大学英语精读课程教案
大学精读课教案模板
课时安排：2课时授课对象：大学英语专业学生教学目标：1. 知识目标：使学生掌握课文中的重点词汇、短语和句型，了解文章的主题和结构。
2. 能力目标：提高学生的阅读理解能力、语言表达能力和批判性思维能力。
3. 德育目标：培养学生对英语学习的兴趣，树立积极向上的学习态度，增强团队合作意识。
教学内容：1. 课文内容：选自大学英语精读教材，涉及各类题材和体裁。
2. 课文分析：对课文进行详细分析，包括作者背景、文章结构、主题思想、写作手法等。
3. 词汇短语：总结课文中的重点词汇、短语，并分析其用法和搭配。
4. 句型结构：讲解课文中的典型句型，分析其语法结构和功能。
5. 批判性思维：引导学生对课文内容进行思考，培养学生的批判性思维能力。
教学过程：一、导入（10分钟）1. 教师简要介绍课文作者和背景。
2. 引导学生思考课文主题，激发学习兴趣。
二、课文阅读与理解（30分钟）1. 学生自主阅读课文，完成课后练习。
2. 教师针对课后练习中的问题进行讲解，帮助学生理解课文内容。
3. 学生分组讨论，分享阅读心得。
三、词汇短语讲解（20分钟）1. 教师讲解课文中的重点词汇、短语，分析其用法和搭配。
2. 学生练习运用词汇、短语造句。
四、句型结构分析（20分钟）1. 教师讲解课文中的典型句型，分析其语法结构和功能。
2. 学生练习运用句型进行表达。
五、批判性思维训练（20分钟）1. 教师提出与课文相关的问题，引导学生进行思考。
2. 学生分组讨论，分享观点。
3. 教师总结讨论结果，引导学生形成自己的观点。
六、课堂小结（10分钟）1. 教师总结本节课的学习内容，强调重点。
2. 学生回顾学习内容，提出疑问。
教学评价：1. 学生课堂参与度：观察学生在课堂上的发言、提问和讨论情况。
2. 学生作业完成情况：检查学生课后作业的完成质量。
3. 学生考试成绩：通过期末考试评估学生的阅读理解能力、语言表达能力和批判性思维能力。
教学反思：1. 教师根据学生的反馈和教学效果，不断调整教学方法，提高教学质量。
大学英语精读第二册教案
教学目标：1. 提高学生的英语阅读理解能力，培养学生对英语文本的分析和鉴赏能力。
2. 扩大学生的词汇量，帮助学生掌握常用的英语语法知识。
3. 培养学生的英语口语表达能力，提高学生的英语实际应用能力。
4. 增强学生的跨文化交际意识，提高学生的国际视野。
教学对象：大学本科一年级学生教学内容：现代大学英语精读第二册教学时间：2课时教学准备：1. 教师准备教材、PPT、相关背景资料、课后练习等。
2. 学生准备预习课文，了解课文背景知识。
教学过程：第一课时一、导入1. 教师简要介绍本课文的背景知识，激发学生的学习兴趣。
2. 学生分享课前预习的收获，讨论课文主题。
二、课文精读1. 学生朗读课文，注意语音、语调。
2. 教师讲解课文大意，分析文章结构、段落关系。
3. 学生讨论课文中的重点词汇、短语和语法结构。
4. 教师带领学生分析课文中的修辞手法、写作技巧。
三、课后练习1. 学生独立完成课后练习，教师巡视指导。
2. 教师选取典型题目进行讲解，分析解题思路和方法。
四、课堂小结1. 教师总结本节课的重点内容，强调学习方法和技巧。
2. 学生分享学习心得，提出疑问。
第二课时一、复习导入1. 教师回顾上一节课的重点内容，检查学生的学习效果。
2. 学生复述课文大意，分享学习心得。
二、课文精读1. 学生朗读课文，注意语音、语调。
2. 教师讲解课文中的难点，如长难句、复杂句型等。
3. 学生讨论课文中的文化背景、社会现象等。
4. 教师带领学生分析课文中的写作手法、表达技巧。
三、口语练习1. 学生分组进行口语练习，模拟课文中的场景或话题。
2. 教师巡视指导，纠正发音、语法等错误。
四、课堂小结1. 教师总结本节课的重点内容，强调学习方法和技巧。
2. 学生分享学习心得，提出疑问。
教学评价：1. 学生对课文的阅读理解能力、词汇掌握程度、语法运用能力。
2. 学生在口语练习中的表现，如发音、语法、表达流畅度等。
3. 学生参与课堂讨论的积极性、合作意识等。
大学英语精读3in-my-day讲课教案
III. Sentence paraphrase
WB T L E
Lesson 13- In My Day
WB T L E
I. Text Analysis
Lesson 13—In My Day
Structure of the text
energetic
She had hurled herself at life with an energy that made her seem always on the run.
never defeated
by life
life was combat, and victory was not to the lazy, the timed, the drugstore cowboy, …
I. Text Analysis
Question: What made the author change his reaction to his mother’s senility?
At the beginning, he tried to argue his mother back to reality from his point of view because he believed that his mother being a normal person would be better for her and her family. But later when he began to look at it from his mother’s point of view, he understood his mother was much happier when she could travel back to her childhood when she was loved and needed. So he would like to travel along with her into her past and understood his mother more.
现代大学英语精读3教案
教学目标：1. 学生能够理解并掌握本单元的核心词汇和短语。
2. 学生能够阅读并理解本单元的课文内容，提高阅读理解能力。
3. 学生能够通过课文讨论和写作，提高英语口语和写作能力。
教学重点：1. 核心词汇和短语的理解与运用。
2. 课文内容的阅读理解和分析。
3. 英语口语和写作能力的提高。
教学难点：1. 部分长难句的理解。
2. 文章主题思想的把握。
3. 英语口语和写作的技巧。
教学过程：一、导入1. 教师简要介绍本单元的主题和背景。
2. 引导学生回顾上节课所学内容，为新课学习做好铺垫。
二、课文阅读1. 学生自读课文，勾画出生词和难句。
2. 教师带领学生分析课文，讲解生词和难句。
3. 学生分组讨论课文，总结文章主题思想。
三、词汇学习1. 教师讲解本单元的核心词汇和短语，并举例说明其在课文中的应用。
2. 学生进行词汇练习，巩固所学知识。
四、口语练习1. 教师组织学生进行口语练习，如角色扮演、讨论等。
2. 学生展示练习成果，教师给予点评和指导。
五、写作训练1. 教师讲解本单元的写作要求，如文章结构、语言表达等。
2. 学生根据要求进行写作练习，教师批改并给予反馈。
六、总结与反思1. 教师对本节课的学习内容进行总结，强调重点和难点。
2. 学生反思自己的学习过程，提出改进措施。
教学评价：1. 课堂参与度：观察学生在课堂上的发言、讨论和练习情况。
2. 作业完成情况：检查学生的词汇练习、口语练习和写作练习。
3. 考试成绩：评估学生对本单元知识的掌握程度。
教学延伸：1. 鼓励学生阅读与课文相关的课外读物，扩大词汇量。
2. 组织学生参加英语角等活动，提高英语口语能力。
3. 引导学生关注社会热点问题，提高写作水平。
教学时间：2课时教学资源：1. 教材：《现代大学英语精读3》2. 教学课件3. 课外阅读材料4. 课堂练习题教学注意事项：1. 注重学生的个体差异，因材施教。
2. 创设良好的课堂氛围，激发学生的学习兴趣。
3. 鼓励学生积极参与课堂活动，提高英语综合运用能力。
大学英语精读(第3版)第3册电子教案(课件)
Before Reading
Global Reading Detailed Reading
After Reading
Richmond upon Thames
Richmond upon Thames is a borough of Greater London in southwestern England. Richmond upon Thames is an attractive residential district that borders both sides of the River Thames for about 19 km (about 12 miles). Its population is over 160,000. Among the borough’s historical sites are Hampton Court Palace, the former home of King Henry VIII; and the remains of Richmond Palace, which was used by Queen Elizabeth I. The Royal Botanical Gardens in nearby Kew are also a popular attraction.
■
Before Reading
Global Reading Detailed Reading
After Reading
Hippie, member of a youth movement of the late 1960s, was characterized by nonviolent anarchy, concern for the environment, and rejection of Western materialism. The hippie movement started in the United States and then spread to Canada, the United Kingdom, and many other countries. The hippies formed a politically outspoken, antiwar, artistically prolific counterculture in North America and Europe. The hippies were usually dressed in unusual clothes and lived in group together and took drugs.
大学英语精读3in my day讲课教案
I. Text Analysis
What was the character of the mother when she was young?
straightforward
I tell people exactly what’s on my mind, …
strongwilled
She was a formidable woman, determined to speak her mind, determined to have her way, …
Part Three
Lesson 13- In My Dat Appreciation
I. Text analysis 1. Theme 2. Text structure 3. General analysis 4. Further questions on appreciation
I. Text Analysis
Question: What made the author change his reaction to his mother’s senility?
At the beginning, he tried to argue his mother back to reality from his point of view because he believed that his mother being a normal person would be better for her and her family. But later when he began to look at it from his mother’s point of view, he understood his mother was much happier when she could travel back to her childhood when she was loved and needed. So he would like to travel along with her into her past and understood his mother more.
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。
大学英语三教案_董亚芬
课程名称：大学英语精读授课教师：[教师姓名]授课班级：[班级名称]授课时间：[具体日期]教学目标：1. 帮助学生掌握本单元的核心词汇和短语。
2. 培养学生阅读理解能力，提高阅读速度和准确性。
3. 培养学生的写作能力，提高写作水平。
4. 通过课堂讨论，激发学生对相关话题的兴趣，提高英语口语表达能力。
教学内容：1. 课文：《英语精读》第三册Unit 12. 相关词汇和短语3. 写作技巧教学过程：一、导入（5分钟）1. 教师简要介绍本单元的主题，引导学生进入学习状态。
2. 提问：What do you think is the most important factor for success? Why?二、课文阅读（20分钟）1. 学生自主阅读课文，完成课后练习。
2. 教师带领学生分析课文结构，讲解重点词汇和短语。
3. 针对课后练习中的难点，进行讲解和答疑。
三、词汇学习（15分钟）1. 教师展示本单元的核心词汇和短语，引导学生记忆。
2. 通过例句和游戏，帮助学生理解和运用所学词汇。
四、写作技巧（15分钟）1. 教师讲解本单元的写作技巧，包括段落结构、句型运用等。
2. 学生根据所学技巧，进行写作练习。
五、课堂讨论（10分钟）1. 教师提出与课文相关的话题，引导学生进行讨论。
2. 学生自由发言，分享自己的观点和感受。
六、总结（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点。
2. 布置课后作业，要求学生巩固所学知识。
教学评价：1. 课后作业：检查学生的阅读理解能力和写作水平。
2. 课堂讨论：评价学生的口语表达能力。
3. 定期进行测试，全面评估学生的学习效果。
教学反思：1. 在教学过程中，注重激发学生的学习兴趣，提高他们的英语学习积极性。
2. 根据学生的实际情况，调整教学方法和进度，确保教学质量。
3. 注重培养学生的自主学习能力，提高他们的英语综合运用能力。
现代大学英语精读1-4册大纲及教案
现代大学英语精读1-4册大纲及教案现代大学英语精读1-4册大纲及教案一、教材概述《现代大学英语精读》是中国大学英语教学研究会主编的一套综合性教材，共分为1-4册，用于高校本科英语专业或非英语专业学生的英语阅读教学。
该教材的目标是培养学生的阅读能力，提升其英语交流和写作能力。
二、教学目标1. 培养学生对英语文章的阅读理解能力；2. 培养学生的英语写作能力，使其能够进行英文写作；3. 培养学生的英语听力和口语能力，提高其英语交流能力；4. 培养学生的独立学习能力，提高其自主学习能力。
三、教学内容与安排1. 《现代大学英语精读1》本册共10个单元，包括文章阅读、词汇训练、听力训练和口语训练，旨在帮助学生提高阅读理解能力和听说能力。
每个单元包括以下教学内容：- 预习导入：通过复习所学词汇和引入相关话题，激发学生学习的兴趣；- 文章阅读：学生阅读一篇有关话题的文章，并回答相关问题，培养其阅读理解能力；- 词汇训练：帮助学生学习文章中的生词和短语，并进行相关的词汇练习；- 听力训练：提供与文章话题相关的听力材料，让学生提高听力理解能力；- 口语训练：通过对话和口语练习，训练学生的口语表达能力。
2. 《现代大学英语精读2》本册共12个单元，内容包括了不同主题的文章阅读、词汇练习、听力练习和口语训练。
教学内容安排如下：- 预习导入：导入本单元的主题，激发学生兴趣；- 文章阅读：学生阅读一篇较长的英语文章，并回答相关问题，提高理解能力；- 词汇训练：学习并掌握文章中的生词和短语，进行词汇练习；- 听力训练：提供与文章话题相关的听力材料，训练学生的听力理解能力；- 口语训练：通过对话和口语练习，提高学生的口语表达能力。
3. 《现代大学英语精读3》本册共10个单元，每个单元都包括了与不同主题相关的文章阅读、词汇练习、听力练习和口语训练。
教学内容安排如下：- 预习导入：引入本单元的话题，激发学生学习的兴趣；- 文章阅读：学生阅读一篇相关主题的英语文章，提高其阅读理解能力；- 词汇训练：学习文章中的生词和短语，进行词汇练习；- 听力训练：提供与文章话题相关的听力材料，训练学生的听力理解能力；- 口语训练：通过对话和口语练习，训练学生的口语表达能力。
大学英语精读(修订版)教案
大学英语精读College English 1The Course CurricularParticipants: Second-year StudentsTime: 9/2001-2/2002 First semester of the Academic Year 2001－2002Teaching Material:College English(Revised edition，published by ShanghaiForeign Language Education Press)Major Task of This Semester◆Text Learning（10 units altogether）◆Learning to write English composition◆Integral Training: trying to improve the students proficiency in reading, listening, and speaking.General Goals or Objectives of This Semester▼try to improve the students’ reading speed and the ability to get information from reading materials correctly.▼Students acquisition of the skills involved through supplementary materials and texts.▼More attention will be given to the understanding of discourse: focus on global understanding.▼Enlarge students’ vocabulary (Key words and structure)▼Learn the features of English composition and learn to write.Teaching PlanThis term’s teaching content covers 10 units. Basically, every two unit s will be finished within 3 weeks. Except the one-week holidays in National Day, there are 15 weeks left for teaching, so at least 9 unit should be finished at the end of this term.Unit 1 How to Improve Your Study HabitsI Intensive readingObjectives：1. Understanding the main idea2. Understand the structure : Comparison and contrast3. Learn related law terms4. Master the key language points and grammatical structures in the text.5.Conduct a series of speaking and listening task based on the text Teaching focus：1.Learn to form good habits2. The understanding of “average intelligence”Pre-reading Tasks(45 minutes)1．Warming up activitiesPair work/ group work: students work in pairs or groups to discuss their opinions about study habits.a. Previewing the lessons so well as to almost learn it by heart.b. Very attentive but not very active in class.c. Taking notes in class but unable to go over them afterwards.d. Reading the new words and expressions aloud early in the morning while takinga walk on campus.e. Often worrying about tests, some times even afraid to sit for them.d. Not reviewing what has been learned until there is a quiz.2. Information related to the text.1) Average intelligence2) Hobbies and habits3) Skimming and scanningWhile-reading Tasks (90 minutes)Text Learning1.Explain the skill of skimming and scanning2.Ask student to skim the text to have a general idea about the text.3.Underline the difficult words and sentences and answer the questions on page 64.Expalin the text5.Ask students to sum up the good habit mentioned in the text and learn them byheart in the class.nguage pointsLanguage Points:Not necessary, commit, decide on, set aside, occupy, be aware of, adequate concentrate on, look over, go over, furthermore, average intelligenceStructure:a. "it turns out that"b. "given" in conditional clausePost-reading (45 minutes)1.Group discussion: (10 min)Topics: 1.How to form good habits? What I’m going to do to get into good habits?2. Dictation (10min)Reading is the most useful skills one should acquire. Consider how much time the average student spends every day reading books, newspapers, letters and so on. Eighty-five percent of university work, it is estimated, needs reading . In fact, the better you read, the more you will succeed in your studies.3. Exercises: (25 min)Do exercises in V ocabulary, Word Building, Structure, Cloze, Reading Activity, and Guided Writing after class.II Extensive Reading (45 min)1. Reading Tasks: Extensive Reading Unit 1 第一篇2. Reading Skills：1）How to use a dictionary2）Get the meaning from context clue: prefix and suffixIII Listening and Speaking (45 min)1.See VCD --- Consolidation.2. Listening Task: Unit 1 and Unit 2Listening skills: sound recognitionUnit 2 Sailing Round the WorldI Intensive readingObjectives：1. Grasp the main idea (The courage the man show in times of adventure and hardships)2.Getting some knowledge of world geography.4. Master the key language points and grammatical structures in the text.5. Conduct a series of speaking and listening task based on the textPre-reading Tasks (45 minutes)Warm-up Questions: (45 min)1.Group work: group of 5 or six studentsa.Teacher pin up a map of the world on the blackboard and ask each group todraw a sketch mapb. 5 minutes discussion about how Christopher made his round theworld .voyage and trace his route by drawing arrows on the map.c.The representative from each group will report what they have drawn on theirsketch map, indicating Christopher’s path round the world.d.Show my own map of Christopher’s course by way of summary.2.Pair work : Discuss the question: if you were given a chance to travel around theworld, how would you plan to experience it?3.Background information1)Knights and Knighthood2)Knighthood ceremony3)Sir Francis ChichesterWhile-reading Tasks (90 minutes)Text Learning1.Ask students to skim and scan the text to get some specific information aboutthe text and the hero.2.Then finish the comprehension questions on page 24-253.Explain the difficult words and sentences4.memorizing the paragraphs on page 24nguage pointsLanguage Points:adventure, single-handed lean, carry out, retire, voyage, plenty of, all by oneself, set off, attempt, turn over, fortunately, spark, identity, dreadfulPost-reading Tasks (45 min)1. Group discussion:Topics: 1. What kind of character was Bettie, Was she a heroine, or a traitor2. What is the author’s message in telling the story, What do you think headvocates ------ humanism, patriotism or pacifism2. Role-play：3. Exercises:Do exercises in V ocabulary, Word Building, Structure, Cloze, Reading Activity, and Guided Writing after class.II Extensive Reading (45 min)1. Reading Task: Extensive Reading Unit 22. Reading Skill：ScanningIII Listening and Speaking (45 min)1. Listening tasks: Unit3 & 4Listening strategies: Sound RecognitionUnit 3 The PresentI Intensive readingObjectives：1.Understanding the main idea (The loneliness of old people and the indifference of the children to their old parents)2. Master Key words and useful expressionsTeaching focus：1.Understanding cultural difference between Western countries andChina in terms of relationships between children and parents2. Mother’s feelingsPre-reading (45 minutes)1. Warming-up activities1) T asks Ss to discuss the following questions: (20 minutes)--- Do you remember your parent’s birthday?--- How do you celebrate your parents birthday? What kind of gift do you like to give to your parents?--- Do your parents remember your birthday?---What gift do they usually give you?2) Background information（See courseware）(25 minutes)a.Important birthdays in the West.b.Traditional birthday celebration in Western countries.While-reading Tasks (90 minutes)1.Ask ss to scan the text and then finish the true or false exercise.1)The old lady got up early that day simply because she was in the habit of doingso.2)The old lady had two daughters: Myra, the one she was proud of, and Enid, theone she loved.3)The old lady was proud of Myra as she had got a medal for her work for theaged.4)Enid worked as an school teacher and lived with her mother until she died.5)The old woman was sure that Myra would come to see her since eighty was aspecial birthday.6)The boy downstairs ran to the gate and got the post for her.2. Ss find the topic sentence for each of the last 5 paragraphs of the text. (8 minutes)3. Ss work in pairs and take turns to ask and answer content questions on P54 in the textbook. (27 minutes)4. Writing Characteristics: (20 minutes)The text is an argumentation. The author raises the question at the very beginning and then gives his reasons why he loves to be a teacher. The article is well-organized as a whole. The language of the article is simple and easy; the structure is clear, simple and logical with various rhetoric devices such as pun, metonymy and parallel structure. Pun is a play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words. Metonymy is a figure of speech in which one word or phrase is substituted for another with which it is closely associated, as in the use of Washington for the United States government or of the sword for military power. Various parallel structures used in this article make the language concise, rhythmical and forceful.Language points1)2)B.E A.EBillion trillionCheque checkAutumn fallPavement sidewalkFilm movieCab taxiLift elevatorPost-reading Tasks (45 minutes)1. Reviewing work based on the text (30 minutes)★Dictation: New words★Dictation: a short paragraph★using new words to make sentences1.Summary questions: Ss work in groups and discuss the following questions. (10minutes)1)Why did the old lady fell so hurt when she got the check from her daughter?2)What lead to the generation gap?2.WritingDo the Guided Writing II on P66 in the textbook. (10 minutes)The topic of writing assignment of this unit is The Teachers’ Problems.Write a composition on the instructions given in English. The composition should be written in no less than 100 or 120 words.At present, many teachers in China have left their job. Some people are for them, while others are against them. What do you think of this fact? What do you think we should do to solve the teachers’ problems?There is a model paper for S s’ reference. (See Courseware)3. Homework: (5 minutes)1) Do Revision Exercises 1 on P674. Check answers to the after-text exercise( 10 minutes)II Extensive Reading (45 minutes)1. Reading Tasks: Extensive Reading Unit 3第7-- 9篇文章，重点讲第7篇，检查第8, 9篇。
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名师精编 精品教案 大学英语精读课程教案 授课题目（教学章、节或主题）： Unit 1 Some Strategies for Learning English 课时安排 6 学时
授课时间 教学目的和要求（分掌握、熟悉、了解三个层次）： 1．掌握：Master the key words, phrases and some useful sentence patterns in the text. 2．熟悉：Understand the structure of the text 3．了解：Grasp the strategies for learning English 教学内容（包括基本内容、重点、难点）： 1．基本内容：understand the whole text, get to know the strategies for learning English 2．重点：key words, phrases and some useful sentence patterns 3．难点：Combination: Using connectives 讲课进程和时间分配：
Step 1 Lead-in: Give a brief introductory remark on “English Emerging as an international language”.(10 minutes) Step 2 Allow students 10 minutes to examine the title and go over the text the fastest they can, and then do a True/False exercise.(20 minutes) Step 3 In-class activities: students will be divided into groups of five to six. They are given 15 minutes to discuss in the group opportunities available on campus to learn English, e.g. English corners, English learning resources in the library, contact with native speakers. (10 名师精编 精品教案 minutes) Teaching Method: discussion, presentation Step 4 New words reading: students are given 5 minutes to read the new words and then they will read after the teacher. (15 minutes)
Step 5 Detailed study on the text: Words, important language points and analysis on the text (100 minutes) Words & phrases to drill: strategy, by no means, diligence, nevertheless, command, complain, at fault, at a time, frequent, constant, acquaintance, concentrate on, enlarge, in addition to, communicate, opportunity, seek out, for instance, in detail, purchase, environment, reliable, source, rely on, handle, apart from, assign, summarize, process, absorb Language points: be bound to, commit… to memory, on a … basis, feel free to, put into practice After learning the new words and phrases, the students are required to do some exercises (Student’s book Page 8: Exercises III Vocabulary Activities 1) as review of them. Teaching method: explanation, exemplification Step 6 Usage –according to (15 minutes) Students are given 5 minutes to finish the exercises on P12 Step 7 Check on the answers of the assignments (90 minutes) 名师精编 精品教案 讨论、思考题、作业： Assignments: 1.Student’s book Page 8: Exercises III Vocabulary Activities 2 & 3 2.Student’s book Page 9: Exercises IV 3. Paragraph writing 4. Preview Exercise VI Structure 5. Student’s book Page 15: Exercises IX 参考资料（含参考书、文献等）： College English Intensive Reading: Teacher’s Book Advanced Learner’s English-Chinese Dictionary On-line resource 授课类型（请打√）：理论课□ 讨论课□ 实验课□ 练习课□ 其他□ 教学方式（请打√）：传统讲授□ 双语□ 讨论□ 示教□ 指导□ 其他□ 教学资源（请打√）：多媒体□ 模型□ 实物□ 挂图□ 音像□ 其他□ 填表说明：每项页面大小可自行添减。
大学英语精读课程教案 名师精编 精品教案 授课题目（教学章、节或主题）： Unit 2 Sailing Round the World 课时安排 4 学时
授课时间 教学目的和要求（分掌握、熟悉、了解三个层次）： 1．掌握：Master the key words, phrases and some useful sentence pattern in the text. 2．熟悉：Understand the structure of the text 3．了解：Know some people’s adventure and learn something from them. 教学内容（包括基本内容、重点、难点）： 1．基本内容：understand the whole text, get to know Chichester’s great adventure 2．重点：key words, phrases and some useful sentence pattern 3．难点：Contraction: reducing clauses to phrases or words 讲课进程和时间分配： Step 1 Lead-in: Give a brief introductory remark on Francis Chichester. (5 minutes) Step 2 Warm-up Questions: Students are divided into groups to discuss the questions on their books, and then the representative of each group will report what they have discussed.(10 minutes) Teaching Method: pair work, report Step 3 In-class activities: students are given 15 minutes to go over the whole passage and trace the route Chichester followed. The teacher hangs a map on the wall, and then a student (or some) will be asked to trace his route by drawing arrows on the map. The teacher will give a brief description 名师精编 精品教案 of Chichester’s course by way of summary.(20 minutes) Teaching Method: discussion, presentation Step 4 Analysis on the structure of the text (10 minutes) Part 1 (para.1-2) Chichester was determined to fulfill his dream of sailing round the world and he began his voyage in his Gipsy Moth. Part 2 (para.3-4) Chichester’s first part of his voyage. Part 3 (para.5-8) What had he experienced during his second half voyage. Part 4 (para.9) Chichester had learnt something about himself and we can learn something from his adventure. Step 5 Word study and analysis on the important language points (40 minutes) Words & phrases to drill: accomplish cancer, conquer, contact cover, device, dissuade, drag, following, fortunately, moreover, nearby, nightmare, previously, retire, undoubtedly, voyage, waken, all by oneself, by far, give up, in spite of, set out , turn over, carry out Language points: be determined to do sth., can not help, must not/mustn’t, dissuade sb. from doing sth., so … that …, “wild horses could not drag” After learning the new words and phrases, the students are required to do some exercises (Student’s book Page 31: Exercises III Vocabulary Activities 1) as review of them. Teaching method: explanation, exemplification