Man Who MadeMickey Mouse”, the students are suggested to collect som e information about American movies.3.After learning unit three, students should have the basic understanding of suffixand prefix and try to use the word-building knowledge to expand their vocabulary. 教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningExamples1.The child had a wan look. He was so pale and weak that we thought hewas ill.2.Carbon monoxide (CO) is a noxious gas, which can cause death.3.During their stay in New York, they took their laundry to the Laundromat,where the public may wash their clothes in coin-operated machines. II.Text: How Do the Movies Do it?Step one: word pretest. Check the meaning of eight new words: crash, flood, apply to, absolutely, flame, instantly, deviceStep two: give students five minutes to scan the text and discuss the following questions: What kind of movie is your favorite? Do you think to become an actor or actress is a good job for young people?Step three: detailed explanation of the text. Have you ever seen a movie in which a building was burned down or a bridge was destroyed? Have you seen films in which a train crashed or a ship sank into the ocean? If so, you may have wondered how these things would happen without harming the people in the film. The man is called special effect man. In a scene for one movie there was a big glass bowl filled with water in which the fish were swimming. The director of the movie wanted the fish to stop swimming suddenly when they seemed to stare at an actor. Then the director wanted the fish stop staring and swam away. But fish cannot be ordered to do anything. It was quite a problem. At last controlling the fish through a harmless use of electricity solved the problem. As in other parts of movie making, there are those who have developed particular skill in creating certain kinds of effects. All this requires training, skill, and experience. It also adds a great deal to the expense of producing the film. It helps explain why so many movies are very expensive to make.III. Vocabulary buildingWord match exercise. Give students three groups of new words and definitions and match the word with the definitions. Some basic knowledge on suffix. Many verbs end in suffix –ize, such as realize, organize, criticize, characterize; many adverbs end in the suffix –ly, such as efficiently, certainly, professionally. If study carefully we can save a lot of time memorizing new words.1. How to guess the meaning from context reading2. How to improve English by watching movies?3. Some ways to enlarge vocabulary:4. Discuss the questions for Reading:When did the story take place?Where did it take place?Who are the main characters?What did they do? And why?What did the writer want to tell us?What’s the theme of the story?AssignmentsIs watching movies and TV programs a good way to learn something indirectly?Unit 4 Food教学目标或要求：1. Students learn how to guess the meaning of new words by reading context.2. By reading the two articles “A Food Tour of USA” and “Dinner Invitation”, students should learn to improve reading skills and try to make good use of them.3. After learning this unit, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningGeneral Knowledge: Examples1.The door was so low that the 1.9-metre man hit his head on the lintel.2.Tom got on the motorbike, his girlfriend sat behind him on the pillion and they roared off into the night.3.A special arithmetic course is going to be set up to teach the children how to add, multiply, subtract or divide simple numbers.II. Word PretestLet students guess the meanings for “specialty, aroma, nutritious, available, chef, distinct, game, deserve”III.Text: A Food Tour of USAStep one: word pretest before going to text A Food Tour of USA.Check the meaning of the new words:Step two: give students five minutes to scan the text and discuss the some questions Step three: detailed explanation of the text.IV. Vocabulary building:Prefixes: mis-, dis-Examples: mistake, misunderstand, misuse; disagree, dislike, disadvantage, etc AssignmentsWhat similarities and differences are there between Western and Chinese dinner invitation?Unit 5 Business教学目标或要求：1.Students learn how to guess the meaning of new words by reading context.2. By the two articles “Levi Strauss and Company” and “What Is the WTO?”, the students are given suggestions on how to improve reading skills and how to make good use of time in study.3. After learning this unit, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningClass relationship: (p57)More examples:1.Most animals have some methods of protecting themselves from predators-animals that kill and eat other animals. Porcupines, for example, can roll themselves into a tight ball, with their sharp spines discouraging the attackers.2.Prime ministers, ministers, ambassadors and other important national dignitaries attended the conference.II. Word PretestLet students guess the meanings for “rural, prosperity, durable, shrink, tough, commodities, trend, approaches.”III. Text: Levi Strauss and CompanyStep one: word pretest before going to text Levi Strauss and Company. Check the meaning of the new words:Step two: give students five minutes to scan the text and discuss some questions Step three: detailed explanation of the text.IV. Vocabulary buildingWord match exercise. Give students three groups of new words and definitions and match the word with the definitions. Some basic knowledge on suffix. Many verbs end in suffix –ize, such as realize, organize, criticize, characterize; many adverbs end in the suffix –ly, such as efficiently, certainly, professionally. If study carefully we can save a lot of time memorizing new words.AssignmentsDo you want to be a leader in a small company or to be an employee in a well-established company?Unit 6 Sports教学目标或要求：1.Students learn how to guess the meaning of new words by reading context.2. By reading the two articles “A City Wild with Joy” and “How the Olympic Games Started ”, students are supposed to know more information about the Olympics.3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I.Reading skill: Context Clue to Word MeaningContrast relationship: ( P57)More example:1.At the party Tom was talking cheerfully with others while his bother was reticent all the time.2.Peter’s parents hope that he can learn to be frugal, but he just keeps spending money as freely as he likes.II.Texts:1. A City Wild with JoyStep one: word pretest before going to text. Check the meaning of the new words: Step two: give students five minutes to scan the text and discuss some questions Step three: detailed explanation of the text.2.How the Olympic Games StartedIII.Vocabulary building: Suffix: -ish, -ese, (i)an, etc.Examples: American, Indian, British, childish, Chinese, Japanese,etc.AssignmentsIn order to win international championships, many countries spend a lot of money on sports. Is it worth it? Give your reasons for your opinion.Unit 7 Shyness教学目标或要求：1. Students learn how to guess the meaning of new words by reading context.2. By reading the two articles “Overcome Shyness” and “How to make a good impression”, give students suggestions on how to improve reading skills and how to make good use of them in study.3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Word pretestThe students guess the meaning of the following words:profound, affect, diminish, timid, numerous, interpret, isolate, eventuallyII. Texts: Overcome ShynessStep one: word pretest before going to text. Check the meaning of the new words: Step two: give students five minutes to scan the text and discuss some questions Step three: explanation of the text.III.Vocabulary building:Suffix: -ness, -ment, -ive, -fulExamples: happiness, witness, calmness; government, movement, development, effective, offensive, expressive; helpful, useful, delightful, etc.Assignments:How would you help a good friend deal with his or her shyness?Unit 8 Native People教学目标或要求：1. Students learn to guess the meaning of new words by reading context.2.Share with classmates’ ways to improve reading skills and to make good use of time in study.3. After learning this unit, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Get down to the theme of Unit 8Know something about native people, broaden Ss horizon. Know how can we to protect the endangered peopleII Native American Influences on Modern American Culture1.Choose one or two students to summarize the text：Native people influence the language, art, government and agriculture of modern American.2.Possible difficulties:1) ...must have been as curious about the strange European manners and customs as were the Europeans about the Indians.2) permanent: last for ever autonomous: govern by themselves"auto-" as a prefix: i.e. automate, autobiography, automobileextent: range Be indebted to: receive help from..3) name of placesDelaware(特拉华州)Iowa(爱荷华州) Illinois (伊利诺斯州) Alabama (阿拉巴马州) Miami(佛罗里达州城市) Spokane（斯伯坎市）III.Vocabulary-buildingAffix:Let Ss speak the words they can think as many as possible and repeat their words.Explain some words easily mistakenIV. Fast- reading and Presenting1.Divide the class into 4 groups, and each group is assigned to read one passage in the SECTION B and then one S should stand up to be on behalf of his group and present the main ideas or information of the passage2.Give Ss time to prepare and inspire them to show his understanding. While doing the presentation, Ss can use the words in the passage to summarize the main idea of the whole passage.Assignments:Do you want to be a leader in a small company or to be an employee in a well-established company?Unit 9 Bible Stories教学目标或要求：1. The students should learn to understand some sentences with complex structures.2. By reading extensively, students should try to improve their reading speed.3. Students should have the basic understanding of suffixes discussed in this unit and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. DiscussionDo we Chinese people have a folk story about the creation of the world? Have you heard or read about other creation stories? Share what you know with your classmates.II. Useful expressions:dominion over; gain control of; get rid of; put forth; go in with (take part in);Suffix-(i)ous:[构成形容词]表示“具有…性质的”,“充满…的”. E.g. delicious, precious, anxious-ous: 像…的；具有…特征的；实行…的；亚…的.-less: [构成形容词]表示“无”、“缺”、“ 没有”；[构成副词]表示“不”. E.g. homeless, useless, hopeless, waterless, rootless-most:E.g. topmost, outmost, innermost, uppermost, westernmost, easternmost.III. Text II The Birth of Jesus ChristLet the Ss finish this part before class and check up the answers in class.Difficult sentences:1. Now all this happened in order to make come true what the Lord had said through the prophet, “A virgin will become pregnant and have a son, and he will be called Immanuel (which means ‘God is with us’).”上帝通过预言家说：“一个处女将怀孕并生下一个男孩，他将被命名为以马内利（也即“上帝与我们同在”）。
泛读教程1教案
泛读教程1教案篇一：泛读教程教案unit1Unit1UniversityStudentLifeobjectivesStudentswillbeableto:GettoknowuniversitylifeLearntoanalysethetext masterthereadingskillandimprovereadingspeed Graspsomekeywords,usefulexpressionsmainideaandstructureofthetext difficultPointsandFocusprehensionandappreciationoftheText;2.keywords,usefulexpressions3.Readingskill4.Fastreadingandexercises.Teachingapproacheslecturing,presentation,questionandanswer,groupdiscussion TimeallotmentTeachingProceduresPre-readingtasks1.Greeting(20m)2.warm-upactivities(m)T:now,youarenotaseniormiddleschoolstudentbutauniversitystudent.maybe youarenotveryfamiliarwithuniversitystudentlife.Soihavesomequestionsfor youtodiscuss.(1)what’stheimageofauniversitystudentinyourmind?(2)what’stheuniversityshouldbelikeinyouropinion?(3)isyouruniversitylifedifferentfromyourhighschooldays?inwhatways?(4)inyouropinion,whatarethequalitiesofagoodstudent?responsible,hard-working,obidient,attentive,organized,goaloriented,notafr aidtoaskquestion3.Backgroundinformation/leadin(5m)Byyourdiscussion,weknowtheLifeintheuniversityisbothchallengingandcol orful.Thestudentsdevotemostoftheirweekdaystocourses,bothcompulsorya ndoptional.asacademicrequirementsdemandthattheymustspendallsparetim ereadingreferencebooksanddraftingthepapers.anywaytheythinkitisworthw hile.Universitylifeisextremelyimportantinastudent’slife.Throughafewyears’learning,studentsacquirelotsofknowledgeandexperiencefromtheirprofesso rs.Theirattendanceatvariouslectures,theiractivitiesinclubsorothersocialorg anizationandtheirexchangeofideaswiththefellows--------alltheseopenupane wvistaforthem,fostertheirabilitytoworkindependentlyandhelpthemtointelle ctualmaturity.Universitylifewillpavethewaytotheirsuccessfulcareer.However,inuniversity,noteveryonecanbecomeexcellentstudent.Justnow,youdiscus sedmanyqualitiesofagoodstudentthatshouldpossess.inthisunit,textiintroduc eswhatmakesagoodstudent.while-reading1.wordpretestbeforegoingtotextonBeingaStudent.checkthemeaningofeight newwords:academic,accomplishment,demonstrate,dedicated,diverse,fad,v alidity,humility(m)academic:scholarly~year/researchaccomplishment:accomplish(verb)+ment(suffix)=accomplishment(noun) -mentachievementdemonstrate:display,operate,andexplaintheworkingsof(amachine,product, etc)othersynonyms:show,display,present,manifestdedicated:dedicatev.–edaddedafteranountoconstituteanadjective.表示有……的，具有……特征bededicatedtodevoteddiverse:different,various,variedfad:anintensebutshort-livedfashion;crazevalidity[v?'liditi]:base,foundationvalid–ty用以构成名词，表示性质状态程度humility:modestyhumiliate2.Firstreadingandroughunderstandingofthetext(15m) givestudentsfiveminutestoskimthetextanddiscussthefollowingquestions:(1)whatisthedefinitionof―student‖?(2)whatarethequalitiesofagooduniversitystudentaccordingtothetext?(3)doyouthinkitisnecessaryforthestudentstocarryoutmanyextra-curriculara ctivitiesbesidesclassroomlearning?why?3.observeStudents’badreadinghabits Justnowifindmanyofhavesomebadreadinghabitswhenyouskimthetext.Thes ebadreadinghabitswillslowyourreadingspeed.a.movingyourlipswhenyoureadB.readingwithyourforefingerpointingthewordsc.Regressing/skipbackReadbackfromtimetotime; Regressingmeansrereadingaword,phrase,orsentenceoutofhabit.habitual,un necessaryregressingreallyslowsyoudown.d.checkthenewwordswhenyouread Youshouldguessthemeaningofthenewwordsacoodingtothecontext.E.Readingonewordatatime Slowreaderstendtoseeonlyonewordatatime.Goodreaderswillseeseveralwor dsatatimeandtheireyeswillstoponlythreeorfourtimesastheymoveacrossapa ge.4.Secondreadingandclearunderstandingofthemainideaandstructure(15m)re adthetextagainandgiveadivisonofthetext.Thistextisanessayonthecharacteristicswhichmakeagoodstudent. Thistextcanbedividedintothreeparts.Part1(para.1):themeaningofa―student‖isserious.Part2(para.2-3):thequalitiesofbeingof―goodstudent‖includesfouras---attit ude,academicskills,awarenessandaccomplishment.alltheseaddedup toafiftha:ability.Part3(para.4):otherqualitiesare:self-discipline,initiative,breadthofinterests, anopenmind,acriticalhabitofmind,objectivityandhumility.4.detailedexplanationofthetext/languagepionts(30m)now,firstlookatthetopiconbeingaStudent,onhereaboutlunji,suchasmaozedo ng’sonPractice实践论，besides,thistextisveryclear,thewordsaboutqualitiesareemphasizedbybold. Part1(1)Thismoderndefinitiondoesnotsuggestthatthepersondoesanythingotherth an―attend‖.otherthan:exceptaccordingtothemoderndefinition,thepersondoesnothingexceptattendascho ol,collegeoruniversity.Part2(2)standout:tobedistinctiveorconspicuous,beexcellent,extraordinarystandoutfromsb./sth.:bemuchbetterthansb./sth.远远超过某人e.g.Herworkstandsoutfromthereataseasilythebest.(3)fourasacoordingtoreadingskill-contextcluetowordmeaning,wecaneasilyknowthe meaningsofattitude,academicskills,awarenessandaccomplishment. attitude:agoodstudentpossessestheabilityandwillingnesstolearnnewsubject seventhesubjectsarenotinteresting. academicskillsaretheskillsnecessarytodowellinaneducationalsetting.Theyi ncludereading,writing,math,research,computer,andstudyskills. awarenessisthestateorabilitytoperceive,tofeel,ortobeconsciousofevents (4)toone’sliking:givingsb.satisfaction,pleasingsb,suitone’sstyle/taste itrustthemealwastoyourliking.(5)addupto:amounttosth.,indicatesth. agoodstudenthastheabilitytoapplytheresultsofhisorherlearningintoacreativ ewayandachievethegoals.abilityisnotinborn.Youcanachieveitthroughyourd edicatedefforts.Part3(6)seekout:findout(7)seethrough:perceive,beawareof(8)falseclaims:deception,cheat(9)turnouttobe:provetobe Thejobturnedouttobeharderthanwethought.Post-reading1.Readingskill:contextcluestowordmeaning(10)Readingskill:contextcluetowordmeaning(30) BeforewecometoSectiona,let’sseereadingskill-contextcluetowordmeaningfirst.contextmeansthewordsor sentencesbeforeoraftertheitemyoudonotknow.contextcluesarethehintsprov idedintext,whichleadthereadertomeaningsofwords.whenreaderscomeacros sanunfamiliarword,theyoftenlookindifferentplacesinthetextforcluestothem eaning.Thesecluescanbefoundbefore,within,orafterthesentencewiththeunf amiliarword.also,therearesignalwordsassociatedwiththecontextclues.Thes esignalwordswillpointoutthetypeofcontextcluebeingused.oncethereaderisa bletoidentifythetypeofcontextcluebeingused,thenthemeaningsofunfamiliar wordsbecomeclear.ThereareseveralTYPESoFconTEXTcLUES:1.synonymsanddefinitions2.examples3.classrelationship4.antonymsandcontrasts5.experienceorsenseofthesentence contextsometimesprovidesdefinitionclues.Theauthorincludesadefinitionto helpthereaderunderstandthemeaningofaword.consider:Linguistics,thescientificstudyoflanguage,isveryimportantforlang uagestudents.noticetheitalicizedwordisclearlydefined.inthefollowin gexample,―tainted‖isdefinedashavingadisease. Thepeopleofthetownwerewarnednottoeatthetaintedfish.Thelocalnewspape rpublishedabulletininwhichreaderswereclearlytoldthateatingfishthathadadi seasecouldbeverydangerous.ThiswasespeciallytrueforfishcaughtinLakeJe an.Besidestheformaldefinition,thewritermayalsogiveexplanationaftersuchpun ctuationmarksascomma,dashorwithinparentheses.Besides,Theverb”tobe”isasignalindicatingthatthedefinitionofthewordmay beinthesentence.aformoftheverb”tobe”islocatedbetweentheunfamiliarwor danditsmeaning. acarnivoreisananimalthatfeedsonlyonmeat.Theword”or”isasignalwordindicatingthatthedefinitionisinthesentence. abiographer,oronewhowritesaboutpeople'slives,isanexampleofanaut hor.contextsometimesgivesexampleclues.consider:likehorses,humanbeingsha veavarietyofgaits,theyamble,stride,jogandsprint.noticeseveralexamplesare giventoshedlightonthemeaningoftheitalicizedword―gai(:泛读教程1教案)t‖,awayofwayofwalking.inthesentenceswithexampleclues,theexamples areusuallysignaledbycertainwordsorphraseslikesuchas,including,forexam ple,forinstanceortoillustrate. Thestudentwassufferingfromanxiety.Forexample,whenhefirstsawthetest,h ebegantotremble.celestialbodies,suchasthesun,moon,andstars,aregovernedbypredictablelaw s. althoughcontextcluesareusefulindiscoveringthemeaningofanunknownwor d,therearesomelimitationstothisapproach.Themeaningyougetfromtheconte xtmaybevagueorgeneral.Sometimesthereistoomuchunfamiliarlanguagetoa llowyoutousethecontext.whileyoudon’tinterruptyourreadingtolookupnewwordsinadictionary,youmaystillwanttoc heckyourguessifyoufindthatsomewordisusedoften,andseemstobeanimport antoneinyourfield.insuchcases,marktheunknownwordswhenyouarereading ,andlookthemuplater2.readingcomprehension(5)3.V ocabularybuilding(15m)established:anestablishedfact既成事实anestablishedrule成规strenuous:makestrenuousefforts竭尽全力strenuousexamination紧张的考试givepriorityto:beingmoreimportantsuffix–ize,ly后缀-ize可以加在名词或形容词的后面构成动词后缀,表示”照……样子做”、”按……方式处理”、”使成为……”、”变成……状态”、”……化”的意思。
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英语泛读教程教案
教案标题：英语泛读教程教案
教案目标：
1. 帮助学生提高英语泛读能力，包括阅读理解、词汇积累和语言运用能力。
2. 培养学生的阅读兴趣和阅读策略，提高他们的阅读速度和理解能力。
3. 引导学生学会运用所学知识进行思考和讨论，培养他们的批判性思维和创造性思维。
教案内容：
一、教学准备：
1. 教材：选择一本适合学生英语水平的泛读教材，如《English Reading Comprehension》。
2. 教具：多媒体设备、课件、黑板、录音设备等。
3. 学生参考资料：提供相关的阅读材料、词汇表、参考答案等。
二、教学步骤：
第一课时：导入与预习
1. 创设情境：通过图片、视频或小故事等方式引起学生对主题的兴趣。
2. 引导学生预习：让学生快速浏览文章，了解大意和主题，并提出问题。
第二课时：阅读与理解
1. 教师讲解文章结构和重点词汇，并提供相关的词汇解释和例句。
2. 学生独立阅读文章，理解文章的主旨和细节，并回答相关问题。
3. 学生小组讨论，分享自己的理解和观点，并展开互动交流。
第三课时：词汇积累与语言运用
1. 教师引导学生通过上下文猜测词义，并提供词汇解释和例句。
2. 学生进行词汇积累，包括单词、短语和句型，并进行相关的练习。
3. 学生运用所学词汇和句型进行口语和写作练习，提高语言运用能力。
第四课时：阅读策略与扩展阅读
1. 教师讲解不同的阅读策略，如预测、推理、归纳等，并进行相关的练习。
2. 学生进行扩展阅读，选择自己感兴趣的文章进行阅读，并进行相关的讨论和
写作练习。
3. 学生进行反思和总结，分享自己的学习收获和体会。
三、教学评估：
1. 阅读理解测试：通过给学生阅读一篇新的文章，并回答相关问题来评估他们
的阅读理解能力。
2. 词汇测试：通过给学生提供一些新的词汇，并要求他们进行词义猜测和句子
运用来评估他们的词汇积累和语言运用能力。
3. 学生作业：布置相关的阅读和写作任务，让学生进行自主学习和实践，然后
进行作业评估。
教案扩展：
1. 创设阅读角：在教室中创设一个阅读角，提供各种英语泛读材料，鼓励学生
自主阅读和交流。
2. 阅读俱乐部：组织学生参加阅读俱乐部活动，让他们分享自己的阅读体验和
推荐好书。
3. 阅读项目：组织学生进行小组或个人的阅读项目，如读书报告、阅读笔记等，培养学生的阅读习惯和独立思考能力。
以上是一个基本的英语泛读教案，根据具体教学需求和学生水平的不同，可以进行适当的调整和扩展。
希望这个教案可以为你提供一些指导和建议。