现代大学英语精读三Unit 1 教案

合集下载

现代大学英语精读3lesson1 your college_years ppt课件

Warm-up
I. Warm-up Questions II. Myths and Facts Regarding
College Experience III.On Seasons in College
Warm-up Questions
• 母校就是那个你每天要骂八遍却不允许别人骂她的地方。
Lesson 1 Your College Years
BOB HARTMAN
Background information
BOB HARTMAN has been working for over twelve years as a performance storyteller for children. He's been using his dynamic and interactive style to entertain audiences on both sides of the Atlantic.
精品资料
• 你怎么称呼老师？
• 如果老师最后没有总结一节课的重点的难点，你是否会认为老师的教学方法需要改进？
• 你所经历的课堂，是讲座式还是讨论式？ • 教师的教鞭
• “不怕太阳晒，也不怕那风雨狂，只怕先生骂我笨，没有学问无颜见爹娘 ……”
• “太阳当空照，花儿对我笑，小鸟说早早早……”
Bob's program combines traditional folk tales from around the world, retold in his fresh, inimitable style, with his own stories. He loves to help children (and adults!) create their own stories on the spot. He runs practical workshops for adults who want to improve their storytelling skills. Whatever the occasion, Bob's storytelling sessions are always

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。

现代大学英语精读第3册lesson 1课件

What does “it” refer to? What does “to heighten” mean?
“It” here refers to the word “struggle” in the previous sentence. “to heighten” means to become stronger or intensified.
Background Information

This text is addressed to college students about what they will experience in their “college years”. It is particularly appropriate now as we are just beginning the second academic year, which is the most important in our college life. With our first year’s experience we can better understand the issues involved and the effective ways to deal with them.
Structure of the Text Part I (para.1-4): theoretical analysis on adolescent’s developmental changes Part II (para.5-9): specific changes that college students would face Part III (para.10): brief summary of importance of college time

现代大学英语精读3(第三版)教学课件B3U1.pptx

现代大学英语精读3（第三版）教学课件B3U1.pptx1. 简介本文档是《现代大学英语精读3（第三版）教学课件B3U1.pptx》的教学指导文档，旨在协助教师进行教学，并提供学生参考。

该课件是现代大学英语精读3（第三版）教材的第一单元课件，涵盖了课文中的重要内容和练习。

本文档将为教师提供详细的课件内容介绍和教学建议。

2. 课件内容2.1 词汇与短语2.1.1 单词本单元的词汇包括：attain, superior, devotion, lofty, assimilate, grace, vocation, premise, vanity等。

这些词汇都是本单元课文中频繁出现的关键词汇，学生需要掌握其词义和用法。

2.1.2 短语本单元的短语包括：be indicative of, bring out, take…seriously, measure up to, in good part等。

教师可以通过例句和实例来帮助学生理解这些短语的含义和用法。

2.2 阅读理解本单元的阅读理解部分涵盖了三篇文章，分别是《选择正确的途径》、《智慧的力量》和《忠诚的战士》。

教师可以通过课件中的题目和文字说明帮助学生理解文章内容，并进行讨论和解答相关问题。

2.3 语法与写作本单元的语法重点是介词和非谓语动词的用法。

教师可以利用课件中的例句和练习来讲解和巩固学生对这些语法知识的掌握。

此外，课件还包括写作部分，教师可以引导学生根据所学的语法知识写作相关的练习作文。

3. 教学建议3.1 教学方法教师可以采用多种教学方法来教授本单元内容，如讲解法、示范法和讨论法等。

在讲解词汇和短语时，可以先通过示范法来引导学生正确使用，然后进行讨论和实践。

在阅读理解部分，可以采用讨论法来引导学生分析文章内容，并提出自己的见解和观点。

在语法与写作部分，可以通过讲解法和实践法相结合，引导学生掌握语法知识，并培养写作能力。

3.2 学生活动教师应鼓励学生积极参与课堂活动，并提供一些学生活动的建议，如词汇卡片制作和交流、小组讨论、写作练习等。

现代大学英语精读3lesson1 your college_years

Lesson 1 – Your College Years
Myths and Facts Regarding College Experience
College 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.
It’s the season of growth.
III. On Seasons in College
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.
Warm-up Contents
I. Warm-up Questions II. Myths and Facts Regarding
College Experience III.On Seasons in College

大学英语精读第三册第一单元讲义

Unit 1 Book 3I. Words and Expressions1. notion: n. an idea, belief or concept*Our management system is based on the notions of personal equality and liberty. 我们的管理体系是基于人的平等、自由观念而建立的。

She has no notion of the difficulty of this problem.CF. idea, concept & notion这些名词均有“思想”、“观点”、观念”之意。

idea最普通，几乎适用于任何方面的思维活动。

concept指从众多实例中通过概括、归纳而形成的对事物本质、全貌及其内部联系的比较系统的概念或看法。

notion指的是一种模糊的、变化莫测的想法，无可靠的基础，是未经深思熟虑的、甚至让人觉得荒谬的观点。

(Directions:) Fill in the blanks with the words above. Change the form where necessary.(1) She seemed unfamiliar with the ______ that everyone should have an equal opportunity. (=concept)(2) I have no _____ how she managed to do this. (= idea/notion)(3) I had a silly _____ that he would come back and beg me for forgiveness. (=notion)(4) Don't get any _____ about revenge. (=ideas)2. criterion: n. standard by which sth. is judged*The company’s criterion for success is high sales.对一些出版商而言，评判一本书是否畅销的标准是长度而非内容。

现代大学英语精读第3册教案

CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 1 Your College YearsPeriod of the teaching:10 classesObjectives:1.To expand basic vocabulary and expressions2.To appreciate the theme of the text3.To know about some background information about Eric H Erickson’sDevelopmental Stages.4. To review the grammatical knowledge about the conjunction while and tolearn to use parallelism.Key points:nguage study and expressions2.Background information3.Word Building: de-, pro-, -ject, -volve, -ogy.4.Paraphrases of difficult sentencesDifficult points:1.ways of expressing the object2.Writing devices: antithesis3.The corresponding information about the textMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Warm-upI. Warm-up Questions1. As a sophomore, what is your general impression of college?➢many opportunities for one to explore the unknown➢experiencing a lot➢keeping a good balance and laying a solid foundation➢the golden time in one’s life2. Have you experienced anything different from your middle school life?➢being far away from home➢living with others➢becoming independent➢changes are occurring3. What’s your purpose of receiving a college education?➢to get and keep a good job➢to earn more money➢to get a good start in life➢ a sound investment that is worth every penny .4. Have you had any psychological problems ever since you enteredcollege?➢loneliness➢confusion➢frustration➢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 unpleasantfeelings 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 isa 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 exciting. 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 to one’s growth and maturity.Part II 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.A selection of books by Bob HartmanII. Erik H. EriksonErik 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. Main books by Erik H. Erickson:II. Erickson’s 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, theoutcome 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.Part III Text AppreciationI.Text analysis1. ThemeCollege is designed to be a time of changes for students. Threatening the changes may be, they contribute to young adults’ growth and maturity. College students are experiencing a lot. Not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. They are also proudly growing in their understanding of themselves, others and the world.2. StructurePart 1 (para. 1):Many key changes happen to college students during theircollege years.Part 2 (paras.2-9): The key changes involve the following: identity crisis, the independence/dependence struggle, establishment of sexual identity, affection giving and receiving, internalization of religious faith, values and morals, development of new ways to organize and use knowledge, a new understanding of the world and himself/herself.Part 3 (para.10 ): Conclusion.Question 1: How do college students go through an identity crisis at college?What factors may influence identity?Students endeavor to find out who they are and what their strengths and weaknesses are. They want to know how other people perceive themselves as well.Identity may be influenced by genes, environment and opportunities. Question 2: In fact, it may be heightened by their choice to pursue a college education.What does “it” refer to here?For referenc e: “it” refers to the independence/dependence struggle. Into the later adolescence stage, young adults tend to become less dependent on, even independent from their parents. For those who choose to enter the work world, they may become financially independent from their parents, while for others entering into college, the struggle seems stronger for they still need their parents’ support, say for money.Question 3: According to Jeffery A. Hoffman’s observation, there are four distinct aspects to psychologi cal separation from one’s parents. What are they? How do you understand them?1. Functional independence.2. Attitudinal independence.3. Emotional independence.4.Freedom from “excessive guilt, anxiety, mistrust, responsibility,inhibition, resentment, and anger in relation to the mother and father.”Question 4: What may be one of the most stressful matters college students experience according to the author? How do you understand it? Establishing their sexual identity. It includes relating to the opposite sex and projecting their future roles as men or women.Question 5: I was relating to my father in a different way. What are the differences between the ways “I” related to “my” father in the past and at present? What type of change does the example reflect?In the past “I” was encouraged by “my” father; now “I” was encouraging him. The example reflects the change that college students are learning how to give and receive affection in the adult world.Question 6: These religious, moral, and ethical values that are set during the college years often last a lifetime. What makes it possible for these values to last a lifetime?During college years, the young adults have the opportunity to decide for themselves what beliefs, values, and morals they are going to accept. These values are inclined to be internalized.Question 7: What are the significance about the college academic life according to paragraph 8?College academic life is a challenge. All students should be aware of how they react to new knowledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge. Question 8: How do college students become world citizens?At college, the young adults have good chances to meet people from different cultures. By interacting with them, they are introduced to new ways of life. They begin to understand life in different ways. By doing these, they experience a new understanding of the world and themselves.Part III. Further discussionWhat does the author mean by developmental changes?Have you had any identity crisis yourself?What does the author mean by independence/ dependence struggle?How can college student establish their sexual identity?What does the author mean by “internalizing” religious faith, value s, and morals?Part IV. Assignment1. Prepare for the dictation of Unit 12. All the exercises after Text A, unit 13. Preview Unit 3CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 2 How Reading Changed My LifePeriod of the teaching:10 classesObjectives:e the words and phrases freelyprehend the text structure3.Understand the rhetorical features of the text4.Have a better understanding of the textKey points:1.The understanding of the complicated sentences2.Important language points3.Translation exercises: C-E and E-CDifficult points:1.Critical thinking skills2.Text patterns3.The corresponding information about the textMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Background informationToday, few people will deny that the written word seems being quickly supplanted by pictures, graphs, and sounds. Do people still read? Do those who still read get anything out of it? Many people are now wondering.It is of course an overstatement that traditional reading is dead. But it has obviously been losing its ground. Many people today seem to be too busy to do any reading, and those who are considered successful do not seem to have read much, if at all. The shocking fact is , percentagewise, our reading population is the lowest among major powers.The essay we have here deals with this problem. It is written by someone who has such a passion for, and takes such a delight in, traditional reading that it must deserve our attention.Part II. Detailed discussion of TEXT1)...a small but satisfying spread of center-hall colonials, old roses, and quietroads. ( para.1 )Spread:n. A range or an area over which buildings spreadColonials: houses built in the style of the 18th century during the colonialperiod of American history2) We walked to school, wandered wild in the summer. ( para.1 )Wander wild: remind students that the adjective "wild" is used here as asubject complement.3)One poem committed to memory in grade school survives in my mind.( para.4 )Paraphrase: I still remember one poem I learned in grade school.Commit sth to memory: to study sth carefully so as to remember it exactly Grade school: (AmE, old-fashioned) primary or elementary school Survive in my mind: This is not a common expression. It is more natural to say "still remain in my mind" or "I still remember"4)Perhaps restlessness is a necessary corollary of devoted literacy.(para.5)Perhaps if a person works really hard at reading and writing, he or she is bound to be restless.5)There was waking, and there was sleeping. And then there were books...Between the time I woke up and the time I went to sleep, I read.6)I did not read from a sense of superiority, or advancement, or evenlearning.(para.9)Advancement:progress or improvement in one`s career7)There is something in the American character...a certain hale and heartinessthat is suspicious of reading as anything more than a tool foradvancement.(para.11)Hale and hearty: healthy and strongBe suspicious of sb./sth.:to feel that sb/sth cannot be trusted8)There also arose...a kind of careerism in the United States that sanctionreading only if there was some point to it.(para.12)Careerism: the practice of seeking one`s professional advancement by all possible meansSanction: to approve ofNote: this word deserves special care as it can have diametrically meanings in different contexts.Point: purpose; goal; advantage;reason9)For many journalists, reading... was most often couched as a series ofproblem to be addressed... (para.13)For many journalists, reading... was usually discussed as a lot of problem to be resolved.Be couched: (fml) to be expressed in a particular way10)Gutenberg invented the printing press (para.14)Printing press: (here) a printing machine 印刷机Note: the word "press" is often used to mean, among other things, newspaper in general as in phrases like the American press, a press conference,press coverage.11)After that, it became more difficult for one small group to lay an exclusiveclaim to books, to seize and hold reading as their own. (para.14)Lay claim to sth: to state officially that you have a right to own sthSeize and hold sth: to grasp sth quickly and forcibly and then hold it firmly 12)... we are what the world of books is really about. (para.15)...we are really the most important people in the world of books.Be really/all abou t: used for saying what the most basic or important aspectof a particular job, activity, or relationship is, e.g.Love and care - - that's what family is all about.A university must teach students how to live -- that's what schools are allabout.13)It was still in the equivalent of the club chairs that we found one another...(para.16)We still found each other like we did when we were young.Equivalent: sb or sth that has the same size, value, importance or meaning as sb or sth else对应物; 相等物Part III. The theme of the TEXTThis highly autobiographical essay can be divided into the traditional three parts with a brief introduction and an equally brief conclusion. The major part, the body of the essay, can be conveniently divided into two sections, the first of which deals with her childhood experiences of reading: what, how, why she read, and what she learned through reading. The second section tackles a more complicated topic: how she continues to read in an unfriendly environment in adulthood.Part IV. The structure of the TEXTPart 1. The introduction ( para.1 )I grew up in a quiet neighborhood where I developed the habit of reading as asmall child.Part 2. The body (para.2-15)A.I was an avid reader throughout my childhood and adolescence.( para.2-9 )1) I wandered the world and learned about people through books.( para.2-4 )2) As a child I preferred reading to playing outdoors with my peers.( para.5-6 )3) Through books, I also learned about myself, my wishes and dreams.( para.7-8 )4) I read because I loved it more than anything else in the world. (para.9)B.In my adulthood i remain an avid reader in an unfavorable environment.( paras.10-15 )1)it is believed reading should serve a useful purpose and aimlessreading is discouraged. ( paras.10-11 )2)Reading is being replaced by TV and the movies. ( paras.12-13 )3)The reading population has become a minority gourp. ( paras.14-15 ) Part 3. The conclusion ( paras.16-18 )Despite the decline of reding, there are still bookworms like me amongordinary people.Part V. Discussion1) What can we gain from reading?2) Why don't people read or read as much as they should today? What does itmatter if people don't read? What can we do to change the situation?Part VI. Assignment1) Prepare for the dictation of Unit 22) All the exercises after Text A, unit 23) Preview Unit 34) Prepare for the presentation at the beginning of the next classCONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 3 The Dill PicklePeriod of the teaching:10 classesObjectives:1.To expand basic vocabulary and expressions2.To appreciate the theme of the text3.To know about some background information about dill pickle.4.To review the grammatical knowledge about rhetorical questions,exclamatory sentencesKey points:nguage study and expressions2.Background information3.Word building: -press;4.Paraphrases of difficult sentencesDifficult points:1.rhetorical questions,2.exclamatory sentencesMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Warm-upI. A Boatman’s SongEnjoy listening to the Russian folk music.II. DictationKatherine Mansfield (1888—1923), British short-story writer, was born in Wellington, New Zealand. She is considered one of the greatest of the short-story form.At the age of 18 she in London to study music and to herself as a writer. In 1918 she married English literary ，John Middleton Murry.Mansfield's middle class provided the setting for many of her stories and mortality—perhaps due to her illness—dominated her writing. Her years were burdened with , illness, jealousy and —all reflected from her work in the bitter of marital and family relationships of her middle-class characters.As a New Zealand's most famous writer, she was closely associated withD.H. Lawrence and something of a rival of Virginia Woolf. Her shortstories are also notable for their use of . Much influenced by Russian writer Anton Chekhov, Mansfield depicted events and changes in human behavior.Part II Background informationI Author Katherine Mansfield1888–1923, British author, born in New ZealandHer original name was Kathleen Beauchamp. She is regarded as one of the masters of the short story.A talented cellist (大提琴演奏家), she did not turn to literature until 1908. Her WorksIn a German Pension (1911), her first published book.Bliss(1920) which collected Mansfield's family memoirs and secured her reputation as a writer.The Garden Party(1922), her finest work written during the final stages of her illness which established her as a major writer.Later volumes of stories include The Dove’s Nest (1923) and Something Childish (1924; U.S. ed. The Little Girl, 1924).Other collections and poems: journal, letters, and scrapbook (edited by her husband) .Her Adventurous SpiritFamously, Mansfield remarked "risk, risk everything".It was largely through her adventurous spirit, her eagerness to grasp at experience and to succeed in her work, that she became ensnared in disaster. . . If she was never a saint, she was certainly a martyr, and a heroine in her recklessness, her dedication and her courage.Her last words were: "I love the rain. I want the feeling of it on my face." Her StyleMansfield's stories, which reveal the influence of Chekhov, are simple in form, luminous and evocative in substance. With delicate plainness they present elusive moments of decision, defeat, and small triumph.Themes of Mansfield's novelsThemes: different human relationships interacting with each other; social classes and inequality in bourgeois society;the frenzied exhortation to live, which is central to all her writings; the opposition of convention and nature; the elevation of the great artist as the model for living and, by extension; art as a means of being "real";the notion that destiny is a function of desiring—to want something strongly enough is to legitimise the means of getting it.In her most persuasive work, Mansfield found a way of pressing the threads of such a credo into the weave of her fiction. The story of the rises and falls in Mansfield's popularity is fasci5nating, as it shifts with the major social, political and literary trends.Mansfield's portrayal of social classes and the injustices of bourgeois society had obvious appeal to the Chinese. One of the translators, Tang Baoxin, writes: “With remorseless irony she lays bare the hypocrisy and shallowness of the leisured class and their men of letters.”II Dill PickleHow does it taste? It tastes very sour.Cucumber reserved in salty and spicy water with such ingredients aspepper, garlic, dill and vinegar.In Russia, it is eaten with hamburger as an appetizer.Part III Text AppreciationI Text AnalysisStructure of the Story1). Plot of the story: a young woman and a young man who had been lovers oncemet again after six years of separation. They sat andreminisced…2). Setting of the story: in a restaurant3). Protagonists: Vera and her ex-lover (his name was never told)4). Theme of the story: about the relationship between lovers: the heroine'ssensitivity and the man's insensitivity to others—theirfeelings, attitudes and inner motivations. The man's egoismprevented him from seeing how greatly their lives haddiverged in the six years since they parted.2. Sentence Analysis1) He closed his eyes an instant, but opening them his face lit up as though he had struck a match in a dark room.closed his eyes: searched his memoryhis face lit up as though he had struck a match in a dark room.: 一闪而过的兴奋使他脸上露出光采。

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。

现代大学英语精读三unit1教案

现代大学英语精读三U n i t1教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN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 highschool2.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。

现代大学英语精读三Unit1教案

现代大学英语精读三Unit1教案第一篇：现代大学英语精读三Unit 1 教案教案一:Unit 1 Your College Years I.Teaching Plan This essay is planned to finish in 20 minutes.1-3 minsWarming-up &Pre-reading 4-17 minsWhile-reading 18-20 mins Post-reading II.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.Grammar Parallelstructure, Object clause2.Writing techniques V.Teaching Contents: Step 1: Warming up Lead in the topic by providing some basic backgrounds.1.Background Author--Bob Hartman Bob 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 high school?2.What do you think about these differences?(Justification: Arouse interest of students.)Step 3: While-reading 1.New Words(1)Endeavorv.to try very hard eg.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。

第二版现代大学英语精读 3 Unit1 Your- College- Years

Stage 2: Toddler Autonomy vs Shame and Doubt Works to master physical environment while maintaining self-esteem.
Spring
Freshman
Summer
Sophomore
Junior
Senior
Freshman: Spring
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.
Part 1 Warm-up
Warm-up questions
College Years vs. Seasons
Warm-up Questions
1. As a sophomore, what is your general impression of college?
the golden time in one’s life many opportunities for one to explore the unknown experiencing a lot making lifelong friends enjoying various kinds of activities developing one’s personal interests keeping a good balance and laying a solid foundation …

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.

大学英语精读3unit1教案

课时：2课时教学目标：1. 掌握课文中的生词、短语和常用句型；2. 理解课文内容，提高阅读理解能力；3. 培养学生的英语口语表达能力；4. 增强学生对英语学习的兴趣。

教学内容：1. 课文：《When Lightening Struck》；2. 词汇：掌握生词、短语和常用句型；3. 句型：学会使用特定句型进行表达；4. 阅读技巧：提高阅读速度和理解能力。

教学过程：第一课时一、导入（10分钟）1. 教师简要介绍课文背景，激发学生的学习兴趣；2. 引导学生回顾上节课的内容，复习相关知识点。

二、生词讲解（15分钟）1. 教师讲解课文中的生词，如：dust、muzzle、olive、slave等；2. 学生跟读，教师纠正发音；3. 学生分组，用生词进行造句。

三、课文阅读（20分钟）1. 学生自读课文，初步了解课文内容；2. 教师提问，检查学生对课文的理解；3. 学生分组讨论，分享自己的阅读感受。

四、句型练习（15分钟）1. 教师讲解课文中的常用句型，如：He lay on the ground, barefoot, with a full beard, half-naked, looking like a beggar or a madman.；2. 学生跟读，教师纠正发音；3. 学生分组，用句型进行角色扮演。

五、课堂小结（5分钟）1. 教师总结本节课的学习内容；2. 学生回顾本节课所学知识。

第二课时一、复习（10分钟）1. 教师提问，检查学生对课文内容的掌握；2. 学生分组，用所学词汇和句型进行对话。

二、阅读技巧讲解（20分钟）1. 教师讲解阅读技巧，如：快速阅读、跳读、略读等；2. 学生进行阅读练习，教师巡视指导。

三、口语表达训练（15分钟）1. 教师提出话题，如：My dream job；2. 学生分组进行口语表达，教师纠正发音和语法错误。

四、课堂小结（5分钟）1. 教师总结本节课的学习内容；2. 学生回顾本节课所学知识。

外研社现代大学英语(第三版)精读3B3U1

外研社现代大学英语（第三版）精读3B3U1引言《外研社现代大学英语（第三版）精读3B3U1》是外研社出版的一本英语教材，适用于大学英语精读课程的教学。

本文档将介绍该教材的第三单元第一课的内容和教学目标。

教学目标本课的教学目标主要包括：1.学习如何描述人物的外貌和性格特点；2.掌握用英语询问和回答关于外貌和性格的问题；3.锻炼学生的听、说、读、写的综合能力；4.培养学生的团队合作和自主学习能力。

课程设计1. 课前准备在上课前，学生需要预习课本第三单元的课文，并熟悉生词和语法点。

教师可以提前准备好课件和教学素材，并检查学生是否按时完成了课前作业。

2. 导入新课教师可以通过呈现一张著名人物的照片，向学生展示人物的外貌特征，并引发学生对外貌和性格的讨论。

通过与学生的互动，激发学生的兴趣，引入新课。

3. 听力理解首先，教师播放课文的录音，并要求学生仔细听，并回答一些问题。

通过听力训练，学生可以更好地理解课文的内容和语言表达方式。

4. 阅读与理解学生在听力理解之后，阅读课文，并回答相关的问题。

同时，教师可以教授一些阅读技巧，帮助学生提高阅读理解的能力。

5. 语法讲解教师可以通过课文中的例句，讲解一些有关外貌和性格描述的语法知识。

例如，形容词的比较级和最高级的用法，特殊疑问句的构造等等。

6. 口语练习在口语练习环节，教师可以设计一些角色扮演活动，让学生练习用英语询问和回答关于外貌和性格的问题。

学生可以分成小组，互相面试，加强口语表达和听力理解的能力。

7. 作文训练最后，教师可以布置一篇关于自己或他人外貌和性格特点的作文。

学生可以在课后完成，并通过互相交流和修改，提高写作能力。

总结通过对《外研社现代大学英语（第三版）精读3B3U1》教材的介绍，我们可以看到该教材设计合理，既注重学生的兴趣和实际运用能力，又培养了学生的综合能力。

教师在教学过程中，应根据学生的实际情况，灵活运用各种教学方法和资源，帮助学生有效地学习和掌握英语精读的技巧和知识。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

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 highschool2.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。

Strive 和endeavor 一样，表示付出极大努力，但该词强调做某事所需要的辛劳和竭尽全力，不强调努力的结果。

Try指花费体力或心力试图完成某事，且包含有成功的可能。

Attempt强调开始着手进行某事，但不强调花费力气，且所希望或期待的结果常常未能实现。

(2) Perceive v. to understand or think of sth in a particular wayper ceivethrough take >>> 凭借感觉去拿，即意识到，认为凭借拿Perception n. 洞察力，看法，见解(3) Excessive adj. much more than is reasonable or necessaryeg. Bad habits, such as smoking and excessive drinking, can harm your health.ex cess ive超出行走…的>>> 行走的距离超出的，即过分的，过多的(4) Resentment n. A feeling of anger because sth has happened that you think isunfairre sent ment相反感觉行为>>> 相反的感受，即反感，愤恨，怨恨resent v. 愤恨，感到气愤(5) Project v. to show other people (what your future role will be as a man orwoman)pro jectforward throw >>> 向前投掷，向前扔，即规划，计划向前投掷，扔(6) Feminine adj. belonging to or considered typical of women or girlsthe traditional feminine(7) Masculine adj. belonging to or considered typical of men or boyseg. Her husband was handsome and strong, and very masculine (8) Option n. a choice you can make in a particular situation辨析:Option 指特别赋予的进行选择的权利，强调的是进行选择的自由和权利。

Choice 指运用自己的判断进行选择的机会，权利或能力，强调的是进行选择的可能性。

Alternative 主要指在相互排斥的两者之间做严格的选择，也可指在两者以上中进行选择。

(9) Rebel v. to oppose or fight against sb in a position of authorityrebel against sb. / sth. 反抗…，反叛…rebellion n. 谋反，叛乱，反叛rebellious adj. 叛逆的，造反的(10) Ethnic VS. EthicA. Ethnic adj. relating to a particular race, nation, or tribe and their customsand traditionsethnic groups 族群ethnic tensions 种族紧张局势B. Ethical adj. connected with principles of what is right and what is wrongethic n. 伦理标准，道德准则，道德体系(11) Affirm v. to state that sth. Is true and you agree with it or support it, esp. inpubliceg. I affirm that you will not lose the job.affirmation n. 肯定，断言affirmative adj. 肯定的，同意的辨析:Affirm 强调说话人坚定地相信自己说的是事实，并且有可靠的根据，不容置疑。

Assert 指没有客观证据而非常自信地宣称或断言。

Allege 指在缺乏证据的情况下宣称。

Claim 指强调宣称某事是真实的，尤指在面对反对意见时的宣称。

Declare 指肯定地说某事，往往是公开地针对反对意见的宣称或断言。

(12) Contribute v. to help to cause sth to happencon tribute全部给予>>> 全部给予，即捐助，捐赠contribute to sth. 是…的原因之一，促成…3.Phrases & Grammar(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句中，it为形式主语，真正的主语是that引导的从句。

Occur to sb (观念或想法)被想到，出现在头脑中(2)Has it dawned on you that certain developmental changes will occur in your lifeas you move from adolescence to your adulthoodDawn on sb 使开始明白，使渐渐领悟(3)During this time, students are going through an identity crisis and areendeavoring to find out who they are and what their strengths and weaknesses are.本句为复合句。

句中，who和what均引导宾语从句，做find out的宾语。

Go through sth. 经历，遭受；仔细检查，仔细查看；详细研究，仔细琢磨(4)While students are going through an identity crisis, they are becomingindependent from their parents yet are probably still very dependent on them.Be dependent from 独立于，不依赖于(5)College students need to stand back and see where they are in the independencestruggle.本句为复合句。