英语阅读 课程介绍
幼儿园英语绘本阅读课程方案 幼儿园英语课程
幼儿园英语绘本阅读课程方案随着全球化的进程，英语已经成为一门非常重要的语言，许多家长在孩子还很小的时候就开始着手培养他们的英语能力。
幼儿园作为儿童语言培养的重要阶段，英语课程的设计显得尤为重要。
在英语课程中，绘本阅读是一种非常有效的教学方式，可以激发幼儿学习英语的兴趣，提高他们的语言表达能力和思维能力。
在本文中，我们将介绍一套适合幼儿园的英语绘本阅读课程方案。
一、课程目标1. 培养幼儿的英语听说能力，为他们以后的英语学习打下良好基础；2. 培养幼儿的阅读兴趣和习惯，提高他们的阅读能力；3. 通过绘本阅读，培养幼儿的想象力和创造力，促进他们的全面发展。
二、课程内容1. 日常生活类绘本：选取以日常生活为背景的绘本，例如《Brown Bear, Brown Bear, What Do You See?》；通过这类绘本，教授日常用语，教会幼儿们认识和描述日常生活中的各种事物。
2. 动物类绘本：选取以动物为主题的绘本，例如《The Very Hungry Caterpillar》；通过这类绘本，教授动物名称、食物名称等，开拓幼儿们的词汇量，并学会描述动物的特征和生活习性。
3. 情感类绘本：选取以情感与友谊为主题的绘本，例如《The Rainbow Fish 》；通过这类绘本，教授表达情感的词汇和句式，培养幼儿的情感交流能力。
4. 知识启蒙类绘本：选取以科学知识启蒙为主题的绘本，例如《The Magic School Bus》系列；通过这类绘本，了解基础科学知识，培养幼儿的科学兴趣和探索精神。
三、教学方法1. 以故事为主线，引导幼儿主动参与，提高他们的听力理解和口语表达能力；2. 采用多媒体辅助教学，激发幼儿的学习兴趣，增强学习效果；3. 配合手势和肢体动作，帮助幼儿理解和记忆故事内容和所学词汇；4. 引导幼儿用英语进行小组讨论和角色扮演，提高他们的交际能力；5. 定期组织绘本阅读活动，激发幼儿的阅读兴趣，营造良好的英语学习氛围。
iRead爱阅读少儿英语核心阅读课程和特色组合课程
iRead核心阅读课程和特色组合课程介绍源自美国Early Reading First & ReadingFirst的儿童阅读项目：Story Box Reading ProgramStory Basket Reading ProgramGear Up! Reading ProgramSounds Great! Phonics Program不喜欢学英语？词汇量太少？不认识单词？Joy Cowley魔法故事王国将带来意想不到的惊喜！儿童情景语法Contextual English Grammar forKids和故事王国中的经典卡通人物一起学语法，其乐无穷！听说跟上，逐步养成正确表达的习惯！避免满口错误！初级班语法要点：名词单复数 be动词介词（1）人称代词物主代词指示代词基数词情态动词（1）祈使句存在句一般疑问句及回答现在进行时中级班语法要点：冠词介词（2）序数词限定词复合词情态动词（2）反身代词连词形容词比较级和最高级特殊疑问代词一般现在时一般过去时一般将来时高级班语法要点：一般过去时现在完成时虚拟语气条件句构词法听说动画乐园／Michael的词汇宝盒AVO／Michael's Vocabulary Box听懂不也说不出？不会问也不答？魔法卡通人物邀请你一起来练听说！入门级：风靡世界50多个国家的美语儿童系列动画片，涵盖小学阶段的基础句型及问与答表达法，学习近500个词汇，1,000多个对话句型。
提高级：畅销近15年的美语儿童经典系列动画片，故事生动，自然语速对话，语言地道，突出生活中常用功能句。
流利级：美国儿童经典电影和科普纪录片，丰富知识，扩展视野。
语音魔幻城堡／Michael的词汇宝盒Phonics Stories／Michael's Vocabulary Box不会拼读单词？单词写不对？单词量太少？别着急！让iRead的专业研发团队来帮你想办法！初级班：16天学习21个辅音和5个（短）元音的发音规则，阅读78个故事, 扩充近400个词汇，阅读量近2000词!提高班：16天学习17个辅音群和5个长元音的发音规则，阅读66个故事, 阅读量近3000 词!iRead特色组合课程1：听说技能＋语法知识iRead特色组合课程3：自然拼读＋词汇扩充iRead特色组合课程2：听说＋词汇扩充iRead核心阅读课程：。
安徽英语阅读课程设计
安徽英语阅读课程设计一、课程目标知识目标：1. 学生能理解并掌握安徽地方文化相关的英语词汇和表达方式，如黄山、徽派建筑等；2. 学生能掌握阅读策略，如预测、扫读、精读等，提高阅读理解能力；3. 学生能了解和描述安徽的历史、文化、地理特点等，拓宽知识视野。
技能目标：1. 学生通过阅读安徽相关的英语文章，提高阅读速度和准确性；2. 学生能运用所学知识进行口头和书面表达，提升英语表达能力；3. 学生能通过小组合作，提高沟通能力和团队协作能力。
情感态度价值观目标：1. 学生对英语学习保持积极态度，增强学习兴趣和自信心；2. 学生培养对地方文化的尊重和热爱，提升民族自豪感；3. 学生在学习过程中，培养良好的阅读习惯，形成自主学习的意识。
课程性质：本课程为英语阅读课，结合安徽地方文化，以提高学生的英语阅读能力为主要目标。
学生特点：学生为初中年级，具有一定的英语基础，对地方文化有一定了解，但英语阅读能力有待提高。
教学要求：教师应注重激发学生的兴趣，采用多元化的教学手段，引导学生在实践中提高阅读能力，同时关注学生的情感态度价值观的培养。
通过具体的学习成果的分解，为后续的教学设计和评估提供依据。
二、教学内容本课程依据课程目标，选择以下教学内容：1. 教材章节：本课程选取英语教材中关于地方文化介绍的章节，结合安徽特色进行教学。
教学内容：- 安徽黄山：介绍黄山的地理、历史及文化背景，学习相关词汇和表达方式；- 徽派建筑：学习徽派建筑的特点，了解其历史价值，掌握相关英语表达；- 安徽美食：探讨安徽特色美食，学习相关词汇和句型；- 安徽名人：介绍安徽历史名人，学习相关英语表达。
2. 教学进度安排：- 第一课时：导入安徽文化，学习黄山的英语表达；- 第二课时：深入了解徽派建筑，掌握相关词汇；- 第三课时：探讨安徽美食，学习相关句型；- 第四课时：学习安徽名人，综合运用所学知识进行口头表达。
教学内容科学性和系统性：教学内容以教材为基础，结合安徽地方文化，系统性地组织课程内容，使学生能全面了解安徽的文化特色。
英语绘本阅读课程设计
英语绘本阅读课程设计一、课程目标知识目标：1. 学生能够掌握本章节英语绘本的核心词汇和基本句型，理解故事大意。
2. 学生能够通过阅读绘本，了解并描述故事中的人物特点、情节发展及文化背景。
技能目标：1. 学生能够运用阅读策略，如预测、扫读、精读等，提高阅读理解能力。
2. 学生能够在小组讨论中积极发表自己的观点，提高口语表达和交流能力。
情感态度价值观目标：1. 学生对英语绘本阅读产生兴趣，形成主动阅读的习惯。
2. 学生通过绘本故事，培养同理心，学会尊重和理解不同的文化。
3. 学生在小组合作中，学会倾听、关心他人，培养团队合作精神。
课程性质：本课程为英语绘本阅读课，旨在提高学生的英语阅读能力，拓展学生的文化视野。
学生特点：学生处于小学高年级阶段，具有一定的英语基础和阅读能力，对绘本故事感兴趣，但阅读策略和口语表达能力有待提高。
教学要求：结合学生特点，注重培养学生的学习兴趣，提高阅读理解能力和口语表达能力，同时关注学生情感态度价值观的培养。
通过具体的学习成果分解，使学生在课程结束后能够达到上述目标。
二、教学内容本节课以《牛津小学英语》五年级下册Unit 6 “Fables”为例，围绕绘本故事《The North Wind and the Sun》展开教学。
教学内容如下：1. 阅读理解：通过阅读绘本，使学生理解故事内容，掌握故事中的人物、事件、地点等基本要素。
2. 词汇学习：学习并掌握与故事相关的核心词汇，如：north wind、sun、traveler、cloak、strong、hot等。
3. 句型练习：学习并运用故事中的基本句型，如：“The north wind blows...”、“The sun shines...”等，进行口语表达和情景对话。
4. 阅读策略：教授并练习阅读策略，如预测、扫读、精读等，提高学生的阅读理解能力。
教学大纲安排：第一课时：导入新课，让学生了解绘本故事的背景，激发阅读兴趣。
高级英语阅读教程课程设计
高级英语阅读教程课程设计1. 课程简介本课程是为想要提升英语阅读水平的高级英语学习者设计的。
通过讲解不同领域的英语阅读材料，学习者将会提高他们的阅读理解能力和词汇量，并进一步了解英语阅读的技巧和策略。
本课程将分为6个部分：文化、经济、科技、环境、政治和历史。
每个部分将会包含相关的阅读材料和练习。
2. 课程目标本课程的目标是：•通过阅读多种不同主题和难度的英语文章，提高学习者的阅读技巧和理解能力。
•扩充学习者的英语词汇量，使他们能够更好地理解和分析文章的内容。
•帮助学习者学习练习自己的英语阅读技巧，包括速读和理解长句等。
•向学习者介绍英语阅读的不同形式，例如科技、环境、历史、经济和政策等。
•帮助学习者学习共享、合作、批判性思维和判断等重要能力。
3. 教学方法本课程采用小组讨论和实际案例分析的教学方法。
教师将向学生介绍每种不同类型（例如科技、环境、历史、经济和政策）的阅读技巧和策略，并通过小组讨论和实际案例分析进行练习。
教师还将特别讲解一些常用的词汇和语言结构。
4. 教学材料本课程将使用下列各类英语文章以及阅读练习：文化1.The Art of the Renssance2.Famous Novels and Their Authors3.The Symbolism of Color in Art经济1.The Stock Market Crash of 19292.The Rise of China’s Economy3.The United States Trade Deficit科技1.The History of Computers2.Nanotechnology and its Future Applications3.The Importance of Cybersecurity环境1.Climate Change and the Arctic2.Endangered Species Conservation3.Oil Spills and Their Effects on the Environment 政治1.The Cold War and its Aftermath2.United States Foreign Policy3.The European Union and Brexit历史1.The American Revolution2.The Civil Rights Movement3.The Fall of the Roman Empire5. 课程评估本课程的评估将以小组讨论和每周的阅读练习为基础。
黑布林英语阅读高一
黑布林英语阅读高一
摘要：
1.黑布林英语阅读高一概述
2.黑布林英语阅读高一的内容特点
3.黑布林英语阅读高一的适合对象
4.黑布林英语阅读高一的学习建议
正文：
一、黑布林英语阅读高一概述
黑布林英语阅读高一是一本针对高中一年级学生编写的英语阅读教材。
该教材以培养学生的英语阅读能力为核心，遵循高中英语课程标准的要求，结合高一学生的实际需求，系统地介绍了英语阅读的基本技巧和方法。
二、黑布林英语阅读高一的内容特点
1.题材丰富：黑布林英语阅读高一涵盖了多种题材，包括故事、科普、文化、生活等，旨在拓宽学生的阅读视野，提高阅读兴趣。
2.难度适中：教材内容难度符合高一学生的英语水平，既不过于简单，也不过于艰涩，有利于学生在阅读过程中逐步提高英语能力。
3.知识点全面：黑布林英语阅读高一涵盖了词汇、语法、句型、阅读策略等方面的知识，帮助学生全面提升英语阅读能力。
三、黑布林英语阅读高一的适合对象
黑布林英语阅读高一适合高中一年级学生使用，特别是那些希望提高英语阅读能力、拓宽阅读视野、培养阅读兴趣的学生。
四、黑布林英语阅读高一的学习建议
1.坚持每天阅读：学生应养成每天阅读英语文章的习惯，不断提高自己的阅读速度和理解能力。
2.注重阅读策略：学生在阅读过程中要学会运用各种阅读策略，如预测、扫读、详读等，提高阅读效率。
3.积累词汇和语法：学生要注重积累词汇和语法知识，加强对英语语言的掌握。
4.多做练习，巩固所学：学生要通过做课后练习题来检验自己的阅读理解能力，及时发现自己的不足之处，并加以改进。
初中英语阅读优秀教学教案范文5篇
初中英语阅读优秀教学教案范文5篇初中英语阅读优秀教案1教学目标一、知识与技能1. 掌握句型：—Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.2. 熟练掌握本课短语：stay at home, went to New York City, went to summer camp, went to the mountains, went to the beach, visited museums, visited my uncle.二、过程与方法通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。
大面积操练，采用学生提出间题，学生解决问题，借助多媒体来提高学生的主动性。
三、情感、态度与价值观学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
教学重点掌握句型：—Where did you go on vacation? —I went to the mountains/ New York City/ beach /summer camp. —Did you go with anyone? —Yes，I did. / No, I didn’t.教学难点掌握用过去时谈论假期的活动。
教法导航通过看图、看视频、听录音、问答、讨论等方法学习谈论能力和表达愿望。
学法导航通过看、听、说等各种途径，以小组合作的形式，主动探求知识，锻炼自主学习能力。
教学准备图片，多媒体。
教学过程Step 1 GreetingsGreet the class.Step 2 Lead inAsk questions about what students did last Saturday.(1)Who went to the movies last Saturday? Point to one student who raises his or her hand. Sara went to the movies last Saturday. Repeat.Write this sentence on the board.Underline the word went.(2)Ask：Who visited a friend last Saturday?Point to one student who raises his or her hand.Carlos visited a friend last Saturday.Repeat. Write this sentence on the board. Underline the word “visited”.Point to the words went and visited in the sentences on the board.Say：We use these words to talk about things that happened in the past. Writethese pairs of words on the board：go–went, visit –visited. Ask: Can you point out the words that talk about the past?This activity introduces the key vocabulary.Step 3 Practice1. Focus attention on the picture.Ask: What can you see?Say: Each picture shows something a person did in the each activity and ask students to repeat: went to the mountains, went to New York City, went to summer camp, visited my uncle，stayed at home, went to the beach, visited museums.2.Point to the numbered list of activities.Say each one again and ask the students to repeat.3.Now, please match each phrase with one of the pictures.Say：Write the letter of each picture next to the name of the activity.Point to the sample answer.4.Check the answers.Step 4 Listening1.Point to the picture on the screen. Say: look at Picture A，Where did Tina go on vacation? Yes，she went to the mountains.Ask:What did the person do in each scene? Say: There are three conversations. Play the recording the first time.2. The people talk about what they did on vacation.Listen to the recording and write numbers of the names in the right boxes in the picture.Please write only 5 numbers. Point out the sample answer next to the picture showing went to the mountain. Play the recording a second time.3.Correct the answers.Step 5 Pair workPoint out the example conversation. Ask two students to read the dialogue to the class. Say the dialogue in the picture with a student，Do a second example to the class. Then say：Now work with a partner, make conversations about the people in the pictures.As they talk，move around the classroom monitoring their work. Offer language or pronunciation support as needed.Step 6 Listening1.2a. Ask: Where did the people go on vacation? And then ask the students to listen carefully and fill in the chart. Play the recording twice and then check the answers.2. Look at the form carefully, ask: Did the people do the following things? Then ask thestudents to listen carefully and check the anwers. Play twice and ask the students to check the answers in pairs and then check the answers together.Step 7 Role playLook at the form again carefully and make role-play conversations among Grace, Kevin and Julie. Ask one or two groups to show the conversation first and then get the students to practice in groups.初中英语阅读优秀教案2教学目标学习打招呼的用语，询问姓名和相互间的问候。
高中英语读写校本课程 ---“英语美文阅读与欣赏”
高中英语读写校本课程----“英语美文阅读与欣赏”江苏省姜堰中学吉晨春、严书萍高中英语读写校本教材----“英语美文阅读与欣赏”课程纲要一、课程基本概况1、课程名称：英语美文阅读与欣赏2、课程类型：校本课程（选修）3、教学材料：选编、改编4、授课时间：高二上学期5、授课对象：高二学生6、开发教师：吉晨春、严书萍二、课程内容：1、课程背景：1）高中牛津英语教材（现在学生用课本）有着丰富而鲜活的语言素材，是一套很理想的教材，但对于姜堰中学来自各乡镇的优秀生群体来说，内容还显得不足，学生学力有余。
英语文化丰富且博大精深，从莎士比亚英语到如今网络英语，英语语言随着人们生活的变化、时代的进步而不断发展，如果不能充分地利用这种时代英语资源，充分开发学生潜力，既是浪费资源，也是错失教育良机。
2）新课程改革提倡国家、地方、学校三级课程，鼓励教师进行校本教研，提高使用教材和开发教材的能力。
2、课程目标：“英语美文阅读与欣赏”课程是国家课程的校本化，旨在根据学生英语学习水平的实际情况补充适量、相当的阅读素材，弥补牛津英语教材的不足，扩大学生的阅读量和阅读视野，丰富学生的词汇，使得学生更广泛地了解英语国家的文化，在语言学习的同时，陶冶情操，提高文学素养和人文素养。
3、课程内容与任务课程内容主要涉及六个方面，即文学作品中的神话、童话及传说，名人故事或生平介绍，不同国家、地区的社会习俗、风土人情，对于人生的看法、态度及理想，国家、地区历史及文化差异，科学与经济发展。
主要任务是通过篇章阅读,获取信息，了解相关知识，增强文化意识；掌握不同题材文章的阅读技巧,形成相应的阅读策略;掌握关键词、短语和句型，扩大词汇量，重点发展学生阅读和写作能力。
4、科目安排：18课时，每个话题（六个话题）各3课时（1）神话传说1 Apollo / 2 The Little Match Girl /3 The Pied Piper of Hamelin（2）人物故事1 Pop Star and Songwriter: Han Hong/2 Special Fund in Honor of Hong Zhanhui/3 Louis Armstrong（3）社会风情 1 The Origin of Kiss/2 International Left-hander’s Day/3 Make Sports a Kind of Culture（4）人生态度与理想1You Are the World/2 Facing Life Positively/3 Honesty（5）历史文化 1 Studying difference/2 Spring Festival’s Symbols/3 Cleopatra, Queen of Egypt（6）科学与经济 1 Greenhouse Effect Occurred 5,000 Years Ago/2 China’s New “Four Great Inventions”/3 China’s launching plans for Shenzhou 7三、课程形式：课堂教学1、教学方法：任务交际法2、教具：多媒体、音像资料等四、教学评价：教师评价与学生评价相结合附1)阅读自我评价表：（每节课下前学生自我评价）Name Date 注: 优秀（A）良好（B）合格（C）待改进（D）Reading Item A B C DWhile Reading Look up new words in the dictionaryFind out difficult and key points Hunt for wonderful sentencesBe active in thinking while reading Express your feelings/ ideas clearlyAfter Reading Be involved in discussion activelyWrite down what you think and feel and likeSummarize reading strategies附2）写作自我评价表（课后）注: 优秀（A）良好（B）合格（C）待改进（D）Item Evaluation A B C DPrewriting 1.(structure)Write an outline2.(topic) Be stated clearly.3.(details) Fit the topic.Editing 4.(details) Be in an order that makes sense.5.(final copy) Be well organized .6.( Every sentence)Have correct tense and voice5.(Every sentence) Have a subject.6.(Pronouns) Be used correctly.Post-writing7.(Spelling, punctuation and capitalization) Be correct.8.(final copy) Be neat, clean and easy to read.Part I Myths and Tales神话传说Lesson 1 Apollo 阿波罗Among the crowd of Olympian gods the one most widely admired was Apollo. He was the son of Zeus and Leto. According to Greek mythology, Leto was driven by Hera from land to land at last Poseidon took pity on her and brought the island of Delos out of water for her to live on. There she gave birth to the twins, Apollo and Artemis.Apollo was the sun-god. He wore a purple robe(长袍). He usually sat in his bright eastern palace early in the morning and made ready to start his daily journey across the sky. During the day he drove his carriage of gold and ivory (象牙), and brought light, life and love to the great world below. Late in the afternoon he came to the end of his journey in the far western sea and got on his golden boat to return to his eastern home.Apollo was the god of music and poetry. He could stir up all feelings. These feelings are expressed in lofty songs. With his lyre (古希腊的竖琴) of gold and the sweet accents of his godlike voice he led the choir of the Muses at Olympus. The pleasant music from his lyre was so exciting that stones marched into their places in rhythmic time and of their own will when he helped Poseidon build up the walls of Troy (特洛伊城). On one occasion, invited to a contest by the human musician Marsyas, he won and then flayed him to death for his pride. On another occasion, he lost out to Pan at a musical contest and turned the ears of the judge, King Midas, into those of an ass(驴).His son, Orpheus, took over such skill from the father that his lyre moved man and animals alike.Apollo stood for youthful and manly beauty. His golden hair, stately manner and air all combined to make him the admiration of the world. A beautiful girl, by the name of Clytle, was so fond of his beauty and glory that from dawn to dusk she knelt on the ground, her hands outstretched towards the sun god, and her eyes looked at his golden wheeled carriage racing across the blue sky. Though her love was not returned, she had never changed her mind about Apollo. The gods were moved at the sad sight, and changed her into a sunflower.I Aims and Demands（教学目的和要求）To learn a passage about Apollo, one of the gods in Greek myths and let the students get some information about Apollo and Greek myths.ⅡKey Points and Special Difficulties（重点和难点）Key points（重点）:1) to describe Apollo2) to grasp some useful expressions:according to, take pity on, give birth to, on one occasion, lose to, take over, stand for, by the name ofSpecial difficulties(难点): different names of Gods in Greek mythsⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures(教学过程)Step1 Background information(背景知识)Do you know about Apollo? Can you tell me something about it?(Apollo is the god of the sun, and he is one of the gods in Greek myths…)Step2 Fast reading（快速阅读）Read fast and answer the following questions（快速阅读并回答下列问题）:1) How many gods are mentioned in the passage? Who are they?2) What was Apollo’s carriage?3) How did Apollo help build up the walls of Troy?Keys（参考答案）:1) Five. Apollo, Zeus, Leto, Hera and Poseidon.2) It was the sun.3) Moved by the pleasant music from his lyre, stones marched into their places.Step3 Careful reading（细读）1. Pick up some nouns or adjectives from the passage to modify Apollo.(the son of Zeus and Leto, sun-god, god of music and poetry, pride, beauty, stately manner…)2. Key language points（语言点）1) take pity on= show pity for 同情，怜悯2) give birth to=bear/ deliver 生，生育3) On one occasion, invited to a contest by the human musician Marsyas, he won and then flayed him to death for his pride.Once he competed against Marsyas. After defeating Marsyas, Apollo killed him because of his pride.4) On another occasion, he lost out to Pan at a musical contest …lose out to…= be defeated by/ be beaten by…输给……5) stand for = mean/ represent 代表，象征Step4 Classroom activities（课堂活动）Work in groups of four and discuss:1) What was Apollo like?2) What was Zeus like? What about Poseidon?Step5 Homework（作业）Tell your neighbor about one or two gods in Greek myths.Step6 Assessment（评价）Words and Expressions（词和短语）1. admire vt.崇拜，钦佩2. lofty adj. 崇高的，高尚的3. march v.行军，前进4. rhythmic a dj. 韵律的，有节奏的5. stately a dj. 庄严的，威严的6. outstretch v. 伸出，伸展7. according to 根据8. take pity on 同情，怜悯9. give birth to生，生育10. lose to 输给……11. take over接管12. stand for代表Lesson 2 The Little Match Girl卖火柴的小女孩Once upon a time, a little girl tried to make a living by selling matches in the street.It was New Year’s Eve and the snow clad streets were dese rted. From brightly lit windows came the tinkle (发出清脆的声响)of laughter and the sound of singing. People were getting ready to bring in the New Year. But the poor little match seller sat sadly beside the fountain. Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground. She hadn’t sold one box of matches all day and she was frightened to go home, for her father would certainly be angry. It wouldn’t be much warmer anyway, in the draughty attic (阁楼) that was her home. The little girl’s fingers were frozen with cold. If only she could light a match! But what would her father say at such a waste! Falteringly (迟疑地)she took out a match and lit it. What a nice warm flame! The little match seller cupped her hand over it, and as she did so, she magically saw in its light a big brightly burning stove.She held out her hands to the heat, but just then the match went out and the vision faded. The night seemed blacker than before and it was getting colder. A shiver (寒噤) ran through the little girl’s thin body. After hesitating for a long time, she struck another match on the wall, and this time, the glimmer turned the wall into a great sheet of crystal. Beyond that stood a fine table laden with food and lit by a candlestick. Holding out her arms towards the plates, the little match seller seemed to pass through the glass, but then the match went out and the magic faded. Poor thing: in just a few seconds she had caught a glimpse of everything that life had denied her: warmth and good things to eat. Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.She lit the third match and an even more wonderful thing happened. There stood a Christmas tree hung with hundreds of candles, glittering (闪烁) with tinsel (金属箔) and colored balls. “Oh. How lovely!” shouted the little match seller, holding up the match. Then, the match burned her finger and went out. The light from the Christmas candles rose higher and higher, then one of the lights fell, leaving a trail behind it. “Someone is dying,” murmured the little girl, as she remembered her beloved Granny who used to say: “When a star falls, a heart stops beating!”Scarcely aware of what she was doing, the little match seller lit another match. This time, she saw her grandmother.“Granny, stay with me!” she pleaded, as she lit one match after the other, so that her grandmother could not disappear like all the other visions. However, Granny did not disappear but gazed smilingly at her. Then she opened her arms and the little girl hugged her crying: “Granny, take me away with you!”A cold day dawned and a pale sun shone on the fountain and the icy road. Close by lay the lifeless body of a little girl surrounded by spent matches.“Poor little thing!” exclaimed the passers-by. “She was trying to keep warm!”But by that time, the little match seller was far away where there is neither cold, hunger nor pain.I Aims and Demands（教学目的和要求）To learn a story about the little match girl written by Anderson.ⅡKey Points and Special Difficulties（重点和难点）Key points: to grasp some useful words and expressionsdeserted, fade, strike, hesitate, deny, exclaim, glimpse, aware, be frozen with, go out, strike a match, catch a glimpse ofSpecial difficulties:1) to learn Inversion.2) to learn v-ed phrases used as modifiersⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures（教学过程）Step1 Background information（背景知识）Do you know about the great tale writer Anderson?Can you list some of his masterpieces?Step2 Fast reading（快速阅读）Read the passage quickly and answer（快速阅读并回答下列问题）:1) Why didn’t the little girl strike a match to keep herself warm?2) What did the little girl see when the last vision appeared?Keys（参考答案）:1) She was afraid that her father would be angry.2) She saw her beloved grandmother who had died.Step3 Careful reading（细读）1. What visions did the little match seller see? What did they mean to her?(a big brightly burning stove→warmth; a fine table laden with food→good things to eat; a Christmas tree hung with candles→joy and happiness; her grandmother→love and care)2. Translate the following sentences and pay attention to the underlined parts.1) From brightly lit windows came the tinkle of laughter and the sound of singing.2) Her ragged dress and worn scarf did not keep out the cold and she tried to keep her bare feet from touching the frozen ground.3) Beyond that stood a fine table laden with food and lit by a candlestick.4) Her eyes were filled with tears and she lifted her gaze to the lit windows, praying that she too might know a little of such happiness.5) There stood a Christmas tree hung with hundreds of candles, glittering with tinsel and colored balls.6) Close by lay the lifeless body of a little girl surrounded by spent matches.7) If only she could light a match!8) A cold day dawned and a pale sun shone on the fountain and the icy road.9) But by that time, the little match seller was far away where there is neither cold, hunger nor pain.What characteristics do the underlined parts have? What function?(They are all v-ed phrases, which are used as modifiers.)Step4 Key patterns(主要句型)Analyze the sentence below:From brightly lit windows came the tinkle of laughter and the sound of singing.This is an inverted sentence. The subject of the sentence is “the tinkle of laughter and the sound of singing”, and “came” functions as the predicate.Find out more similar sentence structures in the passage.(Beyond that stood a fine table laden with food and lit by a candlestick.There stood a Christmas tree hung with hundreds of candles…Close by lay the lifeless body of a little girl surrounded by spent matches.)Step5 Homework（作业）Rewrite the story. (With about 200 words.)Step6 Assessment（评价）Words and expressions（词和短语）1. deserted adj.冷清清的2. draughty adj. 漏风的3. vision n.景象4. fade v .消逝，消失5. strike vt. 擦（火柴）；击打6. hesitate v. 迟疑，犹豫7. glimpse n .v. 一瞥8. deny v.否定，否认9. pray v. n. 祈祷10. aware adj.意识到，觉察11. exclaim v.呼喊，惊叫Lesson 3 The Pied Piper of Hamelin哈米伦的吹笛人Once upon a time, on the banks of a great river in the north of Germany lay a town called Hamelin. The citizens of Hamelin were honest people who lived contentedly in their grey stone houses. The years went by, and the town grew very rich. Then one day, an extraordinary thing happened to disturb the peace. Hamelin had always had rats, and a lot too. But they had never been a danger, for the cats had always solved the rat problem in the usual way—by killing them. All at once, however, the rats began to multiply.In the end, a black sea of rats swarmed over the whole town. First, they attacked the barns and storehouses then, for lack of anything better, they gnawed（啃）the wood, cloth or anything at all. The one thing they didn’t eat was metal. The terrified citizens flocked to plead with the town councilors（委员会）to free them from the plague of rats（鼠疫）. But the council had, for a long time, been sitting in the Mayor’s room, trying to think of a plan.“What we need is an army of cats!”But all the cats were dead.“We’ll put down poisoned food then…”But most of the food was already gone and no poison stopped the rats.“It just can’t be done without help!” said the Mayor sadly.Just then, while the citizens milled around outside, there was a loud knock at the door. “Who can that be?”the city fathers wondered uneasily, mindful of the angry crowds. They gingerly opened the door. And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.“I’ve freed other towns of beetles and bats,”the stranger announced, “and for a thousandflorins, I’ll rid you of your rats.”“A thousand florins!” exclaimed the Mayor. “We’ll give you fifty thousand if you succeed!” At once the stranger hurried away, saying, “It’s late now, but at dawn tomorrow, there won’t be a rat left in Hamelin!”The sun was still below the horizon, when the sound of a pipe wafted through the streets of Hamelin. The pied piper slowly made his way through the houses and behind him flocked the rats. Out they scampered from doors, windows and gutters (沟), rats of every size, all after the piper. And as he played, the stranger marched down to the river and straight into the water, up to his middle. Behind him swarmed the rats and every one was drowned and swept away by the current.By the time the sun was high in the sky, there was not a single rat in the town. There was even greater delight at the town hall, until the piper tried to claim his payment. “Fifty thousand florins?”exclaimed the councilors, “Never…”“A thousand florins at least!” cried the pied piper angrily. But the Mayor broke in. “The rats are all dead now and they can never come back. So be grateful for fifty florins, or you’ll not get even that…”His eyes flashing with anger, the pied piper pointed a threatening finger at the Mayor.“You’ll bitterly regret ever breaking your promise,” he said, and disappeared.A shiver of fear ran through the councilors, but the Mayor shrugged and said excitedly, “We’ve saved fifty thousand florins!”That night, freed from the nightmare of the rats, the citizens of Hamelin slept more soundly than ever. And when the strange sound of piping wafted through the streets at dawn, only the children heard it. Drawn as by magic, they hurried out of their homes. Again, the pied piper paced through the town, this time, it was children of all sizes that flocked at his heels to the sound of his strange piping. The long procession soon left the town and made its way through the wood and across the forest till it reached the foot of a huge mountain. When the piper came to the dark rock, he played his pipe even louder still and a great door creaked open. Beyond lay a cave. In trooped the children behind the pied piper, and when the last child had gone into the darkness, the door creaked shut. A great landslide（山崩）came down the mountain blocking the entrance to the cave forever. Only one little lame boy escaped this fate. It was he who told the anxious citizens, searching for their children, what had happened. And no matter what people did, the mountain never gave up its victims. Many years were to pass before the merry voices of other children would ring through the streets of Hamelin but the memory of the harsh lesson lingered in everyone’s heart and was passed down from father to son through the centuries.I Aims and Demands（教学目的和要求）To learn a tale--The Pied Piper of Hamelin and get the students to know the importance of honesty. ⅡKey Points and Special Difficulties（重点和难点）Key points: to grasp some useful expressionsall at once, free sb. from…, rid…of…, make one’s way, break inSpecial difficulties: to understand Inversion.ⅢTeaching Aids and Approaches（教具及教学方法）Multi-media, Task-based approach and the integrated approachⅣBrief Teaching Procedures（教学过程）Step1 Fast reading（快速阅读）Read the passage quickly and answer some questions（快速阅读并回答下列问题）:1) What trouble did the citizens of Hamelin have?2) What was the result of their breaking the promise?Keys（参考答案）:1) There were too many rats in the town for them to live a normal life.2) All the children but one were drawn into the cave and killed.Step2 Careful reading（细读）1. What words did the author use to indicate that the plague of rats was too terrible?(a black sea, swarmed the whole town, gnawed everything except metal, need an army of cats…)2. Find out inverted sentences in the passage.(…, on the banks of a great river in the north of Germany lay a town called Hamelin.…, there stood a tall thin man dressed in brightly colored clothes…Behind him swarmed the rats….The pied piper slowly made his way through the houses and behind him flocked the rats. Beyond lay a cave.In trooped the children behind the pied piper.)3. Key expressions (要点表达)1) all at once = all of a sudden/ suddenly 突然2）And to their surprise, there stood a tall thin man dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them.“dressed in brightly colored clothes, with a long feather in his hat, and waving a gold pipe at them” is used to modify the subject “a tall thin man”.3）There was even greater delight at the town hall, until the piper tried to claim his payment. “claim” in the sentence means “ask for”.4) His eyes flashing with anger, the pied piper pointed a threatening finger at the Mayor.“His eyes flashing with anger”是独立主格结构，在句中用作状语。
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《英语阅读》课程简介
1该课程教学目的、目标
英语阅读课是英语专业基础阶段教学的一门必修课，同时也是使学生大量接触英语读
物和培养阅读能力的一门职业基础课。
英语阅读课的目的在于培养学生的英语阅读能力和提高学生的阅读速度；培养学生细致观察语言的能力以及假设判断、分析归纳、推理检验等逻辑思维能力；提高学生的阅读技能，包括略读、寻读、细读、评读等能力；并通过阅读训练
帮助学生扩大词汇量，增强语感，不断积累各种语言知识，加深文化沉淀。
2.课程主要内容简介
阅读课教学应注重阅读理解能力与提高阅读速度并重。
教材应选用题材广泛的阅读材料，以便向学生提供广泛的语言和文化素材，扩大学生的知识面，培养学生的阅读兴趣。
课外指定长篇简易读物和浅显原著，培养学生细致观察语言的能力，要求学生定期写读书报告。
阅读课教学中，要加强学生思维能力和创新能力的培养；要有意识地训练学生分析与综合、抽象与概括、多角度分析问题等多种思维能力以及发现问题、解决难题等创新能力；正确处理语言技能训练与创新能力培养的关系；并注重培养学生对文化差异的敏感性、宽容性以及处理文化差异的灵活性，注重培养跨文化交际能力。
3.课程创新实践能力培训途径
循序渐进、系统介绍各种阅读技能。
第一册首先指导学生根据上下文判断生词的意义，熟悉英语句子结构，了解内容题材与中心思想的区别。
第二册针对一年级学生阅读常常“只见树木，不见森林”的现象，重点培养学生把握文本中心思想的能力。
第三册着重阅读速度和逻辑推导方面的训练。
第四册进行阅读方法综合训练，提高学生对文本的批评鉴赏能力。
阅读技能属于单项技能强化训练，即同一种阅读技能要连续在几个单元内反复操练，以便学生能真正掌握，运用自如。
学习一些英语修辞知识，如：(similes and metaphors, perso nification, hyperbole, paradox and irony euphemism, cliche, idioms)。
学习跳读（s kimming）和略读（scanning）阅读技巧的运用。
限时阅读以提高阅读速度和效率：快速阅读的训练。
4.考核方式
闭卷考试
5、教材和主要参考书
《新起点大学基础英语教程读写教程》，王海啸，外语教学与研究出版社
《英语快速阅读》，汪士彬，南开大学出版社
《英语泛读教程》，刘乃银，高等教育出版社
《英语阅读》（一）全国高等教育自学考试指定教材。