现代大学英语精读(2)教学大纲
英语精读2课程大纲
《基础英语2》课程标准适应专业：英语专业所属系部：第一教研室（专业英语）课程编号：课程类型：专业基础课（必修）学时学分：108学时（6学分）一、课程概述（一）课程性质综合英语是一门英语专业综合技能课，是英语专业的主干课程之一。
通过对学生进行严格的听、说、读、写、译等语言技能的基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力，培养和提高学生运用英语进行交际的综合能力。
本门课程的先导课程为《基础英语1》，并为后继课程《基础英语3》和《高级英语》的学习打下扎实的基础。
（二）基本理念本课程通过对学生语言能力的综合训练，提高学生对语言知识的掌握和运用能力。
在课堂教学中坚持精讲、多练、以练为主的原则，用多种手段进行大量练习，为高年级阶段的学习打下扎实的语言基本功。
与此同时指导学生的学习方法，培养其逻辑思维能力和自学能力，并使学生的文化素养有一定程度的提高。
此外，通过篇章的学习和对西方文化以及热点现象的剖析，开阔学生的视野，培养他们独立思考的精神，分析批判的能力，实事求是的态度和理性思维的习惯。
（三）设计思路1.教学改革基本理念本课程设计注重扎实的语言基本功的培养，各项语言技能的全面发展和语言交际能力的培养。
在教学中要注重培养学生对文化差异的敏感性、宽容性以及处理文化差异的灵活性。
与此同时还应加强学生思维能力和创新能力的培养。
在教学中有意识地训练学生分析与综合、抽象与概括、多角度分析问题等多种思维能力以及发现问题、解决难题等创新能力。
2.总体设计原则《基础英语》是一门专业基础课程，同时也必然是实施全面素质教育的主要途径，需要将提高学生的专业素养与培养思想道德素质，文化素质和心理素质相结合。
正确处理好业务素质教育和其他素质教育的关系，使它们有机地、和谐地融为一体。
3.课程设置依据（1）社会现状：复合型外语人才是社会主义市场经济的需要，也是时代的要求。
大学英语精读第二册教案
教学目标：1. 提高学生的英语阅读理解能力，培养学生对英语文本的分析和鉴赏能力。
2. 扩大学生的词汇量，帮助学生掌握常用的英语语法知识。
3. 培养学生的英语口语表达能力，提高学生的英语实际应用能力。
4. 增强学生的跨文化交际意识，提高学生的国际视野。
教学对象：大学本科一年级学生教学内容：现代大学英语精读第二册教学时间：2课时教学准备：1. 教师准备教材、PPT、相关背景资料、课后练习等。
2. 学生准备预习课文，了解课文背景知识。
教学过程：第一课时一、导入1. 教师简要介绍本课文的背景知识，激发学生的学习兴趣。
2. 学生分享课前预习的收获，讨论课文主题。
二、课文精读1. 学生朗读课文，注意语音、语调。
2. 教师讲解课文大意，分析文章结构、段落关系。
3. 学生讨论课文中的重点词汇、短语和语法结构。
4. 教师带领学生分析课文中的修辞手法、写作技巧。
三、课后练习1. 学生独立完成课后练习，教师巡视指导。
2. 教师选取典型题目进行讲解，分析解题思路和方法。
四、课堂小结1. 教师总结本节课的重点内容，强调学习方法和技巧。
2. 学生分享学习心得，提出疑问。
第二课时一、复习导入1. 教师回顾上一节课的重点内容，检查学生的学习效果。
2. 学生复述课文大意，分享学习心得。
二、课文精读1. 学生朗读课文，注意语音、语调。
2. 教师讲解课文中的难点，如长难句、复杂句型等。
3. 学生讨论课文中的文化背景、社会现象等。
4. 教师带领学生分析课文中的写作手法、表达技巧。
三、口语练习1. 学生分组进行口语练习，模拟课文中的场景或话题。
2. 教师巡视指导，纠正发音、语法等错误。
四、课堂小结1. 教师总结本节课的重点内容，强调学习方法和技巧。
2. 学生分享学习心得，提出疑问。
教学评价：1. 学生对课文的阅读理解能力、词汇掌握程度、语法运用能力。
2. 学生在口语练习中的表现，如发音、语法、表达流畅度等。
3. 学生参与课堂讨论的积极性、合作意识等。
现代大学英语精读2教案
课时：2课时教学目标：1. 掌握本单元的关键词汇和短语；2. 理解课文结构，提高阅读理解能力；3. 学习英语学习策略，培养自主学习能力；4. 培养学生的思辨能力和批判性思维。
教学内容：1. 课文内容：Another School Year - What For?2. 词汇短语：select vocabulary and phrases from the text, including prefixes and suffixes;3. 语法：主语从句、定语从句；4. 阅读策略：快速阅读、精读、略读；5. 写作技巧：段落结构、论点论据。
教学过程：第一课时一、导入（10分钟）1. 引导学生回顾上一单元所学内容；2. 通过提问，激发学生对本单元主题的兴趣。
二、课文阅读（30分钟）1. 快速阅读：让学生快速浏览课文，了解文章大意；2. 精读：引导学生逐段阅读，分析课文结构，理解文章内容；3. 阅读策略讲解：介绍快速阅读、精读、略读等阅读策略，让学生学会根据不同目的选择合适的阅读方法。
三、词汇短语学习（20分钟）1. 词汇学习：让学生根据课文内容，学习本单元的重点词汇，包括单词释义、例句、常用搭配等；2. 短语学习：学习课文中的短语，理解其用法。
四、语法讲解（20分钟）1. 主语从句：讲解主语从句的结构和用法；2. 定语从句：讲解定语从句的结构和用法。
第二课时一、复习与巩固（10分钟）1. 复习上一课时的词汇、短语和语法知识；2. 通过练习题，巩固所学知识。
二、写作练习（30分钟）1. 学生根据课文内容，写一篇关于自己学习英语的经历或感悟的文章；2. 教师指导学生进行段落结构和论点论据的安排。
三、课堂讨论（20分钟）1. 学生就课文内容展开讨论，分享自己的观点；2. 教师引导学生进行批判性思维，培养学生的思辨能力。
四、总结与作业布置（10分钟）1. 总结本单元所学内容；2. 布置课后作业，包括课文翻译、词汇短语复习、写作练习等。
大学生英语精读2教案
一、教学目标1. 知识目标：（1）掌握课文中的重点词汇、短语和句型；（2）理解课文内容，把握文章结构；（3）了解课文背景知识，拓展学生视野。
2. 能力目标：（1）提高学生的阅读理解能力；（2）培养学生的英语口语表达能力；（3）提高学生的英语写作能力。
3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生具备良好的学习习惯；（3）培养学生具备团队合作精神。
二、教学内容1. 课文内容：《大学英语精读2》中某篇课文。
2. 教学重点：（1）课文中的重点词汇、短语和句型；（2）文章结构；（3）课文背景知识。
3. 教学难点：（1）对课文内容的理解；（2）词汇、短语和句型的运用。
三、教学过程1. 导入（5分钟）（1）教师简要介绍课文背景，激发学生兴趣；（2）提问：What do you think about the topic of this text?2. 预习（10分钟）（1）学生快速阅读课文，了解大意；（2）教师检查学生预习情况，解答学生疑问。
3. 精读（20分钟）（1）教师带领学生分析课文结构，讲解重点词汇、短语和句型；（2）学生跟读课文，模仿语音、语调；（3）分组讨论课文内容，分享学习心得。
4. 口语练习（15分钟）（1）学生根据课文内容进行角色扮演；（2）教师纠正学生发音、语调等方面的错误；（3）学生自由发言，提高口语表达能力。
5. 写作练习（10分钟）（1）教师给出写作题目，学生进行写作；（2）教师点评学生作文，指出优点和不足。
6. 总结（5分钟）（1）教师总结本节课所学内容；（2）布置课后作业，巩固所学知识。
四、课后作业1. 阅读课文，熟记重点词汇、短语和句型；2. 查找课文背景资料，拓展知识面；3. 完成课后写作练习，提高写作能力。
五、教学反思本节课通过精读、口语练习和写作练习，帮助学生掌握课文内容，提高英语阅读、口语和写作能力。
在教学过程中，教师应注重培养学生的团队合作精神，激发学生对英语学习的兴趣，养成良好的学习习惯。
现代大学英语(第二版)精读2 (2)
现代大学英语（第二版）精读2一、课程介绍《现代大学英语（第二版）精读2》是一门高等教育中的英语课程，旨在提高学生的英语阅读和理解能力。
本课程通过引导学生阅读各种英文原著文学作品，并学习相关的英语语法和词汇知识，培养学生对英文文学的欣赏和分析能力。
二、课程目标本课程的目标是使学生能够： - 熟练阅读和理解英文原著文学作品； - 掌握相关的英语语法和词汇知识； - 培养对英文文学的欣赏和分析能力； - 提高写作和口语表达能力。
三、课程内容本课程主要包括以下几个模块的学习内容：1. 文学作品阅读本模块将引导学生阅读经典的英文原著文学作品，如莎士比亚的戏剧作品、狄更斯的小说作品等。
通过深入理解这些文学作品的内容和语言风格，学生将提高他们的阅读和理解能力。
2. 语法和词汇学习本模块将重点学习与文学作品相关的语法和词汇知识。
通过学习这些知识，学生将能够更好地理解文学作品，并提高他们的写作和口语表达能力。
3. 文学分析和评论本模块将引导学生分析和评论阅读过的文学作品。
学生将学会通过分析作品的形式、结构、语言和主题等方面，深入理解文学作品的内涵和艺术价值。
四、教学方法和学习策略本课程将采用以下教学方法和学习策略：1. 讲授和讨论教师将通过讲授和讨论的方式，向学生介绍相关的文学作品和语法知识，并引导学生深入理解和思考。
2. 阅读和写作练习学生将通过大量的阅读和写作练习，巩固他们的阅读理解和写作能力。
3. 分组讨论和演讲学生将被分成小组，在小组中进行文学作品的分析和讨论，并进行相应的演讲，提高他们的口语表达能力和团队合作能力。
4. 独立研究和报告学生将被要求进行独立研究，并撰写相关的报告，提高他们的独立思考和写作能力。
五、课程评价与考核本课程的评价与考核主要包括以下几个方面：1.平时成绩：包括课堂参与、作业完成情况等。
2.阶段性考试：对学生的英语阅读和理解能力进行测试。
3.期末考试：综合考察学生对课程内容的掌握情况，包括阅读理解、文学分析和写作能力。
《现代大学英语精读2》课程教案
《现代大学英语精读2》课程教案Lesson 11 You Have to Get Me Out of HereI.Warm-upA. Mountaineer's Essentials●AT LEAST ONE COMPLETE CHANGE OF CLOTHING including extrafor such contingencies as rain & cold weather.●EXTRA FOOD. Include extra rations in your minimum. This is your insurancepolicy in case something goes really wrong.●SUNGLASSES. Every time you set out for a strange area it's good to have a pairalong.If you are planning on desert, alpine or winter camping, it's a rare occasion that you will not need them. Even Eskimos worry about snow blindness.● A KNIFE. A substantial pocket-knife is the order of the day. A good Swiss armyknife is excellent or a Buck for bigger job.●FIRE STARTERS; jelly, ribbon, tablets or impregnated peat bricks. There areemergencies where a fire is both necessary and difficult to start. Every kit MUST include a supply of starters of one kind or another.●EMERGENCY MATCHES. Fire starters alone don't a fire make. You needmatches. Long wooden ones are best & soaked in wax to make them weatherproof and keep them in a waterproof container.● A FIRST AID KIT.● A FLASHLIGHT. Everyone should carry his own and add extra batteries &bulbs just in case.●MAPS. You should have a map when going to all but the most familiar places.It's not only a safety factor but can add a lot of enjoyment to your trip, helpingyou to find the best spots and sights.● A GOOD QUALITY COMPASS even two might help in case the first one goesberserk.● A SPACE BLANKET.Today it's an invaluable safety precaution. Weighingonly 2 ounces it opens up to a full 56"X84".It reflects up to 90% of a sleeper's body heat while at the same time keeping out rain, rain and snow.B. What Causes Altitude Illnesses?●At sea level:The concentration of oxygen: about 21%The barometric pressure: averages 760 mmHg.●As altitude increases, the concentration remains the same but the number ofoxygen molecules per breath is reduced.●At 12,000 feet (3,658 meters) the barometric pressure is only 483 mmHg, so thereare roughly 40% fewer oxygen molecules per breath.C.How to prevent Altitude Illnesses?●If possible, don't fly or drive to high altitude. Start below 10,000 feet (3,048meters) and walk up.●If you do fly or drive, do not over-exert yourself or move higher for the first 24hours.●If you go above 10,000 feet (3,048 meters), only increase your altitude by 1,000feet (305 meters) per day and for every 3,000 feet (915 meters) of elevationgained, take a rest day.●Eat a high carbohydrate diet (more than 70% of your calories from carbohydrates)while at altitude.●The acclimatization process is inhibited by dehydration（脱水）, over-exertion（用力过度）, and alcohol and other depressant drugs（镇静药物）. ●"Climb high and sleep low." This is the maxim used by climbers. You can climbmore than 1,000 feet (305 meters) in a day as long as you come back down and sleep at a lower altitude.●If you begin to show symptoms of moderate altitude illness, don't go higher untilsymptoms decrease●If symptoms increase, go down, down, down!●Keep in mind that different people will acclimatize at different rates. Make sureall of your party is properly acclimatized before going higher.II. New words●Get familiar with the new words and expressions in Glossary. Pay attention to thepronunciation and special usage.●Text AnalysisQuestions:1)Katie… had taken time off from her work to come her. (para.2)Was Katie a professional rock climber?2)Ric had heard Katie was a strong and disciplined climber….（para.2）Explain the word “disciplined”.3)When they arrived… the group discussed plans for a climb up Ophir wall, a notoriously cliff. (para.3)What was “Ophir wall”,? Why did they choose this?4)Its sheer granite face juts up hundreds of feet, with only a few handholds to bear a climber’s weight.. (para. 3)Paraphrase the sentence.5)Sitting cross0legged and sheltered by the cliff, she was unaware of the 54-mph. gusts sweeping over the top of the wall. (para.5)Paraphrase the sentence.6)Rocks the size of trash cnas were crashing down the cliff and exploding around her. (para.6)Paraphrase the sentence.III.Text analysisQuestions1)…he tried to ignore the gruesome vision of Katie’s leg, … choked back the nausea. (Para. 18)Paraphrase the sentence.2)His heart was racing, and breath came in painful gasps from the altitude. (para.20)Paraphrase the sentence.3)As they sped down the road, bumps sent lightning bolts of pain through Katie’s body. (para.21)Paraphrase the sentence.4)Katie would have to wear a metal frame resembling a leg brace. (Para. 34)Explain “metal frame resembling a leg brace”.5)Katie held in her emotions for three weeks after the accident. T hen it hit her. (Para. 36)Explain “it hit her”. What “hit her”?IV.Writing skillsA.Type of writingNarration. It is powerful in convincing readers of what you say.B.Action verbsThe writer uses a large number of action verbs in describing what happened.For example:bump, land, leap to one’s feet, struggle down the trail, stagger, speed down the road, pound on the door, etc.More exercise on action verbs (read the paragraph with action verbs)Shortly before 9 a.m., American Airlines' Flight 11 from Boston, hijacked by suspects with knives, slammed into one trade center tower. Eighteen minutes later, a second hijacked jet crashed into the other tower. By midmorning, the south tower had exploded and collapsed , raining debris and sending choking dust and smoke across lower Manhattan. Within half an hour, the second tower caved in. As that scene unfolded, a third hijacked jet crashed into the Pentagon. The side of the building caved in, with secondary explosions bursting in the aftermath and huge billows of smoke rising over the Potomac River.Fill in the blanks with proper action verbsThe crashes _______ a placid, clear morning in New York and Washington. By early afternoon, fighter jets were _______ Manhattan. With cellphones not working, people _______ pay phones and ______ around radios. On the street, people ______ up at the gaping, smoking hole in the building, some ______ handkerchiefs over their mouths. And the trade center towers had disappeared from the skyline.-----2003 Pulitzer Prize Breaking News Reporting Keys: Swarmed, shattered, patrolling, huddled, holding, gazednguage points (words and expressions)A. Words●Medical termsvein, artery, nerve endings, emergency-room staff, surgery, soft tissue, a severed leg, to cleanse a wound, etc.●Shine, glow, gleam, shimmer-The star shone red on his cap.-Her eyes shone with excitement.-The metal glowed in the furnace.-Parents glowing with pride-The furniture gleamed after being polished.- A gleam of hope- A gleam of interest in this matter came into his eyes.-Moonlight is shimmering on the lake.-The surface of the road shimmered in the heat of the sun.●Shake, tremble, shiver-The house shook as the heavy truck went past.-The victim described the enemy's bombardment in a voice shaking with emotion. 激动得发抖的声音-I tremble at the very thought of it.不寒而栗-leaves trembling in the breeze.颤动-She shivered at the thought of going into the dark house alone.●Missing lostThe missing letter was in his pocket-This book has 12 missing pages.- A lost child/pen/art/ship-Our advice was not lost on him.●Fashion: to shape or make, usu. with hands or with a few tools,-The children learn how to fashion clay into cups, vases, or whatever.B.Expressions●Catch up with sb.: to finally start to cause trouble for sb. after they managed toavoid this for some timeSome day, his old wound will catch up with him.●Wear off: (of a feeling, effect, etc. , esp. an unpleasant one) to become lessstrong, to be reduced until disappearAn hour after he took the medicine, his toothache began to wear off.Lecture three (two hours)VI.DiscussionWhat do you think are the sources of courage?VII.Exercises。
现代大学英语精读2_教案
课程名称：现代大学英语精读2授课对象：高等院校英语专业本科学生课时安排： 12课时教学目标：1. 知识目标：- 掌握本教材中每单元的核心词汇、短语及语法点。
- 理解并分析课文中的复杂句子结构。
- 熟悉并运用不同的写作技巧和风格。
2. 能力目标：- 提高学生的英语阅读理解能力。
- 培养学生的英语写作和表达能力。
- 增强学生的跨文化交流意识。
3. 情感目标：- 激发学生对英语学习的兴趣。
- 培养学生的批判性思维和独立思考能力。
- 增强学生的自信心和团队合作精神。
教学内容：1. Unit 1: Another School Year- 课文精读：分析文章结构，理解作者观点。
- 词汇学习：掌握关键词汇和短语。
- 语法点：练习现在时、过去时和将来时的用法。
2. Unit 2: What For?- 课文精读：探讨大学生活的意义和价值。
- 词汇学习：学习与教育、职业规划相关的词汇。
- 语法点：练习被动语态和条件句。
3. Unit 3: The Rite of Spring- 课文精读：分析春天的象征意义。
- 词汇学习：掌握与自然、季节相关的词汇。
- 语法点：练习定语从句和虚拟语气。
4. Unit 4: The Man in the Water- 课文精读：讲述一个关于勇气和坚持的故事。
- 词汇学习：学习与勇气、挑战相关的词汇。
- 语法点：练习过去进行时和现在完成时。
5. Unit 5: Quick Fix Society- 课文精读：探讨现代社会中的快速解决问题的方式。
- 词汇学习：掌握与科技、社会现象相关的词汇。
- 语法点：练习倒装句和强调句。
6. Unit 6: Button, Button- 课文精读：分析一个小故事中的寓意。
- 词汇学习：学习与人际关系、情感相关的词汇。
- 语法点：练习非谓语动词和省略句。
7. Unit 7: Wisdom of Bear Wood- 课文精读：探讨熊木的智慧。
- 词汇学习：掌握与自然、哲学相关的词汇。
现代大学英语 精读2(第三版)教学课件B2U8
现代大学英语精读2（第三版）教学课件B2U8明确教学目标，指导研究内容和教学方式本课件介绍了《现代大学英语精读2（第三版）教学课件B2U8》的具体内容和主题。
该课件主要包括以下内容：课程概述：简要介绍了本章所涵盖的主题和重点内容。
阅读材料：提供了一篇与主题相关的英文文章，用于学生的阅读训练。
词汇研究：列出了一些与文章内容相关的重要词汇，并提供了词义解释和例句。
阅读理解：包括了多个与文章相关的问题，旨在帮助学生理解和分析文章中的信息。
课堂讨论：提供了一些讨论问题，可用于课堂上的互动和学生之间的交流。
拓展阅读：列出了一些额外的阅读材料，供学生进一步拓展知识。
总结与复：对本课内容进行总结，并提供一些复建议。
通过研究《现代大学英语精读2（第三版）教学课件B2U8》，学生可以提高阅读能力，扩展词汇量，并深入了解与主题相关的知识。
本文档旨在探讨适合《现代大学英语精读2（第三版）》教材的教学方法，并包括以下内容：多媒体教学：通过利用多媒体资源，如投影仪、音频和视频材料，可以增加学生的参与度和互动性，提高他们的英语阅读能力。
教师可以结合文本内容，展示相关的图片、图表和视频片段，以帮助学生更好地理解和记忆。
讨论活动：通过组织小组讨论或全班讨论，可以促进学生之间的交流和合作。
教师可以提出问题，引导学生思考并发表自己的观点。
这不仅可以提高学生的口语表达能力，还可以培养他们的批判思维和分析能力。
案例分析：选取与教材相关的案例进行分析和讨论。
通过分析实际案例，学生可以将所学知识应用到实际情境中，提高他们的综合运用能力。
练与评估：在教学过程中，教师可以设计各种练和评估活动。
例如，阅读理解题、写作练、小组演讲等。
这些活动可以帮助学生巩固所学知识，并检验他们的研究成果。
通过采用上述教学方法，可以增强学生对《现代大学英语精读2（第三版）》教材的理解和应用能力，提高他们的研究效果和兴趣。
通过采用上述教学方法，可以增强学生对《现代大学英语精读2（第三版）》教材的理解和应用能力，提高他们的学习效果和兴趣。
《现代大学英语精读2》教案（lesson1-11）
《现代大学英语精读2》教案（lesson1-11）Lesson 1 Another School Year—What For?Aims:1.Get the students to read and understand the text and help them master the structures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson. Previewing the text. Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1. to be fresh out of: be having recently finished2. body: a group of people who work together3. to reach for: try to obtainTo read: to have … written on it4. Question: What’s the difference between training and education?5. … be around long enough for it to matter.Paraphrase: stay at college very long to understand mywords, so it would not be important whether or not I told him all this.6. to average out to/at…: (informal) to result in an average amount7. to hold: to remain the same8. to see to it that: to make sure that9. … doesn’t go to the electric chair…Paraphrase: is sentenced to death not because you are not a competent lawyer.To go to the electric chair: to be punished or killed on the electric chair.10. along with: in addition to; as well asSentence meaning: In addition to all other things the professional skills offer.11. … may it always suffice.I hope your income will always be enough.12. reasonably: to a degree that is fairly good 还好的，尚可的13. to maintain some contact with…: to keep in touch with…14. Will there be a painting a reasonably sensitive man can look at without shuddering?Paraphrase: Will you have a painting in your house that shows your taste?15. to be out to do/be out for… : be trying to do16. to be stuck for sth. : not knowing what to do17. signing checks: paying for what you’ve bought by signing checks.18. the best human minds: the best philosophers, scientists and writer.19. If you have no time for…have no business in college.Paraphrase: If you don’t want to study a little literature,philosophy and the fine arts and history, you should n’t be here at college.20. You are on your way … butt on Neanderthal.You’ll soon become a new type of humans who are uneducated and can only operate machines by pushing the buttons.21. …rather the college went through them—without making contact. Paraphrase: It’s more accurate to say that they pass through the college without learning anything.22. …being unaided: without the help of others23. There is not time enough … in order to be a civilized human.Paraphrase: One lifetime is too short to create an environment for a person to become civilized.24. …there cut into the stones are the names of the scientists.Paraphrase: The names of the scientists are carved into the stone there as memorials.25. the chances are: it is likelyIII.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 2 Maheegun My BrotherAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary andin grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1. … spring was late in coming.Paraphrase: it was so cold that it seemed that it were the weather of winter. In fact, it was spring.2. to get: to put … into a place or state3. not that: although it is not true that4. ever: that I had ever known of.5. upset: (v.) knock over, knock down6. …waiting for things to quiet down.Paraphrase: waiting until my grandma wasn’t angry7. half grown: on the way of becoming an adult wolf.8. Gone was the puppy-wool… black mantle.Paraphrase: His fur changed from the puppy-wool to beautiful and black hair. (Here the author uses metaphor. He compares the wolf’s skin to a coat and mantle.)9. after: (adv.) later10. It all served to fog my mind with pleasure … one night Maheegun unchained.Paraphrase: I was so happy with Maheegun that my alertnessslacked and forgot to chain him one night.11. The following morning in sailed Mrs. Yesno, wild with angerWild with anger: very angry12. start: (n.) a sudden uncontrolled movement13. wild cry: natural and strong cry14. for life: all one’s life15. (all) for the best: best for the long run16. I was as busy as … for the winter.Paraphrase: I was busy with preparing myself for a future career. (The author uses simile here.)17. It was not long after that I found the answer.Paraphrase: Soon I found Maheegun still remembered me.18. to slip into: to put on19. I circled to my right … creek bed.Paraphrase: I move around to the right and fell into a creek bed that was filled with snow.20. … the snow had made a blank … have been no creek there.Paraphrase: it was snowing heavily, and the air was so thick with big snow flakes that I couldn’t see through them. But I realized that I had taken the wrong direction, because there was no creek where I should have moved to.21. to blow itself out: to lose force and stop entirely22. A great white stillness had taken over and with it, biting cold.Paraphrase: The storm had stopped. The white world was quiet and very cold. 23. … freeze the wo rld with fear.Paraphrase: seemed to terrify all the living creatures and make them become still.24. Suddenly the world exploded in snarls.Paraphrase: Suddenly with terrible snarls, the wolves began to attack.25. to work one’s way: to move difficultly and gradually26. … reached out: stretch out his tongue.27. Maybe it was relief or weakness or both.Paraphrase: Maybe I cried because I was now out of danger, or maybe because I was weak, or because of both of the two reasons.28. … fanned it into life.Paraphrase: caused it to burn by blowing the fire.29. … my eyes came … by my bed.Paraphrase: my eyes adjusted themselves to be able to see clearly my grandfather sitting by my bed.30.He is with his own kind.Paraphrase: He is living among his fellow wolves.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 3 More Crime and Less PunishmentAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1. households: people living together2. to amount to: to add up to; to be equal to3. … have arrest reco rds for nontraffic offence.Paraphrase: have been arrested because of illegal actions which do n’t include breaking traffic rules.4. correctional supervision: (a euphemism) a kind of punishment, such as reform school5. to lock sb. away: to put sb. in prison6. This is why the certainty and … the crime rate goes up.Paraphrase: This is why not all crimes are punished and the punishment is less severe although the crime rate increases.7. to give out: to announce, to enforce8. property crimes: crimes of stealing, mugging (打劫) or robbery9. … but it just might be the other way around.the other way around/round: the opposite situationParaphrase: but the opposite might be true: crime prevents punishment.10. Our current crop … who were once imprisoned in Alc atraz.Paraphrase: The present prisoners are much more serious law-breakers than the prisoners of the country in the yearsbetween 1930s and 1960s.11. … it makes little/no sense… : it is not sensible or reasonable.12. … answer the TV message: It’s 10 o’c lock! Do you know where your children are?”Paraphrase: make sure they are all home at 10 o’clock in the evening.13. The other are rejected or dismissed … instead of punishment.Paraphrase: The other three arrested criminals’ cases are refused or stopped because there isn’t sufficient evidence or no witness can be found. Or instead of being put into prison, these criminals are sent elsewhere for medical treatment (when they can produce proof for illness of some kind.)14. the select few: the few criminals who are carefully chosen15. to be easy on: to treat … in a gentle way and not too severe16. Yet when measured against the lower crime rates …To measure sth./sb. against sth./sb. : to judge sb./sth. by comparing them with another person or thingParaphrase: But when longer prison sentences are compared with the lower crime rates.17. … are not worth the cost to state and local governments.Paraphrase: are not worthwhile because state and local governments have to pay much money for this.18. given: specific19. … we do know the extent … major crime convictions.Paraphrase: We do know how many of those people under parole are convicted and put into jail again for serious crime.20. … only 15000 crimes prevented.Paraphrase: If those prisoners were kept in prison for another year, only 15000 crimes would be prevented.21. a drop in the bucket: an amount of sth. that is too small to be important.22. This works out to more than $100, 000 per crime prevented.Paraphrase: This means that it costs more than $100, 000 to prevent one crime. III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 4 The Nightingale and the RoseAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1. for want of: because of a lack of2. lover: a person who loves3. ball: a large party with dancing4. to: according to; while sth. else is happening 伴随着5. something of: to some degree6. plot: a small piece of land used for a special purpose7. … nipped my buds.Paraphrase: stopped the growth of the buds8. … and what is the heart of a bird compared to the heart ofa man? Paraphrase: The heart of a bird is nothing compared to the heart of a man. (The sentence is a rhetorical question.)9. to ask … of sb. : to ask sb. for …10. … he could not understand what the Nightingale was saying to him. Question: Why could n’t he understand?11. to sing of: (formal) to mention sth in a song or a poem, especially to praise it12. spray: (n.) a small branch having buds or flowers13. girdle: a band of red color round the middle of the petals14. … a film came over her eyes.Film: a thin layer or covering of sth.15. to choke: to make sb. unable to breathe16. all over: all parts of one’s bodyIII.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 5 Say YesAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that theycan get the main idea and write the gist.II.Detailed study of the text.1. to pitch in: (Here in is an adverb.) to start to work eagerly2. somehow: (adv.) in some way not yet know3. to get onto: begin to talk about4. “Oh boy” is used to show annoyance5. to take my word for it: to believe what I say6. She was piling dishes on the draining-board at a terrific rate.Question: Why at a great speed?7. “Not the same, like us.”Paraphrase: They don’t have the same background, and they are not like us.8. to resort to : to adopt, useTrick: method9. He’d acted out of conc ern for her,Paraphrase: He had done so because of concern for her.10. … he thought that it would be a nice gesture on her part not to start up that conversation again,Paraphrase: he hoped his wife would show her concern in return by not continuing the unpleasant conversation.11. For Christ’s sake: The expression is often used to show annoyance, like “Oh boy”.12. Let’s say: Let’s suppose13. cornered: forced into a difficult position14. Let’s not move too fast on this.Paraphrase: Let’s not rush to a decision.15. “Thank you.”Question: Thank you for what?16. snap through the pages: turn the pages suddenly and quickly17. While he was at it,Paraphrase: While he was cleaning dishes.18. In another thirty years…Question: What does the word “another” s uggest?19. What would all that stuff matter then?Paraphrase: What is the sense of arguing about these problems?20. I’ll make it up to you.Paraphrase: I’ll do something good for you.21. “We’ll see” is used when you don’t want to make a decision right now.22. His heart pounded the way… the house, a stranger.Question: What does the sentence show?III. Assignment: Exercises after the text.III.Checking the exercises.IV.Dictation of the new words in the lesson.Lesson 6 The Man in the WaterAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that theycan get the main idea and write the gist.II.Detailed study of the text.1. as persons/things go: compared with the average persons/thingsAs businessmen go, he is considered pretty honest.2. There was the unusual element of … high traffic.Paraphrase: One thing that was unusual about this disasterwas that the plane hit the bridge when the traffic was heavy.3. Then, too, there was the location of the event.Paraphrase: Besides, the location of the event was also unusual.4. … a blast of real winter…: a sudden strong and really cold winter5. … a single slap of metal on metal: the plane’s colliding/collision on the bridge, both of which was made of metal6. And there was the aesthetic clash as well—blue-and-green Air Florida, Paraphrase: When the air crash occurred, it was not just a clash of metal against the bridge, but also a clash between colors: the blue-green color of the plane and the gray and black color of the ice and river.7. … while always special…Paraphrase: although it is always special8. … bring millions to tears or to attention.Paraphrase: make millions of people cry or attract their attention9. Why, then, the shock here?Paraphrase: Why was there such a shock, then?10. the elements: the bad weather11. indifferent as ever: unconcerned about the consequences as always12. to rise to the occasion: to deal successfully with a difficult situation13. a park police: police whose job is to look after a park14. in the line of duty: part of one’s duty15. … lines that is no less admirable for being repeated.Paraphrase: words that have been said before by manyheroes, but the words are still admirable.16. to stick in the mind: to be remembered17. But the person most responsible for …“the man in the water”.Be responsible for: be the cause for18. lifeline: a rope used to save people at sea19. mass casualty: large numbers of people hurt or killed20. commitment: a strong sense of responsibility21. his anonymity another.Paraphrase: The fact that he did not leave his name was another reason why the story held national attention.22. … gave him a universal character.Paraphrase: make him have a universal quality and make people feel that it could have been anyone.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 7 The Greatest InventionAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that they can get the main idea and write the gist.II.Detailed study of the text.1. rough: not exact2. to turn out: to happen to be in the end3. … Like liquid tropical sunlight,Question: What does the sentence show?4. to aim at: to direct one’s efforts towards5. War is no longer a matter of armies;Paraphrase: War doesn’t depend on how many armies you have.6. …west of the Atlantic: Latin American countries.7. … he was not at all what one would regard as the figure ofa soldier. Paraphrase: He was not at all the kind of person one would regard as a soldier, because he was not tall and strong.8. charge: a rushing forceful attack9. get rid of him: remove him from office10. to let loose: to free11. to have sth. within one’s grasp: to be able to achieve or attain sth.12. to keep sb. at sth. : to force sb. to continue to do13. … for I thought it very likely in a hot country like th at.Paraphrase: Because people usually think hot weather can make one become listless （无精打采的）and lazy.14. to drive: to force sb. to work hard15. … he was more than content: he was very content; he was very satisfied16. … drove him away: made him work on another thing or sth. else.17. drugged: addicted to drugs18. And the splendor of our position faded like dreams.Paraphrase: The glory of our country disappeared like dreams.19. fancy: a new idea20. … he gave me every facility, showing me the entire p rocess…Paraphrase: He used every facility to show me the whole process.III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 8 Psychologically SpeakingAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation andexplanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that theycan get the main idea and write the gist.II.Detailed study of the text.1. What is it?Paraphrase: What is it on your mind? What are you thinking of?2. to fool around/about: to waste time 闲逛3. Out with it.Paraphrase: Tell me about it.4. up: (adv.) to the place in the north.5. garage: a place where motor vehicles are repaired6. delicate: very sensitive to what is proper7. … unless he was.Paraphrase: unless he was respectable.8. … not when I’m working for you.Paraphrase: I won’t go out with him when I’m working for you.9. to behave yourself: to do things in a way that people think is correct or polite10. impulsively: suddenly without thinking of the consequences11. If it works out.Paraphrase: If it succeeds.12. under cover: pretending to be sb. else in order to do sth. secretly13. be on your honor: be trusted to do sth.14. We’re putting you and Dad on your honor.Paraphrase: We respect you and believe in you.15. … Bessie Waring once.Explain: In some western countries, when a woman gets married, she will use her husband’s family name as her family name.16. ... it was a fool’s paradise!Paraphrase: It was an imaginary and unreal beautiful world.17. to open one’s eyes to: to make sb. realize18. to claim: ask for or demand because you think it is your right to have it19. for all you know: you really don’t knowIII.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 9 Quick Fix SocietyAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the words and grammar. Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation andexplanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that theycan get the main idea and write the gist.II.Detailed study of the text.1. fix: (n.) solution to a problem, especially an easy and temporary one2. consist of: be formed from3. half the fun: the largest part of fun (of our trip to West Virginia)4. … had tried to take on another hot July afternoon.Question: What does “another” suggest?5. to crowd: to make … move close together6. … no little dots t his time.Paraphrase: This time they didn’t seem like little dots.7. … refreshed, revitalized, and reeducated.Paraphrase: We felt energetic and fresh, and had experienced a new way of life. 8. … not just to get from Point A to Point B.Paraphrase: not just to travel from place to place, but also in many other aspects of life.9. Americans understood the principle of deferred gratification.Paraphrase: Americans knew it took time for their desires to be satisfied.10. We put a little of each paycheck away “for a rainy day”.Paraphrase: We save a little money from our income in case we might need it in the future.11. to save (up) for: to save money because of12. to help sb. out: to help sb. in a difficult situation13. relax now: buy what we want now14. ready-made: able to be used at once15. off the rack: ready-made16. to warp up: to complete or finish17. … doesn’t agree with us.Paraphrase: make us feel sick.18. … you guessed it.Explain: This sentence shows that the readers know what the writer would say next.19. minutes: a summary of a formal meeting20. Cliff’s Notes: a series of reference books which contains the summary and comment of the work21. … especially if we are students.Question: Why?III.Assignment: Exercises after the text.IV.Checking the exercises.V.Dictation of the new words in the lesson.Lesson 10 The Richer, the PoorerAims:1.Get the students to read and understand the text and help them master thestructures of the patterns;2.Get the students to master the words and the prefixes and suffixes presented;3.Help them master the grammatical rules presented;4.Help them finish off all the exercises both in vocabulary and in grammar.Main Points: Understanding the text and learning the wordsand grammar.Difficult Points: The structures of difficult sentences.Teaching Methods: Discussion, interpretation and explanation.Teaching Course:I.Pre-class Task: To read and get familiar with the new words in the lesson.Previewing the text. Every student should go over the whole text so that theycan get the main idea and write the gist.II.Detailed study of the text.1. Bess had lived each day as if there were no other.Paraphrase: Bess seized every minute to enjoy herself as if she would die next day.2. lean: (adj.) small in amount3. Bess had the clothes on her back.Paraphrase: All of Bess’s clothes was what she was wearing.4. wordly: (adj.) of the material world5. … her child’s mouth watered for ice cream and candy.Paraphrase: As a child, she wanted ice cream and candy very much.6. to clerk: (v.) to keep records or accounts7. But her freshman year found her unable to indulge this fantasy.Paraphrase: But in her first year at high school, she found that she couldn’t allow herself to spend her money on clothes.8. to put one’s mind to sth. : to concentrate on; to set one’s mind on sth. 集中精力做9. Lottie expected to be settled with a home and family.Settled: (adj.) comfortable and happy。
现代大学英语精读2
现代大学英语精读21. 课程简介现代大学英语精读2是大学英语专业的一门主干课程，旨在提高学生的英语阅读能力和理解能力。
本课程主要通过阅读各类英语文本，培养学生的阅读技巧和阅读理解能力，提高学生的综合语言能力。
本文档将对课程的教学内容、教学标准和学习方法进行详细介绍。
2. 教学内容现代大学英语精读2的教学内容主要包括以下几个方面：2.1 文本阅读本课程将为学生提供丰富的英语文本，包括新闻报道、学术论文、文学作品等。
学生需要通过阅读这些文本，提取关键信息并理解其中的逻辑关系。
通过阅读不同类型的文章，学生将了解不同领域的知识，拓宽自己的视野，并提高自己的阅读理解能力。
2.2 语法和词汇在阅读的过程中，学生也会遇到各种各样的语法和词汇问题。
本课程将对常见的语法知识和词汇进行讲解和练习，帮助学生理解和运用这些语法和词汇知识。
通过学习语法和词汇，学生将提升自己的语言运用能力，更好地理解和分析所读的文本。
除了提供文本和语言知识的学习，本课程还注重培养学生的阅读技巧。
学生将学习如何快速获取文本的主题和重点信息，如何分析文本的结构和逻辑关系，以及如何有效地记笔记和总结。
这些阅读技巧将有助于学生更高效地阅读各种英语文本，提高自己的阅读效率和准确性。
3. 教学标准现代大学英语精读2的教学标准旨在提高学生的英语阅读能力和理解能力。
教学标准包括以下几个方面：3.1 阅读能力学生需要通过本课程的学习，提高自己的整体阅读能力。
他们应能够快速阅读并理解各种类型的英语文本，并能够准确地提取文本中的关键信息。
同时，学生需要能够分析文本的结构和逻辑关系，把握文章的主题和推理过程。
3.2 词汇掌握学生需要掌握一定量的英语词汇，能够理解并正确使用常见的词汇。
他们还需要学会通过上下文推理词义，并能够积累和运用新的词汇。
3.3 语法运用学生需要掌握常见的英语语法知识，并能够正确运用这些知识。
他们需要理解句子的结构和语法规则，并能够根据需要调整句子的结构和表达方式。
大学英语精读第三版第二册教案
大学英语精读第三版第二册教案教案标题：大学英语精读第三版第二册教案教学目标：1. 帮助学生提高大学英语阅读能力，包括理解文章主旨、理解文章细节、推理推断等。
2. 培养学生的词汇积累能力，扩大学生的词汇量。
3. 培养学生的阅读策略，提高学生的阅读速度和理解能力。
教学重点：1. 学会运用阅读策略，如预测、扫读、略读等，提高阅读效率。
2. 掌握文章主旨及细节的理解技巧。
3. 培养学生的词汇积累能力，扩大学生的词汇量。
教学难点：1. 培养学生的阅读策略，使其能够在有限时间内快速获取文章信息。
2. 帮助学生理解并运用文章中的高级词汇和语法结构。
教学准备：1. 大学英语精读第三版第二册教材及相关教辅资料。
2. 多媒体设备和投影仪。
3. 复印教材相关文章和练习题。
教学过程：一、导入（5分钟）1. 利用多媒体设备播放与本课相关的图片或视频，激发学生对话题的兴趣。
2. 引导学生回忆上一课时的内容，过渡到本课的学习。
二、预习导入（10分钟）1. 让学生自主阅读课文标题、段落标题和图片等，预测文章内容。
2. 鼓励学生提出问题并讨论，激发学生的思考和好奇心。
三、阅读训练（30分钟）1. 分段教学，引导学生通过扫读和略读等阅读策略快速获取文章主旨和细节信息。
2. 针对每个段落的重点句子和难点词汇进行解读和讲解。
3. 组织学生进行小组讨论，分享对文章的理解和感受。
四、词汇拓展（15分钟）1. 教师呈现并讲解本课文章中的重点词汇和短语。
2. 组织学生进行词汇拓展活动，如词义辨析、词汇运用等。
五、语法点讲解（10分钟）1. 教师讲解本课文章中的重点语法结构，并与学生一起进行练习。
2. 引导学生在阅读中注意语法结构的运用和理解。
六、练习与巩固（15分钟）1. 分发练习题，让学生进行阅读理解和语法填空等练习。
2. 引导学生相互检查答案，并进行讲解和讨论。
七、总结与反思（5分钟）1. 教师对本课的教学进行总结，强调重点和难点。
2. 鼓励学生提出问题和反思，促进学生对学习的思考和反思。
现代大学英语精读2unit2电子教案
课程名称：现代大学英语精读2授课对象：大学英语学习者教学目标：1. 理解并掌握本单元的词汇和短语。
2. 分析课文结构，提高阅读理解能力。
3. 培养批判性思维，通过讨论和写作提升英语表达能力。
教学内容：- 词汇和短语：重点词汇、短语及其用法。
- 课文分析：课文主题、结构、写作手法等。
- 阅读练习：提高阅读速度和理解能力。
- 写作练习：培养写作技巧，提高书面表达能力。
教学时间： 2课时教学准备：- 教材：《现代大学英语精读2》- 多媒体设备- 课堂讨论材料教学过程：第一课时一、导入（10分钟）1. 回顾上一单元内容，检查学生对词汇和短语的掌握情况。
2. 介绍本单元主题：“科技与人类生活”。
二、词汇教学（20分钟）1. 介绍本单元重点词汇和短语，包括科技相关的词汇，如：technology, innovation, artificial intelligence, robotics 等。
2. 通过例句和语境，讲解词汇的用法和搭配。
3. 学生练习：完成词汇填空练习，加深对词汇的记忆和理解。
三、课文分析（20分钟）1. 介绍课文背景和主题。
2. 分析课文结构，包括段落划分、主题句、支持句等。
3. 讨论课文中的写作手法，如：举例、对比、类比等。
四、阅读练习（15分钟）1. 学生独立阅读课文，回答问题，检验对课文的理解。
2. 教师讲解答案，分析解题思路。
五、课堂讨论（10分钟）1. 引导学生就课文主题进行讨论，如：科技对人类生活的影响、科技发展带来的挑战等。
2. 鼓励学生发表自己的观点，培养学生的批判性思维。
第二课时一、复习与巩固（10分钟）1. 复习上一节课的词汇和短语。
2. 学生进行口语练习，运用所学词汇和短语进行简单对话。
二、写作练习（25分钟）1. 教师布置写作任务，如：以“科技与人类生活”为主题，写一篇短文。
2. 学生写作，教师巡视指导。
3. 学生互评，互相学习。
三、总结与反馈（10分钟）1. 教师总结本单元的重点内容。
现代大学英语精读(二)教学大纲
现代大学英语精读（二）课程教学大纲一、课程编号：二、前修课程：现代大学英语精读II三、学分：学分四、学时：学时五、课程性质与任务：1．课程性质：本课程是英语专业的专业基础课。
2．课程任务：Objectives of the course：By the end of this semester, students will be able to grasp the main idea and the structure of the text, understand the devices to develop paraphrases, and master the key words and phrases and sentence patterns in the text. Besides, they will fall into the habit of taking notes and consulting reference books to facilitate their learning. Skills and contents that are required to be mastered are listed as follows.六、课程教学基本要求1．Full Attendance;2．Active Participation;3．Assignments: Homework, Journals;4．English-English & Chinese-English Dictionaries;5．Facilities: PPT; Radio; Recorder; Journal;6．Assessment: Mid-term Exam and Final Exam.七、学时分配表周次课堂讲授题目名称教学内容学时3 Unit oneAnother School Year – What for ?课文分析,语句讲解,语法分析及讲解，8八、现代大学英语第二册课程教学基本内容： Unit 1 Another School Year-What For 教学要求：让学生了解作者及其背景知识，熟悉本文使用的写作手法，掌握委婉语；并通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，使其掌握文中的核心语言点。
大学英语精读二教案
教案：大学英语精读二课程名称：大学英语精读二课程目标：1. 掌握文章中的关键词汇和短语。
2. 理解文章的结构和内容。
3. 提高阅读理解能力，能够准确理解并概括文章的主旨。
教学内容：1. 文章内容的理解和分析。
2. 关键词汇和短语的学习和运用。
3. 阅读理解能力的培养。
教学步骤：Step 1：导入（5分钟）1. 引导学生回顾上一节课的内容，让学生复习和巩固所学知识。
2. 向学生介绍本节课的教学目标和内容。
Step 2：快速阅读（15分钟）1. 让学生快速阅读文章，注意理解文章的大意和主题。
2. 学生在阅读过程中遇到不理解的词汇或句子，可以先做标记，待会儿一起讨论。
Step 3：细节理解（20分钟）1. 让学生仔细阅读文章，注意理解文章中的具体细节和信息。
2. 学生可以结合文章中的注释和词汇表，帮助自己更好地理解文章。
Step 4：小组讨论（15分钟）1. 将学生分成小组，每组学生讨论并回答以下问题：a. 文章的主旨是什么？b. 文章的主要论点有哪些？c. 文章是如何支持这些论点的？2. 学生可以通过互相交流和分享，共同提高阅读理解能力。
Step 5：词汇学习（15分钟）1. 向学生介绍文章中的关键词汇和短语。
2. 学生通过例句和练习，学习和掌握这些词汇和短语的用法。
Step 6：总结和作业布置（10分钟）1. 让学生总结本节课所学的内容和知识点。
2. 布置相关的作业，让学生巩固和复习所学知识。
教学评估：1. 在课堂讨论和小组讨论中，观察学生的参与和表现，了解学生的阅读理解能力。
2. 通过学生的作业和练习，评估学生对关键词汇和短语的掌握情况。
教学反思：本节课通过引导学生进行快速阅读和细节理解，培养学生的阅读理解能力。
通过小组讨论，让学生互相交流和分享，进一步提高学生的阅读理解能力。
同时，通过词汇学习，让学生掌握文章中的关键词汇和短语，增强学生的语言表达能力。
在教学过程中，教师应根据学生的实际情况，适时调整教学节奏和难度，确保学生能够有效地学习和掌握所学知识。
现代大学英语精读二教案
教学对象：英语专业本科一年级学生教学目标：1. 使学生掌握本单元的词汇和语法点；2. 培养学生的阅读理解能力，提高阅读速度；3. 增强学生的口语表达能力，提高英语交际能力；4. 培养学生的写作能力，提高写作水平。
教学重点：1. 单词和短语：掌握本单元的生词和短语，了解其用法；2. 语法点：学习并运用本单元的语法知识；3. 阅读理解：提高阅读速度和阅读理解能力；4. 口语表达：提高口语表达能力，学会运用所学词汇和语法；5. 写作：掌握写作技巧，提高写作水平。
教学难点：1. 词汇和短语的用法；2. 语法点的运用；3. 阅读理解中的长难句分析；4. 口语表达中的语法和词汇搭配；5. 写作中的段落结构和逻辑关系。
教学过程：一、导入1. 复习上一单元的生词和短语；2. 引入本单元的主题，激发学生的学习兴趣。
二、词汇教学1. 介绍本单元的生词和短语，讲解其用法；2. 通过例句让学生理解和掌握单词和短语的用法；3. 进行词汇练习，巩固所学知识。
三、语法教学1. 讲解本单元的语法点，如时态、语态、非谓语动词等；2. 通过例句让学生理解和掌握语法点的用法；3. 进行语法练习，巩固所学知识。
四、阅读理解1. 阅读课文，了解文章大意；2. 分析文章结构，找出文章的主题句和支撑句；3. 针对文章中的长难句进行分析，提高阅读速度和理解能力；4. 进行阅读理解练习，巩固所学知识。
五、口语表达1. 学生分组进行口语练习，运用所学词汇和语法；2. 教师进行点评和指导，提高学生的口语表达能力。
六、写作1. 讲解写作技巧，如段落结构、逻辑关系等；2. 学生根据所学内容进行写作练习；3. 教师进行点评和指导，提高学生的写作水平。
七、总结1. 回顾本单元的学习内容，总结重点和难点；2. 布置课后作业，巩固所学知识。
教学反思：本节课通过多种教学手段，使学生掌握了本单元的词汇、语法和阅读理解能力。
在教学过程中，注重学生的参与和互动，提高学生的英语交际能力。
大学精读2教案
一、教学目标1. 掌握本单元的关键词汇和短语。
2. 理解文章结构和主要内容。
3. 培养学生的阅读理解能力和批判性思维能力。
4. 提高学生的英语写作和口语表达能力。
二、教学内容1. 单词：掌握本单元的核心词汇，如prefixes、suffixes、reasonably等。
2. 语法：学习形容词短语作状语、非限定性定语从句等语法现象。
3. 阅读材料：精读课文，了解文章结构和主要内容。
4. 写作：练习写作，提高英语写作能力。
5. 口语：进行口语练习，提高英语口语表达能力。
三、教学步骤Step 1：导入（10分钟）1. 复习上节课所学内容，检查学生对前缀、后缀等词汇的记忆情况。
2. 引导学生讨论 prefixes 和 suffixes 的作用，如构成新词、改变词性等。
Step 2：阅读课文（20分钟）1. 学生快速阅读课文，了解文章大意。
2. 教师提问，检查学生对文章内容的理解。
3. 分析文章结构，讲解重点词汇和短语。
Step 3：语法讲解（15分钟）1. 讲解形容词短语作状语、非限定性定语从句等语法现象。
2. 通过例句，让学生理解并掌握这些语法现象。
3. 练习：让学生用所学语法现象造句。
Step 4：写作练习（15分钟）1. 分组讨论，让学生思考如何用所学词汇和语法现象写一篇短文。
2. 每组派代表分享写作思路，其他学生进行点评和修改。
3. 教师点评，指导学生如何提高写作水平。
Step 5：口语练习（10分钟）1. 学生分组，进行角色扮演，运用所学词汇和语法现象进行对话。
2. 教师巡视，给予学生鼓励和指导。
Step 6：总结与作业布置（5分钟）1. 总结本节课所学内容，强调重点和难点。
2. 布置作业：复习本节课所学内容，完成一篇英语短文。
四、教学评价1. 课堂表现：观察学生在课堂上的参与程度、提问回答情况等。
2. 作业完成情况：检查学生的作业，了解其对所学内容的掌握程度。
3. 口语表达：评价学生在口语练习中的表现，如发音、语法、词汇运用等。
大学英语2精读教案
课程名称：大学英语精读2教学对象：大学二年级学生课时安排：2课时教学目标：1. 让学生掌握本单元的核心词汇和短语。
2. 培养学生阅读理解能力，提高对文章主旨和大意、段落结构和逻辑关系的把握。
3. 增强学生的英语口语表达能力，能够就文章内容进行讨论和交流。
教学内容：1. 课文内容：本单元选自《大学英语》精读2教材，涉及的主题为“人生感悟”。
2. 词汇和短语：本单元重点词汇和短语包括：suffering、patience、perseverance、optimism、destiny等。
3. 语法点：强调句、条件句、虚拟语气等。
教学重点与难点：1. 教学重点：掌握课文中的核心词汇和短语，理解文章主旨和大意，提高阅读理解能力。
2. 教学难点：分析文章中的复杂句子结构，运用强调句、条件句、虚拟语气等语法知识。
教学过程：第一课时一、导入1. 教师简要介绍本单元主题，激发学生学习兴趣。
2. 引导学生回顾上一单元所学内容，为新课学习做好铺垫。
二、课文阅读1. 学生阅读课文，完成课后练习，教师巡视指导。
2. 学生分享阅读心得，教师点评并总结。
三、词汇和短语讲解1. 教师讲解本单元重点词汇和短语，如：suffering、patience、perseverance、optimism、destiny等。
2. 学生跟读并模仿，加深对词汇的记忆。
四、语法点讲解1. 教师讲解强调句、条件句、虚拟语气等语法知识，结合例句进行讲解。
2. 学生练习运用语法点，教师点评并纠正错误。
五、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. 布置课后作业，要求学生复习巩固所学知识。
第二课时一、复习导入1. 教师检查学生课后作业完成情况，了解学生对知识的掌握程度。
2. 学生分享课后作业心得，教师点评并总结。
二、课堂讨论1. 教师引导学生就课文内容展开讨论，如：如何面对人生苦难、保持乐观心态等。
2. 学生分组讨论，教师巡视指导，并参与讨论。
现代大学英语精读2unit3教案
课时：2课时教学目标：1. 掌握本单元的生词、短语和句型。
2. 理解课文内容，提高阅读理解能力。
3. 培养学生的批判性思维和口语表达能力。
教学重点：1. 词汇：掌握本单元的生词、短语和句型。
2. 语法：复习过去时态，学习现在进行时态。
教学难点：1. 理解课文内容，把握文章结构。
2. 运用所学知识进行口语表达。
教学过程：第一课时一、导入1. 复习上一单元的词汇和语法知识。
2. 介绍本单元的背景知识。
二、新课导入1. 预习课文，了解文章大意。
2. 引导学生关注课文标题，提出问题：What will we learn from this article?三、课文精讲1. 词汇讲解：讲解本单元的生词、短语和句型，并进行造句练习。
2. 语法讲解：复习过去时态，学习现在进行时态，结合课文进行讲解。
四、阅读理解1. 阅读课文，回答问题，检验学生对课文内容的理解。
2. 分析文章结构，总结文章主题。
五、课堂活动1. 小组讨论：针对课文中的某个话题，进行小组讨论，培养学生的批判性思维。
2. 口语练习：运用所学知识进行口语表达，提高学生的口语水平。
第二课时一、复习1. 回顾上节课的内容，巩固所学知识。
2. 进行词汇和语法测试，检验学生对知识的掌握。
二、课文精讲1. 词汇讲解：讲解本单元的生词、短语和句型，并进行造句练习。
2. 语法讲解：复习过去时态，学习现在进行时态，结合课文进行讲解。
三、阅读理解1. 阅读课文，回答问题，检验学生对课文内容的理解。
2. 分析文章结构，总结文章主题。
四、课堂活动1. 小组讨论：针对课文中的某个话题，进行小组讨论，培养学生的批判性思维。
2. 口语练习：运用所学知识进行口语表达，提高学生的口语水平。
五、作业布置1. 完成本单元的练习题。
2. 预习下一单元的课文。
教学反思：本节课通过精讲、练习和活动等多种形式，帮助学生掌握了本单元的词汇、语法和阅读理解技巧。
在教学过程中，注重培养学生的批判性思维和口语表达能力。
大学英语精读2教案
教学目标：1. 掌握本单元的关键词汇和短语。
2. 理解课文内容，提高阅读理解能力。
3. 培养学生的英语写作和口语表达能力。
教学内容：1. 词汇和短语：掌握本单元的关键词汇和短语，包括动词、名词、形容词、副词等。
2. 课文内容：理解课文内容，了解作者的观点和情感。
3. 写作和口语表达：运用所学知识进行写作和口语表达，提高实际运用能力。
教学过程：一、导入1. 引导学生回顾上一单元所学内容，巩固所学知识。
2. 通过提问或小组讨论，激发学生对本单元的学习兴趣。
二、词汇和短语学习1. 教师讲解本单元的关键词汇和短语，包括其含义、用法和例句。
2. 学生跟读、拼写和造句，加深对词汇和短语的理解。
三、课文内容学习1. 教师朗读课文，学生跟读，培养良好的语音语调。
2. 学生分组讨论，分析课文中的重点句子和段落，理解作者的观点和情感。
3. 教师总结课文内容，强调重点知识点。
四、写作和口语表达1. 教师布置写作任务，要求学生运用所学知识进行写作。
2. 学生完成写作任务，教师批改并给予指导。
3. 学生进行口语表达练习，包括复述课文、讨论问题等。
五、课堂小结1. 教师总结本节课所学内容，强调重点知识点。
2. 学生回顾所学知识，提出疑问或分享学习心得。
教学评价：1. 课后作业：检查学生对本单元词汇和短语的掌握情况。
2. 课堂表现：观察学生在课堂上的参与度、口语表达能力和写作水平。
3. 课后反馈：了解学生对本节课的满意度和建议，为今后的教学提供参考。
教学反思：1. 关注学生的个体差异，因材施教，提高教学质量。
2. 注重培养学生的英语实际运用能力，激发学生的学习兴趣。
3. 结合教材和教学实际，不断改进教学方法，提高教学效果。
现代大学英语精读教学大纲
《现代大学英语精读2》教学大纲一、课程基本信息英文名称：Contemporary College English教材：现代大学英语精读2授课对象：本科英语专业一年级学生开课学期：第二学期学分/学时：6/96先修课程：无课程简介：本课程是英语专业学生必修的一门专业课。
通过对学生英语阅读能力的培养而夯实学生的基础知识和语法及写作等多个方面的能力。
该课程的教学要在一个学期内完成。
课程的特点是以课本为基础，进行全面拓展，并以培养学生的阅读能力为主要目的，使学生通过课文及相关的课外知识的学习，或课文中语法的应用，或文中的独特语言结构的研究，或文章的翻译技巧的归纳总结，获得可以进行相关英语读物的独立阅读能力。
并能通过该门课程的学习和锻炼，对英文的整体鉴赏能力和把握能力得到进一步的提高。
二、课程教学目的和要求1.本课程教学目的英语精读课是整个专业课中的重中之重，贯穿着整个英语教学。
精读的教材内容及教学方法直接影响着其他课程的顺利进行，本课程以培养英语专业的学生英语阅读综合能力为宗旨，是英语专业低年级的一门学科基础课程，也是英语专业基础阶段全面培养和提高学生语言能力和交际能力的一门必修课程，其主要目的在于培养和提高学生综合运用英语的能力。
本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，从听、说、读、写、译五个方面对学生进行全面的语言基本技能训练，具备基本的口头与笔头表达能力，为学生以后的独立学习和进一步深造打下良好的基础。
2.本课程教学要求（1）形成牢固的知识基础，奠定正确的阅读技法、基础知识、语法、句法和词法、词汇、等基础知识。
学习研究不同文体在阅读过程中的规律和方法，提高阅读效率和阅读能力。
（2）在课堂活动上注重发挥学生的主动性与积极性，注重培养学生的自主学习能力；在教学过程中注意纵向连贯和横向配合，循序渐进。
（3）充分利用教材中的相关内容，培养学生的独立思考、思维判断等能力，帮助学生了解人际关系、种族歧视、人与自然、生活方式、价值观念等各个方面的相关知识；（4）培养学生使用语言进行思想交流的能力，注重帮助学生结合语言学习文化、提高自身人文修养，提高学生的全方面综合素质。
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《现代大学英语精读2》教学大纲一、课程基本信息英文名称：Contemporary College English教材：现代大学英语精读2授课对象：本科英语专业一年级学生开课学期：第二学期学分/学时：6/96先修课程：无课程简介：本课程是英语专业学生必修的一门专业课。
通过对学生英语阅读能力的培养而夯实学生的基础知识和语法及写作等多个方面的能力。
该课程的教学要在一个学期内完成。
课程的特点是以课本为基础，进行全面拓展，并以培养学生的阅读能力为主要目的，使学生通过课文及相关的课外知识的学习，或课文中语法的应用，或文中的独特语言结构的研究，或文章的翻译技巧的归纳总结，获得可以进行相关英语读物的独立阅读能力。
并能通过该门课程的学习和锻炼，对英文的整体鉴赏能力和把握能力得到进一步的提高。
二、课程教学目的和要求1.本课程教学目的英语精读课是整个专业课中的重中之重，贯穿着整个英语教学。
精读的教材内容及教学方法直接影响着其他课程的顺利进行，本课程以培养英语专业的学生英语阅读综合能力为宗旨，是英语专业低年级的一门学科基础课程，也是英语专业基础阶段全面培养和提高学生语言能力和交际能力的一门必修课程，其主要目的在于培养和提高学生综合运用英语的能力。
本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，从听、说、读、写、译五个方面对学生进行全面的语言基本技能训练，具备基本的口头与笔头表达能力，为学生以后的独立学习和进一步深造打下良好的基础。
2.本课程教学要求（1）形成牢固的知识基础，奠定正确的阅读技法、基础知识、语法、句法和词法、词汇、等基础知识。
学习研究不同文体在阅读过程中的规律和方法，提高阅读效率和阅读能力。
（2）在课堂活动上注重发挥学生的主动性与积极性，注重培养学生的自主学习能力；在教学过程中注意纵向连贯和横向配合，循序渐进。
（3）充分利用教材中的相关内容，培养学生的独立思考、思维判断等能力，帮助学生了解人际关系、种族歧视、人与自然、生活方式、价值观念等各个方面的相关知识；（4）培养学生使用语言进行思想交流的能力，注重帮助学生结合语言学习文化、提高自身人文修养，提高学生的全方面综合素质。
三、教学内容与学时分配Unit 1 Text A Another school year--what for？【本章教学目的、要求】：1、知识要求：掌握文章的主题、结构及修辞, 深刻理解文章内涵2、能力要求：掌握重点词汇、短语、构词法以及有关语法结构【本章教学重点、难点】：法：词缀；4、长句、难句的理解；5、）词汇运用本章难点：1、文学作品的赏析；2、文学中的修辞手法―委婉语的使用；3、构词法：词缀；4、长句、难句的理解；5、）词汇运用【本章节主要教学要点】：1、Words: accomplishment; assume; certify; expose; faculty; generate; nevertheless; rear;species; suffice; fold; stuff; specimen; enroll; specialize; average; client;penetrate; shudder; pest; implicit2、Phrases: be fresh out of; sense of duty; go through; see to it that; go to the electricchair; do with; be exposed to; preside over; be out to do; The chances arethat…; make money; be stuck for; to have no business doing; make contact;in essence; make… available3、Grammar: adverbial clause of concession; Infinitive; as…so structure4、Word formation: Suffix—ize; Suffix—fy【本章节实验、实习或作业、练习、思考题】：练习对长句的理解Unit 2 Text A Say yes【本章教学目的、要求】：1、知识要求：掌握文章的主题和结构及修辞, 深刻理解文章内涵，熟悉文章的写作手法。
2、能力要求：掌握重点词汇、短语、构词法以及有关语法结构。
【本章教学重点、难点】：本章重点：运用文章中的语言和短语词汇复述故事本章难点：熟练掌握构词法和一些修辞手法【本章节主要教学要点】：1、Words: somehow; pinch; snap; rummage; spray; ashamed; attach; demonstrate; tone;blur; considerate; hypocritical, indifference, plunge, racist, thoroughly2、Phrases: pitch in; take one’s word for it; resort to; come to one’s aid; for one’s sake;feel cornered; have no choice but to do; make it up to sb.; come up with;on one’s part; break up3、Grammar: Conjunction “and”, “or”; Inversion; Comparative degree；Apposition4、Word formation: Prefix—hypo-/hyper-; Suffix—ing: v. + -ing →adj.;Suffix:-tics/-ic/-ical【本章节实验、实习或作业、练习、思考题】：了解西方国家中存在的种族歧视等社会问题，写一篇自己关于这个问题的见解。
Unit 3 Text A The rite of spring【本章教学目的、要求】：1、知识要求：掌握文章的主题和结构及修辞, 深刻理解文章内涵，熟悉文章的主要语言风格, 熟练掌握倒装、明喻与暗喻等修辞手法2、能力要求：理解描写自然景色和描述动物动作语汇；掌握重点词汇、短语、构词法以及有关语法结构。
【本章教学重点、难点】：本章重点：深刻理解文章内涵，掌握文中的核心语言点本章难点：深刻理解文章内涵，掌握文中的核心语言点【本章节主要教学要点】：1、Words: beneath, chamberlain, cynic, delicate, ecstasy, outright, sincerity, chill; fling;bloom; ebb; linger; pluck; frown ; ungrateful2、Phrases: for want of a red rose, to give a ball, to dance to the sound of the harp,with his tail in the air, something of a cynic, to have form, to go with mydress, upon my word.3、Grammar: Inversion; Relative clauses; Conjunction “and”, “or”; Comparative degree4、Word formation: Compound Noun; Prefix — out; Root — pres【本章节实验、实习或作业、练习、思考题】：掌握识别关键词汇及分析理解难句的基本方法Unit 4 Text A The man in the water【本章教学目的、要求】：1、知识要求：掌握文章的主题、结构及修辞, 深刻理解文章描写的英雄主义内涵，熟悉文章的主要语言风格, 掌握叙事性文体的写作技巧；2、能力要求：掌握重点词汇、短语、构词法以及有关语法结构【本章教学重点、难点】：本章重点：识别关键词汇及分析理解难句本章难点：赏析叙事技巧1、Words: acknowledge, admirable, aesthetic, anonymity, budget, casualty, challenge,chaotic, collision, commitment, distinction, essential, impact, likewise,monument, remark, survivor, tragedy, unique.2、Phrases: on record, to account for, in the line of duty, to stick in the mind, on behalf of.3、Grammar: that-clause; the complex object of the preposition, indefinite pronouns4、Word formation: Prefix—im-/in-/un-; Suffix— -ly【本章节实验、实习或作业、练习、思考题】：探讨人性和西方的价值观Unit 5 Text A Quick fix society【本章教学目的、要求】：1、知识要求：掌握文章的主题、结构及修辞, 深刻理解文章内涵，熟悉文章中当代的一些表达方式和缩略语2、能力要求：熟练掌握说明性文体的写作技巧；掌握重点词汇、短语、构词法以及有关语法结构【本章教学重点、难点】：本章重点：课文的理解与分析本章难点：说明文的写作技巧【本章节主要教学要点】：1、Words: advocate, antique, bicentennial, compress, condense, confederate, convenience,defer, digest, gorgeous, gratification, ignore, revitalize, symbolically,symphony, version.2、Phrases: stuff with; agree with sb.; once upon a time, for a rainy day, some fast relief,as many; can’t wait t o do sth.; get sth. over with; help out ; linger over/on;more often than not; off the rack; put away; put brakes on; save sb. the troubleof doing sth.; save up;3、Grammar: V-ing form; the attributive modifiers4、Word formation; prefix—super-/pre-;【本章节实验、实习或作业、练习、思考题】：进一步了解说明文的写作技巧，写一篇说明文，选题自拟Unit 6 Text A Wisdom of bear wood1、知识要求：掌握文章的语体、主题、结构及修辞, 深刻理解文章内涵2、能力要求：掌握重点词汇、短语、构词法以及有关语法结构【本章教学重点、难点】：本章重点：识别关键词汇及分析理解难句本章难点：掌握不同文章的语体识别【本章节主要教学要点】：1、Words: alter, appeal, artificial, aspiration, bribe, dominate, glory, inspiration,intelligence, plague, soothe, spur, threat, wisdom.2、Phrase: to be born to do/be sth., but for, to put into a port, a matter of armies,drive a way, if only, let loose, more than content, what if, within one’s grasp3、Grammar: the usage of “as”; the usage of “it”4、Word formation: Prefix – a-; Prefix – un-【本章节实验、实习或作业、练习、思考题】：仔细阅读文章，写一篇文章说一说自己对友谊是如何理解的Unit 7 Inter-lesson (Ⅰ)【本章教学目的、要求】：1、知识要求：对前六个单元的知识进行回顾总结2、能力要求：掌握不同文体、语体的使用【本章教学重点、难点】：本章重点：对以前的知识进行深化学习和总结本章难点：如何熟练掌握不同文体及修辞手法所要表达出的内涵【本章节主要教学要点】：1、帮助学生对前六个单元的知识进行梳理2、帮助学生用正确的方法对学过的修辞手法进行记忆【本章节实验、实习或作业、练习、思考题】：课后练习题Unit 8 Text A The man in asbestos【本章教学目的、要求】：1、知识要求：掌握文章的主题、结构及修辞, 深刻理解文章的核心内涵，熟悉文体特征；【本章教学重点、难点】：本章重点：课文的理解与分析与学生对主题的讨论本章难点：文章主要表达的内容和对作者思想的把握【本章节主要教学要点】：1、Words: approval, commit, court, deter, elite, estimate, evidence, feasible, illustrate,imprison, offense, prosecute, severity, solution, statistics, violence, witness.2、Phrase: the other way around, to be easy on crime, to make room, in any given year,a drop in the bucket, to work out to.3、Grammar: ways of expressing “result”; ways of comparing things; passive voice4、Word formation: Prefix—non-; Suffix----al【本章节实验、实习或作业、练习、思考题】：熟读文章，对自己不理解的单词和句子进行进一步的理解Unit 9 Text A Confessions of a Mis-educated Man【本章教学目的、要求】：1、知识要求：掌握文章的主题、结构及修辞, 深刻理解文章的深层含义；2、能力要求：了解熟悉议论文体的写作特点；掌握重点词汇、短语、构词法以及有关语法结构。