大学英语精读3in my day讲课教案
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3in-my-day讲课教案
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.
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。
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(课件)
Before Reading
Global Reading Detailed Reading
After Reading
Richmond upon Thames
Richmond upon Thames is a borough of Greater London in southwestern England. Richmond upon Thames is an attractive residential district that borders both sides of the River Thames for about 19 km (about 12 miles). Its population is over 160,000. Among the borough’s historical sites are Hampton Court Palace, the former home of King Henry VIII; and the remains of Richmond Palace, which was used by Queen Elizabeth I. The Royal Botanical Gardens in nearby Kew are also a popular attraction.
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Before Reading
Global Reading Detailed Reading
After Reading
Hippie, member of a youth movement of the late 1960s, was characterized by nonviolent anarchy, concern for the environment, and rejection of Western materialism. The hippie movement started in the United States and then spread to Canada, the United Kingdom, and many other countries. The hippies formed a politically outspoken, antiwar, artistically prolific counterculture in North America and Europe. The hippies were usually dressed in unusual clothes and lived in group together and took drugs.
大学英语精读第三册7教案
教学目标：1. 学生能够理解并掌握本单元的中心思想和文章结构。
2. 学生能够运用新学的词汇和句型进行交流。
3. 学生能够提高阅读技巧，学会寻找关键词和句子。
4. 学生能够培养自主学习、自我探究的学习方式，激发学习潜能。
教学重点：1. 理解并掌握本单元的中心思想和文章结构。
2. 运用新学的词汇和句型进行交流。
3. 提高阅读技巧，学会寻找关键词和句子。
教学难点：1. 理解并掌握本单元的复杂句型和语法结构。
2. 在实际交流中灵活运用所学词汇和句型。
教学过程：一、导入1. 复习上节课所学内容，检查学生对上节课所学词汇和句型的掌握情况。
2. 通过提问的方式，引导学生对本节课的主题进行初步了解。
二、新课导入1. 教师展示本节课的课文，让学生阅读课文，了解文章大意。
2. 教师引导学生分析文章结构，找出文章的中心思想。
三、词汇教学1. 教师讲解本节课的生词，包括词义、用法和搭配。
2. 学生跟读、模仿，加深对生词的印象。
3. 学生进行词汇练习，巩固所学词汇。
四、语法教学1. 教师讲解本节课的语法知识点，如时态、语态、非谓语动词等。
2. 学生进行语法练习，巩固所学语法知识。
五、阅读教学1. 教师引导学生阅读课文，找出关键词和句子。
2. 学生分享阅读心得，讨论文章的主题和观点。
3. 教师点评学生的阅读理解，纠正错误。
六、写作教学1. 教师布置写作任务，要求学生运用所学词汇和句型进行写作。
2. 学生进行写作练习，教师巡视指导。
3. 学生展示自己的写作成果，教师点评并给予建议。
七、课堂小结1. 教师对本节课所学内容进行总结，强调重点和难点。
2. 学生回顾本节课所学内容，巩固知识。
八、课后作业1. 复习本节课所学词汇和语法知识。
2. 阅读课文，思考文章的主题和观点。
3. 完成课后练习，提高阅读和写作能力。
教学反思：本节课通过多种教学手段，帮助学生理解和掌握本单元的知识点。
在教学过程中，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，提高教学效果。
现代大学英语第三册第13课教案Lesson 13 In My Day
Lesson 13 In My DayI．Warm-up questions:1.questions:(1)When do people attain old age?(2)What changes would occur to the elderly?(3)Why do the aged like to talk about their past lives?(4)What are your thoughts on age and aging?Typically, the beginnings of change in the five senses are as follows:Hearing—the mid 40’sV ision—the mid 50’sT ouch—the mid 50’sTaste—the late 50’sSmell—the mid 70’s2 .Generation gap refers to the difference in ideas, feelings and interests between older and younger people, which often causes misunderstanding. In the U.S.A, "Never trust anyone over thirty"had even been a very common belief among young people.How to bridge it ? mutual understanding and love ….3. The Image of the Mother4 Y ears of Age—My Mommy can do anything!8 Y ears of Age—My Mom knows a lot! A whole lot12 Y ears of Age—My Mother doesn’t really know quite everything.14 Y ears of Age—Naturally, Mother doesn’t know that, either.16 Y ears of Age—Mother? She’s hopelessly old-fashioned.18 Y ears of Age—That old woman? She’s way out of date!25 Y ears of Age—Well, she might know a little bit about it.35 Y ears of Age—Before we decide, let’s get Mom’s opinion.45 Y ears of Age—Wonder what Mom would have thought about it?65 Y ears of Age—Wish I could talk it over with Mom!4. T ell us a story about your parents that touches your heart and is rooted deeply in your memory.II. Background1. Author: Russell Baker▪Born in V irginia in 1925▪In charge of "The Observer" column for the New Y ork Times from 1962 to 1998.▪Won his first Pulitzer Prize in 1979 for distinguished commentary as a columnist▪Received his second Pulitzer Prize in 1983 for his autobiography Growing up▪Regarded as one of America's leading wordsmiths and humorists2. R ussell Baker’s main works▪Growing up▪Russell Baker’s book of American Humor▪Fear and Loathing in George W. Bush’s W ashington▪Poor Russell Almanac(The text is extracted from the first chapter of Growing Up.)3. Russell Baker’s memoir Growing upThis book traces his youth in the mountains of rural Virginia. When Baker was only five, his father died. His mother, strong-willed and matriarchal, never looked back. These were depression years, and Mrs. Baker moved her family to Baltimore. Baker's mother was determined her children would succeed, and her unfailing faith in the talents of her young son was not misplaced. He did everything from delivering papers to hustling subscriptions for the Saturday Evening Post. As is often the case, early hardships make the man.4. Popularity of the book—reviews from the book reviewers and readers▪This is a wondrous book, funny, sad, and strong… as funny and touching as Mark Twain's.----Mary Lee Settle of the Los Angeles Times Book Review ▪This is an iconic and magical piece of literature, a story of courage and love, of the bonds of family in spite of tension and disagreement.-----One reader ▪Growing Up is carefully crafted by this experienced writer. The many characters come to vivid life with all their virtues and foibles(小缺点), and Baker's narrative flows smoothly from beginning to end.-----One reader 5. Quotations of the author▪The worst thing about being a tourist is having other tourists recognize you as a tourist.▪In an age when the fashion is to be in love with yourself, confessing to be in love with somebody else is an admission of unfaithfulness to one's beloved.▪An educated person is one who has learned that information almost always turns out to be at best incomplete and very often false, misleading, fictitious, mendacious—just dead wrong.6. The Great Depression（The Great Depression is what we refer to the global economic recession between 1929 to 1933 ,which ,especially in the US, is usually identified with the stock market crash of 1929.during that time ,some towns in the U. S. , Canada and Germany even introduced their own scrip during the Great Depression. and the societies are full of sorrows.）One of the most critical economic periods in the United States history was the Great Depression. A majority of the U.S. citizens did not know much about the Depression. The only information that they knew was what they read from textbooks. Many citizens never really had to face the hardship like others were forced to face. Growing Up by Russell Baker is an autobiography on the problems he and his family endured during this era.Causes of the Great Depression:▪Speculation in the 1920s caused many people to buy stocks with loaned money. The stock market boom was very unsteady, because it was based on borrowed money and false optimism.▪Politicians believed that business was the key business of America. Thus, the government took no action against unwise investing.▪Stock Market crash on October 24, 1929 (black Thursday)Misery and personal sufferings were widespread.▪Living conditions changed when multiple families crowded into small houses or apartments.▪Unemployment rate was very high.▪Thousands went hungry.▪Children suffered long term effects from a poor diet and inadequate medical care.▪Women continued to doing women’s work such as nursing, and even if they were able to get an industry job which seldom hired women, they usually were paid less than men.III．Word Study1. bendv. a. to lean forwards and downwardsb. to become curvedc. to apply the mind closelyExamples:She bent forwards and whispered in my ear.The stream bends to the west.He was bent on making them happy.Expressions:bend sb.’s earbend your mind/thoughts to sth.bend beforebe bent on2. bore n. a. sb. who talks too much about thingsthat are not very interestingb. a boring or annoying activity or situationv. a. to make sb. feel impatientb. to make a deep hole in sth. hardExamples:I was angry with him for that, … for having become one of thoseancient bores (53)I find cleaning a real bore.I wo n’t bore you with all the details.The insects bore through the furniture.3. burdenv. to create a problem or serious responsibility for sb.Examples:I don’t want to burden you with my troubles.He was increasingly burdened by ill health.4. dismiss v.a.to force sb. to leave their jobb.to refuse to accept that sth. might be true or importantc.to officially tell people they can leave a placed.to put out of court without further hearing5. fierce a.a. involving very strong feelings such as determination, anger or hateb. (of weather) strong and severec. very difficult or unpleasantExamples:I thought of a doll with huge, fierce eyes. (10)The fierce thunders roar me their music.It is a fierce examination process.6. flagv. a. to become tired or weak, or begin to lack enthusiasmb. to mark sth. so that you will be able to find it againflagging: a. becoming weaker, more tired, or less enthusiasticExamples:After a long day, his energy flagged.I flagged any words I didn't know.… all she needed was a good pep talk to recharge a flagging spirit.(39)7. formidablea. very impressive in size, power, or skill and therefore deserving respect and often difficult to deal withExamples:Meeting the energy demands of a big city is aformidable task.The company has built up a formidablereputation for quality.He is a formidable opponent.8. hoverv. a. to remain floating, suspended, or flutteringin the airb. to remain or linger in or near a placec. to be in a state that may change at any time Examples:Gulls are hovering over the waves.The waiter was hovering by their table.His girlfriend is hovering between life and death.9. presidev. to be in charge of an official meeting or other event Examples:These committees are usually presided overby a senior judge.The priest is often invited to preside at thereception.10. radianta. a. sb. who is radiant looks extremely happyb. very brightExamples:One day when I arrived at her bedside she was radiant. (41)The sea was a radiant blue.11. stirv. a. to move food around in a dish using a spoon or other objectsb. to make sb. feel upset, or enthusiasticc. to move or be moved slightly by windExamples:Please stir the soup before tasting it.The murder has stirred (up) a lot of ill feeling in the community.... when age finally stirs their curiosity (46)The white curtain stirred gently in the summer breeze.12. transparenta. a. clear or thin enough for you to see things throughb. easily seen through or detected; obviousc. not trying to keep anything secretExamples:Glass is a transparent material.It is a transparent lie.Citizens are asking for a more transparent democratic government.13. vein n.a. one of the tubes in your body that carry blood to your heartb. a layer of a metal or other substance inside the earthc. a particular mood, style or substanced. a supply or amount of a particular thing14. wearn. a. damage or changes that affect sth. when it has been used a lotb. fatigue, exhaustionc. clothes that are suitable for a particular activity or group of peopleExamples:There was heavy wear on all four wheels.... that age and wear could be overcome by an effort of will, (39)I didn't bring any evening wear.15. 1. blood and boneyour own flesh and bloodExamples:I couldn't see my blood and bone (flesh andblood) insulted in this way.bad blood 怨恨be after sb.’s blood恨透了某人Blood is thicker than water. 血浓于水have sb’s blood on your hands导致某人死亡make your blood boil怒火中烧make your blood run cold令人毛骨悚然new/fresh blood新增成员bonea bag of bones骨瘦如柴的人chilled/frozen to the bone 寒冷刺骨close to the bone 露骨的feel/know sth. in your bones极为确信某事have a bone to pick with sb. 对某人生气，抱怨16. mend one’s waysto improve one’s behavior after you have been behaving badly for a long timeExamples:… I suppose, that she was mending her ways. (40)mend fences: to try to become friends again with sb. you have argued with The object of the meeting was primarily to mend fences.17. on one’s mindto keep thinking about and worrying about sth.Examples:Y ou seem quiet today. Do you have anything on your mi nd?Work is very much on her mind at the moment.18. on the runa. while you are busy or hurryingb. trying to hide or escape from sb., especially the policec. in a weak position in an argument or competitionExamples:I had to eat lunch on the run today.A dangerous criminal is on the run in the bay area of the city.Labor has the Conservatives on the run.19. pep talka talk during which sb. encourages you to do sth. better or to work harderExamples:We got a pep talk from our coach.pep up: to make sb. or sth. more active and livelyA short break would pep you up.We need to look at ways of pepping up theeconomy.20. silver lininga hopeful or comforting prospect in themidst of difficultyExamples:Every cloud has a silver lining.Three years earlier I had… and… hadwritten her with some banal advice to lookfor the silver lining (39)21. way outa. far from other places or buildingn. a way of dealing with a problemExamples:Our farm is way out beyond the town.There must be a way out of this mess.Word Building1. overgrown (4)Prefix—overa. too much: used with verbs, nouns oradjectivesb. more than: used with some nounsc. on or above: used with some nounsd. on top of: used with some nounsExamples:to overheat, an overreaction, overconfidenceover-sixtiesoverland, overhead2. unutterable (52)prefix—un suffix—ablemore examples:Unspeakable unthinkable unreadable unavoidable 3. inconceivable (4)prefix—in Suffix—ablemore examples:Invisible inadvisable incredible incurableIV. Text appreciation：1. Theme of the storyIt is the responsibility of both parents and children to bridge the generation gap. On the one hand, young people should have more interest and respect of what their parents stand for. On the other hand, old people should show under standing to young people’s great interest in the future.2. Structure of the textPart 1 (1-45) about: Understanding of a mother from a son’s point of view Part 2 (.46-53 ) about: Understanding of children from a father’s point of view Part 3 (54--55 ) about: Meeting of the two views3. T ext Analysis（1）What was the character of the mother when she was young?（Scan the text and list out the related information.）（2）Question: What values do you think were reflected in the mother’s way of life when she was young?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.（3）How did the author react to his mother’s senility from a son’s point of view?I could not accept the inevitable.I soon stopped trying to argue her back to what I（4）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.（5）How did the author understand the relationship with his childrenI had developed the habit of lecturing them onBetween us there was a dispute about time. (6) Question: What does the author mean by “a dispute about time”?(53)It is one of the reasons why there is generation gap between parents and children. The parents always like to talk about their past to the children because that was once their “future” they dreamed of and struggled for. But for the children, they are indifferent to the parents’ “future” because it is past for them. They are now dreaming for their future. This is the dispute of time.Further questions on appreciationWhat happened to the author’s mother at the age of 80? What became of her after her “last” fall?What exactly is the problem with his mother?What kind of a woman was the author’s mother when she was young?Was she happy when she was yo ung? Is she happy now? What are her main complaints?Does the author feel that he has been a good son?What do you think he is trying to say when he hopes that he can step into his mother’s time machine?How does the author understand the generation gap? W hat’s his advice to the younger generation?V. Writing Devices1. Parallelism and RepetitionShe ran after chickens, … She ran when she made the beds, ran when she set the table. … she ran. (15)Repetition: ran…ran…ran…ranParallelism : She ran when she…ran when she…Repetition is a major rhetorical strategy for producing emphasis, clarity, amplification, or emotional effect.Parallelism: more examples1.Words and phrases•Not Parallel: The teacher said that he was a poor student because he wait ed until the last minute to study for the exam, complet ed his lab problems in a careless manner, and his motivation was low.•Parallel: The teacher said that he was a poor student because he wait ed until the last minute to study for the exam, complet ed his lab problems in a careless manner, and lack ed motivation.2. clauses•Not Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that questions would be asked by prospective buyers (passive).•Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions. 3. Lists after a colon•Not Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and looking up irregular verbs.•Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and irregular verbs. Repetition: more examples•Would you please please please please please please please stop talking.(Ernest Hemingway, Hills Like Whites Elephants)•It’s like a windfall, like a godsend, like an unexpected piece of luck.(Joseph Conrad, Youth)There are words like FreedomSweet and wonderful to say.On my heartstrings freedom singsAll day everyday.There are words like libertyThat almost make me cry.If you had known what I knowY ou would know why.James Langston Hughes, Words Like FreedomV. Grammar1. preposition + which/whomThe type of relative clause in which the relative pronoun “which” and “whom” is preceded by a preposition is chiefly used in formal, especially technical or legal writing.In informal, especially spoken English, this structure should be avoided, and the relative pronoun is often omitted.Examples:It was an awkward question with which to beawakened. (formal)There’s some limit nobody should go beyond.(informal)2. preposition+ wh-wordNoun clauses introduced by wh-words are often used after prepositions. Such clauses are common in both informal and formal English. Examples:It was time to come to grips with the magnitude of what he hadcreated.All students should be aware of how they react to new knowledgeand new ways of learning, …We have no definite information yet as to which route he willtake.VI. Paraphrases1.2.3.4. 5.6 7.8.910 1112 13 1415.VII. DiscussionIs the generation gap inevitable?Is the generation gap a serious problem today?Have you ever experienced generation gap between your parents andyourself?Does generation gap only exist between parents and children?What should we do about the generation gap?VIII. Chinese version1.我的母亲在她 80岁时 , 不幸遭遇了她的最后一次跌倒。
大学英语精读3教案
课时：2课时教学目标：1. 理解课文内容，掌握课文中的生词、短语和句型。
2. 培养学生的阅读理解能力和英语思维习惯。
3. 提高学生的口语表达能力和写作水平。
教学重点：1. 课文生词、短语和句型的掌握。
2. 课文内容的理解。
教学难点：1. 课文中的长难句型分析。
2. 课文主题思想的把握。
教学准备：1. 教师准备PPT课件，包括课文内容、生词、短语和句型等。
2. 学生准备课文、生词表和笔记。
教学过程：第一课时一、导入1. 教师简要介绍课文背景，激发学生的学习兴趣。
2. 学生自由朗读课文，初步感知课文内容。
二、课文讲解1. 教师引导学生分析课文结构，理清文章脉络。
2. 教师讲解课文中的重点生词、短语和句型，并举例说明。
3. 学生跟读课文，加深对课文内容的理解。
三、课堂练习1. 教师布置课后练习题，学生独立完成。
2. 教师检查学生练习情况，纠正错误。
四、课堂小结1. 教师总结本节课所学内容，强调重点和难点。
2. 学生回顾本节课所学，巩固所学知识。
第二课时一、复习导入1. 教师提问上节课所学内容，检查学生对课文的理解程度。
2. 学生回答问题，教师点评。
二、课文精讲1. 教师讲解课文中的长难句型，分析其语法结构和语义。
2. 教师引导学生分析课文主题思想，探讨作者的观点。
三、课堂练习1. 教师布置课后练习题，学生独立完成。
2. 教师检查学生练习情况，纠正错误。
四、课堂小结1. 教师总结本节课所学内容，强调重点和难点。
2. 学生回顾本节课所学，巩固所学知识。
五、作业布置1. 学生完成课后练习题。
2. 学生预习下一课文的生词和短语。
教学评价：1. 学生对课文内容的理解程度。
2. 学生对生词、短语和句型的掌握情况。
3. 学生在课堂练习中的表现。
教学反思：1. 教师应根据学生的实际情况调整教学进度和难度。
2. 教师应注重培养学生的阅读理解能力和英语思维习惯。
3. 教师应鼓励学生积极参与课堂活动，提高他们的口语表达能力和写作水平。
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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.
I. Text Analysis
Question: What made the author change his reaction to his mother’s senility?
I. Text Analysis
What was the character of the mother when she was young?
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, …
WB T L E
The end of Theme.
I. Text Analysis
Lesso text
Part
1
(paras.1— 45)
about:
Understanding of a mother from a son’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?
(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.
Part 2 (paras.46-53) about: Understanding of children from a father’s point of view
Part 3 (paras.54-55) about: Meeting of the two views
WB T L E
The end of Structure.
It is the responsibility of both parents and children to bridge the generation gap. On the one hand, young people should have more interest and respect of what their parents stand for. On the other hand, old people should show understanding to young people’s great interest in the future.
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 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.