大学英语精读IV教学大纲
大学英语精读4电子版教案
教学目标：1. 培养学生阅读理解能力，提高英语水平。
2. 使学生掌握一定的词汇和语法知识，提高英语应用能力。
3. 培养学生的跨文化交际能力，拓展国际视野。
教学内容：《大学英语精读4》教材包含30个单元，每个单元包括课文、词汇、语法和练习等内容。
教学时间：本教案适用于一个学期的教学，共计30课时。
教学重点：1. 课文理解：把握文章主题，理解文章结构，掌握文章内容。
2. 词汇学习：掌握课文中的重点词汇，了解其用法和搭配。
3. 语法学习：掌握课文中的重点语法知识，提高语法运用能力。
教学步骤：第一课时：Unit 11. 导入：介绍本单元的主题，激发学生学习兴趣。
2. 课文朗读：教师带领学生朗读课文，注意语音、语调。
3. 课文理解：引导学生分析文章结构，理解文章内容。
4. 词汇学习：讲解课文中的重点词汇，并进行练习。
5. 语法学习：讲解课文中的重点语法知识，并进行练习。
6. 课后作业：布置课后阅读和练习任务。
第二课时：Unit 21. 复习上节课内容：检查学生的课文理解、词汇和语法掌握情况。
2. 课文朗读：教师带领学生朗读课文，注意语音、语调。
3. 课文理解：引导学生分析文章结构，理解文章内容。
4. 词汇学习：讲解课文中的重点词汇，并进行练习。
5. 语法学习：讲解课文中的重点语法知识，并进行练习。
6. 课后作业：布置课后阅读和练习任务。
以此类推，完成其他单元的教学。
教学评价：1. 课堂表现：观察学生在课堂上的参与度、回答问题的准确性。
2. 课后作业：检查学生的课后阅读和练习完成情况。
3. 考试：通过单元测试和期末考试，评估学生的整体学习效果。
教学资源：1. 《大学英语精读4》教材2. 电子教案3. 课后练习册4. 网络资源（如英语学习网站、在线词典等）教学反思：在教学过程中，教师应根据学生的实际情况调整教学策略，关注学生的学习需求，提高教学质量。
同时，教师应不断丰富教学内容，拓展学生的国际视野，培养学生的跨文化交际能力。
大学英语IV课程_教学大纲
大学英语IVCollege English IV课程代码：09210400学位课程/非学位课程：学位课程学时/学分：60/4先修课程：大学英语I，大学英语II,大学英语III一、课程在人才培养中的地位和作用《大学英语》IV级课程是我校非英语专业本科二年级学生必修的一门重要基础学位课程。
本课程通过以英语语言主题为中心的语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种问题的表达方式和特点，在听、说、读、写、译等英语语言技能方面达到新《大学英语教学要求》所规定的要求，培养学生英语听、说、读、写、译实际综合运用能力、逻辑思维能力和跨文化语言交际能力。
英语语言已经成为现代化社会中人们学习和交流的工具。
无论在日常生活、国际交流、国际贸易等方面英语都是基础性的桥梁和纽带，具备一定的英语能力已经成为大学生必备的素质之一。
故大学英语课程在整个本科人才培养课程体系中起着重要的基础作用，为其他学科的后续专业课程双语教学作铺垫，为培养跨世纪、创新性、与国际接轨的前沿领域研究人才奠定外语交际基础。
二、课程教学目标大学英语是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系。
大学英语教学的总体目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。
本课程通过学习包括政治经济、文学艺术、历史地理、语言文化、科普哲理等主题内容广泛文体多样的篇章，以课文理解、语言运用、篇章结构分析、语言技能操练为主线，培养学生英语听、说、读、写、译实际运用能力、逻辑思维能力和跨文化语言交际能力。
教学实践在帮助学生打好英语语言基本功的同时，进一步扩大知识面，培养学生的自主学习能力。
（一）知识目标本课程通过以政治经济、文学艺术、历史地理、语言文化、科普哲理等语言主题为中心的语言基础训练与篇章讲解分析，以课文理解、语言运用、篇章结构分析、语言技能操练为主线，使学生逐步提高语篇阅读理解能力，了解英语各种问题的表达方式和特点，培养学生听、说、读、写、译等英语语言技能，教学内容的基本要求分为记忆、理解、运用三个知识层面，这三类要求是：1.记忆：要求学生对教学内容深入领会，作为听、说、读、写、译等英语语言技能的知识基础。
大学英语精读教案
标题：大学英语精读课程教案一、课程信息课程名称：大学英语精读教材：《现代大学英语精读》第4册课时安排：2学时授课时间：2022年春季学期授课教师：XXX教学对象：大学英语专业大三学生二、教学目标1. 掌握文章中的关键词汇、短语和句型。
2. 理解文章的结构和内容。
3. 提高学生的阅读理解能力和批判性思维能力。
4. 培养学生的跨文化交流能力。
三、教学内容1. 基本内容：理解全文，掌握文章中的关键词汇、短语和句型。
2. 重点：分析文章的语境，理解作者的观点和态度。
3. 难点：运用 connectives 进行有效论证。
四、教学过程1. 导入（5分钟）教师简要介绍本节课的教学目标和内容，激发学生的学习兴趣。
2. 快速阅读（10分钟）学生快速阅读文章，回答 True/False 问题，检查学生对文章大意的理解。
3. 分组讨论（15分钟）学生分成小组，讨论文章中的关键词汇、短语和句型，分享学习心得。
4. 词汇讲解（15分钟）教师讲解文章中的关键词汇、短语和句型，引导学生运用所学知识进行分析。
5. 深入阅读（30分钟）学生深入阅读文章，分析文章的结构和内容，理解作者的观点和态度。
6. 小组展示（10分钟）各小组展示讨论成果，分享对文章的理解和感悟。
7. 课堂小结（5分钟）教师总结本节课的主要内容，强调重点和难点。
8. 作业布置（5分钟）教师布置作业，要求学生复习本节课的内容，并进行相关练习。
五、教学方法1. 讲授法：教师讲解文章中的关键词汇、短语和句型，引导学生进行分析。
2. 讨论法：学生分组讨论，分享学习心得，培养合作精神。
3. 案例分析法：教师提供实例，引导学生运用所学知识进行分析。
4. 小组展示法：学生分组展示讨论成果，提高表达能力和交流能力。
六、教学评价1. 课堂参与度：观察学生在课堂上的发言和讨论情况，评估学生的参与程度。
2. 作业完成情况：检查学生作业的完成质量，评估学生的学习效果。
3. 小组展示：评估学生在小组展示中的表现，包括表达能力、逻辑思维和团队合作能力。
大学英语精读4第三版教案
教学目标：1. 理解并掌握文章的中心思想和主要观点。
2. 提高学生的阅读理解能力，包括快速阅读和精读技巧。
3. 培养学生的批判性思维，学会分析作者的观点和论证方式。
4. 提升学生的写作能力，特别是论说文的写作技巧。
教学对象：大学英语精读4第三版的学生教学时间：2课时教学重点：1. 文章的主旨和大意。
2. 关键词和句型的掌握。
3. 文章结构和论证方法。
教学难点：1. 对复杂句型的理解和分析。
2. 批判性思维的培养。
3. 论说文写作技巧的应用。
教学方法和手段：1. 互动式教学，鼓励学生参与讨论。
2. 使用多媒体教学工具，如PPT、视频等。
3. 结合案例分析和写作练习。
教学内容：第一课时一、导入1. 引导学生回顾上一课的内容，激发学生的学习兴趣。
2. 提出本节课的学习目标，让学生明确学习任务。
二、课文阅读1. 快速阅读：让学生在规定时间内浏览课文，了解文章大意。
2. 精读：引导学生关注文章中的关键词、句型，以及段落之间的关系。
三、课堂讨论1. 分析文章的主旨和大意。
2. 探讨作者的观点和论证方式。
3. 分析文章中的修辞手法。
四、写作练习1. 学生根据本节课的内容，进行写作练习，如写一篇简短的读后感或评论。
2. 教师点评，指出学生的优点和不足。
第二课时一、复习上节课的内容1. 回顾课文中的关键词、句型和段落关系。
2. 复习课堂讨论的主要内容。
二、写作指导1. 教师讲解论说文写作的基本结构，包括引言、正文和结论。
2. 学生根据所学内容，撰写一篇论说文。
三、课堂讨论1. 学生分享自己的写作心得，教师点评。
2. 学生互相评阅作文，提出修改意见。
四、总结1. 回顾本节课的教学内容，总结学习成果。
2. 布置课后作业，要求学生完成一篇完整的论说文。
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表现。
3. 学生写作练习的质量和进步。
教学反思：1. 教师应根据学生的学习情况，适时调整教学内容和方法。
大学英语精读第四册_教案
课程名称：大学英语精读授课班级：XX级XX班授课教师：XXX授课时间：XX周XX节教学目标：1. 掌握本册书中的关键词汇、短语和常用句型。
2. 理解课文内容，提高学生的阅读理解能力。
3. 培养学生的英语写作和口语表达能力。
4. 增强学生对西方文化的了解。
教学内容：1. 课文内容：本册书共包含10个单元，每个单元围绕一个主题展开，如科技、文化、社会现象等。
2. 词汇：学习本册书中的重点词汇，包括形容词、动词、名词、介词等。
3. 句型：掌握常用句型，如一般现在时、一般过去时、一般将来时等。
4. 写作：学习写作技巧，提高写作水平。
5. 口语：通过课堂讨论、角色扮演等方式，提高口语表达能力。
教学重点与难点：1. 重点：课文内容、重点词汇、常用句型、写作技巧、口语表达。
2. 难点：理解复杂句型、提高写作水平、口语表达能力的培养。
教学过程：一、导入1. 复习上一册书的知识，引导学生进入学习状态。
2. 介绍本册书的主要内容和教学目标。
二、课文讲解1. 预习课文，了解课文大意。
2. 分析课文结构，讲解重点词汇和句型。
3. 针对课文内容进行提问，引导学生思考。
三、写作训练1. 介绍写作技巧，如段落结构、过渡词等。
2. 学生根据所学内容进行写作练习，教师批改并给予指导。
四、口语训练1. 课堂讨论：针对课文内容进行讨论，提高学生的口语表达能力。
2. 角色扮演：模拟课文中的场景，让学生进行口语表达。
五、总结与作业1. 总结本节课的重点内容。
2. 布置课后作业，如背诵课文、完成写作练习等。
教学评价：1. 课堂表现：观察学生在课堂上的发言、参与度等。
2. 作业完成情况：检查学生的课后作业，了解学生的学习效果。
3. 写作和口语表达能力：通过写作和口语练习，评价学生的英语水平。
教学反思：1. 不断调整教学方法，提高学生的学习兴趣。
2. 注重培养学生的英语实际应用能力。
3. 及时发现学生的学习困难，给予针对性的辅导。
（完整版）大学英语精读第四册（教案）
（完整版）大学英语精读第四册（教案）Book4Unit 1 Big Bucks The Easy WayTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.Help Ss get to know the lesson “No pains, no gains” and there is no “big bucks theeasy way”.2.About the text, Ss should grasp the text content, text structure, basic vocabulariesand required grammar points of the section.Words: cash, echo, competitive, leisurely, pain, sour, finance, marvelous, party, stack, cram, harm, minimum, range, thoughtful, deadline, inform, normally,sale, trash, delivery, inquire, odd, shrinkPhrases & Expressions: pull up, a piece of cake, even as, know better than, be at, make a dent, cut into, have no b usiness, settle for, settle one’s account, quiteawhile, draw attention to, for sale, for rent, be done with, may as well Grammar: p143. About the reading, Ss should learn avoiding vocalization and inner speech.4. About the writing, Ss should learn word choice..5. About the listening, Ss finish the Unit 1 directed by teacher.Teaching Procedures:I. Pre-reading Activities1.Background information1)Montgomery Ward2)Sears,3)Roebuck2.Warm-up questions1)Do you depend on your parents financially?2)Is it easy to earn money by working part-time?3)Are there any easy ways to make much money?3.Key words and expressions:New words and old wordTeacher students(old words or expressions) (new ones)U.S. dollar buckDoor handle doorknobUnhurried leisurelyRelaxed leisurelyProfitable lucrativeSent out deliverEndure live withBeg panhandleTell informFill cramTie bandIncrease reproduceExtra money bonusPart sectionA path walkAn easy job a piece of cakePay settleHave no reason have no businessCome to terms with settle forStrange oddMoney financeFinish be done with English and Chinese phrasesTeacher(Chinese) Students( English)考虑look into总是all the time可以容忍live with令我痛心it pains me易如反掌 a piece of cake壮汉 a big guy干快些get busy好几卡车的truck loads of百货商店department store廉价商店 a dime store小杂货店drug store汽车行auto store外卖餐馆takeout restaurant提高嗓门voice rises超过极限out of the range of恍然大悟work a profound change in 教会某人做人work a profound change inone’s personality 经过调解in mediation结账settle the account劳务支出labor cost相同数额 a like amount托某人做enlist sb. To doII. While-reading Activities1.Ss have the silent reading on the text (10 mins)2.Text and questions for discussionLines 1-91.what did the father tell his college sons to think about?(to deliver bags of magazines to make some of their own money.)2.what was the father worried about?( the sons would become used to or feel content with living by asking for money all the time.)Lines 10-221.why did the mother phone the father?( she wanted him to know what was going on at home.)2.How do you understand the word “super” she snapped?( “super” means very good. But,she “snapped” it, which means she was very angry.She was being sarcastic,i.e. she meant the opposite of what she said.)3.can you paraphra se the sentence “Another truck just pulled up out front”?(Another truck has stopped outside in front of our hous to deliver more materials.) Lines 23-291.which company did the two sons do the delivery job for?( the Sunday Newspaper Company.)2.why did each truck deliver 4000 of the inserts?( Each one was from a different company and had the ads the sons were required to deliver to 4000 houses.)3.why did he think so?( He had no idea of how much work it would mean.)Lines 30-35What did the fa ther mean when h e said “they are college men.”?He meant that they were grown-ups, and should be capable of dealing with the situation.Lines 36-501.In what cases does people’s voice become unnaturally high and quavering?When they are excited, angry, upset and the like.2.what does “magazine sections” mean?Parts of magazines, 8 or 12 pages long.3.how many steps are there in the process before delivering?Five: take out, roll, slip, band and slide.Lines 51-661.what do you think of the father’s answe r?Clever and sensible. It is a lie, a harmless lie, one told in order to avoid upsetting somebody.2.why did the father say “That’s encouraging”?the sons were learning how to solve the problem of manpower shortage;they hired other people to help, and learnt to improve efficiency by establishing assembly lines.3.why did the mother say “it is very discouraging”?the measures weren’ working at all.Lines 67-771.what do you think of the father’s bonus program？It is reasonable and logical. Bonus is a popular incentive that management adopts. Sometimes we have to lose something in order to gain something. If you are reluctant to use a small bait, you can hardly get a big fish.2.did the son understand that at first thought?No. he thought the more the workers got, the less he obtained.3.why did the son answer “Yes, Sir”?he had come to realize it was a business and he took the father’s instructions as and order.Lines 78-861.what does “see the color of cash” mean?See Note 7 in your text book.2.what’s the d ifference between the original payment and the demanded one?The original payment was five dollars per person, shile now they demanded five dollars per hour.3.who probably played the mediating role?The mother.Lines 87-94Why did the son think it “enough”?No matter how much, it was the money they made by themselves with great efforts and they learnt a lot from the experience.Lines 95-1091.what did the youngest sons learn from their college brothers?They learnt to make their own money in order to avoid having to ask for money all the time.2.what were they going to do to try to earn money?They were going to sell or rent the family’s books.3.do you agree “you’re never done with books”?Yes. Because………No. because ………..3.T asks Ss to come out the main idea, structure of the text (10mins)4.T summarizes the main idea and structure of the text (5 mins)III. Post-reading Activities1.Let the students do the exercises in the textbook which are related to the newwords.2.Ss hand in the summary of the text.Summary questions and concluding remarks1) Do you think it necessary for the sons to make some money for themselves?Give reasons for your answer.I think it necessary…….because………..2) what do you think is needed in accomplishing something difficult?I think it is self-confidence, perseverance, co-operation or team work,reasonable management, strategies of solving problems, etc.3)what is the father’s tone in telling the story?The tone is light and ironic because the story is meant to be funny. The problem in the story was one that people think is very serious when it happens, but later they can laugh about.3.Ss discuss the questions on the topic related to the text.4.Let Ss do the exercises in the text book which are mainly related to thenew words and topic.5. Exercise:Sentence making in dialoguesTeacher: now I’d like you to complete the following dialogues by making Sentences with the giver phrases.Pull up1.what do you ask your driver to do when you reach your destination?I ask the driver to pull up near the place I want to go.2.what does a bus driver do when a passenger wants to get off?He pulls up at a bus stop.3.what does the red light mean to a moving vehicle?It means that the vehicle must pull up at the zebra.A piece of cake1.can you recite the 26 English letters?Sure. It’s a piece of cake.2.do you think it difficult to use a tape recorder?No. it’s a piece of cake.Make a dent in1.have you finished your outline?No, I’ve hardly made a dent in it.2.How are you getting along with your project?We have made only a small dent in it.Cut into1.do you watch TV in your study period?No. that would cut into my study time.2.what cuts into the factory’s profit?The rise of the labor costs, material prices, the increased consumption of power, etc.Settle for1.if you can’t sell your bicycle at a hig h price, what will you do?I have to settle for a lower price.2.If you can’t get a well-paid job, will you settle for a lower-paid job?Might/may/could as well1.what do you suggest we do during the winter vacation?If you have nothing to do, you might as well take up a part-time job.2.what should I do if I can’t afford a house?You may as well rent an apartment and set aside your money for a new house.Unit 2 Deer and The Energy CycleTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.Get Ss to know the energy cycle and instruct them to observe the animal’s living instinct in order to value the natural resource; learn about food-enery-life-death.2.About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: tendency, rate, area, plentiful, possessions, currency, scarce, ample, drowsy, fundamental, accumulate, internal, hence Phrases & Expressions: to meet the needs, turn of mind, convert into Grammar:3. About the reading, Ss should know the usage of dictionary.4. About the writing, Ss should get to know the writing skill—coherence .5. About the listening, Ss finish the Unit 2 directed by teacher.Teaching Procedures:I. Pre-reading Activities1. Warm-up questions1)Allow Ss to go over the text for 10 mins.2)Ask them to list the facts about the life of deer in the four seasonsrespectively.3)Sum u p Ss’s results2. Introductory remarks:1) What do you think life depends on?Money, love, or something else?2) where does energy come from?Food, spirit, God, or what?3)what happens to life there is no food , or source of energy?if life useless after it comes to an end?4) Life is energy, isn’t it? What do you think?The planet we live on is made up of 2 major components: living organisms and inorganic substances. As far as living things are concerned, life spans vary. Some may live for thousands of years, while others live only a few seconds. Regardless of the this difference, every life develops from a lower stage to a higher stage until its death, and every species develops in this way, too. But what makes life perform in this way? What happens after life? Our earth has been functioning for billions of years. What has made it work for so long? Let’s have a careful study of the text 3. New words and phrases studyStudy of the words and phrasesNew words and old wordsTeacher students(old words or expressions) (new ones)tendency turn of mindmoney currencychange into convert intoautumn fallsomething stored reservesrare scarceto satisfy the demands to meet the needsarea regionplentiful amplepossessions resourcestore depositspend expendsleepy drowsybecome liquid meltat the same time meanwhilebasic fundamentaltherefore hencecollect accumulateinside internalsmall wooden house cabinEnglish and Chinese PhrasesTeacher(Chinese) students(English)注重/有……的倾向a … turn of mind生态系统an ecological system 倚赖to depend on年复一年from year to year尽可能多as much as one can旺季times of plenty储存的脂肪reserves of fat/stored fat 不甚出名,鲜为人知less well known能说明问题的例子a good case in point 营养食品nutritious food生理成熟physically mature生育to give birth to食物资源food resources熬过冬天to survive the winter/to pull through the winter 大雪deep snow小雪light snow基本规律 a fundamental ruleII. While-reading Activities1.Text and questions for discussion .Lines 1-61.what does “love makes the world go round” mean?People with a romantic turn of mind think that love, romantic love, is what makes life worth living..2.why does the author say that energy is the “currency” of the ecological system?An ecological system is all the plants, animals and people, and their surroundings, considered as a whole, In the commercial world, money is the currency , or means of survival. For life, the most important support is food, the source of energy for life, which allows growth, reproduction, and survival.Lines 7-121.what do wild animals do with the food in different seasons? Why do they do so?Wild animals seem to know when there will be plenty of food and when there won’t. so they eat as much as they can when there is plenty of food so that they can become fat and strong and grow well. In winter, they have little to eat. But they do not starve because the fat they have stored in their bodies brings them through this hard time.Lines 13-221.what does “ this is good timing” mean?This means that the female deer uses the most suitable seasons, i.e.summer and fall, for the birth of fawns and the production of milk because both the conception and production cost the female deer much energy and in both seasons there is plenty of food, which meet the deer’s physical needs.Lines 23-311.to what does the author compare the process of fat reserving?A bank savings account, from which one can draw when he needs the money. Lines 32-441.what is the phenomenon of lowering metabolism?The heart rate slows. The animal becomes slow and drowsy. Therefore, the use of and need for energy is reduced.2.what protects the deer from cold winter? How does it work?They undergo physical and internal physiological changes, i.e. the hair growth andthe slow metabolism. The thick hair keeps the deer warm and the slow metabolism makes the deer consume less energy, which is stored in the form of fat for use when they need it for growth.Lines 45-561.what decreases as winter progresses?The deer’s activities.2.why were people advised to behave like that?To use less oil and electricity for conserving energy to pull through the crisis.3.what does the author imply by “watched the deer”?He implies that men can learn from the deer to reduce unnecessary cost of energy. Lines 57-641.“…to pull them through”. Can you say it in other words?…to help them survive the winter.2.what is the fundamental rule of life?The more fat the deer reserve, the more chance there is for them to survive the crises. Only the largest and strongest are likely to survive.3.Is the fundamental rule of life applicable to human beings?Yes. If we human beings do not protect nature and ourselves by saving energy, we will be punished by nature and will eventually be wiped out from this planet. Lines 65-681.what is the life cycle?Food-energy-life-survival-reproduction-death-food-energy-other life… .Food –energy-seek more food-new energy-food…..Energy is vital to our world. But energy is not always plentiful. The supply can vary, either seasonally or for other reasons. Some animals, the white-tailed deer, for instance, have developed natural ways or varying their own use of energy with the variations of the supply. Human beings can and should learn this lesson for their own survival.2. Teacher explains the key points in detailsturn of mind1.what is your turn of mind?I have a logical turn of mind, or literary/critical/philosophic/humorous/optimisticturn of mind.2.what kind of person is likely to create things?A person of a creative turn of mind is likely to create things.3.what words can you use to describe people of different turns of mind?Down-to-earth, poetic, business-like, humorous, etc.Depend on1.How do crops grow?They depend on the sunlight,water, and fertilizer for growth.2.How are the prices of commodities set?They mainly depend on the relation between demand and supply.A case in point1.can you give an example of a successful person?Yes. A case in point is Thomas Edison, a great inventor.2.can anything heavier than air stay in the sky?Yes. A case in point is the helicopter.3.How can we conclude that a person is selfish.A case in point is…Meet…needs1.why do people drink so much water on the sports ground?They have to meet their body’s needs for water as they play in the sun.2.why does a factory install another assembly line?They want to meet the needs of increasing production.Draw on1.How can a good writer write so many interesting stories?He draws on his experience, knowledge, observation, perception and interpretation of life for the material of his stories.2.How can a person put forward such a peculiar idea?I think he’s drawn on his imagination.Slow down1.what is a driver expected to do if a police car comes towards or follows him/her?He/she is expected to slow down and then stop by the road side.2.what does a runner do after he passes the finish line?He slows down and stops.Pull through1.what should you do in face of difficulties?I should use my skills, work hard,and sometimes I should take somebody’s advice.This might help to pull me through the difficulties.2.why was the little boy, Schatz,waiting for death?He believed he had a fatally high temperature and would notpull through.3.T asks Ss to come out the main idea, structure of the text (10mins)4.T summarizes the main idea and structure of the text (5 mins)III. Post-reading Activities1.Let the students do the exercises in the textbook which are related to the new words.2.Ss hand in the summary of the text.3.Ss discuss the questions on the topic related to the text.4.Let Ss do the exercises in the text book which are mainly related to the newwords and topic.Unit 3 Why Do We Believe That The Earth Is Round? Teaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester. Teaching Objectives:1.Get Ss to know the author’s purpose is to teach Ss to havea correct attitude towards knowledge and accepting of knowledge by taking the examples of other’s arguments of the shape of Earth.2 About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: preface, remark, cite, exaggerate, mast, appeal, analogy, cast, precarious, produce, burden, botherPhrases & Expressions: appeal to, follow up, for the sake of, throw light on, shaped like, cast on, fall back on, stray away from, Grammar:3. About the reading, Ss should know the reading skills oftelling difference bwteenfacts and opinion sentences.4. About the writing, Ss should get to know the writing skill—coherence.5. About the listening, Ss finish the Unit 3 directed by teacher.Teaching Procedures:I. Pre-reading Activities1.Background information1)George Orwell2)George Bernard Shaw3)The Flat Earth Theory and the Round Earth Theory4)Eclipses5)Playing Cards6)Comrade Mao Tse-tung on knowledge, on Direct Experience andIndirect Experience2. warm-up questions and introductory remarks1)Do you believe that the earth is round? Why?Yes, I do, because science proves that it is true.2) Have you heard of other conclusions about the shape of the earth?What are they? Why don’t you believe them?Yes. The earth was said to be flat or oval. I don’t believe them because the photos from satellites or the scenes of eclipses show that it’s round.2)why is “the earth is round” put in a question?3.Key words and expressions:study of the words and phrasesnew words and old wordsteacher students(old words or expressions) (new ones)forward prefacesay,argue remarkquote citesimply merelyaccept without question swallowoverstate exaggerateattract appeal tofor the good of for the sake ofpole on a ship mastbend curvecomparison analogyquickly promptlyround plate discthrow castgo to aim atinsecure precariousturn to for help fall back onin another way otherwisemove from stray away fromshow produceload burdentake trouble botherEnglish and Chinese PhrasesTeacher(Chinese) students(English)在某处somewhere or other序言the preface to中世纪the middle ages普遍认为the widespread belief that 普通人the ordinary citizen迎合口味appeal to我的…完蛋了bang goes my…求助于fall back on不屑一顾would not even bother to 反驳say…against天体heavenly body由此可见it will be seen that靠不住的理由precarious reasons知识面the range of knowledge 无力的论据weak argumentII. While-reading Activities1.Ss have the silent reading on the text (10 mins)2.T explains the text in details.Appeal to1.do detective films appeal to you?Yes, ….No, … .2.what kinds of books appeal most to youth?Books on …3.why are children’s clothes colorful?Bright and colorful clothes usually appeal to children.Follow up1.what do the police do if a case is reported to them?They follow up the case.2.what do you do if you read an interesting story series on a newspaper?I follow it up.For the sake of1.what do people usually do for the sake of health?They eat healthy food, do exercises and don’t smoke,don’t…2.why is it necessary to widen the streets?It’s necessary to widen the streets for the sake of a smoother flow of traffic. Throw light on1.what is the use of the background knowledge of a story?It throws light on it.2.why are illustrations, data and charts or tables necessary in scientific reports orbusiness presentations?They throw light on the reports and presentations.Shaped like1.Why is a UFO also called a flying saucer?It is shaped like a saucer.2.what is a space shuttle like?It is shaped like a huge plane.Cast on1.what can you see on a moon-lit night in the open?I can see my shadow cast on the ground.I can see the shadows of the trees cast on the wall/window.Fall back on。
大学英语精读教案第四册unit4
#### 教学目标1. 知识目标：- 掌握本单元的核心词汇和短语。
- 理解并分析作者的观点和写作技巧。
- 提高阅读理解能力和批判性思维能力。
2. 技能目标：- 培养学生快速阅读和精读的能力。
- 增强学生的口语表达和写作能力。
- 提高学生的课堂参与度和团队合作精神。
3. 情感目标：- 培养学生对生活和社会问题的关注。
- 激发学生的思考，培养批判性思维。
#### 教学内容- 课文：《现代大学英语精读4》第四单元文章。
- 背景知识：了解作者背景、时代背景以及文章主题。
#### 教学步骤##### 一、导入（5分钟）1. 引导学生回顾上一单元的学习内容，提问并总结。
2. 简要介绍本单元作者和文章主题，激发学生兴趣。
##### 二、快速阅读（10分钟）1. 学生快速阅读课文，了解文章大意。
2. 教师提问，检查学生对文章内容的掌握。
##### 三、精读分析（30分钟）1. 词汇学习：- 介绍本单元核心词汇和短语，如：evidently, irrespective, transcend等。
- 通过例句和语境帮助学生理解和记忆。
2. 篇章结构分析：- 分析文章的段落结构，理解作者的写作思路。
- 引导学生关注文章的主题句和结论句。
3. 观点分析：- 分析作者的观点和态度，探讨文章中的论点和论据。
- 引导学生进行批判性思考，提出自己的观点。
##### 四、课堂活动（20分钟）1. 小组讨论：- 将学生分成小组，针对文章中的某个问题进行讨论。
- 各小组代表分享讨论成果，全班共同总结。
2. 角色扮演：- 学生扮演文章中的角色，模拟情景对话。
- 培养学生的口语表达能力和团队合作精神。
##### 五、写作练习（15分钟）1. 根据文章主题，让学生写一篇短文，如：谈谈你对文章中某个观点的看法。
2. 教师批改并给予反馈。
##### 六、总结与作业（5分钟）1. 教师总结本节课的学习内容，强调重点和难点。
2. 布置课后作业，如：预习下一单元内容，阅读相关书籍等。
大学英语精读4电子教案
教学目标：1. 掌握本单元的核心词汇和短语。
2. 理解并分析课文内容，提高阅读理解能力。
3. 学会运用本单元所学语法知识，进行句子构造和写作练习。
4. 培养学生的跨文化交际意识，提高英语实际应用能力。
教学重点：1. 核心词汇和短语：包括名词、动词、形容词、副词等。
2. 语法知识：包括现在完成时、条件状语从句等。
3. 课文内容：了解文章背景，把握文章主旨。
教学难点：1. 现在完成时的运用。
2. 条件状语从句的识别和运用。
教学时间：2课时教学过程：第一课时：一、导入1. 回顾上一单元所学内容，引入本单元主题。
2. 提问：What did you learn from the last unit?（上一单元你学到了什么？）二、词汇教学1. 列出本单元的核心词汇，进行词义讲解和例句分析。
2. 针对重点词汇进行词汇练习，如：拼写、翻译、造句等。
三、语法教学1. 讲解现在完成时的构成和用法，结合例句进行讲解。
2. 讲解条件状语从句的构成和用法，结合例句进行讲解。
四、课文阅读1. 预读课文，了解文章大意。
2. 阅读课文，找出关键信息和段落大意。
3. 分析课文中的难句，讲解句子结构。
五、课堂练习1. 完成课后练习题，巩固所学知识。
2. 进行句子翻译和改错练习，提高学生的英语写作能力。
第二课时：一、复习导入1. 回顾上一课时的教学内容，检查学生对重点知识的掌握情况。
2. 针对学生的疑问进行解答。
二、课文精讲1. 分析课文结构，讲解文章主旨。
2. 讲解课文中的重点段落和难句，引导学生深入理解课文内容。
三、拓展阅读1. 提供与本单元主题相关的拓展阅读材料。
2. 引导学生进行阅读，培养阅读兴趣和阅读能力。
四、课堂练习1. 完成课后练习题，巩固所学知识。
2. 进行写作练习，提高学生的英语写作能力。
五、总结与作业布置1. 总结本单元所学内容，强调重点和难点。
2. 布置课后作业，巩固所学知识。
教学反思：本节课通过词汇、语法、课文阅读和写作等环节，帮助学生全面掌握大学英语精读4 Unit 1的内容。
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大学英语精读IV
开课系部：外语系
课程编号：
课程名称：大学英语精读IV
英文名称：College English Integrated Course
课程层面: ①通识教育②专业基础③专业方向④专业技能
课程性质：①必修②选修
课程总学时：68
课堂讲授学时： 68
课外实践学时： O
总学分： 4
周学时： 4
开课学期：每学年第二学期
推荐使用教材：大学体验英语综合教程4（第二版）
教材编者：《大学体验英语》项目组
出版社：高等教育出版社
出版时间版次： 2007年7月第2版
一、课程简介
本教程每册包括8个单元，每单元一个主题。
这8个主题覆盖了与当代大学生日常生活相关的大部分内容。
教程选择了一些文体轻松随意、内容亲切现实的英语素材，设计了一些有话可说、有话愿说的练习，使英语学习成为一种学生愿意参加的欢悦经历和体验。
本课程充分研究了国内外各教育层次的英语教材的编写原则与特点，既注意打好语言基础，更侧重培养应用能力，加强听、说、读、写、译等语言技能的综合训练，尤其注重口头和书面实用表达能力的训练与培养，以适应中国入世以后对外交往的需要。
二、教学对象
本课程属于公共英语课，教学对象是中国海洋大学青岛学院非英语专业大二学生。
三、教学目的
大学英语精读课程目的在于，使学生能够读懂与所学专业相关的英文原版资料；能用英语有效地进行口头和书面信息交流的能力；具备较强的英语语言自主学习和创新能力；具备较高的中
西方综合文化素养；能够快速适应我国社会发展和国际交流的需要的能力。
四、教学安排
五、教学目标和要求（只有外语类课程要求填写）
（1）语言学习能力是交际能力的重要方面，在进行教学设计和课堂教学时要以教材为中心，系统地讲授语言的结构知识，使学生扎实地掌握语音、词汇、语法、语义等知识，同时更要注重语言规则的使用，使学生在运用实践中学习、掌握语言。
（2）利用教材中的练习或自行设计大量练习让学生进行实践，引导学生自己设计句子、对话等练习，并在口语、书面表达中加以运用。
（3）在设计课堂教学时，侧重语言的使用功能，对语言现象的讲解要结合其交际功能或使用规则，同时要注意文化的导入，因为任何语言的使用都离不开其特定的社会环境和文化背景。
（4）在课堂上尽可能多地为学生提供各种语言实践场景，比如结合课文内容的情景对话、短剧、热门话题讨论、专题演讲等。
在语言运用实践中，学生会逐渐感悟、理解其文化内涵和民族心理，提高语言的交际能力。
六、课程考核与成绩评定
每学期的成绩由过程性考核成绩和终结性考核成绩构成，每学期过程性考核成绩占课程总成绩的30%，其中期中考试占10%，平时测试成绩占20%；每学期终结性考核进行闭卷期末考试，占70%。
七、学习参考材料
1.《大学体验英语综合教程教学参考书》
2.《大学体验英语综合教程扩展教程》3．《大学体验英语综合教程学习辅导书》。