现代大学英语3教案
现代大学英语第三册教案
教学目标：1. 培养学生阅读理解能力，提高英语阅读水平。
2. 增强学生的英语口语表达能力，提高英语交际能力。
3. 培养学生的英语写作能力，提高英语写作水平。
教学内容：1. 单元主题：现代社会与个人成长2. 文章类型：叙述文、议论文、说明文3. 主要词汇：growth, success, happiness, pressure, independence教学过程：一、导入1. 教师简要介绍本单元主题，激发学生学习兴趣。
2. 学生自由讨论：你对个人成长有什么看法？二、课文阅读1. 学生阅读课文，了解文章大意。
2. 教师提问，检查学生对文章内容的理解。
三、词汇学习1. 教师讲解本单元主要词汇，如growth, success, happiness, pressure, independence。
2. 学生跟读、模仿，加深对词汇的记忆。
四、语法讲解1. 教师讲解本单元语法知识，如时态、语态、非谓语动词等。
2. 学生进行相关练习，巩固所学语法知识。
五、口语训练1. 教师引导学生进行角色扮演，模拟真实场景，提高口语表达能力。
2. 学生自由组合，进行对话练习。
六、写作指导1. 教师讲解本单元写作技巧，如文章结构、段落划分、过渡词的使用等。
2. 学生根据所学知识，完成一篇作文。
七、课堂小结1. 教师对本节课所学内容进行总结，强调重点和难点。
2. 学生回顾所学内容，提出疑问。
八、课后作业1. 完成课后练习题，巩固所学知识。
2. 预习下一单元内容，为下节课做好准备。
教学评价：1. 课堂表现：观察学生在课堂上的参与程度、互动情况等。
2. 课后作业：检查学生完成作业的质量，了解学生的学习情况。
3. 期中、期末考试：评估学生的学习成果。
教学反思：1. 教师应关注学生的个体差异，因材施教。
2. 注重培养学生的英语综合运用能力，提高学生的英语素养。
3. 结合实际生活，引导学生将所学知识运用到实际中。
现代大学英语精读3unit3教案
教学目标：1. 理解文章主题，掌握文章结构。
2. 掌握文章中的重点词汇和短语。
3. 提高学生的阅读理解能力和写作能力。
教学重点：1. 理解文章主题，掌握文章结构。
2. 重点词汇和短语的学习。
教学难点：1. 理解文章中的复杂句子和表达。
2. 学会运用所学词汇和短语进行写作。
教学过程：一、导入（5分钟）1. 复习上一课所学内容，提问学生关于文章主题和结构的问题。
2. 介绍本课主题，引导学生思考文章内容。
二、阅读理解（20分钟）1. 学生自读课文，了解文章大意。
2. 教师提问，检查学生对文章主题和结构的理解。
3. 学生分组讨论，分享各自对文章的理解。
三、词汇学习（15分钟）1. 教师讲解本课重点词汇和短语，如：adequate、deviate、excessive等。
2. 学生跟读并模仿教师发音，加强记忆。
3. 教师给出例句，让学生运用所学词汇和短语进行练习。
四、语法讲解（10分钟）1. 教师讲解本课相关语法知识，如：时态、语态等。
2. 学生跟读并模仿教师例句，加深理解。
五、写作练习（15分钟）1. 学生根据所学内容，撰写一篇短文。
2. 教师巡视指导，纠正学生写作中的错误。
六、课堂小结（5分钟）1. 教师总结本课所学内容，强调重点和难点。
2. 学生回顾所学知识，提出疑问。
七、布置作业（5分钟）1. 学生完成课后练习题。
2. 指导学生预习下一课内容。
教学反思：本节课通过阅读理解、词汇学习、语法讲解和写作练习等环节，帮助学生掌握文章主题、结构、重点词汇和短语，提高学生的阅读理解能力和写作能力。
在教学过程中，要注意以下几点：1. 注重学生的参与度，鼓励学生积极发言。
2. 结合实际生活，引导学生运用所学知识。
3. 及时纠正学生的错误，帮助学生巩固知识。
4. 关注学生的个体差异，因材施教。
通过本节课的学习，希望学生能够更好地掌握英语阅读和写作技巧，为今后的学习打下坚实的基础。
现代大学英语精读3教案
教学目标：1. 学生能够理解并掌握本单元的核心词汇和短语。
2. 学生能够阅读并理解本单元的课文内容，提高阅读理解能力。
3. 学生能够通过课文讨论和写作，提高英语口语和写作能力。
教学重点：1. 核心词汇和短语的理解与运用。
2. 课文内容的阅读理解和分析。
3. 英语口语和写作能力的提高。
教学难点：1. 部分长难句的理解。
2. 文章主题思想的把握。
3. 英语口语和写作的技巧。
教学过程：一、导入1. 教师简要介绍本单元的主题和背景。
2. 引导学生回顾上节课所学内容，为新课学习做好铺垫。
二、课文阅读1. 学生自读课文，勾画出生词和难句。
2. 教师带领学生分析课文，讲解生词和难句。
3. 学生分组讨论课文，总结文章主题思想。
三、词汇学习1. 教师讲解本单元的核心词汇和短语，并举例说明其在课文中的应用。
2. 学生进行词汇练习，巩固所学知识。
四、口语练习1. 教师组织学生进行口语练习，如角色扮演、讨论等。
2. 学生展示练习成果，教师给予点评和指导。
五、写作训练1. 教师讲解本单元的写作要求，如文章结构、语言表达等。
2. 学生根据要求进行写作练习，教师批改并给予反馈。
六、总结与反思1. 教师对本节课的学习内容进行总结，强调重点和难点。
2. 学生反思自己的学习过程，提出改进措施。
教学评价：1. 课堂参与度：观察学生在课堂上的发言、讨论和练习情况。
2. 作业完成情况：检查学生的词汇练习、口语练习和写作练习。
3. 考试成绩：评估学生对本单元知识的掌握程度。
教学延伸：1. 鼓励学生阅读与课文相关的课外读物，扩大词汇量。
2. 组织学生参加英语角等活动，提高英语口语能力。
3. 引导学生关注社会热点问题，提高写作水平。
教学时间：2课时教学资源：1. 教材：《现代大学英语精读3》2. 教学课件3. 课外阅读材料4. 课堂练习题教学注意事项：1. 注重学生的个体差异，因材施教。
2. 创设良好的课堂氛围，激发学生的学习兴趣。
3. 鼓励学生积极参与课堂活动，提高英语综合运用能力。
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。
现代大学英语精读3教学设计
高职2011—2012（1）现代大学英语精读3课程设计课程教学目标：1.全面开展各项技能的训练。
在继续抓紧听说的前提下，努力加强对写作和翻译能力的训练。
指导学生进行广泛阅读。
口语应过渡到较长的叙述、描写、以及初步的分析和辩论等能力的培养上。
2.借助构词法，大力扩充词汇。
使总词汇量再增加2000左右，达到大纲要求的6000词左右的指标。
加上各类派生词，为大量阅读开辟道路。
通过练习使学生掌握基础阶段重点词、结构词；常用短语动词；基础的动词用法模式；常用的同义词、反义词；常用的可以含有多种用法的词；以及常用的词组、搭配、习惯用语。
3.语法要注意三点：一是继续补上重要的缺项；二是继续狠抓中国学生的弱项（如从句、分词、动名词、不定式和介词短语的句法作用；人、数、格、性等的一致；句子的连接；各种动词形态的恰当选择等等），更加突出句法方面；三是更加重视语法在实际中的实用功能，要按概念（如怎样表达因果关系、如何进行比较、如何起承转合等），从另一个角度提升学生对语法的掌握和运用能力。
4. 全面提高学生独立工作能力，养成使用基本工具书（首先是英英词典）以及对教材内容进行分析、批判、评论的能力。
课程内容提要：教学的基本内容包括八个方面：1．英语语音：系统介绍英语语音和语调的知识，使学生掌握英语的发音、语流的规律、语调朗读、表达思想并进行交际。
2．英语语法：重点掌握英语语法的核心项目，提高恰当运用英语语法的能力。
3．英语阅读：培养英语阅读理解能力，提高学生的阅读速度和阅读技能。
4．词汇：讲授构词法的知识，多掌握词汇的结构，从而扩大词汇量。
5．英语听说：把英语听力和英语口语相结合。
使学生能够听懂中等难度的听力材料，并能正确表达自己的观点，进行比较恰当地复述、讨论。
6．翻译：努力加强翻译能力训练，使学生掌握英汉双语翻译的基本理论，各种文体的翻译技巧和英汉互译的基本能力。
7．英语写作：加强写作能力的培养，通过背诵名篇等各种形式训练学生的写作技巧，培养学生写作的习惯，为论文写作打下坚实的基础。
大学英语3备课教案
一、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）了解美国文化背景。
2. 能力目标：（1）提高阅读理解能力；（2）提高口语表达能力；（3）提高写作能力。
3. 情感目标：（1）激发学生对新生活的热爱；（2）培养学生独立自主的生活态度；（3）增强学生的自信心。
二、教学内容1. 课文：A New Life in a New City2. 词汇：core vocabulary and phrases3. 语法：present perfect tense4. 文化背景：American culture三、教学重点与难点1. 教学重点：（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。
2. 教学难点：（1）正确运用现在完成时态；（2）理解并运用课文中的文化背景知识。
四、教学过程1. 导入新课（1）教师简要介绍课文背景，激发学生的学习兴趣；（2）播放一段关于美国城市的视频，让学生初步了解美国城市的生活。
2. 课文讲解（1）教师带领学生逐段讲解课文，讲解过程中注意讲解生词、短语和语法知识；（2）引导学生思考课文中的文化背景知识，如美国城市的生活方式、教育制度等。
3. 词汇学习（1）教师带领学生学习本单元的核心词汇和短语，并进行例句讲解；（2）学生分组进行词汇游戏，巩固所学词汇。
4. 语法练习（1）教师讲解现在完成时态的用法，并进行例句讲解；（2）学生完成语法练习题，巩固所学语法知识。
5. 口语练习（1）教师组织学生进行口语练习，如角色扮演、小组讨论等；（2）学生尝试用所学词汇和语法知识进行口语表达。
6. 写作练习（1）教师布置写作任务，如描述自己在新城市的生活经历；（2）学生完成写作任务，教师进行点评和指导。
7. 课堂小结（1）教师对本节课所学内容进行总结；（2）布置课后作业，如复习课文、完成语法练习等。
五、教学评价1. 课堂参与度：观察学生在课堂上的表现，如发言、提问等；2. 词汇掌握情况：检查学生的词汇卡片，了解学生对词汇的掌握程度；3. 语法运用能力：通过语法练习题和写作练习，了解学生对语法知识的运用能力；4. 口语表达能力：通过口语练习，了解学生的口语表达能力；5. 写作能力：通过写作练习，了解学生的写作能力。
现代大学英语3 教案
Lesson One Your College Years★ Oral PracticeI. Warm-up QuestionsAs a sophomore, what is your general impression of college?many opportunities for one to explore the unknownexperiencing a lotmaking lifelong friendsenjoying various kinds of activitiesdeveloping one’s personal interestsmeeting outstanding scholarskeeping a good balance and laying a solid foundation…the golden time in one’s lifeHave you experienced anything different from your middle school life?being far away from homeliving with othersbecoming independenttaking care of oneselfhandling one’s own financemaking one’s own decisions…changes are occurringWhat’s your purpose of receiving a college education?to get and keep a good jobto earn more moneyto get a good start in lifeto fully develop oneselfto contribute more to the society…a sound investment that is worth every pennyHave you had any psychological problems ever since you entered college?lonelinessconfusionfrustrationjealousya sense of inferiorityfeeling pressure…psychological problems abound on campusII. Myths and Facts Regarding College ExperienceCollege years are times of significant transition and challenge for an individual. Transition simply means change. Higher levels of anxiety are always experienced by people who are in a state of transition regardless of whether the change is perceived as good or bad. The following are some of the myths vs. the facts regarding college experience.Myth 1:College years are the best years of one’s life.Fact 1: While college years are memorable and enjoyable, they can also be among the most stressful and anxious times. One is faced with constant evaluation from his professors. Personal and parental expectations are always on his mind. Financial stress is often a way of life. Career decisions, various relationships and the move toward independence are also common issues. Making these the best years of one’s life involves developing an approach that is proactive and includes a support network.Myth 2: Students experiencing stress or anxiety are unprepared to handle the rigors of college. Fact 2:College and university environments are designed to be challenging academically, personally and socially. Stress and anxiety, among other emotions, are natural by-products of the accelerated pace of learning and growth. It is not a matter of whether or not we experience these unpleasant feelings but rather, a matter of how we manage these emotions.Myth 3: A good student does not need assistance during his/her college experience.Fact 3:Many students come to college with the belief that to ask for help is a sure sign of inadequacy. In fact, nothing could be farther from the truth. Your college or university has an abundance of resources available to you, for which you are paying through tuition or fees. So become familiar with and make use of the campus resources, especially when you need assistance. Myth 4: I am the only one that doesn't have it all.Fact 4: As you walk on campus and observe other students, it appears that everyone else is so sure of himself. Everyone else has friends. Everyone else has direction. Everyone else is confident. Everyone else is without troubles or hassles. This misperception is common among college students. It has its roots in one of our more powerful social norms. We all wear a “public mask” to protect a certain social image. This “public mask” communicates a sense of self-assuredness to those with whom we come in contact. It often belies the inner turmoil that we all experience from time to time. The above are just some of the myths versus facts concerning college experiences. Can you think of any other myths? Have a discussion with your classmates about their truths.III. On Seasons in CollegeThere are four seasons in a year, which make the days distinctive and exiting. Metaphorically, there are four seasons in one’s college years representing different aspects of college life, which make the days rewarding and unforgettable.Do you agree? If so, what do you think the four seasons represent ? Share your opinions, please. Spring is the season for nature to revive, to grow and to get ready to boom. Similarly, in college, spring is the season for you to acquire knowledge, to develop yourself and to lay a solid foundation for the future.It’s the season of growth.Summer is the season for flowers to bloom, and it’s the season for you to enjoy the greatest passion in nature — love, love from your classmates, from your teachers and from your romance.It is the season of affection.Autumn is a season of harvest in college.It’s the season for you to enjoy what you have achieved. Winter is the harshest season of the four, which presents so many difficulties and hardships. Likewise, not every day in college is full of joy. You have to meet new faces,get adjusted, make decisions for yourself, be financially and psychologically dependent, etc. So winter is the season of change.Unpleasant as it may seem to some students, it is simply inescapable and beneficial t o one’s growth and maturity.★Background informationI. AuthorBob Hartman was born in Pittsburgh, the United States, and moved to England in the summer of 2000. He has been working as a storyteller for children for more than a decade and is a part-time pastor.II. Erik H. EricksonErik H. Erikson(1902—1994), was a German-born American psychoanalyst whose writings on social psychology, individual identity, and the interactions of psychology with history, politics, and culture influenced professional approaches to psychosocial problems and attracted much popular interest. He was most famous for his work on refining and expanding Freud’s theory of developmental stages.III. Erickson’s Theory of Developmental StagesBasic Theory:Babies are born with some basic capabilities and distinct temperaments. But they go through dramatic changes on the way to adulthood and old age. According to psychologist Erik H. Erikson,each individual passes through eight developmental stages.Each developmental stage is characterized by a different psychological "crisis", which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive manner, the outcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.Stage 1: Infant Trust vs. MistrustNeeds maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment.Stage 2: Toddler Autonomy vs. Shame and DoubtWorks to master physical environment while maintaining self-esteem.Stage 3: Preschooler Initiative vs. GuiltBegins to initiate, not imitate, activities; develops conscience and sexual identity.Stage 4: School-age Child Industry vs. InferiorityTries to develop a sense of self-worth by refining skills.Stage 5: Adolescent Identity vs. Role ConfusionTries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure.Stage 6: Young Adult Intimacy vs. IsolationLearns to make personal commitment to another as spouse, parent or partner.Stage 7: Middle-Age Adult Generativity vs. StagnationSeeks satisfaction through productivity in career, family, and civic interests.Stage 8: Older Adult Integrity vs. DespairReviews life accomplishments, deals with loss and prepares for death.★Language Points:This is a text about what students will experience in their "college years". It is addressed to college students in the United States. But with some modifications, what the author says here will also make perfect sense to our students. It is particularly appropriate now as we are just beginning the second academic year, which is considered by many the most important in our college life, because with our first year's experience we are in a better position to understand the issues involved and the ways to deal with them effectively.College life is both an exciting and frustrating experience. First of all, to go to a university usually means to go to a new place far away from home and live among strangers. It means that we are on our own, independent. It means that we are no longer our mother's baby. It means that instead of being taken care of, we now have to take care of ourselves and even learn to take care of others. Itmeans that from now on we have to handle our own finances, choose our own wardrobes and determine our own agenda. In short we have to face many what the author calls "developmental changes" and make many important adjustments and decisions, decisions that will concern our education and career, and values and social responsibilities.It is clear that young adulthood is an extremely important period in our life. After all we are young only once. However, we must take a warning from Bernard Shaw who says,"Youth is often wasted in the young". We cannot take for granted that we young people automatically know how to deal with all those problems. To make our college experience meaningful and rewarding, we must learn to handle what the author calls "the identity crises", to find out who we are, what are our strong points and weaknesses, what we should do and where we should go. Of course we must learn to be independent or self-reliant psychologically as well as in other matters. But to be independent does not mean to be isolated. It simply means that we have to relate to our family, our teachers, our school, the people around us and the society as a whole in a new, more mature way. It means that we have to learn new knowledge, develop new ideas, form new habits, adopt new attitudes, and cultivate new relationships. Not everyone knows how to handle their sudden independence or freedom. There are some who still find it scary. They are often at a loss because they can no longer get parental guidance for everything they do and they complain that the university professors do not seem to care very much what they do or do not do.There are also those who take their newly found independence to mean that they can do anything they want. They can go to class late or not at all. They can copy their exercises or term papers. They can learn to smoke. They can just "enjoy life" and muddle through the four years. These students do not realize that independence really means self-discipline and a strong sense of responsibility. To abuse their independence is actually an indication that they have remained in their childhood. There are other challenges too. Not everyone is happy with the progress they are making in their studies. Some may have serious difficulty keeping up with the class. They feel disappointed and discouraged. And this sometimes leads to serious consequences. Then there are also students who feel. that they have failed socially because they are not as popular as others. They cannot make friends easily. They therefore feel lonely and depressed.1. It occurs to sb. that..It never occurred to me that wealth could ruin a person's life.It suddenly occurred to him that he had not touched any meat for months.Two other words often used in this pattern are "strike" and "dawn": sth. dawns on sb./it dawns on sb. that 开始明白（某个事实），醒悟(“dawn on” not in passive)It suddenly dawned on us that high savings rate may not be a good thing.It gradually began to dawn on the economists that the problem was not over-production, but under-consumption.The truth finally dawned on him.It dawned on me that I’d left the oven on.It struck her that although she was now rich by her own standard, she was not really happy.2. From adolescence to young adulthood The term "adolescence" began as a Western concept, which means the period between childhood and adulthood. This passage to adulthood is often marked by a number of small changes in status during or near the end of adolescence. Graduation from high school, the right to vote, to drink liquor, and to drive a car are all events that, to some degree, signify adult status. But the main changes are psychological as well as physical. It is usually fraught with anxiety and conflict.3. During this time, students are going through an identity crisis ...go through: experience; undergo; suffer 通过；经历；遭受He really believed that by saying those magic words he could go through walls without any trouble.I don't think this plan will go through the Security Council, (be accepted by)We have gone through all these arguments, (go over carefully from beginning to end)It's too late to back out. We just have to go through with it. (do it because you have promised or planned to do it, even though you are no longer sure you want to do it. )identity crisis:It refers to the difficulties, confusions and anxieties that you go through during adolescence when you are not sure who you really are and what your purpose in life is. 性格认同危机(弗洛伊德心理学用语，尤指在青年期发生的心理矛盾和混乱现象，既关心个人的社会作用，又难于认识或树立自己性格的同一性also: national identity; political identity; cultural identity; social identity, etc.)4. endeavor:n. (fml) 努力，尽力，尝试；（为达到某一目的而进行的）活动，事业do one’s endeavor 尽力去做best endeavors最大努力please make every endeavor to come early.Despite our best endeavors, we couldn’t get the machine started.Workers in every field of endeavorv. endeavor to do sth. e.g.How much he endeavored, the goal stayed unattained.We always endeavor to give our customers excellent service.5. to perceive: (not in continuous tenses)(1) to think of as 把…看作,认为He perceived himself a loser who could not even support his family.He is perceived as a religious man.(2) to notice (sth. that is difficult to notice); to discover; to observe 察觉，注意到，发觉Musicians can perceive very small differences in sounds.Tha t morning he perceived a change in Franc’s mood.He was only able to perceive light and color; he could not see properly.（3）to understand; to grasp 理解，领悟Do you perceive what I mean?I gradually perceived that culture and language cannot really be separated.Perceivable (a.) Perception (n.)6. ... identity is determined by genetic endowment (what is inherited from parents), shaped by environment, and influenced by chance events.who we are is determined by three things: First, our genes, or what our parents have given us, our legacy; second, environment, and third, luck or opportunities.chance events; "Chance" here is an adjective, meaning "accidental. "This chance meeting with the famous writer changed his whole life.This medicine is said to be a chance discovery.A chance visitor不速之客A chance meeting邂逅7. endow:vt.(1)资助，捐赠；向…捐钱(或物) e.g. endow a college/ endow sb. with sth.(2)give sb. sth. (正式)给予，赋予e.g. be endowed with courageendow these words with new significance(3) 认为具有特质endowment (n.) 资助，捐赠；捐款，捐赠的财物；天赋，天资，才能The college has a large endowmentMen of great endowmentsEndower (n.)Endowment assurance人寿保险，养老保险，储蓄保险Endowment policy人寿保险单，养老保险Endowment mortgage养老保险抵押（以人寿保险所得付买房借款）8. comparison between inherit and inherentinherit: vt. 继承，经遗传而得；接过，获得inherit the family estatea son inherits his father.She inherits her blue eyes from her father.The new government inherits great many problems and among them a financial crisis.inherent: adj. 内在的，固有的，与生俱来的Parents should be awakened to the inherent nature of their children.9.in turn:(1) as a result of sth. 因此，因而；转而，反过来Theory is based on practice and in turn serves practice.Interest rates were cut, and in turn, share prices rose.(2) one after the other, especially in a particular order 轮流地，依次地He asked each of us in turn to describe how alcohol had affected our lives.We’ll cross the bridge in turn.10. to be independent from/ofThese banks are now completely independent of (from) each other.11. It may be heightened by their choice to pursue a college education.If they choose to go to college to continue their education, they will face an even more serious struggle between the desire to be independent and the need to depend on the financial support of their parents.12. freedom from an excessive need for approval, closeness, togetherness, and emotional support in relation to the mother and father. If somebody has an excessive need for approval, it means that he is too dependent on sb's approval. Children need their parents to tell them what to do or not to do. They also need to be close to their parents and receive encouragement, love, all kinds of emotional support which give them strength. But when they grow up, this should change. They should no longer have the same needs like babies.freedom (free) from sth: no longer having sth you do not want, 摆脱，免于The most important freedom our people should have is the freedom from hunger.An ideal society is one free from exploitation and oppression.Within a month, the whole building is free from flies and mosquitoes.Note:"We look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression—everywhere in the world. The second is freedom of every person to worship God in his own way—everywhere in the world. The third is freedom from want... everywhere in the world. The fourth is freedom from fear... anywhere in the world. "—Franklin D. Roosevelt.13. Fourth is freedom from "excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father."Children often feel very guilty in relation to their parents because they think they have done something wrong, and they are also anxious because they are eager to please their parents; they sometimes feel unhappy because they think that their parents have not been fair to them; they feel that they are responsible to their parents for everything they do? they are always afraid of not saying the right thing or not behaving properly; all these may make them angry with their parents or make them feel resentful. These feelings reflect their emotional dependence on their parents. When they grow up, they usually strive for the freedom from these.14. with/in relation to:(1) 有关，关于，涉及We are planning with relation to the future.I have nothing to say in relation to the quality.(2) 与…相比e.g. Wages are very low in relation to the cost of living.Relate to : to be able to have a good relationship with people because you understand their feelings and behavior 适应，相交融，相处得好Children need to learn to relate to other children.15. drag one’s feet/heels: (infml) walking slowly and listlessly, looking very unhappy and disappointed (it is often used figuratively to mean "to delay deliberately"; to take too much time to do sth. because you don’t want to do it.) 做事拖拉，迟迟不做The local authorities are dragging their feet (over) closing these small coal mines.I can understand why they are dragging their feet over this reform. The reason is that it will affect their personal interest.At 9 o’clock she dragged her feet into the office.16.dismay: n. the worry, disappointment and happiness you feel when sth. unpleasant happens 忧虑，失望，沮丧，恐慌with/in dismayAmanda read her exam results with dismay.They stared at each other in dismay.To sb.’s dismayI found to my dismay that I had left my notes behind.Fill sb. with dismayThe thought of making th journey filled him with dismay.v. to make sb. feel worried, disappointed and upset 使（某人）担忧（失望、伤心）be dismayed to do sth./ be dismayed at sth.17. He ... was seeing his world shrink and his options narrow.He ... was beginning to realize that his world was getting smaller and his choices fewer."Narrow" here is used as a verb.We must try to narrow the difference in income between the rich and the poor without delay.This mighty river narrowed to a gorge of about 50 meters when it came to this place between the mountains.18. internalize: a psychological term meaning "to make faith, values, morals, attitudes, behavior, language etc part of your nature by learning or assimilating them unconsciously"19. modeling for them:serving as a model for them; setting an example for them .This expression is not very common.20. however, these matters are questioned and in some cases rebelled against:however, people often have doubts about these matters and sometimes oppose themto rebel against: to oppose or fight against sb. in a position of authority 造反，反叛Sooner or later, a child will rebel against the tyrannical rule of his father.Young people tend to rebel against traditional practices.Those who had rebelled against the government were put down.21. prejudicen.成见；偏见，歧视，反感He has a prejudice in our favor. 他对我们有偏爱。
现代大学英语3教案
一、教学目标1. 培养学生阅读、理解、翻译和写作能力，提高学生的英语综合运用能力。
2. 培养学生的跨文化交际意识，拓展学生的国际视野。
3. 培养学生自主学习、合作学习和探究学习能力。
二、教学内容1. 单元一：The American Dream2. 单元二：Love and Marriage3. 单元三：Education in America4. 单元四：Technology and the Future5. 单元五：Environment Protection三、教学过程1. 导入新课- 引导学生回顾上一单元所学内容，总结所学知识点。
- 提出本节课的学习目标，激发学生的学习兴趣。
2. 阅读理解- 让学生阅读课文，理解文章大意。
- 针对课文内容，提出问题，引导学生思考和回答。
- 针对文章中的难点和重点，进行讲解和分析。
3. 词汇学习- 引导学生积累课文中的重点词汇和短语。
- 通过多种方式，如例句、同义词、反义词等，帮助学生理解和记忆词汇。
4. 语法讲解- 针对课文中的语法点，进行讲解和分析。
- 通过例句和练习，让学生掌握语法知识。
5. 写作训练- 让学生根据课文内容，进行写作练习。
- 指导学生如何组织文章结构，提高写作水平。
6. 课堂活动- 组织课堂讨论，让学生发表自己的观点。
- 进行角色扮演，提高学生的口语表达能力。
7. 课后作业- 布置课后作业，巩固所学知识。
- 作业内容：阅读课文，完成课后练习；背诵课文中的重点词汇和短语；完成写作练习。
四、教学评价1. 课堂表现：观察学生在课堂上的学习态度、参与度和积极性。
2. 作业完成情况：检查学生课后作业的完成情况，了解学生的学习效果。
3. 考试成绩：通过单元测试和期中、期末考试，评估学生的学习成果。
五、教学反思1. 根据学生的学习情况，调整教学方法和进度。
2. 注重培养学生的英语综合运用能力，提高学生的英语素养。
3. 加强与学生的沟通，关注学生的心理健康，营造良好的学习氛围。
现代大学英语阅读3教案
教学目标：1. 培养学生阅读英语文章的能力，提高学生的英语阅读理解水平。
2. 培养学生从不同角度分析文章的能力，提高学生的批判性思维能力。
3. 培养学生运用英语进行口头和书面表达的能力。
教学内容：1. 阅读材料：现代大学英语阅读3教材中的相关文章。
2. 教学方法：阅读、讨论、写作、口语表达。
教学过程：一、导入1. 引导学生回顾上节课的内容，总结阅读技巧和方法。
2. 介绍本节课的阅读材料，激发学生的阅读兴趣。
二、阅读理解1. 学生自主阅读文章，了解文章大意。
2. 教师提问，检查学生对文章的理解程度。
3. 学生分组讨论，分析文章中的关键信息和观点。
三、深入探讨1. 引导学生从不同角度分析文章，如作者观点、文化背景、人物性格等。
2. 学生分组讨论，提出自己的观点和见解。
3. 教师总结各组讨论结果，进行点评。
四、写作练习1. 基于阅读材料，要求学生撰写一篇短文，表达自己的观点。
2. 学生自主写作，教师巡视指导。
3. 学生展示自己的作品，互相评价。
五、口语表达1. 学生分组进行角色扮演，模拟文章中的场景。
2. 学生用英语进行口语表达，锻炼自己的口语能力。
3. 教师点评，指出学生的优点和不足。
六、总结与反思1. 教师总结本节课的学习内容，强调阅读技巧和写作方法。
2. 学生反思自己的学习过程，总结经验教训。
教学评价：1. 学生对阅读材料的理解程度。
2. 学生在讨论和写作中的表现。
3. 学生在口语表达中的进步。
教学反思：1. 教师要关注学生的个体差异，因材施教。
2. 注重培养学生的阅读兴趣，提高学生的阅读能力。
3. 加强学生的写作和口语表达能力，提高学生的英语综合素质。
最新现代大学英语精读三Unit 1 教案
教案一:Unit 1 Your College YearsI. Teaching PlanThis essay is planned to finish in 20 minutes.1-3 mins Warming-up & Pre-reading4-17 mins While-reading18-20 mins Post-readingII. Teaching Aims:1. Knowledge aims(1) Students can understand and master the new words and expressions.(2) Students can master the main grammar.2. Ability aims(1) Students can understand the main idea through listening to tape.(2) Students can express their attitudes toward the article in English.(3) Enhance students' reading ability and skills of guessing new words in context.3. Emotion aims(1) Help students to understand the university life(2) Improve students' sense of cooperative learning.III. Teaching Methods:Task-based method, Grammar-translation method.IV. Teaching Difficult / Key Points:1. GrammarParallel structure, Object clause2. Writing techniquesV. Teaching Contents:Step 1: Warming upLead in the topic by providing some basic backgrounds.1. BackgroundAuthor -- Bob HartmanBob Hartman is a storyteller of children and part - time pastor. He was born in Pittsburgh in the United States.(Justification: Help students to know about the author and understand the essay better.)Step 2: Pre-readingAsk students to have a free talk:1.In the 1st college year, did you experience anything different from that in highschool?2.What do you think about these differences?(Justification: Arouse interest of students.)Step 3: While-reading1. New Words(1)Endeavor v. to try very hardeg. He endeavored to claim himself down but in vain.辨析:Endeavor强调愿望发自内心以及用异乎寻常的极大努力去做某事，尤指克服困难。
现代大学英语精读教案UNIT3--DILL-PICKLE
教案教案Was he still in love with her?Why do you think he carried out the couple's travel plans?Why do you think she didn't?Do you think people can ever overcome their isolation from one another?II. Text LectureA. Global Reading（教学方法：）Setting of the story:in a restaurantProtagonists:Vera and her ex-lover (his name was never told)Theme of the story:about the relationship between lovers: the heroine's sensitivity and the man's insensitivity to others—their feelings, attitudes and inner motivations. The man's egoism prevented him from seeing how greatly their lives had diverged in the six years since they parted.1. Main idea of the textIt is about a young man and a young woman, who had been lovers, met each other after six years of separation. As they sat and reminisced, we understand what had happened six years ago that led to the end of their relationship. Now, six years later, they had the opportunity to renew their relationship, but somehow they separated again.2. Structure of the textPart I (Paras.1-4):A couple of former lovers met in a restaurant six years after they departed.Part II (Paras.5-21): They recalled their past days spent together.Part III (Paras.22-46): The man showed off his travelling experiences without noticing the woman’s feelings.Part IV (Paras.47-51): They recalled the man’s boyhood stories together.Part V (Paras.52-65):The man’s selfishness and insensitivity broke the woman’s hope to renew their relationship and finally she chose to leave him.B. Detailed Discussion of the Text（教学方法：）I. Text analyzing1. And then, after six years, she saw him again.From this very first sentence we can infer that:a.) She had met him before. In fact they must have known eache other quite well although the exact nature of their relationship was not clear at this point.b) For some reason, they had not seen each other for six years.2. He was peeling an orange.To peel an orange: to take off the peel of an orange, c,f:To peel potatoes; to husk the rice; to shell the peas; to weed the garden; to skin a cat; to gut the fish; to dust the tables.3. He didn’t know her. She smiled, he frowned. She came towards…in a dark room. She found it incredible that he didn’t know her. This indicated that they had known each other very well six years ago.love with her as we found out later?9. a haunting memoryThe man begins to reminisce. What specific scenes does he recall? What do his memories reveal?10. I am still just as ignorant for all your telling me. (p. 13)❖> I am still as ignorant as before of the names of flowers although you had told me.❖For all: despite, in spite of, notwithstanding❖ E.g. He has great power and wealth, but is still unhappy for all that❖For all that: although, though❖ E.g. He is still unhappy for all that he has great power and wealth.the afternoon in Kew Gardens11….behaving like a maniac about the wasps—waving them away, flapping at them with his strew hat, serious and infuriated out of all proportion to the occasion. How she had suffered.❖What happened that afternoon that made Vera suffer?❖>He was so childish, trivial, and ridiculous that he had made a fool of them both.❖out of all proportion to sth: in a wrong relation to sth; too big, high, serious etc. for sth; Here：absurd, abnormal; out of place❖ E.g. His head is out of proportion to the size of his body.❖The housing prices are out of all proportion to people’s income.12. But now, as he spoke, that memory faded. His was the truer. (p. 15)❖>Now, that memory about the ridiculous scene gradually disappeared. His memory was more accurate. They did have a good time that afternoon.That memory faded: that memory about the ridiculous scene gradually disappeared. After all, it was a wonderful afternoon.His was the truer: His memory was the truer one. They did have a good time on the whole that afgernoon.13. Her thoughts lingered over the last two words. (p. 16)Para. 9 He interrupted her, "Excuse me," and tapped on the table for the waitress. "Please bring some coffee and cream."He was self-centered, not interested in what Vera said, nor encouraged her to talk about herself.Some places where the man had beenCorsicaCorsica, a region of France, was ruled over the centuries by the Carthaginians, Romans, Vandals, Goths and Saracens. It was eventually sold to France by the Genoese.Located in the western Mediterranean, just to the north of Sardinia, it's 160 km (99 miles) southeast of Nice, France, and 82 km (51 miles) west of Tuscany, Italy.Famous for its independent spirit, rugged beauty, olive oil, wine and citrus fruit, Corsica was the birthplace of Napoleon Bonaparte.Corte is the natural boundary between Corsica of North and Corsica of South. It reigns as a sentry from the top of its rocky peak, over the valleys where the Tavignano and the Restonica have cut from their torrents gorges so beautiful that they are classified as a "big national place of interest".The VolgaThe V olga River, being the longest in Europe has many cruise boats passing on its ways every day.In winter the river freezes to a depth of about 6 feet.The Black SeaThe Black Sea (known as the Euxine Sea in antiquity) is an inland sea between southeastern Europe and Asia Minor. It is connected to the Mediterranean Sea by the Bosporus and the Sea of Marmara, and to the Sea of Azov by the Strait of Kerch.The most important river entering the Black Sea is the Danube. The Black Sea has an area of 422,000 km² and a maximum depth of 2,210 m.SiberiaBaikal （贝加尔湖）is a beautiful lake located in the southeastern part of Siberia. It is the deepest freshwater lake on the earth and the largest reservoir of fresh surface water.Irkutsk (伊尔库茨克) kept the spirit of a 19th century Russian city. In the center, there are blocks of traditional wooden buildings with typical carvings.Krasnoyarsk (克拉斯诺雅斯克) is located in south-central Siberia on the 6th-longest river in the world, the Yenesei River叶尼塞河.19. Isn’t it curou? I have really carried out all those journeys that we planned.Now we know they have catually talked about going on those journeys together. Six years ago, the man fell in love with Vera, and Vera was far from indifferent to him either. In face, she almost agreed to marry.What could she have seen in him that made him not without attraction?For one thing, he was young, energetc, most likely good-looking. And he could sometimes say thing that were extremely touching to Vera. But there was one more thing that served as a strong bond, and that is their shared interst in traveling.20. As he spoke, …she felt the strange beast that had slumbered so long within her bosom stir, stretch itself, yawn, prick up its ears, and suddenly bound to its feet, and fix its longing, hungry stare upon those far away places.(P31)❖The strange beast: It probably refers to her long-cherished wish to travel to all those distant and mysterious places. It had been hidden deep in her heart for quite a long time because it was impossible for her to realize it given her financial and health conditions. But now, this old wish seemed to be suddenly awakened.❖It may not be far-fetched either if we regard it as symbolic of her buried affections for the man.21. She made a little grimace. “Sold. Ages ago.”(P37)❖Why do you think she sold the piano?❖Three possible reasons:❖ 1. She lost interest because there was no one to appreciate her music;❖ 2. She had to go from place to place chasing after warm sunshine, and therefore found it impossible to carry the piano with her;❖ 3. She was financially hard up and needed money.22. He let it go at that.(P40)❖He did not pursue the matter, showing once again how self-centered he was. Under normal circumstances, a man would be dying to know what had happened to the woman that forced her to give up her beloved piano.23. She shivered, hearing the boatman's song break out again loud and tragic, and seeing…Why did she shiver?She was very sensitive to art and music and she felt excited as the man was describing the beautiful picture.24. "You would like almost…" "It is so informal, so impulsive, so free."Implication:I had ceased to cherish that memory.I had forgotten you long ago.34. Para. 52… although at the time that letter nearly finished my life. I found… and I couldn't help laughing as I read it.All these hurt Vera painfully.He was not aware of having hurt Vera.Implication:To write such a break-up letter was very difficult for Vera. The letter reminded them of the heart-broken feeling and it finished both the man and the woman. But he trivialized the letter, and even mocked the letter, which hurt Vera deeply.35. She had buttoned her collar again and drawn down her vein. (p. 53)❖Why did Vera decide to go?❖> She was hurt.❖Proofs:❖(1) “It seems ag es ago” (actually only 6 years): what the man said shows that he had forgotten everything about their past love.❖(2) “I had to take such a leap to that time”: he had ceased to cherish that memory.❖(3) “I couldn’t help laughing as I read it”: he didn’t take the letter (i.e. their relationship) seriously.36. Only did I desire, eventually, to turn into a magic carpet and carry you away to all those lands you longed to see. (P57)❖>My only wish was that I change into a magic carpet and brought you to the places you desired to visit.37. As he spoke she lifted her head as though she drank something; the strange beast in her bosom began to purr.(P.58)❖>when she heard those beautiful words, she felt good. And her long-buried love for him seemed to wake up again.38. I felt, that you were more lonely than anybody else in the world, and yet, perhaps, that you were the only person in the world who was really, truly alive.(P60) ❖It is amazing how the man could have such a penetrating view of Vera .We can only assume that people sometimes do say interesting things without knowing it. Anyway, to Vera, what the man just said seemed to show that he was probably the only man who really understood her.39. Ah, God! What had she done! How had she dared to throw away her happiness like this! This was the only man who had ever understood her. Was it too late? Could it be too late?(P61)❖Ah, God! What had she done!: What had she done that she seemed to regret?❖What a stupid thing she had done in rejecting the man’s marriage proposal six years ago! By rejecting him she had thrown away her own happiness.❖Was it too late? Could it be too late?:❖Too late for what?❖Was it too late to change my decision and renew our relationship? I wish to God it教案。
现代大学英语口语3教案
课时安排：2课时教学目标：1. 培养学生运用英语进行日常交流的能力。
2. 提高学生的听力理解能力和口语表达能力。
3. 增强学生的跨文化交际意识。
教学内容：1. 问候与介绍2. 询问与回答3. 表达意见与建议教学重点：1. 熟练掌握问候与介绍的常用表达方式。
2. 学会询问与回答的技巧。
3. 能够用英语表达自己的意见与建议。
教学难点：1. 学生在表达时可能出现语法错误。
2. 学生在听力理解时可能难以把握关键信息。
教学过程：第一课时一、导入1. 教师与学生用英语进行简单的问候与自我介绍，激活课堂氛围。
2. 教师简要介绍本节课的教学目标、内容和重难点。
二、新课导入1. 教师播放一段关于问候与介绍的英语对话，让学生聆听并跟读。
2. 学生分组进行角色扮演，练习问候与介绍。
三、巩固练习1. 教师给出一些问候与介绍的场景，让学生进行口语表达。
2. 学生互相提问，用英语询问对方的姓名、专业、兴趣爱好等。
四、课堂小结1. 教师总结本节课所学内容，强调问候与介绍的常用表达方式。
2. 学生分享自己的学习心得。
第二课时一、复习导入1. 教师检查学生上一节课的学习成果，提问学生关于问候与介绍的问题。
2. 学生回答问题，巩固所学知识。
二、新课导入1. 教师播放一段关于询问与回答的英语对话，让学生聆听并跟读。
2. 学生分组进行角色扮演，练习询问与回答。
三、巩固练习1. 教师给出一些询问与回答的场景，让学生进行口语表达。
2. 学生互相提问，用英语询问对方的信息。
四、课堂小结1. 教师总结本节课所学内容，强调询问与回答的技巧。
2. 学生分享自己的学习心得。
五、课后作业1. 学生完成课后练习，巩固所学知识。
2. 学生用英语写一篇关于自己校园生活的短文。
教学反思：1. 本节课通过听、说、练等多种教学手段，让学生在轻松愉快的氛围中学习英语口语。
2. 教师应关注学生的个体差异，因材施教，提高学生的学习兴趣。
3. 在教学过程中，教师应注重培养学生的跨文化交际意识，提高学生的实际应用能力。
现代大学英语精读3unit4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. 学会使用课文中的重点词汇和短语；3. 培养学生的批判性思维和写作能力；4. 增强学生的英语口语表达能力。
教学重点：1. 课文主题：现代社会中的道德困境；2. 课文结构：引言、主体、结论；3. 重点词汇和短语：moral dilemma, ethical considerations, societal impact。
教学难点：1. 理解课文中的复杂句型；2. 分析作者的观点和论据；3. 将课文内容与实际生活相结合。
教学准备：1. 教师准备PPT，包括课文内容、重点词汇和短语、相关图片等；2. 学生预习课文，了解课文主题和背景。
教学过程：一、导入1. 教师简要介绍课文主题，引导学生思考现代社会中的道德困境；2. 学生分享自己对道德困境的理解和看法。
二、课文精读1. 教师带领学生逐段阅读课文，解释生词和短语；2. 学生讨论课文中的复杂句型，提高阅读理解能力；3. 教师引导学生分析作者的观点和论据，培养学生的批判性思维。
三、课堂活动1. 小组讨论：学生分成小组，讨论课文中的道德困境，并提出自己的看法；2. 角色扮演：学生扮演课文中的角色，模拟情境，锻炼口语表达能力。
四、写作练习1. 教师布置写作任务，要求学生根据课文内容，写一篇关于道德困境的短文；2. 学生完成写作任务，教师进行批改和指导。
五、总结与反思1. 教师总结本节课的重点内容，强调道德困境在现代社会中的重要性；2. 学生分享自己的学习心得，反思道德困境对个人和社会的影响。
教学评价：1. 课堂参与度：观察学生在课堂活动中的表现，评价其口语表达能力；2. 写作质量：批改学生的写作作业，评价其写作能力和对课文内容的理解；3. 学生反馈：收集学生对本节课的评价和建议，不断改进教学方法。
教学反思：本节课通过精读课文、课堂活动、写作练习等方式，帮助学生理解课文内容，提高阅读理解能力和批判性思维能力。
现代大学英语精读3unit1教案
1. 知识目标：（1）掌握课文中的关键词汇、短语和句型；（2）了解文章的主旨大意和段落结构；（3）学会分析文章的写作手法和修辞手法。
2. 能力目标：（1）提高学生的阅读理解能力；（2）培养学生的写作能力和口语表达能力；（3）提升学生的自主学习能力。
3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生关注社会、关注人生的情感态度；（3）提高学生的跨文化交际意识。
二、教学内容1. 课文：《现代大学英语精读3》Unit 1 Some Strategies for Learning English2. 教学重点：（1）掌握课文中的关键词汇、短语和句型；（2）了解文章的主旨大意和段落结构；（3）分析文章的写作手法和修辞手法。
3. 教学难点：（1）理解并运用课文中的复杂句型；（2）分析文章的写作手法和修辞手法；（3）培养学生的写作能力和口语表达能力。
（一）导入1. 复习上一节课的内容，回顾所学知识；2. 引导学生思考：学习英语有哪些方法？（二）课文精读1. 词汇学习：（1）讲解课文中的重点词汇、短语和句型；（2）引导学生运用所学词汇进行造句；（3）进行词汇测试，巩固所学知识。
2. 理解课文：（1）分析课文的主旨大意和段落结构；（2）引导学生总结文章的写作手法和修辞手法；（3）组织学生进行讨论，加深对课文的理解。
（三）拓展练习1. 阅读相关材料，了解英语学习策略；2. 学生分组讨论，分享自己的学习经验；3. 鼓励学生运用所学知识进行写作和口语表达。
（四）课堂小结1. 回顾本节课所学内容；2. 强调学习英语的重要性；3. 布置课后作业，巩固所学知识。
四、课后作业1. 阅读课文，熟读并背诵重点段落；2. 按照课文内容，写一篇关于英语学习策略的短文；3. 收集英语学习资料，为下一节课做好准备。
五、教学反思1. 教师在教学中应注重激发学生的学习兴趣，引导学生主动参与课堂活动；2. 注重培养学生的自主学习能力，鼓励学生在课后进行拓展学习；3. 关注学生的个体差异，因材施教，使每个学生都能在英语学习中取得进步。
现代大学英语第三册教案
Endeavor to; in turn; be independent from; dependent on; relate to; freedom from; model for; be prejudiced against; be equal to; for certain
3. Structures:
弗洛伊德心理学用语尤指在青年期发生的心理矛盾和混乱现象既关心个人的社会作用又难于认识或树立自己性格的同一性also
外国语学院基础英语教研室
讲授内容
教学设计∕备注
Lesson One Your College Years
I. Teaching Aims:
Get the students to think about the college life they have experienced: is it the same or different from their first imagination? What are their plans for the second year at college?
现代大学英语3授课教案
一、教学目标1. 理解课文内容，提高学生的英语阅读理解能力。
2. 学习课文中的词汇和语法知识，提高学生的语言运用能力。
3. 培养学生的跨文化交际意识，拓展学生的国际视野。
二、教学内容1. 课文：《The Man in the Water》2. 词汇：约20个新单词和短语3. 语法：过去进行时和现在完成时三、教学重点与难点1. 重点：课文内容理解、词汇学习和语法运用。
2. 难点：过去进行时和现在完成时的运用。
四、教学过程（一）导入1. 提问：What do you think of heroes? Who are the heroes in your life?2. 引导学生思考，激发学生的学习兴趣。
（二）课文阅读1. 学生自主阅读课文，完成课后练习题。
2. 教师提问，检查学生的阅读理解情况。
（三）词汇学习1. 教师带领学生分析课文中的新单词和短语，讲解其词义、用法和例句。
2. 学生跟读并模仿例句，加强记忆。
（四）语法讲解1. 教师讲解过去进行时和现在完成时的用法，并结合例句进行讲解。
2. 学生练习，巩固所学语法知识。
（五）课堂活动1. 分组讨论：What qualities do you think a hero should have? Why?2. 学生展示讨论成果，教师点评。
（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，巩固所学知识。
五、教学评价1. 学生在课堂上的参与度和积极性。
2. 学生对课文内容的理解程度。
3. 学生对词汇和语法的掌握情况。
六、教学反思1. 教师要根据学生的实际情况调整教学内容和方法，提高教学效果。
2. 注重培养学生的跨文化交际意识和国际视野。
3. 鼓励学生积极参与课堂活动，提高他们的英语口语表达能力。
现代大学英语3教案
Lesson one Your College Year教学目的：了解作者及相关的背景知识通过对本文的学习，使学生对大学生活有一个全面、正确地认识，全面了解自己，更好地适应大学生活掌握语言点教学重点及难点：重点——对文章内容的充分理解与掌握难点——几个专业词汇的理解“developmental changes”、“identity crisis”、“psychologicalindependence”、“internalizing religious faith”教学内容：1.作者及背景简介2.课文讲解及语言点3.课堂讨论4.语法学习：the way sb doesd sth.Ways of expressing the objectDeterminers5.练习及作业基本要求：1.学生在课前应预习课文，并完成pre-class work 中的作业2.通过课堂讲解使学生理解文章内容，并对自己的大学生活有一个清晰地认识3.认真完成课后作业教学方法：加强互动，通过提问了解学生的预习情况。
以师生互动方式讲授课文，练习以学生为主，教师侧重解决重点及检查学生的完成情况。
时间分配：8节课一个单元I. IntroductionA. About the textThis is a text about what students will experience in their “college years”. It is addressed to college students in the United States. But with some modifications, what the author says here will also make perfect sense to our students.College life is both exciting and frustrating experience. It is clear that young adulthood is an extremely important period in our life.Not everyone knows how to handle their sudden independence or freedom. There are also those who take their newly found independence to mean that they can do anything they want.B.About the authorDr. Bob Hartman is a children’s story-teller and part-time pastor. He was born in Pittsburgh, the United States, and moved to England in the summer of 2000.II. Warming-up exercises1. What are my goals for the college years?2. Do you find it easy to relate to the opposite sex? Do you agree with the author that stressful as it is, it is nevertheless one of the most important goals we must achieve during school years? III. Detailed study of the text1.（Para. 1）“Has it ever occurred to you that your professors and other school personnel havecertain goals for your growth and maturity during your college years? Has it ever dawnedon you that certain developmental changes will occur in your life as you move fromadolescence to young adulthood?”A. Draw the student’s attention to the difference between Chinese and English in expressing this idea: In Chinese, the subject is usually a personal pronoun, whereas in English, the anticipatory “it” is used.More examples:It never occurred to me that wealth could ruin a person’s life.我从来没想到财富能毁灭一个人的一生。
现代大学英语3
Lesson One Your College YearsI。
Teaching Objectives:After learning this unit， students are supposed to:1）get familiar with some grammatical points；2)get to know what college is designed to be3）get a list of the new words and expressions and be able to use them freely in writing and daily conversation;4) have a thorough understanding of the whole text:Your College Years5） retell the text as a wholeII.Listening and speaking activities1.Listen to the recording of the text and fill in the blanks about the main ideasof the article.2.Talk about the purpose of your college years.III. Reading Comprehension and Language Activities1。
Pre—reading discussions：1)Being a college student for more than one year, have you realized yourchanges？ What are they?2）What’s your opinion about the purpose of a college?•Identity Crisis （认同危机）•A) A psychosocial state or condition of disorientation and role confusion occurring especially in adolescents as a result of conflicting internal and external experiences ，pressures，and expectations and often producing acute anxiety 。
现代大学英语精读3第二版教学设计
现代大学英语精读3第二版教学设计一、教学目标本教学设计的目标主要是让学生通过学习现代大学英语精读3第二版，提高其阅读理解和语言表达能力，以及对英美文化、习惯的了解。
具体目标如下：1.学生能够熟练掌握现代大学英语精读3第二版所涉及的基础词汇和语法知识；2.学生能够阅读并理解本书中所包含的总共10篇文章；3.学生能够根据阅读所得的信息，分析和解读文章中的作者观点，以及表达自己的看法；4.学生能够通过参与课堂互动、小组讨论等形式，提高其英语口语表达和交流能力；5.学生能够掌握常用的学术文献查找和引用方式，并能够撰写一份符合学术规范的英文图书评价报告。
二、教学内容和课程安排1. 教学内容本教学设计的内容主要包括以下方面：1.基础词汇和语法知识的教学；2.阅读与解读10篇文章；3.学生口语表达和交流练习；4.研讨，并撰写符合学术规范的英文图书评价报告。
2. 课程安排本教学设计将总共安排16学时，其中12学时用于课堂教学和小组讨论，另外4学时用于学生的作业和评价报告的撰写。
具体课程安排如下：课时授课内容1 介绍课程内容及教学目标2-4 基础词汇和语法知识教学5-6 阅读与解读文章1-27-8 阅读与解读文章3-49-10 阅读与解读文章5-611-12 阅读与解读文章7-813 学生互相讨论和分享阅读感受14 完成英文图书评价报告的准备15-16 完成英文图书评价报告三、教学方法为了实现上述教学目标，本教学设计将采用多种教学方法，如下：1.演讲式教学法：由教师一边讲述基础词汇和语法知识，一边示范使用；2.问答式教学法：教师提问并引导学生发言，促进学生对阅读内容的深入理解和分析；3.小组讨论：学生结成小组，共同讨论阅读的文章，并就其中的各种观点进行分析和辩论；4.案例式教学法：案例教学法将被引入到本教学设计的部分教学过程中，以便让学生从实际的案例中了解如何撰写符合学术规范的英文图书评价报告。
四、教学材料本教学设计所需要用到的材料主要包括以下部分：1.现代大学英语精读3第二版；2.阅读材料：本书中的10篇文章；3.课堂讲义和笔记。
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Lesson one Y our College Year教学目的：了解作者及相关的背景知识通过对本文的学习，使学生对大学生活有一个全面、正确地认识，全面了解自己，更好地适应大学生活掌握语言点教学重点及难点：重点——对文章内容的充分理解与掌握难点——几个专业词汇的理解“developmental changes”、“identity crisis”、“psychologicalindependence”、“internalizing religious faith”教学内容：1.作者及背景简介2.课文讲解及语言点3.课堂讨论4.语法学习：the way sb doesd sth.Ways of expressing the objectDeterminers5.练习及作业基本要求：1.学生在课前应预习课文，并完成pre-class work 中的作业2.通过课堂讲解使学生理解文章内容，并对自己的大学生活有一个清晰地认识3.认真完成课后作业教学方法：加强互动，通过提问了解学生的预习情况。
以师生互动方式讲授课文，练习以学生为主，教师侧重解决重点及检查学生的完成情况。
时间分配：8节课一个单元I. IntroductionA. About the textThis is a text about what students will experience in their “college years”. It is addressed to college students in the United States. But with some modifications, what the author says here will also make perfect sense to our students.College life is both exciting and frustrating experience. It is clear that young adulthood is an extremely important period in our life.Not everyone knows how to handle their sudden independence or freedom. There are also those who take their newly found independence to mean that they can do anything they want.B.About the authorDr. Bob H artman is a children’s story-teller and part-time pastor. He was born in Pittsburgh, the United States, and moved to England in the summer of 2000.II. Warming-up exercises1. What are my goals for the college years?2. Do you find it easy to relate to the opposite sex? Do you agree with the author that stressful as it is, it is nevertheless one of the most important goals we must achieve during school years?III. Detailed study of the text1.（Para. 1）“Has it ever occurred to you that your professors and other school personnel have certain goals foryour growth and maturity during your college years? Has it ever dawned on you that certaindevelopmental changes will occur in your life as you move from adolescence to young adulthood?”A. Draw the student’s att ention to the difference between Chinese and English in expressing this idea: In Chinese, the subject is usually a personal pronoun, whereas in English, the anticipatory “it” is used.More examples:It never occurred to me that wealth could ruin a person’s life.我从来没想到财富能毁灭一个人的一生。
It suddenly dawned on us that high savings rate may not be a good thing.我们突然想到高的存款利率未必是件好事。
It gradually began to dawn on the economists that the problem was not overproduction, butunder-consumption.经济学家们逐渐认识到，问题不是生产过剩而是消费过低。
B. developmental changes:This is a psychological term which refers to the physiological and behavioral changes throughout the lifespan.2.（Para. 2）During this time, students are going through an identity crisis and are endeavorin g…to go through: to experience; to undergo; to suffere.g.: The country has gone through too many wars.这个国家经历了太多的战争。
I admire the way she’s still so cheerful after all she’s gone thr ough.我钦佩她经历了那么多苦难以后，仍然这样精神愉快。
Other meanings of this phrasal verb:I don’t think this plan will go through the Security Council.（be accepted by）我认为这个计划不会在安理会通过。
Have you gone through all your money already?（to use up; to finish）你已经把所有的钱花光了吗？It’s too late to back out. We just have to go through with it.（to do it because you have promised or planned to do it, even though you are no longer sure you want to do it.）现在打退堂鼓太晚了，我们必须把它完成。
Identity crisis: It refers to the difficulties, confusions and anxieties that you go through during adolescence when you are not sure who you really are and what your purpose in life is.to endeavor:⑴v i （＋to-V）（fml or pomp）to try （正式或夸张）尝试，企图e.g.: I’ll endeavor to pay the bill as soon as possible.我会尽快地设法付清账单。
⑵n. 努力，尽力。
e.g.: They couldn’t do it, despite their best endeavor.他们虽然尽了最大努力，但仍做不成。
The Climbing of the Mount Everest was an outstanding example of human endeavor.攀登珠穆朗玛峰是人类奋勇进取的突出例证。
She made no/every endeavor to help us.她（没有）竭力帮助我们。
3.（Para 2）It is important to know how people perceive themselves as well as how other people perceive them. perceive: v [not in progressive form]to notice or become aware of sth发觉，察觉到，意识到；to understand or think of sth. in a particular way；认为，视为，理解为e.g. He perceived a subtle change in her manner.perceive + that They perceived they were unwelcome and left.perceive + wh-We were unable to perceive where the problem layperceive + obj. + V-ing I perceived a small trickle of blood coming from the patient’s ear.perceive sb/ sth as This discovery was perceived as a major breakthrough in the field of medicine.perceptible adj that can be perceived, noticeable 可察觉到的, 可看见的(imperceptible)perception n a. the action of perceiving (or perceptiveness) 感觉,知觉b. the ability to perceive well; keen natural understanding洞察力,理解力e.g a man of great perception 一个极有洞察力的人perceptive adj showing an unusual good ability to notice and understand 感觉灵敏的,有洞察力的e.g. a perceptive woman/ perceptive comments一位洞察力强的女士/颇有见地的评论4.（Para. 2）…identity is determined by genetic endowment （what is inherited from parents）, shaped by environment, and influenced by chance events.Meaning: Who we are is determined by three things: First, our genes, or what our parents have given us, our legacy;second, environment, and third, luck or opportunities.Chance events: “Chance” here is an adjective, meaning“accidental”.e.g.: This chance meeting with the famous writer changed his whole life.与这位著名作家的偶然邂逅改变了他的一生。