大学英语精读3第二单元教案

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新编大学英语 3 Unit 2 教案

Unit 1 Myths and LegendsTeaching Aims:In this unit students are required to :1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture;2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill and communicative skills;3) grasp some new words and try to use these words which help them to enrich their vocabulary;4)read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension;5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities.I. Useful InformationIn order to understand the world around them, virtually all early cultures developedmyths that explained various aspects of life and mysteries of nature. Animals, plants and people---both imaginary and real---were often attributed with special powers that gave thema spiritual significance. In ancient China, for example, the phoenix(凤凰),the dragon, theunicorn(独角兽) and the tortoise were regarded as sacred creatures that symbolized various characteristics including wisdom, longevity, indestructibility(不可毁灭)and power. The ancient Greeks developed a complex system of myths related to hundreds of gods and goddesses that were said to control the fate of all men and women. Whether myths became part of an established religion or not, they were always incorporated into stories that could be told and retold as captivating explanations of natural and supernatural events. And as such they became cultural treasures that educated and united people around common beliefs.Although the line between myth and legend is often blurred(变得模糊），myths tend to focus on superhuman animals and gods, whereas legends glorify a hero or a great event and usually contain an element of truth. Like myths, legends became popular stories handed down from generation to generationIn all cultures, story-telling was a way of transmitting beliefs, customs, and moralprinciples to people of all ages who cold neither read nor write. Story-telling was also an important form of entertainment at the level of the family and the village. With the advent (appearance/coming) of radio and television, however, story-telling have all but disappeared.Instead of gathering around an individual capable of remembering all kinds of wonderful and amusing tales, people now prefer to sit in front of a TV set.It is mainly in their written form that we can still enjoy traditional myths, legends, fablesand folktales. In reading stories from different cultures, we can discover some of the universal (普遍的)characteristics of humankind. The trickster(骗子，恶作剧的精灵）, for instance, is a clever, deceitful and greedy individual who inspires admiration but who must be taught a lesson.In some cultures he appears as a monkey, in others a tortoise or a raven(渡鸦）。

大学英语3第二单元教案

课程名称：大学英语3授课班级：XX级XX班授课教师：XXX授课时间：2课时教学目标：1. 知识目标：（1）掌握本单元的核心词汇和短语；（2）理解并运用本单元的语法知识；（3）提高阅读理解能力，能快速获取文章主旨和大意。

2. 能力目标：（1）提高口语表达能力，能就本单元话题进行简单交流；（2）提高写作能力，能根据提示完成短文写作。

3. 情感目标：（1）激发学生对英语学习的兴趣，培养良好的学习习惯；（2）增强学生的跨文化交际意识，提高跨文化交际能力。

教学重点：1. 本单元的核心词汇和短语；2. 本单元的语法知识；3. 阅读理解能力。

教学难点：1. 词汇的记忆和应用；2. 语法知识的理解和运用；3. 阅读理解中的细节把握。

教学过程：第一课时一、导入1. 引导学生回顾上一单元所学内容，激发学生对新单元的学习兴趣。

2. 提问：What did we learn in the last unit? 引导学生回答。

二、新课导入1. 播放与本单元主题相关的视频或图片，激发学生的兴趣。

2. 提问：What do you think about this topic? 引导学生进行讨论。

三、词汇学习1. 介绍本单元的核心词汇和短语，如：domestic, international, travel, tourism, culture, etc.2. 通过图片、例句等形式帮助学生记忆和理解词汇。

3. 进行词汇练习，如：填空、翻译等。

四、语法学习1. 介绍本单元的语法知识，如：现在进行时、过去进行时等。

2. 通过例句和练习帮助学生理解和运用语法知识。

3. 进行语法练习，如：改错、翻译等。

五、阅读理解1. 选取与本单元主题相关的阅读材料，如：旅游、文化等。

2. 指导学生阅读，关注文章的主旨和大意。

3. 进行阅读理解练习，如：判断正误、选择题等。

六、总结1. 回顾本节课所学内容，强调重点和难点。

2. 布置课后作业，如：词汇练习、阅读理解等。

现代大学英语精读3unit2教案

#### 教学目标1. 掌握：通过本节课的学习，学生能够掌握课文中的关键词汇、短语以及一些有用的句型。

2. 熟悉：学生能够理解课文的整体结构和内容。

3. 了解：学生能够了解作者的观点和写作手法，并学会分析文本。

#### 教学内容- 课文标题：Lesson Two - Discovery of a Father- 作者：Sherwood Anderson- 教学时间：2课时#### 教学步骤##### 第一课时Step 1：导入 (10分钟)- 引导学生回顾上一节课的内容，提出与课文相关的问题。

- 简要介绍Sherwood Anderson的生平及其作品风格，激发学生的兴趣。

Step 2：快速阅读 (10分钟)- 学生快速阅读课文，把握文章大意。

- 进行快速阅读后的讨论，分享阅读感受。

Step 3：细读与分析 (30分钟)- 学生细读课文，标记关键词汇和短语。

- 分析课文结构，了解作者的写作手法。

- 小组讨论：探讨课文中的主题，如父爱、家庭关系等。

Step 4：词汇学习 (15分钟)- 教师讲解课文中的关键词汇和短语，并给出例句。

- 学生练习使用这些词汇和短语进行造句。

Step 5：总结与反思 (5分钟)- 教师总结本节课的重点内容。

- 学生反思自己的学习过程，提出疑问。

##### 第二课时Step 1：复习与巩固 (10分钟)- 复习上一节课学习的词汇和短语。

- 学生进行相关练习，巩固所学知识。

Step 2：课文讨论 (20分钟)- 小组讨论：分析课文中的人物性格特点，探讨人物之间的关系。

- 教师引导学生思考作者想要传达的信息。

Step 3：写作练习 (15分钟)- 学生根据课文内容，写一篇短文，表达自己的观点。

- 教师给予指导，纠正语法错误。

Step 4：课堂小结 (5分钟)- 教师总结本节课的学习内容，强调重点和难点。

- 学生分享自己的写作心得。

#### 教学评估- 通过课堂讨论和写作练习，评估学生对课文内容的理解和运用能力。

现代大学英语精读3教案U2

课时：2课时教学目标：1. 让学生掌握U2课文中的生词、短语和句型。

2. 提高学生的阅读理解能力，培养学生对文章主旨和大意的把握。

3. 培养学生的思辨能力，引导学生对文章中的观点进行思考和评价。

4. 提高学生的口语表达能力，鼓励学生在课堂上积极发言。

教学重点：1. 生词、短语和句型的掌握。

2. 阅读理解能力的提高。

3. 思辨能力的培养。

教学难点：1. 文章中复杂句型的理解。

2. 对文章主旨和大意的把握。

3. 思辨能力的培养。

教学准备：1. 课文《The Internet and Education》。

2. 课件或黑板。

3. 生词卡片。

教学过程：第一课时：一、导入1. 教师简要介绍本文的背景和主题。

2. 学生自由发言，分享自己对互联网和教育的看法。

二、课文阅读1. 学生阅读课文，注意生词和短语。

2. 教师提问，检查学生对课文内容的理解。

三、生词讲解1. 教师带领学生逐个讲解生词，并举例说明。

2. 学生跟读生词，加深记忆。

四、短语和句型讲解1. 教师讲解课文中的短语和句型，并举例说明。

2. 学生跟读短语和句型，加深记忆。

五、阅读理解练习1. 教师提出问题，检查学生对课文内容的理解。

2. 学生回答问题，教师点评。

六、课堂小结1. 教师总结本节课的学习内容。

2. 学生回顾本节课所学，提出疑问。

第二课时：一、复习1. 学生回顾上节课所学内容，自由发言。

2. 教师提问，检查学生对课文内容的掌握。

二、文章主旨和大意1. 学生阅读课文，总结文章主旨和大意。

2. 教师点评学生的总结，并给出自己的看法。

三、思辨能力培养1. 教师提出问题，引导学生对文章中的观点进行思考和评价。

2. 学生自由发言，分享自己的观点。

四、口语表达能力训练1. 教师设置情景，让学生用课文中的句型和短语进行口语表达。

2. 学生分组练习，互相点评。

五、课堂小结1. 教师总结本节课的学习内容。

2. 学生回顾本节课所学，提出疑问。

教学反思：本节课通过阅读、讲解、练习等方式，帮助学生掌握课文内容，提高阅读理解能力和思辨能力。

大英3unit2教案

Step I. Lead ine some questions to lead to the new text.1）Image you have in front of you an orange ，a tomato and a strawberry. Which one does not belong with the other two ?why?2）Do you think it is important to develop students’ ability to see things in fresh ways ? why or not?3）What do you think of the idea that the purpose of education is to develop a taste for constantly asking questions?2.The teacher gives a summary and an introduction to the text.Step II. Analyze the text1. Introductory Remarks:This text is taken from Writing with a Thesis (8th ed. 2001)2. Structure:Part I (Para.1-5)The author’s children teach him about paradigm shifts.Part II (Para6-8) Three examples of shifting old paradigms in history.Part III (Para.9-12) The importance of shifting old paradigms.Part II (Para13) The author encourages people to look at information in a new way.Background Information:Sesame StreetSesame Street is an educational American children’s television series designed for preschoolers, and is recognized as a pioneer of the contemporary standard which combines education and entertainment in children’s television shows. It is produced in the United States by Sesame Workshop, and broadcasted on November 10, 1969 on the National Educational Television network. Because of its positive influence, Sesame Street has earned the distinction of being the foremost and most highly regarded educator of children in the world. No television series has matched its level of recognition and success on the international stage. The original series has been televised in 120 countries, and more than 20 international versions have been produced. In its long and illustrious history, Sesame Street has received more Emmy A wards than any other program, and has captured the allegiance, esteem, and affection of millions of viewers worldwide.Nicholas CopernicusCopernicus was a Polish astronomer and mathematician who held the view that the Earth and the other planets all travel in circles around the Sun.“Finally we shall place the Sun himself at the center of the Universe. All this is suggested by the systematic procession of events and the harmony of the whole Universe, if only we face the facts, as they say, …with both eyes open‟.”A Brief Introduction of Nicolas CopernicusBorn on Feb. 19, 1473, in Thorn (Torun), Poland, Copernicus is said to be the founder of modern astronomy. The son of a prosperous merchant, he was raised after his father’s death by a maternal uncle. At the age of nineteen, he was sent to the University of Krakow to study mathematics, optics (光学) and canon (基督教教规) law in Italy. This experience stimulatedyoung Copernicus to study further liberal arts at Bologna (1496-1501), medicine at Padua, and law at the University of Ferrara, from which he emerged in 1503 with the doctorate in canon law. Shortly afterward, he returned to Poland and eventually settled permanently at the cathedral near his hometown. Through his uncle’s influence he had been elected canon of the cathedral. Copernicus not only faithfully performed his duties, but also turned his attention to astronomy. In 1530, Copernicus completed and gave to the world his great work De Revolutionibus, which asserted that the earth rotated on its axis (地轴线) once daily and traveled around the sun once yearly. Not welcomed by the church, it was not published until 1543. Copernicus died on May 24, 1543.The Copernican RevolutionWe noted earlier that the three assumptions held back the development of modern astronomy from the time of Aristotle until the 16th and 17th centuries. Copernicus challenged Assumption 1, but not Assumption 2. We may also note that the Copernican model implicitly questions the third tenet that the objects in the sky were made of special unchanging stuff. Since the Earth is just one of the planets, there will eventually be a natural progression to the idea that the planets are made from the same stuff that we find on the Earth.Häagen-Dazs and Reuben MattusReuben Mattus, a young entrepreneur with a passion for quality and a vision for creating the finest ice cream, worked in his mother’s ice cream business selling fruit ice and ice cream pops from a horse drawn wagon in the bustling streets of the Bronx, New Y ork. To produce the finest ice cream available, he insisted on using only the finest, purest ingredients.The family business grew and prospered throughout the 1930s, 40s and 50s, and by 1961 Mr. Mattus decided to form a new company dedicated to his ice cream vision. He called his new brand Häagen-Dazs, to convey an aura of the old-world traditions and craftsmanship to which he remained dedicated.Häagen-Dazs started out with only three flavors: vanilla, chocolate and coffee. But Mr. Mattus’passion for quality soon took him to the four corners of the globe. The Häagen-Dazs brand quickly developed a loyal following. Then in 1976, Mr. Mattus’daughter Doris opened the first Häagen-Dazs shop. It was an immediate success, and its popularity led to a rapid expansion of Häagen-Dazs shops across the country.Edward JennerEdward Jenner was an English country doctor who pioneered vaccination. Edward Jenner was born on May 17, 1749 in the small village of Berkeley in Gloucestershire. From an early age Jenner was a keen observer of nature and after nine years as a surgeon’s apprentice he went to St. George’s Hospital, London to study anatomy (解剖学) and surgery under the prominent surgeon Hohn Hunter. After completing his studies, he returned to his hometown Berkeley to set up a medical practice where he stayed until his death in 1823. In the eighteenth century, before Jenner, smallpox was a killer disease, as widespread as cancer or heart diseases in the twentieth century but with the difference that the majority of its victims were infants and young children. Edward Jenner pioneered vaccination. Jenner’s discovery in 1796 that vaccination with cowpox gave immunity (免疫) to smallpox, was an immense medical breakthrough and has saved countless lives. In 1980, as a result of Jenner’s discovery, the World Health Assembly officially declared “the world and its peoples”free from endemic smallpox.Step III. Content analysis questions1. What were the author and his children playing that night?“What Doesn’t Belong?” based on the Sesame Street game.2.What was the question the father put to his children?What doesn’t belong, an orange, a tomato or a strawberry?3.What was the oldest child’s answer to the question? And what did the father think of his answer?The oldest child’s answer was that tomato doesn’t belong because it was not fruit and his father thought it was a right answer.4.What answers did his 4-year-old and his 6-year-old children give?His 4-year-old chose strawberry because the other two were round and strawberry wasn’t, while the 6-year-old believed that orange didn’t belong because the other two were red.5.Why did the 9-year-old and the middle one add to the answers?Because they did not want to be outdone by their siblings.Group DiscussionTopics: Work with your partner to discuss “How did Sarah Morris change the author and what can you learn from the story of Sarah Morris?”Step IV. Language points重点语言点：1. shift:1. n.1) a change in the way people think about something, in the way something is done,etc.For most city dwellers, it is a welcome shift from town to country life.2) if workers in a factory, hospital, etc. work shifts, they work for a particular period of time during the day or night, and are then replaced by others, so that there are always people workingHe is on the night shift this week2. v. move from one place or position to another, or make something do thisDon’t try to shift the responsibility onto me.People gradually shift from the country to the town.Collocations:shift the blame / responsibility onto (somebody)把责任推给（某人）shift one’s ground改变立场或方法shift for oneself自谋生计2.deliver: v.1) take (letters, parcels, goods, etc.) to the places or peoplethey are addressedThe parcel was delivered to my door.A postman is a man employed to deliver letters and parcels.2) make a speech, etc. to a lot of peopleShe delivered a talk on philosophy to the society.3) do or provide the things you are expected to, because you are responsible for them or they are part of your jobIf you can’t deliver improved sales figure, you’ll be fired.Do you think the government will deliver the promised tax cuts?3. argue: v.1) disagree with someone in words, often in an angry wayWe argued with the waiter about the price of the meal.2) state or give clear reasons that sth. is true, shouldbe done, etc.He was arguing that poverty may be a blessing.It could be argued that sending men to the moon is a waste of money.3) persuade sb. to do or not to do somethingThey argued him into withdrawing his complaint.Pattern:argue with sb. about / over sth.argue for / againstargue sb. into / out of doing sth.4. outdo:v. be better or more successful than someone else at doing sth.She determined to outdo her brother at work and games.Not to be outdone, he tried again.out 通常放在名词的前面表示“外面”或“外部”的意思。

大学英语精读3unit2电子教案

---### 一、课程基本信息课程名称：大学英语精读课程级别：3单元编号：2授课时间：2课时授课对象：大学英语3年级学生---### 二、教学目标1. 知识目标：- 掌握本单元的关键词汇和短语。

- 理解文章的主要内容和结构。

- 学习并运用一定的阅读策略。

2. 能力目标：- 培养学生的阅读理解能力。

- 提高学生的英语写作和口语表达能力。

- 增强学生的跨文化交际能力。

3. 情感目标：- 培养学生对英语学习的兴趣。

- 激发学生的爱国情怀。

---### 三、教学内容课文标题：《发现一位父亲》课文背景：Sherwood Anderson是美国著名作家，他的作品以描写普通人的生活为主，具有深刻的社会意义。

课文结构：- 第一部分：引出主题，讲述主人公对父亲的误解。

- 第二部分：揭示父亲的真相，主人公对父亲有了新的认识。

- 第三部分：总结全文，表达主人公对父亲的感激之情。

---### 四、教学重点与难点教学重点：1. 关键词汇和短语的学习。

2. 文章结构和内容的理解。

3. 阅读策略的运用。

教学难点：1. 对复杂句子的理解。

2. 对文化背景知识的理解。

---### 五、教学过程第一课时1. 导入新课：- 通过图片、视频等方式引入主题，激发学生的兴趣。

- 简要介绍Sherwood Anderson的生平和作品。

2. 阅读课文：- 学生自读课文，了解文章大意。

- 教师提问，检查学生对文章的理解。

3. 分析课文：- 分析文章的结构和内容。

- 讲解关键词汇和短语。

4. 课堂讨论：- 学生分组讨论，分享自己的理解和感受。

- 教师总结讨论结果。

第二课时1. 复习课文：- 复习关键词汇和短语。

- 复习文章的结构和内容。

2. 阅读练习：- 学生进行阅读练习，巩固所学知识。

- 教师批改练习，指出错误。

3. 写作练习：- 学生根据课文内容进行写作练习。

- 教师批改练习，给予反馈。

4. 总结：- 总结本单元的学习内容。

- 强调重点和难点。

大学英语精读第三版第二册unit2教案

一、教学目标1. 理解课文内容，掌握课文中的重点词汇和语法知识。

2. 培养学生阅读理解和分析的能力。

3. 提高学生的口语表达能力，让学生能够运用所学知识进行简单的口语交流。

4. 培养学生的写作能力，让学生能够根据课文内容写出一篇完整的短文。

二、教学内容1. 课文内容：本文主要讲述了一位年轻人在面对生活困境时，通过坚持努力，最终实现了自己的梦想。

2. 重点词汇：determination、difficulties、opportunity、achieve、inspire 等。

3. 语法知识：现在完成时、条件状语从句等。

三、教学步骤1. 导入新课（1）展示图片，让学生根据图片内容进行简短的口语交流，引入话题。

（2）简要介绍课文背景，激发学生的学习兴趣。

2. 阅读课文（1）学生自读课文，理解课文大意。

（2）教师引导学生分析课文结构，总结课文内容。

（3）讲解重点词汇和语法知识，让学生进行跟读和练习。

3. 口语练习（1）分组讨论，让学生运用课文中的词汇和语法知识进行口语交流。

（2）教师挑选几组进行展示，给予点评和指导。

4. 写作练习（1）教师布置写作任务，要求学生根据课文内容写一篇短文。

（2）学生独立完成写作任务。

（3）教师批改作文，给予点评和指导。

5. 课堂小结（1）回顾本节课所学内容，强调重点词汇和语法知识。

（2）布置课后作业，巩固所学知识。

四、教学评价1. 课堂表现：观察学生在课堂上的参与度、口语表达能力和写作水平。

2. 课后作业：检查学生的作业完成情况，了解学生对本节课内容的掌握程度。

3. 课堂测试：通过课堂测试，评估学生对本节课重点词汇和语法知识的掌握情况。

五、教学反思本节课通过阅读、口语和写作等多种形式，让学生在轻松愉快的氛围中学习英语。

在教学过程中，教师应注重激发学生的学习兴趣，培养学生的阅读理解、口语表达和写作能力。

同时，教师应关注学生的个体差异，给予学生充分的关注和指导，提高学生的学习效果。

大学英语精读3unit2电子版教案

#### 一、课程基本信息课程名称：大学英语精读3授课班级：XX班授课教师：XXX授课时间：第X周课时安排：2课时#### 二、教学目标1. 知识目标：- 掌握本单元的核心词汇和短语。

- 理解文章的主要内容和结构。

- 了解文章所涉及的文化背景知识。

2. 能力目标：- 提高阅读理解能力，学会分析文章的写作手法。

- 培养批判性思维，对文章内容进行深入探讨。

- 提升口语表达能力，能够就文章内容进行讨论。

3. 情感目标：- 激发学生对英语学习的兴趣，增强学习动力。

- 培养学生的国际视野，提高跨文化交流能力。

#### 三、教学内容单元主题：Discovery of a Father（发现父亲）课文内容：本单元课文讲述了一个关于父子关系的故事，通过主人公对父亲的认识和了解，展现了亲情的力量。

重点词汇：- Discovery- Father- Relationship- Understanding- Love难点：- 文章中复杂的句子结构和表达方式。

- 文章中所蕴含的深层情感和文化内涵。

#### 四、教学过程第一课时1. 导入（10分钟）- 简要介绍课文背景，引导学生思考父子关系的重要性。

2. 词汇学习（15分钟）- 引导学生学习本单元的重点词汇，通过例句和练习加深理解。

3. 阅读理解（20分钟）- 让学生自主阅读课文，回答问题，检查学生对文章内容的理解程度。

4. 课堂讨论（15分钟）- 引导学生就课文内容进行讨论，分享对父子关系的看法。

第二课时1. 复习（10分钟）- 复习上节课的学习内容，检查学生对重点词汇和文章结构的掌握情况。

2. 深入分析（20分钟）- 对课文中的复杂句子结构和表达方式进行深入分析，帮助学生理解文章的深层含义。

3. 写作练习（15分钟）- 让学生根据课文内容，写一篇关于父子关系的短文。

4. 总结与反思（5分钟）- 总结本单元的学习内容，引导学生反思自己的学习收获。

#### 五、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、课堂讨论等。

大学英语精读第三版第二册U2教案

Unit2Lessons from JeffersonTeaching Time:8hoursStudents’level:non-English majors of the second semester of the1st year.Teaching Objectives:1.Get to understand Jefferson and learn his ideas and its meaning in the present society.Understand“Go and see”,”You can learn from everyone”,“Judge for yourself”,“Do what you believe his right”,”Trust the future; trust the young”,"only a nation of educated people could remain free”. Try to understand the history of the Declaration of Independence; Jefferson’s devotion and achievements;the presidents:Washington and Lincoln.2.About the text,Ss should grasp the text content,text structure,basic vocabularies and required grammar points of the section.Words:action,agreement,appoint,conflict,constantly,create, custom,educate,error,existence,false,hesitate,influence,latter,obtain,hesitate,talent,threaten.Phrases&Expressions:get out of one^s way,leave to,act on,leave behind,in-existence,above allGrammar:omitting sentences,...nor,sentences for emphasis3.About the reading,help Ss review the reading skills they’ve learnt.4.About the writing,Ss should get to grasp the skill of paragraphdeveloping—topic sentences.5.About the listening,Ss finish the Unit2directed by the teacher. Teaching Procedures:I.Pre-reading Activities1.Background introduction:the Declaration of Independence,social class,Jefferson&French Revolution2.T’s presentationKey words and expressions:A.New words and old wordsB.Chinese and English phrasesC.Study on Key Words and Phrases1.independencea)(n.)freedom from the control of othersE.g.American people impress on their children the value of independence.b)depend(vi.)rely on;be decided byE.g.The city depends considerably on its tourist trade.Our success depends on weather.c).dependent(a.)E.g.Promotion in this company is dependent on consistent hard work.d)independent:(a.)needing no help or support from othersE.g.He will never be independent of his mother.2.source:n.a)place where a river startsE.g.Let's follow the river to discover its source.b)thing or place from which es or sth.is obtainedE.g.Nobody there could find the source of the engine trouble.3.origin:n.a)the thing from which anything comes or risesE.g.The doctors are studying the origin of the disease.b)birth,ancestryE.g.He is an American of Chinese Origin.4.appoint:vt.a)name for an office or positionE.g.George's father was named(to be)/(as)/director of the factory.b)decide onE.g.We named the railway station as the place for the meeting.c)<derivative>appointment(n.)E.g.I have an appointment to see the manager at two.5.threat:n.a).a statement of what will be done to hurt or punish sb.E.g.The boys stopped playing ball in the classroom because of the monitor's threat to report it to the headmaster.b)a sign or source of possible evil or harmE.g.Those black clouds are a threat of rain.c)<derivative>threaten:(v.)to make a threat against;be a sign or source of possible evil or harmE.g.The boss threatened the lazy employee with dismissal.6.reject:vt.a)refuse to take,believe,use or considerE.g.He tried to join the army but was rejected because of his poor health.b)throw away as useless or unsatisfactoryE.g.Reject all the waste paper.7.hesitate:vi.hold back in doubt or indecisiona)<set phrases>hesitate to do(be reluctant to do sth.);hesitate about/over doing(feel doubtful about)E.g.Don't hesitate about/over taking this job,this might be your onlyopportunity.I hesitate to phone him at this late hour.b)<derivative>hesitation(n.)E.g.He felt some hesitation in joining us.8.prefer:(vt.)like better,choose rather thana)<set phrase>prefer doing/rather than doingprefer N./to do/doing/that-clauseprefer to do rather than(to)doE.g.I prefer to read rather than sit idle.Would you prefer that I(should)come on Monday instead of Tuesday.9.influencea)(n.)power to produce an effect,a person,fact etc.that has this powerE.g.Earthquakes have influence on the weather.b)(v.)have an influence onE.g.They tried not to be influenced by what he said.10.owe:v.a)will have to return/pay(money)back to(sb.)E.g.I owe him1000dollars.b)have or cherish(a certain feeling)toward(a person)E.g.I am sure I owe him no thanks.He was less than helpful.c)admit thankfully(sb./sth.)as the cause of(sth.)E.g.She owes her success to hard work.11.humble:a.a)low in positionE.g.Napoleon's humble origin did not stop his political ambition.b)having a modest opinion of oneselfE.g.I was surprised to find Einstein to be such a humble person.12.go out of one's way(to do sth):take particular trouble,make a special effortE.g.Both China and Britain went out of their way to reach the agreement.13.act on:take as a result of,behave according toE.g.The police are acting in information received.14.leave behinda)remain after one leave a placeE.g.His death left behind a long train of problems and difficulties.b)forget to takeE.g.He was already on his way to the air[ort when he realized he had left his suitcase behind.15.above all:most important of allE.g.Children need many things,but above all they need attention.D.Synonym Discrimination1.get obtainget:ordinary word,to receive or have by any meansobtain:to receive or have by spending time or energyE.g.This is what I want to get.Knowledge is obtained through study.3.source origin:the beginning of something or a starting point or placesource:the metaphorical to the fountainhead of a riverorigin:a remote beginning in time or placeE.g.We'll have to find a new source of income.The origin of the custom is unknown.4.appoint name:put(sb.)in or choose(sb.)for a positionappoint:the selection is made by someone officially charged with this dutyname:less formal,tells little about the chooser or the method of choice involvedE.g.The President appoint4d a new cabinet member.He was named captain of the team.5.reject refuse decline:to be willing to accept,receive or take into considerationrefuse:stronger than decline,suggesting firmnessdecline:to refuse politelyreject:more emphatic than refuse,implying an unmistakable denial E.g.I wonder why he refused to discuss the problem at the meeting.She rejected his marriage proposal.I declined her invitation to the party because I had a prior appointment.6.error mistakeerror:sth.done wrongmistake:wrong opinion,act or ideasE.g.We all make mistakes in our life.I find several spelling errors in my composition.Ⅱ.While-reading Activities1.Warm-up Questions(1)Who was Thomas Jefferson?(2)What lessons were left by him?Are those ideas out of date?2.Introductory Remarks---Thomas Jefferson,the well-known statesman,contributed to human progress by leaving a rich legacy of thought,which is still meaningfultoday.Let's study the text carefully and think about his lessons.3.Ss have the silent reading on the text(10mins)4.T explains the text in detail.Lines1--131.Questions for Discussion(1)What are they famous for,Washington,Lincoln and Jefferson?---Washington is Well-known for his leadership in the American Independence War.Lincoln is well-known for his role in abolishing slavery in the United States.Jefferson is well-known for his written of the Declaration of Independence.(2)What does the sentence"Many of his ideas are especially interesting to modern youth"mean?---His ideas are not out of date.Lines14--201.Questions for Discussion(1)What are the sources of knowledge?---Reading,information,investigate,observation,experiment,etc. (2)What are the advantages and disadvantages of personal investigation?---Advantages:to get first-hand material,not to have to rely on false information or situations which have changed,ability to ask and answer your own questions.---Disadvantages:limitation in time and ability to travel,lace of money, no expertise on the subject.(3)Did he do the investigation single-handed?How do you know?---Yes.He went in a small boat,called a canoe.(4)What is the meaning of this lesson in modern society?---Getting first-hand knowledge is as important as ever.Lines21--28nguage PointsBy birth and by education Jefferson belonged to the highest social class. =Judging by his family and educational background,Jefferson was a member of the group with top social statue.Yet,in a day when few noble ever spoke to those of…except to give an order,Jefferson went out of the his way to talk with……a)those of humble origin:those born into families of low rank or stationb)"When few noble…give an order"is attributive clause,modifying "day".c)except:(prep.)butE.g.He had no choice except/but to take the job.He does nothing but sleep.d)<set phrases>speak to sb.:say hello to sb.in few wordstalk to/with sb.:have a conversation with sb. E.g.He is so proud that he is never speak to his neighbors.He never talks with me;at most speaks to me.2.Questions for Discussion(1)Who were"those of humble origin"?(2)Why didn't noble persons speak to those of humble origins except to give an order?---The noble persons thought they were superior and looked down upon the people of humble origins,but sometimes they had to,because they had to order those people to do things for them.(3)Why would going into the people's homes help understand the French Revolution?---If one looked at the miserable life they lived,he would understand why the people were dissatisfied and rebellious.(4)What is the meaning this lesson in modern society?---If you want to know about life,pay attention to the people,whatever their birth and occupation.Lines29--37nguage PointsNeither believe nor reject anything…because any other person has rejected or believe it.=Do not accept blindly other people's likes or dislikes without a careful independent thought.Were it left to me to…I should not hesitate a moment to prefer the latter.=If it were left to me to decide…I should choose the latterpromptly for sure.2.Questions for Discussion(1)Why should a person make his own judgement?(2)What is a government without newspaper?---A society in which the government dictates what is right or wrong with no allowance for public reaction.(3)What is newspaper without a government?---A society in which newspaper provide people with information and the people make the judgement and decision.(4)What's the modern meaning of the lesson?---In a modern society,independent thinking is most important.Lines38--44nguage Points…for many years the object of strong criticism…a)object:(n.)goal,targetE.g.In the meeting I became the object of being criticized.b)(n.)purposeE.g.Their object is to investigate the matter thoroughly.c)(v.)be againstE.g.I objected that the statement was misleading.I objected to the plan.2.Questions for Discussion(1)What is a free country in this context?---A country where people have freedom of speech and thought. (2)Why did Jefferson never answer his critics?---He accepted the conflict.He respected their freedom to think their own thoughts.(3)What is"philosophy"here?---His overall viewpoint about life.(4)What do you understand his philosophy?---It's difficult to satisfy both sides,it's natural that there are two sides to every question.(5)What is the meaning of this lesson in modern society?---Think and act on your own thoughts and don't be afraid of criticism. Lines45--51nguage PointsHow much pain has been caused by evils which have never happened. =A great deal of pain and suffering has been caused by worrying about bad things which never came to pass.2.Questions for Discussion(1)What are customs which have lost their usefulness?Give an example. ---Customs which no long have meaning today.Foe example,women have to stay at home and should not have their own career.Children should not interrupt while parents are speaking.Students should notargue with their teachers.(2)Why cannot a society make a perpetual constitution or a perpetual law?---Society changes and people's ideas change,too.What's good today is not necessarily good tomorrow.(3)What's the modern meaning of this lesson?---Be optimistic,keep up with the times.Lines52--69nguage Points…be superior to any other in existence.=be better than any other that is existing.a)be superior to:be better thanE.g.The new machine is superior to the old ones in that it consumes less fuel.American education owes a great deal debt to Thomas Jefferson. =Jefferson is well-known for his great contribution to the development of education in America.2.Questions for Discussion(1)What are"the tasks of ordinary life"?---Routine work we have to do in our daily life.(2)Why have so many people thrilled to his words?---Because his words have touched his people and reflected what theywanted to say.(3)Who are his country men?---The Americans.(4)What is a nation of educated people/---A country whose people are well educated.5.T asks Ss to come out the main idea,structure of the text(10mins)6.T summarizes the main idea and structure of the text(5mins)Ⅲ.Summary Questions and Concluding Remarks1.Summary Questions(1)Can you conclude what kind of person Jefferson was and give your reasons?---A well-known statesman:president of the United NationsA thinker:philosophical instructions,ideasA writer:The Declaration of Independence,complete works of50 volumesAn educator:education reform,university founder,An architect:influential figureAn expert in agriculture:crop rotation,plow,soil conservationAn inventor:devices for daily uses,etc.(2)Which of the Jefferson's lessons do you think is the most interesting? Give your reasons.2.Concluding Remarks---Although he lived more than200years ago,Thomas Jefferson showed us many good examples and his ideas are not only interesting to modern youth,but also practical in the modern world.Ⅳ.Post-reading Activities1.Let the students do the exercises in the textbook which arc related to the new words.2.Ss hand in the summary of the text.3.Ss discuss the questions on the topic related to the text.4.Let Ss do the exercises in the text book which are mainly related to the new words and topic.。

大学英语精读第三册第二单元讲义

大学英语精读第三册第二单元讲义Unit 2 Book 3I. Words and Expressions1. hold on: continue in spite of difficulties*Despite all the hardships, he held on to his pursuit of further study abroad.在经济衰退时期我们要把业务坚持下去。

(=We should hold on to our business during the recession.)2. defy: vt.(1) to make impossible or unsuccessful*This problem defied solution. 此问题无法解决。

那个恐怖的场景难以描述。

(=That horrible scene defied any description.)(2) to refuse to obey(=They defied their parents and got married.)这些无视法律的罪犯终于得到了惩罚。

(=These criminals who had defied the law were eventually punished.)Collocations:defy the authority反抗权威defy the government蔑视政府defy severe cold不畏严寒defy enumeration不胜枚举defy laws human and divine无法无天CF. oppose, defy & resist这些动词均含有“反抗”、“抵抗”之意。

oppose 普通用词，可表不同程度的抵抗。

defy 指公开地、勇敢地反对或抵抗，有时含公然挑衅之意。

resist 指积极地反抗一种攻击、暴力或诱惑。

(Directions:) Fill in the blanks with the words above. Change the form where necessary.(1) Our troopers are _______ the enemies’ atta cks.(=resisting)(2) This new plan has been stubbornly ______ since it was put forward. (=opposed)(3) The little boy couldn’t ______ the temptation and ate up all the cake. (=resist)(4) He _____ the court order by leaving the country. (=defied)3. overwhelming: adj. overpowering in effect or strength*The girl screamed with overwhelming joy at the sight of her birthday present, a pink dress.巨大的压力终于让他精神崩溃了。

大学英语Book3 unit2 教案

工业学院教案Unit 2说写课（第1次课）The first 50 minutes:Step1: Pre-reading activities. (15 minutes)1.Do the pre-reading activities on page 32 (listening and group discussion).Step 2: Text A reading comprehension.1.Ask the students to read Text A within 15 minutes and raise questions about textunderstanding.2.Discuss and find answers to questions on page 39: understanding the text andcritical thinking (for critical thinking questions, the teacher had better ask the students to choose only one or two to discuss). While the students are discussing, the teacher may walk around and offer some help. Then, ask one or two students to report their discussion results. (20 minutes)The second 50 minutes:Step3: Key words, phrases and expressions. (15 minutes)Step 4: Functional patterns. (15 minutes)Use the following patterns to make sentences.1. Nothing scared me as much as water. (Para. 1, L1)没有什么比水让我更害怕了。

大学英语精读(修订版)教案

大学英语精读(修订版)教案一、第一章：课程简介与学生需求分析1. 课程简介课程目标：提高学生的英语听说读写能力，使学生能够熟练运用英语进行交流和学术研究。

适用对象：大学英语一年级学生。

教材：大学英语精读(修订版)。

2. 学生需求分析学生英语水平：大部分学生具备一定的英语基础，但听说读写能力参差不齐。

学习目标：学生希望通过本课程提高英语综合运用能力，为后续专业课程和学术交流打下坚实基础。

学习兴趣：学生对英语学习有一定兴趣，但部分学生对英语阅读和写作存在恐惧心理。

二、第二章：教学内容与教学方法1. 教学内容教材解析：对教材进行详细解析，包括词汇、语法、阅读、写作和口语等方面。

拓展内容：补充相关背景知识，提高学生的人文素养。

2. 教学方法任务型教学法：通过完成各种任务，提高学生的实际应用能力。

互动式教学法：鼓励学生积极参与课堂讨论，提高口语表达能力。

翻转课堂：充分利用课外时间，让学生在课堂上进行实践和讨论。

三、第三章：教学评估与反馈1. 教学评估过程性评估：关注学生在课堂活动中的表现，记录学生的成长过程。

终结性评估：定期进行考试，检验学生的学习成果。

2. 反馈学生反馈：定期收集学生对教学的意见和建议，及时调整教学方法和内容。

教师反馈：教师相互交流教学心得，提高教学质量。

四、第四章：教学计划与课程安排1. 教学计划学期计划：明确学期教学目标、内容和要求。

单元计划：详细规划每个单元的教学活动。

2. 课程安排课时安排：根据实际情况合理分配课堂教学时间。

课外作业：布置适量课外作业，巩固课堂所学知识。

五、第五章：教学资源与辅助工具1. 教学资源教材：大学英语精读(修订版)。

辅助材料：相关读物、视频、音频等。

2. 辅助工具多媒体教学：利用投影、PPT等工具进行课堂教学。

在线学习平台：引导学生利用网络资源进行自主学习。

六、第六章：教学策略与技巧1. 教学策略语境教学：通过创设真实语境，提高学生的语言运用能力。

差异教学：针对学生的不同需求，采取个性化教学方法。

大学英语精读电子教案第3册 UNIT2

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Before Reading
Global Reading
Detailed Reading
After Reading
Nicholas Copernicus (1473-1543) Copernicus was a Polish astronomer and mathematician who held the view that the Earth and the other planets all travel in circles around the Sun.
■
Before Reading
Global Reading
Detailed Reading
After Reading
I eat the colors of the rainbow... Veggies and fruit that help me grow Red...red...some of my favorite foods are: Apples, cherries, strawberries and tomatoes Orange...orange...some of my favorite foods are: Carrots, oranges, peach and sweet potato Yellow...yellow corn and lemon Pineapple and banana... Green...green spinach (菠菜) and broccoli (甘蓝) Lettuce, peas, and kiwi... Blue...blue...The only food I eat that’s blue is Blueberries! I eat the colors of the rainbow... “Hey! What about us?” Purple, egg plant, plums and grapes... So every day— I eat the colors of the rainbow...

大学英语精读3unit2教案

一、教学目标1. 知识目标：（1）掌握本单元生词、短语和语法点；（2）理解课文内容，提高阅读理解能力；（3）学习作者写作技巧，培养批判性思维。

2. 能力目标：（1）提高英语听说读写能力；（2）提高跨文化交际能力；（3）培养独立思考和解决问题的能力。

二、教学重点1. 课文生词、短语和语法点的学习；2. 课文内容的理解；3. 作者写作技巧的学习。

三、教学难点1. 课文内容的理解；2. 作者写作技巧的掌握。

四、教学过程（一）导入（10分钟）1. 复习上一单元的课文，引导学生回顾所学知识；2. 提出本单元的学习目标，让学生明确学习任务。

（二）新课讲解（30分钟）1. 课文生词、短语和语法点的讲解；2. 课文内容的分析，引导学生理解课文大意；3. 作者写作技巧的讲解，如：修辞手法、段落结构等。

（三）课堂练习（20分钟）1. 针对课文内容，设计一些选择题、判断题等，检验学生对课文的理解；2. 针对课文中的语法点，设计一些填空题、改错题等，检验学生对语法点的掌握；3. 针对作者写作技巧，设计一些仿写题，提高学生的写作能力。

（四）课堂讨论（20分钟）1. 引导学生就课文内容展开讨论，培养学生的批判性思维；2. 邀请学生分享自己的观点，提高学生的口语表达能力。

（五）总结与作业布置（10分钟）1. 总结本节课的学习内容，强调重点和难点；2. 布置课后作业，如：阅读课文、完成课后练习、撰写读书笔记等。

五、教学反思1. 本节课是否达到了预期的教学目标；2. 学生对课文内容的理解程度；3. 学生对语法点的掌握程度；4. 学生在课堂讨论中的表现；5. 教学过程中存在的问题及改进措施。

六、教学资源1. 教材《大学英语精读3》；2. 课件、教案、习题等教学辅助材料；3. 网络资源，如：英语学习网站、英语学习软件等。

七、教学评价1. 课堂表现：学生的出勤率、参与度、合作精神等；2. 作业完成情况：作业的质量、数量、按时完成情况等；3. 考试成绩：学生的考试成绩，包括平时成绩和期末成绩。

大学英语精读第三版第二册教案_Unit2

#### 教学目标：1. 帮助学生掌握本单元的核心词汇和语法结构。

2. 培养学生阅读理解能力，提高对文章主旨和大意的把握。

3. 培养学生的口语表达能力，通过小组讨论和角色扮演等形式，让学生积极参与课堂活动。

4. 培养学生的写作能力，引导学生撰写一篇关于个人兴趣和爱好的短文。

#### 教学内容：- 单元主题：个人兴趣和爱好- 核心词汇：hobby, enthusiasm, passion, cultivate, pursue, satisfy- 语法结构：过去进行时、现在完成时#### 教学步骤：一、导入（10分钟）1. 利用多媒体展示一些学生感兴趣的图片或视频，引导学生谈论自己的兴趣爱好。

2. 提问：What are your hobbies? Why do you like them?3. 引出本单元主题：Personal Interests and Hobbies。

二、阅读理解（20分钟）1. 分组阅读课文，让学生了解文章大意。

2. 课堂讨论：What are the main points of the article? How do the authors express their opinions about hobbies?3. 解答学生疑问，讲解重点词汇和语法结构。

三、词汇学习（15分钟）1. 利用PPT展示本单元的核心词汇，让学生通过例句理解词义。

2. 进行词汇练习，如：填空、翻译等。

3. 学生之间互相检查练习，教师点评。

四、口语表达（15分钟）1. 分组讨论：Choose a hobby that you are interested in and discuss why you like it.2. 小组代表进行角色扮演，展示讨论结果。

3. 教师点评，指出学生的优点和不足。

五、写作训练（20分钟）1. 介绍写作要求：写一篇关于个人兴趣和爱好的短文，字数不少于150字。

2. 学生根据要求进行写作，教师巡视指导。

大学英语精读(第3版)第3册电子教案

It is recommended to add more reading materials to the teaching plan to meet the needs of different levels of students' reading practice.
It is recommended to design more practical and targeted teaching activities to better suit the characteristics of different students.
Course outline
Development of students' ability to analyze and evaluate the quality of written materials.
01
Introduction to the concept of reading for pleasure and its benefits.
03
The textbook gradually increases the complexity of the language used, helping students to develop their reading comprehension and vocabulary skills.
Table of Contents
A comprehensive table of contents is provided at the beginning of the textbook, outlining the structure and organization of the content.

现代大学英语精读三unit2教案

教学目标：1. 理解并掌握课文内容，提高阅读理解能力。

2. 学会使用课文中出现的词汇和短语。

3. 提高学生的口语表达能力，培养批判性思维。

教学重点：1. 理解课文主题和中心思想。

2. 掌握课文中的难句和短语。

3. 学会运用课文中的词汇和短语进行口语表达。

教学难点：1. 理解课文中的文化背景知识。

2. 理解作者的观点和态度。

教学过程：一、导入1. 通过图片或视频，让学生了解课文主题。

2. 引导学生思考：你认为什么是真正的幸福？二、课文阅读1. 让学生阅读课文，了解课文大意。

2. 分组讨论课文内容，让学生分享自己的理解。

三、词汇学习1. 介绍课文中出现的难词和短语。

2. 让学生通过例句学习和运用这些词汇。

3. 词汇练习：拼写、翻译、造句。

四、难句分析1. 分析课文中的难句，讲解语法结构和意义。

2. 让学生尝试翻译难句，巩固语法知识。

五、口语表达1. 让学生根据课文内容，用所学词汇和短语进行口语表达。

2. 分组讨论，让学生互相纠正发音和语法错误。

六、文化背景知识1. 介绍课文中的文化背景知识。

2. 让学生了解不同文化背景下的价值观。

七、总结1. 回顾本节课的学习内容，强调重点和难点。

2. 让学生谈谈自己的收获和体会。

八、课后作业1. 阅读课文，思考以下问题：a. 作者认为什么是真正的幸福？b. 你认为幸福与金钱、地位、爱情等关系密切吗？2. 查找相关资料，了解幸福指数的测量方法。

3. 写一篇关于幸福的短文，结合自己的观点和经历。

教学反思：本节课通过阅读、讨论、口语表达等方式，让学生了解了课文主题，掌握了课文中的词汇和短语，提高了阅读理解能力和口语表达能力。

在教学过程中，要注意引导学生关注文化背景知识，培养学生的批判性思维。

同时，课后作业的设计要具有实际意义，让学生将所学知识运用到实际生活中。