大学英语精读3in-my-day讲课教案
大学英语精读3in my day讲课教案
Lesson 13- In My Day
WB T L E
To be continued on the next page.
Lesson 13- In My Day
I. Text Analysis
How did the author react to his mother’s
senility from a son’s point of view?
Part Three
Lesson 13- In My Day
WB T L E
ENTER
Text Appreciation
I. Text analysis 1. Theme 2. Text structure 3. General analysis 4. Further questions on appreciation
II. Writing devices 1. Parallelism 2. Repetition
III. Sentence paraphrase
WB T L E
Lesson 13- In My Day
I. Text Analysis
Lesson 13—In My Day
Theme of the story
The mother was always on the run and working hard because she believed that hard working is the necessary part of one’s life. Life was a struggle, a fight, a battle for survival, for salvation, and for the glory of God. Only by hard working can one be successful in the end. Those who were lazy, timid, loitering and afraid to tell others the true feelings were losers of the life.
现代大学英语精读3教案
教学目标：1. 学生能够理解并掌握本单元的核心词汇和短语。
2. 学生能够阅读并理解本单元的课文内容，提高阅读理解能力。
3. 学生能够通过课文讨论和写作，提高英语口语和写作能力。
教学重点：1. 核心词汇和短语的理解与运用。
2. 课文内容的阅读理解和分析。
3. 英语口语和写作能力的提高。
教学难点：1. 部分长难句的理解。
2. 文章主题思想的把握。
3. 英语口语和写作的技巧。
教学过程：一、导入1. 教师简要介绍本单元的主题和背景。
2. 引导学生回顾上节课所学内容，为新课学习做好铺垫。
二、课文阅读1. 学生自读课文，勾画出生词和难句。
2. 教师带领学生分析课文，讲解生词和难句。
3. 学生分组讨论课文，总结文章主题思想。
三、词汇学习1. 教师讲解本单元的核心词汇和短语，并举例说明其在课文中的应用。
2. 学生进行词汇练习，巩固所学知识。
四、口语练习1. 教师组织学生进行口语练习，如角色扮演、讨论等。
2. 学生展示练习成果，教师给予点评和指导。
五、写作训练1. 教师讲解本单元的写作要求，如文章结构、语言表达等。
2. 学生根据要求进行写作练习，教师批改并给予反馈。
六、总结与反思1. 教师对本节课的学习内容进行总结，强调重点和难点。
2. 学生反思自己的学习过程，提出改进措施。
教学评价：1. 课堂参与度：观察学生在课堂上的发言、讨论和练习情况。
2. 作业完成情况：检查学生的词汇练习、口语练习和写作练习。
3. 考试成绩：评估学生对本单元知识的掌握程度。
教学延伸：1. 鼓励学生阅读与课文相关的课外读物，扩大词汇量。
2. 组织学生参加英语角等活动，提高英语口语能力。
3. 引导学生关注社会热点问题，提高写作水平。
教学时间：2课时教学资源：1. 教材：《现代大学英语精读3》2. 教学课件3. 课外阅读材料4. 课堂练习题教学注意事项：1. 注重学生的个体差异，因材施教。
2. 创设良好的课堂氛围，激发学生的学习兴趣。
3. 鼓励学生积极参与课堂活动，提高英语综合运用能力。
大学英语精读(第3版)第3册电子教案121页PPT
1、不要轻言放弃，否则对不起自己。
2、要冒一次险!整个生命就是一场冒险。走得最远的人，常是愿意 去做，并愿意去冒险的人。“稳妥”之船，从未能从岸边走远。-戴尔．卡耐基。
梦 境
3、人生就像一杯没有加糖的咖啡，喝起来是苦涩的，回味起来却有 久久不会退去的余香。
大学英语精读(第3版)第3册电子教案 4、守业的最好办法就是不断的发展。 5、当爱不能完美，我宁愿选择无悔，不管来生多么美丽，我不愿失 去今生对你的记忆，我不求天长地久的美景，我只要生生世世的轮 回里有你。
大学英语精读3教案
大学英语精读3教案【篇一：大学英语精读(第三版)unit 6-10教案】课程教案课程教案【篇二：大学英语精读第三册】passage onea couple of years ago i spent the day at an elementary school in new jersey. it was a nice average school, a square and solid building, full of reasonably well-behaved kids from middle-class families. i handled three classes, and by the time i staggered out the door i wanted to lie down for the rest of the day. teachings the toughest job there is. in his new memoir, teacher man, frank mccourt recalls telling his students, teaching is harder than working on docks and warehouses. not to mention writing a column. i can stare off into the middle distance with my chin (下巴) in my hand any time. but you go mentally south for five minutes in front of a class of fifth graders, and you are sunk. the average new teacher today makes just under $30,000 a year, which may not look too bad for a twenty-something with no mortgage (抵押贷款) and no kids. but soon enough the new teachers realize that they can make more money and not work anywhere near as hard elsewhere. after a lifetime of hearing the old legends about cushy (舒适安逸的) hours and summer vacations, they figure out that early mornings are for students who need extra help, evenings are for test corrections and lesson plans, and weekends and summers are for second and even third jobs to try to pay the bills. according to the department of education, one in every five teachers leaves after the first year, and almost twice as many leave within three. if any business had that rate of turnover, someone would do something smart and strategic to fix it. this isnt any business. its the most important business around, the gardeners of the landscape of the human race.unfortunately, the current way of dealing with problems in education is taken directly from business practice, and its aterrible fit. instead of simply acknowledging that starting salaries are woefully low and committing to increasing them and finding the money for reasonable recurring raises, politicians have wasted decades talking about something called merit pay (奖励工资). its a concept that works fine if youre making toys, but kids arent toys, and good teaching isnt an assembly line.26. what can we infer from the first paragraph about teachers? 1they have to teach three classes at a time.2they have a very rewarding job.3they prefer to teach children from middle-class families.4they have a very hard job to do.27. why does the author say teaching is tougher than writing a column? 1teaching is like working on docks and warehouses. 2teaching demands full attention.3teachers have to work with children.4teachers have no chance to go traveling.28. what do new teachers find out after some practice?1their starting salary is lower than offered by other occupations. 2they have to work during vacations to make ends meet.3they have to plan their time well to get everything done.4they can take a second or even a third job besides teaching.29. we can infer from the fourth paragraph that the author thinks __________. 1measures should be taken to keep teachers in their jobs2the rate of turnover in teaching is low compared to other occupations 3its natural for a number of teachers to quit in three to five years 4its fair to call teachers the gardeners of the landscape of the human race30. what does the author think of merit pay?1it will make up for teachers low starting salaries.2it will bring down the turnover rate of teachers.3it is a good fix for current educational problems. 4it is not suitable for the teaching profession.几年前,我花了一整天在新泽西的一所小学。
大学英语精读3教案
Unit1 A Brush With The LawI. Objectives:Students are required to be able to1. grasp the main idea and analyze the structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the negative prefixes of “un-” and “counter-” ;III. Difficulties:1. Analysis of some complex sentences;2. Appreciation of the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a short video reflecting American law system);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss the advantages anddisadvantages of law system of America and that of China)V. Teaching-steps:1.Overall impression of the text, including general idea and the textstructure (1 class)To guide students to seize key sentences and factors of a story and to conclude the significance of the text.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. Have you ever been stopped by the police? If yes, for what? And how didyou feel then?b. Do you think that everyone is equal in the eyes of the law? Explain.c. What do you think of the law system of America and that of China? Statetheir advantages and disadvantages.2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then divide the passage intoseveral parts.4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (3classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----How to Use a Dictionary.3).Guided writing.VI. Global analysis and Language points:Key factors and structure:Structure:Cause: (Paras 1--3) I was strolling along the streets.Developing: (Paras 4-16/17-18/19) I was questioned and arrested.-----I wasquestioned and charged.----I was trialedand released.End: (Paras 20-21) One policeman complained.Words and sentences:1. brush: a short fight or quarrel; an argument or disagreement---to have a brush with the police/the Customs men/the enemy---It is his third brush with the law in less than a year.2. take sb. to court: take legal action against sb.---I told him that I would take him to court if he did not repay the money in a week. ---If you go on ill-treating your wife like this, you will be taken to court.3. …it makes a good story now:… it provides material for a g ood story now.Here the verb “to make” means “to have the qualities needed for (sth. good)”. Examples:--- Iced tea makes an excellent drink in summer.--- The wall calendar makes a nice new year gift.4. What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court:The author was arrested simply because the policemen thought he intended to steal milk bottles and later in court he was released from the charge just because he had the “right” accent, respec table middle-class parents, reliable witnesses and so on. That is to say, he was arrested arbitrarily and released arbitrarily. And it is this arbitrariness of both his arrest and his release that the author thinks rather disturbing.arbitrary: based on on e’s own wishes or will rather than reason--- If a leader makes decisions without conducting investigations, he is being arbitrary.--- The arbitrary decisions of the factory owners caused dissatisfaction among the workers.circumstances: conditions, facts, etc. connected with an event or a person--- We can not expect him to continue these activities under such unfavorable circumstances.--- Because of circumstances beyond our control the meeting was cancelled. subsequent: coming after, followingExamples:--- Subsequent events proved that my judgment of the situation was right.--- The story will be continued in subsequent issues of the magazine.5.… and was not due to go to university until the following October:In Britain the university terms are: October-December; January-March;April-June.due:1) expected or scheduled to arrive or be ready; supposed (to)--- The train from Beijing is due at 1:30.--- The next train to Nanjing is due to leave at ten.--- The young man is due to appear in the Magistrat es’ Court next Monday.2) to be paid or returned--- When is the rent due?--- The books are due today but I want to renew some of them.7.It must have been this obvious aimlessness that led to my downfall.:I’m sure my arrest was the result of my wanderi ng in the streets without any definite purpose.obvious: easy to see or understand; clear---It was obvious that the policeman mistook me for a thief.---For obvious reasons, the magistrate dismissed the case after fifteen minutes. 8. … this time in uniform…:the second policeman was wearing uniform while the first was obviously in plain clothesuniform: a certain type of clothing which all members of a group or organization wear---Policemen wear uniform(s); so do soldiers; postmen and Customs men.---The boys and girls take great pride in wearing school uniforms.9. …I was left in no doubt:I became completely certain of the seriousness of the matter; I realized that it was no joke and they meant business.10.…commit an arrestable offence:…commit an offe nce which is serious enough for one to be arrested commit: do (sth. wrong, bad, foolish, or unlawful)---If we fail to understand this, we shall commit a lot of mistakes.---During their occupation of China, the Japanese invaders committed many horrible crimes against the Chinese people.---The detective concluded that the murder was committed in this very room.---Can you tell us why the gifted American poet committed suicide (killed himself) at the peak of his fame?11.perfectly straight face: a face showing no emotion or humor; a very seriouslooking faceperfectly: very; completely---You’re perfectly right.---I’m perfectly satisfied with your arrangements.12….in the most casual and conversational tone I could manage:…trying to sound as unconcerned and informal as I couldcasual: relaxed and unconcerned about what is happening or what one is doing ---Because of his casual attitude toward work, he was fired.13….it confirmed them in their belief that I was a thoroughly disreputable character:…it reinforced their belief that I was a very disreputable person.confirm:1) strengthen; make firmer--The sudden snowstorm during the night confirmed my decision not to leave.2) prove to be true or correct--The Mayor confirmed the report that his son had been kidnapped.14. ‘Aha,’ I could see them thinking, ‘unemployed’:Judging by the look on their faces, the author realized that the policemen must be reasoning like this: ‘Aha, you’re unemployed. That’s why you are stealing.’The word ‘aha’ is used here to express the satisfaction and joy of the policemen in finding out the “reason” for the young man’s supposed theft.15. Given the obscure nature of the charge…:Considering the obscure nature of the charge…The charge against the narrator—wandering with intent to commit an arrestable offence—was very vague or unclear. The magistrate might find him guilty if he had a criminal record, or the magistrate might find him innocent if he had reliable witnesses to prove his good character.given: considering, if one takes into account--Given their inexperience, they’ve done a good job.VII. Reference books:1. Unit1 of College English Book3 (Teacher’s book).2. Online library (information concerning to American law system).VIII. Homework:Think: What are your suggestions to improve the law environment in China?Unit2 Fruitful QuestionsI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the suf fix of “-eer” (volunteer, engineer, pioneer, etc.) ;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a segment of the film “Gone with the wind” reflectingAmerican Civil War);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss the virtue of ,sometimes, NOT telling truth).V. Teaching-steps:1. New words and phrases of the text (one class)To pay much attention to word-building of the key words and the part of speech, making sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1). Leading-in (warm-up questions):a. Have you ever told a lie? And why did you do that?b. Do you insist that we should never tell lies or sometimes it’s a kind ofvirtue not to tell the truth? Explain.2). Give a brief introduction of the general idea of the story narrated in thistext.3). Ask students to read through the text and then divide the passage intoseveral parts.4). Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Scanning.`3).Guided writing.VI. Language points:1.But I could picture her as she was in the story she told me.:But I could form a picture in my mind of what she looked like in the story she told me.Picture: imagine; form a picture of in the mindExample:--I couldn’t see his face in the dark, but I could somehow picture his expression.2. …in the stained blue uniform…:Blue was the color of the uniforms worn by Union soldiers while the Confederates wore gray uniforms.3. That’s what war is really like, child; no bugles and banners. Just pain and filth, futility and death.:Here Aunt Bettie is saying that war is not so glorious or romantic as some people describe it. In reality it only brings about pain and filth, futility and death.4. 11th Bermont Volunteers:On April 15, 1861, three days after the Confederates fired the first shots of the Civil War, President Lincoln issued his call for 75,000 volunteers. Answering his call, many young people joined the Northern army to “save the Union and free the slaves”and many regiments of volunteers were formed. The 11th Vermont V olunteers means the 11th Regiment of volunteers from the state Vermont.5. …should report the presence of this Union officer to the Confederate army: …should report to the Confederate army that there was a Union officer in her farmhouse.presence: the fact or state of being presentExample:---Jane was so quiet that her presence was hardly noticed.6….James Van Metre’s wife fanned the spark of life that flickered in Henry Bedell:She brought the dying man(Henry Bedell) back to life in the way that she would fan a dying fire into flame again.7. flare up: suddenly become angry, fierce or violent, especially of a person, fire, battle, etc.Example:---I don’t like to see you flare up so easily.8. see that/see to it that: make sure that; take care thatExample:---I promise to see that the fee is paid without delay.9. brush aside: disregard, ignoreExample:---He brushed aside all our objections/suggestions.10. disaster: a great or sudden misfortune; a terrible accidentExample:---Every year throughout the world natural disasters such as earthquakes and volcanic eruptions cause heavy losses of life and property.11. Only an hour from the Union lines:When they came to a place which was only an hour’s drive from the lines of defense of the Union Army, …Here “ an hour” means “ the distance which can be travelled in an hour”.VII. Reference books:1. Unit2 of College English Book3 (Teacher’s book).2. American Novel: Gone with the wind.VIII. Homework:To write a letter (Exercise2 of Guided Writing on page 41 of the student’s book)Unit3 Why I teachI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the prefix “re-” (again or back) and suffix “-ship”(status or condition) ;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display some pictures of both Chinese and foreign educators);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss whether they like tobe a teacher in the future)V. Teaching-steps:1. New words and phrases of the text (one class):To pay much attention to word-building and part of speech of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. Would you like to be a teacher? Why or why not?b. What do you think are the advantages of being a teacher? What are thedisadvantages?c. What qualities does a good teacher need?2).Give a brief introduction of the general idea of this text.3).Ask students to read through the text and then divide the passage intoseveral parts.4).learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides.2).Basic reading skill----Scanning(2).3).Guided writing.VI. Language points:1. …I didn’t want to be considered for an administrative position:…I didn’t want to be a candidate for an administrative position, such as the president or vice-president of a university, the dean of a college, the chairman ofa department, etc.2. Certainly I don’t teach because teaching is easy for me.:Certainly I teach not because teaching is easy for me.3. teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer.:I have tried many other ways to make a living. I have worked as a mechanic, a carpenter, a writer, and now I am working as a teacher. Of all these professions, teaching is the most difficult for me.4. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession.: Teaching is a profession that makes my eyes red for lack of sleep, my palms sweaty because of nervousness and my stomach sinking because I often feel so disappointed with my lectures.Here, “stomach” means “spirit, heart”. A person’s stomach sinks when he is upset, disappointed.profession: job that needs formal qualifications after training, e.g. law, medicine, teaching, acting.Example:---As a sophomore, I still don’t know what profession would suit me best.5. …because I have knowledge I feel compelled to share:…because I have knowledge (that) I feel compelled to share (with my students). compel: make (sb.) do sth. by or as if by forceExample:---Having found himself out of gas, the driver was compelled to walk several miles to the nearest village.6. freshman: a student in the first year of collegesophomore: a student in the second year of collegejunior: a student in the third year of collegesenior: a student in the fourth year of college7. to ask questions that students must struggle to answer:To ask difficult, thought-provoking questions which the students must think hard about before they can answer.8. The world is full of right answers to bad questions:Here “bad questions”means “meaningless questions or simple questions”thateveryone can answer easily.9. I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world.:Institutions like universities and colleges are often referred to as “ivory towers”where professors and their students study only book knowledge and have little to do with the practice of everyday life. What the author tries to do is to help the students go out of the ivory tower and into the real world, learn to solve practical problems and prepare themselves for the life they will encounter after graduation.10. variety: state of varying; a number of different kinsExample:---My job lacks variety; I am doing the same things all the time.11. But I was there when …:But what was really rewarding was to be there when…12….because he decided the liked people better than things:A student of English studies mainly literature, which reflects man’s life andthought, while an engineering student concerns himself mainly with the marking of things.13. Being a teacher is being present at the creation, when the clay begins tobreath.:According to the Bible, man was created by God out of clay. When God breathed the breath of life into the clay, it became alive and the creation of man was completed. Here the author compares the job of a teacher to the work of God. He implies that the teacher helps the student become a real man or woman.14. What is the point of being rich?: what’s the use of being rich?15. Perhaps love is the wrong word; magic might be better.:Perhaps the word “love”is not sufficient to describe what teaching offers; it might be better to use the word “magic””.VII. Reference books:1. Unit3 of College English Book3 (Teacher’s book);2. Online library (information concerning to American education).VIII. Homework:Think: What are the problems of Chinese current education system? How to improve it?Unit5 The Day Mother CriedI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance and difficulties:Word-building: the suffix “-ist”, and blends (motel: motor and hotel);III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a segment of the film “Forest Gan” reflecting Gan’smother’s love to him);2. Blackboard (with detailed explanations and analysis of the text);3. Talk (to divide students to several groups to tell stories which shows how greattheir mothers are).V. Teaching-steps:1. New words and phrases of the text (one class)To pay much attention to word-building of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. When a task defeats you, how do you react?b. How do you comfort someone threatened with losing his or her job?c. What did your parents do to help you get to college?2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then divide the passage intoseveral parts.4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Understanding Figurative Language3).Guided writing.VI. Language points:1. filled with anticipation: full of expectation; very excited (because he thoughthe could enjoy reading his sports magazine alone at home without anyone to disturb him.)Example:--- As Christmas drew near, the children were filled with anticipation.2. issue: a particular edition of a magazine or newspaperExample:---The latest issue of Time contains a cover story entitled It Came from Outer Space.3. burst into: rush intoExample:--- Andy burst into the classroom, grabbed his books, and rushed out again.4. flipped on a light: turned on a light quickly5. managed a weak smile: managed to give a faint smile; forced a faint smile6. set one’s mind to: give all one’s attention to doing (sth.)Example:---After hearing the sad news, Jack could not set his mind to his work that afternoon.7. assume: take as true without actual proofExample:--- I assume that you agree with what Mary has just said.8. …that didn’t stand in her way:…her having had no training didn’t prevent her from becoming a nursery teacherStand/be in sb’s way: prevent sb. from doing sth.Example:---If you think you can get a better job elsewhere, I’ll certainly not stand in your way.9. qualify: cause sb. to teach the level needed for sth. or to do sth.Example:---This training will qualify you as a computer operator.10. I was not the least bit surprised, or impressed:I was not surprised or impressed at all.(The author felt that way because he thought his mother could do anything and he took her employment by the radio station as a matter of course.)11. help out: give help at a time of need (to sb.)Example:---Our neighbors helped out when Mother became ill.12. on (one’s) guard: watchful; ready to defend or protectExample:--- As the bus was very crowded, the conductor warned the passengers to be on (their) guard against pickpockets.13. You might just remember that she is working primarily so you can go tocollege:You should remember that she is working mainly with the purpose of making it possible for you to go to college.Sometimes, “might”can be used to suggest that a person should do sth, behave in a certain way, etc.Example:---You might at least say “ Thank you” when someone helps you.14. sometime, some time, sometimes:Sometime: at some uncertain or unstated timeExample:---He first came to China sometime around 1932.15. hold back: controlExample:--- Mr. Jackson managed to hold back his anger and avoided a quarrel with his 16-year-old son.16. …something inside me turned: I felt deeply moved.17. She broke then:At that time she could no longer control her emotions.18. …tapping away: tapping on without stopping; tapping continuouslyThe adverb “away” here means “without stopping” or “continuously”Example:---The soldiers fired away until they had no ammunition left.19… there was something more going on in there than a woman learning to type:…besides learning to type, Mother was also showing her determination to overcome whatever difficulties she might meet with, her strong will not to accept defeat easily and her courage to go ahead.20. memento: a small object which reminds one of a holiday, a friend, etc. Example:---These post cards are mementos of their trip to Italy.VII. Reference books:Unit5 of College English Book3 (Teacher’s book).VIII. Homework:Translation: Exercise15 of this unit (on page100).Unit6 A Day’s WaitI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the prefix “therm(o)-”(means heat or temperature), “kilo-”(means one thousand) and “milli- (one thousand of a unit)”;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a short video introducing Ernest Heimingway);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss how to define aHERO)V. Teaching-steps:1. New words and phrases of the text (one class)To pay much attention to word-building of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. Have you ever been in the face of danger or even death? If yes, how didyou react?b. Have you ever been worried by what somebody said only to find out laterthat you had misunderstood and that there was nothing to worry about atall?2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then answer the question:What does the title mean (A day’s wait)? And what has happened to the child?4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Increasing Word Power.3).Guided writing.VI. Language points:1. shiver: shake or tremble, esp. from cold or fearExample:---The shopping-bag lady stood at the street corner shivering all with cold. 2….looking a very sick and miserable boy of nine years:…looking, despite what he said, very ill and unhappy and young and vulnerable 3. instruction: clear and detailed informationExample:---Read the attached book carefully and follow the instructions when you set the washing machine to work.4. …and seemed very detached from what was going on:The boy showed little interest in what was happening, because, as we learn later, he was thinking about his death.5. “Just the same, so far,” he said:Here the boy may mean “I’m still alive up to now, though I’m going to die.”6. (would) rather: more willinglyExample:---I would rather go today than tomorrow.7. prescribe: order to give (sth.) as medicine or treatment for a sick personExample:---What medicine did the doctor prescribe for your illness>8. … a high clay bank with overhanging brush:… a small clay cliff with bushes, weeds, and branches hanging over the edge 9. scatter: go off in all directionsExample:---The birds scattered at the sound of the gun.10. they made difficult shooting: they were very difficult to shootmore Example:---His handwriting made difficult reading.11. You mustn’t get what I have:You mustn’t catch the illness I have.12. something like: about, approximatelyExample:---Every day he walked something like two miles to school.13. take it easy: don’t worry; don’t hurry; don’t get excited or anxious。
大学英语精读三电子教案
一、教学目标1. 知识目标：（1）掌握本册教材中的核心词汇、短语和常用句型；（2）了解并掌握本册教材中的语法知识点；（3）提高阅读理解能力，学会分析文章结构和主题。
2. 能力目标：（1）提高英语听说读写综合运用能力；（2）培养学生自主学习、合作学习的能力；（3）增强学生的跨文化交际意识。
3. 情感目标：（1）激发学生对英语学习的兴趣，提高学习动力；（2）培养学生具有积极向上的学习态度和团队合作精神；（3）培养学生具有良好的人文素养和社会责任感。
二、教学内容1. 核心词汇、短语和常用句型；2. 语法知识点；3. 阅读理解；4. 听力、口语、写作等技能训练。
三、教学过程1. 预习与导入（1）学生预习课文，了解课文背景和主要内容；（2）教师简要介绍课文主题，激发学生学习兴趣。
2. 课堂讲解（1）讲解课文中的核心词汇、短语和常用句型；（2）分析课文结构和主题，引导学生理解文章内容；（3）讲解语法知识点，帮助学生掌握英语语法。
3. 课堂练习（1）进行词汇、短语和句型练习；（2）进行阅读理解练习，提高学生的阅读能力；（3）进行听力、口语、写作等技能训练。
4. 小组讨论与合作（1）分组讨论课文主题，分享各自的观点；（2）进行角色扮演，提高口语表达能力；（3）进行小组写作，培养学生的写作能力。
5. 总结与反思（1）教师总结本节课的重点内容；（2）学生反思自己的学习情况，提出改进措施。
四、教学评价1. 课堂表现：包括学生的出勤、课堂参与度、回答问题情况等；2. 作业完成情况：包括作业的准确性、完整性、创新性等；3. 考试成绩：包括期中、期末考试等；4. 学生自评与互评：学生对自己的学习情况进行评价，并互相评价。
五、教学资源1. 教材：《大学英语精读（第三册）》；2. 课件：电子教案、多媒体素材等；3. 网络资源：英语学习网站、在线词典等；4. 教学辅助工具：投影仪、白板、录音笔等。
六、教学进度安排1. 第一周：课文讲解，重点词汇、短语和句型；2. 第二周：阅读理解，提高阅读能力；3. 第三周：听力、口语、写作等技能训练；4. 第四周：小组讨论与合作，提高综合运用能力；5. 第五周：总结与反思，调整学习方法。
大学英语精读(第3版)第3册电子教案
It is recommended to add more reading materials to the teaching plan to meet the needs of different levels of students' reading practice.
It is recommended to design more practical and targeted teaching activities to better suit the characteristics of different students.
Course outline
Development of students' ability to analyze and evaluate the quality of written materials.
01
Introduction to the concept of reading for pleasure and its benefits.
03
The textbook gradually increases the complexity of the language used, helping students to develop their reading comprehension and vocabulary skills.
Table of Contents
A comprehensive table of contents is provided at the beginning of the textbook, outlining the structure and organization of the content.
in my day备课材料 ppt课件
ppt课件
15
Caution: cautionary( mark,sign,light) :road up/work area caution money
Caution against Ceremonial
natural condition) Hazy: beams/picture/image Be hazy about/eye-sight Interrogate: the defendant
ppt课件
17
Macaroni Mend: least said, soonest mended. It’s never too late to mend./mend or end Palm: palmist/palmistry Radiant: energy/smile Resignation: resign from office ,post/resign to Senility( syndrome) senile change/plaque老
人/cataract白内障 Stun,astound,petrify:stonelike stunt Trip over P186
ppt课件
18
The big screen shows live data of gross merchandi se volume of the 2015 Tmall Global Shopping Fes tival on Nov 11, 2015.
Oral topic
What is the most memorable thing you did with your family?
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III. Sentence paraphrase
WB T L E
Lesson 13- In My Day
WB T L E
I. Text Analysis
Lesson 13—In My Day
Structure of the text
energetic
She had hurled herself at life with an energy that made her seem always on the run.
never defeated
by life
life was combat, and victory was not to the lazy, the timed, the drugstore cowboy, …
I. Text Analysis
Question: What made the author change his reaction to his mother’s senility?
At the beginning, he tried to argue his mother back to reality from his point of view because he believed that his mother being a normal person would be better for her and her family. But later when he began to look at it from his mother’s point of view, he understood his mother was much happier when she could travel back to her childhood when she was loved and needed. So he would like to travel along with her into her past and understood his mother more.
Part 1 (paras.1— 45) about:
Understanding of a mother from a son’s point of view
Part 2 (paras.46-53) about: Understanding of children from a father’s point of view
WB T L E
To be continued on the next page.
Lesson 13—In My Day
Scan the text and list out the related information.
I. Text Analysis
Question: What values do you think were reflected in the mother’s way of life when she was young?
Part 3 (paras.54-55) about: Meeting of the two views
WB T L E
The end of Structure.
I.racter of the mother when she was young?
Part Three
Lesson 13- In My Day
WB T L E
ENTER
Text Appreciation
I. Text analysis 1. Theme 2. Text structure 3. General analysis 4. Further questions on appreciation
The mother was always on the run and working hard because she believed that hard working is the necessary part of one’s life. Life was a struggle, a fight, a battle for survival, for salvation, and for the glory of God. Only by hard working can one be successful in the end. Those who were lazy, timid, loitering and afraid to tell others the true feelings were losers of the life.
(I) tried to travel along with her on those fantastic journeys into the past.
WB T L E
To be continued on the next page.
Scan the text and list out the related information.
straightforward
I tell people exactly what’s on my mind, …
strongwilled
She was a formidable woman, determined to speak her mind, determined to have her way, …
I could not accept the inevitable.
at the beginning
My impulse was to argue
her back to reality.
later
I soon stopped trying to argue her back to what I considered the real world.
Lesson 13- In My Day
WB T L E
To be continued on the next page.
Lesson 13- In My Day
I. Text Analysis
How did the author react to his mother’s
senility from a son’s point of view?