大学英语精读(第3版)第3册电子教案共119页文档
大学英语精读第三版
大学英语精读第三版介绍《大学英语精读第三版》是一本面向大学学生的英语教材。
该教材旨在提高学生的英语阅读能力，培养学生的英语思维和表达能力，同时帮助学生扩展词汇，提高语法水平。
本文档将对该教材进行详细介绍，并分析其优点和特点。
教材概述教材结构《大学英语精读第三版》分为十个单元，每个单元包含了一篇短文及相关的词汇、语法和阅读理解练习。
每篇短文都涵盖了不同主题和文体，从新闻报道到学术文章，从社论到小说片段。
教学目标该教材的教学目标主要包括：1.培养学生的英语阅读能力，提高速读和扫读的技巧；2.培养学生对不同类型英文文本的理解和分析能力；3.扩展学生的英语词汇量，提高学生学术表达能力；4.培养学生对语法的理解和运用能力，使其能够正确运用语法知识解读英语文本。
教材特点多样性《大学英语精读第三版》的短文多样性很强。
教材的编辑团队精心挑选了各种不同主题和文体的文章，涵盖了文学、历史、社会等多个领域。
这种多样性有助于拓宽学生的知识面，同时有助于学生对不同类型文章的理解和分析能力的培养。
渐进式难度教材的难度设计非常合理。
教材从初级到高级逐渐增加难度，每个单元的文章都比前一个单元稍微困难一些。
这种渐进式难度设计有助于学生逐步提高阅读能力，同时也有助于提高学生的学习兴趣和自信心。
独立学习教材注重培养学生的独立学习能力。
除了提供短文和练习题，教材还提供了详细的词汇和语法解释，帮助学生自主学习。
此外，教材还提供了参考答案，供学生自我检查。
实用性《大学英语精读第三版》中的短文内容丰富，贴近实际生活和学术领域，有助于学生在实际运用中提高英语能力。
教材中的词汇和语法也是实用性强的，有助于学生在写作和口语中更流利地表达自己的观点。
使用建议使用该教材进行学习时，有以下几点建议：1.按照教材的顺序进行学习，逐步增加难度；2.针对每篇短文进行多次阅读，注重对重点词汇和短语的理解；3.完成课后习题并自行核对答案，查漏补缺；4.利用课后习题及参考答案进行自主学习和巩固；5.参考教材中的词汇和语法解释，确保对学习内容的理解；6.与同学或老师一起进行讨论，分享不同的观点和理解。
大学英语精读第三册教案四单Unit4 a fan's notes
But she covered the team with the seriousness of a writer. L27
— I just want a basic sports coat – nothing fancy. — Never mind all these fancy phrases – just tell us the
plain facts. — Harry took me to a fancy restaurant for our wedding
C exposition
说明文 a lecture
D argumentation 议论文 a debate
◆ What pattern is the text organized in?
A problem-solution
B cause-effect
C general-specific
D time / sequence
Because I have a physical handicap L20
Handicap: n. a serious usu. permanent, physical or mental condition that affects one’s ability to walk, see, speak, etc. ; make it difficult for sb. to do sth. that they want or need.
大学精读Unit 3 Book3 (第三版) sent
Unit 3Text II.Writing Skills1)The text is a piece of narrative writing and organized in the usual chronological order. But atthe start of the text, the author used the flashback technique by beginning with the signing of the will and then turned back to t he classification of Shakespeare’s life into several periods based on a time order. The author also used the “cyclic return” in the writing by using the key word “signature” both in the first paragraph and the last paragraph. The two techniques helped the author to inform the reader about the life of Shakespeare most effectively.2) The author used many adjectives ending with “–ing”, superlatives and some emphaticsentence patterns to achieve an “emotional” tone, trying to arouse the strong feelings in readers.II. Language Points1.The way to express datee.g. in May; in 1999; in June, 1998; on August 3rd, 19982.number-year/month-old + n.e.g. He has a two-month-old baby.He offered his seat to a sixty-five-year-old woman.cf: They had a ten-minute talk.No decision was made after a two-hour meeting.3.will, legacy, inheritance, estatewill: a legal statement about how to deal with the property after deathlegacy: money or other belongings left to another person after deathinheritance: receiving property, title from ancestors according to the willestate: Estate includes real estate and personal estate.real estate (动产): land and buildingpersonal estate（不动产）: money, property4.the second/third/by far + the superlative degree of an adjectivee.g. Hainan Island is the second largest island in China.Paraphrase:She is one of the most diligent girls in our class and considered to be No. 3.The Amazon is the longest river in the world. (use “by far”)This book is the most interesting one of all the books. (use “by far”)5.adv + off = richcomfortably off, well off, well to dobe better off = be in better circumstancesbe worse off = be in worse circumstances6. amount to①add up to, reache.g. Our monthly expenditure on food usually ～s to 150 yuan.②be equal in meaning, be the same ase.g. Failure to prepare a lesson well before class on the part of the teacher ～s tonegligence of duty; whereas failure to attend the class on time on the part of thestudent ～s to a breach of discipline.7. there is no … not …double negation for emphasise.g. No one who was treated by Dr Wang was not deeply moved by his conscientious work. Use “ No one … not” to paraphrase the following:Everyone who has been to Beijing is impressed by the magnificence and grandeur of the Great Wall.Everyone who saw the house designed by him was interested in its structure.Everyone who heard the report was touched by his deeds.8. awe①awe (n.): a mixed feeling of fear and feare.g. He has a feeling of ～when standing in front of his father.I read his novel with ～.The lazy boy stood in ～of his stern teacher.awe-inspiring: fill with awe, make people show more respect to sb.e.g. He is an awe-inspiring writer/manager.awe-stricken/struck: struck with awee.g. He was awe-struck when he saw his father.②awe (v.): fill with awee.g. The sight ～d them.I was ～d by his words.~ sb. into + n. /doing sth.e.g. He ～d the children into obedience.They were ～d into silence.The boss ～d the workers into working overtime.③adj.A. awesome: causing awee.g. His works are ~ to some readers.B. awful: dreadful, very bada) (showing one’s feeling)e.g. He died an ~ death.I feel ~.b) (describing the characteristics of an object)e.g. Everything is in an ~ mess.The pain is ~.④awfully (adv.): verye.g. You look ~ well today.He is ~ worried about his son.9. in spite of, althoughin spite of + n.; although + sentencee.g. Although he is old, he is still studying English.In spite of his old age, he is still studying English.Use “although” and “in spite of” to paraphrase the followingIt’s very cold outside, but the boys are playing happily.It’s very expensive, but I buy one as a souvenir.The mountain is really very tall, but we managed to reach the top.10. rather than: instead ofe.g. Young people should be an asset （财产）to society ～a menace or a curse.Paraphrase:It was such a low doorway that I had to bend my head to go into the room instead of walking into the room upright.He died instead of surrendering.11. have difficulty in +V-ing/with + n.e.g. He has difficulty in learning English.I don’t have any difficulty with my math.12. plot①v. --- make secret plans 设计（谋），密谋~ to do sth.e.g. The two thieves were plotting with another two to rob the bank.Paraphrase: They are making secret plans to climb over the wall to poison the dog.~ + n.e.g. They are plotting a coup d’etats (or: coups d’etat政变) in the garden.~ againstParaphrase: The guerrillas were trying to overthrow the government.②n.a) make/form a plot (= a secret plan)e.g. They are making a ~ to overthrow their government.Two men formed a ~ to burn the barn (to rob the bank)b) design the plot of a story (=outline)e.g. This play has a very complicated ~.c) a piece of lande.g. There is a vegetable ~ behind his house.13. involve①involve (v.): cause sb. to become connected or concerned 牵涉，拖累e.g. This case ~s all of us.Don’t ~ me in your quarrel.be/get/become ~d in 卷进e.g. I got ~d in the quarrel between Mary and Jones.David was ~d in the robbery.~ (oneself) with 与… 混在一起e.g. Don’t ~ yourself with that sort of people.He ~s himself with criminals.②involved (adj.): complicated, difficult to understande.g. He told me an ~ story about his large family.The letter was very ~.③involvement (n.)e.g. He can’t get rid of the ~ in the murder. 脱不了干系，洗脱不了嫌疑14. puzzle①puzzle (v.): causing difficulty to understande.g. His illness ~d the doctor.T he boy’s recent behavior ~d me.~ about: make a great effort of mind in order to find an answer to the questione.g. I’ve been puzzling about the question.Paraphrase: He was trying to find out the ways to settle the problem.~ out （绞尽脑汁地）想出e.g. He spent the whole afternoon, trying to ～out the answer.be ~d aboute.g. I’m ～d about what he said.Many people are ～d about his life.②n.A. puzzlement: the state of being puzzlede.g. He is in ～.The girl looked at me in ～.B. puzzlea)sth. that one can’t understand or explain 难解之事e.g. No one has succeeded in explaining the ～of how life began.Paraphrase:The detectives still can’t explain the murder case.b) be in a puzzle: be at a losse.g. I’m in a ～as to what to do next.c) 字谜e.g. A famous Chinese ～has seven pieces. 七巧板a cross-word ～填字游戏a jigsaw ～拼图游戏15. conviction: very firm and sincere beliefe.g. He speaks in the full ~ that he is right. (深信)It is my ~ that we can have the four modernizations realized in not so long a time.Paraphrase: He said with a firm belief that he saw it with his own eyes.16. talk … into …: persuade sb. to do sth.17. trace①trace (v.)a) follow or discover sb. or sth. by observing some marks, traces or little evidencee.g. They could not ～(= find) him.Paraphrase:I can’t find the document you refer to .They walked along the river until they came to the sea. (trace… down….)We tried to find out the origin of this story. 追踪寻源(trace … to …)b) try to finde.g. The post office is ～ing the missing parcel.c) mark 标出e.g. Please ～the location of London on the map.d) 描图e.g. Trace the map by putting the thin paper over it.trace back toe.g. His family can ～its history back to the 10th century.This system of the government can be ～d back to the ancient Romans.The rumor was ～d back to a journalist.②trace (n.)a) marks, signse.g. We’ve lost all ～s of the criminal.Paraphrase:The wolf left its marks on the snow.He has disappeared without any signs..The policemen found signs of struggle in the room. 有搏斗的痕迹b) a bite.g. There was a ～of jealousy in her voice.Paraphrase: It rained a bit (= a little) yesterday.③traceable (adj.)e.g. The mistake is ～to carelessness.18. the lost years: seven years from 1585 to 1592, the time when Shakespeare was supposed to betraveling abroad by sea19. influence①influence (v.): have an effect on sth./sb.e.g. Advertisements ～people’s life a lot.The weather ～s the growth of crops.cf: affect: focus on the resultinfluence: focus on the action itselfe.g. Too much drink may affect your health. (The result of too much drink might spoilyour health.)We’re deeply affected (=move d) by his speech.②influence (n.)have ~ over/on sth./sb.have a(n) + adj. + influence on/over sth./sb.e.g. A teacher can have a great ～over his students.Religion has a great ～on people’s behavior.exert an ~ one.g. The moon exerts an ～on the tides. 潮汐The climate exerts an ～on vegetables.③influential (adj.)e.g. He was an ～writer in China.His father is an ～man in our city.。
大学英语精读第三册教案三单元Unit-3-Why-I-Teach
Chinese stimulate: vt. 刺激; 激励; 鼓励
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need? 5) Which teacher do you like best, why?
Words and expressions
ቤተ መጻሕፍቲ ባይዱ
palm tree 棕榈树
Do the rewards of teaching outweigh the trying moments?
outweigh: v.
be more important or valuable than sth. else • 比…重（在重量上）；比…重要；比…有价值
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最新大学英语精读第三册--第三版--课件-unit--four教学讲义PPT课件
B) To beБайду номын сангаасa baseball editorialist. C) To get a job. D) To be a writer.
2. What in Sarah’s second e-mail caught the author’s attention? KEY A) In the email Sarah asked the author for a job.
Before Reading
Global Reading Detailed Reading
After Reading
A sportswriter thinks he’s met another crank. Instead, he finds a true winner.
Before Reading
May I ask you a question? For two years I have been running my own website about the Dodgers. How did you become a baseball editorialist? That is my deam.
4. The author decided to drive a long way to visit Sarah because he was curious about ____.
大学英语精读第三册unit9教案
教学目标：1. 理解课文主题，提高学生对社会现象的观察和分析能力。
2. 培养学生阅读长篇文章的能力，学会抓住文章的主旨和关键信息。
3. 提高学生的词汇量，掌握相关句型和表达方式。
4. 培养学生进行批判性思考，敢于表达自己的观点。
教学内容：1. 课文内容：A Song of Defiance（反抗之歌）2. 课文分析：文章结构、主题思想、人物性格、修辞手法等。
3. 课后练习：词汇、语法、阅读理解、写作等。
教学步骤：一、导入1. 提问：同学们，你们知道什么是“反抗”吗？请举例说明。
2. 引导学生思考：反抗是一种怎样的行为？它有什么样的意义？二、课文讲解1. 阅读课文，让学生了解文章的基本内容。
2. 分析文章结构，引导学生掌握文章的写作技巧。
3. 讲解课文中的重点词汇和句型，如：defiance、challenge、resistance等。
4. 分析人物性格，引导学生思考人物行为背后的原因。
三、课文讨论1. 提问：文章中的主人公是如何反抗的？你认为他的反抗行为合理吗？2. 引导学生分组讨论，分享自己的观点和看法。
3. 各小组派代表发言，其他同学进行补充和反驳。
四、课后练习1. 词汇练习：让学生根据课文内容，完成词汇填空、选择、翻译等练习。
2. 语法练习：让学生完成相关的语法练习，巩固所学语法知识。
3. 阅读理解：让学生阅读相关文章，提高阅读理解能力。
4. 写作练习：让学生根据课文内容，写一篇短文，表达自己的观点。
五、总结1. 回顾本节课的学习内容，总结重点词汇、句型和写作技巧。
2. 强调学生在学习过程中要注重批判性思考，敢于表达自己的观点。
教学评价：1. 学生对课文内容的理解和掌握程度。
2. 学生在课堂讨论中的参与度和发言质量。
3. 学生课后练习的完成情况。
教学资源：1. 教材《大学英语精读第三册》2. 相关词汇和语法资料3. 多媒体教学设备教学反思：1. 教师要关注学生的学习需求，及时调整教学内容和方法。
现代大学英语精读第3册教案
CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 1 Your College YearsPeriod of the teaching:10 classesObjectives:1.To expand basic vocabulary and expressions2.To appreciate the theme of the text3.To know about some background information about Eric H Erickson’sDevelopmental Stages.4. To review the grammatical knowledge about the conjunction while and tolearn to use parallelism.Key points:nguage study and expressions2.Background information3.Word Building: de-, pro-, -ject, -volve, -ogy.4.Paraphrases of difficult sentencesDifficult points:1.ways of expressing the object2.Writing devices: antithesis3.The corresponding information about the textMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Warm-upI. Warm-up Questions1. As a sophomore, what is your general impression of college?➢many opportunities for one to explore the unknown➢experiencing a lot➢keeping a good balance and laying a solid foundation➢the golden time in one’s life2. Have you experienced anything different from your middle school life?➢being far away from home➢living with others➢becoming independent➢changes are occurring3. What’s your purpose of receiving a college education?➢to get and keep a good job➢to earn more money➢to get a good start in life➢ a sound investment that is worth every penny .4. Have you had any psychological problems ever since you enteredcollege?➢loneliness➢confusion➢frustration➢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 unpleasantfeelings 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 isa 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 exciting. 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 to one’s growth and maturity.Part II 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.A selection of books by Bob HartmanII. Erik H. EriksonErik 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. Main books by Erik H. Erickson:II. Erickson’s 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, theoutcome 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.Part III Text AppreciationI.Text analysis1. ThemeCollege is designed to be a time of changes for students. Threatening the changes may be, they contribute to young adults’ growth and maturity. College students are experiencing a lot. Not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. They are also proudly growing in their understanding of themselves, others and the world.2. StructurePart 1 (para. 1):Many key changes happen to college students during theircollege years.Part 2 (paras.2-9): The key changes involve the following: identity crisis, the independence/dependence struggle, establishment of sexual identity, affection giving and receiving, internalization of religious faith, values and morals, development of new ways to organize and use knowledge, a new understanding of the world and himself/herself.Part 3 (para.10 ): Conclusion.Question 1: How do college students go through an identity crisis at college?What factors may influence identity?Students endeavor to find out who they are and what their strengths and weaknesses are. They want to know how other people perceive themselves as well.Identity may be influenced by genes, environment and opportunities. Question 2: In fact, it may be heightened by their choice to pursue a college education.What does “it” refer to here?For referenc e: “it” refers to the independence/dependence struggle. Into the later adolescence stage, young adults tend to become less dependent on, even independent from their parents. For those who choose to enter the work world, they may become financially independent from their parents, while for others entering into college, the struggle seems stronger for they still need their parents’ support, say for money.Question 3: According to Jeffery A. Hoffman’s observation, there are four distinct aspects to psychologi cal separation from one’s parents. What are they? How do you understand them?1. Functional independence.2. Attitudinal independence.3. Emotional independence.4.Freedom from “excessive guilt, anxiety, mistrust, responsibility,inhibition, resentment, and anger in relation to the mother and father.”Question 4: What may be one of the most stressful matters college students experience according to the author? How do you understand it? Establishing their sexual identity. It includes relating to the opposite sex and projecting their future roles as men or women.Question 5: I was relating to my father in a different way. What are the differences between the ways “I” related to “my” father in the past and at present? What type of change does the example reflect?In the past “I” was encouraged by “my” father; now “I” was encouraging him. The example reflects the change that college students are learning how to give and receive affection in the adult world.Question 6: These religious, moral, and ethical values that are set during the college years often last a lifetime. What makes it possible for these values to last a lifetime?During college years, the young adults have the opportunity to decide for themselves what beliefs, values, and morals they are going to accept. These values are inclined to be internalized.Question 7: What are the significance about the college academic life according to paragraph 8?College academic life is a challenge. All students should be aware of how they react to new knowledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge. Question 8: How do college students become world citizens?At college, the young adults have good chances to meet people from different cultures. By interacting with them, they are introduced to new ways of life. They begin to understand life in different ways. By doing these, they experience a new understanding of the world and themselves.Part III. Further discussionWhat does the author mean by developmental changes?Have you had any identity crisis yourself?What does the author mean by independence/ dependence struggle?How can college student establish their sexual identity?What does the author mean by “internalizing” religious faith, value s, and morals?Part IV. Assignment1. Prepare for the dictation of Unit 12. All the exercises after Text A, unit 13. Preview Unit 3CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 2 How Reading Changed My LifePeriod of the teaching:10 classesObjectives:e the words and phrases freelyprehend the text structure3.Understand the rhetorical features of the text4.Have a better understanding of the textKey points:1.The understanding of the complicated sentences2.Important language points3.Translation exercises: C-E and E-CDifficult points:1.Critical thinking skills2.Text patterns3.The corresponding information about the textMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Background informationToday, few people will deny that the written word seems being quickly supplanted by pictures, graphs, and sounds. Do people still read? Do those who still read get anything out of it? Many people are now wondering.It is of course an overstatement that traditional reading is dead. But it has obviously been losing its ground. Many people today seem to be too busy to do any reading, and those who are considered successful do not seem to have read much, if at all. The shocking fact is , percentagewise, our reading population is the lowest among major powers.The essay we have here deals with this problem. It is written by someone who has such a passion for, and takes such a delight in, traditional reading that it must deserve our attention.Part II. Detailed discussion of TEXT1)...a small but satisfying spread of center-hall colonials, old roses, and quietroads. ( para.1 )Spread:n. A range or an area over which buildings spreadColonials: houses built in the style of the 18th century during the colonialperiod of American history2) We walked to school, wandered wild in the summer. ( para.1 )Wander wild: remind students that the adjective "wild" is used here as asubject complement.3)One poem committed to memory in grade school survives in my mind.( para.4 )Paraphrase: I still remember one poem I learned in grade school.Commit sth to memory: to study sth carefully so as to remember it exactly Grade school: (AmE, old-fashioned) primary or elementary school Survive in my mind: This is not a common expression. It is more natural to say "still remain in my mind" or "I still remember"4)Perhaps restlessness is a necessary corollary of devoted literacy.(para.5)Perhaps if a person works really hard at reading and writing, he or she is bound to be restless.5)There was waking, and there was sleeping. And then there were books...Between the time I woke up and the time I went to sleep, I read.6)I did not read from a sense of superiority, or advancement, or evenlearning.(para.9)Advancement:progress or improvement in one`s career7)There is something in the American character...a certain hale and heartinessthat is suspicious of reading as anything more than a tool foradvancement.(para.11)Hale and hearty: healthy and strongBe suspicious of sb./sth.:to feel that sb/sth cannot be trusted8)There also arose...a kind of careerism in the United States that sanctionreading only if there was some point to it.(para.12)Careerism: the practice of seeking one`s professional advancement by all possible meansSanction: to approve ofNote: this word deserves special care as it can have diametrically meanings in different contexts.Point: purpose; goal; advantage;reason9)For many journalists, reading... was most often couched as a series ofproblem to be addressed... (para.13)For many journalists, reading... was usually discussed as a lot of problem to be resolved.Be couched: (fml) to be expressed in a particular way10)Gutenberg invented the printing press (para.14)Printing press: (here) a printing machine 印刷机Note: the word "press" is often used to mean, among other things, newspaper in general as in phrases like the American press, a press conference,press coverage.11)After that, it became more difficult for one small group to lay an exclusiveclaim to books, to seize and hold reading as their own. (para.14)Lay claim to sth: to state officially that you have a right to own sthSeize and hold sth: to grasp sth quickly and forcibly and then hold it firmly 12)... we are what the world of books is really about. (para.15)...we are really the most important people in the world of books.Be really/all abou t: used for saying what the most basic or important aspectof a particular job, activity, or relationship is, e.g.Love and care - - that's what family is all about.A university must teach students how to live -- that's what schools are allabout.13)It was still in the equivalent of the club chairs that we found one another...(para.16)We still found each other like we did when we were young.Equivalent: sb or sth that has the same size, value, importance or meaning as sb or sth else对应物; 相等物Part III. The theme of the TEXTThis highly autobiographical essay can be divided into the traditional three parts with a brief introduction and an equally brief conclusion. The major part, the body of the essay, can be conveniently divided into two sections, the first of which deals with her childhood experiences of reading: what, how, why she read, and what she learned through reading. The second section tackles a more complicated topic: how she continues to read in an unfriendly environment in adulthood.Part IV. The structure of the TEXTPart 1. The introduction ( para.1 )I grew up in a quiet neighborhood where I developed the habit of reading as asmall child.Part 2. The body (para.2-15)A.I was an avid reader throughout my childhood and adolescence.( para.2-9 )1) I wandered the world and learned about people through books.( para.2-4 )2) As a child I preferred reading to playing outdoors with my peers.( para.5-6 )3) Through books, I also learned about myself, my wishes and dreams.( para.7-8 )4) I read because I loved it more than anything else in the world. (para.9)B.In my adulthood i remain an avid reader in an unfavorable environment.( paras.10-15 )1)it is believed reading should serve a useful purpose and aimlessreading is discouraged. ( paras.10-11 )2)Reading is being replaced by TV and the movies. ( paras.12-13 )3)The reading population has become a minority gourp. ( paras.14-15 ) Part 3. The conclusion ( paras.16-18 )Despite the decline of reding, there are still bookworms like me amongordinary people.Part V. Discussion1) What can we gain from reading?2) Why don't people read or read as much as they should today? What does itmatter if people don't read? What can we do to change the situation?Part VI. Assignment1) Prepare for the dictation of Unit 22) All the exercises after Text A, unit 23) Preview Unit 34) Prepare for the presentation at the beginning of the next classCONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 3 The Dill PicklePeriod of the teaching:10 classesObjectives:1.To expand basic vocabulary and expressions2.To appreciate the theme of the text3.To know about some background information about dill pickle.4.To review the grammatical knowledge about rhetorical questions,exclamatory sentencesKey points:nguage study and expressions2.Background information3.Word building: -press;4.Paraphrases of difficult sentencesDifficult points:1.rhetorical questions,2.exclamatory sentencesMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Warm-upI. A Boatman’s SongEnjoy listening to the Russian folk music.II. DictationKatherine Mansfield (1888—1923), British short-story writer, was born in Wellington, New Zealand. She is considered one of the greatest of the short-story form.At the age of 18 she in London to study music and to herself as a writer. In 1918 she married English literary ，John Middleton Murry.Mansfield's middle class provided the setting for many of her stories and mortality—perhaps due to her illness—dominated her writing. Her years were burdened with , illness, jealousy and —all reflected from her work in the bitter of marital and family relationships of her middle-class characters.As a New Zealand's most famous writer, she was closely associated withD.H. Lawrence and something of a rival of Virginia Woolf. Her shortstories are also notable for their use of . Much influenced by Russian writer Anton Chekhov, Mansfield depicted events and changes in human behavior.Part II Background informationI Author Katherine Mansfield1888–1923, British author, born in New ZealandHer original name was Kathleen Beauchamp. She is regarded as one of the masters of the short story.A talented cellist (大提琴演奏家), she did not turn to literature until 1908. Her WorksIn a German Pension (1911), her first published book.Bliss(1920) which collected Mansfield's family memoirs and secured her reputation as a writer.The Garden Party(1922), her finest work written during the final stages of her illness which established her as a major writer.Later volumes of stories include The Dove’s Nest (1923) and Something Childish (1924; U.S. ed. The Little Girl, 1924).Other collections and poems: journal, letters, and scrapbook (edited by her husband) .Her Adventurous SpiritFamously, Mansfield remarked "risk, risk everything".It was largely through her adventurous spirit, her eagerness to grasp at experience and to succeed in her work, that she became ensnared in disaster. . . If she was never a saint, she was certainly a martyr, and a heroine in her recklessness, her dedication and her courage.Her last words were: "I love the rain. I want the feeling of it on my face." Her StyleMansfield's stories, which reveal the influence of Chekhov, are simple in form, luminous and evocative in substance. With delicate plainness they present elusive moments of decision, defeat, and small triumph.Themes of Mansfield's novelsThemes: different human relationships interacting with each other; social classes and inequality in bourgeois society;the frenzied exhortation to live, which is central to all her writings; the opposition of convention and nature; the elevation of the great artist as the model for living and, by extension; art as a means of being "real";the notion that destiny is a function of desiring—to want something strongly enough is to legitimise the means of getting it.In her most persuasive work, Mansfield found a way of pressing the threads of such a credo into the weave of her fiction. The story of the rises and falls in Mansfield's popularity is fasci5nating, as it shifts with the major social, political and literary trends.Mansfield's portrayal of social classes and the injustices of bourgeois society had obvious appeal to the Chinese. One of the translators, Tang Baoxin, writes: “With remorseless irony she lays bare the hypocrisy and shallowness of the leisured class and their men of letters.”II Dill PickleHow does it taste? It tastes very sour.Cucumber reserved in salty and spicy water with such ingredients aspepper, garlic, dill and vinegar.In Russia, it is eaten with hamburger as an appetizer.Part III Text AppreciationI Text AnalysisStructure of the Story1). Plot of the story: a young woman and a young man who had been lovers oncemet again after six years of separation. They sat andreminisced…2). Setting of the story: in a restaurant3). Protagonists: Vera and her ex-lover (his name was never told)4). Theme of the story: about the relationship between lovers: the heroine'ssensitivity and the man's insensitivity to others—theirfeelings, attitudes and inner motivations. The man's egoismprevented him from seeing how greatly their lives haddiverged in the six years since they parted.2. Sentence Analysis1) He closed his eyes an instant, but opening them his face lit up as though he had struck a match in a dark room.closed his eyes: searched his memoryhis face lit up as though he had struck a match in a dark room.: 一闪而过的兴奋使他脸上露出光采。
大学英语三级精读教案
课程名称：大学英语三级授课对象：高职高专学生课时安排：2课时教学目标：1. 掌握课文中的关键词汇、短语和句型；2. 理解课文结构，提高阅读理解能力；3. 培养学生的自主学习能力和合作学习能力。
教学内容：1. 课文内容；2. 词汇和短语；3. 句型和语法；4. 阅读技巧和方法。
教学重点：1. 关键词汇和短语的理解与应用；2. 句型和语法结构的掌握；3. 阅读技巧和方法的应用。
教学难点：1. 词汇和短语的理解与运用；2. 长难句的分析与理解；3. 阅读技巧的掌握。
教学过程：一、导入1. 教师简要介绍课文背景，激发学生的学习兴趣；2. 引导学生回顾上节课的内容，复习相关知识点。
二、课文阅读1. 学生快速阅读课文，了解文章大意；2. 教师提问，检查学生对课文内容的掌握情况；3. 学生朗读课文，注意语音、语调的准确性。
三、词汇和短语讲解1. 教师讲解课文中的关键词汇和短语，引导学生分析词性、词义和用法；2. 学生跟读并模仿教师讲解的词汇和短语；3. 进行词汇和短语的应用练习，提高学生的实际运用能力。
四、句型和语法讲解1. 教师讲解课文中的句型和语法结构，引导学生分析句子的构成和语法规则；2. 学生跟读并模仿教师讲解的句型和语法；3. 进行句型和语法练习，巩固所学知识。
五、阅读技巧和方法讲解1. 教师讲解阅读技巧和方法，如快速浏览、预测、定位、推断等；2. 学生进行阅读练习，运用所学技巧和方法；3. 教师点评学生的阅读效果，提出改进建议。
六、课堂小结1. 教师总结本节课的重点和难点；2. 学生回顾所学内容，提出疑问；3. 教师解答学生疑问，巩固所学知识。
七、作业布置1. 完成课后练习题，巩固所学知识；2. 预习下一节课的内容。
教学评价：1. 课堂参与度：观察学生在课堂上的表现，如提问、回答问题、朗读等；2. 作业完成情况：检查学生的课后练习题完成情况；3. 阅读理解能力：通过阅读理解测试，评估学生的阅读理解能力。