现代大学英语精读4教学设计
现代大学英语4_教案
一、教学目标1. 理解并掌握课文内容，提高阅读理解能力。
2. 培养学生的英语口语表达能力，提高口语交际能力。
3. 拓展学生的词汇量，提高词汇运用能力。
4. 培养学生的写作能力，提高写作水平。
二、教学内容1. 课文：《现代大学英语4》第1-5课2. 单元词汇：第1-5课词汇表3. 单元语法：时态、语态、非谓语动词等4. 单元练习：课文练习、词汇练习、语法练习、写作练习三、教学重点与难点1. 教学重点：（1）课文内容理解（2）词汇运用（3）语法知识掌握（4）写作技巧2. 教学难点：（1）复杂句型的理解（2）时态、语态、非谓语动词等语法知识的运用（3）写作素材的积累与运用四、教学过程1. 导入新课（1）教师简要介绍课文背景及主题（2）播放与课文相关的视频或音频，激发学生学习兴趣2. 课文讲解（1）教师逐句讲解课文，帮助学生理解文章大意（2）讲解重点词汇、短语和语法知识（3）分析文章结构，提高学生的阅读理解能力3. 词汇教学（1）教师带领学生朗读词汇表，让学生熟悉词汇发音（2）讲解词汇用法，引导学生进行词汇练习（3）开展词汇竞赛，提高学生学习兴趣4. 语法教学（1）讲解时态、语态、非谓语动词等语法知识（2）通过例句和练习题，让学生巩固所学语法知识（3）分析错误，引导学生避免类似错误5. 口语练习（1）教师设置情景，让学生进行口语对话（2）鼓励学生大胆开口，提高口语表达能力（3）纠正学生的发音和语法错误6. 写作指导（1）教师讲解写作技巧，如：段落划分、句子结构等（2）布置写作任务，让学生进行写作练习（3）批改学生作文，指出不足，提出改进建议7. 总结与作业布置（1）教师总结本节课所学内容，强调重点难点（2）布置课后作业，如：背诵课文、完成练习题、写作等五、教学反思1. 教师应根据学生的学习情况，调整教学内容和方法，提高教学效果。
2. 注重培养学生的阅读、写作、口语表达能力，提高学生的综合素质。
3. 鼓励学生积极参与课堂活动，提高学生的学习兴趣和主动性。
大学英语4册精读教案
#### 教学目标1. 帮助学生提高阅读理解能力，培养学生对英语文章的快速阅读和深入理解能力。
2. 通过精读课文，使学生掌握一定的词汇和语法知识，提高语言运用能力。
3. 培养学生的批判性思维和自主学习能力，提升跨文化交际能力。
#### 教学内容- 课文选自《大学英语》第四册教材，具体内容如下：- Unit 1: Traveling Through Time- Unit 2: The Art of Cooking- Unit 3: The Power of Music- Unit 4: The Human Brain#### 教学步骤##### 第一周：Unit 1 Traveling Through TimeStep 1: 导入- 引导学生思考时间旅行在现实生活中的可能性，激发学生的兴趣。
Step 2: 预读- 学生快速阅读课文，了解文章大意，回答以下问题：1. What is the main idea of the text?2. What are the main arguments presented in the text?Step 3: 精读- 学生细读课文，完成以下任务：1. 分析文章结构，总结段落大意。
2. 学习生词和短语，理解其在文中的含义。
3. 分析文章中的修辞手法，如比喻、拟人等。
Step 4: 讨论与总结- 学生分组讨论以下问题：1. How does the author support his argument about time travel?2. What are the advantages and disadvantages of time travel? Step 5: 课后作业- 完成课后练习，巩固所学知识。
##### 第二周：Unit 2 The Art of CookingStep 1: 导入- 通过展示各国美食图片，引导学生了解烹饪艺术的重要性。
Step 2: 预读- 学生快速阅读课文，回答以下问题：1. What is the main idea of the text?2. What are the key elements of cooking art?Step 3: 精读- 学生细读课文，完成以下任务：1. 分析文章结构，总结段落大意。
大学英语精读第四册(教案)学习资料
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 buceasy 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 busin e ss, settle for, settle one‘s account, quiteawhile, draw attention to, for sale, for rent, be done with, may as wellGrammar: 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 moneyall 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 paraphrase 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 requiredto 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 father mean when he said ―they are college men.‖？He meant that they were grown-ups, and should be capable of dealing with thesituation.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 d elivering?Five: take out, roll, slip, band and slide.Lines 51-661.what do you think of the father‘s answer?Clever and sensible. It is a lie, a harmless lie, one told in order to avoid upsettingsomebody.2.why did the father say ―That‘s encouraging‖？the sons were learning how to solve the problem of manpower shortage;they hiredother people to help, and learnt to improve efficiency by establishing assemblylines.3.why did the mother say ―it is very discouraging‖？the measures weren‘ working at all.Lines 67-77？1.what do you think of the father‘s bonus programat management adopts.Sometimes we have to lose something in order to gain something. If you are reluctantto 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.original payment and the demanded one?2.what‘s the difference between theThe original payment was five dollars per person, shile now they demanded fivedollars 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 effortsand 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 moneyall 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 t he 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?a piece of cake.Sure. It‘ｓ2.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 bicycleat a high price, what will you do?I have to settle for a lower price.-paid job, will you settle for a lower-paid job?2.If you can‘t get a wellMight/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 livinginstinct 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 vocabulariesand required grammar points of the section.Words: tendency, rate, area, plentiful, possessions, currency, scarce, ample, drowsy, fundamental, accumulate, internal, hencePhrases & Expressions: to meet the needs, turn of mind, convert intoGrammar: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 up 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 andinorganic substances. As far as living things are concerned, life spans vary. Somemay live for thousands of years, while others live only a few seconds. Regardlessof the this difference, every life develops from a lower stage to a higher stage untilits death, and every species develops in this way, too. But what makes life performin this way? What happens after life? Our earth has been functioning for billionsof 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 makeslife 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 meansof survival. For life, the most important support is food, the source of energy forlife, 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 therewon‘t. so they eat as much as they can when there is plenty of food so that theycan become fat and strong and grow well. In winter, they have little to eat. Butthey do not starve because t he fat they have stored in their bodies brings themthrough 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 andfall, for the birth of fawns and the production of milk because both the conceptionand production cost the female deer much energy and in both seasons t here isplenty 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 ofand 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 canvary, 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 advicThis 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 not pull 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 have a 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 vocabulariesand required grammar points of the section.Words: preface, remark, cite, exaggerate, m ast, 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 of telling 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 t hephotos 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 on1.why do you set aside some money every month?I set aside some money every month so that I can fall back on it if I get sick orbecome unemployed.2.what do you do when you get lost in a new city?I fell back on the police.Stray away from1.what must you bear in mind when you walk along a path in an area of swamp?I must not stray away from the path.2.what kind of people don‘t youlike to talk to?I don‘t like to talk to those who often stray away from the topic.Text and questions for discussionLines1-71.why is ― Saint Joan‖ in italics?It is the name of a play. See note 3 in your textbook.2.who is Bernard Shaw?See Note 4 in your textbook. He is widely considered the treatest British dramatist since Shakespeare. H e was awarded the Nobel Prize for literature in 1925. For more details, refer to Note 1,2. in Teacher‘s book.3.what do ―gullible and superstitious‖ mean?Gullible means willing to believe anything or anyone, easily deceived.means willing to believe something that cannot be explained by ―superstitious‖ reason or science or that brings good or bad luck.4.can you paraphrase ―swallows this theory‖？accepting the theroy blindly without questioning and suspicions.Lines 8-131.what does ―it‖ refer to in the sentence ― the light it throws on modernknowledge‖？It refers to ― the question‖2.what is the question that is worth following up?Are we too gullible and superstitious today?3.why does the author only tend to speak of ordinary men when answering why webelieve that the earth is round?Ordinary men don‘t have the espertise to prove it scientifically.Lines 14-191.why is a distant ship invisible but its mast and funnel can be seen from theseashore?Look at the picture on the next page.2.can you paraphrase ―what can I say against it?‖I can refute the Flat Earth theory but I need more proofs to refute the Oval Earththeory.Lines 20-261.does the author really ―play cards‖？no. this is a figure of speech used to mean preenting an argument point by point.―the first card I can play‖ means the first pointi can make to support my argument.2.what does ―analogy of the sun and moon‖ mean?To compare the earth to the sun and the moon.Lines 27-311.when does a lunar eclipse occur?When the earth passes between the sun and the moon and blocks the sunlight, orcasts its shadow onto the moon, a lunar eclipse occurs.e the Oval Earth theory to refute the author‘s eclipse argument.The shadow cast on the moon is round, but it doesn‘t follow that the earth isspherical. It may perfectly well be flat like a disc.3.what is the author‘s argument about the eclipses based on?Publications, such as newspapers and magazines.Lines 32-391.what does the auth or mean by ― the minor exchanges?‖the less important points of debate.2.what does the author think of his previous defeats?He considers them minor/unimportant points, and he is hopeful to win in thedebate.3.who is Royal?See note 6.4.which is higher, Queen,King, or Ace?King is higher than Queen,and Ace is higher than King.5.can you paraphrase the last sentence?Refer to note 23.Lines 40-461.what does ―bang goes my ace‖ mean?My ace doesn‘t work. I lose my ace. My argument isn‘t conclusive.2.what does th e author think of his ― last card‖？he believes that the last point of his argument defeats the Oval Earth man.Lines 47-601.what does the author think of his evidence?He doesn‘t think it convincing enough.2.what does ―an exceptionally elementary piece of information‖ mean?A piece of information that everyone knows.3.what is this piece of information?The earth is round.4.can you use a Chinese saying to explain ―when the range of knowledge is so vasthat the expert himself is an ignoramus as soon as he strays away from his ownspecialty‖？隔行如隔山5.what does ― credulous‖ mean?Ready to believe, without evidence.3.T asks Ss to come out the main idea, structure of the text (10mins)Summary questions and Concluding remarks1.what cards does the author play to refute opinions different from his?The phenomenon of the seashore view, the analogy of the sun and the moon, the shadow, the newspapers and books, the opinions of the experts, and earth‘snavigation.2.do you have any other cards to support the author?High above on a plane, we can see the curved horizon, still higher above in a space ship, astronauts tell us that the earth is round, like a ball. Pictures taken from spaceships or sky labs show the earth in no other shape than spherical.3.can you sum up the main idea of this text?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 new words and topic.Unit 4 Jim ThorpeTeaching Time: 4 hoursStudents’ level: Sophomores of non-English majors in the 2nd semester.Teaching Objectives:1.Get Ss to know Thorpe‘s experiences b efore and after his career success a nd the influence of racial discrimination towards American Indians.2.About the text, Ss should grasp the text content, text structure, basic vocabularies and required grammar points of the section.Words: await, arrival, beat, opponent, bunk, strain, utterly, glide, bewildered, desert, declinePhrases & Expressions: build on, breeze through, catch up withGrammar:3. About the reading, Ss should know the usage skimming.4. About the writing, Ss should get to know how to write a recount.5. About the listening, Ss finish the Unit 4 directed by teacher.Teaching Procedures:I. Pre-reading Activities1.Background information2.Introductory remarks: This is a well-known story. The story may not be true,3.Warm-up questions1) who was Jim Thorpe?He was an American Indian, was a great athlete. He won both the pentathlon and the decathlon, the two most demanding Olympic events, in the 1912 Stockholm Olympic Games.2)Can you say anything about Olympic Games?---what is the symbol?Five interlocking circles,red,blue, yellow, black and green, on a white field representing the continents of the world joined in friendship.3)what is the motto?。
现代大学英语精读4Lesson7SpringSowing
现代大学英语精读4 Lesson 7 Spring Sowing 哈尔滨学院授课教案章序 Lesson Seven Spring SowingLiam O’Flaherty 名称周次第 9 周至第 10 周授课时间 2005年4月18日至2005年4月29日1. Part One: Introduction to the Text教 2. Part Two: Explanation of the text in detail学 3. Part Three: Vocabulary — pretend, compare, burst, dot, rebel 目 4. Part Four : Grammar — Sentence analysis的Some uses of “as”要 Absolute construction求 Tenses & verb forms5. Part Five: More work on the Text.1. The emphasis in teaching should be on content and clear presentation.2. Emphasize the importance of understanding the values and moral principles oflife, the nature of happiness.教 3. Let students understand that in Ireland at that time, most people still depend on 学 farming for a living, and the main crop was the potato. Modern science and 重 technology had not yet caught up with the land. There was little machinery. 点 Practically everything wasstill done by hand. A typical farmer believed intraditional virtues: hard work, simple living, discipline, and above all, a strongsense of responsibility, responsibility for the happiness of your wife/husband,parent, and children.1. Liam O’Flaherty is considered one of the most important modern Anglo-Irishauthors together with James Joyce. He was born in 1896 on an island in Ireland,which must have had very big influence on his character as well ason his writing.He once said: “I was born on a storm-swept rock and hate the soft growth ofsun-baked lands where there is no frost in men’s bones.”2. “Spring Sowing” is taken from the author’s first collection of short stories which 教 bears the same title published in 1924. The story describes the first day of the first 学 spring planting of a newly-wedded couple against the backgrounds of a 难 traditional agricultural country. 点3. In Ireland at that time, most people still depend on farming for a living, and themain crop was the potato. Modern science and technology had not yet caught upwith the land. There was little machinery. Practically everything was still done byhand. A typical farmer believed in traditional virtues: hard work, simple living,discipline, and above all, a strong sense of responsibility, responsibility for thehappiness of your wife/husband, parent, and children.教学场所 In the Classroom or Language Laboratory环境 English-speaking Environment授课课堂讲授(? ); 实验( ); 实践( );双语( ) 课时分配 12节方式教学教学手段网络教学( ); 多媒体(? ) Teaching and Practice 方法教学 Tape-Recorder, Pictures of peasants’ working in the field 用具第 1 页教学内容提要备注Lesson Seven Spring SowingPart One: Introduction to the Text1. “Spring Sowing” is taken from the author’s first collection of short stories whichbears the same title published in 1924. The story describes thefirst day of the firstspring planting of a newly-wedded couple against the backgrounds of a traditionalagricultural country.2. In Ireland at that time, most people still depend on farming fora living, and themain crop was the potato. Modern science and technology had not yet caught upwith the land. There was little machinery. Practically everything was still done byhand. A typical farmer believed in traditional virtues: hard work, simple living,discipline, and above all, a strong sense of responsibility, responsibility for thehappiness of your wife/husband, parent, and children.Part Two Detailed Discussion of the Text1. What the author describes here, of course, is largely a thing of the past. The storydescribes the first day of the first spring planting of a newly-wedded coupleagainst the backgrounds of a traditional agricultural country.2. In Ireland at that time, most people still depend on farming fora living, and themain crop was the potato. Modern science and technology had not yet caught upwith the land. There was little machinery. Practically everything was still done byhand. A typical farmer believed in traditional virtues: hard work, simple living,discipline, and above all, a strong sense of responsibility, responsibility for thehappiness of your wife/husband, parent, and children.3. In spite of their almost primitive living and working conditions, however, theyalso had their joys and love, and their longings for the future as does thenewly-married couple described here. For Mary and Martin Delaney, this was anextremely important day, because it not only would determine the crop theywould harvest in autumn, but would also show what kind of wife and husbandthey would prove to be each other and what kind of family they were going tohave.4. Detailed Discussion of the Text (see Reference Book)第 2 页Part Three VocabularyThe usage of pretend, compare, burst, dot, rebel1. pretend (1) to behave as if sth is true when in fact you know it is not(2) to claim that sth is true(3) to imagine that sth is true2. compare (1) (~ with) to examine in order to note the similarities or differences of(2) (~ to) to represent as equal, similar, or analogous(3) (~ with) to be worthy of comparison; to be considered as similar 3. burst (1) to break open or apart suddenly or violently(2) to be bursting with: to be full of(3) to move into or out of a place suddenly or quickly(4) to be bursting to do sth: to be eager to do sth(5) to burst into tears/laughter/song= to burst out crying/laughing/singing: to suddenly start crying, laughing, or singing(6) to burst out: to suddenly say sth forcefully 4. dot (1) (n.) a small round mark or spot(2) (v.) to mark sth by putting a dot on it or above it(3) to be dotted with: to have sth spread over a wide area 5. rebel (1) (against): to oppose or fight against someone in a position ofauthorityPart Four Grammar Focus1. Sentence analysis2. Some uses of “as”3. Absolute construction4. Tenses & verb formsPart Five More work on the Text.1. Oral Work;2. Vocabulary Exercises;3. Grammar Exercises;4. Written Work (Topic): The Hardships and Joys of Farmers第 3 页节序内容学时绪论第七章 Lesson Seven Spring Sowing第一节 Introduction to the text 1第二节 Teaching the Text (Para1—Para3) 1 日第三节 Teaching the Text (Para4—Para6) 1 程及第四节 Teaching the Text (Para7—Para12) 1课第五节 Teaching the Text (Para13—Para15) 1时第六节 Teaching the Text (Para16—Para19) 1 分第七节 Teaching the Text (Para20—Para26) 1 配第八节 Pre-class work 1第九节 Oral work 1第十节 Vocabulary 1第十一节 Grammar 1第十二节 Summary and Quiz 11. What do you know about the young couple? Do they love each other?2. What are their life’s ambitions? Why is it that the two of them feel particularly复 excited this day? Why is it so important?习 3. Is it just the fact that it is spring sowing, the day that is going to determine, atleast partly, what kind of a harvest they are going to have? Is there anything 思symbolic about this day? 考4. What do you think is the main strength of the story? A gripping plot? An题 intriguing portrayal of the characters? Or the beautiful description of the sounds,colors and actions? Give some examples to illustrate your point.第 4 页1. What values and moral principles are being idealized here? Is it still the same today? Doyou agree that the traditional work ethic is out of date? Are such qualities as hard work,diligence, thrift, responsibility, discipline, simple and honest living, rugged individualism 讨and self-reliance, etc still valued?2. What changes have taken place in social ethics since our grandfathers’ time? Is there 论anything that remains unchanged? Is our interest in this kind of story about the past练 simply a matter of idle curiosity?3. Let’s pretend that you are Martin Delaney or Mary livin g in the 21st century. What kind 习 of a person would you like to have as your wife or husband? What qualities would youlike to find in your spouse? What life’s ambitions would you have? What would you bedoing on a typical spring morning?拓1. Learn more about how spring sowing is done in our country2. Learn more about Toffler, the man who wrote Future Shock. He uses the concept of three 展waves to describe the distinct stages of human civilization: the agricultural or 学 pre-industrial stage; the industrial stage, and the Third Wave--- the post-industrial or theKnowledge Economy stage.习课书面版(?) 完成形式电子版( ) Write a short essay of 150—200 words commenting 程on the hardships and joys of farmers as described in作 the storyBefore May 10th 提交时间业必1. Contemporary College English 读2. Books or articles on the nature of happiness 书目学生学习质量 In good order 监控与评价教 A typical farmer believed in traditional virtues: hard work,simple living, discipline, and above all, a strong sense of responsibility, responsibility for the happiness of your 学 wife/husband, parent, and children. It might just be possible that values, life styles and people’s dreams, are like fashion. 后 They come and go. It just might. At a time when everybody is yearning for a car and dreaming of becoming a rich manager, this story might have a sobering effect. 记第 5 页。
新视野大学英语精读4教案
#### 教学单元：Unit 4 - The Unexpected Gift#### 教学目标：1. 理解并掌握文章的中心思想和关键信息。
2. 提高学生的阅读理解能力和批判性思维能力。
3. 培养学生用英语进行口头和书面表达的能力。
4. 了解并讨论文化差异，提高跨文化交流意识。
#### 教学时间：2课时#### 教学内容：- 文章概述- 关键词汇和短语- 语法点- 文章结构和写作技巧- 主题讨论和写作练习#### 教学步骤：第一课时一、导入（5分钟）1. 通过提问学生关于“礼物”的话题，激发学生的兴趣。
2. 引导学生讨论礼物的重要性以及不同文化中礼物交换的差异。
二、阅读理解（30分钟）1. 分发课文，要求学生快速浏览，了解文章大意。
2. 学生分组，每组选择一个段落进行讨论，分享对段落内容的理解。
3. 各组汇报讨论结果，教师进行点评和总结。
三、词汇和短语（15分钟）1. 教师带领学生识别并学习课文中出现的关键词汇和短语。
2. 通过例句和练习，帮助学生掌握词汇和短语的实际用法。
四、语法点（10分钟）1. 介绍课文中出现的语法点，如时态、语态等。
2. 通过例句和练习，让学生练习运用这些语法点。
五、写作技巧（10分钟）1. 分析文章的结构和写作技巧。
2. 引导学生思考如何在自己的写作中运用这些技巧。
第二课时一、复习与讨论（20分钟）1. 回顾上节课的内容，检查学生对词汇、短语和语法点的掌握情况。
2. 学生就文章主题进行讨论，分享自己的观点和感受。
二、主题讨论（20分钟）1. 引导学生讨论“礼物”的深层含义，如情感、文化等。
2. 鼓励学生从不同角度分析礼物交换的意义。
三、写作练习（30分钟）1. 学生根据主题，写一篇短文，如“我最难忘的礼物”或“礼物的真正价值”。
2. 学生完成写作后，进行互评和修改。
四、总结与作业（5分钟）1. 教师总结本节课的重点内容，强调阅读、讨论和写作的重要性。
2. 布置课后作业，如阅读相关文章、收集关于礼物的文化信息等。
现代大学英语精读第二版第4册课程设计
现代大学英语精读第二版第4册课程设计一、课程背景“现代大学英语精读”是面向大学英语专业学生的一套英语读写教材。
本次课程设计的重点是第二版第四册，主要涵盖了科技、文化、音乐、影视等方面的话题和文章。
通过本次课程的学习，可以提高学生的英语听说读写能力，增强学生的跨文化交际能力，培养学生的阅读策略和独立思考能力。
二、教学目标通过本次课程的学习，学生应能够：1.熟练掌握第四册中的文章和生词；2.提高听说读写的综合能力，特别是听力和口语水平；3.掌握学术英语的阅读技巧，能够阅读和理解不同领域的学术论文；4.培养学生的跨文化交际能力，了解不同国家和文化的社会习俗和道德观念；5.培养学生的阅读策略和独立思考能力，提高学生的创造性思维和创新能力。
三、教学内容和方法1. 教学内容第四册包含6个模块，共计12篇文章，教学内容如下：模块文章题目Module 7 How Do We Choose Names for Our Babies? The Power of Music Therapy for Special Needs ChildrenModule 8 Brn Drn to Brn Gn: The Benefits of Mexican Immigration to the U.S. The Impact of Social Media on Youth CultureModule 9 The Science of Smiling: How Our Brns Control Our Emotions Falling in Love: The Neuroscience Behind the Strongest EmotionModule 10 The Rise of the Sharing Economy: A Threat or Opportunity for Traditional Industries? The Ethics and Future of Artificial Intelligence2. 教学方法本门课程采用的教学方法主要是以阅读为主，听说为辅的教学方式，教学方法包括：1.导入课题：针对每一篇文章，先进行简单的导入课题，介绍文章涉及的话题和背景；2.预学习：在学生自学前，提供文章的预料题，让学生在阅读前尝试猜测答案，激发学生的阅读兴趣，为阅读打下基础；3.阅读讲解：教师进行文章的讲解和解释，让学生了解文章的大意、结构、重点词汇和短语；4.读后讨论：鼓励学生在课后进行读后讨论，让学生分享自己的看法和理解，并提高学生的口语和表达能力；5.学科交叉：在每个模块中，教师可以引入一些与该话题相关的学科知识，如历史、地理、文化、社会学等，让学生了解更加广泛的知识领域。
大学英语精读4第二版教案
教学目标：1. 理解文章主旨，掌握作者对思考的三个级别的分类及其特点。
2. 提高学生的阅读理解能力和词汇量。
3. 培养学生的批判性思维和表达能力。
教学重点：1. 作者对思考的三个级别的分类及其特点。
2. 文章中的难句和生词。
教学难点：1. 理解作者对思考的三个级别的分类及其特点。
2. 词汇理解和运用。
教学准备：1. 多媒体课件2. 课后习题3. 教师用书教学过程：一、导入1. 利用多媒体课件展示图片，引导学生思考：思考对我们的生活有何意义？2. 学生分享自己的观点，教师总结并引入本文主题。
二、课文精读1. 学生自读课文，了解文章大意。
2. 教师提问，检查学生对文章内容的理解。
3. 教师带领学生分析文章结构，理解作者对思考的三个级别的分类及其特点。
三、词汇学习1. 教师带领学生分析文章中的难句和生词。
2. 学生跟读课文，模仿发音。
3. 教师讲解生词的用法和搭配，让学生举例说明。
四、课堂讨论1. 学生分组讨论以下问题：a. 你认为作者对思考的三个级别的分类合理吗？b. 思考在我们生活中有哪些重要性？2. 各组代表分享讨论成果，教师点评。
五、课后作业1. 完成课后习题，巩固所学知识。
2. 搜集关于思考的资料，写一篇短文，谈谈你对思考的看法。
六、总结1. 教师总结本节课所学内容，强调思考的重要性。
2. 鼓励学生在日常生活中多思考，提高自己的思维能力。
教学反思：1. 本节课通过精读课文、词汇学习和课堂讨论，帮助学生理解作者对思考的三个级别的分类及其特点。
2. 在教学过程中，注重培养学生的批判性思维和表达能力，提高学生的综合素质。
3. 课后作业的设计有助于巩固所学知识，培养学生的自主学习能力。
大学英语精读4unit4电子教案
#### 一、教学目标1. 知识目标：- 掌握课文中的生词和短语。
- 理解课文内容，提高阅读理解能力。
- 掌握文章的写作技巧和结构。
2. 技能目标：- 提高学生的口语表达能力，能够运用所学词汇和短语进行日常交流。
- 培养学生的写作能力，能够模仿课文结构进行写作。
- 增强学生的听力理解能力，能够听懂相关话题的英语对话。
3. 情感目标：- 激发学生对英语学习的兴趣，培养良好的学习习惯。
- 培养学生的跨文化交际意识，提高人际沟通能力。
#### 二、教学内容1. 课文内容：- 《A Drink in the Passage》- 作者通过描述一个普通人的日常生活，反映了社会现实和人性。
2. 重点词汇和短语：- Sow the seeds of；spring up；give vent to；carry on；be up to；lay down；knock on wood；make a move；in one’s own right；be rooted in3. 语法点：- 过去进行时；现在分词短语作结果状语；定语从句#### 三、教学过程1. 导入新课（5分钟）- 通过提问学生关于“日常生活”的话题，引导学生思考。
- 引出课文主题，激发学生的兴趣。
2. 课文阅读（15分钟）- 让学生快速阅读课文，了解大意。
- 引导学生找出课文中生词和短语，并进行讲解。
- 分析文章结构，讲解写作技巧。
3. 词汇和短语学习（10分钟）- 重点讲解生词和短语，让学生进行造句练习。
- 鼓励学生运用所学词汇和短语进行口语交流。
4. 语法点讲解（10分钟）- 讲解过去进行时和现在分词短语作结果状语等语法点。
- 通过例句让学生理解和运用。
5. 练习环节（15分钟）- 进行听力练习，提高学生的听力理解能力。
- 进行写作练习，让学生模仿课文结构进行写作。
6. 总结与反馈（5分钟）- 对本节课的学习内容进行总结。
- 收集学生的反馈意见，为今后的教学提供参考。
现代大学英语精读1unit4教案
教学目标：1. 理解并掌握本单元的词汇、短语和语法知识。
2. 提高阅读理解能力，培养阅读策略。
3. 培养学生的英语口语表达能力，提高实际运用能力。
教学重点：1. 词汇：重点词汇、短语和常用句型。
2. 语法：时态、语态、非谓语动词等。
教学难点：1. 词汇的运用和理解。
2. 语法知识的运用。
教学准备：1. 教学课件或黑板。
2. 《现代大学英语》教材。
3. 相关词汇和语法资料。
教学过程：一、导入1. 复习上节课所学内容，检查学生对知识的掌握情况。
2. 引导学生回顾本单元的词汇和短语，帮助学生巩固记忆。
二、新课导入1. 介绍本节课的主题和内容。
2. 阅读课文，引导学生关注课文中的重点词汇、短语和语法知识。
三、词汇教学1. 词汇讲解：重点讲解本单元的词汇，包括词性、词义、用法等。
2. 词汇练习：通过例句、填空、翻译等方式，让学生运用所学词汇。
四、语法教学1. 语法讲解：讲解本单元的语法知识，如时态、语态、非谓语动词等。
2. 语法练习：通过例句、填空、改错等方式，让学生运用所学语法知识。
五、阅读理解1. 阅读课文：引导学生仔细阅读课文，理解文章大意。
2. 阅读练习：通过判断正误、填空、简答题等方式，检测学生的阅读理解能力。
六、口语表达1. 口语练习：让学生根据课文内容进行角色扮演、讨论等口语练习。
2. 口语评价：教师对学生的口语表达进行评价，指出不足，给予指导。
七、总结与作业1. 总结本节课所学内容，强调重点和难点。
2. 布置作业：包括词汇练习、语法练习、阅读理解等，巩固所学知识。
教学反思：1. 关注学生的学习情况，及时调整教学策略。
2. 鼓励学生积极参与课堂活动，提高他们的学习兴趣。
3. 注重培养学生的阅读理解能力和口语表达能力，提高他们的英语综合运用能力。
现代大学英语精读4第二版
目 录
• Course Introduction • Textbook analysis • Teaching Focus and Difficulties • Teaching strategies and techniques • Course evaluation and feedback
Language
Exercises
The textbooks cover a range of topics, including culture, science, history, and more. The topics are relevant and up-to-date, providing students with a broad understanding of English language and culture.
The textbooks include a variety of exercises, such as multiple choice, fill in the blanks, and critical thinking questions. These exercises help students practice and consolidate their learning.
ABCD
Enhance students' vocabulary and grammar knowledge.
Prepare students for further academic studies and professional development.
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现代大学英语精读4教学设计
一、教学目标
本教学设计旨在帮助学生达到以下目标：
1.掌握现代大学英语精读4中所涉及的词汇、语法和语言表
达能力；
2.能够阅读并理解现代大学英语精读4中的文章，包括文章
中的细节和主要思想；
3.能够运用所学知识，在口头和书面表达中使用英语，构建
清晰的逻辑和语言风格。
二、教学重点与难点
1.教学重点
本教学设计的教学重点如下：
•掌握现代大学英语精读4中的词汇和语法知识；
•理解文章的主旨和细节；
•运用所学知识，进行口头和书面表达。
2.教学难点
本教学设计的教学难点如下：
•理解英文短文中的长句和复杂文法；
•运用所学知识，进行灵活有效的英文表达；
•激发学生积极性，提高他们的英语学习兴趣。
三、教学内容和方法
1. 教学内容
本教学设计的教学内容如下：
1.《现代大学英语精读4》教材的单元学习；
2.词汇和语法的学习；
3.阅读和听力的练习；
4.口语和写作练习。
2. 教学方法
1.课堂教学
本教学设计采用课堂授课、互动式讨论、个人和小组练习等方式进
行教学。
掌握知识点后，进行口头和书面表达的练习，促进学生运用
所学知识，提高语言能力。
2.独立学习
在课堂外，鼓励学生进行独立学习，配合阅读、听力、写作、口语
练习等方式，提高英语能力。
四、教学评估
1.测验评估
通过考试测试，对学生所学词汇、语法、听力和阅读成果进行评估。
2.作业评估
通过布置课堂作业、课后阅读和小组讨论等，提高学生的英语写作、口头表达和合作能力。
3.其他评估
通过问答方式、互动教学等方式，对学生的积极性、学习态度、合
作能力等方面进行评估。
五、教学时间安排
本学期总共18周，每周两个小时课程，共计36学时。
1.授课时间安排
课时时间安排
第1-2周课堂授课和练习
第3-4周个人阅读、听力和阅读练习
第5-6周课堂授课和练习
第7-8周个人阅读、听力和阅读练习
第9-10周课堂授课和练习
第11-12周口语和写作练习
第13-14周课堂授课和练习
第15-16周作业检查和回顾
第17-18周期末测验
2.作业安排
每周布置至少一份作业，包括书面和口头表达、阅读和听力任务。
六、教学资料和参考书目
1.教学资料
•《现代大学英语精读4》教材；
•英语词汇和语法的辅助教材；
•电子辞典、词汇表和语法概要等工具。
2.参考书目
•《English for Academic Purposes》；
•《新编大学英语精读》；
•《泛读英语课本》等借鉴性参考书目。