大学英语精读(第三版)unit610教案
大学英语精读第三册教案
一、教学目标1. 知识目标：（1）掌握本单元的生词、短语和句型；（2）理解文章的主旨大意，把握文章的结构；（3）提高阅读速度和理解能力。
2. 能力目标：（1）培养学生运用英语进行口头和书面表达的能力；（2）提高学生的听力理解能力；（3）培养学生运用英语进行思维和解决问题的能力。
3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生的自主学习能力；（3）培养学生具有积极向上的学习态度。
二、教学内容《大学英语精读》第三册，具体章节为：Unit 1 - Unit 5。
三、教学重点与难点1. 教学重点：（1）生词、短语和句型的掌握；（2）文章主旨大意的理解；（3）阅读技巧的培养。
2. 教学难点：（1）复杂句型的理解；（2）文化背景知识的理解；（3）阅读速度的提高。
四、教学过程1. 导入新课（1）教师简要介绍本单元的背景知识，激发学生的学习兴趣；（2）引导学生回顾上节课所学内容，为新课做好铺垫。
2. 课堂阅读（1）教师引导学生阅读课文，关注生词、短语和句型；（2）教师指导学生分析文章结构，把握文章主旨大意；（3）教师讲解重点、难点句型，引导学生理解其用法。
3. 课堂讨论（1）教师提出问题，引导学生进行小组讨论；（2）学生分享讨论成果，教师点评并总结。
4. 课堂练习（1）教师布置课后练习题，让学生巩固所学知识；（2）教师讲解练习题，纠正学生错误。
5. 课堂总结（1）教师对本节课所学内容进行总结；（2）布置课后作业，提醒学生复习巩固。
五、教学评价1. 课堂表现：关注学生的课堂参与度、回答问题的情况等；2. 课后作业：检查学生完成作业的情况，了解学生对知识的掌握程度；3. 期中期末考试：评估学生对本册书知识的掌握情况。
六、教学反思1. 教师应根据学生的实际情况，调整教学进度和方法；2. 注重培养学生的阅读技巧，提高学生的阅读速度和理解能力；3. 关注学生的情感需求，激发学生的学习兴趣，培养学生良好的学习习惯。
大学英语精读第三册课教案
课程目标：1. 培养学生阅读英语文本的能力，提高阅读速度和理解力。
2. 增强学生的词汇量和语法知识，提高语言运用能力。
3. 培养学生的批判性思维和跨文化交际能力。
4. 帮助学生了解英语国家的文化背景和社会现象。
教学内容：1. 课文精读：每单元一篇课文，包括背景介绍、作者介绍、课文翻译、重点词汇和语法讲解。
2. 课后习题：每单元课后习题，包括词汇填空、语法判断、阅读理解、翻译等。
3. 文化背景知识：介绍与课文相关的文化背景知识，帮助学生更好地理解课文内容。
教学步骤：一、导入1. 简要介绍课文背景和作者，激发学生的兴趣。
2. 提出本节课的学习目标，让学生明确学习方向。
二、课文精读1. 阅读课文，要求学生快速阅读，了解文章大意。
2. 分组讨论，分析课文中的重点词汇、语法和段落结构。
3. 教师讲解课文中的难点，帮助学生理解课文内容。
三、课后习题1. 学生独立完成课后习题，巩固所学知识。
2. 教师对课后习题进行讲解，纠正学生的错误，提高解题能力。
四、文化背景知识1. 介绍与课文相关的文化背景知识，如风俗习惯、历史事件等。
2. 分析课文中的文化差异，提高学生的跨文化交际能力。
五、总结与反思1. 教师对本节课的学习内容进行总结，强调重点和难点。
2. 学生分享学习心得，提出自己的疑问和观点。
教学资源：1. 教材：《大学英语精读第三册》2. 教学课件：课文翻译、课后习题、文化背景知识等3. 网络资源：英语学习网站、在线词典等教学评价：1. 课堂参与度：观察学生在课堂上的发言和互动情况。
2. 课后作业完成情况：检查学生的课后习题完成情况，了解学生对知识的掌握程度。
3. 期末考试：通过期末考试检验学生的学习成果。
教学反思：1. 关注学生的学习需求，调整教学内容和方法。
2. 注重培养学生的自主学习能力，提高课堂效率。
3. 加强与学生之间的沟通，营造良好的学习氛围。
大学英语精读第三版预备级教案1-6单元
IntensiveReading: Unit2A father, a Son and an Answer
ExtensiveReading: Unit2Culture and Recreation
授课方式
The course emphasizes the application of targeted language skills and English expressions through class activities such as group discussions, answering content-based questions,comparative translationand doing a reasonable amount of drill work both in and outside the classroom. (强调应用)
e the structure learned in this unitbydoing drills anddeveloping astructured mini speech
难点
1.Summarize the content in their own languages.
2.Talk abouttheir own English learning experiences and thencomment
6. Read Text B on their own andwith the teacher’s assistancedo the exercisesattached.
7. Summarize Text B in their own languages.
8.Read the4essays inUnit 1Campus Lifeand answertherelated questions.
大学英语精读第三册Unit6
Lesson Six Twelve Angry Men (Part Two)I. Teaching Objectives:After learning this unit, students are supposed to:1)get familiar with some grammatical points;2)get a list of the new words and expressions and be able to use them freely in writing and daily conversation;3) get familiar with the rules of word formation;4) have a thorough understanding of the whole text: Twelve Angry Men5) retell the text as a wholeII. Listening and speaking activities1.Listen to the recording of the text and fill in the blanks about the main ideas of the article.2.Talk about the judicial system in the United States and discuss the questions on the text.III. Reading Comprehension and Language Activities1. Pre-reading discussions:1) Do people always mean what they say or say what they mean? Should we always take what people say at facevalue?2) Why doesn’t the author give names to the characters in Part One of Twelve Angry Men ?2. Background knowledge:A juryA jury is a body of individuals selected and sworn to inquire into a question of fact and to give their verdict according to the evidence.The jury of American and English law most likely originated in early Anglo Saxon property proceedings, where a body of 12 knights or freemen who were from the area, and usually familiar with the parties, would take an oath and answer questions put to them by a judge in order to determine property rights3. About the text:The text is the second part of the play. The play gives sight into several aspects of the American court system.: (1)The accused is deemed innocent until and unless proved guilty beyond reasonable doubt; (2) The burden of proof is on the prosecutor;(3)in most cases, the verdict has to be unanimously reached. The majority of a jury is not sufficient to find a defendant guilty of a felony;(4)A trial doesn’t aim at discovering who committed a particular crime, but rather the innocence or guilt of the accused. This system is valuable and has avoided many terrible mistakes like in the case of this play, but it is not fallible and can in fact be quite precarious.4. Language points1) Words and expressions(1) take the cake (AmE) spoken to be worse than anything else you can imagine.(2) you bet: of course; certainly; you can be sure(3) run for o ne’s life: to leave quickly because your life is in danger.(4) run the show: to be in charge of the whole thing(5)break the tie: to put an end to a situation(6)9 to 3 in favor of acquittal:9 people for acquittal and 3 against.2)Difficult structures:﹡But supposing he really did hear this phrase, how many times have all of you used it?(p2Supposing: in spoken English, we can use “suppose”.Suppose your close friend were crazy about 后舍男孩, what would you say？﹡Why did he leave it there in the first place?(p13)•In the first place. e.g.•If these programs make you so upset, why do you listen to them in the first place?•If you don’t care about your children, why do you have them in the first place?•You say that you just don’t like to talk. Then you shouldn’t have chosen language study as your career in thefirst place.﹡assume (assumption) (P14)•假定,臆断I assume that you have heard the news. He ~d the report (to be)valid.•Farmers will have a bumper harvest, assuming (that) the weather is favorable.•承担，就职~ an obligation, ~ the premiership•呈现，采取，采用The situation ~d a threatening character.•~ a realistic attitude / ~ a false name•假装~ ignorance夺取~power/control of the city•assume, presume, deduce, infer•Presume: to take upon oneself without leave or warrant; to take for granted; to act or behave with undue boldness•Deduce: to derive by reasoning推论；演绎•Infer: to derive a conclusion fr facts; guess•(1)The missing person is ___ dead after four days of the mine explosion.•(2)The date of the document can be ____ from references to the Civil War.•(1)presumed (2)deduced / inferred﹡See to it that(p15):make sure注意，务必做到，保证•We’ll see (to it) that she gets home early.•See (to it) that you are not late again.﹡Risk doing sth(p17): risk + gerundRisk doing sth(p17): risk + gerund﹡there’s enough doubt that we can wonder if he was there at all….…there is enough doubt so that(p17)•“if” in this sense and “whether” can almost be used interchangeably except for two situations:•When followed by “to do”, only “whether” is used.•When followed by “or not”, only “whether’ is used•I don’t know whether to laugh or cry.•He could not decide whether he should take the offer or not.﹡Bear (sth. or sb.) out (p33) confirm (sth) ; support (sb.)•John will bear me out / bear out what I have said.•Evidence bears out the idea that students learn best in small groups.﹡Take the cake(p43)=take the biscuit (Bre): to be worse /better than anything you can imagine前所未有的最坏或最好的；令人惊讶•I’ve heard some pretty dumb ideas, but yours takes the cake!•We have met quite a number of stupid men, but you take the cake.﹡Let sth slip (through one’s fingers) (p47) to not taken an opportunity, offer, etc.; fail to grasp没掌握住，没抓住•Don’t let chance like that slip through your fingers!•If we let him slip through our fingers this time, it is almost impossible to find him again.﹡Don’t give me that! I’m sick and tired of facts.(p55)•Don’t give me that kind of argument. I don’t need it. 别来这一套！•To be sick and tired of: to be completely fed up with. = be sick to death of sth•He is sick and tired of working for other people and intends to open his own business.•You are dismissed! I’m sick and tired of your excuses.﹡You stil l don’t think there’s room for reasonable doubt?(p59)•“Room” here means an opportunity or possibility. E.g.•There is still room for improvement.•The evidence is very strong and leaves no room for doubt.﹡reasonable doubtreasonable doubt refers to the doubt that could arise in the mind of an ordinary impartial, honest, reasonable and cautious person with reference to an accused’s guilt. In criminal cases, a judicial finding of guilt, that is, a verdict of g uilt, requires that evidence provided indicates beyond reasonable doubt, or to a moral certainty, that the defendant committed the crime﹡reasonable doubt refers to the doubt that could arise in the mind of an ordinary impartial, honest, reasonable and cautious person with reference to an accused’s guilt. In criminal cases, a judicial finding of guilt, that is, a verdict of g uilt, requires that evidence provided indicates beyond reasonable doubt, or to a moral certainty, that the defendant committed the crime could arise in the mind of an ordinary impartial, honest, reasonable and cautious person with reference to an accused’s guilt. In crim inal cases, a judicial finding of guilt, that is, a verdict of guilt, requires that evidence provided indicates beyond reasonable doubt, or to a moral certainty, that the defendant committed the crime •Juror No. 11 is a new immigrant, or even a political refugee. He came to America to escape persecution, but now before he can breathe at ease, he is telling us Americans how to do everything. The arrogance of this guy is really sth.•To run the show: to be in charge of everything.﹡The knife•(No.8) I am just saying that it is possible that the boy lost the knife, and somebody else killed his father with a similar knife.•(No.4) Take a look at that knife. It is a very unusual knife. I have never seen one like it.•(No.3) OK, let’s get to the point. What about the switch blade they found in the old guy’s chest, the knife this fine boy admitted buying on the night of the killing . Let’s talk about it.﹡So I guess I’ll have to break the tie.(p99)break the tie: put an end to the situation in which those who vote yes and those who vote no are even in number.tie: (the result of) a game, election, etc., in which each competitor gains an exactly equal number of points, votes, etc •--The election/game ended in a tie.We tied our opposing team. 我们和对方(球)队打成平局﹡In question (p148)•1) be doubtful ：I’m afraid his honesty is now in question.•Since their source of income is in question, we’d better look into the ma tter soon.•2) being discussed•The matter in question concerns the welfare of the whole company.•Where were you during the evening in question?﹡Be entitled to(p164): have the right to•The success of the Chinese space capsule—Divine Vessel VII—has entitled China to a peaceful exploration of space.•You are entitled to withdraw cash at two bank branches of your choice.﹡Summary of the reasonable doubt in the play:a: Juror No.2 ---- the downward angle of the stab wound.First, the boy was shorter than his father. Second, anyone who was handy with the switch knife like the boy would use it underhand. The boy wouldn’t have stabbed down.b: No.9 --- the eyesight of the old lady.She had marks on the sides of her nose which could only be made by eyeglasses. As no one wears glasses in bed, she couldn’t have identified a person 60 feet away at night without wearing glassesc:If the boy had killed his father he wouldn’t have gone back three hours later to get his knife. And he couldn’t have run out in a state of panic because then he would have had to be calm enough to wipe off his fingerprints.d:The fact that the boy couldn’t remember the names of the movies he said he saw on the night of the murder couldn’t be used as evid ence against the boy because when No.8 asked No.4 the names of the two movies he had seen only a couple of days before, he couldn’t answer accurately.﹡General analysisA summary of the anonymous characters helps to flesh out their characters and backgrounds. The order in which each eventually decides to vote "not guilty" is given in brackets:Juror #1 : A high-school assistant head coach, doggedly concerned to keep the proceedings formal and maintain authority; easily frustrated and sensitive when someone objects to his control; inadequate for the job as foreman, not a natural leader and over-shadowed by Juror # 8's natural leadership [9]Juror #2: A wimpy, balding bank clerk/teller, easily persuaded, meek/humble, hesitant, goes along with the majority, eagerly offers cough drops to other men during tense times of argument; better memory than # 4 about film title [6] ·Juror #3: Runs a messenger service, a bullying, rude and husky man, extremely opinionated and biased/prejudiced, completely intolerant, forceful and loud-mouthed, temperamental and vengeful; estrangement from his own teenaged son causes him to be hateful and hostile toward all young people (and the defendant); arrogant, quick-angered, quick-to-convict, and defiant until the very end [12]Juror #4:Well-educated, smug and conceited, well-dressed stockbroker, wealthy; studious, methodical, possesses an incredible recall and grasp of the facts of the case; commonsensical, dispassionate, cool-headed and rational, yet stuffy and prim; often displays a stern glare; treats the case like a puzzle to be deductively solved rather than as a case that may send the defendant to death; claims that he never sweats [10]Juror #5: Naive, insecure, frightened, reserved; has a slum-dwelling upbringing that the case resurrects in his mind; a guilty vote would distance him from his past; [3]Juror #6: A typical "working man," dull-witted, experiences difficulty in making up his own mind, a follower; probably a manual laborer or painter; respectful of older juror and willing to back up his words with fists [4]Juror #7: Clownish, impatient salesman (of marmalade the previous year), a flashy dresser, gum-chewing, baseball fan who wants to leave as soon as possible to attend evening game; uses baseball metaphors and references throughout all his statements (he tells the foreman to "stay in there and pitch"); lacks complete human concern for the defendant and for the immigrant juror; extroverted; votes with the majority [7]Juror #8: An architect, instigates/arouses a thoughtful reconsideration of the case against the accused; a liberal-minded, patient truth-and-justice seeker who uses soft-spoken, calm logical reasoning; balanced, decent, courageous, well-spoken and concerned; [1]Juror #9: Eldest man in group, white-haired, thin, retiring; soft-spoken but perceptive, fair-minded; [2]Juror #10: A garage owner, with anger, bitterness, racist bigotry; nasty, repellent, intolerant, segregates the world into 'us' and 'them'; [11]Juror #11: A watchmaker, speaks with a heavy accent, of German-European descent, a recent refugee and immigrant; expresses reverence and respect for American democracy, its system of justice, and the infallibility of the Law [5]Juror #12:Well-dressed, smooth-talking business ad man with thick black glasses; superficial, easily-swayed, vacillating, and easy-going; lacks deep convictions or belief system; uses advertising talk at one point: "run this idea up the flagpole and see if anybody salutes it" [8]﹡Verdict:•an official decision made by a jury in a court of law about whether someone is guilty or not guilty•of a crime•Foreman: OK,of course we know that we have a first-degree murder charge here,And if we vote the accused guilty , we’ve got to send him to the chair……Ok eleven guilty, one not guilty﹡Exercise p144-4•Turn out• 1 extinguish 关掉;减掉Please turn out the lights before you go to be d.• 2 empty 倒空; 清空Turn out the drawers in my desk• 3 product 制造; 生产The school has turned out some first-rate scholars.• 4 assemble for something or duty 出动; The whole village turned out to welcome the princess.•Turn sb out (of/from sth) (以强迫或威胁的方式)驱逐;迫使放弃•The tenant was turned out of the house for not paying the rent.•Turn in就寝Turn sb on / off高兴,兴奋/扫兴,失去兴趣•Turn down拒绝urn away拒绝看/欢迎/帮助/让人进入等·turn adrift使…漂泊; 使流浪turn back逐回;使原路返回;折回·5. Post-reading discussion:Do you find it strange that the truth is sometimes in the hands of one person? Why is it so easy for people to go along with the crowd? What lesson should we draw from this?6. Exercises:II Vocabulary exercises:1)3.Translate sentences:1)More and more young people now favor the idea of spending their holidays travelling.2)I am still in favor of having my parents live with us in their old age.3)No facts have ever borne out the claim that with some methods one can learn a foreign language in weeks ormonths.4)Today all state-owned enterprises must bear their responsibilities for their losses.5)He must be out of his mind to do that. How can you bear such an insult?6)I have been to many interesting places in the world in my day. But now that I’m old, I still feel that “East and West,Home is Best.”7)If you stick to these bad habits, you will risk losing your health.8)I’m sick and tired of being told what to do with my personal life.9)If I should fail, am I entitled to a makeup exam?10)Under those pressures he still had the courage to stick to his theory.11)There was a nail sticking out of that chair, It tore my favorite pans.12)We must not run the risk of violating intellectual property right.13)We can’t bear seeing all this garbage around. So we have decided to clean it up ourselves.14)Stick this motto on the wall where we can all see.15)One of the issues that remain in question in the conflict between Israel and Palestine is the issue of Jerusalem.16)It reminded me of how we all tried to make steel in our backyard stoves in 1958.17)He may have forgotten. I should have reminded him to attend this meeting.18)Please remind everybody that tomorrow’s volleyball match has been put off.4. Fill in the blanks with the appropriate word.1-5 in off down on out into 6-10 out aside apart up into11-14 out, at in in, on in, inIII Grammatical Exercises:3. Translate sentences:1)When I looked at my watch, he must have guessed my thoughts.2)It was so silent that you could have heard a pin drop.3)Don’t worry. The children might have gone to their grandparents’ place.4)You shouldn’t have criticized your staff like that. They’ve done their best.5)I believe many other people would have done what I did under the circumstances.6)The druggist was a little man who could /might have been any age form fifty to a hundred.7)As all staff members had access to the information, any one of them could have downloaded the document.8)The man who saved two old ladies form a burning house said that others would have done the same under thecircumstances.9)As his best friend, you should have advised Lao Wang to make up with his wife before it was too late.10)I definitely wouldn’t have devoted all my time and energy to surfing on the Internet as he did last term.5. Complete each of the following sentences with the most likely answer.1-10 a a c b c d d c b a 11-20 c d c d cAssignment1. Summarize the reasonable doubts the jurors raise within 200 words.2. Discuss the questions3. Do the key exerciseslesson6 New wordsacquittal n. 无罪开释after all 毕竟alibi 为……辩解证明不在犯罪现场angle 角度at the top of one's lungs: as loudly as one could 大声喊arrogance 傲慢态度自大avenger 复仇者bear 承受blunder 大错brand-new 暂新的bunch 串，束一群人chain-locked：locked by a chaincommonplace 寻常事，老生常谈，普通的东西；平凡的，普通的commotion n. 骚动, 暴乱【医】震荡constructive a. 建设性的, 构造上的【医】构成的【经】建设的, 推定的courtroom n. 法庭, 审判室【法】法庭, 审判室detective n. 侦探a. 侦探的【法】侦探diagram 图表; 图解display n. 显示, 陈列, 炫耀, 显示器vt. 陈列, 显示, 表现, 夸示dye n. 颜料, 染料vt. 染, 染色vi. 被着色【化】染料【医】染剂, 染料be entitled to：to have the right toexecutioner n. 刽子手【法】死刑执行人, 刽子手, 行刑者eyeglasses 眼镜eyesight 视力fairy 精灵仙女far-sighted 远视footstep n. 脚步, 脚步声, 足迹frankly 坦白地说hallway 门厅;穿堂;走廊in favor of 赞同, 有利于inexpensive 便宜的cheapinjustice. 不公平, 非正义的行为【法】不公正, 不公平, 权利侵害intimidate vt. 威胁, 恐吓lousy 污秽的恶心的lunge n. 刺, 刺进, 跃进, 套马索vt. 突进, 刺vi. 突进, 刺makeup 化妆品object 反对obscure 模糊的昏暗的petty 琐碎的小规模的prejudice n. 偏见, 成见, 侵害vt. 使存偏见, 使有成见, 侵害probability 可能性recreate 再创造remarkable a. 不平常的, 值得注意的, 显著的sadist n. 虐待狂者【法】性虐待狂者, 虐待狂者scarlet 绯红色猩红色self-appointed a. 自己任命的slob n. 泥, 软泥, 粗俗平庸的人stamp 顿足stick out (使)突出, (非正式)明显, 醒目stress n. 压力, 紧迫, 强调sunglasses n. 太阳镜, 墨镜, 太阳眼镜16 17 18 1920 21 22 23 24 2532。
大学英语精读第3册 第6课 课文翻译及课后答案
大学英语精读第3册第6课课文翻译及课后答案一天的等待他走进我们房间关窗户的时候，我们还未起床。
我见他一副病容，全身哆嗦，脸色苍白，步履缓慢，好像一动就会引起疼痛。
“你怎么啦，宝贝？”“我头痛。
”“你最好回床上去睡。
”“不，我没啥病。
”“你先去睡。
我穿好衣服来看你。
”可是当我来到楼下时，他已穿好衣服，坐在火炉旁。
这个9岁的男孩，看上去病得厉害，一副可怜的模样。
我用手摸了摸他的额头，知道他发烧了。
“你到楼上去睡，”我说，“你病了。
”“我没有病，”他说。
医生来后，量了孩子的体温。
“多少度？”我问医生。
“102度。
”下楼后，医生留下用不同颜色胶囊包装的三种药丸，并嘱咐如何服用。
一种药退烧，另一种润肠、通便，还有一种是去酸。
他解释说，流感细菌只能在酸性环境中生存。
他似乎对流感很内行，并说，如果发烧不超过104度，就用不着担心。
这是轻度流感，只要当心不引起肺炎，就无危险。
我田到房里，记下孩子的体温，并记下各种胶囊的服用时间。
“要不要让我读，点书给你听？”“好的，如果你想读的话，”孩子说。
他的脸色十分苍白，眼窝下方有黑晕。
他躺在床上一动不动，对周围发生的一切漠然置之。
我朗读霍华德·派尔的《海盗故事》，但我看得出他并不在听。
“你感觉怎么样，宝贝？”我问他。
“到目前为止，还是老样子，”他说。
我坐在床的脚端自个儿看书，等着到时间再给他服一粒药丸。
按理，他本该睡着了。
然而，当我抬头看时，他却双眼盯着床的脚端，神情异常。
“你为什么不睡一会儿呢？到吃药时，我会叫醒你的。
”“我宁愿醒着。
”过了一会儿，他对我说：“你不必呆在这里陪我，爸爸，要是这事令你烦恼的话。
”“没有什么可烦恼的。
”“不，我是说，要是这事终将给你带来烦恼的话，你就不必呆在这里。
”我想，或许他有，点儿神志不清了。
11点钟，照规定给他服药后，我便出去了一会儿。
那是个晴朗而又寒冷的日子，地上覆盖着一层已结成冰的冻雨，就像那光秃秃的树木，那灌木丛，那砍下的树枝，以及所有的草坪和空地都用冰漆过似的。
大学英语精读第三版第二册unit6
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4. Three Types of Doctors
General Practitioners Specialists Researchers
back
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Text-learning
1. First reading 2. Further Understanding For Part I For Part II For Part III 3. Language points Questions and Answers Multiple Choice Questions and Answers
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Multiple Choices
1. When he first became a resident, Dr. Nolen had trouble going to sleep because ____________.
KEY
A) he was not confident that he had made a right decision B) he was nervous about what would happen to other doctors C) he was waiting for the emergency call D) he was reviewing all the facts of a certain case
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3. Do you know how many steps to become a real doctor in America?
1) to attend 4 years of college to obtain a bachelor’s degree 2) followed by 4 years of medical school 3) an intern in a hospital 4) a resident at a hospital 5) selected to be a chief resident
现代大学英语精读6_教案
教学对象：英语专业本科学生教学目标：1. 理解并掌握教材中的词汇、短语和句型；2. 培养学生的阅读理解能力，提高学生的英语水平；3. 培养学生的思辨能力和人文素养。
教学内容：《现代大学英语精读6》教材，共包含10个单元，涉及现代生活的各个方面，如科技、文化、教育、经济等。
教学过程：一、导入1. 引导学生回顾上一单元的学习内容，检查学生对词汇、短语和句型的掌握情况；2. 简要介绍本单元的主题和内容，激发学生的学习兴趣。
二、词汇教学1. 教师带领学生学习本单元的生词，讲解词义、用法和搭配；2. 学生通过练习，巩固所学词汇；3. 教师点评学生的练习，纠正错误。
三、课文精读1. 学生自主阅读课文，完成阅读任务；2. 教师讲解课文中的难点，分析文章结构和写作手法；3. 学生分组讨论，分享阅读心得。
四、语法教学1. 教师讲解本单元的语法点，如时态、语态、非谓语动词等；2. 学生通过练习，巩固所学语法知识；3. 教师点评学生的练习，纠正错误。
五、写作训练1. 教师布置写作任务，指导学生进行写作；2. 学生完成写作任务，教师点评并给出修改意见；3. 学生修改作文，提高写作水平。
六、课堂总结1. 教师总结本节课的学习内容，强调重点和难点；2. 学生回顾所学知识，巩固记忆。
教学评价：1. 课堂参与度：观察学生在课堂上的表现，如发言、提问等；2. 作业完成情况：检查学生作业的完成质量；3. 考试成绩：通过期中、期末考试，评估学生的学习成果。
教学反思：1. 教师在教学中要注意启发学生思考，提高学生的英语思维；2. 教师要根据学生的学习情况，调整教学内容和方法；3. 教师要关注学生的个体差异，因材施教。
教学时间安排：1. 词汇教学：2课时；2. 课文精读：4课时；3. 语法教学：2课时；4. 写作训练：2课时。
教学资源：1. 教材《现代大学英语精读6》；2. 教师自编讲义；3. 多媒体课件；4. 课外阅读材料。
备注：本教案仅供参考，教师可根据实际情况进行调整。
大学英语精读3教案
大学英语精读3教案教案名称：大学英语精读3教案教学目标：1. 匡助学生提高阅读理解能力，包括理解文章的主旨、细节和推理能力。
2. 培养学生的词汇量和语言表达能力。
3. 培养学生的独立思量和批评性思维能力。
教学内容：本教案将以大学英语精读3教材中的三篇文章为基础，分别是《The Benefits of Reading Fiction》、《The Power of Positive Thinking》和《The Importance of Cultural Awareness》。
教学步骤：一、导入（5分钟）1. 创设情境，引起学生对阅读的兴趣，例如分享一段有趣的故事。
2. 提问学生对于阅读的看法和意义。
二、预习（10分钟）1. 学生自主预习教材中的三篇文章，并标记出不理解的词汇和句子。
2. 学生根据自己的理解，提出一些问题，以便在课堂上讨论。
三、阅读理解（30分钟）1. 分组讨论：学生分成小组，每一个小组选择一篇文章进行深入讨论，并回答教师提供的问题。
2. 教师引导学生理解文章的主旨、段落结构和关键信息。
3. 教师解释不理解的词汇和句子，并匡助学生理解文章的难点。
四、词汇拓展（15分钟）1. 教师提供一些与文章相关的词汇，学生通过课堂讨论和举例的方式理解词汇的含义和用法。
2. 学生分组进行词汇游戏，巩固所学词汇。
五、语言表达（20分钟）1. 学生根据所学文章的内容，进行小组讨论，提出自己的观点和看法。
2. 学生展示自己的观点，进行辩论和交流，教师引导学生运用所学语言进行表达。
六、总结与反思（10分钟）1. 教师总结本节课的重点内容和学习收获。
2. 学生进行自我反思，回答教师提出的问题，例如：你对阅读有什么新的认识？你在本节课中遇到了哪些难点？你有什么需要改进的地方？教学评估：1. 教师观察学生在小组讨论和课堂表达中的参预度和理解程度。
2. 学生完成课后阅读理解题目，教师批改并赋予反馈。
教学资源：1. 大学英语精读3教材2. 阅读理解题目3. 词汇拓展材料4. 小组讨论和辩论的话题材料教学延伸：1. 学生可以通过阅读其他相关文章，拓宽自己的阅读素材和视野。
大学英语精读教案第六单元
#### 一、课程基本信息课程名称：大学英语精读授课班级：XX级XX班授课时间：XX课时#### 二、教学目标1. 掌握目标：- 理解并掌握第六单元中的关键词汇、短语以及一些有用的句型。
- 能够运用连接词进行句子组合，提高英语写作和阅读能力。
2. 熟悉目标：- 理解第六单元文章的结构和内容。
- 掌握文章的主题和作者的写作意图。
3. 了解目标：- 了解文章中涉及到的背景知识和社会文化现象。
- 掌握英语学习的一些策略和方法。
#### 三、教学内容1. 基本内容：- 阅读并理解第六单元的全部内容。
- 了解英语学习策略。
2. 重点：- 关键词汇：例如“strategy”、“implement”、“evaluate”等。
- 短语：例如“carry out”、“put into practice”、“come up with”等。
- 有用的句型：例如“How to implement an effective learning strategy?”、“It is essential to evaluate your progress regularly.”等。
3. 难点：- 连接词的使用：如何运用连接词使文章结构更清晰，逻辑更严密。
#### 四、教学进程和时间分配Step 1：导入（10分钟）- 以“英语学习策略”为主题，简要介绍英语在国际交流中的重要性。
- 引导学生思考：如何有效地学习英语？Step 2：预习（10分钟）- 学生快速阅读第六单元文章，了解文章大意。
- 进行True/False练习，检验学生对文章内容的初步理解。
Step 3：讲解重点词汇和短语（15分钟）- 讲解第六单元中的关键词汇、短语和句型。
- 通过例句和练习，帮助学生理解和掌握。
Step 4：分析文章结构（15分钟）- 分析文章的主题和作者的写作意图。
- 阐述文章的主要观点和论证方法。
Step 5：讲解连接词的使用（10分钟）- 介绍连接词的作用和种类。
大学英语精读：第六册UNIT10
Do animals think? How could the earth show so many signs of design and purpose and yet be random? Our best scientists are heatedly debating both sides of these and other scientific questions. In the following essay, the author takes a look at science education and argues that as well ass telling students the facts and theories that have already been proved and accepted, science teacher should spend more time introducing their students to the many mysteries that remain unsolved and the arguments taking place between scientists. What better way, he argues, to stimulate their interest in thing scientific? DEBATING THE UNKNOWABLELewis Thomas The greatest of all the accomplishment of twentieth-century science has been the discovery of human ignorance. We live, as never before, in puzzlement about nature, the universe, and ourselves most of all. It is a new experience for the species. A century ago, after the turbulence caused by Darwin and Wallace had subsided and the central idea of natural selection had been grasped and accepted, we thought we knew everything essential about evolution. In the eighteenth century there were no huge puzzles; human reason was all you needed in order to figure out the universe. And for most of the earlier centuries, the Church provided both the questions and the answers, neatly packaged. Now, for the first time in human history, we are catching glimpses of our incomprehension. We can still make up stories to explain the world, as we always have, but now the stories have to be confirmed and reconfirmed by experiment. This is the scientific method, and once started on this line we cannot turn back. We are obliged to grow up in skepticism, requiring proofs for every assertion about nature, and there is no way out except to move ahead and plug away, hoping for comprehension in the future but living in a condition of intellectual instability for the long time. It is the admission of ignorance that leads to progress, not so much because the solving of a particular puzzle leads directly to a new piece of understanding but because the puzzle —— if it interests enough scientists —— leads to work. There is a similar phenomenon in entomology know as stigmergy, a term invented by Grasse, which means "to incite to work." When three or four termites are collected together in a chamber they wander about aimlessly, but when more termites are added, they begin to build. It is the presence of other termites, in sufficient numbers at close quarters, that produces the work: they pick up each other's fecal pellets and stack them in neat columns, and when the columns are precisely the right height, the termites reach across and turn the perfect arches that form the foundation of the termitarium. No single termite knows how to do any of this, but as soon as there are enough termites gathered together they become flawless architects, sensing their distances from each other although blind, building an immensely complicated structure with its own air-conditioning and humidity control. They work their lives away in this ecosystem built by themselves. The nearest thing to a termitarium that I can think of in human behavior is the making of language, which we do by keeping at each other all our lives, generation after generation, changing the structure by some sort of instinct. Very little is understood about this kind of collective behavior. It is out of fashion these days to talk of "superorganisms", but there simply aren't enough reductionist details in hand to explain away the phenomenon of termites and other social insects: some very good guesses can be made about their chemical signaling systems, but the plain fact that they exhibit something like a collective intelligence is a mystery, or anyway an unsolved problem, that might contain important implications for social life in general. This mystery is the best introduction I can think of to biological science in college. It should be taught for its strangeness, and for the ambiguity of its meaning. It should be taught to premedical students, who need lessons early n their careers about the uncertainties in science. College students, and for that matter high school students, should be exposed very early, perhaps at the outset, to the big arguments currently going on among scientists. Big arguments stimulate their interest, and with luck engage their absorbed attention. Few things in life are as engrossing as a good fight between highly trained and skilled adversaries. But the young students are told very little about the major disagreements of the day; they may be taught something about the arguments between Darwinians and their opponents a century ago, but they do not realize that similar disputes about other matters, many of them touching profound issues for our understanding of nature, are still going on and, indeed, are an essential feature of the scientific process. There is, I fear, a reluctance on the part of science teachers to talk about such things, based on the belief that before students can appreciate what the arguments are about they must learn and master the "fundamentals". I would be willing to see some experiments along this line, and I have in mind several examples of contemporary doctrinal dispute in which the drift of the argument can be readily perceived without deep or elaborate knowledge of the subject. There is, for one, the problem of animal awareness. One school of ethologists devoted to the study of animal behavior has it that human beings are unique in the possession of consciousness, differing from al other creatures in being able to think things over, capitalize on past experience, and hazard informed guesses at the future. Other, "lower", animals （with possible exceptions made for chimpanzees, whales, and dolphins） cannot do such things with their minds; they live from moment to moment with brains that are programmed to respond, automatically or by conditioning, to contingencies in the environment, Behavioral psychologists believe that this automatic or conditioned response accounts for human mental activity as well, although they dislike that word "mental". On the other side are some ethologists who seems to be more generous-minded, who see no compelling reasons to doubt that animals in general are quite capable of real thinking and doquite a lot of it —— thinking that isn't as dense as human thinking, that is sparser because of the lack of language and the resultant lack of metaphors to help the thought along, but thinking nonetheless. The point about this argument is not that one side or the other is in possession of a more powerful array of convincing facts; quite the opposite. There are not enough facts to sustain a genuine debate of any length; the question of animal awareness is an unsettled one. Another debatable question arises when one contemplates the whole biosphere, the conjoined life of the earth. How could it have turned out to possess such stability and coherence, resembling as it does a sort of enormous developing embryo, with nothing but chance events to determine its emergence? Lovelock and Margulis, facing this problem, have proposed the Gaia Hypothesis, which is, in brief, that the earth is itself a form of life, "a complex entity involving the Earth's biosphere, atmosphere, oceans and soil; the totality constituting a feedback or cybernetic system which seeks an optimal physical and chemical environment for life on this planet." Lovelock postulates, in addition, that "the physical and chemical condition of the surface of the Earth, of the atmosphere, and of the oceans has been an is actively made fit and comfortable by the presence of life itself." This notion is beginning to stir up a few signs of storm, and if it catches on, as I t h i n k i t w i l l , w e w i l l s o o n f i n d t h e b i o l o g i c a l c o m m u n i t y s p l i t i n t o f u m i n g f a c t i o n s , o n e s i d e s a y i n g t h a t t h e e v o l v e d b i o s p h e r e d i s p l a y s e v i d e n c e s o f d e s i g n a n d p u r p o s e , t h e o t h e r d e c r y i n g s u c h h e r e s y . I b e l i e v e t h a t s t u d e n t s s h o u l d l e a r n a s m u c h a s t h e y c a n a b o u t t h e a r g u m e n t . / p > p b d s f i d = " 1 1 1 " > 0 0 O n e m o r e c u r r e n t b a t t l e i n v o l v i n g t h e u n k n o w n i s b e t w e e n s o c i o b i o l o g i s t s a n d a n t i s o c i o b i o l o g i s t s , a n d i t i s a m a r v e l f o r s t u d e n t s t o b e h o l d . T o o b s e r v e , i n o p e n - m o u t h e d a s t o n i s h m e n t , o n e g r o u p o f h i g h l y i n t e l l i g e n t , b e a u t i f u l l y t r a i n e d , k n o w l e d g e a b l e , a n d i m a g i n a t i v e s c i e n t i s t s m a i n t a i n i n g t h a t a l l b e h a v i o r , a n i m a l a n d h u m a n , i s g o v e r n e d e x c l u s i v e l y b y g e n e s , a n d a n o t h e r g r o u p o f e q u a l l y t a l e n t e d s c i e n t i s t s a s s e r t i n g t h a t a l l b e h a v i o r s i s s e t a n d d e t e r m i n e d b y t h e e n v i r o n m e n t o r b y c u l t u r e , i s a n e d u c a t i o n a l e x p e r i e n c e t h a t n o c o l l e g e s t u d e n t s h o u l d b e a l l o w e d t o m i s s . T h e e s s e n t i a l l e s s o n t o b e l e a r n e d h a s n o t h i n g t o d o w i t h t h e r e l a t i v e v a l i d i t y o f t h e f a c t s u n d e r l y i n g t h e a r g u m e n t . I t i s t h e a r g u m e n t i t s e l f t h a t i s t h e e d u c a t i o n : w e d o n o t y e t k n o w e n o u g h t o s e t t l e s u c h q u e s t i o n s . / p > p b d s f i d = " 1 1 2 " > 0 0 N e w W o r d s / p > p b d s f i d = " 1 1 3 " > 0 0 d e b a t e / p >。
大学英语精读第三版教案
一、教学目标1. 理解课文内容，掌握本单元的中心思想和文章结构。
2. 掌握新单词、句型的使用方法，提高听说能力。
3. 学会运用阅读技巧，寻找关键词和句，提高阅读速度和理解能力。
4. 培养学生自主学习、自我探究的学习方式，激发学习潜能。
二、教学重点与难点1. 重点：课文内容的理解，新单词、句型的掌握，阅读技巧的应用。
2. 难点：文章结构的分析，新单词、句型的运用，阅读技巧的掌握。
三、教学过程（一）导入新课1. 引导学生回顾上一单元的学习内容，巩固所学知识。
2. 提出本单元的学习目标，让学生明确学习任务。
（二）课文精读1. 阅读课文，理解文章内容，掌握文章结构。
2. 分析文章中的关键词汇和句型，引导学生进行翻译和造句。
3. 分析文章的写作手法，如比喻、拟人等，提高学生的写作水平。
（三）听说训练1. 组织学生进行听力练习，提高学生的听力水平。
2. 引导学生进行口语练习，提高学生的口语表达能力。
（四）阅读技巧训练1. 讲解阅读技巧，如快速寻找关键词、句，提高阅读速度。
2. 组织学生进行阅读练习，让学生运用所学技巧进行阅读。
（五）课堂小结1. 回顾本节课所学内容，巩固所学知识。
2. 布置课后作业，让学生巩固所学知识。
四、教学建议1. 教师在讲解课文时，应注重启发学生思考，引导学生自主学习。
2. 在进行听说训练时，教师要鼓励学生积极参与，提高学生的口语表达能力。
3. 在进行阅读技巧训练时，教师要注重培养学生的阅读兴趣，提高学生的阅读能力。
4. 教师要关注学生的个体差异，因材施教，使每个学生都能得到充分的发展。
五、课后作业1. 翻译课文中的生词和句型。
2. 用所学的阅读技巧阅读一篇英文文章，并总结文章的主要内容。
3. 准备下一节课的口语练习内容。
六、教学反思1. 教师要及时总结教学过程中的优点和不足，不断改进教学方法。
2. 关注学生的学习效果，及时调整教学进度和内容。
3. 注重培养学生的自主学习能力，激发学生的学习潜能。
大学精读3unit6drug教案
教学目标：1. 理解并掌握Unit6 Drug中关于毒品危害、禁毒意识以及社会影响的相关知识。
2. 培养学生阅读、理解、分析和总结的能力。
3. 增强学生的社会责任感和禁毒意识。
教学重点：1. 毒品危害的描述及表现。
2. 禁毒意识的重要性及如何提高禁毒意识。
3. 毒品对社会的影响及应对措施。
教学难点：1. 毒品危害的深层原因分析。
2. 如何提高学生的禁毒意识，使其具备自我保护能力。
教学准备：1. 教师准备PPT，内容包括毒品危害、禁毒意识、社会影响等。
2. 学生准备课本、笔记本、笔等学习用品。
教学过程：一、导入1. 教师简要介绍毒品危害的严重性，引起学生关注。
2. 提问：大家了解哪些关于毒品的危害？学生回答。
二、新课导入1. 教师展示PPT，讲解Unit6 Drug中关于毒品危害、禁毒意识以及社会影响的相关知识。
2. 学生跟随教师阅读课文，了解毒品危害、禁毒意识、社会影响等。
三、课堂讨论1. 教师提出问题：毒品为何会对个人、家庭和社会造成如此大的危害？2. 学生分组讨论，各抒己见，教师巡视指导。
3. 各小组派代表发言，分享讨论成果。
四、案例分析1. 教师展示真实案例，引导学生分析案例中毒品危害的具体表现。
2. 学生结合所学知识，总结案例中禁毒意识的重要性。
五、总结与反思1. 教师总结Unit6 Drug的主要内容，强调毒品危害、禁毒意识、社会影响等方面的知识。
2. 学生反思自己在生活中如何提高禁毒意识，保护自己不受毒品侵害。
六、作业布置1. 撰写一篇关于禁毒意识的文章，字数不少于500字。
2. 收集关于禁毒的宣传资料，分享给同学们。
教学评价：1. 学生对毒品危害、禁毒意识、社会影响等方面的知识掌握程度。
2. 学生在课堂讨论、案例分析中的参与度和发言质量。
3. 学生完成作业的情况。
教学反思：通过本节课的学习，学生对毒品危害、禁毒意识、社会影响等方面的知识有了更深入的了解。
在课堂讨论和案例分析环节，学生们积极参与，分享了自己的观点和看法。
现代大学英语精读3_unit6教案
课程名称：现代大学英语精读3教学单元：Unit 6课时：2课时教学目标：1. 理解并掌握本单元的核心词汇和短语。
2. 理解文章的主旨大意，提高阅读理解能力。
3. 通过分析文章结构，培养学生的逻辑思维能力。
4. 学习并运用本单元的语法知识，提高英语写作能力。
教学重点：1. 词汇：掌握核心词汇和短语，如：arbitrary, consensus, prevalent, ubiquitous, etc.2. 语法：学习并列句和复合句的用法，提高句子结构表达能力。
教学难点：1. 理解文章中复杂句子的结构。
2. 运用本单元所学词汇和语法知识进行写作。
教学过程：第一课时一、导入1. 复习上一单元所学内容，检查学生对词汇和语法知识的掌握情况。
2. 介绍本单元的主题：Globalization and Its Impact on the World。
二、阅读理解1. 学生自主阅读课文，完成课后练习题。
2. 教师讲解课后练习题中的难点，帮助学生理解文章内容。
3. 分组讨论，讨论文章的主题和观点。
三、词汇讲解1. 教师带领学生分析本单元的核心词汇和短语，如：arbitrary, consensus, prevalent, ubiquitous, etc.2. 通过例句讲解词汇的用法，帮助学生记忆和运用。
四、语法讲解1. 介绍并列句和复合句的用法，结合例句进行讲解。
2. 学生练习句子结构，运用所学语法知识进行写作。
五、总结1. 回顾本节课所学内容，强调重点和难点。
2. 布置课后作业，要求学生复习巩固所学知识。
第二课时一、复习1. 学生回顾上一节课所学内容，检查自己对词汇和语法的掌握情况。
2. 教师针对学生存在的问题进行讲解和辅导。
二、阅读理解1. 学生阅读课文，完成课后练习题。
2. 教师讲解课后练习题中的难点，帮助学生理解文章内容。
三、写作练习1. 教师布置写作任务，要求学生运用本单元所学词汇和语法知识进行写作。
2. 学生完成写作任务，教师批改并给予反馈。
现代大学英语精读3unit6教案
教学目标：1. 让学生掌握本单元的核心词汇和短语。
2. 提高学生的阅读理解能力，培养学生对文章主旨和大意的把握。
3. 培养学生的批判性思维和表达能力，让学生学会对文章内容进行归纳和分析。
4. 培养学生的文化素养，了解相关背景知识。
教学内容：1. 本单元核心词汇和短语：anxiety, depression, therapy, stress, relaxation, meditation, etc.2. 阅读理解：掌握文章主旨和大意，分析文章结构和段落关系。
3. 批判性思维和表达能力：学会对文章内容进行归纳和分析，撰写小论文。
教学过程：一、导入1. 介绍本单元主题：心理健康与压力管理。
2. 引导学生思考：在现代社会中，心理健康和压力管理对我们的生活有何重要性？二、词汇教学1. 教师带领学生学习本单元核心词汇和短语，如anxiety, depression, therapy, stress, relaxation, meditation等。
2. 通过例句讲解词汇用法，帮助学生理解和记忆。
3. 学生分组进行词汇接龙游戏，巩固所学词汇。
三、阅读理解1. 学生自主阅读课文，了解文章主旨和大意。
2. 教师引导学生分析文章结构和段落关系，讲解文章的论证方法。
3. 学生分组讨论文章中的关键信息和观点，分享自己的理解和感悟。
四、批判性思维和表达能力1. 教师提出问题，引导学生对文章内容进行归纳和分析。
2. 学生撰写小论文，阐述自己的观点和见解。
3. 教师对学生的论文进行点评，指出优点和不足。
五、课堂小结1. 回顾本节课所学内容，总结核心词汇和短语。
2. 强调心理健康和压力管理的重要性。
3. 布置课后作业，要求学生阅读相关资料，提高自己的心理健康意识。
教学反思：1. 本节课通过词汇教学、阅读理解和批判性思维训练，提高了学生的英语综合运用能力。
2. 教师应关注学生的个体差异，因材施教，激发学生的学习兴趣。
3. 在今后的教学中，应注重培养学生的文化素养，拓宽学生的视野。
大学英语精读第三版第二册U6教案
大学英语精读第三版第二册U6教案Unit 6 The Making of a SurgeonTeaching Time: 8 hoursStudents’ level: non-English majors of the second semester of the 1 st year.Teaching Objectives:1.Understand the growing process of a surgeon from a beginner to a veteran, from being lack of experience to being full of self-confidence. Ensure that students have an idea about self-confidence, critical decision, attitudes toward mistakes, doctor’s growing and professional ethic.2.About the text, Ss should grasp the text content, text structure, basic vocabularies and the required grammar points of the section.Words: anticipate, avoid, bother, bound case, conceited, conclude, confident, constant, critical, dwell, emergency, handle, resolve, responsibilitiesPhrases & Expressions: draw to a close, live with, dwell on, bound to, in practice, butterflies in the stomach, open up, in advance, atone time or another, sit onGrammar: using conjunction of once, sentences expressing logical order , emphatic expression3.About the reading, Ss should acquire the reading skill —reading for the implied meaning.4.About the writing, Ss should get to know the paragraph developing —parallelism.5.About the listening, Ss will finish Unit 6 directed by theteacher. Teaching Procedures:I.Pre-reading Activities1.Introductory remarks:It goes without saying that everyone wants to become successful. But usually there is a long way to go before one can gain success. This is especially true of a surgeon. What's the key to the making of a surgeon and at what point in time does a doctor finally become a surgeon? In this text, the author, a famous surgeon, tells us the answer from his own experience. Now let's have a careful study of the text.2.Warm-up questions(1) What qualities do you think are essential to a surgeon?(2) What kind of doctor do you like most?(3) Do you want to work as a surgeon? Why or why not?3.Key words and expressions:1). conclude:a. arrive at a belief or opinion by reasoning: for example:The doctor concluded that the patient's disease was cancer.The judge concluded that the accused was guilty.b. come or bring to an end: for example:The professor concluded his lecture by summing up the main points hehad previously mentioned.c. arrange; bring about: for example:The two countries concluded a peace treaty.2). competent:properly or sufficiently qualified; capable; adequate for the purpose:be competent in one’s work/as a teacher/to do his job.3)particular:a.belonging to some person, thing, or occasion; single and different from others. For example:She has a particular preference for Chinese art.He wasn't watching us at all at that particular moment.b.special; unusual. For example:Particular attention was given to the orphan girl.The particular nature of his job keeps James Bond on guard all the time.c.hard to satisfy. For example:I’m not particular about my clothes; I don't mind what I wear.He is very particular about his food.d.detailed; exactE.g. Give me a full and particular description of what happened.4). constant:a. happening all the time. For example:Headache is her constant complaint.b. remaining the same. For example:Temperature is at a constant 26 degrees in this hotel.c. faithful. For example:He alone remains constant to the quick-tempered musician.5). resolve:a. solve. For example:The dispute was resolved through mediation.To the amazement of all, the little boy resolved the equation in five minutes.b. decide. For example:He resolved that nothing would hold him back.The Party resolved to pay more attention to economicdevelopment.c. (n.) sth. that has been decided, decisionE.g. On New Year's Day, he made a resolve to go jogging twice a week.6). sound:a. correct; based on good judgment. For example:You can depend on her for a sound judgment\choice..b. healthy; in good condition. For example:I doubt if he is sound in his mind.Her heart is as sound as a drum.7). handle:a. manage; deal with. For example:A manager must know how to handle his men.b. touch; take up. For example;The stamp collector washes his hand before handling stamps.c. operate; direct; train. For example:After two months5 training, the worker now handles the machine with ease.d. part of a tool, cup, bucket, door, drawer, etc. by which it may be held in the hand. For example:the handlebar of a bicycle; the handle of a cup; a door handle.Hold the handlebar of a bike tightly, you won't fall down.8)anticipate:a)see beforehand. Examples:Analysts are anticipating a bull market.I anticipate having an enjoyable working relationship with you all.A good teacher should anticipate what the students need.b) expectE.g. I anticipate his arrival with much pleasure.9)sole:one and only; unshared. For example:Drunken driving was the sole cause of the accident.His sole wish is to live an undisturbed life.!0) avoid:escape; keep or get away from. For example:For fear of kidnappers, parents tell their children to avoid speaking to strangers in the street.11) bother:a. annoy; trouble. For exampleI am sorry for bothering you with so many questions.b. worry. For example:There’ ll be some way out. Don’t bother about it.c. worry; trouble. For example:What a lot of bother about nothing!12.making :n. a) the process of a person or thing that makesE.g. The making of the English language is an interesting subject.b) the means or cause of success or great improvement or advancementE.g. Hard work will be the making of you.13. surgeon :n. a) doctorE.g. Many lives have been saved by this famous surgeon.b) surgery : (n.) operationE.g. Cancer usually requires surgery.c) surgical : (adj)E.g. A surgeon always wears a surgical mask in the operation room.14. critical :a. a) important at a time of danger and difficultyE.g. Heroes emerge at critical moment in history.b) fault-findingE.g. He has written several critical articles on the film.15. case :n. a) instance of disease or injuryE.g. Emergency cases must be treated first.b) actual state of affairs, instance of the occurrence of sth.E.g. Suffering can have beneficial results and certainly I know that was true in my case.c) question to be decided in a law courtE.g. The case is still under police investigation.16. draw to a close / an end :come to an end; concludeE.g. The summer vacation in drawing to a close.17. live with :accept ( sth unpleasant )E.g. You must live with the fact that you are no longer as healthy as you are.18. dwell on / upon :think about , speak or write a lot aboutE.g. It doesn't do to dwell too much on one's shortcomings.19.be bound to :be certain toE.g. Look at the cloudless sky ! It is bound to clear up.20. butterflies on one's stomach :a feeling of fear or anxiousE.g. When her turn for the oral test came, she suddenly had butterflies in her stomach.21. in advance :before or ahead of timeE.g. There's always a great demand for tickets, you'd better book your seats well in advance.22. sit on :do nothing about, neglectE.g. It's unfortunate that our director simply sat on our suggestion and did nothing about it.4. Synonym Discrimination1). treat curetreat : To accept as a patient, to diagnose illness and to help relieve it cure : to bring back to health, stressing the positive result of medicaltreatmentE.g. The bone fracture in the truck driver's left leg was being carefully treated.Doctors and scientists may discover at any moment now how to cure cancer.2). encounter meetencounter : more formal word; strongly to imply a casual or unexpected meeting.meet : common word. to see peopleE.g. He encountered many difficulties an his journey around the world.He promised to meet her at the airport.Ⅱ. While-reading Activities1.Ss have the silent reading on the text (10 mins)2.T explains the text in detail.Lines 1-- 71. Language PointsThere is no surgical patient I cannot treat competently, treat just as well as or better than any other surgeon…(1) "I cannot …any other surgeon" is attributive clause, modifying "surgical patient".(2) The double negative sentence has a strong meaning.E.g. There is nothing that he cannot do.2. Questions for Discussion(1) Do you think self-confidence is essential to a surgeon?---Self-confidence is considered a symbol of competence, which can reassure patients and help a surgeon make resolute decisions and take resolute actions to help his patients.(2) Why is the double negative sentence "There is no surgical patient I cannot treat competently" used?---To emphasize the affirmation and show confidence.Lines 8--161. Language PointsIt was the only way I could find the peace of mind I needed to relax. (1) "It was the only way" is the main sentence.. "I could…to relax" is attributive clause, modifying "way". And in this attributive clause , "I needed to relax" is attributive clause, modifying " the peace of mind.2. Questions for Discussion(1)What people would make a telephone call at night to the hospital?---Those who are seriously injured in an accident, seriously ill for some sudden reasons.(2) How do you understand a " critical decision"?---A critical decision is a life-and-death decision because it can save a patience's life or result in a patience' death.(3) What can you conclude about the resident from thisparagraph?---He worried about the decisions he made and he had a strong sense of responsibility.Lines 17--241. Language Points…but I had learned to accept this a constant problem for a surgeon, one that…live with it.(1) accept…as : I accepted him as my dear brother.(2) "One " refers to "a problem". "It" refers to "situation".2. Questions for Discussion(1) How do you understand "I could live with it"?---He could face the decisions he made, right or not, with peace of mind.(2) Why did he have a nice feeling?---He had gained enough knowledge and experience and he had self-confidence.Lines 25--321. Language PointsI'd sweated through my share of stab wounds of belly, of punctured lungs, or compound fractures. = I'd been nervous and filled with anxiety while painstakingly treating the serious injuries that come to every young doctors, such serous injuries as stab wounds in the belly,punctured lungs and compound fracture.(1) sweat : work long and hardE.g. The team sweated through the game and managed to keep their trophy.(2) share : a partE.g. That is your fair share.2. Questions for Discussion(1) Why did he mention these three cases?--- They were all serious injuries and complicated cases in which it was impossible to anticipate all the problems in advance.(2) When and why didn't he "sweat" through the operations any more? ---When his five-year residency was drawing to a close. He was no longer nervous because he had gained the knowledge, the skill, the experience and confidence.Lines 33--411. Language Pointswhen I was out in practice = when I completed my residency period and began to work on my own as a surgeon.…chances were that no other surgeon could have, either…= …it was most likely that other surgeon could have avoided the same mistakes.(1) chances are / were that : it is / was likely thatE.g. Chances are that he has already heard the news.2 Questions for Discussion(1) What kind of mistakes could a surgeon make?---He could make a wrong judgement, operate on a wrong person or wrong parts, etc.(2) What was his attitude toward hid mistakes before the residency?---He couldn't tolerate or forgive them; he couldn't bear to think he was solely responsible for them.(3) Are you afraid of making mistakes?---Mistakes are part of human's life, no one could avoid them. And failure is the mother of success. We could learn lessons from our mistakes. Lines 42--471. Language PointsHe needs it to encourage him in trying moment.(1) trying : distressing. difficultE.g. We had a trying day.(2) try : cause to be tired, exhausted, out of patience, etc.E.g. Time tries everything.2. Questions for Discussion(1) Why does the author use "sounds" and "guess" when he speaks of "conceit"?---Conceit means excessive pride in oneself or in one's abilities. It is not usually a good characteristic or behavior. But to some extent, a surgeonneeds it.(2) What is it that a surgeon needs, conceit or self-confidence?---Both. Self-confidence means adequate confidence in oneself and one's abilities. It's based on competence, experience and the like. Conceit , the feeling that one is better that others, is what a surgeon needs to help give self-confidence.Paragraph One and Two:1). Language Points:a. draw to a close: come to an end. Examples:This semester is drawing to a close.The year soon drew to its close.b. on more than one occasion: more than one time. For example:I have asked him for my books on more than one time.On another occasion, he landed in a deserted car park.c. treat, cure: To treat someone medically is to accept him as a patient, to diagnose his illness and to help relieve it. To cure someone (of an illness), on the other hand, is to bring him back to health, stressing the positive result of medical treatment. We can also s ay ‘to cure a disease’meaning ‘to get rid ofdisease’. Compare the following examples: Which doctors are treating her for her illness?This medicine should cure you of your cold.2) Questions:a. Why did he ask the question when he was finishing his residency?b.do you think self-confidence is essential to a surgeon?Paragraph Three:1). Language Points:a. encounter, meet:Encounter is a synonym for meet. It is a more formal word and strongly implies a casual or unexpected meeting.Compare the following examples:He promised to meet her at the airport.On the train I encountered (or : chanced to meet) an old friend of mine who I had not seen for years.b. having trouble doing sth.: have difficulty doing sth. Examples:Such a pleasant girl as she has no trouble making friends with people. The boy had a lot of trouble getting up early in winter.2). Questions:a. How do you understand a “critical decision”？b. What can you conclude about the resident from this paragraph? Paragraph four:1). Language Points:a. live with: accept (sth. unpleasant). Examples:Most of us don^t like the new regulations, but we have to learn to livewith them. You must live with the fact that you are no longeras healthy as you were.b. dwell on : think about; speak or write a lot about. Examples:Let bygones he bygones. Don’t dwell so much on the past.The speaker dwelt on that point for more than an hour.c. be bound to : be certain to ; be sure to. Examples:You are bound to succeed if you keep on trying.If s hound to rain. Look! The clouds are gathering quickly.2). Questions:a. What does the author mean by "sleeping was no longer a problem^?b. Why did he have a nice feeling?Paragraph Five:1). Language Points:a. in practice: while performing my professional skills as a surgeo n. "Practice”here means "exercising or performing the profession of medicine”' i.e., “regular work of a doctor”.b. butterflies in one’s stomach: a feeling of fear or anxiety. Examples: When the young man walked into the office to see headmaster, he had butterflies in his stomach.Whenever he gets up in front of his audience, he has butterflies in his stomach, no matter how many times he does it.c. in advance: ahead of time; beforehand. Examples:You have to pay the rent in advance.e.I’d sweated through my share of stab wounds of the belly, of punctured lungs, or compound fractures.: Yd been nervous and filled with anxiety while painstakingly treating the serious injuries that come to every young doctor ——such serious injuries as stab wounds in the abdomen, punctured lungs and compound fractures.2). Questions:a. Why did he mention these three cases?b. When and why didn’t he “sweat”through the operations any more? Paragraph Six:1). Language Points:a. "Nor was I afraid of making mistakes”Inversion shoul d be applied when a negative word is placed at the beginning of a sentence. More examples:Never have I seen such an unreasonable person as him.Seldom does he speak Chinese in English classes.b. When I was out in practice : When I completed my residency period and began to work on my own as a surgeon.c. sit on: neglect; do nothing about. Examples:I sent in my application in good time, but the secretary sat on it for a month.We should not sit on those who need help.d. ... chances were that no other surgeon could have, either.: it was most likely that no other surgeon could have avoided the same mistake, chances are/were that: it is/was likely that. For example:Chances are that our team will win.2). Questions:a. What kind of mistakes could a surgeon make?b. Are mistakes part of human's life?Paragraph Seven:1). Language Points:a. conceited: foil of pride in one's powers, abilities, etc. Examples:The conceited actor behaved as if he were the greatest man in the world. The conceited rabbit was beaten by the turtle intheir race.b. trying moments: moments that cause severe strain; moments that try one's nerves. For example:I always ask my father for help in trying moments.2). Questions:a. Why does the author use “sounds”and “guess”when he speaks o f “conceit”？b. What is it that a surgeon needs, conceit or self-confidence?3. T asks Ss to come out the main idea, structure of the text (10 mins)4. T summarizes the main idea and structure of the text (5 mins)Ⅲ. Summary Questions and Concluding Remark s1. Summary Questions(1) What's the making of a surgeon?---It's a long and tough way. Not until he finishes the medical education and the hospital residency. Not until he builds up necessary confidence in himself.(2) What had the author gone through before he became a surgeon?---Emergency situations he encountered at night; the critical decisions he had had to make; the sleepless nights because of worries about his treatment; the experience of sweating through operations; the fear of making mistakes and the transition from doubts and uncertainties to self-confidence.2. Concluding Remarks---Self-confidence is the key to the making of a surgeon. But self-confidence is based on necessary knowledge, skills, experience and expertise. In addition , the sense of responsibility is another quality foe s qualified doctor. All these work ethics arerequired for professionals in various other fields as well.Ⅳ. Post-reading Activities1.Let the students do the exercises in the textbook which arc related to the new words.2.Ss hand in the summary of the text.3.Ss discuss the questions on the topic related to the text.。
《大学英语精读》第三版第2册Unit_6 PPT
Text interpretation
▪ Warm-up questions 1. Self-confidence is the first requisite to
great undertakings. What is your comment? 2. Are you a self-confident person? 3. How can a diffident person become selfconfident?
记叙文 说明文 描述文 议论文
Text interpretation
▪ What is the main idea of the text?
✓ A famous surgeon tells about the importance of self-confident from his own experience.
Text interpretation
▪ Answer the questions
Ⅱ Comprehension 2 on p.144
▪ What type is the text, generally?
A. narration B. exposition C. description D. argumentation
▪ A confidence man ▪ 骗子，欺诈者
Useful expressions
▪ 预支收入 ▪ 简单/不费力 ▪ 背后捅刀 ▪ A belly laugh ▪ 肺穿孔 ▪ 人非圣贤 ▪ 独家代理
▪ Anticipate one’s income
▪ No sweat. ▪ Stab sb. in the back ▪ 捧腹大笑 ▪ A punctured lung ▪ To err is human. ▪ Sole agent
大学英语精读六电子教案
教学对象：英语专业本科学生教学课时：2课时教学目标：1. 掌握本单元的核心词汇和短语。
2. 理解文章的主题和结构。
3. 培养学生的阅读理解能力、分析能力和批判性思维能力。
4. 提高学生的英语口语和写作能力。
教学重点：1. 理解文章的主题和结构。
2. 掌握核心词汇和短语。
3. 分析文章的写作手法和修辞技巧。
教学难点：1. 理解复杂的句子结构和长难句。
2. 分析作者的写作意图和观点。
教学过程：第一课时一、导入新课1. 教师简要介绍本单元的主题和背景。
2. 引导学生回顾上节课的内容，激发学生的学习兴趣。
二、阅读课文1. 学生自主阅读课文，标注生词和难点。
2. 教师检查学生的阅读情况，解答学生的疑问。
三、词汇讲解1. 教师讲解本单元的核心词汇和短语，并进行例句分析。
2. 学生跟读、模仿，巩固词汇。
四、文章分析1. 教师引导学生分析文章的主题和结构。
2. 学生分组讨论，分享自己的观点。
五、总结与作业1. 教师对本节课的内容进行总结，强调重点和难点。
2. 布置作业：翻译文章中的长难句，撰写一篇与文章主题相关的短文。
第二课时一、复习导入1. 教师检查学生的作业完成情况，解答学生的疑问。
2. 学生分享自己的翻译和短文写作心得。
二、写作指导1. 教师讲解写作技巧，指导学生如何写好一篇短文。
2. 学生根据教师的要求，撰写一篇与文章主题相关的短文。
三、口语练习1. 学生分组进行口语练习，讨论文章主题，分享自己的观点。
2. 教师巡回指导，纠正学生的发音和语法错误。
四、课堂小结1. 教师对本节课的内容进行总结，强调重点和难点。
2. 学生回顾本单元所学内容，巩固所学知识。
五、布置作业1. 学生根据教师的要求，撰写一篇与文章主题相关的短文。
2. 复习本单元的核心词汇和短语，为下节课做好准备。
教学反思：本节课通过阅读、词汇讲解、文章分析、写作指导和口语练习等多种教学手段，帮助学生掌握本单元的核心知识和技能。
在教学过程中，教师应注重培养学生的阅读理解能力、分析能力和批判性思维能力，提高学生的英语口语和写作能力。
大学英语精读：第三册UNIT6
Ernest Hemingway's story is about an incident that happens between a father and his son. The small boy's misunderstanding of the difference in measuring temperature on a Fahrenheit and a Celsius Scale causes him to believe that he is drying of a high fever. However, the father doesn't realize it until very late that day……A Day's WaitErnest Hemingway He came into the room to shut the windows while we were still in bed and I saw he looked ill. He was shivering, his face was white, and he walked slowly as though it ached to move. "What's the matter, Schatz?" "I've got a headache." "You better go back to bed." "No. I'm all right." "You go to bed. I'll be you when I'm dressed." But when I came downstairs he was dressed, sitting by the fire, looking a very sick and miserable boy of nine years. When I put my hand on his forehead I knew he had a fever. "You go up to bed," I said, "You're sick." "I'm all right," he said. When the doctor came be took the boy's temperature. "What's is it?" I asked him. "One hundred and two." Downstairs, the doctor left three different medicines in different colored capsules with instruction for giving them. One was to bring down the fever, another a purgative, the third to overcome an acid condition. The germs of influenza can only exist in an acid condition, he explained. He seemed to know all about influenza and said there was nothing to worry about if the fever did not go above one hundred and four degrees. This was a light epidemic of flu and there was no danger if you avoided pneumonia. Back in the room I wrote the boy's temperature down and made a note of the time to give the various capsules. "Do you want me to read to you?" "All right. If you want to, " said the boy. His face was very white and there were dark areas under his eyes. He lay still in the bed and seemed very detached from what was going on. I read aloud from Howard Pyle's Book of pirates; but I could see he was not following what I was reading. "How do you feel, Schatz?" I asked him. "Just the same, so far," he said. I sat at the foot of the bed and read to myself while I waited for it to be time to give another capsule. It would have been natural for him to go to sleep, but when I looked up he was looking at the foot of the bed, looking very strangely. "Why don't you try to sleep? I'll make you up for the medicine." "I'd rather stay awake." After a while he said to me, "You don't have to stay in here with me, Papa, if it bothers you." "It doesn't bother me." "No, I mean you don't have to stay if it's going to bother you." I though perhaps he was a little lightheaded and after giving him the prescribed capsules at eleven o'clock I went out fora while. It was a bright, cold day, the ground covered with a sleet that had frozen so that it seemed as if all the bare trees, thebushes, the cut brush and all the grass and the bare ground had been varnished with ice, I took the young Irish setter for a walk up the road and along a frozen creek, but it was difficult to stand or walk on the glassy surface and the red dog slipped and slithered and I fell twice, hard, once dropping my gun and having it slide away over the ice. We flushed a covey of quail under a high clay bank with overhanging brush and I killed two as they went out of sight over the top of the blank. Some of the covey lit in trees, but most of them scattered into brush piles and it was necessary to jump on the ice-coated mounds of brush several times before they would flush. Coming out while you were poised unsteadily on the icy, springy brush they made difficult shooting and I killed two, missed five, and started back pleased to have found a covey close to the house and happy there were so many left to find on another day. At the house they said the boy had refused to let anyone come into the room. "You can't come in," he said. "You mustn't get what I have." I went up to him and found him in exactly the position I had left him, white-faced, but with the tops of his cheeks flushed by the fever, staring still, as he had stared, at the foot of the bed. I took his temperature. "What is it?" "Something like a hundred," I said. It was one hundred and two and four tenths. "It was a hundred and two," he said. "Who said so?" "The doctor." "Your temperature is all right," I said. "It's nothing to worry about." "I don't worry," he said, "but I can't keep from thinking." "Don't think," I said. "Just take it easy." "I'm taking it easy," he said and looked straight ahead, He was evidently holding tight onto himself about something. "Take this with water." "Do you think it will do any good?" "Of course it will." I sat down and opened the Pirate book and commenced to read, but I could see he was not following, so I stooped. "About what time do you think I'm going to die?" he asked. "What?" "About how long will it be before I die?" "You aren't going die. What's the matter with you? " "Oh, yes, I am, I heard him say a hundred and two." "People don't die with a fever of one hundred and two. That's a silly way to talk." "I know they do. At school in France the boys told me you can't live with forty-four degrees. I've got a hundred and two." He had been waiting to die all day, ever since nine o'clock in the morning. "You poor Schatz," I said. "Poor old Schatz. It's like miles and kilometers. You aren't going to die. That's different thermometer. On that thermometer thirty-seven is normal. On this kind it's ninety-eight." "Are you sure?" "Absolutely," I said, "It's like miles and kilometers. You know, like how many kilometers we make when we do seventy miles in the car?" "Oh," he said. But his gaze at the foot of the bed relaxed slowly. The hold over himself relaxed too, finally, and the next day it was very slack and he cried very easily at little things that were of no importance. NEW WORDS shiver vi. shake, tremble, esp. from cold or fear 战栗，发抖 capsule n. 胶囊（药） instruction n. （often pl.） advice on how to do sth.; order ⽤法说明；指⽰ instruct vt. purgative n. a medicine to produce bowel movements 泻药 acid a. sour; marked by an abnormally high concentration of a sour substance 酸的；酸性物质过多的 germ n. 病菌，细菌 influenza n. a contagious disease which is like a bad cold but more serious 流⾏性感冒 epidemic n.& a. （disease） spreading rapidly among many people in the same place for a time 流⾏病（的） flu n. （short for） influenza pneumonia n. a serious illness with inflammation of one or both lungs 肺炎 detached a. indifferent; separate, not connected 超然的；冷漠的；分离的 detach vt. pirate n. a person who attacks and robs ships at sea 海盗 papa n. father lightheaded a. unable to think clearly or move steadily as during fever or after drinking alcohol; dizzy and faint 神志不清的；眩晕的 prescribe vt. order or give（sth.） as a medicine or treatment for a sick person 开（药） sleet n. a mixture of rain and snow; rain that freezes as it falls ⾬夹雪；冻⾬ brush n. rough low-growing bushes; small branches broken off from trees 矮灌⽊丛；断落的树枝 varnish vt. cover （sth.） with a smooth appearance Irish a. 爱尔兰（⼈）的 setter n. a type of dog with red hair; a hunting dog 塞特狗 creek n. a small stream glassy a. like glass, esp. （of water） smooth and shining slither vi. slide unsteadily 不稳地滑动 slide v. （cause to） move smoothly along a surface （使）滑动 flush v. drive （birds） up from the trees or bushes so as to shoot; （of birds） fly up suddenly （使）（鸟）惊飞 （sides of the face） become rosy or reddened by a sudden flow of blood to the face （脸）发红 covey n. a small flock or group （of small birds）⼀⼩群（鸟） quail （pl. quail or quails） n. a kind of small bird, valued as food 鹌鹑 overhang v. hang over or stand out over 悬于……之上，突出于……之上 light （lit or lighted） vi. land and settle 停落 scatter vi go off in all directions 散开 mound n. small hill; a large pile of earth, stones, etc. ⼟墩 poise vt. balance unsteadily ad. shakily unsteady a. icy a. covered with ice; extremely cold springy a. flexible （as a spring moving up and down）有弹性的 commence vt. start; begin thermometer n. a instrument for measuring and snowing temperature 温度计 absolutely ad. completely; certainly gaze vi. look long and steadily 凝视 slack a. not tense; relaxed 松弛的；放松的 PHRASES & EXPRESSIONS bring down reduce; cause to fall 减少，降低 be detached from show no interest in, be indifferent to would rather would prefer to; would prefer that 宁愿 out of sight unable to be seen keep from prevent oneself from （doing sth.）; stop （doing sth.） take it easy not to work too hard; not to worry too much 不紧张，不急 hold tight onto oneself keep firm control over oneself PROPER NAME Pyle 派尔（姓⽒）。
第三版大学英语第六册精读部分课后答案及解析unit 6
单词：1. die down变得越来越弱直到消失eg. When the flames die down, we will be able to see the extent(程度) of the damage.2. lick vt.舔；<口>打败 vt.& vi.轻轻拍打；战胜 n.舔；一舐的量，少量eg. The boy quickly devoured(狼吞虎咽的吃光) the delicious, home-cooked meal, and his plate could not have been cleaner had he not licked it .3. shrewd adj.精明的，敏锐的；奸诈的，狡猾的；有眼光的；精于盘算的eg. He was too shrewd to follow them upon a road which could only lead to an impasse(死胡同)。
4. penalty n.惩罚；刑罚；害处；足球点球eg. In 1969, Britain abolished(废除) the death penalty（死刑）for murder.5. in brief简而言之，简单地说eg. It’s a long letter. In brief, he says he is opposed to the project we are going to undertake.6. for one不管别人，至少……，作为其中一个，举例来说eg. Having toured the countryside for two months, I , for one, have come to believe (渐渐相信) that the situation there has never been better than now.7. guarantee n. 保证，担保；保证人，保证书；抵押品vt. 保证，担保eg. Shanghai Airlines guarantees its customers top-quality service.8. facility n. 设备；容易；能力；灵巧eg. The city’s public indoor recreation facilities(室内娱乐设施) are extensive（大量的，广泛的）, which is important for a city like Minneapolis where the winters are long.9. initial adj. 最初的；开始的；首字母的eg. Having heard about the wedding my initial reaction was one of complete disbelief.10. earn/make a living谋生eg. Now that(既然) her parents were both gone and she was left alone in the world, she needed to find a way to earn a living.11. enterprise n. 企（事）业单位；事业，计划；事业心，进取心eg. Once the bank notified them of its approval (同意；批准；赞成) of the loan (贷款；借款；借用), they began to implement (实施，执行；使生效，实现；落实；把…填满) their plans for a small business enterprise.12. agent n. 代理人；代理商；药剂；特工eg. As this place is a high-risk flood area(洪水高发区), you had better see an insurance agent（保险公司，保险代理人）soon.13. tragic adj. 悲剧的；悲惨的eg. According to the local newspaper, the tragic accident resulted in (引起，导致，以…为结局；落得；致使) the loss of three people.14. permanent adj. 永久（性）的，永恒的，不变的，耐久的，持久的，经久的；稳定的；常务的，常设的eg. Among its permanent collection(永久的收藏) is a masterpiece (杰作，名作)of the great 18th century French painter donated to (捐献给)the museum by Mr, Dawson.15. expand vt. 使…变大；扩张；详述vi. 扩展；发展；张开；展开eg. In 2001 our business was going so rapidly that we began to expand abroad.16. rumor n.谣言，<美>传闻;咕哝；vt. 谣传；传说eg. The rumors about my colleague(同事)’s love affair（婚外情）all turned out to be false, but her reputation （n. 名气，名声；信誉，声望）was hurt just the same.词组：1. play about/around鬼混eg. It’s time he stopped playing around and began to take life seriously(.认真地；严肃地；严重地).2. play at三心二意，假装……的有戏eg. This is a job that needs to be tackled whole-heartedly(全心全意), not played at.3. play back往后倒，把…打回给对方；后退一步接球；播放；重播eg. When we’ve finished the recording（记录，唱片，磁带）we’ll play it back.4. play down轻描淡写；故意缩小…的重要性；和善地对待；放低身价eg. He gave all the credit to his colleagues, and play down his own part in the discovery.5. play off (against)重新比赛，加赛；取笑; 挑拨离间eg. Always a clever diplomat（外交官）, he played off one potential （潜在的，有可能的）enemy of his country against another, so he kept them divided（分离）.6. play on/upon对……加以利用eg. The Empire played on/upon its neighbours’ fears of military expansion (军事扩张) to obtain trade concessions （贸易让步）from them.7. play up强调，着重，是突出；努力；积极地比赛；夸大；为…做广告eg. The coach (教练) played up the possibilities（可能性）, and kept our minds off our weaknesses.8. play with同…一起玩；玩弄…；（不太认真地）考虑；逗eg. He has often played with the idea of emigrating (移民) to Canada, but that’s as far as it’s gone.1. die away(尤指声音、光、风）逐渐消失，停止；昏厥；自行消失eg. Ronny’s steps died away, and there was a moment of absolute silence.2. die down变得越来越弱直到消失eg. The applause (掌声) died down and the actors were able to continue.3. die for渴望，为…而献身；<口>急需（某物）eg. In those days, she was died for a break, away from her family and household commitments（家庭承诺）.4. die from/of死于（某种原因，不包括疾病、过度悲伤等）eg. The disease from which he died was at that time incurable.5. die off相继死去，先后死去；（温度）降下来；相继死亡eg. A water shortage had struck the area(缺水区) and wild life was dying off alarmingly（令人担忧的）in the intense heat.6. die out（指物种、家族、习惯、观念等）绝迹，消失；绝种；绝灭；淘汰eg. Only those species (物种) adaptable enough to cope with changing conditions survived. The others died out.填空：There was only one exception (只有一个例外) to the rule of advance payment.A certain（某一）young man had a very wealthy uncle, living in Milwaukee, whose heir（继承人）he was, but the uncle was not getting along（进展）in years fast enough. The young man, then 18 years old, did not wish to waste the “best years of his life” as a poor boy. He wanted the money while he was young, but his uncle was as healthy as he was wealthy. The Zeritskys were the obvious answer to his problem.They undertook to deep-freeze the youth without advance payment. They further undertook to watch the Milwaukee papers until the death of the uncle should be reported, whereupon（因此）they would defrost the boy. In exchange for （作为……的交换）this, the youth, thinking of course that money would be no problem （钱不是问题）when he came out, agreed to pay double.The uncle lived 17 years longer, during which time he seems to have forgotten his nephew（侄子）and to have become deeply interested in a mystic society, to which he left his entire fortune. The Zeritskys duly（按时）defrosted the boy, and whether they or he were the more disappointed is impossible to imagine.He , poor fellow, spent the rest of his life, including the best years, paying off（还账）his debt which amounted to（数目达到）$9,400. The books record his slow but regular （定期的）payments over the next 43 years, and indicate（指出）that he had only $250 left to pay when he died.改错：Soon after Monahan’s great exposure（暴露，接触）rocked the nation, many clients leaped into（跳入，突然进入）print to tell their experiences.One story was told by the husband who had planned to be got away from（逃离……）his malicious（恶毒的）wife with the help of the Zeritskys, and (加whose) intentions（目的，意图）were unfortunately（不幸的）discovered by her. With shrewd（狡猾的）reasoning, she figured approximately （近似的，大约）the number of years he had chosen to be absent（缺席）, and put himself (改为herself) away for a like period（时期）. In a TV dramatization（剧本）rather pessimistically（悲观地）entitling (改为entitled)You Can’t Get Away , the husband described his sensations（感觉）upon being（一被……）defrosted after 15 years, only (加to) find his wife waiting for him right there in the reception room（接待室）of the Zeritsky plant（植物，草木；设备；工厂；庄稼）.“She was as perfectly preserved（保存）as I was ,” he said. “Any (改为Every) irritating（令人恼火的）habit that had made my life unbearable（无法忍受的）with her was absolutely intact（原封不动的）.”Another story came down(去掉) from the daughter of a Zeritsky client. Her father was still, at the age of one hundred and two, passionately（热情的）interested inpolitics, but the chances of his lasting until the next election was (改为were) not good. The daughter herself suggested the deep freeze and he welcomed the idea. He decided on a twenty-year stay because, in his own words, “As (改为If) the Republicans（共和主义者）can’t get into the White House in twenty years, I give up.” Of (改为Upon) his return, he found that his condition had not been fulfilled. His daughter described him as utterly（完全的）baffling (改为baffled)（受挫）by the new world. He lived in it just a week before he left it, this time for good. His last words were, “How do you people stand it?”翻译：1. 总之，这些实验室设备太贵，而且也许过时了。
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大学英语 IV 课程教案授课时间第 15-16 周授课方式理论课□√讨论课□实验课□习题课□其他□（请打√）授课题目（教学章、节或主题）：Unit Six ( Reading and Writing course)Section A ： Sam Adams, IndustrialEngineer 课次 3 课时6 安排上一课次Review Unit 5 and lead-in of Text A- Sam Adams, Industrial Engineer 教学内容提要本课次教学目的、要求（分掌握、熟悉、了解三个层次）：教学目标：1. To understand the term of industrial“ engineering ” and talk about work efficiency“ ”;2.T o understand the main idea and the humorous narration.3.T o understand the structure and writing strategy:4.T o master key words and phrases5.T o conduct a series of listening and speaking tasks教学要求：1．要求学生掌握本单元的中心思想和文章结构，学会在写作中恰当使用从属连接词。
2．掌握新单词、句型的使用方法；加强相关听说训练：Health 。
3.掌握阅读技巧：快速寻找中心大意。
教学建议：1．在教学过程中启发学生开展关于“工作和学习效率”的探讨，帮助和鼓励学生发现学习过程中的存在的“效率问题” ，改变自主学习、自我探究的学习方式，掌握必要的学习效率，培养大学校园中处理学习和生活之间关系的能力和效率。
2．提供最新的资料背景知识，如industrial engineering; efficiency; background music 等。
教学重点及难点：1.Some useful words and expressions;2.Text analysis and comprehension;3.Reading skill: How to read a text.4. Listening and Speaking: learn to people talk about health; listeningtraining on Diets, Culture Shock, the Flu and An Appointment; .5.Writng and Translating：Guided writing: Shortening the sentences by using subordinate conjunctions6.本单元自主学习内容：Reading Tasks：Reading comprehension for main ideasa. Learning how to read a text.b. Do some scanning.c. Do comprehensive exercises of Reading Activitiesd. Do exercises in Intensive Reading Exercise Book –Unit 6教学基本内容与教学设计（含时间分配）方法及手段The first two periods:1.Introductory Remarks on “Industrial Engineering”(10’)2.Background information (15’)3.Discussion(25’)1)Topic for discussiona.Do you consider yourself an efficient person?b.Do you think it a good habit for a person toarrange everything in order in his daily life? Why orwhy not?c.Who does best in your family to keep your houseclean and tidy? Say something in detail about it.2)Discuss: “My Suggestions on Improving English Learning Efficiency ”3)Listening and answer some questions.4.While-reading---Text comprehension1)New words preview (10’)2)Reading comprehension questions about the text.(153)Text comprehension Questioning (PPT)Group work&discussion (video-watch & discuss) Audio-lingualAudio-lingual (audio) Task-basedTask- based’)A:Sam gives a report on his findings and his suggestions with a problem-solution path to improve the production.Mr. Hobbs thanks Sam and gives him some rewards.[Note]: Ss are required to find out problem-solutions in their global readings.B:Structure— Main Ideas of Text DivisionsPart I (Line 1-12)When a boy, Sam was the“efficient expert” for the family.Part II (Line 13-20)When a graduate, Sam was asked to work as“aconsultant”in a shirt factory.Part III (Line 21-38)Sam was greatly surprised by the degree of disorder.Part IV (Line 39-56) Sam put forward some suggestionsfor the improvement of production and was rewarded by the boss.Communicative approachTask-based Communicative approac Questioning (PPT) Group work&discussion (video-watch & discuss) Audio-lingualThe second two periods:1.Review the new words and dopresentation(35-’) Check the vocabulary onpage 131-133.2.Review the structure of Text A (10-15’)3.Explain the major writing method of text A(10-15’)4.Sentence structure practice (58-’)ngauge points explanation (25’)6.Cloze and writing practice (20’)Audio-lingual (audio) Task-basedTask- basedThe third two periods:1.Reading Skills: How to read for main ideas(15’)2.A quiz to test unit six- Text A (45’)4.Students learn section B by themselves. (2530-’)5.Do a listening test. (20’)Lecture Lecture Testing Individual work Multimedia作业和思考题：1.Review words and sentence structures.2.Guided writing on page 151-154. Write a paragraph of about 120 words stating “My Suggestions on Improving English Learning Efficiency”.3.Preview unit seven4.Prepare for discussing topic.(1)Ask students to search for information about working and learning efficency on the internet or library and do presentation(2)Talk about English learning efficiency and do presentation..课后小结：做为大一新生的最后两单元大学英语课，引导学生改进学习方法，培养自主的学习效率。
结合单元主题“问题 -办法 -效率”，让学生了解大学英语学习可遵循的提高学习效率的有效办法，明确自己的学习、生活之间处理的效率问题，恰当使用必要的学习计划和解决问题的有效办法，提高学习效率，改进学习方法。
大学英语 IV 课程教案授课时间第 17-18 周课次 3授课方式理论课□√讨论课□实验课□习题课□课时6（请打√）其他□安排授课题目（教学章、节或主题）：Unit Seven ( Reading andWriting course)Section A ： TheSampler上一课次lead-in of Text A- The Sampler教学内容提要本课次教学目的、要求（分掌握、熟悉、了解三个层次）：教学目的：1.T o know something about “The Christmas Season” andFree“ Samples”and talkabout them2.T o learn reading comprehension skill: reading for the main ideal;3.T o master the key phrases and some sentence patterns.教学要求：1．要求学生掌握本单元的中心思想和文章结构，学会在写作中恰当使用关联词。