大学英语精读4 教案

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大学英语精读4电子版教案

大学英语精读4电子版教案

教学目标:1. 培养学生阅读理解能力,提高英语水平。

2. 使学生掌握一定的词汇和语法知识,提高英语应用能力。

3. 培养学生的跨文化交际能力,拓展国际视野。

教学内容:《大学英语精读4》教材包含30个单元,每个单元包括课文、词汇、语法和练习等内容。

教学时间:本教案适用于一个学期的教学,共计30课时。

教学重点:1. 课文理解:把握文章主题,理解文章结构,掌握文章内容。

2. 词汇学习:掌握课文中的重点词汇,了解其用法和搭配。

3. 语法学习:掌握课文中的重点语法知识,提高语法运用能力。

教学步骤:第一课时:Unit 11. 导入:介绍本单元的主题,激发学生学习兴趣。

2. 课文朗读:教师带领学生朗读课文,注意语音、语调。

3. 课文理解:引导学生分析文章结构,理解文章内容。

4. 词汇学习:讲解课文中的重点词汇,并进行练习。

5. 语法学习:讲解课文中的重点语法知识,并进行练习。

6. 课后作业:布置课后阅读和练习任务。

第二课时:Unit 21. 复习上节课内容:检查学生的课文理解、词汇和语法掌握情况。

2. 课文朗读:教师带领学生朗读课文,注意语音、语调。

3. 课文理解:引导学生分析文章结构,理解文章内容。

4. 词汇学习:讲解课文中的重点词汇,并进行练习。

5. 语法学习:讲解课文中的重点语法知识,并进行练习。

6. 课后作业:布置课后阅读和练习任务。

以此类推,完成其他单元的教学。

教学评价:1. 课堂表现:观察学生在课堂上的参与度、回答问题的准确性。

2. 课后作业:检查学生的课后阅读和练习完成情况。

3. 考试:通过单元测试和期末考试,评估学生的整体学习效果。

教学资源:1. 《大学英语精读4》教材2. 电子教案3. 课后练习册4. 网络资源(如英语学习网站、在线词典等)教学反思:在教学过程中,教师应根据学生的实际情况调整教学策略,关注学生的学习需求,提高教学质量。

同时,教师应不断丰富教学内容,拓展学生的国际视野,培养学生的跨文化交际能力。

大学英语精读4第三版教案

大学英语精读4第三版教案

教学目标:1. 理解并掌握文章的中心思想和主要观点。

2. 提高学生的阅读理解能力,包括快速阅读和精读技巧。

3. 培养学生的批判性思维,学会分析作者的观点和论证方式。

4. 提升学生的写作能力,特别是论说文的写作技巧。

教学对象:大学英语精读4第三版的学生教学时间:2课时教学重点:1. 文章的主旨和大意。

2. 关键词和句型的掌握。

3. 文章结构和论证方法。

教学难点:1. 对复杂句型的理解和分析。

2. 批判性思维的培养。

3. 论说文写作技巧的应用。

教学方法和手段:1. 互动式教学,鼓励学生参与讨论。

2. 使用多媒体教学工具,如PPT、视频等。

3. 结合案例分析和写作练习。

教学内容:第一课时一、导入1. 引导学生回顾上一课的内容,激发学生的学习兴趣。

2. 提出本节课的学习目标,让学生明确学习任务。

二、课文阅读1. 快速阅读:让学生在规定时间内浏览课文,了解文章大意。

2. 精读:引导学生关注文章中的关键词、句型,以及段落之间的关系。

三、课堂讨论1. 分析文章的主旨和大意。

2. 探讨作者的观点和论证方式。

3. 分析文章中的修辞手法。

四、写作练习1. 学生根据本节课的内容,进行写作练习,如写一篇简短的读后感或评论。

2. 教师点评,指出学生的优点和不足。

第二课时一、复习上节课的内容1. 回顾课文中的关键词、句型和段落关系。

2. 复习课堂讨论的主要内容。

二、写作指导1. 教师讲解论说文写作的基本结构,包括引言、正文和结论。

2. 学生根据所学内容,撰写一篇论说文。

三、课堂讨论1. 学生分享自己的写作心得,教师点评。

2. 学生互相评阅作文,提出修改意见。

四、总结1. 回顾本节课的教学内容,总结学习成果。

2. 布置课后作业,要求学生完成一篇完整的论说文。

教学评价:1. 学生对课文内容的理解和掌握程度。

2. 学生在课堂讨论中的表现。

3. 学生写作练习的质量和进步。

教学反思:1. 教师应根据学生的学习情况,适时调整教学内容和方法。

现代大学英语精读4教案

现代大学英语精读4教案

课时:2课时教学目标:1. 理解并掌握课文《Spring Sowing》的主要内容,把握文章的情节和主题。

2. 提高学生的阅读理解能力,培养学生的批判性思维。

3. 增强学生的词汇量和语法知识,提高学生的英语表达能力。

教学重点:1. 课文《Spring Sowing》的主要情节和主题。

2. 关键词汇和语法知识。

教学难点:1. 理解课文中的复杂句型和表达方式。

2. 运用所学知识进行有效的阅读理解和分析。

教学准备:1. 教材《现代大学英语精读4》。

2. 白板或投影仪。

3. 相关的背景资料和图片。

教学过程:第一课时一、导入1. 通过图片或简短的视频介绍爱尔兰作家Liam O'Flaherty及其作品。

2. 提问:同学们对爱尔兰的历史和文化有哪些了解?二、课文阅读1. 学生自读课文《Spring Sowing》,完成以下任务:a. 找出文章的主题句和段落主题句。

b. 标记生词和短语。

c. 思考文章的情节发展。

2. 小组讨论,分享阅读心得。

三、课文讲解1. 教师引导学生分析课文中的复杂句型和表达方式。

2. 介绍爱尔兰的社会背景,帮助学生更好地理解课文。

3. 分析课文中的主题和人物形象。

四、词汇和语法1. 教师讲解课文中的关键词汇和短语,并进行例句练习。

2. 学生练习语法填空,巩固所学知识。

第二课时一、复习导入1. 复习上一节课的内容,提问:同学们对课文《Spring Sowing》有哪些疑问?2. 学生提问,教师解答。

二、课堂讨论1. 学生分组讨论以下问题:a. 文章中的人物形象有何特点?b. 文章的主题是什么?c. 文章的语言风格有何特点?2. 各小组汇报讨论成果。

三、写作练习1. 教师布置写作任务:以《Spring Sowing》为主题,写一篇短文,表达自己的观点。

2. 学生完成写作任务,教师批改并给予反馈。

四、总结与作业1. 教师总结本节课的主要内容,强调重点和难点。

2. 布置课后作业:a. 复习课文,掌握关键词汇和短语。

大学英语4册精读教案

大学英语4册精读教案

#### 教学目标1. 帮助学生提高阅读理解能力,培养学生对英语文章的快速阅读和深入理解能力。

2. 通过精读课文,使学生掌握一定的词汇和语法知识,提高语言运用能力。

3. 培养学生的批判性思维和自主学习能力,提升跨文化交际能力。

#### 教学内容- 课文选自《大学英语》第四册教材,具体内容如下:- Unit 1: Traveling Through Time- Unit 2: The Art of Cooking- Unit 3: The Power of Music- Unit 4: The Human Brain#### 教学步骤##### 第一周:Unit 1 Traveling Through TimeStep 1: 导入- 引导学生思考时间旅行在现实生活中的可能性,激发学生的兴趣。

Step 2: 预读- 学生快速阅读课文,了解文章大意,回答以下问题:1. What is the main idea of the text?2. What are the main arguments presented in the text?Step 3: 精读- 学生细读课文,完成以下任务:1. 分析文章结构,总结段落大意。

2. 学习生词和短语,理解其在文中的含义。

3. 分析文章中的修辞手法,如比喻、拟人等。

Step 4: 讨论与总结- 学生分组讨论以下问题:1. How does the author support his argument about time travel?2. What are the advantages and disadvantages of time travel? Step 5: 课后作业- 完成课后练习,巩固所学知识。

##### 第二周:Unit 2 The Art of CookingStep 1: 导入- 通过展示各国美食图片,引导学生了解烹饪艺术的重要性。

Step 2: 预读- 学生快速阅读课文,回答以下问题:1. What is the main idea of the text?2. What are the key elements of cooking art?Step 3: 精读- 学生细读课文,完成以下任务:1. 分析文章结构,总结段落大意。

大学英语精读第四册_教案

大学英语精读第四册_教案

课程名称:大学英语精读授课班级:XX级XX班授课教师:XXX授课时间:XX周XX节教学目标:1. 掌握本册书中的关键词汇、短语和常用句型。

2. 理解课文内容,提高学生的阅读理解能力。

3. 培养学生的英语写作和口语表达能力。

4. 增强学生对西方文化的了解。

教学内容:1. 课文内容:本册书共包含10个单元,每个单元围绕一个主题展开,如科技、文化、社会现象等。

2. 词汇:学习本册书中的重点词汇,包括形容词、动词、名词、介词等。

3. 句型:掌握常用句型,如一般现在时、一般过去时、一般将来时等。

4. 写作:学习写作技巧,提高写作水平。

5. 口语:通过课堂讨论、角色扮演等方式,提高口语表达能力。

教学重点与难点:1. 重点:课文内容、重点词汇、常用句型、写作技巧、口语表达。

2. 难点:理解复杂句型、提高写作水平、口语表达能力的培养。

教学过程:一、导入1. 复习上一册书的知识,引导学生进入学习状态。

2. 介绍本册书的主要内容和教学目标。

二、课文讲解1. 预习课文,了解课文大意。

2. 分析课文结构,讲解重点词汇和句型。

3. 针对课文内容进行提问,引导学生思考。

三、写作训练1. 介绍写作技巧,如段落结构、过渡词等。

2. 学生根据所学内容进行写作练习,教师批改并给予指导。

四、口语训练1. 课堂讨论:针对课文内容进行讨论,提高学生的口语表达能力。

2. 角色扮演:模拟课文中的场景,让学生进行口语表达。

五、总结与作业1. 总结本节课的重点内容。

2. 布置课后作业,如背诵课文、完成写作练习等。

教学评价:1. 课堂表现:观察学生在课堂上的发言、参与度等。

2. 作业完成情况:检查学生的课后作业,了解学生的学习效果。

3. 写作和口语表达能力:通过写作和口语练习,评价学生的英语水平。

教学反思:1. 不断调整教学方法,提高学生的学习兴趣。

2. 注重培养学生的英语实际应用能力。

3. 及时发现学生的学习困难,给予针对性的辅导。

现代大学英语精读4u4教案

现代大学英语精读4u4教案

课时:2课时教学目标:1. 理解并掌握课文内容,提高学生的英语阅读理解能力。

2. 学习并运用课文中出现的词汇和语法知识。

3. 培养学生的英语口语表达能力,提高学生的英语交际能力。

教学重点:1. 课文内容理解2. 词汇和语法知识教学难点:1. 课文长难句的理解2. 词汇和语法知识的运用教学过程:第一课时一、导入1. 复习上节课所学内容,检查学生对课文的理解程度。

2. 提出本节课的学习目标,让学生明确学习任务。

二、课文阅读1. 让学生快速阅读课文,了解课文大意。

2. 引导学生分析课文结构,找出文章的主题句和论点。

3. 讨论课文中的重点词汇和短语,讲解其含义和用法。

三、词汇和语法讲解1. 列举课文中出现的重点词汇和短语,讲解其含义、用法和搭配。

2. 分析课文中出现的语法结构,讲解其用法和注意事项。

四、课堂练习1. 让学生根据课文内容完成课后练习题,巩固所学知识。

2. 对学生的练习情况进行点评和反馈。

五、课堂小结1. 总结本节课所学内容,让学生回顾重点词汇和语法知识。

2. 布置课后作业,让学生进一步巩固所学知识。

第二课时一、复习导入1. 复习上节课所学内容,检查学生对课文的理解程度。

2. 引导学生回顾重点词汇和语法知识。

二、课文阅读1. 让学生精读课文,分析文章的写作手法和修辞手法。

2. 讨论课文中的难点,如长难句的理解和复杂逻辑关系的把握。

三、课堂讨论1. 引导学生围绕课文内容展开讨论,提高学生的英语口语表达能力。

2. 鼓励学生提出自己的观点,培养学生的批判性思维。

四、课堂练习1. 让学生根据课文内容完成课后练习题,巩固所学知识。

2. 对学生的练习情况进行点评和反馈。

五、课堂小结1. 总结本节课所学内容,让学生回顾重点词汇和语法知识。

2. 布置课后作业,让学生进一步巩固所学知识。

教学反思:本节课通过引导学生阅读、分析课文,学习词汇和语法知识,培养学生的英语阅读理解能力和口语表达能力。

在教学过程中,要注意以下几点:1. 注重学生的个体差异,因材施教。

大学英语精读4电子教案

大学英语精读4电子教案

教学目标:1. 掌握本单元的核心词汇和短语。

2. 理解并分析课文内容,提高阅读理解能力。

3. 学会运用本单元所学语法知识,进行句子构造和写作练习。

4. 培养学生的跨文化交际意识,提高英语实际应用能力。

教学重点:1. 核心词汇和短语:包括名词、动词、形容词、副词等。

2. 语法知识:包括现在完成时、条件状语从句等。

3. 课文内容:了解文章背景,把握文章主旨。

教学难点:1. 现在完成时的运用。

2. 条件状语从句的识别和运用。

教学时间:2课时教学过程:第一课时:一、导入1. 回顾上一单元所学内容,引入本单元主题。

2. 提问:What did you learn from the last unit?(上一单元你学到了什么?)二、词汇教学1. 列出本单元的核心词汇,进行词义讲解和例句分析。

2. 针对重点词汇进行词汇练习,如:拼写、翻译、造句等。

三、语法教学1. 讲解现在完成时的构成和用法,结合例句进行讲解。

2. 讲解条件状语从句的构成和用法,结合例句进行讲解。

四、课文阅读1. 预读课文,了解文章大意。

2. 阅读课文,找出关键信息和段落大意。

3. 分析课文中的难句,讲解句子结构。

五、课堂练习1. 完成课后练习题,巩固所学知识。

2. 进行句子翻译和改错练习,提高学生的英语写作能力。

第二课时:一、复习导入1. 回顾上一课时的教学内容,检查学生对重点知识的掌握情况。

2. 针对学生的疑问进行解答。

二、课文精讲1. 分析课文结构,讲解文章主旨。

2. 讲解课文中的重点段落和难句,引导学生深入理解课文内容。

三、拓展阅读1. 提供与本单元主题相关的拓展阅读材料。

2. 引导学生进行阅读,培养阅读兴趣和阅读能力。

四、课堂练习1. 完成课后练习题,巩固所学知识。

2. 进行写作练习,提高学生的英语写作能力。

五、总结与作业布置1. 总结本单元所学内容,强调重点和难点。

2. 布置课后作业,巩固所学知识。

教学反思:本节课通过词汇、语法、课文阅读和写作等环节,帮助学生全面掌握大学英语精读4 Unit 1的内容。

新视野大学英语精读4教案

新视野大学英语精读4教案

#### 教学单元:Unit 4 - The Unexpected Gift#### 教学目标:1. 理解并掌握文章的中心思想和关键信息。

2. 提高学生的阅读理解能力和批判性思维能力。

3. 培养学生用英语进行口头和书面表达的能力。

4. 了解并讨论文化差异,提高跨文化交流意识。

#### 教学时间:2课时#### 教学内容:- 文章概述- 关键词汇和短语- 语法点- 文章结构和写作技巧- 主题讨论和写作练习#### 教学步骤:第一课时一、导入(5分钟)1. 通过提问学生关于“礼物”的话题,激发学生的兴趣。

2. 引导学生讨论礼物的重要性以及不同文化中礼物交换的差异。

二、阅读理解(30分钟)1. 分发课文,要求学生快速浏览,了解文章大意。

2. 学生分组,每组选择一个段落进行讨论,分享对段落内容的理解。

3. 各组汇报讨论结果,教师进行点评和总结。

三、词汇和短语(15分钟)1. 教师带领学生识别并学习课文中出现的关键词汇和短语。

2. 通过例句和练习,帮助学生掌握词汇和短语的实际用法。

四、语法点(10分钟)1. 介绍课文中出现的语法点,如时态、语态等。

2. 通过例句和练习,让学生练习运用这些语法点。

五、写作技巧(10分钟)1. 分析文章的结构和写作技巧。

2. 引导学生思考如何在自己的写作中运用这些技巧。

第二课时一、复习与讨论(20分钟)1. 回顾上节课的内容,检查学生对词汇、短语和语法点的掌握情况。

2. 学生就文章主题进行讨论,分享自己的观点和感受。

二、主题讨论(20分钟)1. 引导学生讨论“礼物”的深层含义,如情感、文化等。

2. 鼓励学生从不同角度分析礼物交换的意义。

三、写作练习(30分钟)1. 学生根据主题,写一篇短文,如“我最难忘的礼物”或“礼物的真正价值”。

2. 学生完成写作后,进行互评和修改。

四、总结与作业(5分钟)1. 教师总结本节课的重点内容,强调阅读、讨论和写作的重要性。

2. 布置课后作业,如阅读相关文章、收集关于礼物的文化信息等。

大学精读英语4教案

大学精读英语4教案

教学目标:1. 让学生掌握本单元的词汇和短语。

2. 提高学生的阅读理解能力。

3. 培养学生的口语表达能力。

4. 培养学生对自然环境的热爱和保护意识。

教学时间:2课时教学对象:大学本科英语专业学生教学准备:1. 教材:《大学英语精读4》2. PPT课件3. 录音材料4. 白板、粉笔教学过程:第一课时:一、导入1. 通过图片或视频展示自然环境的美,激发学生对自然环境的兴趣。

2. 提问:你们对自然环境有什么样的感受?你们喜欢亲近大自然吗?二、阅读课文1. 学生自主阅读课文,了解课文大意。

2. 教师提问,检查学生对课文的理解程度。

三、词汇讲解1. 教师讲解课文中的重点词汇和短语,如:woods、bushes、clearing、deer、solitude等。

2. 学生跟读,加深对词汇的记忆。

四、课文分析1. 分析课文结构,了解作者的写作思路。

2. 分析作者对自然环境的描述,体会作者的情感。

五、讨论1. 学生分组讨论,谈谈自己对课文的理解和感受。

2. 各组代表发言,分享讨论成果。

第二课时:一、复习1. 复习上一节课的词汇和短语。

2. 学生默写课文中的重点词汇。

二、口语练习1. 学生根据课文内容,用英语进行角色扮演。

2. 教师指导,纠正学生的发音和语法错误。

三、写作练习1. 学生根据课文内容,写一篇关于自己亲近自然经历的短文。

2. 教师批改,指出学生的优点和不足。

四、总结1. 教师总结本节课的学习内容,强调课文中的重点词汇和短语。

2. 学生分享自己的学习心得。

教学反思:本节课通过阅读、讨论、口语和写作等多种形式,帮助学生掌握课文内容,提高英语综合运用能力。

在教学过程中,教师应关注学生的个体差异,针对不同学生的学习需求进行个性化指导。

同时,注重培养学生的环保意识,引导他们热爱大自然,保护自然环境。

大学英语精读4第二版教案

大学英语精读4第二版教案

教学目标:1. 理解文章主旨,掌握作者对思考的三个级别的分类及其特点。

2. 提高学生的阅读理解能力和词汇量。

3. 培养学生的批判性思维和表达能力。

教学重点:1. 作者对思考的三个级别的分类及其特点。

2. 文章中的难句和生词。

教学难点:1. 理解作者对思考的三个级别的分类及其特点。

2. 词汇理解和运用。

教学准备:1. 多媒体课件2. 课后习题3. 教师用书教学过程:一、导入1. 利用多媒体课件展示图片,引导学生思考:思考对我们的生活有何意义?2. 学生分享自己的观点,教师总结并引入本文主题。

二、课文精读1. 学生自读课文,了解文章大意。

2. 教师提问,检查学生对文章内容的理解。

3. 教师带领学生分析文章结构,理解作者对思考的三个级别的分类及其特点。

三、词汇学习1. 教师带领学生分析文章中的难句和生词。

2. 学生跟读课文,模仿发音。

3. 教师讲解生词的用法和搭配,让学生举例说明。

四、课堂讨论1. 学生分组讨论以下问题:a. 你认为作者对思考的三个级别的分类合理吗?b. 思考在我们生活中有哪些重要性?2. 各组代表分享讨论成果,教师点评。

五、课后作业1. 完成课后习题,巩固所学知识。

2. 搜集关于思考的资料,写一篇短文,谈谈你对思考的看法。

六、总结1. 教师总结本节课所学内容,强调思考的重要性。

2. 鼓励学生在日常生活中多思考,提高自己的思维能力。

教学反思:1. 本节课通过精读课文、词汇学习和课堂讨论,帮助学生理解作者对思考的三个级别的分类及其特点。

2. 在教学过程中,注重培养学生的批判性思维和表达能力,提高学生的综合素质。

3. 课后作业的设计有助于巩固所学知识,培养学生的自主学习能力。

大学英语精读四电子教案

大学英语精读四电子教案

课程名称:大学英语精读四授课对象:大学本科英语专业学生授课时间:2课时教学目标:1. 理解课文主题,提高学生的阅读理解能力。

2. 学习并掌握课文中的重点词汇和语法结构。

3. 培养学生的批判性思维和表达能力。

教学内容:1. 课文:《Spring Sowing》2. 重点词汇:spring, sowing, reap, barren, fertile3. 语法结构:现在分词作状语,过去分词作定语教学过程:第一课时1. 导入新课(10分钟)- 提问:What do you know about the author, Liam O'Flaherty? - 简要介绍作者背景,激发学生对课文的好奇心。

2. 课文精读(30分钟)- 阅读课文,要求学生注意理解文章的主旨和段落大意。

- 分析课文中的重点词汇和语法结构,引导学生进行翻译和造句。

- 讨论课文中的难点,如现在分词作状语,过去分词作定语等。

3. 课堂练习(20分钟)- 划分小组,进行词汇和语法练习。

- 针对课文内容,进行问答和讨论。

第二课时1. 复习上节课内容(10分钟)- 复习重点词汇和语法结构,巩固学习成果。

2. 课文拓展(30分钟)- 引导学生思考课文主题,探讨与课文相关的话题。

- 例如:如何克服困难,实现自己的目标?- 鼓励学生发表自己的观点,培养学生的批判性思维。

3. 课堂讨论(20分钟)- 针对课文内容,进行小组讨论,分享学习心得。

- 鼓励学生运用所学知识,进行口头表达。

4. 总结与作业布置(10分钟)- 总结本节课的学习内容,强调重点。

- 布置课后作业,如:- 复习课文,翻译并背诵重点段落。

- 撰写一篇关于课文主题的短文。

教学方法:1. 讲授法:讲解重点词汇和语法结构。

2. 讨论法:引导学生进行课堂讨论,培养学生的批判性思维。

3. 练习法:通过课堂练习,巩固学习成果。

教学评价:1. 课堂参与度:观察学生在课堂上的发言情况,评价其学习积极性。

大学英语精读4教案

大学英语精读4教案

课时:2课时教学目标:1. 理解并掌握课文内容,提高阅读理解能力。

2. 学习并运用课文中出现的重点词汇和短语。

3. 培养学生的英语写作能力,提高书面表达能力。

教学重点:1. 课文内容理解2. 重点词汇和短语学习3. 写作技巧训练教学难点:1. 课文内容的深入理解2. 重点词汇和短语的灵活运用教学准备:1. 课文教材2. 重点词汇和短语卡片3. 写作练习模板4. 多媒体教学设备教学过程:第一课时:一、导入1. 引导学生回顾上一节课的内容,检查学生对课文的理解程度。

2. 提问:上一节课中,我们学习了哪些重点词汇和短语?请举例说明。

二、新课导入1. 介绍本节课的课文主题和背景。

2. 播放课文录音,让学生初步感知课文内容。

三、课文精读1. 集体朗读课文,让学生熟悉课文内容。

2. 分析课文结构,讲解重点段落和句子。

3. 引导学生思考课文中的问题,培养学生的思考能力。

四、重点词汇和短语学习1. 介绍课文中出现的重点词汇和短语。

2. 通过卡片游戏、填空等练习,让学生掌握词汇和短语的用法。

3. 鼓励学生运用所学词汇和短语进行造句。

五、课堂小结1. 回顾本节课的学习内容,强调重点。

2. 布置课后作业,巩固所学知识。

第二课时:一、复习导入1. 回顾上一节课的学习内容,检查学生对课文的理解程度。

2. 提问:上一节课,我们学习了哪些重点词汇和短语?请举例说明。

二、写作技巧训练1. 分析课文中的写作技巧,如段落结构、过渡词等。

2. 引导学生运用所学技巧进行写作练习。

3. 学生互评作文,提高写作水平。

三、课堂展示1. 邀请部分学生展示自己的写作练习,其他学生进行点评。

2. 老师点评,总结写作技巧。

四、课堂小结1. 回顾本节课的学习内容,强调重点。

2. 布置课后作业,巩固所学知识。

教学评价:1. 课后作业完成情况。

2. 学生在课堂上的参与度和积极性。

3. 学生对重点词汇和短语的掌握程度。

4. 学生写作练习的质量。

大学英语精读4电子教案unit4

大学英语精读4电子教案unit4

课程名称:大学英语精读4授课教师: [教师姓名]授课班级: [班级名称]授课时间: [具体日期和时间]教学目标:1. 知识目标:- 掌握课文中的重点词汇和短语。

- 理解课文的主题和结构。

- 学习并运用相关的语法知识。

2. 能力目标:- 培养学生的阅读理解能力。

- 提高学生的英语口语表达能力。

- 增强学生的跨文化交际能力。

3. 情感目标:- 激发学生对英语学习的兴趣。

- 培养学生的团队协作精神。

- 增强学生的自信心。

教学内容:1. 课文概述:- 课文标题:《The Power of the Mind》- 主题:本文探讨了心理力量对人类生活的影响,强调积极心态的重要性。

2. 重点词汇和短语:- power:力量,能力- mindset:心态,思维方式- empower:赋予力量- positive:积极的- negative:消极的- attitude:态度- challenge:挑战- overcome:克服3. 语法知识:- 现在完成时- 过去进行时教学过程:一、导入(5分钟)1. 利用多媒体展示与课文主题相关的图片或视频,激发学生的兴趣。

2. 提问:什么是心理力量?心理力量对我们的生活有什么影响?二、课文阅读(15分钟)1. 学生自读课文,完成课后练习题。

2. 教师引导学生讨论课文内容,回答以下问题:- 课文的主要观点是什么?- 文章中列举了哪些例子来支持作者的观点?- 你认为积极心态对我们的生活有什么意义?三、词汇讲解(10分钟)1. 教师讲解重点词汇和短语,并进行例句分析。

2. 学生练习使用重点词汇和短语进行造句。

四、语法讲解(10分钟)1. 教师讲解现在完成时和过去进行时的用法,并进行例句分析。

2. 学生练习使用所学的语法知识进行句子改写。

五、课堂活动(10分钟)1. 分组讨论:结合自己的经历,谈谈积极心态对个人成长的影响。

2. 小组代表分享讨论成果。

六、总结(5分钟)1. 教师总结本节课的重点内容。

(完整版)大学英语精读第四册(教案)

(完整版)大学英语精读第四册(教案)

Book4Unit 1 Big Bucks The Easy WayTeach ing Time: 4 hoursStude nts 'level: Sophomores of non-En glish majors in the 2nd semester.Teach ing Objectives:1. Help Ss get to know the less on “ No pains, no gains ” and there is no “ big bucks the easy way .2. About the text, Ss should grasp the text content, text structure, basic vocabulariesand required grammar points of the secti on.Words: cash, echo, competitive, leisurely, pain, sour, finance, marvelous, party, stack, cram, harm, minimum, range, thoughtful, deadline, inform, normally, sale, trash, delivery, inq uire, odd, shri nkPhrases & Expressi ons: pull up, a piece of cake, eve n as, know better tha n, be at, make a dent, cut in to, have no lusin ess, settle for, settle one ' s acco unt, quiteawhile, draw atte ntio n to, for sale, for rent, be done with, may as well Grammar : p143. About the read ing, Ss should lear n avoid ing vocalizati on and inner speech.4. About the writi ng, Ss should lear n word choice..5. About the listening, Ss finish the Unit 1 directed by teacher.Teachi ng Procedures:I. Pre-read ing Activities1. Background information1) Montgomery Ward2) Sears,3) Roebuck2. Warm-up questions1) Do you depend on your parents financially?2) Is it easy to earn money by working part-time?3) Are there any easy ways to make much money?3. Key words and expressions:New words and old wordTeacher(old words or expressi ons)U.S. dollarDoor han dleUn hurriedRelaxedProfitableSent outEn dureBegTellFillTieIn creaseExtra moneyPartA pathAn easy jobPayHave no reas onCome to terms withStrangeMoneyFi nishEn glish and Chin ese phrases Teacher(Ch in ese)stude nts (new on es) buckdoork nob leisurely leisurely lucrative deliverlive with panhan dle informcrambandreproduce bonussecti onwalka piece of cake settlehave no bus in esssettle foroddfinancebe done with Stude nts( En glish)考虑look into总是all the time可以容忍live with令我痛心it pains me易如反掌 a piece of cake壮汉 a big guy干快些get busy好几卡车的truck loads of百货商店departme nt store廉价商店 a dime store小杂货店drug store汽车行auto store外卖餐馆takeout restaura nt提高嗓门voice rises超过极限out of the range of恍然大悟work a profo und cha nge in 教会某人做人work a profound change inone' s pers on ality经过调解in mediati on结账settle the acco unt劳务支出labor cost相同数额 a like amount托某人做en list sb. To doII. While-readi ng Activities1. Ss have the sile nt readi ng on the text (10 mi ns)2. Text and questions for discussionLi nes 1-91. what did the father tell his college sons to think about?(to deliver bags of magaz ines to make some of their own mon ey.)2. what was the father worried about?(the sons would become used to or feel content with liv ing by ask ing for moneyall the time.)Li nes 10-221. why did the mother phone the father?(she wan ted him to know what was going on at home.)2. How do you understand the word “ super ” she snapped?( “super ” means very good. But,she “snapped ” it, which means she was very angry.She was being sarcastic,i.e. she meant the opposite of what she said.)3. can you paraphrase the sentence “Another truck just pulled up out front ”?(Ano ther truck has stopped outside in front of our hous to deliver more materials.)Lines 23-291. which company did the two sons do the delivery job for?(the Sun day Newspaper Compa ny.)2. why did each truck deliver 4000 of the inserts?(Each one was from a differe nt compa ny and had the ads the sons were requiredto deliver to 4000 houses.)3. why did he think so?(He had no idea of how much work it would mean.)Lines 30-35What did the father mea n whe n le said “ they are college men. ”?He meant that they were grown-ups, and should be capable of dealing with thesituatio n.Lines 36-501. In what cases does people ' s voice become unnaturally high and quavering?When they are excited, an gry, upset and the like.2. what does “ magazine sections ” mean?Parts of magaz in es, 8 or 12 pages long.3. how many steps are there in the process beforedelivering?Five: take out, roll, slip, band and slide.Lines 51-661. what do you think of the father ' s answer?Clever and sensible. It is a lie, a harmless lie, one told in order to avoid upsetting somebody.2. why did the father say “That' s encouraging ”?the sons were lear ning how to solve the problem of man power shortage;they hired other people to help, and learnt to improve efficiency by establishing assembly lin es.3. why did the mother say “ it is very discouraging ”?the measures were n ' work ing at all.Lines 67-771. what do you think of the father ' s bon?s programIt is reas on able and logical. Bonus is a popular incen tive that man ageme nt adopts. Sometimes we have to lose something in order to gain something. If you are reluctant to use a small bait, you can hardly get a big fish.2. did the son understand that at first thought?No. he thought the more the workers got, the less he obta in ed.3. why did the son answer “ Yes, Sir ”?s in struct ions as he had come to realize it was a bus in ess and he took the father 'and order.Lines 78-861. what does “ see the color of cash ” mean?See Note 7 in your text book.2. what' s the differenee between the origirpriyment and the demanded one?The original payment was five dollars per person, shile now they demanded five dollars per hour.3. who probably played the mediating role?The mother.Li nes 87-94Why did the son think it “ eno ugh”?No matter how much, it was the money they made by themselves with great efforts and they lear nt a lot from the experie nee.Lines 95-1091. what did the youngest sons learn from their college brothers?They lear nt to make their own money in order to avoid hav ing to ask for money all the time.2. what were they going to do to try to earn money?They were going to sell or rent the family ' s books.3. do you agree “ you' re never done with books ”?Yes. Because ..........No. because ............3. T asks Ss to come out the main idea, structure of the text (10mins)4. T summarizes the main idea and structure of the text (5 mins)III. Post-readi ng Activities1. Let the stude nts do the exercises in the textbook which are related to the new words.2. Ss hand in the summary of the text.Summary questi ons and con clud ing remarks1) Do you think it necessary for the sons to make some money for themselves? Give reas onsfor your an swer.I think it necessary ............... .because ............2) what do you thi nk is n eeded in accomplishi ng somethi ng difficult?I think it is self-c on fide nee, persevera nee, co-operati on or team work, reas on able manageme nt, strategies of solvi ng problems, etc.3) what is the father ' s tone in telling the story? The tone is light and ironic becausethe story is meant to be funny. The problem in the story was one that people thi nk is very serious whe n it happe ns, but later they can laugh about.3. Ss discuss the questio ns on the topic related to the text.4. Let Ss do the exercises in the text book which are mainly related to the new words and topic.5. Exercise:Sentence making in dialoguesTeacher: now I ' d like you to complete the following dialogues by making Senten ces with the giver phrases.Pull up1. what do you ask your driver to do when you reach your destination?I ask the driver to pull up n ear the place I want to go.2. what does a bus driver do when a passenger wants to get off?He pulls up at a bus stop.3. what does the red light mean to a moving vehicle?It means that the vehicle must pull up at the zebra.A piece of cake1. can you recite the 26 English letters?Sure. It ' s a pife c ake.2. do you think it difficult to use a tape recorder?No. it ' s a piece of cake.Make a dent in1. have you finished your outline?No, I ' ve hardly made a dent in it.2. How are you getting along with your project?We have made only a small dent in it.Cut into1. do you watch TV in your study period?No. that would cut into my study time.2. what cuts into the factory ' s profit?The rise of the labor costs, material prices, the in creased con sumpti on of power, etc. Settle for1. if you can ' t sell your bicycle at a pigpe, what will you do?I have to settle for a lower price.2. If you can ' t get a-pajU job, will you settle for a lower-paid job?Might/may/could as well1. what do you suggest we do duri ng the win ter vacati on?If you have nothing to do, you might as well take up a part-time job.2. what should I do if I can ' t afford a house?You may as well rent an apartment and set aside your money for a new house.Unit 2 Deer and The Energy CycleTeach ing Time: 4 hoursStude nts 'level: Sophomores of non-En glish majors in the 2nd semester.Teach ing Objectives:1. Get Ss to know the en ergy cycle and in struct them to observe the an imal ' s livi ng in st inct in orderto value the n atural resource; lear n about food-e nery-life-death.2. About the text, Ss should grasp the text content, text structure, basic vocabularies and requiredgrammar points of the sect ion.Words: tenden cy, rate, area, ple ntiful, possessi ons, curre ncy, scarce, ample, drowsy, fun dame ntal, accumulate, intern al, hencePhrases & Expressi ons: to meet the n eeds, turn of mi nd, convert intoGrammar :3. About the read ing, Ss should know the usage of dicti on ary.4. About the writing, Ss should get to know the writing skill ——coherence .5. About the listening, Ss finish the Unit 2 directed by teacher.Teachi ng Procedures:L Pre-reading Activities1. Warm-up questio ns1) Allow Ss to go over the text for 10 mins.2) Ask them to list the facts about the life of deer in the four seasonsrespectively.3) Sum up Ss ' s results2. I ntroductory remarks:1) What do you thi nk life depe nds on?Mon ey, love, or someth ing else?2) where does en ergy come from?Food, spirit, God, or what?3) what happe ns to life there is no food , or source of en ergy?if life useless after it comes to an end?4) Life is en ergy, is n What tlO?you thi nk?The pla net we live on is made up of 2 major comp onen ts: liv ing orga ni sms andinorganic substa nces. As far as liv ing things are concern ed, life spa ns vary. Somemay live for thousa nds of years, while others live only a few sec on ds. Regardlessof the this differe nee, every life develops from a lower stage to a higher stage un tilits death, and every species develops in this way, too. But what makes life performin this way? What happens after life? Our earth has been functioning for billionsof years. What has made it work for so long? Let ' s have a careful study of the text 3. New words and phrases studyStudy of the words and phrasesNew words and old wordsTeacher stude nts(old words or expressi ons) (new on es) tendency tur n of mind money curre ncycha nge into convert intoautu mn fallsomethi ng stored reservesrare scarceto satisfy the dema nds to meet the n eeds area regi onple ntiful amplepossessi ons resourcestore depositspe nd expendsleepy drowsybecome liquid meltat the same time mea nwhile basic fun dame ntal therefore hencecollect in sidesmall woode n houseII. While-reading Activities1. Text and questi ons for discussi on . Lines 1-61. what does “love makes the world go round ” mean?People with a roma ntic turn of mi nd thi nk that love, roma ntic love, is what makesaccumulate in ternal cabi nEn glish and Chin ese PhrasesTeacher(Chi nese) 注重/有……的倾向 生态系统 倚赖年复一年 尽可能多 旺季 储存的脂肪 不甚出名,鲜为人知 能说明问题的例子 营养食品 生理成熟 生育 食物资源 熬过冬天大雪 小雪stude nts(E nglish) a …turn of mind an ecological system to depe nd on from year to year as much as one cantimes of ple nty reserves of fat/stored fat less well known a good case in point nu tritious food physically mature to give birth to food resources to survive the win ter /to pull through the wi nter deep snow light snowa fun dame ntal rulelife worth livi ng..2. why does the author say that energy is the “ currency ” of the ecological system?An ecological system is all the pla nts, ani mals and people, and their surro undin gs,con sidered as a whole, In the commercial world, money is the curre ncy , or means of survival. For life, the most important support is food, the source of energy for life, which allows growth, reproducti on, and survival.Li nes 7-121. what do wild animals do with the food in different seasons? Why do they do so?Wild animals seem to know when there will be plenty of food and when there won' t. so they eat as much as they can when there is plenty of food so that they can become fat and strong and grow well.In winter, they have little to eat. But they do not starve becausethe fat they have stored in their bodies brings them through this hard time.Li nes 13-221. what does “ this is good timing ” mean?This means that the female deer uses the most suitable seas on sj.e.summer and fall, for the birth of fawns and the producti on of milk because both the con cepti on and product ion cost the female deer much en ergy and in both seas on sthere is plenty of food, which meet the deer ' s physical needs.Lines 23-311. to what does the author compare the process of fat reserving?A bank sav ings acco unt, from which one can draw whe n he n eeds the mon ey.Lines 32-441. what is the phenomenon of lowering metabolism?The heart rate slows. The ani mal becomes slow and drowsy. Therefore, the use ofand n eed for en ergy is reduced.2. what protects the deer from cold win ter? How does it work?They un dergo physical and internal physiological cha nges, i.e. the hair growth andthe slow metabolism. The thick hair keeps the deer warm and the slow metabolism makes the deer consume less energy, which is stored in the form of fat for use whe n they n eed it for growth.Lines 45-561. what decreases as win ter progresses?The deer ' s activities.2. why were people advised to behave like that?To use less oil and electricity for conserving energy to pull through the crisis.3. what does theauthor imply by “ watched the deer ”?He implies that men can lear n from the deer to reduce unn ecessary cost of en ergy. Lines 57-64 1. “…to pull them through ” . Can you say it in other words?…to help them survive the wi nter.2. what is the fun dame ntal rule of life?The more fat the deer reserve, the more chanee there is for them to survive the crises. On ly the largest and stron gest are likely to survive.3. Is the fun dame ntal rule of life applicable to huma n bein gs?Yes. If we huma n beings do not protect n ature and ourselves by sav ing en ergy, we will be puni shed by n ature and will eve ntually be wiped out from this pla net.Lines 65-681. what is the life cycle?Food-e nergy-life-survival-reproducti on-death-food-e nergyother lifeFood -energy-seek more food-new energ^ood …Energy is vital to our world. But energy is not always plentiful. The supply can vary, either seas on ally or for other reas ons. Some ani mals, the white-tailed deer, for instanee, have developed natural ways or varying their own use of energy with the variati ons of the supply. Huma n beings can and should lear n this less on for their own survival.2. Teacher explains the key points in detailsturn of mind1. what is your turn of mind?I have a logical turn of mi nd, or literary/critical/philosophic/humorous/optimistic turn of mind.2. what kind of person is likely to create things?A pers on of a creative turn of mi nd is likely to create thi ngs.3. what words can you use to describe people of different turns of mind?Down-to-earth, poetic, bus in ess-like, humorous, etc.Depend on1. How do crops grow?They depend on the sunlight,water, and fertilizer for growth.2. How are the prices of commodities set?They mainly depe nd on the relatio n betwee n dema nd and supply.A case in point1. can you give an example of a successful person?Yes. A case in point is Thomas Edis on, a great inven tor.2. can anything heavier than air stay in the sky?Yes. A case in point is the helicopter.3. How can we conclude that a person is selfish.A case in point is …Meet …n eeds1. why do people drink so much water on the sports ground?They have to meet their body ' s needs for water as they play in the sun.2. why does a factory in stall ano ther assembly line?They want to meet the n eeds of in creas ing product ion.Draw on1. How can a good writer write so many interesting stories?He draws on his experienee, knowledge, observation, perception and interpretation of life for the material of his stories.2. How can a person put forward such a peculiar idea?I think he ' s drawn on his imagination.Slow dow n1. what is a driver expected to do if a police car comes towards or follows him/her?He/she is expected to slow dow n and the n stop by the road side.2. what does a runner do after he passes the finish line?He slows dow n and stops.Pull through1. what should you do in face of difficulties?s advi(I should use my skills, work hard,and sometimes I should take somebodyThis might help to pull me through the difficulties.2. why was the little boy, Schatz,waiting for death?He believed he had a fatally high temperature and would not pull through.3. T asks Ss to come out the main idea, structure of the text (10mins)4. T summarizes the main idea and structure of the text (5 mins)III. Post-readi ng Activities1. Let the students do the exercises in the textbook which are related to the new words.2.Ss hand in the summary of the text.3.Ss discuss the questio ns on the topic related to the text.4. Let Ss do the exercises in the text book which are mainly related to the newwords and topic.Unit 3 Why Do We Believe That The Earth Is Round?Teach ing Time: 4 hoursStude nts 'level: Sophomores of non-En glish majors in the 2nd semester.Teach ing Objectives:1. Get Ss to know the author ' s purpose is to teach Ss to have a correct attitude towards knowledge and accepting of knowledge by taking the examples of other ' s argumentsof the shape of Earth.2 About the text, Ss should grasp the text content, text structure, basic vocabulariesand required grammar points of the secti on.Words: preface, remark, cite, exaggerate,mast, appeal, an alogy, cast, precarious, produce, burde n, botherPhrases & Expressions: appeal to, follow up, for the sake of, throw light on,shaped like, cast on, fall back on, stray away from,Grammar :3. About the read ing, Ss should know the read ing skills of telli ng differe nee bwtee nfacts and opinion senten ces.4. About the writ ing, Ss should get to know the writ ing skill ——cohere nee.5. About the listening, Ss finish the Unit 3 directed by teacher.Teachi ng Procedures:L Pre-reading ActivitiesI. Backgro und in formatio n1) George Orwell2) George Bernard Shaw3) The Flat Earth Theory and the Round Earth Theory4) Eclipses5) Playing Cards6) Comrade Mao Tse-tung on knowledge, on Direct Experienee andIn direct Experie nee2. warm- up questions and introductory remarks1) Do you believe that the earth is round? Why?Yes, I do, because scie nee proves that it is true.2) Have you heard of other con elusi ons about the shape of the earth?What are they? Why don ' t you believe them?Yes. The earth was said to be flat or oval. I don' believe them becausethes round.photos from satellites or the sce nes of eclipses show that it2) why is “ the earth is round ” put in a question?3. Key words and expressi ons:study of the words and phrasesnew words and old wordsteacher stude nts(old words or expressi ons) (new on es)forward prefacesay,argue remarkquote citesimply merelyaccept without questi on swallowoverstate exaggerateattract appeal tofor the good of for the sake ofpole on a ship mastbend curvecomparis on an alogyquickly promptlyround plate discthrow castgo to aim atin secure precariousturn to for help fall back on in ano ther way otherwiseEn glish and Chin esePhrasesstude nts(E nglish) somewhere or other the preface to the middle ages the widespread belief that the ordi nary citize n appeal to bang goes my … fall back on would not eve n bother to say …aga inst heave nly body it will be seen that precarious reas ons the range of kno wledge weak argume ntII. While-read ing Activities1.Ss have the silent reading on the text (10 mins)2. T expla ins the text in details. Appeal to1. do detective films appeal to you?Yes, No,2. what kinds of books appeal most to youth?Books on … 3. why are children' s clothes colorful?Bright and colorful clothes usually appeal to childre n. Follow upmove from show load take troublestray away from produce burde n botherTeacher(Chi nese) 在某处 序言 中世纪 普遍认为 普通人 迎合口味 我的…完蛋了 求助于 不屑一顾 反驳 天体 由此可见 靠不住的理由 知识面 无力的论据1. what do the police do if a case is reported to them?They follow up the case.2. what do you do if you read an interesting story series on a newspaper?I follow it up.For the sake of1. what do people usually do for the sake of health?They eat healthy food, do exercises and don ' t smoke,don ' t …2. why is it necessary to widen the streets?It ' s necessary to widen the streets for the sake of a smoother flow of traffic.Throw light on1. what is the use of the background knowledge of a story?It throws light on it.2. why are illustrations, data and charts or tables necessary in scientific reports or bus in ess presentatio ns?They throw light on the reports and prese ntatio ns.Shaped like1. Why is a UFO also called a flying saucer?It is shaped like a saucer.2. what is a space shuttle like?It is shaped like a huge pla ne.Cast on1. what can you see on a moon-lit night in the open?I can see my shadow cast on the ground.I can see the shadows of the trees cast on the wall/wi ndow.Fall back on1. why do you set aside some money every mon th?I set aside some money every month so that I can fall back on it if I get sick or become unemployed.2. what do you do when you get lost in a new city?I fell back on the police.Stray away from1. what must you bear in mind when you walk along a path in an area of swamp?I must not stray away from the path.2. what kind of people don ' t you like to talk to?I don ' t like to talk to those who often stray away from the topic.Text and questi ons for discussi onLin es1-71. why is “ Saint Joan ” in italics?It is the n ame of a play. See note 3 in your textbook.2. who is Bernard Shaw?See Note 4 in your textbook. He is widely con sidered the treatest British dramatist since Shakespeare.He was awarded the Nobel Prize for literature in 1925. For more details, refer to Note 1,2. in Teacher ' s book.3. what do “gullible and superstitious ” mean?Gullible means willing to believe anything or anyone, easily deceived.“ superstitious means willing to believe something that cannot be explained by reas on or scie nee or that brings good or bad luck.4. can you paraphrase “ swallows this theory ”?accept ing the theroy bli ndly without questi oning and suspici ons.Li nes 8-131. what does “ it ” refer to in the sentence “ the light it throws on modernknowledge ”?It refers to “ the questi on ”2. what is the question that is worth following up?Are we too gullible and superstitious today?3. why does the author only tend to speak of ordinary men when answering why webelieve that the earth is round?Ordinary men don ' t have the espertise to prove it scientifically.Li nes 14-191. why is a distant ship invisible but its mast and funnel can be seen from the seashore?Look at the picture on the n ext page.2. can you paraphrase “what can I say against it? ”I can refute the Flat Earth theory but I n eed more proofs to refute the Oval Earth theory.Li nes 20-261. does the auhor really “ play cards ”?no. this is a figure of speech used to mean preenting an argument point by point.“ the first card I can play ” means the first pointi can make to support my argume nt.2. what does “ analogy of the sun and moon ” mean?To compare the earth to the sun and the moon.Lines 27-311. when does a lunar eclipse occur?When the earth passes betwee n the sun and the moon and blocks the sun light, or casts its shadow onto the moon, a lunar eclipse occurs.2. Use the Oval Earth theory to refute the author eclipse argument.The shadow cast on the moon is round, but it doesn' follow that the earth is spherical. It may perfectly well be flat like a disc.3. what is the author ' s argument about the eclipses based on?Publicati ons, such as n ewspapers and magaz in es.Lines 32-391. what does the author mean by “ the minor exchanges? ”the less importa nt points of debate.2. what does the author think of his previous defeats?He considers them minor/unimportant points, and he is hopeful to win in thedebate.3. who is Royal?See note 6.4. which is higher, Queen,King, or Ace?King is higher tha n Quee n,and Ace is higher tha n King.5. can you paraphrase the last sentence?Refer to n ote 23.Li nes 40-461. what does “ bang goes my ace ” mean?My ace doesn ' t work. I lose my ace. My argument isn ' t conclusive.2. what does the author think of his “last card ”?he believes that the last point of his argume nt defeats the Oval Earth man.Lines 47-601. what does the author think of his evidenee?He does n ' t thi nk it convincing eno ugh.2. what does “ an exceptionally elementary piece of information ” mean?A piece of in formati on that every one kno ws.3. what is this piece of information?The earth is round.4. can you use a Chinese saying to explain “ when the range of knowledge is so vasthat the expert himself is an ignoramus as soon as he strays away from his ownspecialty ”?隔行如隔山5. what does “ credulous ” mean?Ready to believe, without evide nee.3. T asks Ss to come out the main idea, structure of the text (10mins)Summary questi ons and Con clud ing remarks1. what cards does the author play to refute opinions different from his?The phe nomenon of the seashore view, the an alogy of the sun and the moon, the earth ' shadow, the newspapers and books, the opinions of the experts, andn avigati on.2. do you have any other cards to support the author?High above on a plane, we can see the curved horizon, still higher above in a space ship, astr on auts tell us that the earth is roun d, like a ball. Pictures take n from spaceships or sky labs。

大学英语精读4unit4教案

大学英语精读4unit4教案

教学目标:1. 理解并掌握本单元的核心词汇和短语。

2. 理解并分析文章的主旨和结构。

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。

教学对象:大学英语四级水平的学生教学时间:2课时教学内容:1. 课文内容2. 词汇和短语3. 写作和口语练习教学过程:第一课时:一、导入(10分钟)1. 复习上一课的内容,检查学生的掌握情况。

2. 介绍本课的课文主题,激发学生的兴趣。

二、课文阅读(40分钟)1. 学生自主阅读课文,理解文章大意。

2. 教师讲解课文中的重点词汇和短语,如:- a) 考虑到(take into account)- b) 激发(stimulate)- c) 疲劳(fatigue)- d) 适应(adapt to)3. 分析文章结构,讲解文章的主旨和段落之间的关系。

三、讨论与提问(20分钟)1. 教师提出问题,引导学生讨论文章内容。

2. 学生回答问题,教师点评并总结。

四、课堂小结(10分钟)1. 回顾本课所学内容,强调重点词汇和短语。

2. 鼓励学生在课后复习课文,加深理解。

第二课时:一、复习与巩固(20分钟)1. 学生自主复习课文,巩固所学内容。

2. 教师提问,检查学生的掌握情况。

二、写作练习(30分钟)1. 教师讲解写作要求,如:- a) 题目:根据课文内容,写一篇关于适应新环境的文章。

- b) 要求:文章结构清晰,语言流畅,表达准确。

2. 学生完成写作练习,教师批改并给予指导。

三、口语练习(20分钟)1. 教师组织学生进行口语练习,如:- a) 学生分成小组,讨论如何适应新环境。

- b) 每个小组选派一名代表进行发言,其他成员给予评价。

2. 教师点评并总结。

四、课堂小结(10分钟)1. 回顾本课所学内容,强调写作和口语练习的重要性。

2. 鼓励学生在课后继续练习,提高英语水平。

教学评价:1. 课堂参与度:观察学生在课堂上的表现,如提问、回答问题、讨论等。

现代大学英语精读四教案

现代大学英语精读四教案

课时安排:2课时教学目标:1. 培养学生的阅读理解能力,提高学生的英语水平。

2. 引导学生了解和掌握文章中的重点词汇和短语。

3. 培养学生的批判性思维能力,提高学生的英语写作能力。

教学重点:1. 文章主旨和大意。

2. 词汇和短语的学习。

3. 写作技巧的运用。

教学难点:1. 词汇和短语的运用。

2. 写作技巧的掌握。

教学准备:1. 教学课件。

2. 课文文本。

3. 词汇卡片。

4. 写作指导材料。

教学过程:第一课时一、导入1. 教师简要介绍作者和文章背景。

2. 学生自由讨论对文章标题的理解。

二、阅读理解1. 学生自主阅读课文,完成课后练习题。

2. 教师组织学生进行小组讨论,分享阅读心得。

3. 教师讲解文章主旨和大意,纠正学生理解偏差。

三、词汇和短语学习1. 教师带领学生分析课文中的重点词汇和短语。

2. 学生跟读并模仿课文中的句子。

3. 教师布置词汇卡片,让学生回家后进行记忆。

四、写作指导1. 教师讲解写作技巧,如段落结构、过渡词等。

2. 学生根据教师提供的写作话题,进行写作练习。

3. 教师对学生的写作进行点评,指出优点和不足。

第二课时一、复习导入1. 教师提问上节课所学内容,检查学生对重点知识的掌握情况。

2. 学生分享自己的阅读心得。

二、阅读理解1. 学生自主阅读课文,完成课后练习题。

2. 教师组织学生进行小组讨论,分享阅读心得。

3. 教师讲解文章中的难点,如难句分析、语法知识等。

三、词汇和短语学习1. 教师带领学生复习上节课所学词汇和短语。

2. 学生进行词汇接龙游戏,巩固所学知识。

四、写作练习1. 学生根据教师提供的写作话题,进行写作练习。

2. 教师对学生的写作进行点评,指出优点和不足。

五、总结1. 教师对本节课所学内容进行总结,强调重点知识。

2. 学生分享自己的学习心得,提出疑问。

教学反思:1. 教师根据学生的课堂表现,调整教学策略,提高教学效果。

2. 关注学生的个体差异,因材施教。

3. 鼓励学生积极参与课堂活动,提高学生的英语学习兴趣。

上外大学英语精读4_教案

上外大学英语精读4_教案

教学目标:1. 帮助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,提高阅读速度和准确性。

3. 培养学生分析、归纳和总结的能力。

4. 培养学生运用英语进行口头和书面表达的能力。

教学内容:1. 核心词汇和短语:本单元的核心词汇和短语包括:struggle, survive, adapt, conquer, sacrifice, persistence, ambition, destiny等。

2. 阅读理解:本单元的文章主要围绕个人奋斗、梦想和命运展开,引导学生思考人生价值和追求。

教学过程:一、导入(10分钟)1. 引导学生回顾上一单元所学内容,检查学生对核心词汇和短语的掌握情况。

2. 介绍本单元的主题和主要内容,激发学生的学习兴趣。

二、词汇教学(15分钟)1. 针对本单元的核心词汇和短语,采用多种教学方法进行讲解,如:例句分析、词义辨析、同义词和反义词等。

2. 通过词汇卡片、游戏等方式,让学生巩固所学词汇。

三、阅读理解(25分钟)1. 阅读课文,引导学生关注文章的主旨大意、段落结构和逻辑关系。

2. 分析文章中的关键信息和细节,培养学生的阅读理解能力。

3. 提问环节:教师提问,学生回答,检查学生对文章内容的理解程度。

四、课堂讨论(15分钟)1. 针对文章中的关键问题和观点,引导学生进行讨论,培养学生的批判性思维能力。

2. 鼓励学生分享自己的观点和看法,提高学生的口头表达能力。

五、写作训练(15分钟)1. 根据本单元的主题,布置一篇写作任务,如:以“我的梦想”为题,写一篇短文。

2. 指导学生如何运用所学词汇和语法知识,完成写作任务。

六、课堂小结(5分钟)1. 总结本节课的学习内容,强调重点和难点。

2. 鼓励学生在课后继续复习和巩固所学知识。

教学评价:1. 课堂表现:观察学生在课堂上的参与程度、发言质量等。

2. 作业完成情况:检查学生课后作业的完成情况,了解学生对本单元知识的掌握程度。

3. 写作评价:对学生的写作任务进行评价,关注其语法、词汇和表达能力的运用。

大学英语精读第四册教案

大学英语精读第四册教案

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)了解课文的基本内容和主题思想;(3)提高学生的阅读理解能力。

2. 能力目标:(1)培养学生独立阅读的能力;(2)提高学生的口语表达能力;(3)锻炼学生的写作能力。

3. 情感目标:(1)激发学生对英语学习的兴趣;(2)培养学生的跨文化交际意识;(3)提高学生的综合素质。

二、教学内容1. 课文内容:本册课文主要涉及社会、文化、科技、教育等方面的话题,包括名人传记、科技发展、历史事件、文化现象等。

2. 重点词汇和短语:(1)词汇:majority, diverse, contemporary, revolutionize, innovation, perspective, utilize, controversial, legacy等;(2)短语:such as, in terms of, as for, in contrast to, due to, in the face of等。

3. 重点句型:(1)主语从句:It is...that...;(2)定语从句:The one who...;(3)状语从句:As for..., in terms of...。

三、教学过程1. 导入新课(1)简要介绍课文背景;(2)提出本节课的学习目标。

2. 阅读理解(1)快速阅读课文,了解文章大意;(2)细读课文,分析文章结构和段落关系;(3)针对课文内容,提出问题,引导学生思考。

3. 词汇学习(1)讲解重点词汇和短语;(2)通过例句,让学生掌握词汇用法;(3)进行词汇练习,巩固所学词汇。

4. 句型学习(1)讲解重点句型;(2)让学生进行句型转换练习;(3)结合课文,让学生运用句型进行口语表达。

5. 写作练习(1)根据课文内容,布置写作任务;(2)指导学生进行写作,注意文章结构和语言表达;(3)批改学生作文,指出不足之处。

6. 课堂小结(1)回顾本节课所学内容;(2)强调重点词汇、短语和句型;(3)布置课后作业。

大学英语精读4教案unit1

大学英语精读4教案unit1

一、教学目标1. 知识目标:(1)掌握文章的基本内容;(2)熟悉文章的结构和写作手法;(3)了解文章中所涉及的文化背景知识。

2. 能力目标:(1)提高学生的阅读理解能力;(2)培养学生的英语写作能力;(3)增强学生的口语表达能力。

3. 情感目标:(1)激发学生对英语学习的兴趣;(2)培养学生独立思考的能力;(3)培养学生的团队合作精神。

二、教学重点与难点1. 教学重点:(1)文章的基本内容;(2)文章的结构和写作手法;(3)文化背景知识。

2. 教学难点:(1)复杂句型的理解;(2)词汇的运用;(3)文章的写作技巧。

三、教学过程1. 导入新课(1)教师简要介绍作者及文章背景;(2)学生自由讨论对文章主题的理解;(3)教师总结讨论结果,引出课文。

2. 阅读课文(1)学生自读课文,理解文章大意;(2)教师提问,检查学生对文章内容的掌握情况;(3)学生朗读课文,注意语音、语调的准确性。

3. 分析课文(1)教师引导学生分析文章的结构、写作手法及修辞手法;(2)讲解文章中的重点词汇和短语;(3)分析文章的文化背景知识。

4. 课堂活动(1)小组讨论:学生分成小组,针对课文内容进行讨论;(2)角色扮演:学生根据课文内容,进行角色扮演,锻炼口语表达能力;(3)写作练习:学生根据课文内容,撰写一篇短文,提高写作能力。

5. 总结与反思(1)教师总结本节课的学习内容,强调重点和难点;(2)学生分享自己的学习心得,互相学习、借鉴;(3)教师对本节课进行总结,指出学生的优点和不足,提出改进建议。

四、作业布置1. 复习课文,掌握文章的基本内容;2. 查阅词典,学习课文中的重点词汇和短语;3. 撰写一篇与课文主题相关的短文,字数不少于300字;4. 预习下一课,为下一节课做好准备。

五、教学评价1. 课堂参与度:评价学生在课堂上的积极参与程度;2. 阅读理解能力:评价学生对文章内容的理解程度;3. 写作能力:评价学生撰写短文的质量;4. 口语表达能力:评价学生在角色扮演中的表现。

大学英语四_精读_教案

大学英语四_精读_教案

#### 教学目标1. 知识目标:- 理解并掌握课文中的重点词汇和短语。

- 掌握课文的语法结构和句型。

- 熟悉并理解课文的主题和主旨。

2. 能力目标:- 提高阅读理解能力,能够快速把握文章的主旨和细节。

- 增强英语口语表达能力,能够就课文内容进行讨论和表达个人观点。

- 提升写作能力,能够运用所学词汇和语法进行写作。

3. 情感目标:- 激发学生对英语学习的兴趣,培养良好的学习习惯。

- 增强学生的跨文化交际意识,提高文化素养。

#### 教学内容- 课文内容:选择一篇适合大学英语四级水平的精读课文。

- 重点词汇和短语:列出课文中出现的重点词汇和短语,并给出例句。

- 语法结构:分析课文中的语法结构,如时态、语态、从句等。

- 主题和主旨:探讨课文的主题和作者的观点。

#### 教学过程1. 导入(5分钟)- 简要介绍课文背景,激发学生的兴趣。

- 提出问题,引导学生思考。

2. 阅读理解(20分钟)- 学生快速阅读课文,了解文章大意。

- 教师提问,检查学生对文章的理解程度。

- 学生细读课文,分析重点词汇和短语。

3. 语法讲解(10分钟)- 分析课文中的语法结构,如时态、语态、从句等。

- 通过例句讲解,帮助学生掌握语法知识。

4. 讨论与表达(15分钟)- 学生就课文内容进行讨论,表达个人观点。

- 教师引导学生深入思考,提高口语表达能力。

5. 写作训练(10分钟)- 教师布置写作任务,如总结课文内容、表达个人观点等。

- 学生进行写作练习,教师进行个别指导。

6. 总结与反思(5分钟)- 教师总结本节课的重点内容。

- 学生反思自己的学习过程,提出改进意见。

#### 教学资源- 课文原文- 词汇表- 语法讲解资料- 写作范文#### 教学评价- 课堂表现:观察学生在课堂上的参与度和表现。

- 作业完成情况:检查学生的作业完成情况,了解学生的学习效果。

- 测试成绩:通过测试评估学生的学习成果。

#### 教学反思- 教师应根据学生的反馈及时调整教学策略。

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Unite 4Flight 93: What I Never KnowLyz Glick&Dan Zegart Section OneT alking Face to Face (90 minutes)一.教学目的1 To enlarge students’ vocabulary and phrases.2 To let students know the background information about terrorism.二. 教学重点1. Stressing the primary meaning of the words and their applications in the sentences.2. Explain the primary meaning of the phrases and their applications in the sentence.三. 教学难点1. Key sentence patterns2. The translation of key phrases and sentences四.教学步骤1. Warm-up activities: Introduce the background information about the passage and group discussing (30 minutes)2. Listening the New Words (5minutes)3. Learning the New Words and Phrases (55minutes) 五.教学内容1. Warm-up activities●Warm-up questions:⑴What do you know about the events that took place in America onSeptember 11,2001?⑵Why do you think the terrorists attacked those targets?⑶What can be done to stop such events happening again?●Summarize the answers to these questions.2. Background Information2.1 TerrorismTerrorism is the use of violence, or the threat of violence, to create a climate of fear in a given population. Terrorist violence targets ethnic or religious groups, governments, political parties, corporations, and media enterprises. Organizations that engage in acts of terror are usually small in size and fear generated by their violence, which seek to magnify their influence and power to affect political change on either a local or an international scale.2.2 What had happened about Flight 93 on September 9, 2001?2.3 Remarks by the President Less than One Hour after the AttackI want to reassure the American people that the full resources of the federal government are working to assist local authorities to save lives and to help the victims of these attacks. Make no mistake: The United States will hunt down and punish those responsible for these cowardly acts.I’v e been in regular contact with the Vice President, the Secretary of Defense, the national security team and my Cabinet. We have taken all appropriate security precautions to protect the American people. Our military at home and around the world is on high alert status, and we have taken the necessary security precautions to continue the functions of your government.We have been in touch with the leaders of Congress and with world leaders to assure them that we will do whatever is necessary to protect America and Americans.I ask the American people to join me in saying a thanks for all the folks who have been fighting hard to rescue our fellow citizens and to join me in saying a prayer for the victims and their families.The resolve of our great nation is being tested. But make no mistake: We will show the world that we will pass this test. God bless.3.Key words and phrasesEnormouslyadv. to a very great ext entI’m not sure eating totally uncooked beef o r raw egg yolks is really enormously good for you.I’m enormously grateful for your help.wave1. n. a line of raised water that moves across the surface of the seaA powerful tidal wave (=very large wave) struck Jamaica, killing 2000.2. v. (of a person) move one’s hand to and fro or up and downHe waved a hand in the air to attract her attention.Collocation:wave sb. goodbye / wave goodbye to sb. 向某人挥手告别The nurses came out to wave Tom goodbye.cancelvt. give up or call off ( a planned activity, idea, etc.)I’m afraid I’ll have to cancel our meeting tomorrow.I phoned the hotel to cancel my reservation.CF: abolish, cancel & repeal这些动词均含“取消、废除”之意abolish 正式用词,指彻底废除某种制度、规章或习俗。

cancel 用法广泛,多指取消债务、合同、证书、比赛、旅行、计划或约会等。

repeal 书面用词,指撤销立法机关通过的协议、法案或法律等。

Directions:Fill in the blanks with the words above. Change the form where necessary.I phoned the hotel to _my reservation.Slavery was _in the US in the 19th century.Congress _the ban on women flying Naval combat missions. fumblev. move the fingers or hands awkwardly in search of ( sth.) or in an attempt to do (sth.)I fumbled around in my bag for a cigarette.She fumbled with her notes and began to speak.Collocation:fumble at / for / with sth. 笨手笨脚地做某事或寻找某物fumble about / around 笨拙地四处乱走(做某事或寻找某物)poke: v.1) be visible coming ( through a hole, slit, etc.) suddenly钢笔从他口袋中露了出来。

A pen poked out of his pocket.2) push sharply with a stick or one’s fingerBe careful with that umbrella or you’ll poke someone in the eye. Collocation:poke fun at sb. 开某人的玩笑; 嘲弄或嘲笑某人poke one’s nose into sth.管闲事curse1. vt. call down evil or misfortune upon; swear (at)He cursed his bad luck in arriving just after she’d left.Elsa cursed herself for believing his lies.2. n.1) a rude word or phrase女巫念咒诅咒他。

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