现代大学英语精读1教案设计
现代大学英语精读1教案
南昌理工学院教师备课本%专业：商务英语科目：现代大学英语精读（1）教师：曹祥英班级：2010至2011学年度第一学期@课程名称：基础英语（一）教学对象：英语专业2010级本科一年级英文名称：Essential English (1)学时：106课程类别：必修参考教材：《现代大学英语精读1》，杨立民总主编，外语教学研究出版社，2002. 2$#Unit 1 Half a dayTeaching content:1. Introduce the writer, his major works and his viewpoints about creation. 2．Appreciate the text and analyze its structure.3. Analyze the writing skills employed in this text.4. Develop the students’ insight into the society and help them grasp the language points.、Important points:of the language。
2. Analysis of long sentences.3. The study of the core words and expressions.Difficult points:：1. Elliptical question , rhetorical question and inverted sentences2. “with” absolute structureDetailed study of the text、一．Background Information1. About the writer:Naguib Mahfouz—— Education & BackgroundNaguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. He studied philosophy at King Faud I (now Cairo) University, graduating in 1934. He worked in university administration and then in 1939 he worked for the Mini-stry of Islamic Affairs. He was later Head of the State Cinema Organisation at the Ministry of Culture. He also worked as a journalist. Although widely translated, his works are not available in most Middle Eastern countries because of his support of Sadat's Camp David initiative. In 1994 he survived an assassination attempt by Islamic extremists.Naguib Mahfouz —— important worksNaguib Mahfouz was the first Arab to win the Nobel prize for literature, in 1988. He has been described as "a Dickens of the Cairo cafés" and "the Balzac of Egypt". He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated throughout the Arabic-speaking world.Mahfouz began writing when he was 17. His first novel was published in 1939 and ten more were written before the Egyptian Revolution of July 1952, when he stopped writing for several years. One novel was republished in 1953, however, and the appearance of The Cairo Trilogy in 1957 made him famous throughout the Arab world as a depictor of traditional urban life.Naguib Mahfouz —— how he pictures the worldThe picture of the world as it emerges from the bulk of Mahfouz's work is very gloomy indeed, though not completely despondent. It shows that the author's social utopia is far from being realized.—Mahfouz seems to conceive of time as a metaphysical force of oppression. His novels have consistently shown time as the bringer of change, and change as a very painful process, and very often time is not content until it has dealt his heroes the final blow of death.To sum up, in Mahfouz's dark tapestry of the world there are only two bright spots. These consists of man's continuing struggle for equality on the one hand and the promise of scientific progress on the other; meanwhile, life is a tragedy.2. Quotes and sayings of time and life:If you want to make good use of your time, you've got to know what's most important and then give it all you've got.--Lee IacoccaNothing is worth more than this day.--Johann Wolfgang von GoetheEvery second is of infinite value.--Johann Wolfgang von GoetheHalf our life is spent trying to find something to do with the time we have rushed through life trying to save.—--Will RogersDon't say you don't have enough time. You have exactly the same number of hours per day that were given to Helen Keller, Pasteur, Michaelangelo, Mother Teresea, Leonardo da Vinci, Thomas Jefferson, and Albert Einstein.--H. Jackson Brown, Jr.Time is what we want most, but what we use worst.--William Penn二．Text Appreciation1．Structure of the textThe text can be conveniently divided into three parts. In the first part , we learn about the boy’s misgivings about school. He found it hard to be away from home and mom, and thought school was punishment. The second part describes how the boy felt about school. He found that life at school was rich and colorful in many ways, although it also required discipline and hard work. In the last part of the text, the boy walked out of the school to find that the outside world had changed beyond measure and that he had grown into an old man.2．How to appreciate literaturePlot of the story::Setting of the story:Protagonist . Antagonists:Drama of the story lies in:Writing technique: (Have you ever read a story using the similar technique)Theme of the story:3．Further discussionRead the following suggestions made by the father. Which ones do you agree with and which ones not Have you ever been given some suggestions by your parents when entering the university List them out.School is a place that make useful men out of boys.Don’t you want to be useful like your brothersPut a smile on your face and be a good example to others.。
现代大学英语精读1lessonone教案
III .Presentation (45minutes)
Appreciationfor group discussion in class
a. Plot of the story:
Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter ofCairo, the youngest son of a merchant. He studied philosophy at King Faud I (nowCairo) University, graduating in 1934. He worked in university administration and then in 1939 he worked for the Ministry of Islamic Affairs. He was later Head of the State Cinema Organization at the Ministry of Culture. He also worked as a journalist.
Life is a dream. Do not take anything seriously.
Step 2. Read the following suggestions made by the father. Which ones do you agree with and which ones not? Have you ever been given some suggestions by your parents when entering the university? List them out.
现代大学英语精读1(第三版)教师用书Unit1
现代大学英语精读1(第三版)教师用书Unit1：走进英语学习的奇妙世界一、教学目标1. 帮助学生掌握本单元的核心词汇和短语，提高英语表达能力。
2. 引导学生理解课文内容，培养阅读理解能力。
3. 通过课文学习，激发学生对英语国家文化的兴趣。
4. 培养学生运用英语进行思考和讨论的能力。
二、教学内容1. 词汇：本单元涉及约50个核心词汇，包括生活、学习、工作等场景的高频词汇。
2. 短语：学习10个常用短语，帮助学生更好地表达自己的想法。
3. 课文：解读课文《A Good Beginning》，让学生了解英语学习的乐趣和方法。
4. 文化背景：介绍英语国家的教育体制，拓宽学生视野。
三、教学步骤1. 导入：以趣味话题引入本单元主题，激发学生兴趣。
2. 词汇讲解：结合实例，讲解核心词汇的用法和搭配。
3. 短语学习：通过情景模拟，让学生在实际语境中掌握短语用法。
4. 课文解读：带领学生分析课文结构，理解文章主旨。
5. 文化拓展：分享英语国家的教育趣事，让学生感受异国文化。
6. 讨论环节：组织学生就课文内容展开讨论，提高英语口语表达能力。
7. 作业布置：巩固所学知识，为下一节课做好准备。
四、教学建议1. 针对不同水平的学生，适当调整教学难度和进度。
2. 创设生动、有趣的教学情境，提高学生的学习积极性。
3. 注重培养学生的自主学习能力，鼓励学生课外阅读英语文章。
4. 定期进行课堂互动，关注学生的发音、语法等细节问题。
5. 结合实际生活，让学生在实践中感受英语的魅力。
五、教学方法1. 互动式教学：采用提问、小组讨论等形式，让学生在互动中学习，提高课堂参与度。
2. 情境模拟：通过角色扮演、情景对话等方式，让学生在真实语境中运用所学知识。
3. 任务驱动：设计一系列学习任务，引导学生主动探索、解决问题，培养解决问题的能力。
4. 多媒体辅助：利用音频、视频等资源，丰富教学手段，提高学生的学习兴趣。
六、课堂活动设计1. 词汇接龙：让学生轮流用本单元学到的词汇进行接龙，巩固记忆。
现代大学英语精读1课程设计
现代大学英语精读1课程设计一、课程背景随着全球化的趋势，国际交流越来越频繁。
因此，掌握一门流利的英语已经成为当代社会中不可或缺的技能。
现代大学英语精读1是针对大学英语教育的一门重要课程，旨在通过训练学生的听、说、读、写四个方面的语言技能，帮助学生在学习和实际交流中更加自如地运用英语。
二、课程目标通过本门课程的学习，学生将能够：1.提高听、说、读、写英语的能力；2.培养理解和表达英语语言的能力；3.熟练掌握语法、单词和学术术语等基础知识；4.阅读和理解英语文本，掌握相关的文化背景知识。
三、课程教材本课程的核心教材为《现代大学英语精读》（第三版），书中包含多篇与当代社会热点话题相关的文章、文化背景介绍、以及相应的语法、写作的练习。
此外，还将配合其他辅助教材，例如题库、听力材料等。
四、教学方式本课程采用多种教学方式相结合，主要包括：1.传统教学法：讲授相关的语法、写作技巧等基础知识，引导学生掌握英文阅读技巧；2.小组讨论法：分组讨论教材中的个案、文化背景等问题，提高学生思考能力；3.互动式教学法：通过播放教材中相关的听力材料，提高学生的听力和口语能力。
五、课程安排本课程共计18周，每周2学时。
具体安排如下：周数教学内容教学方式1-2 Unit 1: Language and传统教学法Communication3-4 Unit 2: Education 传统教学法 + 小组讨论法5-6 Unit 3: Health 传统教学法 + 互动式教学法7-8 Review and Test 1 传统教学法9-10 Unit 4: Environment 传统教学法 + 小组讨论法11-Unit 5: Culture 传统教学法 + 互动式教周数教学内容教学方式12 学法13-14 Unit 6: Technology 传统教学法 + 小组讨论法15-16Review and Test 2 传统教学法17-18Final Review and Test 传统教学法六、评分方式学生的总评分将由以下几部分组成：1.口语表现占30%；2.作文占30%；3.英文阅读占20%；4.考试成绩占20%。
现代大学英语精读1_教案
一、教学目标1. 让学生掌握本单元的词汇、短语和语法点。
2. 培养学生的阅读理解能力，提高学生的英语水平。
3. 培养学生的跨文化交际能力，拓宽学生的国际视野。
二、教学内容1. 词汇：本单元共有800-1200个词汇，包括名词、动词、形容词、副词等。
2. 短语：本单元共有100个短语，包括常用短语和固定搭配。
3. 语法：本单元涉及的主要语法点包括：现在完成时、被动语态、条件句、倒装句等。
4. 阅读材料：本单元共有5篇文章，涉及不同主题，如文化、教育、科技等。
三、教学过程1. 导入新课（10分钟）教师简要介绍本单元的主题和背景，激发学生的学习兴趣。
2. 词汇学习（20分钟）（1）教师带领学生朗读并解释本单元的生词，让学生了解其基本含义和用法。
（2）教师引导学生进行词汇练习，如填空、选择题、翻译等，巩固学生对词汇的记忆。
3. 短语学习（10分钟）教师讲解本单元的短语，并让学生进行短语练习，如造句、替换等。
4. 语法讲解（15分钟）教师详细讲解本单元的语法点，并结合例句进行分析，帮助学生理解和掌握。
5. 阅读训练（30分钟）（1）教师带领学生阅读课文，指导学生如何快速把握文章主旨和大意。
（2）教师引导学生分析文章结构，总结文章的论点和论据。
（3）教师组织学生进行阅读练习，如回答问题、判断正误、总结段落大意等。
6. 小组讨论（10分钟）教师将学生分成小组，就课文内容进行讨论，培养学生的团队合作能力和口语表达能力。
7. 课堂小结（5分钟）教师对本节课的内容进行总结，强调重点和难点，并布置课后作业。
四、课后作业1. 完成本单元的词汇和短语练习。
2. 阅读课文，总结文章的主要观点和论据。
3. 写一篇关于本单元主题的短文，字数不少于300字。
4. 复习本单元的语法点，巩固所学知识。
五、教学评价1. 课堂表现：观察学生在课堂上的参与程度、回答问题的准确性和积极性。
2. 作业完成情况：检查学生的课后作业，了解学生对知识的掌握程度。
现代大学英语精读一教案
教学目标：1. 理解并掌握课文的基本内容。
2. 培养学生的阅读理解能力和英语表达能力。
3. 培养学生的跨文化交际意识。
教学重点：1. 课文内容：理解课文的主要观点、情节和人物关系。
2. 词汇和短语：掌握课文中的重点词汇和短语。
3. 语法：掌握课文中的语法结构。
教学难点：1. 课文的深层含义：理解课文中的隐喻、象征等修辞手法。
2. 语法结构：掌握课文中的复杂句型和时态。
教学过程：一、导入1. 教师简要介绍课文背景和作者。
2. 学生自由讨论课文标题，预测课文内容。
二、课文精读1. 学生自读课文，标记生词和短语。
2. 教师引导学生分析课文结构，理解文章主旨。
3. 学生分组讨论课文中的重点段落，分享自己的理解。
三、词汇和短语讲解1. 教师讲解课文中的重点词汇和短语，并举例说明。
2. 学生练习使用重点词汇和短语，进行口语表达。
四、语法讲解1. 教师讲解课文中的语法结构，并进行例句分析。
2. 学生练习运用所学语法知识，进行句子翻译。
五、课堂活动1. 学生进行角色扮演，模拟课文中的对话场景。
2. 学生分组讨论课文中的文化差异，分享自己的观点。
六、总结1. 教师总结本节课的主要内容，强调重点和难点。
2. 学生分享自己的学习心得，提出疑问。
教学反思：1. 本节课通过精读课文，帮助学生理解了课文的基本内容和深层含义。
2. 词汇和短语讲解环节，使学生掌握了课文中的重点词汇和短语。
3. 语法讲解环节，使学生掌握了课文中的语法结构。
4. 课堂活动环节，提高了学生的口语表达能力和跨文化交际意识。
课后作业：1. 阅读课文，完成课后练习题。
2. 收集与课文相关的文化背景资料，进行拓展阅读。
3. 撰写一篇关于课文主题的短文，进行英语写作练习。
现代大学英语精读1第二版课程设计
现代大学英语精读1第二版课程设计课程概述现代大学英语精读1第二版是一门针对大学英语专业学生的入门课程，旨在帮助学生建立扎实的英语语法和词汇基础，培养阅读、听力、口语和写作等多方面的语言能力。
本课程每周共计4学时，其中2学时为授课时间，2学时为课外阅读和作业时间。
通过本课程的学习，学生将能够更好地理解英语世界的文化、社会和历史。
学习目标1.掌握英语语法和词汇的基本知识。
2.培养阅读和听力能力，加深对英语语言的理解。
3.提高口语和写作能力，培养表达自己的能力。
4.了解英语世界的文化、社会和历史。
教学内容第一周：英语基础知识概述•英语语法和词汇基础知识回顾•英语发音和声调训练第二周：英语阅读技巧•阅读策略的选择和运用•阅读理解的基础练习第三周：英语听力技能•听力训练的基础知识•英语听力材料的选择和使用第四周：英语写作基础•英语写作基础知识•作文范文分析和写作练习第五周：英语口语训练•英语口语技能要点•口语练习和实践第六周：英语世界文化概述•英语世界文化概述•了解英语社会和历史教学方法1.课堂授课：老师将针对每周的学习内容，进行详细的讲解和解析。
2.课外阅读：每周布置适量的阅读任务，学生需要在课外完成相关的阅读和笔记。
3.课余作业：每周布置作业，包括听力、口语和写作等多种形式，以巩固学生的学习成果。
4.小组讨论：学生将被分为若干个小组，每周进行小组讨论和分享，以促进学生之间的交流和合作。
评价方式1.平时表现：包括出勤情况、作业完成情况、小组讨论表现等。
2.期末考试：将考察学生对本课程所学知识和技能的掌握和应用能力。
参考资料•《现代大学英语精读1》第二版教材•《现代大学英语精读1》第二版教师辅导用书•《英语语法与修辞》•《英语写作指南》•英语学习软件和英语听力材料。
现代大学英语精读1教案
课时：2课时教学目标：1. 理解课文主题，掌握课文内容；2. 培养学生的阅读理解能力和英语表达能力；3. 增强学生的跨文化交际意识。
教学重点：1. 课文主题的理解；2. 词汇和语法知识；3. 阅读技巧和策略。
教学难点：1. 课文中的复杂句型；2. 词汇的运用和搭配；3. 阅读策略的运用。
教学过程：第一课时：一、导入1. 老师简要介绍课文背景，激发学生的学习兴趣。
2. 学生自由讨论，分享自己对课文主题的理解。
二、课文精读1. 学生阅读课文，了解课文大意。
2. 老师带领学生分析课文中的重点词汇、短语和句型，讲解语法知识。
3. 学生朗读课文，跟读老师提供的标准发音。
三、课堂练习1. 老师提出问题，引导学生思考课文内容。
2. 学生分组讨论，分享自己的观点。
3. 老师点评学生的回答，纠正错误。
四、总结1. 老师总结本节课的学习内容，强调重点和难点。
2. 学生回顾课文，巩固所学知识。
第二课时：一、复习导入1. 老师检查学生对上节课内容的掌握情况。
2. 学生自由提问，老师解答。
二、阅读技巧训练1. 老师讲解阅读技巧，如快速浏览、查找信息、理解大意等。
2. 学生练习阅读技巧，提高阅读速度和理解能力。
三、词汇练习1. 老师提供词汇练习，让学生运用所学词汇。
2. 学生独立完成练习，老师批改并讲解。
四、写作训练1. 老师讲解写作技巧，如段落结构、句子连接等。
2. 学生根据课文内容，进行写作练习。
3. 老师点评学生的作文，指出优点和不足。
五、总结1. 老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，巩固所学内容。
教学反思：本节课通过精读课文、词汇练习、阅读技巧训练和写作训练等多种教学方法，帮助学生掌握课文内容，提高阅读理解和英语表达能力。
在教学过程中，老师要注意关注学生的学习情况，及时调整教学策略，确保学生能够更好地吸收知识。
同时，培养学生的跨文化交际意识，提高学生的综合素质。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 1 Half a day教学目的 1. 了解作者及其背景知识；2．熟悉本文使用的写作手法；3．掌握修辞疑问句、倒装句等修辞手法；4．熟练掌握三类构词法；5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。
教学内容1. 热身2．作者教育与背景主要著作创作观3．作品赏析结构分析如何赏析文学作品扩展式讨论4．写作技巧省略疑问句和修辞疑问句倒装句“with”独立结构5．语言理解长难句解析核心词汇学习band, convince, daze, exert, intricate, observe, overlook, rank, revolve, startle, uviverse, vary介词练习构词法：-tion; -volve; -ly6．课堂讨论7．练与讲教学重点 1. 文学作品的赏析；2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构3．构词法：前缀教学方法结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。
教学手段用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。
ⅠAbout the author★Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）★He worked in university administration（行政部门）and then in 1939 he worked for the Ministry of Islamic Affairs.（Buddhism Christianity Islam）★He was later Head of the State Cinema Organization at the Ministry of Culture(文化部）. He also worked as a journalist（记者）.★He is married, has two daughters and lives in Cairo.★He was the first Arab to win the Nobel prize for literatureHe is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated （流通；传播）throughout the Arabic-speaking world.The Cairo Trilogy（三部曲）is a tale of the lives of a Muslim family and spans （跨过）the first half of the 20th century.Palace Walk 《宫间街》Palace of Desire 《思官街》Sugar Street 《甘露街》How does he picture the world?1 The world is very gloomy（阴沉的令人沮丧的）though not completely disappointing.2 The author’s social utopia (乌托邦）is far from being realized.3 Time is the bringer of change and change is a very painful process.4 Life is a tragedy.ⅡText Appreciation1 structure2 Further discussionCan you recall your first day’s experience at primary school?Did you feel you were a stranger the first day you arrived at this university?Was it hard for you to leave home for the first time in your life?What do you think is the business of university? What do you expect to learn here?3 Theme of the storyThe following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners.Time and tide wait for no man.Life is a tragedy. There is nothing permanent in life but change.Education can never keep up with changes in society.Life is short and time is precious.Life is a dream. Do not take anything seriously.4 Structure of the textPart 1 (para. 1- 7 ) about:The boy’s misgivings about schoolPart 2 (para. 8-16 ) about: How the boy felt about school.Part 3 (para. 17-20 ) about: Walking out of the school, he found time had changed everything.5 Vocabularyband Word Formation bandage (n.)brand(adj.)Band of Brothersconvince Word Formation：convinced (adj.) convincing (adj.)convince sb of sth/thatI could not ~ him of his mistake.I am convinced of his honesty.一个令人信服的论点daze Word Formation dazzle (v.) dazzling (adj.)feel dazed (adj).习惯用语in a daze (n) 茫然, 恍惚; 眼花缭乱dazzling sunshineexert Word Formation exertion (n.)exert on/upon 发挥；运用exert pressure on sbexert all one’s strength/influence to do sthexert oneself: make an effortexert oneself to arrive earlyintricate complex complicated sophisticatedobserve Word Formation observant (adj.) observatory (n.)overlook Word Formation over- : (prefix.)above; too;–overall overbusy overcome–overconfident overdraft6 Language Points1. I walked alongside my father, clutching his right hand. (para.1)alongside: side by side; next toclutching: present participle as adverbial modifierlist other examples from the text:2. They did not make me happy, however, as this was the day I was to be thrown into school for the first time. (para.1)? What does “they” refer to?? What does “to be thrown into” imply?3. My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help. (para.2)Progress: slow and difficult movements toward school? what do you know about the author’s relationship with his parents?4. a street lined with gardens …（para.2）past participle phrase used here to modify “a street”.eg.a novel (that was) written by Charles Dickenspersonal computers (that are) made in China5. “Why school?” I asked my father. “What have I done?” (para. 3)elliptical questionrhetorical question“Why do I have to go to school? I don’t think I’ve done anything wrong to be punished like this.”Eg:Rachel: Want a wedding dress?Monica: What for?6.para.4 make… out of苹果汁是用苹果榨出来的。