现代大学英语精读1Lesson One教案
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。
现代大学英语第一册教案unit1
现代大学英语第一册教案unit1A Short Introduction to Reading Strategies--- How to deal with Text A in the course bookⅠOn Texts1. Methods for gaining new information by reading:(a) Skimming (浏览)(b) Scanning (略读)(c) Close Reading (细读)(d) Summarizing (归纳)(e) Word-attack skills (猜词义)2. Reading DifferencesAchiever: someone who is successful, especially through skill and hard work. （尤指凭自己本领和努力）成功者。
High achiever：someone whose work is usually excellent or who usually succeeds, especially in school.事业成功的人(尤指学习成绩好的人)(a) Low achievers: Usually they are in extremes. Their emphasis is whether oncontent or on linguistic forms. They seldom combine them together.(b) High achievers: Their emphases vary in different tasks.(i) In the first two times, they do not use dictionaries, and justguess the meanings of new words; they only try to get the mainidea of the whole passage.(ii) Later (for the third or fourth times), they pay more attentionto linguistic forms and the passage?s deep meanings as well asthe author?s intentions.3. Proper steps for reading a passage like Text A(a) Fist Time: Just scan the whole passage quickly so as to get the main idea.(b) Second Time: Read closely in order to find reading difficulties; at the sametime, mark new words and unfamiliar phrases (sentence structures),then guess the meanings.(c) Third Time: Read the whole passage word by word and sentence by sentenceso as to master the new linguistic forms and the content.Simultaneously use dictionaries to check your guessing in Step (b);Do the exercises if necessary.(d) Fourth Time: Closely read the whole passage again to figure out the author?sintentions, attitudes, implied meanings, and ect.4. Textbooks Vs. Outside Reading(a) Textbooks(i) Strong Points: The texts are well written and carefully selected; they useformal language, and are of wide genres[r?, ?(d)??nr?] 类型,体裁, 风格. They introduce language points step by step, and their difficulties gradually increase. The texts are especially usefulfor building a sound basic knowledge about English.(ii) Weak Points: The texts have limited vocabulary size; only reading these texts is hard to form good reading habits.(b) Outside Reading(i) Strong Points: They can enlarge your vocabulary size and enrich yourbackground knowledge; they are useful for forming reading habits.(ii) Weak Points: This kind of training lacks systematic and gradual training, so it is not good for building up your basic knowledge.(c) Our Solutions(i) Emphasize the importance of textbooks(ii) Advocate outside reading like newspapers, stories, abridged books, ect.(To be continued)ⅡRequirementsFull Attendance;Active Participation;Assignments (Homework; Journals ;) Journals ：a daily record of news and events of a personal nature; a diary日记；日志English-English & Chinese-English Dictionaries;Facilities: Radio; Recorder; Journal.Lesson One Half a DayI. Teaching ObjectivesCompel the students to make use of the reading strategies explained before;Let the students understand the way of fiction writing;Make the pupils figure out the main idea of Text A;Help the students learn the new vocabularies in the glossary part;Let the students acquire two word-formation skills:○a Verb + …-tion/ation/sion?Noun;○b Adjective + …ly?Adverb;Get the students familiar with the phrasal verb “MAKE & FIND”;Consolidate the students? understanding of some prepositions like in, at, on, etc.; II. Teaching Process1. Pre-class ActivitiesHow was your first day at college? Was it hard for you? Who went to see you off at the railway station? Who came to school with you? How do you feel about your military training experience? How do you imagine your university life like?Have you ever read or heard a fiction story? What was it? What are the common skills in fiction writing?What do you think does the story “Half a Day” tell us? Why?Background Information (40 minutes)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.背景知识（40分钟）通过问答和讲解的方式，帮助学生了解1.纳吉布?马福兹所受教育和一般背景;He is married, has two daughters and lives in Cairo.2.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.Works of his second writing period:The Children of Gebelawi (1959)The Thief and the Dogs (1961)Autumn Quail (1962)Small Talk on the Nile (1966)Miramar (1967)several collections of short stories.3. 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 finalblow 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.纳吉布?马福兹的主要著作:阿拉伯世界的第一位诺贝尔文学奖获得者;纳吉布?马福兹笔下的世界: 无尽的拼搏与悲剧的人生Based on the Nobel Prize Winner's novel, the Egyptian Naguib Mahfouz. The story, translated from El Cairo to Mexico City's downtown, narrates the life of the members of the neighbourhood and the connection between them Don Ru, the owner of the local pub; Eusebia, his wife; Guicho, his son and Abel his friend, who emigrate to USA in search of fortune; Susanita, the single landtender always dreaming to marry a good man; Jimmy, the pub's employee, who extracts the money when Don Ru is notthere and finally marries Susanita; Alma, the very good looking girl, the Abel's dream, who becomes a luxury prostitute while he's away, etc. This movie won the Ariel (the Mexican Oscar) as best movie in 1995Introduction to the Text1. Writing --- the protagonist returns after being absent fora short time to findeverything changed beyond recognition.2. The best example --- Washington Irving?s (1783—1859) “Rip Van Winkle”. Ripwas a simple good-natured man. One fine day he went with his dog to themountains to hunt squirrels. He drank something a queer oldman offeredhim, he fell fast asleep. When he woke up he found himself an old man andthat great changes had occurred in his village during his absence. In thevillage in the portrait of King George III had been replaced by one of GeneralWashington. This technique is often used to emphasize rapid changes insociety.The setting of the story is not clear, but this is not import as long as what the author tries to get across is something universal.3. This technique is often used to emphasized rapid changes in society.Main Sections of the Text APart One (P1 to P7): The boy?s misgivings about school. He thought school was a punishment.Part Two (P8 to P16): The boy?s rich and colorful life in school, though disciplines and hard word are required.Part Three (P17 to P20): After school, the boy found the world has changed beyond measure; he turned to be an old man.beyond measureto a very great extent不可估量，极度it irritates him beyond measure.这让他产生了极大的愤怒。
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。
大学精读1unit1课文分析教案
教学目标：1. 理解课文内容，掌握文章的主旨和核心观点。
2. 分析课文中的语言特点、写作手法和结构布局。
3. 培养学生的思辨能力和批判性思维。
4. 提高学生的英语阅读理解和写作能力。
教学重点：1. 课文内容的理解与掌握。
2. 文章语言特点、写作手法和结构布局的分析。
3. 思辨能力和批判性思维的培养。
教学难点：1. 课文深层次内容的理解。
2. 文章复杂结构的分析。
教学时间：2课时教学过程：第一课时一、导入1. 向学生介绍本次课文的背景，激发学生的学习兴趣。
2. 引导学生简要回顾上节课的学习内容，为新课的学习做好铺垫。
二、课文阅读1. 学生自读课文，了解文章大意。
2. 教师提问，检查学生对课文内容的理解。
三、课文分析1. 分析课文标题，引导学生思考文章可能涉及的主题。
2. 分析文章结构，讲解段落之间的逻辑关系。
3. 分析文章语言特点，如词汇、句式、修辞手法等。
4. 分析文章写作手法，如对比、举例、引用等。
四、课堂讨论1. 引导学生就课文内容进行讨论，发表自己的观点。
2. 教师引导学生关注文章中的论点和论据，培养学生的思辨能力。
五、课后作业1. 撰写一篇关于课文主题的短文，要求观点明确，论据充分。
2. 收集与课文主题相关的资料，为下次课的讨论做准备。
第二课时一、复习导入1. 回顾上节课的学习内容，检查学生对课文的理解。
2. 引导学生分享课后作业的完成情况。
二、课文深入分析1. 对课文中的难点进行讲解，帮助学生突破学习障碍。
2. 分析文章中的复杂结构，如嵌套式段落、分层次论述等。
三、课堂讨论1. 教师提出与课文相关的问题，引导学生进行深入讨论。
2. 鼓励学生从不同角度思考问题，培养批判性思维。
四、总结与反思1. 总结本节课的学习内容，强调重点和难点。
2. 引导学生反思自己的学习过程，提出改进措施。
五、课后作业1. 完成课后练习题，巩固所学知识。
2. 搜集更多与课文主题相关的资料，为下一次课的学习做准备。
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教学内容与组织安排
Text AHalf a Day
Naguib Mahfouz
Period One &Two
I. Introduction to the Text (5minutes)
1. Writing --- the protagonist returns after being absent for a short time to find everything changed beyond recognition.
2. The best example --- Washington Irving’s (1783—1859) “Rip Van Winkle”
3. This technique is often used to emphasized rapid changes in society.
II. Overview of the text (40minutes)
b. Setting of the story:
c. Protagonist . Antagonists:
d. Drama of the story lies in:
e. Writing technique: (Have you ever read a story using the similar technique)
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.
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.
2)Important works
Naguib Mahfouz was the first Arab to win the Nobel prize for literature, in 1988. He has been described as "a Dickens of theCairocafés" 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.
3.structural analysis
The text may be divided into 4 parts:
Para. 1-7The boy’s reluctance to go to school and his misgivings about school
Para. 8-16The Boy’s life at school: Rich and colorful,requiring discipline and hard work
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. He is married, has two daughters and lives inCairo.
4). Can you live independently or take care of yourself very well
5). What’s your dream you want to realize during the four academic years
6). What do you think of the relationship between the teachers and the students
2 Important language points
3 Translation exercises: C-E and E-C
思考题
或
作业
1. Collecting information ofral work:What, in your opinion, makes a perfect school life
of the story:
The following are a few possible understandings of the message the story conveys. Which one do you agree with Argue with your group partners.
Today you truly begin life.
and Details (35ms)
1. clutch
hold tightly, usu. in fear, anxiety, or pain
. Silent and pale, the girl clutched (to/onto) her mother’s chest.
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.
Works of his second writing period:The Children of Gebelawi(1959)The Thief and the Dogs(1961)Autumn Quail(1962)Small Talk on the Nile(1966)Miramar(1967) several collections of short stories.
7). What are your expectations of university What kind of changes do you think it will bring upon your life
Information:
1)About the author: Naguib Mahfouz—Education & Background
Para. 17-20At the end of school day, everything has changed
III .Presentation (45minutes)
Appreciationfor group discussion in class
a. Plot of the story:
1.warming-up questions
1). What’s your deepest impression of your first day to the Uni.
2). Did you find the Uni. just as you had imagined
3). Are you afraid of leaving home and your dearest parents to a strange place
Be a man.
Today you truly begin life.
Period Three & Four
IV. Detailed analysis of the text (180ms)
Part 1: (45ms)
Ideas (10ms)
How did the boy feel about going to school Find textual evidence.
教 案
周次
第1周，第次课
授课时间
年月日
授课章节
Lesson One Text AHalf a Day
本（章）节
授课方式
课堂讲授（）实践课（）
教学时数
学时
授
课
要
点
本（章）节教学目标
Students are expected to
e the words and phrases freely