高教版大学英语泛读教程4(第三版)电子教案Unit 6
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高教版大学英语泛读教程4(第三版)电子教案Unit 12
“clean”? Vocabulary
a. Neatly.
c. In tune.
b. Spick and span.
d. Ply their trade.
U12-p.142
c 4. Which of the following words or expressions does NOT refer to dead
U12-p.141
Reading Comprehension
Based on the reading text, choose the most appropriate answer to the following questions.
d 1. Which of the following statements is NOT true? Detail
d. Buddhists never touch dead bodies. a 2. What is meant by the phrasal verb “dig in”? Vocabulary
a. Eat.
c. Worship.
b. Pray.
d. Offer.
b 3. Which of the following words or expressions is used in the text to mean
U12-p.140-141
A Do You Get It?
Multiple Matching
There are three main passages in the reading text.
Which of them refers to … __c___ 1. washing rituals? __c___ 2. people who remove their clothes? __a___ 3. a place where people worship? __c___ 4. the burning of a body? __a___ 5. the possibility that the dead can influence our lives? __b___ 6. people who are paid for their services? __b___ 7. a historical period? __c___ 8. something that doesn’t last forever?
英语泛读教程 4 Unit 6 Immigrats(完整版)
4,097,000 3,852,000
2.196 2.064
19.93 0.2944
Other sources give higher estimates..
does not include Hong Kong (SAR) and Macau (SAR)
The Trend of the Immigration
3
Germany
4
Ukraine
5
France
6
Saudi Arabia7Canaa8India
9 United kingdom
10
Spain
11
Australia
12 Page 4 People’s Republic of
Number of immigrants
38,355,000 12,080,000
The Austria commerce land settlement policy improve the standard so it may influence some people.
6
According to statistics ， the Canada is the most popular country to be immigrated
• Canada and Australia have tightened policy • Singapore become an another country that
many people want to live in • The main immigration country is still Canada,
• This dream has been a major factor in attracting immigrants to the United States.
高教版大学英语泛读教程4(第三版)电子教案Review 04
Review 04-p.150
The Barra Boy
Another child who appeared to believe he had lived a previous existence is Cameron Macauley. From the age of two, the Scots youngster told his mother that he had lived on the small island of Barra off Scotland’s west coast. He recalled his life there in a white house by the beach and remembered that his father was called Shane Robertson. As he increasingly yearned to visit the island, his mother agreed to take him there as part of documentary, accompanied by a child psychologist who had carried out research into claims of reincarnation. Once they had located a house that fit Cameron’s description and — more intriguingly — discovered it had been owned by a family surnamed Robertson, the child was initially excited but then became pensive and withdrawn. Although he appeared to know his way around the house and several of the claims he made proved accurate, research failed to turn up any evidence of a Shane Robertson having lived there.
The Barra Boy
Another child who appeared to believe he had lived a previous existence is Cameron Macauley. From the age of two, the Scots youngster told his mother that he had lived on the small island of Barra off Scotland’s west coast. He recalled his life there in a white house by the beach and remembered that his father was called Shane Robertson. As he increasingly yearned to visit the island, his mother agreed to take him there as part of documentary, accompanied by a child psychologist who had carried out research into claims of reincarnation. Once they had located a house that fit Cameron’s description and — more intriguingly — discovered it had been owned by a family surnamed Robertson, the child was initially excited but then became pensive and withdrawn. Although he appeared to know his way around the house and several of the claims he made proved accurate, research failed to turn up any evidence of a Shane Robertson having lived there.
大学英语泛读教程第四册Lesson 6
8. packages: software for learning. 9.We want our online materials to draw in students who are in danger of being turned off learning but also to allow more ambitious students to approach the whole curriculum at their own pace.
Lesson 6
Revision Time Goes Online
by Tim Ewington
About the Author
Tim Ewington works with the BBC. He set up a company Human Capital in 1995. He is the Press Enquiries founding director. He is also a speaker, maker, scheduler, strategist and channel controller. His field ranges from media research to technical problems related to the economy. Recently, he has come up with a very positive analysis of the BBC's position in the TV audience ratings.
（我们希望网上的资料能吸引那些有对学习失去兴趣的危险的学 生，也能让较有抱负的学生根据自己的速度接触全部课程。”）
Draw in: attract. 10.Channel 4's Homework High is more funky. Funky: attractive.
英语泛读教程第4册_unit_6
Teaching Goals
1. To enable students to know more about immigrants and tell students the reasons why so many people make decisions to immigrant to America.
Unit 6 immigrant
Tutor:
happy
Lecturer: Lv Yan
group
Book 4 Unit 6 immigrants
I. Pre-reading Activities: Debate, Discussion and Scanning.
Debate
Is it necessary to immigrant to other countries?
• 3 .the effects of immigrant for American.
Difficulties
• • • • •
1 . saying farewell to hometown 2.abandon old ties and familiar 3 .living in strange land 4 .collide with unaccustomed proplem 5. learning to understand alienand alienlanguages • 6 .managing to survive in unfamiliar environment.
Three reasons
• 1 . religious [persecution ] • 2 . political oppression【 liberty , safety ] • 3 .economic hardship[ riches , poverty ,be sold and bought ] • 4.other various reasons
大学英语泛读第三版教案
课程名称：大学英语泛读教程（第三版）授课对象：大学英语专业学生授课时间：2课时教学目标：1. 提高学生的英语阅读理解能力，培养学生的英语阅读兴趣。
2. 培养学生的批判性思维和跨文化交际能力。
3. 增强学生的英语词汇量和语法知识。
4. 培养学生的自主学习能力和合作学习能力。
教学重点：1. 理解文章的主旨大意和细节内容。
2. 掌握文章的写作技巧和修辞手法。
3. 学会运用英语进行批判性思考和表达。
4. 了解跨文化背景知识。
教学难点：1. 理解文章的深层含义和作者的写作意图。
2. 灵活运用语法知识进行英语表达。
3. 提高学生的跨文化交际能力。
教学方法和手段：1. 讲授法：讲解文章的背景知识、写作技巧和修辞手法。
2. 讨论法：引导学生进行小组讨论，分享观点，提高学生的口语表达能力。
3. 案例分析法：通过分析典型文章，让学生掌握阅读技巧。
4. 角色扮演法：让学生模拟文章中的角色，提高学生的英语实际运用能力。
5. 多媒体教学：利用PPT、视频等手段，丰富教学内容。
教学内容和过程：第一课时：一、导入1. 介绍课程背景和教学目标。
2. 引导学生思考阅读的重要性。
二、课文讲解1. 介绍文章的背景和作者。
2. 分析文章的主旨大意和细节内容。
3. 讲解文章的写作技巧和修辞手法。
三、课堂活动1. 小组讨论：让学生分组讨论文章的主题，分享各自的观点。
2. 角色扮演：让学生模拟文章中的角色，提高学生的英语实际运用能力。
四、作业布置1. 完成课后练习题，巩固所学知识。
2. 预习下一课内容。
第二课时：一、复习上节课内容1. 复习课文中的重点词汇和短语。
2. 复习文章的写作技巧和修辞手法。
二、阅读理解练习1. 阅读一篇新的英语文章，分析文章的主旨大意和细节内容。
2. 学生互相讨论，分享阅读心得。
三、语法讲解1. 讲解与课文相关的语法知识。
2. 布置语法练习题。
四、课堂活动1. 小组讨论：让学生分组讨论文章的主题，分享各自的观点。
2. 角色扮演：让学生模拟文章中的角色，提高学生的英语实际运用能力。
高教版大学英语泛读教程4(第三版)电子教案Unit 2
U2-p.15
A Do You Get It?
Multiple Matching
Scan each of the five paragraphs (a-e) again. Below are a series of newspaper headlines that refer to ideas or information contained in each paragraph. Match the headline to the paragraph.
U2-p.14
These objections notwithstanding, the government argued that the NIR and ID cards would be beneficial to society. They would help prevent terrorist attacks, such as the London suicide bombings of July 7, 2005, which killed 56 people, and would assist in tackling illegal immigration and identity fraud. Even though some security experts agreed with these views, many others rebutted them. It was pointed out that the four 7/7 bombers were actually all British citizens. Since the police appear to have known the identity of at least one of them, the assertion that the NIR system could have stopped them seems weak. In the case of illegal immigration, critics observed that ID cards would make no difference because a passport and visa system is already in place. If the current system isn’t working, why should an extra layer of bureaucracy make any difference? Finally, statistics show that identity theft is actually easier and more prevalent in countries with ID cards.
A Do You Get It?
Multiple Matching
Scan each of the five paragraphs (a-e) again. Below are a series of newspaper headlines that refer to ideas or information contained in each paragraph. Match the headline to the paragraph.
U2-p.14
These objections notwithstanding, the government argued that the NIR and ID cards would be beneficial to society. They would help prevent terrorist attacks, such as the London suicide bombings of July 7, 2005, which killed 56 people, and would assist in tackling illegal immigration and identity fraud. Even though some security experts agreed with these views, many others rebutted them. It was pointed out that the four 7/7 bombers were actually all British citizens. Since the police appear to have known the identity of at least one of them, the assertion that the NIR system could have stopped them seems weak. In the case of illegal immigration, critics observed that ID cards would make no difference because a passport and visa system is already in place. If the current system isn’t working, why should an extra layer of bureaucracy make any difference? Finally, statistics show that identity theft is actually easier and more prevalent in countries with ID cards.
Unit_6泛读教程第四册
The Puritans
Quaker
Member of the Society of Friends, a religious sect that worships Christ without any formal ceremony stated creed and is strongly opposed to violence and war.(公谊会教徒、贵格会 教徒、教友会教徒，基督教的教派，既 无任何正是仪式又无固定教义，其信条 为强烈反对暴力与战争)
Ⅱ. Questions for Scanning
1. From this passage, we can see what is the most difficult decision for a person to make? 2.For the early immigrants of America, what did they have to face? 3.How did the immigrants who came for economic reasons contribute to the strength of America? 4.What caused the strengths and weaknesses of America ?
Unit 6
Immigrants
Warming-up Discussion:
Migration in China
1、 Causes of Migration
2、Cost and Benefits of Migration
TEXT ONE
Why They Came
Words
odd 1.奇怪的; 古怪的 odd experience 非常奇怪的经历 2.单的 I threw away the odd glove. 我丢弃了那只不成对的手套。 3.奇数的 Three is an odd number. 三是个奇数。 odds n. the probability of a specified outcome (synonym) likelihood, likeliness 1.可能性, 机会 The odds are 5 to 1 that she will win. 她获胜的机会是五比一。 2.不利条件；掣肘的事情；逆境 3.投注赔率
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the shared properties of morality among countries? • Have you ever felt really guilty about something you’ve done?
What was it?
U6-p.65
Reading Track 13
U6-p.67
A Do You Get It?
Multiple Matching
There are two characters in the text. Match the following statements to one of them.
__a___ 1. “I’m bored.” __b___ 2. “I’ve nearly finished.” __a___ 3. “You always say the name wrong.” __b___ 4. “This should make it look beautiful.” __b___ 5. “You’re lucky to have all this technology.” __a___ 6. “I’m not sure who said that.”
U6-p.66
Back inside the house, Harriet settled herself onto the sofa again, while her grandfather sat down in the large, comfortable armchair that he had bought for himself many years before. “Have I told you the one about Lulu and the colored wool?” The child shook her head. “Well,” the old man began. “You yourself are lucky. Way back in the day, schoolchildren did not have all these cool gadgets to play with like you do these days. They had to entertain themselves with simple things and play with one another. In those days, many girls didn’t receive a proper education and just learned things like housekeeping and knitting that would make them good homemakers. Once, there was a little girl named Lulu who spent most of her school hours knitting scarves, socks and stockings, though she was only six years old. Some of the older girls were sewing on canvas with pretty colored wool, and making what appeared to little Lulu to be the most beautiful pictures. How she longed for a length of the pink or blue wool to have for her very own!
U6-p.67
Reading Comprehension
Based on the reading text, choose the most appropriate answer to the following questions.
b 1. What does Grandpa George say about girls in the old days ? Detail a. They were well-educated. b. They learned to be housewives. c. They learned how to build houses. d. They had more fun.
d. God.
U6-p.68
B Master Your Vocabulary
Find the Word
Complete the sentences with a word form the box using an appropriate tense or form.
d. Watching TV.
a 4. What does Grandpa George mean by “the one” when he asks Harriet if
he has “told her the one about Lulu and the colored wool?” Inference
6
Doing the Right Thing
Reading: The Little Voice Words to Know: Morality; key word: get Further Reading: The Root of Morality
Before You Start
• How do people learn to separate right from wrong? • Do moral beliefs vary from culture to culture? If not, what are
The Little Voice
After more than an hour of car chases, shootouts and robberies, Harriett was finally burnt out. “Mega Theft Moto” was great fun and incredibly addictive, but it was starting to get just a little monotonous. Harriet got up from the sofa, stretched and yawned, and began to ponder what she could do with herself on this chilly winter’s morn. Peering out the living room window, she saw Grandpa George busily pruning his rosebush in the garden.
U6-p.66
Had any one seen her? Did anyone know about it? Neither her classmates nor her teacher had any idea. But one pair of eyes was watching over her as it does us all. That was the little voice. Do you know who it was, my dear?”
U6-p.67
a 3. What was Harriet doing before she went to speak to her grandfather?
Inference
a. Playing a computer game.
c. Sleeping.
b. Walking in the garden.
U6-p.66
The school was in a room upstairs, and at the top of the stairs there was a window, with a deep window-sill in front of it. As Lulu came out of the schoolroom one day to take a message for the teacher, and turned to close the door after her, she saw that the window-sill was piled up with bundles of the pretty colored wool that she liked so much. Oh, how she wished for a little of it for herself! She grabbed a handful, stuffed it in her pocket, and ran downstairs.
பைடு நூலகம்
a. A story.
c. Harriet’s iPad.
b. Lulu.
d. Colored wool.
d 5. Who might the little voice be? Inference
a. Lulu’s classmates.
c. An old friend.
b. Lulu’s teacher.
But then a little voice said: “Lulu, you are stealing; that wool is not yours!” Slowly she walked back upstairs and gently put the wool back on the window-sill. Then she took the message to the teacher, and returned to her classroom to continue knitting. Though she felt a twinge of shame, she was glad in her heart that she has listened to the voice.
What was it?
U6-p.65
Reading Track 13
U6-p.67
A Do You Get It?
Multiple Matching
There are two characters in the text. Match the following statements to one of them.
__a___ 1. “I’m bored.” __b___ 2. “I’ve nearly finished.” __a___ 3. “You always say the name wrong.” __b___ 4. “This should make it look beautiful.” __b___ 5. “You’re lucky to have all this technology.” __a___ 6. “I’m not sure who said that.”
U6-p.66
Back inside the house, Harriet settled herself onto the sofa again, while her grandfather sat down in the large, comfortable armchair that he had bought for himself many years before. “Have I told you the one about Lulu and the colored wool?” The child shook her head. “Well,” the old man began. “You yourself are lucky. Way back in the day, schoolchildren did not have all these cool gadgets to play with like you do these days. They had to entertain themselves with simple things and play with one another. In those days, many girls didn’t receive a proper education and just learned things like housekeeping and knitting that would make them good homemakers. Once, there was a little girl named Lulu who spent most of her school hours knitting scarves, socks and stockings, though she was only six years old. Some of the older girls were sewing on canvas with pretty colored wool, and making what appeared to little Lulu to be the most beautiful pictures. How she longed for a length of the pink or blue wool to have for her very own!
U6-p.67
Reading Comprehension
Based on the reading text, choose the most appropriate answer to the following questions.
b 1. What does Grandpa George say about girls in the old days ? Detail a. They were well-educated. b. They learned to be housewives. c. They learned how to build houses. d. They had more fun.
d. God.
U6-p.68
B Master Your Vocabulary
Find the Word
Complete the sentences with a word form the box using an appropriate tense or form.
d. Watching TV.
a 4. What does Grandpa George mean by “the one” when he asks Harriet if
he has “told her the one about Lulu and the colored wool?” Inference
6
Doing the Right Thing
Reading: The Little Voice Words to Know: Morality; key word: get Further Reading: The Root of Morality
Before You Start
• How do people learn to separate right from wrong? • Do moral beliefs vary from culture to culture? If not, what are
The Little Voice
After more than an hour of car chases, shootouts and robberies, Harriett was finally burnt out. “Mega Theft Moto” was great fun and incredibly addictive, but it was starting to get just a little monotonous. Harriet got up from the sofa, stretched and yawned, and began to ponder what she could do with herself on this chilly winter’s morn. Peering out the living room window, she saw Grandpa George busily pruning his rosebush in the garden.
U6-p.66
Had any one seen her? Did anyone know about it? Neither her classmates nor her teacher had any idea. But one pair of eyes was watching over her as it does us all. That was the little voice. Do you know who it was, my dear?”
U6-p.67
a 3. What was Harriet doing before she went to speak to her grandfather?
Inference
a. Playing a computer game.
c. Sleeping.
b. Walking in the garden.
U6-p.66
The school was in a room upstairs, and at the top of the stairs there was a window, with a deep window-sill in front of it. As Lulu came out of the schoolroom one day to take a message for the teacher, and turned to close the door after her, she saw that the window-sill was piled up with bundles of the pretty colored wool that she liked so much. Oh, how she wished for a little of it for herself! She grabbed a handful, stuffed it in her pocket, and ran downstairs.
பைடு நூலகம்
a. A story.
c. Harriet’s iPad.
b. Lulu.
d. Colored wool.
d 5. Who might the little voice be? Inference
a. Lulu’s classmates.
c. An old friend.
b. Lulu’s teacher.
But then a little voice said: “Lulu, you are stealing; that wool is not yours!” Slowly she walked back upstairs and gently put the wool back on the window-sill. Then she took the message to the teacher, and returned to her classroom to continue knitting. Though she felt a twinge of shame, she was glad in her heart that she has listened to the voice.