现代大学英语3教案
现代大学英语精读3unit3教案
教学目标：1. 理解文章主题，掌握文章结构。
2. 掌握文章中的重点词汇和短语。
3. 提高学生的阅读理解能力和写作能力。
教学重点：1. 理解文章主题，掌握文章结构。
2. 重点词汇和短语的学习。
教学难点：1. 理解文章中的复杂句子和表达。
2. 学会运用所学词汇和短语进行写作。
教学过程：一、导入（5分钟）1. 复习上一课所学内容，提问学生关于文章主题和结构的问题。
2. 介绍本课主题，引导学生思考文章内容。
二、阅读理解（20分钟）1. 学生自读课文，了解文章大意。
2. 教师提问，检查学生对文章主题和结构的理解。
3. 学生分组讨论，分享各自对文章的理解。
三、词汇学习（15分钟）1. 教师讲解本课重点词汇和短语，如：adequate、deviate、excessive等。
2. 学生跟读并模仿教师发音，加强记忆。
3. 教师给出例句，让学生运用所学词汇和短语进行练习。
四、语法讲解（10分钟）1. 教师讲解本课相关语法知识，如：时态、语态等。
2. 学生跟读并模仿教师例句，加深理解。
五、写作练习（15分钟）1. 学生根据所学内容，撰写一篇短文。
2. 教师巡视指导，纠正学生写作中的错误。
六、课堂小结（5分钟）1. 教师总结本课所学内容，强调重点和难点。
2. 学生回顾所学知识，提出疑问。
七、布置作业（5分钟）1. 学生完成课后练习题。
2. 指导学生预习下一课内容。
教学反思：本节课通过阅读理解、词汇学习、语法讲解和写作练习等环节，帮助学生掌握文章主题、结构、重点词汇和短语，提高学生的阅读理解能力和写作能力。
在教学过程中，要注意以下几点：1. 注重学生的参与度，鼓励学生积极发言。
2. 结合实际生活，引导学生运用所学知识。
3. 及时纠正学生的错误，帮助学生巩固知识。
4. 关注学生的个体差异，因材施教。
通过本节课的学习，希望学生能够更好地掌握英语阅读和写作技巧，为今后的学习打下坚实的基础。
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3备课教案
一、教学目标1. 知识目标：（1）掌握本单元的核心词汇和短语；（2）理解并运用本单元的语法知识；（3）了解美国文化背景。
2. 能力目标：（1）提高阅读理解能力；（2）提高口语表达能力；（3）提高写作能力。
3. 情感目标：（1）激发学生对新生活的热爱；（2）培养学生独立自主的生活态度；（3）增强学生的自信心。
二、教学内容1. 课文：A New Life in a New City2. 词汇：core vocabulary and phrases3. 语法：present perfect tense4. 文化背景：American culture三、教学重点与难点1. 教学重点：（1）掌握本单元的核心词汇和短语；（2）理解并运用本单元的语法知识；（3）提高阅读理解能力。
2. 教学难点：（1）正确运用现在完成时态；（2）理解并运用课文中的文化背景知识。
四、教学过程1. 导入新课（1）教师简要介绍课文背景，激发学生的学习兴趣；（2）播放一段关于美国城市的视频，让学生初步了解美国城市的生活。
2. 课文讲解（1）教师带领学生逐段讲解课文，讲解过程中注意讲解生词、短语和语法知识；（2）引导学生思考课文中的文化背景知识，如美国城市的生活方式、教育制度等。
3. 词汇学习（1）教师带领学生学习本单元的核心词汇和短语，并进行例句讲解；（2）学生分组进行词汇游戏，巩固所学词汇。
4. 语法练习（1）教师讲解现在完成时态的用法，并进行例句讲解；（2）学生完成语法练习题，巩固所学语法知识。
5. 口语练习（1）教师组织学生进行口语练习，如角色扮演、小组讨论等；（2）学生尝试用所学词汇和语法知识进行口语表达。
6. 写作练习（1）教师布置写作任务，如描述自己在新城市的生活经历；（2）学生完成写作任务，教师进行点评和指导。
7. 课堂小结（1）教师对本节课所学内容进行总结；（2）布置课后作业，如复习课文、完成语法练习等。
五、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. 词汇掌握情况：检查学生的词汇卡片，了解学生对词汇的掌握程度；3. 语法运用能力：通过语法练习题和写作练习，了解学生对语法知识的运用能力；4. 口语表达能力：通过口语练习，了解学生的口语表达能力；5. 写作能力：通过写作练习，了解学生的写作能力。
现代大学英语3 教案
Lesson One Your College Years★ Oral PracticeI. Warm-up QuestionsAs a sophomore, what is your general impression of college?many opportunities for one to explore the unknownexperiencing a lotmaking lifelong friendsenjoying various kinds of activitiesdeveloping one’s personal interestsmeeting outstanding scholarskeeping a good balance and laying a solid foundation…the golden time in one’s lifeHave you experienced anything different from your middle school life?being far away from homeliving with othersbecoming independenttaking care of oneselfhandling one’s own financemaking one’s own decisions…changes are occurringWhat’s your purpose of receiving a college education?to get and keep a good jobto earn more moneyto get a good start in lifeto fully develop oneselfto contribute more to the society…a sound investment that is worth every pennyHave you had any psychological problems ever since you entered college?lonelinessconfusionfrustrationjealousya sense of inferiorityfeeling pressure…psychological problems abound on campusII. Myths and Facts Regarding College ExperienceCollege years are times of significant transition and challenge for an individual. Transition simply means change. Higher levels of anxiety are always experienced by people who are in a state of transition regardless of whether the change is perceived as good or bad. The following are some of the myths vs. the facts regarding college experience.Myth 1:College years are the best years of one’s life.Fact 1: While college years are memorable and enjoyable, they can also be among the most stressful and anxious times. One is faced with constant evaluation from his professors. Personal and parental expectations are always on his mind. Financial stress is often a way of life. Career decisions, various relationships and the move toward independence are also common issues. Making these the best years of one’s life involves developing an approach that is proactive and includes a support network.Myth 2: Students experiencing stress or anxiety are unprepared to handle the rigors of college. Fact 2:College and university environments are designed to be challenging academically, personally and socially. Stress and anxiety, among other emotions, are natural by-products of the accelerated pace of learning and growth. It is not a matter of whether or not we experience these unpleasant feelings but rather, a matter of how we manage these emotions.Myth 3: A good student does not need assistance during his/her college experience.Fact 3:Many students come to college with the belief that to ask for help is a sure sign of inadequacy. In fact, nothing could be farther from the truth. Your college or university has an abundance of resources available to you, for which you are paying through tuition or fees. So become familiar with and make use of the campus resources, especially when you need assistance. Myth 4: I am the only one that doesn't have it all.Fact 4: As you walk on campus and observe other students, it appears that everyone else is so sure of himself. Everyone else has friends. Everyone else has direction. Everyone else is confident. Everyone else is without troubles or hassles. This misperception is common among college students. It has its roots in one of our more powerful social norms. We all wear a “public mask” to protect a certain social image. This “public mask” communicates a sense of self-assuredness to those with whom we come in contact. It often belies the inner turmoil that we all experience from time to time. The above are just some of the myths versus facts concerning college experiences. Can you think of any other myths? Have a discussion with your classmates about their truths.III. On Seasons in CollegeThere are four seasons in a year, which make the days distinctive and exiting. Metaphorically, there are four seasons in one’s college years representing different aspects of college life, which make the days rewarding and unforgettable.Do you agree? If so, what do you think the four seasons represent ? Share your opinions, please. Spring is the season for nature to revive, to grow and to get ready to boom. Similarly, in college, spring is the season for you to acquire knowledge, to develop yourself and to lay a solid foundation for the future.It’s the season of growth.Summer is the season for flowers to bloom, and it’s the season for you to enjoy the greatest passion in nature — love, love from your classmates, from your teachers and from your romance.It is the season of affection.Autumn is a season of harvest in college.It’s the season for you to enjoy what you have achieved. Winter is the harshest season of the four, which presents so many difficulties and hardships. Likewise, not every day in college is full of joy. You have to meet new faces,get adjusted, make decisions for yourself, be financially and psychologically dependent, etc. So winter is the season of change.Unpleasant as it may seem to some students, it is simply inescapable and beneficial t o one’s growth and maturity.★Background informationI. AuthorBob Hartman was born in Pittsburgh, the United States, and moved to England in the summer of 2000. He has been working as a storyteller for children for more than a decade and is a part-time pastor.II. Erik H. EricksonErik H. Erikson(1902—1994), was a German-born American psychoanalyst whose writings on social psychology, individual identity, and the interactions of psychology with history, politics, and culture influenced professional approaches to psychosocial problems and attracted much popular interest. He was most famous for his work on refining and expanding Freud’s theory of developmental stages.III. Erickson’s Theory of Developmental StagesBasic Theory:Babies are born with some basic capabilities and distinct temperaments. But they go through dramatic changes on the way to adulthood and old age. According to psychologist Erik H. Erikson,each individual passes through eight developmental stages.Each developmental stage is characterized by a different psychological "crisis", which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive manner, the outcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.Stage 1: Infant Trust vs. MistrustNeeds maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment.Stage 2: Toddler Autonomy vs. Shame and DoubtWorks to master physical environment while maintaining self-esteem.Stage 3: Preschooler Initiative vs. GuiltBegins to initiate, not imitate, activities; develops conscience and sexual identity.Stage 4: School-age Child Industry vs. InferiorityTries to develop a sense of self-worth by refining skills.Stage 5: Adolescent Identity vs. Role ConfusionTries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure.Stage 6: Young Adult Intimacy vs. IsolationLearns to make personal commitment to another as spouse, parent or partner.Stage 7: Middle-Age Adult Generativity vs. StagnationSeeks satisfaction through productivity in career, family, and civic interests.Stage 8: Older Adult Integrity vs. DespairReviews life accomplishments, deals with loss and prepares for death.★Language Points:This is a text about what students will experience in their "college years". It is addressed to college students in the United States. But with some modifications, what the author says here will also make perfect sense to our students. It is particularly appropriate now as we are just beginning the second academic year, which is considered by many the most important in our college life, because with our first year's experience we are in a better position to understand the issues involved and the ways to deal with them effectively.College life is both an exciting and frustrating experience. First of all, to go to a university usually means to go to a new place far away from home and live among strangers. It means that we are on our own, independent. It means that we are no longer our mother's baby. It means that instead of being taken care of, we now have to take care of ourselves and even learn to take care of others. Itmeans that from now on we have to handle our own finances, choose our own wardrobes and determine our own agenda. In short we have to face many what the author calls "developmental changes" and make many important adjustments and decisions, decisions that will concern our education and career, and values and social responsibilities.It is clear that young adulthood is an extremely important period in our life. After all we are young only once. However, we must take a warning from Bernard Shaw who says,"Youth is often wasted in the young". We cannot take for granted that we young people automatically know how to deal with all those problems. To make our college experience meaningful and rewarding, we must learn to handle what the author calls "the identity crises", to find out who we are, what are our strong points and weaknesses, what we should do and where we should go. Of course we must learn to be independent or self-reliant psychologically as well as in other matters. But to be independent does not mean to be isolated. It simply means that we have to relate to our family, our teachers, our school, the people around us and the society as a whole in a new, more mature way. It means that we have to learn new knowledge, develop new ideas, form new habits, adopt new attitudes, and cultivate new relationships. Not everyone knows how to handle their sudden independence or freedom. There are some who still find it scary. They are often at a loss because they can no longer get parental guidance for everything they do and they complain that the university professors do not seem to care very much what they do or do not do.There are also those who take their newly found independence to mean that they can do anything they want. They can go to class late or not at all. They can copy their exercises or term papers. They can learn to smoke. They can just "enjoy life" and muddle through the four years. These students do not realize that independence really means self-discipline and a strong sense of responsibility. To abuse their independence is actually an indication that they have remained in their childhood. There are other challenges too. Not everyone is happy with the progress they are making in their studies. Some may have serious difficulty keeping up with the class. They feel disappointed and discouraged. And this sometimes leads to serious consequences. Then there are also students who feel. that they have failed socially because they are not as popular as others. They cannot make friends easily. They therefore feel lonely and depressed.1. It occurs to sb. that..It never occurred to me that wealth could ruin a person's life.It suddenly occurred to him that he had not touched any meat for months.Two other words often used in this pattern are "strike" and "dawn": sth. dawns on sb./it dawns on sb. that 开始明白（某个事实），醒悟(“dawn on” not in passive)It suddenly dawned on us that high savings rate may not be a good thing.It gradually began to dawn on the economists that the problem was not over-production, but under-consumption.The truth finally dawned on him.It dawned on me that I’d left the oven on.It struck her that although she was now rich by her own standard, she was not really happy.2. From adolescence to young adulthood The term "adolescence" began as a Western concept, which means the period between childhood and adulthood. This passage to adulthood is often marked by a number of small changes in status during or near the end of adolescence. Graduation from high school, the right to vote, to drink liquor, and to drive a car are all events that, to some degree, signify adult status. But the main changes are psychological as well as physical. It is usually fraught with anxiety and conflict.3. During this time, students are going through an identity crisis ...go through: experience; undergo; suffer 通过；经历；遭受He really believed that by saying those magic words he could go through walls without any trouble.I don't think this plan will go through the Security Council, (be accepted by)We have gone through all these arguments, (go over carefully from beginning to end)It's too late to back out. We just have to go through with it. (do it because you have promised or planned to do it, even though you are no longer sure you want to do it. )identity crisis:It refers to the difficulties, confusions and anxieties that you go through during adolescence when you are not sure who you really are and what your purpose in life is. 性格认同危机(弗洛伊德心理学用语，尤指在青年期发生的心理矛盾和混乱现象，既关心个人的社会作用，又难于认识或树立自己性格的同一性also: national identity; political identity; cultural identity; social identity, etc.)4. endeavor:n. (fml) 努力，尽力，尝试；（为达到某一目的而进行的）活动，事业do one’s endeavor 尽力去做best endeavors最大努力please make every endeavor to come early.Despite our best endeavors, we couldn’t get the machine started.Workers in every field of endeavorv. endeavor to do sth. e.g.How much he endeavored, the goal stayed unattained.We always endeavor to give our customers excellent service.5. to perceive: (not in continuous tenses)(1) to think of as 把…看作,认为He perceived himself a loser who could not even support his family.He is perceived as a religious man.(2) to notice (sth. that is difficult to notice); to discover; to observe 察觉，注意到，发觉Musicians can perceive very small differences in sounds.Tha t morning he perceived a change in Franc’s mood.He was only able to perceive light and color; he could not see properly.（3）to understand; to grasp 理解，领悟Do you perceive what I mean?I gradually perceived that culture and language cannot really be separated.Perceivable (a.) Perception (n.)6. ... identity is determined by genetic endowment (what is inherited from parents), shaped by environment, and influenced by chance events.who we are is determined by three things: First, our genes, or what our parents have given us, our legacy; second, environment, and third, luck or opportunities.chance events; "Chance" here is an adjective, meaning "accidental. "This chance meeting with the famous writer changed his whole life.This medicine is said to be a chance discovery.A chance visitor不速之客A chance meeting邂逅7. endow:vt.(1)资助，捐赠；向…捐钱(或物) e.g. endow a college/ endow sb. with sth.(2)give sb. sth. (正式)给予，赋予e.g. be endowed with courageendow these words with new significance(3) 认为具有特质endowment (n.) 资助，捐赠；捐款，捐赠的财物；天赋，天资，才能The college has a large endowmentMen of great endowmentsEndower (n.)Endowment assurance人寿保险，养老保险，储蓄保险Endowment policy人寿保险单，养老保险Endowment mortgage养老保险抵押（以人寿保险所得付买房借款）8. comparison between inherit and inherentinherit: vt. 继承，经遗传而得；接过，获得inherit the family estatea son inherits his father.She inherits her blue eyes from her father.The new government inherits great many problems and among them a financial crisis.inherent: adj. 内在的，固有的，与生俱来的Parents should be awakened to the inherent nature of their children.9.in turn:(1) as a result of sth. 因此，因而；转而，反过来Theory is based on practice and in turn serves practice.Interest rates were cut, and in turn, share prices rose.(2) one after the other, especially in a particular order 轮流地，依次地He asked each of us in turn to describe how alcohol had affected our lives.We’ll cross the bridge in turn.10. to be independent from/ofThese banks are now completely independent of (from) each other.11. It may be heightened by their choice to pursue a college education.If they choose to go to college to continue their education, they will face an even more serious struggle between the desire to be independent and the need to depend on the financial support of their parents.12. freedom from an excessive need for approval, closeness, togetherness, and emotional support in relation to the mother and father. If somebody has an excessive need for approval, it means that he is too dependent on sb's approval. Children need their parents to tell them what to do or not to do. They also need to be close to their parents and receive encouragement, love, all kinds of emotional support which give them strength. But when they grow up, this should change. They should no longer have the same needs like babies.freedom (free) from sth: no longer having sth you do not want, 摆脱，免于The most important freedom our people should have is the freedom from hunger.An ideal society is one free from exploitation and oppression.Within a month, the whole building is free from flies and mosquitoes.Note:"We look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression—everywhere in the world. The second is freedom of every person to worship God in his own way—everywhere in the world. The third is freedom from want... everywhere in the world. The fourth is freedom from fear... anywhere in the world. "—Franklin D. Roosevelt.13. Fourth is freedom from "excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father."Children often feel very guilty in relation to their parents because they think they have done something wrong, and they are also anxious because they are eager to please their parents; they sometimes feel unhappy because they think that their parents have not been fair to them; they feel that they are responsible to their parents for everything they do? they are always afraid of not saying the right thing or not behaving properly; all these may make them angry with their parents or make them feel resentful. These feelings reflect their emotional dependence on their parents. When they grow up, they usually strive for the freedom from these.14. with/in relation to:(1) 有关，关于，涉及We are planning with relation to the future.I have nothing to say in relation to the quality.(2) 与…相比e.g. Wages are very low in relation to the cost of living.Relate to : to be able to have a good relationship with people because you understand their feelings and behavior 适应，相交融，相处得好Children need to learn to relate to other children.15. drag one’s feet/heels: (infml) walking slowly and listlessly, looking very unhappy and disappointed (it is often used figuratively to mean "to delay deliberately"; to take too much time to do sth. because you don’t want to do it.) 做事拖拉，迟迟不做The local authorities are dragging their feet (over) closing these small coal mines.I can understand why they are dragging their feet over this reform. The reason is that it will affect their personal interest.At 9 o’clock she dragged her feet into the office.16.dismay: n. the worry, disappointment and happiness you feel when sth. unpleasant happens 忧虑，失望，沮丧，恐慌with/in dismayAmanda read her exam results with dismay.They stared at each other in dismay.To sb.’s dismayI found to my dismay that I had left my notes behind.Fill sb. with dismayThe thought of making th journey filled him with dismay.v. to make sb. feel worried, disappointed and upset 使（某人）担忧（失望、伤心）be dismayed to do sth./ be dismayed at sth.17. He ... was seeing his world shrink and his options narrow.He ... was beginning to realize that his world was getting smaller and his choices fewer."Narrow" here is used as a verb.We must try to narrow the difference in income between the rich and the poor without delay.This mighty river narrowed to a gorge of about 50 meters when it came to this place between the mountains.18. internalize: a psychological term meaning "to make faith, values, morals, attitudes, behavior, language etc part of your nature by learning or assimilating them unconsciously"19. modeling for them:serving as a model for them; setting an example for them .This expression is not very common.20. however, these matters are questioned and in some cases rebelled against:however, people often have doubts about these matters and sometimes oppose themto rebel against: to oppose or fight against sb. in a position of authority 造反，反叛Sooner or later, a child will rebel against the tyrannical rule of his father.Young people tend to rebel against traditional practices.Those who had rebelled against the government were put down.21. prejudicen.成见；偏见，歧视，反感He has a prejudice in our favor. 他对我们有偏爱。
现代大学英语阅读3教案
教学目标：1. 培养学生阅读英语文章的能力，提高学生的英语阅读理解水平。
2. 培养学生从不同角度分析文章的能力，提高学生的批判性思维能力。
3. 培养学生运用英语进行口头和书面表达的能力。
教学内容：1. 阅读材料：现代大学英语阅读3教材中的相关文章。
2. 教学方法：阅读、讨论、写作、口语表达。
教学过程：一、导入1. 引导学生回顾上节课的内容，总结阅读技巧和方法。
2. 介绍本节课的阅读材料，激发学生的阅读兴趣。
二、阅读理解1. 学生自主阅读文章，了解文章大意。
2. 教师提问，检查学生对文章的理解程度。
3. 学生分组讨论，分析文章中的关键信息和观点。
三、深入探讨1. 引导学生从不同角度分析文章，如作者观点、文化背景、人物性格等。
2. 学生分组讨论，提出自己的观点和见解。
3. 教师总结各组讨论结果，进行点评。
四、写作练习1. 基于阅读材料，要求学生撰写一篇短文，表达自己的观点。
2. 学生自主写作，教师巡视指导。
3. 学生展示自己的作品，互相评价。
五、口语表达1. 学生分组进行角色扮演，模拟文章中的场景。
2. 学生用英语进行口语表达，锻炼自己的口语能力。
3. 教师点评，指出学生的优点和不足。
六、总结与反思1. 教师总结本节课的学习内容，强调阅读技巧和写作方法。
2. 学生反思自己的学习过程，总结经验教训。
教学评价：1. 学生对阅读材料的理解程度。
2. 学生在讨论和写作中的表现。
3. 学生在口语表达中的进步。
教学反思：1. 教师要关注学生的个体差异，因材施教。
2. 注重培养学生的阅读兴趣，提高学生的阅读能力。
3. 加强学生的写作和口语表达能力，提高学生的英语综合素质。
现代大学英语口语3教案
课时安排：2课时教学目标：1. 培养学生运用英语进行日常交流的能力。
2. 提高学生的听力理解能力和口语表达能力。
3. 增强学生的跨文化交际意识。
教学内容：1. 问候与介绍2. 询问与回答3. 表达意见与建议教学重点：1. 熟练掌握问候与介绍的常用表达方式。
2. 学会询问与回答的技巧。
3. 能够用英语表达自己的意见与建议。
教学难点：1. 学生在表达时可能出现语法错误。
2. 学生在听力理解时可能难以把握关键信息。
教学过程：第一课时一、导入1. 教师与学生用英语进行简单的问候与自我介绍，激活课堂氛围。
2. 教师简要介绍本节课的教学目标、内容和重难点。
二、新课导入1. 教师播放一段关于问候与介绍的英语对话，让学生聆听并跟读。
2. 学生分组进行角色扮演，练习问候与介绍。
三、巩固练习1. 教师给出一些问候与介绍的场景，让学生进行口语表达。
2. 学生互相提问，用英语询问对方的姓名、专业、兴趣爱好等。
四、课堂小结1. 教师总结本节课所学内容，强调问候与介绍的常用表达方式。
2. 学生分享自己的学习心得。
第二课时一、复习导入1. 教师检查学生上一节课的学习成果，提问学生关于问候与介绍的问题。
2. 学生回答问题，巩固所学知识。
二、新课导入1. 教师播放一段关于询问与回答的英语对话，让学生聆听并跟读。
2. 学生分组进行角色扮演，练习询问与回答。
三、巩固练习1. 教师给出一些询问与回答的场景，让学生进行口语表达。
2. 学生互相提问，用英语询问对方的信息。
四、课堂小结1. 教师总结本节课所学内容，强调询问与回答的技巧。
2. 学生分享自己的学习心得。
五、课后作业1. 学生完成课后练习，巩固所学知识。
2. 学生用英语写一篇关于自己校园生活的短文。
教学反思：1. 本节课通过听、说、练等多种教学手段，让学生在轻松愉快的氛围中学习英语口语。
2. 教师应关注学生的个体差异，因材施教，提高学生的学习兴趣。
3. 在教学过程中，教师应注重培养学生的跨文化交际意识，提高学生的实际应用能力。
现代大学英语精读3(教师用书)
现代大学英语精读3（教师用书）简介《现代大学英语精读3（教师用书）》是一本为大学英语教师编写的教材，旨在提供教师在教授《现代大学英语精读3》课程时所需的指导和资源。
目录1.课程概述2.教学目标3.教学策略4.课程安排5.教材推荐6.学生评估7.教学资源1. 课程概述《现代大学英语精读3（教师用书）》是与《现代大学英语精读3（学生用书）》配套的教师辅助教材，为教师提供了详细的教学指导和资源。
本教材的主要目的是帮助教师更好地组织和教授《现代大学英语精读3》课程，以提高学生的阅读理解能力、拓展词汇量以及提升英语表达能力。
2. 教学目标本教材的教学目标主要包括以下几个方面：•培养学生的阅读理解能力，使其能够准确理解和分析文本；•提高学生的词汇量，通过词汇学习和拓展来扩大学生的词汇储备；•培养学生的独立学习能力，通过自主学习和讨论提升学生的学习自觉性和能动性；•提高学生的英语表达能力，注重口语和写作的训练，培养学生在英语方面的综合能力。
3. 教学策略教师在教授《现代大学英语精读3》课程时，可以采用以下一些教学策略：•创设情境，让学生在有趣的语言环境中学习；•使用多媒体辅助教学，例如利用录音、视频等资源增加学生的学习兴趣；•强调实践，通过课堂讨论、角色扮演等活动，提高学生的英语口语表达能力；•鼓励学生合作学习，开展小组讨论、团队作业等合作学习活动，培养学生的合作意识和团队精神。
4. 课程安排本教材建议将《现代大学英语精读3》课程分为若干单元，每个单元包含以下教学环节：1.预习：教师在课前指导学生预习相关的课文或话题，激发学生的学习兴趣。
2.导入：通过引入相关的话题或图片等方式，引导学生进入学习状态。
3.阅读：教师通过指导学生阅读课文，帮助学生理解文章的主要内容和要点。
4.分析：教师引导学生分析课文中的语言点、句型结构、词汇等，帮助学生深入理解文本。
5.讨论：鼓励学生参与课堂讨论，增加学生的口语表达机会，提供互动交流的平台。
现代大学英语精读3unit5教案
教学目标：1. 理解课文内容，掌握文章的主要观点和作者的情感态度。
2. 提高学生的英语阅读理解能力，增强对文化差异的认识。
3. 培养学生的批判性思维，学会从不同角度分析问题。
4. 提升学生的口语表达能力，通过讨论和角色扮演等活动，提高实际运用英语的能力。
教学内容：1. 课文内容：阅读并理解《The Old Man and the Sea》一节，了解作者海明威对人与自然关系的看法。
2. 文化背景：介绍海明威的生平及其作品，了解美国文学中的自然主义风格。
3. 语法点：复习定语从句和虚拟语气的用法。
教学步骤：一、导入1. 利用多媒体展示海明威的照片和生平简介，激发学生对课文背景的兴趣。
2. 提问：海明威是一位怎样的作家？他的作品有哪些特点？二、阅读课文1. 学生自主阅读课文，注意理解文章大意。
2. 教师提问，检查学生对课文内容的理解。
3. 引导学生分析作者的观点和情感态度。
三、讨论与分析1. 组织学生讨论以下问题：- 文章中老渔夫与大海的关系是怎样的？- 你认为老渔夫是一个怎样的角色？- 文章中的自然主义风格体现在哪些方面？2. 学生分组讨论，教师巡视指导。
四、语法讲解1. 复习定语从句和虚拟语气的用法。
2. 通过例句和练习，帮助学生巩固语法知识。
五、角色扮演1. 学生根据课文内容，分组进行角色扮演。
2. 教师提供一些提示，帮助学生更好地完成角色扮演。
六、总结与作业1. 教师总结本节课的重点内容，强调学生对课文的理解。
2. 布置以下作业：- 复习课文，完成课后练习题。
- 查找资料，了解海明威的其他作品，撰写一篇读后感。
- 准备下节课的讨论话题。
教学反思：本节课通过阅读、讨论、角色扮演等多种形式，帮助学生深入理解课文内容，提高学生的英语阅读理解能力和口语表达能力。
在今后的教学中，应注重培养学生的批判性思维，引导学生从不同角度分析问题，提高学生的综合素质。
同时，要关注学生的个体差异，针对不同学生的学习需求，提供个性化的教学辅导。
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Lesson one Y our College Year教学目的：了解作者及相关的背景知识通过对本文的学习，使学生对大学生活有一个全面、正确地认识，全面了解自己，更好地适应大学生活掌握语言点教学重点及难点：重点——对文章内容的充分理解与掌握难点——几个专业词汇的理解“developmental changes”、“identity crisis”、“psychologicalindependence”、“internalizing religious faith”教学内容：1.作者及背景简介2.课文讲解及语言点3.课堂讨论4.语法学习：the way sb doesd sth.Ways of expressing the objectDeterminers5.练习及作业基本要求：1.学生在课前应预习课文，并完成pre-class work 中的作业2.通过课堂讲解使学生理解文章内容，并对自己的大学生活有一个清晰地认识3.认真完成课后作业教学方法：加强互动，通过提问了解学生的预习情况。
以师生互动方式讲授课文，练习以学生为主，教师侧重解决重点及检查学生的完成情况。
时间分配：8节课一个单元I. IntroductionA. About the textThis is a text about what students will experience in their “college years”. It is addressed to college students in the United States. But with some modifications, what the author says here will also make perfect sense to our students.College life is both exciting and frustrating experience. It is clear that young adulthood is an extremely important period in our life.Not everyone knows how to handle their sudden independence or freedom. There are also those who take their newly found independence to mean that they can do anything they want.B.About the authorDr. Bob H artman is a children’s story-teller and part-time pastor. He was born in Pittsburgh, the United States, and moved to England in the summer of 2000.II. Warming-up exercises1. What are my goals for the college years?2. Do you find it easy to relate to the opposite sex? Do you agree with the author that stressful as it is, it is nevertheless one of the most important goals we must achieve during school years?III. Detailed study of the text1.（Para. 1）“Has it ever occurred to you that your professors and other school personnel have certain goals foryour growth and maturity during your college years? Has it ever dawned on you that certaindevelopmental changes will occur in your life as you move from adolescence to young adulthood?”A. Draw the student’s att ention to the difference between Chinese and English in expressing this idea: In Chinese, the subject is usually a personal pronoun, whereas in English, the anticipatory “it” is used.More examples:It never occurred to me that wealth could ruin a person’s life.我从来没想到财富能毁灭一个人的一生。
It suddenly dawned on us that high savings rate may not be a good thing.我们突然想到高的存款利率未必是件好事。
It gradually began to dawn on the economists that the problem was not overproduction, butunder-consumption.经济学家们逐渐认识到，问题不是生产过剩而是消费过低。
B. developmental changes:This is a psychological term which refers to the physiological and behavioral changes throughout the lifespan.2.（Para. 2）During this time, students are going through an identity crisis and are endeavorin g…to go through: to experience; to undergo; to suffere.g.: The country has gone through too many wars.这个国家经历了太多的战争。
I admire the way she’s still so cheerful after all she’s gone thr ough.我钦佩她经历了那么多苦难以后，仍然这样精神愉快。
Other meanings of this phrasal verb:I don’t think this plan will go through the Security Council.（be accepted by）我认为这个计划不会在安理会通过。
Have you gone through all your money already?（to use up; to finish）你已经把所有的钱花光了吗？It’s too late to back out. We just have to go through with it.（to do it because you have promised or planned to do it, even though you are no longer sure you want to do it.）现在打退堂鼓太晚了，我们必须把它完成。
Identity crisis: It refers to the difficulties, confusions and anxieties that you go through during adolescence when you are not sure who you really are and what your purpose in life is.to endeavor:⑴v i （＋to-V）（fml or pomp）to try （正式或夸张）尝试，企图e.g.: I’ll endeavor to pay the bill as soon as possible.我会尽快地设法付清账单。
⑵n. 努力，尽力。
e.g.: They couldn’t do it, despite their best endeavor.他们虽然尽了最大努力，但仍做不成。
The Climbing of the Mount Everest was an outstanding example of human endeavor.攀登珠穆朗玛峰是人类奋勇进取的突出例证。
She made no/every endeavor to help us.她（没有）竭力帮助我们。
3.（Para 2）It is important to know how people perceive themselves as well as how other people perceive them. perceive: v [not in progressive form]to notice or become aware of sth发觉，察觉到，意识到；to understand or think of sth. in a particular way；认为，视为，理解为e.g. He perceived a subtle change in her manner.perceive + that They perceived they were unwelcome and left.perceive + wh-We were unable to perceive where the problem layperceive + obj. + V-ing I perceived a small trickle of blood coming from the patient’s ear.perceive sb/ sth as This discovery was perceived as a major breakthrough in the field of medicine.perceptible adj that can be perceived, noticeable 可察觉到的, 可看见的(imperceptible)perception n a. the action of perceiving (or perceptiveness) 感觉,知觉b. the ability to perceive well; keen natural understanding洞察力,理解力e.g a man of great perception 一个极有洞察力的人perceptive adj showing an unusual good ability to notice and understand 感觉灵敏的,有洞察力的e.g. a perceptive woman/ perceptive comments一位洞察力强的女士/颇有见地的评论4.（Para. 2）…identity is determined by genetic endowment （what is inherited from parents）, shaped by environment, and influenced by chance events.Meaning: Who we are is determined by three things: First, our genes, or what our parents have given us, our legacy;second, environment, and third, luck or opportunities.Chance events: “Chance” here is an adjective, meaning“accidental”.e.g.: This chance meeting with the famous writer changed his whole life.与这位著名作家的偶然邂逅改变了他的一生。