大学英语泛读教程3(第三版)-电子教案Unit 12
泛读教程3教案
泛读教程3教案教案标题:泛读教程3教案教案目标:1. 帮助学生提高泛读技巧和阅读理解能力;2. 培养学生的阅读兴趣和阅读习惯;3. 培养学生的自主学习和合作学习能力。
教学重点:1. 培养学生的泛读技巧;2. 培养学生的阅读理解能力。
教学难点:1. 提高学生的阅读速度和准确性;2. 培养学生的阅读思维和分析能力。
教学准备:1. 泛读教程3教材;2. 多媒体设备;3. 学生练习册;4. 阅读理解练习题。
教学过程:一、导入(5分钟)1. 创造一个愉快的学习氛围,引起学生的注意;2. 提问学生对泛读的理解和经验。
二、预习(10分钟)1. 让学生在课前预习教材中的文章标题和段落标题;2. 学生扫读文章,了解文章大意。
三、阅读与讨论(20分钟)1. 学生独立阅读教材中的一篇文章;2. 学生小组内讨论文章的主题、中心思想和关键细节;3. 学生展示自己的理解和观点。
四、泛读练习(15分钟)1. 学生进行泛读练习,尽量提高阅读速度和准确性;2. 引导学生使用快速阅读技巧,如扫读、略读和跳读。
五、阅读理解(15分钟)1. 学生独立完成阅读理解练习题;2. 学生交流答案并进行讨论;3. 教师给予指导和解释。
六、巩固与拓展(10分钟)1. 学生根据自己的理解和感受,写下对本课内容的总结;2. 学生分享自己的总结,并相互评价。
七、作业布置(5分钟)1. 布置阅读任务,要求学生阅读下一篇文章;2. 布置练习题,要求学生完成阅读理解练习。
教学反思:1. 教师应及时给予学生反馈,鼓励他们的努力和进步;2. 教师要关注学生的阅读兴趣和阅读习惯,适时调整教学策略;3. 教师要鼓励学生进行合作学习,促进彼此之间的互动和学习成长。
以上是一个关于泛读教程3的教案示例,希望对您有所帮助。
根据实际情况,您可以根据教学目标和学生的实际情况进行适当的调整和修改。
高教版大学英语泛读教程4(第三版)电子教案Unit 12
“clean”? Vocabulary
a. Neatly.
c. In tune.
b. Spick and span.
d. Ply their trade.
U12-p.142
c 4. Which of the following words or expressions does NOT refer to dead
U12-p.141
Reading Comprehension
Based on the reading text, choose the most appropriate answer to the following questions.
d 1. Which of the following statements is NOT true? Detail
d. Buddhists never touch dead bodies. a 2. What is meant by the phrasal verb “dig in”? Vocabulary
a. Eat.
c. Worship.
b. Pray.
d. Offer.
b 3. Which of the following words or expressions is used in the text to mean
U12-p.140-141
A Do You Get It?
Multiple Matching
There are three main passages in the reading text.
Which of them refers to … __c___ 1. washing rituals? __c___ 2. people who remove their clothes? __a___ 3. a place where people worship? __c___ 4. the burning of a body? __a___ 5. the possibility that the dead can influence our lives? __b___ 6. people who are paid for their services? __b___ 7. a historical period? __c___ 8. something that doesn’t last forever?
Keys_to_Reading_Course_3 泛读教程 第三册 (王守仁 著) 上海外语教育出版社 课后答案
Keys to Reading Course 3Unit 1Reading Strategies Section A Word Pretest 1-5.BCBBB 6-10.AACCB Reading Skill 2-5.CBCA6-9.BBAAV ocabulary Building 1.a.practicable/practicalb.practicec.practicesd.practicable/practicale.practiceda.worthlessb.worthyc.worthwhiled.worthe.worth a.vary b.variety c.variation d.various/varied e.Various a.absorbing b.absorbed c.absorb d.absorption e.absorbent2.1.a.effective b.efficient c.effective2.a.technology b.technique3.a.middle b.medium c.mediumClozegoing/about/tryingexpectations/predictions questionsanswers predictions/expectations tell know/foretell enddevelop/presentworthSection B 1-5.TFTTC6-10.BCCTF 11-14:FCAAC16-17:CASection C 1-5.FFTFF 6-8.TTT Keys to Reading Course 3Unit 2Education Section A Word Pretest 1-5.ABACC 6-8.ABAReading Skill 4-6.CBB 1-6.FTFFTTV ocabulary Building 1.mess 2.preference 3.aimlessly 4.remarkable/marked 5.decisive6.shipment 7.fiery 8.physically 9.action 10.housing课后答案网 ww w.kh da w.c o m2.1.a.aptitude b.attitude2.a.account b.counted c.counted3.a.talent b.intelligence Cloze other just/only has some/many thanrefuse see/know/understand thatwithout If ready/willing/educated/taught wrong/incorrect/erroneousSection B 1-5.ACCCCCAC 11-14:BABASection CDDACKeys to Reading Course 3Unit 3Body Language Section A Word Pretest1-5.ABCCB 6-9.DCDCReading Skill2-5.BABC 6-10.ACCBCV ocabulary Building Use of English 1.admission admit admissible admissibly reliance rely reliable reliably definition define definite definitely assumption assume assumed/assuming assumedly/assumingly behavior behave behavioral behaviorally variety vary various/varied variously/variedly part/partiality part partial partially manager/management manage managerial managerially correlation correlate correlative correlatively adaption/adaptation adapt adaptive adaptively 2.1.a.inspired b.aspired c.inspired2.a.token b.badges c.token3.a.contemporaries b.temporary c.contemporary Clozecommunicateways/means//onesusing/sayinginofmessage课后答案网 ww w.kh da w .c o mmeet/have/encounter/experience causes meaning toSection B 1-5.BABBA 6-10.CFFTT 11-15:TFCCBSection C 1-5.BBDDBAFF 11-14.TFFTKeys to Reading Course 3Unit 4Animals Section A Word Pretest1-5.CACAA 6-10.BBBCCReading Skill 2-5.BBAC 6-10.BCCAA V ocabulary Building 1.1.moist2.betrayal3.exclusively4.inhumane5.amazed/amazing6.endangered7.marvels8.deadly2.1.a.dessert b.deserted2.a.favorite b.favorable c.favorable3.a.awardedb.rewardc.awardedCloze parents idea at/by seenlandmarks instance/example migrateguide/direct poleeffect/influenceIt/This if/whether experimentsSection B BFT6-10.FBCAC11-15:CBACCSection C 1-5.FFTFF 6-10.FTTFT Keys to Reading Course 3Unit 5History Section A Word Pretest 1-5.CAABC 6-9.ACCC Reading Skill 2-6.CABCB1-6.FFTFTT课后答案网 ww w.kh da w .c o mV ocabulary Building 答案略,自己查字典2.1.a.Historical b.history2.a.rejected b.resist3.a.test/analyze b.analyze Clozeexisted/appeared over head/brain bodyfound language use/value/significance/important single passed ahead survival/existenceSection B 1-5.CABCB 6-10.BTTTF 11-15:TTCACSection C 1-5.BBAAA6-8.CBCUnit 6LanguageSection A Word Pretest1-5.CACBA 6-12.BACABABReading Skill 3-5.CAA 6-10.CACCAV ocabulary Building 答案略,自己查字典2.1.a.peculiar b.particular c.particular2.a.assess b.access c.access3.a.resources b.source c.sources Cloze sex Men differs compliment/word complimenting causes makeslanguages have outside understood have use circle/world/fieldSection B 1-5.CABBA 6-10.CBCCC11-17:CBACCBASection C课后答案网ww w.kh da w .c o m1-5.BBCAB 6-8.BACCBUnit 7Space Section A Word Pretest 1-5.ABABC 6-8.BACReading Skill 1-5.BBBCC6-8.BCBV ocabulary Building 1.deduced 2.behavior 3.adhere4.replacement5.option6.delicacy7.enormous8.pursuit2.1.a.inquired b.required c.inquire d.requiredpatible parable patible parableCloze satellite some space asked/wondered life sort/kind orbiting/going/circling have living were believe own solar where likely livingthroughSection B 1-5.FTFFT6-10.TTTTF11-15:FFBBC 16-18.ACCSection C 1-5.BCBCC 6-8.AED 1-6.EBAFDC Unit 8Women Section A Word Pretest1-5.BCABC 6-10.BBCCA Reading Skill 1-5.CBABC6-10.BCCCCV ocabulary Building 答案略,自己查字典2.1.a.jobb.careerc.jobsd.career课后答案网 ww w.kh da w .c o m2.a.principal b.principles c.principle d.principle3.a.feminine b.female c.feminineClozeacceptable domestic property wages husband divorce claims legalsuit permitted make excluded lacked belonged determined Section B 1-5.BACCC 6-10.CACCC 11-15.AABBA 16-19.CTTFSection C AACB Unit 9Cities Section A Word Pretest 1-5.BAABC 6-10.ACBBAReading Skill 1-5.CACCB6-12.BBBBACBV ocabulary Building 1.1.typifies2.dominant3.familialpetitive5.vibrate6.descended7.departure 8.boom 9.countless 10.symbolizes2.1.a.recreation b.recreate c.recreation2.a.rhythm b.rhyme c.rhymes d.rhythmCloze sea within of divides built/constructed/completedcelebratedinside/inattracttogether whenSection B 1-5.FTFTTBBC11-17.BAACCACSection C 1-5.BAACA 6-10.BCCCCUnit 10Cross-cultural Communication Section A Word Pretest1-5.CABCB 6-10.BBBAB Reading Skill课后答案网ww w.kh da w .c o m1-5.CBCAC ABBV ocabulary Building 答案略,自己查字典2.1.a.assure b.ensure c.assured d.ensure2.a.arises b.raised c.rise d.raised e.arisen3.a.clue b.cues c.clue d.cueCloze well separating/isolating is own close needlook order respectfpllowprior sign/cue help was/were elseSection B1-5.BBCTT6-10FBCAC 11-15.ACTFFSection C1-8.TFFTFFFFUnit 11Information Retrieval Section A Word Pretest1-5.ACBCB 6-8.ABBReading Skill 1-5.BCBACCCCV ocabulary Building 答案略,自己查字典1.extension 2.ambiguity 3.original 4.specified 5.additional 6.unambiguously 7.explosion rmation9.specialized10.narrative11.established2.1.a.transform b.transferred c.transferred d.transformed2.a.lonely b.alone c.lonely d.alone Cloze library amounted own burned/destroyedbycountriessendsuggestion/proposal library Section B 1-5.ACBCB6-10.ACCAC 11-17.ABABBAB课后答案网 ww w.kh da w .c o mSection C 1-5.BCACC 6-10.CBCCC Unit 12Environment Section A Word Pretest BBC 6-12.AACCCBA Reading Skill 1-5.CABBC6-10.CBBV ocabulary Building 1.1.reaction2.mass3.polluting4.planetary5.suspicious6.alarming7.emitted 8.emerged2.1.a.warned b.threatened2.a.spread b.spread c.sprayed3.a.emergency b.emergenceCloze solve communities creative prevention disposalresourcesrecyclingwasteincrease place measures amountSection B 1-5.FFTTB6-10.CACFT11-18.FFABCCBCSection C1-8.BCAACCBC课后答案网 ww w.kh da w.c o m。
《泛读教程》_第三册(Unit1~Unit10)
《泛读教程》第三册王守仁(Unit1~Unit10) 参考答案Unit 1Section AWord PretestBCBBBAACCBReading SkillCBCABBAAVocabulary Building1 practicable practice practices practical practiced2worthless worthy worthwhile worth worth3vary variety variation various various4absorbing absorbed absorb absorption absorbent21effective efficient effective2technology technique3middle medium mediumClozegoing expectations questions answers predictions tell know end develop worthSection BTFTT CBCC TFF CAACCASection CFFTFFTTTUnit 2Section AWord PretestABACCABABCCReading SkillCBB FTFFTTVocabulary Building11mess 2preference 3aimlessly 4remarkable 5decisive 6shipment 7fiery 8physically 9action 10housing21aptitude attitude2account counted counted3talent intelligenceClozeother just has some than refuse see that without if ready wrongSection BACCCCCCCACBABASection CCCDDACUnit 3Section AWord PretestABCCBDCDCReading SkillBABCAACBCVocabulary Building1Admission admit admissible admissiblyReliance rely reliable reliablyDefinition define 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complimenting causes makes languages have outside understood have use circleSection BCBBBACBCCCCBACCBASection CBBCABBACCBUnit 7Section AWord PretestABABCBACReading SkillBBBCCBCBVocabulary BuildingDeduced behavior adhere replacement option delicacy enormous pursuitInquired required inquire requiredCompatible comparable compatible comparableClozeSatellite some space asked life sort orbiting have living were believe own solar where likely living throughSection BFTFFTTTTTFFFBBCACCSection CBCBCCAEDEBAFDCUnit 8Section AWord PretestBCABCBBCCAReading SkillCBABCBCCCCVocabulary BuildingOccupation occupy occupational occupationallySegregation segregate segregated(这个没有副词)Discrimination discriminate discriminating discriminatingly Enforcement enforce enforceable enforceablyExclusion exclude exclusive exclusivelyPerseverance persevere persevering perseveringlyConviction convict convictive convectivelyAmendment amend amendable(这个没有副词)Superficiality superficialize superficial superficially Spectator 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高教版大学英语泛读教程4(第三版)电子教案Unit 12
Expressing Grief
In some cultures, extreme displays of grief are a way of demonstrating the strength of one’s feelings for the departed. However, historically, these outpourings of distress need not always come from the nearest and dearest of the deceased. For the ancient Romans, for example, hiring professional mourners was a common way of putting on a suitable display of public lamentation. These people were paid to shriek and even tear their hair out in a frenzy of grief. Interestingly, wailers were also hired for funerals in Victorian England, and professional mourners continue to ply their trade in parts of Africa, the Middle East and China to this day. Sometimes these professionals can actually add spice to an otherwise morbid occasion by singing or dancing.
大学英语泛读第三版教案
课程名称:大学英语泛读教程(第三版)授课对象:大学英语专业学生授课时间:2课时教学目标:1. 提高学生的英语阅读理解能力,培养学生的英语阅读兴趣。
2. 培养学生的批判性思维和跨文化交际能力。
3. 增强学生的英语词汇量和语法知识。
4. 培养学生的自主学习能力和合作学习能力。
教学重点:1. 理解文章的主旨大意和细节内容。
2. 掌握文章的写作技巧和修辞手法。
3. 学会运用英语进行批判性思考和表达。
4. 了解跨文化背景知识。
教学难点:1. 理解文章的深层含义和作者的写作意图。
2. 灵活运用语法知识进行英语表达。
3. 提高学生的跨文化交际能力。
教学方法和手段:1. 讲授法:讲解文章的背景知识、写作技巧和修辞手法。
2. 讨论法:引导学生进行小组讨论,分享观点,提高学生的口语表达能力。
3. 案例分析法:通过分析典型文章,让学生掌握阅读技巧。
4. 角色扮演法:让学生模拟文章中的角色,提高学生的英语实际运用能力。
5. 多媒体教学:利用PPT、视频等手段,丰富教学内容。
教学内容和过程:第一课时:一、导入1. 介绍课程背景和教学目标。
2. 引导学生思考阅读的重要性。
二、课文讲解1. 介绍文章的背景和作者。
2. 分析文章的主旨大意和细节内容。
3. 讲解文章的写作技巧和修辞手法。
三、课堂活动1. 小组讨论:让学生分组讨论文章的主题,分享各自的观点。
2. 角色扮演:让学生模拟文章中的角色,提高学生的英语实际运用能力。
四、作业布置1. 完成课后练习题,巩固所学知识。
2. 预习下一课内容。
第二课时:一、复习上节课内容1. 复习课文中的重点词汇和短语。
2. 复习文章的写作技巧和修辞手法。
二、阅读理解练习1. 阅读一篇新的英语文章,分析文章的主旨大意和细节内容。
2. 学生互相讨论,分享阅读心得。
三、语法讲解1. 讲解与课文相关的语法知识。
2. 布置语法练习题。
四、课堂活动1. 小组讨论:让学生分组讨论文章的主题,分享各自的观点。
2. 角色扮演:让学生模拟文章中的角色,提高学生的英语实际运用能力。
unit 12 英语泛读教程第三册
Unit 12 Why Are Y ou So Smart?ⅠObjectives1.Understanding the text2.Mastery of some language points3. Learning the hereditary factors that determine thought process2. Mastery of some difficult language points3. Learning the hereditary factors that determine thought processdetermine thought process2. Students might have difficulty in some of the words and phrases.3.Students need to learn some general knowledge of genes and their influeceIV Time ArrangementAbout two periods of class will be used for the analysis and discussion of the passage itself.Total class hours: three periodsAbout the author:Karen E. Wright, Ph.D. Associate Member, Department of Educational Psychology and Special Education, and Associate Professor, College of Nursing.Teaching areas: Counseling; family dynamics; grief, loss and bereavement; health and wellness.Research interests: Loss, grief & bereavement; grief & bereavement counseling; family coping; health psychology; child & adolescent development; quality of life; chronic & terminal illness; counselor education; women's issues.2. Text analysis1) Warm-up question:Have you ever taken a IQ test? Do you believe it? What is the advantage and disadvantage of being measured by such test?2) Language notes:1. whether you wind up in jail.(是否你将身陷牢狱。
大学英语泛读教程3(第三版)-电子教案Unit 11
A Do You Get It?
Multiple Matching
Reread the four paragraph (A-D) in the text.
Which of the paragraphs mentions … __A___ 1. mistakes by fishermen? __B___ 2. species of fish? __C___ 3. flexible laws? __B___ 4. fish that eat other fish? __D___ 5. an environmental agency? __D___ 6. reading material? __A___ 7. fishing in the deepest parts of the sea? __C___ 8. areas where fishing is not allowed?
U11-p.130
Track 25
A look at the official statistics shows us that things are getting worse and worse. The United Nations’ Food and Agriculture Organization issues a biannual report detailing the state of the world’s oceans, and the latest findings don’t make for comfortable reading. Most of the stocks of the top ten fishing species are classified as fully exploited, with some classified as over-exploited, meaning they have been fished at a level that cannot be sustained. Meanwhile, a shocking 90 percent of large predatory fish stocks have been completely wiped out. These include tuna and cod, two of the most popular fish for the dinner table.
大学英语泛读教程3(第三版)-电子教案Unit 9
Track 20
The mudstone was not the only rock to catch Curiosity’s attention. The rover accidentally ran over another stone, dubbed Tintina, splitting it in two. The speckled, white surface of the interior is considered a sign of hydrated minerals – elements caused by water. This further supports the view that water once flowed through the valleys of Mars. Fissures, or cracks, which have been observed and examined in the surface of rocks, also attest to the likelihood of water at some stage in Mars’s history. Other aspects of Mars’s terrain also point to ancient river activity. A low area of land near where Curiosity landed contains multiple features that scientists have said closely resemble geological characteristics in riverbeds on our planet.
Before You Start
英语专业 英语泛读3 第三册 教案
prompt to cause
rage to burn out of control
rap n. accusation charge
v. criticize
rock to shock; to surprise
rout defeat completely
row a quarrel
3.3.Read English novels
参考资料(含参考书、文献等,有章节教案的本项可不填):
1.1.新编英语教程参考答案(1-4册).上海外语教育出版社,2004.
2.2.Nuttall, C. Teaching Reading Skills in a Foreign Language [M].上海外语教育出版社,2002.
nab to capture
net to take possession of; capture
nod approval
office an important government position
opt choose; decide
oust take power away from
pact a solemn agreement
外语系
教案
_2009_~2010学年第1学期
学院名称外语系
系(部)英语专业
课程名称英语泛读(3)________
授课对象2008级本科
授课教师__________
职称教授____________
教材名称新编英语泛读教程(第三册)
2009年8月25日
保定学院课程教案(课时单元备课)
授课题目(或主题):Unit 1ReadingStrategies
英语泛读教程3第三册课文翻译UNIT12
UNIT12你为何如此聪明?卡伦·赖特科学家们正在试图寻找可能管理着智力的“聪明”基因。
但是智力基因能被用来测定遗传的智商吗?与生俱来的基因在多大程度上与智商有关系?下面的文章将告诉我们在这个问题上的最新研究。
这是经济和社会成功最为重要的预测者之一。
它帮助决定你在哪儿工作,在哪儿生活,和谁结婚,是否会离婚,是否会未婚生子,是否会有牢狱之灾。
它可以被非常精确地测算,一生中很少变化。
它受你的基因的重大影响。
真是如此吗?当讨论说的是人类智能时,你不必太费力就能够找到论据。
自从英国心理学家查尔斯·斯皮尔曼提出一种单个的综合智力管理着认知行为的许多方面的主张,一个世纪以来,科学家们和社会已对智力进行了长期而不断的争论:它是什么,作用是什么,谁拥有它,如何改进它,如何测算它,以及如何最好地解释和利用测算方式。
最近,由1994年出版的书《钟形曲线》所引发的争议,再次引起了人们对先天禀性和后天培育这个问题的争论:智力是可训练的还是遗传不变的?人类的思想是天生的还是创造出来的?经过几十年的研究,绝大多数智力科学家的结论是,两者兼而有之,分量大致均等。
因此,某处某人会开始寻找“聪明”基因,也许是不可避免的,。
那个“某人”就是罗伯特·普洛明,一个从事智力研究已有25年之久的有经验的专家,他目前在伦敦的精神病学学院工作。
去年,普洛明公开了一个基因与高智商相联系的第一个证据。
今年,他又宣布发现了三个聪明基因的位置。
在此后的几个月里,他期望发现至少两打最为重要的智力遗传决定因素。
他的工作已经引起了和认知器管打交道的DNA医生的想象――以及不安。
"我知道,没有别的人会发疯,以至来做这件事情,”他说。
普洛明的探索,是行为遗传学领域中最为大胆的探索之一。
行为遗传学是一门致力于发现影响人类行为的遗传因素的学科。
其中一项研究是通过比较双胞胎儿一起喂养和分开喂养的情况,来发现影响人类行为的遗传因素。
大学英语泛读教程第3册课程设计
大学英语泛读教程第3册课程设计1. 课程概述大学英语泛读教程第3册是为英语专业和非英语专业大学生设计的,旨在提高学生的英文阅读能力,提高综合英语水平。
本课程着重培养学生运用多种阅读策略获取信息、理解文章的能力。
课程内容包括科技、环境、文化、社会、历史等多个领域,涉及抽象和具体内容,适合学生在校内外的阅读活动。
2. 课程目标•改进学生的英文阅读技能和阅读方法•提高学生的独立阅读能力•加强学生的英文词汇量和理解能力•提高学生的总体英文水平和学术能力3. 课程教学方法•阅读讲解–多种阅读策略及技巧–学习如何关注文章信息–重点讲解难点词汇及语法•阅读讨论–课堂作业–作业互评和自评–学生主题报告•阅读应用–科学技术文章–学术文献–资讯类阅读材料4. 课程教学内容章节主题阅读材料1 Cultures andTraditionsThe Influence of Art on Culture2 Environment andEcology The Impact of Global Warming on Wildlife3 Health and Wellness The Importance of Physical Exercise4 Science andTechnologyThe Future of Robotics5 Media and Society Social Media and Its Impact onSociety6 History andPolitics The Causes and Consequences of the Cold War5. 课程教学评估课堂练习课堂练习包括小组讨论、个人响应、小测验和阅读日记等,旨在评估学生在课堂上的学习效果。
作业学生需要完成一些书面作业,如阅读报告、论文和翻译作业。
作业评分与课堂表现分占据平均分数的60%。
小组讨论学生将被分为小组,并被要求与其他组员展开小组讨论。
泛读教程第三册教学设计 (2)
泛读教程第三册教学设计背景泛读教程是一门重要的课程,它能帮助学生发展综合阅读技能和语言和思维能力,帮助学生更加深入地理解英语的语法和语言的表达技巧。
为了更好地帮助学生掌握泛读技巧,我们设计了一套教学方案,希望能够帮助学生更好地完成泛读教程的学习。
教学目标•帮助学生理解泛读技巧,并在泛读中掌握更多的阅读技能;•提高学生的阅读速度、准确性和理解度;•培养学生自己的学习能力和思考能力。
教学内容本次教学将主要涉及以下几个方面:泛读技巧我们将教授学生使用泛读技巧来快速获取文章的意义。
通过使用泛读技巧,学生将会学会如何:•识别并跳过不需要的信息;•找出文章的主要观点和关键词;•建立正确的思维模型,形成全局的认识。
阅读技能我们将介绍一些常用的阅读技巧和策略,如:•预测技巧,通过标题、段落、语境等来预测文章内容;•查找重点和关键点,图表、引用、关键词等;•猜测词义,根据上下文来猜测单词的意义。
阅读材料我们将挑选一些有代表性的阅读材料,包括新闻报道、科技评论、文学作品等,帮助学生进一步掌握泛读技巧和阅读策略,并提高语言和思维水平。
教学步骤1.第一步,我们会介绍泛读技巧,并通过实际的例子来演示。
我们将让学生跟随我们一起进行泛读,让学生有一个直观的感受。
2.第二步,我们将介绍常用的阅读技巧和策略,并通过一些实例来讲解具体的操作步骤。
3.第三步,我们将挑选一些有代表性的阅读材料,让学生进行阅读,并对学生的阅读进行指导和点评。
4.第四步,我们将设立小组讨论的时间,让学生可以自行组建小组进行讨论和交流,加强学生的合作和交流能力。
5.最后一步,我们将进行总结,让学生自己总结本次的收获和感受,以便于学生更好地吸收和应用所学知识。
教学效果通过本次教学,我们希望能够帮助学生更好地掌握泛读技巧,提高学生的阅读技能和思考能力,使其能够更快、更准确、更有效地获取文章的主旨和细节信息。
同时,我们也希望能够让学生养成自学和合作学习的习惯,成为英语学习中的自主学习者。
大学英语泛读教程3PPT教学课件-unit 12
U12-p.143
Reading
Track 27
Do you Remember When We Used to …?
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Track 27
A Fish Out of Water
Quite how swallowing live fish became a popular fad with American college students in the late 1930s is anyone’s guess, but several sources have traced the origins of this activity back to a young Harvard freshman called Lothrop Withington, Jr. Responding to a dare from his roommates, Withington ate a live fish in front of a crowd of onlookers at the Harvard Union. For reasons unknown, his antics sparked a frenzy for feasting on goldfish, and students around the country joined in. At the time animals rights groups were up in arms, and the media said it was a sign of the decadence of the youth. Looking back, as silly as the whole thing was, it all seems like a storm in a teacup.
英语泛读教程3第三版答案(免费版)
英语泛读教程3第三版答案(免费版)自己整理的哦!Unit 1 Text: A. c B. bdabb ddc D. addad cdb Fast Reading: dbdda abaad cbbdc Home Reading: dacdd aabUnit 2 Text: A. b B. ddbcd cca D. badda caac Fast Reading: dbbdc bdbdb cddbd Home Reading: cbdcc dbbdUnit 3 Text: A. d B. badab bdddc D. bddba cbcaa Fast Reading: cbbba ccdda ccdad Home Reading: dbcbd dbdbUnit 4 Text: A. c B. ddbcd dc D. abdbb addad Fast Reading: dbccd bdadd badcd Home Reading: dadac bcdUnit 5 Text: A. c B. abdaa dcbd D. dbabb dabcb da Fast Reading: caabd cbddc cdbab Home Reading: bccdb dcUnit 6 Text: A. b B. cbcab ddad D. badaa cbaac Fast Reading: cabcd aadcb ccdab Home Reading: ccdcd abcUnit7 Text: A. d B. acbda dcaac D. abaac daccd ad Fast Reading: daada cddbc bdcdb Home Reading: cbadb cddbcUnit 8 Text: A. c B. cddcc dccb D. abdac aaa Fast Reading: ccacd bbdad babdd Home Reading: dbdbc cbcdUnit 9 Text: A. c B. bccbc dbba D. dcbab dacba c Fast Reading: dcbca bccbc bcddd Home Reading: dcdca bdUnit 10 Text: A. c B. cdccd bacac D. dcdbc acadc bd Fast Reading: dbdcc dccdb bddca Home Reading: cadcb acbbUnit 11 Text: A. d B. adacc dcb D. abacb dcaab adc Fast Reading: dcdab ccbda ccbca Home Reading: bcadb bcdddUnit 12 Text: A. b B. bbbdd ccc D. cdccd acdba dca Fast Reading: bbddc dbdbc cdcdd Home Reading: bcdcc badbb cUnit 13 Text: A. c B. cdcad bab D. cbada cabdb Fast Reading: cdacc caccd bdbdb Home Reading: bdbcc bddUnit 14 Text: A. c B. ddcad dab D. dacad babad b Fast Reading: ddabb bddca dcccb Home Reading: cdcda ddUnit 15 Text: A. c B. abbac bccdb b D. babcc aaacd bb Fast Reading: caccb accdc ddada Home Reading: cdacd ddc。
大学英语泛读3第三版课程设计
大学英语泛读3第三版课程设计课程背景英语是当前世界上最为广泛使用的语言之一,具有广泛的应用价值。
而泛读作为英语学习的重要环节,不仅有助于提高阅读能力,还能够扩大词汇量,提高语言表达能力,加深对文化和社会的理解。
因此,本课程旨在通过泛读训练,提高学生的英语各项能力。
课程目标1.培养学生的阅读技能,提高对英语语言文本的解读和理解能力;2.丰富学生的词汇量,提高语言表达能力;3.增加学生对不同语境和文化的认识和了解。
教学方法1.讲授:教师讲解课程内容,让学生了解阅读技巧和学习方法;2.泛读练习:学生独立阅读课程材料,提高阅读速度、词汇量和理解能力;3.课堂讨论:学生与教师进行交流,分享学习体会和思考;4.小组活动:学生分成小组进行讨论,加深对文本理解和词汇运用的熟练度;5.作业布置:教师布置相关作业,巩固学习成果。
课程安排第一周•课程介绍和安排•阅读技巧的讲解•《纽约时报》新闻选读(1)第二周•《纽约时报》新闻选读(2)•课堂讨论:学生分组进行新闻讨论第三周•阅读策略的讲解•《经济学人》杂志文章选读(1)第四周•《经济学人》杂志文章选读(2)•课堂讨论:学生分组进行经济文章讨论第五周•阅读技巧和策略的复习•《福布斯》杂志文章选读(1)第六周•《福布斯》杂志文章选读(2)•课堂讨论:学生分组进行商业文章讨论第七周•阅读技巧和策略的回顾•《科学美国人》杂志文章选读(1)第八周•《科学美国人》杂志文章选读(2)•课堂讨论:学生分组进行科技文章讨论第九周•阅读技巧和策略的总结与对比•课程总结和评估课程评估•学生出勤情况•学生对泛读课程的理解和反馈•阅读速度和理解能力的提升情况•课堂讨论和小组活动表现•作业完成情况教材推荐1.《纽约时报》2.《经济学人》3.《福布斯》4.《科学美国人》结束语通过本课程,学生不仅可以提高阅读能力,扩大词汇量,还能够了解不同的文化和社会现象,为日后的学习与工作打下坚实的基础。
同时,也希望学生们在泛读的过程中,能够在其中找到乐趣并持之以恒,坚持学习英语,为自己的未来打造更加广阔的舞台。
英语泛读教程3Unit 12
The optician says that my vision is perfect. (ability to see) a man of vision as leader of the party (wise understanding of how the future will be; foresight) He conjured up a vision of the future. (a picture seen in the mind; idea) tinker with: to work without a fixed plan or useful results, making small changes, esp. when trying to repair or improve sth It’s no use jut tinkering with the problem; we’ve got to made some fundamental changes 处理这个问题仅仅小修小补没有用,我们得进行一些 根本性的变革。
Language points 1. Bicker(p223): to quarrel, esp about sth unimportant The two children used to bicker with each other over/about who should do the washing-up.这两个小孩子过去常为该由谁洗 餐具一事而相互争吵。 2. (p224) His work has provoked visions --- and fears --- of DNA doctors tinkering with the gears of cognition. provoke: to be the sudden cause of (a usu. unpleasant feeling or reaction); to cause Don’t throw one bone to two dogs; you will provoke a fight. 不 要把一块骨头扔给两只狗,那只会引起他们打架。 provoke interest引起兴趣 ;provoke the appetite引起食欲 provoke a smile惹得发笑 evoke:to produce or call up (a memory or feeling, or its expression) That old film evoked memories of my childhood. 那部老片子唤起 了我对童年的记忆。 A good joke evoke a laugh.好笑话逗人笑 evoke strong opposition激起强烈反抗
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U12-p.146
Reading Comprehension
Based on the reading text, choose the most appropriate answer to the following questions.
a 1. Why were rotten teeth seen as a sign of prestige? Detail a. Because sweet food was expensive. b. Because dentistry was not cheap in those days. c. Because it was considered beautiful. d. Because only married women had black teeth.
U12-p.144
Track 27
A Kick in the Teeth
Everyone loves a nice toothy grin, right? Well, not the Elizabethan English, apparently. In the 16th century, sweet delicacies were treats available only to the wealthy. For this reason, bad teeth were seen as a sign of prestige and it was not uncommon for society’s richest to blacken their teeth in an attempt to demonstrate their status. As daft as this practice seems, the darkening of teeth was not confined to the 16th century English. For centuries, the Japanese died their teeth black. Although, it was mainly women who did this to demonstrate they had come of age or were married, aristocratic men and soldiers who had been injured also adopted the habit. Unlike the Elizabethans, though, the Japanese were actually looking after the teeth, as the dye provided a coating that protected the teeth from decay.
Before You Start
• What are the current crazes in your country? How are people active in these crazes?
• Can you remember any interesting trends from previous eras? Give some examples.
b 4. What does the author think about the fish-swallowing fad? Vocabulary a. It was a stormy incident. b. It was not a big deal. c. It was not something to be proud of. d. It was quite a common occurrence.
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c 3. What does the author mean by “shaking their heads”? Vocabulary a. disagreeing with something b. getting annoyed with someone c. finding something hard to believe d. feeling disappointed by something
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Track 27
All the Moves
Dance marathons have to rank among the craziest crazes imaginable. Taking place around the same time that students were gobbling fish, these competitions involved contestants dancing for weeks or even months on end in the hope of taking home a cash prize. Couples would be allowed short breaks every hour and 12 small meals throughout the day. The public paid a small fee to watch the sorry spectacle and, once they had purchased their tickets, they were allowed to come and go as they pleased. Part of the perversity of the whole thing was that the viewers weren’t watching the event to pick up the latest moves on the dance floor, but out of morbid fascination and amusement. Most of the time, the participants were merely stumbling around trying to keep their feet. The competition ended when one couple was left standing, the others having quit or dropped from exhaustion. After several people died, and the events were condemned as cruel and dangerous, dance marathons largely died out. The fad inspired the novel and subsequent movie They Shoot Horses Don’t They?
12
The Next Big Thing
Reading: Do You Remember When We Used to …? Three Bizarre Fads from History Words to Know: History; key word: interest Further Reading: Going Viral: The Internet Memes that You Just Can’t Avoid
• Have any trends from foreign countries become popular? If so, what has made the trends receive considerable publicity?
U12-p.143
Reading
Track 27
Do you Remember When We Used to …?
d 2. Which of the following is given as a reason for people watching the dance marathons? Detail a. They wanted to learn how to dance. b. They thought the events were moving. c. They wanted to receive a free meal. d. They found the dancers funny.
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A Do You Get It?
Multiple Matching
Reread the three fads in the text.
Which of the fads … __c___ 1. was dangerous? __a___ 2. was related to money and class? __b___ 3. caused protests by rights groups? __a___ 4. was most welcomed by women? __c___ 5. involved a paying audience? __b___ 6. started for unknown reasons? __a___ 7. relates to personal hygiene?
U12-p.144
Track 27
A Fish Out of Water
Quite how swallowing live fish became a popular fad with American college students in the late 1930s is anyone’s guess, but several sources have traced the origins of this activity back to a young Harvard freshman called Lothrop Withington, Jr. Responding to a dare from his roommates, Withington ate a live fish in front of a crowd of onlookers at the Harvard Union. For reasons unknown, his antics sparked a frenzy for feasting on goldfish, and students around the country joined in. At the time animals rights groups were up in arms, and the media said it was a sign of the decadence of the youth. Looking back, as silly as the whole thing was, it all seems like a storm in a teacup.