精读上册所讲各课语言点

现代大学英语精读1第2版作者介绍《现代大学英语精读1第2版》的作者是潘鸿吉和陈欣，是中国人民大学出版社于2010年出版的一部教材。

潘鸿吉，现代大学英语教育专家，多次参与《大学英语教学大纲》的修订工作。

陈欣，中国人民大学外国语学院外籍语言学教师，拥有丰富的教学经验。

书籍概述《现代大学英语精读1第2版》是大学英语教材中的一本重要教材，旨在提高学生的听说读写四个方面的能力。

该教材包含了丰富的英语学习资源，适用于英语专业的大学本科生使用。

教材结构《现代大学英语精读1第2版》分为15个单元，每个单元分为两个部分：课文学习和语言点学习。

课文学习部分包括真实生活情境和有趣的话题，旨在提高学生的听力和阅读能力。

语言点学习部分介绍了课文中出现的关键语法和词汇知识，以帮助学生更好地理解和运用课文内容。

教材还附带了相关的听力练习、阅读理解题和写作练习，帮助学生巩固所学知识并提升他们的实际应用能力。

另外，教材还提供了课后习题答案和录音文本供学生自我检查和学习。

此外，教材还配有配套网站和多媒体资源，学生可以通过这些资源进行在线学习和练习。

适用人群《现代大学英语精读1第2版》适用于英语专业的大学本科生使用，也可供其他英语学习者参考。

教材以培养学生的英语综合运用能力为目标，旨在帮助学生提高听说读写四个方面的能力。

学习目标通过学习《现代大学英语精读1第2版》教材，学生将能够：1.提高英语听力理解能力，包括听取真实生活情境下的对话和讲座等；2.提高英语阅读理解能力，包括阅读各种文本材料并理解其主旨和细节；3.掌握与课文有关的语法和词汇知识，以便正确理解和运用课文内容；4.运用所学知识进行口头和书面表达，包括参与英语对话和写作练习。

教学方法《现代大学英语精读1第2版》采用了多种教学方法，以提高学生的英语学习效果。

以下是几种常用的教学方法：1.情境教学法：通过创设真实的生活情境来激发学生的兴趣，并帮助他们将所学的语言知识应用到实际生活中。

初级汉语精读课教案《我去邮局取包裹》一、教学对象本教案的教学对象为大约初级班留学生，学习了150小时的汉语，掌握的汉语词汇在450个左右。

二、所用教材《博雅汉语》（初级起步篇Ⅰ，李晓琪主编，北京大学出版社）第十三课《我去邮局取包裹》。

三、教学内容“汉语精读课”是对外汉语教学语言技能课中的主干课，也叫核心课、综合课。

“汉语精读课”易讲解教授汉语语言知识为主要教学任务。

本课共用三课时。

1. 教学重点：连动句S+VP1+VP2,VP2可以是VP1的目的。

2. “先…然后…”句式3. “A不A”和“V不V”的句式4. “咱们”和“我们”的区别四、教学目标1.掌握课文内的生词和教师讲课中补充词语；2. 掌握简单连动句S+VP1+VP2的句法特点，能根据具体条件使用这一句型表达多个动作；3. 要求学生学会用“A不A”和“V不V”的正反问句式表达自己的疑问和想法；4. 能流利的朗读和背诵课文；5. 能准确的独立完成练习。

五、教学方法结合课文内容讲解语法点。

抓住课文中的语法点，并精选学习对象容易理解的例句，讲解语法点。

每一个语言点讲解结束后，立即进行语言点练习。

布置课后作业，让学生有充分的预习和准备时间。

与其他同类教案相比，本教案的特点在于精选与留学生生活密切相关的例句，是他们熟悉的场景、真实的环境。

另外，同一语法项目根据讲解的不同层次设计不同层次的练习。

六、教学过程第一课时学习词语表、熟悉课文内容。

1．通过提问导入新课：这个星期天你们都干什么？如果购物会去哪儿？在购物中心买什么？那儿的东西贵吗？边提问边板书本课关键词语：邮局包裹取先商店然后咱们关门打算不错2．学生轮流试读本课词语表中的新词语。

3．教师带读本课词语表中的新词语。

4．辨析容易读错的字音。

如：邮局包裹然后打算咱们好不好还可以5．辨析容易写错的汉字。

如：邮局取咱购物质量6．教师范读两遍课文，学生边看课文边听教师朗读，聆听后回答问题7．教师带读课文，介绍朗读中语音停顿的基础知识。

略读同精读的区别（一）基本模式1、精读课：初读课文,整体感知；抓住重点,深入领悟；品读赏读,揣摩写法；积累语言,尝试运用.在这个基本式的基础上,可以有许多变式.对于景美情深的课文（包括诗歌）,可以用创设情境,激情导读,反复诵读,穿插评读的思路组织教学.对于托物言志的课文,如《白杨》,教学的重点应是借物喻人的语言,先理解字面的意思,再体会字里行间背后含着的意思,在读、思、议中知其志,抒其情,明其法.对于以事喻理的课文,如,《画杨桃》《钓鱼的启示》,可在事与理之间设计重点问题,引导学生研读、品读重点句段,讨论交流,既了解事件,又悟出道理.2、略读课：更需整体把握,不宜肢解课文.建议采取几遍读的方法.如,一读,读对读通,口诵心惟；二读,画画批比,粗知大意；三读,交流收获（可以是受到教育启发的,可以是好词佳句的,可以是文章写法的,可以是读书方法的）,积累语言.（二）主要特征精读是以传授本质的,带规律性的知识为主要特征,重在“精”“细”；而略读课则是精读的延展与深化,教学略读课文的目的是使学生在教师的引导下自觉、准确地把在精读课文中所获取的基础知识、阅读方法、经验等迁移到略读课文的学习中,将知识转化为技能.小学语文略读课文的方法略读课文是教材的重要组成部分，略读课文的教学有其重要的地位，它是提高学生独立阅读能力的有效途径，还是拓宽学生知识的纽带、桥梁。

下面小编为大家带来了小学语文略读课文的方法，供大家参考。

一、利用提示，自主阅读崔峦先生在《对语文课程和阅读教学的思考》一文中提到：“略读课教学更要整体把握，不宜肢解课文”因此教学时，务必要求学生先认真读读略读课文前的阅读提示。

这段文字不仅自然地由精读课文过渡到略读课文，还有针对性地提出本课的学习要求和方法，使精读课文和略读课文形成一个整体，更好地发挥训练阅读、迁移能力和陶冶性情的功能。

例如，《找骆驼》一课的阅读提示：在生活中，只要我们用心观察，认真思考，就会有所发现。

2024语文新教材培训:统编版语文三上教材内容解读一、教科书编排统编版语文三年级上册教科书于2018年秋期正式使用，本册教科书安排课文27篇。

教科书以专题组织单元，以整合的方式组织教科书内容，共分八个单元：第1〜3课为“学校生活”篇，课文内容大都围绕校园生活展开，部分遣词造句新奇有趣。

第4〜7课为“金秋时节”篇，展现了秋天多彩的声响景色，彰显了平常生活之美。

第8〜11课为“童话世界”，选取了不同作家、不同风格的中外童话，充满了神奇丰富的想象。

第12〜14课为“预测”篇，意在引导学生学习并掌握基本的阅读策略。

第15〜16课为“留心观察”篇，是本套教科书中第一次出现的习作单元，引导学生留心观察，积累生活素材。

曹〜20课为“祖国河山”篇，所选诗文展现了我国的壮美河山。

第21〜23课为“我与自然”篇，呈现的是三篇语言各具特色的文章，蕴含了天人合一，和谐相处的美好情感。

第24〜27课为“美好品质"篇，课文中有成人有儿童，有古代史学家也有近现代的革命家，都展现了璀璨夺目的美好品质。

从本册教科书开始，每个单元设有“导语”，在单元导语中明确语文要素；单元中的某些课文落实语文要素，贯穿着方法的学习与运用；在语文园地中安排“交流平台”栏目，进一步强化语文要素，梳理总结，提炼学习方法;某些单元的“词句段运用”和“习作”还引导学生实践运用本单元学习的方法;各部分内容环环相扣,相互配合,使每个单元形成一个系统。

二'教科书的基本结构本册教科书分组编排。

全册共分8组。

每组包括导语、课例、单元部分（口语交际、习作、语文园地、习作例文、快乐读书吧等）三大部分。

教科书继续按专题编组。

专题内涵丰富，贴近儿童生活，既富有教育价值与时代感，又突出学习语文的特点。

8个专题依次是：学校生活、金秋时节、童话世界、预测、留心观察、祖国河山、我与自然、美好品质。

每组开头的导语点明本组的专题，并提示写作学习要求。

课例由2-4篇课文组成。

六年级上册语文精读课文要点1、山中访友一、课文解说：这是一篇构思新奇、富有想象力、充满好奇心的散文；表达了对大自然的热爱之情本文想象丰富、新奇；有浪漫色彩.同时；作者还采用比喻、拟人、排比等手法；使文笔生动活泼；而且；也很好地表达了对山中“朋友”的那份深厚感情.二、对句子的理解.⑤你好；清凉的山泉！你捧出一面明镜；是要我重新梳妆吗？你好；汩汩的溪流！你吟诵着一首首小诗；是邀我与你唱和吗？你好；飞流的瀑布！……这一组句子是写“我”跟山中的“朋友”在打招呼；是一组排比句；同时运用拟人手法；把“我”和山里“朋友”之间的那种深厚情谊淋漓尽致地表达了出来.采用第二人称；读来倍感亲切、热情.3、草虫的村落一、课文解说作者以奇异的想象；追随着一只爬行的小虫；对草虫的村落作了一次奇异的游历；从中反映了作者对大自然、对小生物的喜爱之情.这是一篇散文；它在表达上颇具特色.作者充分发挥丰富的想象；运用拟人、比喻等修辞手法；将一个草虫世界生动地展现在大家面前.5、詹天佑一、课文简说本文以人物的名字为题；重点记叙了詹天佑一生中突出的成就——主持修筑第一条完全由我国的工程技术人员设计、施工的铁路干线；为读者勾勒出了一位杰出的爱国工程师的高大形象.二、对句子的理解.②詹天佑经常勉励工作人员；说：“我们的工作首先要精密；不能有一点儿马虎.‘大概’‘差不多’这类说法不应该出自工程人员之口.”詹天佑要求工作人员勘测、绘画、计算等都要精确、严密；决不能含糊、马虎；这句话表现了詹天佑对工程一丝不苟、高度负责的精神和严谨的科学态度.③遇到困难；他总是想：这是中国人自己修筑的第一条铁路；一定要把它修好；否则；不但惹那些外国人讥笑；还会使中国的工程师失掉信心.这是詹天佑遇到困难时的内心想法；也是他克服困难；完成艰巨任务的动力.京张铁路是中国人靠自己的技术力量修筑的第一条铁路.这条铁路修建的好坏；直接关系到国家和人民的声誉.修得不好；外国人讥笑中国人的阴谋得逞；我们中国工程师也会丧失信心；修好了；可以回击帝国主义者的蔑视；提高中国人尤其是中国工程师的自信心.句子充分表现了詹天佑热爱祖国的思想感情和为祖国争气的坚强决心.6、怀念母亲一、课文简说.课文以回忆的形式；介绍了作者对两位母亲──一位是亲生母亲；一位是祖国母亲“同样崇高的敬意和同样真挚的爱慕”；充分表达了作者对亲生母亲永久的悔恨；对祖国母亲不变的爱意.二、对句子的理解.②然而这凄凉并不同普通的凄凉一样；是甜蜜的；浓浓的；有说不出的味道；浓浓地糊在心头.“凄凉”；寂寞冷落；凄惨.作者身在异国小城；一方面感到自己与母亲的距离远了；与祖国的距离远了；与亲人的接触少了；心中有忧愁、有思念；但是在远离家乡的日子里；能时常怀念起在故国的生活情景；不断回想起故国的亲朋好友；感到他们无处不在；心中自然又多了一丝安慰、一些宽心、一点甜蜜；他们是那样牢固地烙印在自己的记忆深处；在作者孤寂时陪伴着他.作者通过比较的方式；将自己对祖国母亲的怀念表达得非常充分.③我怅望灰天；在泪光里；幻出母亲的面影.“怅望灰天”；惆怅地望着天空.由于作者长期在外求学；留在母亲身边的时候不多；必然对母亲的音容笑貌记忆不深；对母亲的怀念更多的是一个模糊的影子；因此尽管作者想努力回想母亲的样子和容颜；但无奈模糊不清；只能尽力地怀念；不断地回想.9、穷人一、课文简说.这是俄国著名作家列夫·托尔斯泰写的一个短篇小说.本课思想内容有以下两个重点：一是表现沙俄时代穷人的穷困和悲惨.二是赞颂穷人富于同情、热心助人的美德.课文在写作上特色鲜明；通过对环境和人物心理、对话的描写；刻画了栩栩如生的人物形象.环境描写有力地烘托出主人公勤劳、善良的品质.关于桑娜心理活动的描写真实地展现了桑娜的内心世界；刻画了一个充满爱心、乐于助人的穷苦劳动妇女的形象.渔夫与桑娜的对话；个性鲜明；恰如其分地表达了人物的真情实感.渔夫的话显示出他爽直、乐于助人的品质.而桑娜则小心应对；说话断断续续；表明了她紧张、不安的内心；反映出她热爱丈夫、同情西蒙的善良品质.二、对句子的理解.①她忐忑不安地想：“他会说什么呢？这是闹着玩的吗？自己的五个孩子已经够他受的了……是他来啦？……不；还没来！……为什么把他们抱过来啊？……他会揍我的！那也活该；我自作自受……嗯；揍我一顿也好！”“忐忑”是指心神不定.“忐忑不安”形容心神不安定.桑娜抱回孤儿后；面对自己的五个孩子；想想生死未卜的丈夫；她紧张、担忧；她不知道丈夫会说什么；觉得自己这样做给丈夫增加了负担；觉得对不起他；她担心丈夫突然回来；不知道怎么告诉丈夫自己把孤儿抱回家的事.但是她宁可让丈夫揍一顿；也要收养孤儿.课文真实地展现了桑娜此时的心理活动.透过桑娜的心理活动；读者能充分感受到生活给桑娜带来的压力；感受到桑娜热爱丈夫；同情孤儿；宁可自己吃苦也要帮助别人的美好的心灵；激起读者对桑娜今后命运的关心. 省略号的连续运用；表明桑娜当时的心理活动的时断时续；逼真地写出了桑娜不安的心理. 三、课文多处运用了省略号；主要作用有：（1）表明心理活动的时断时续.如；“她忐忑不安地想：‘他会说什么呢？这是闹着玩的吗？自己的五个孩子已经够他受的了……是他来啦？……不；还没来！……为什么把他们抱过来啊？……他会揍我的！那也活该；我自作自受……嗯；揍我一顿也好！’”（2）表示省略递增的次数.如；“古老的钟发哑地敲了十下；十一下……”（3）表示语意的跳跃.如；“谢谢上帝；总算活着回来啦.……我不在；你在家里做些什么呢？”（4）表示说话结巴；欲言又止.如；“我嘛……缝缝补补……”四、列夫·托尔斯泰(1828—1910)伟大的俄国作家.11、唯一的听众一、课文简说本文记叙了“我”在一位音乐教授真诚无私的帮助下；由没有信心学会拉小提琴；到能够在各种文艺晚会上为成百上千的观众演奏的事；赞扬了老教授爱护、鼓励年轻人成才的美德；表达了“我”对德高望重的老教授的敬佩、感激之情.本文有两条线索；一条是“我”的心理、行动的变化；一条是老妇人的语言变化.二、对句子的理解.1.我停下来时；她总不忘说上一句：“真不错.我的心已经感受到了.谢谢你；小伙子.”我心里洋溢着一种从未有过的感觉. 这“从未有过的感觉”就是被人肯定的快乐.老人并不指点“我”如何拉琴；她就用自己的语言帮助“我”重新找回自信；激励“我”刻苦练习.在她的激励下；“我”终于敢在家里练琴了；而且练得十分认真；十分刻苦.这句话反映了老人与众不同的教育方法. 2.有一次；她说我的琴声能给她带来快乐和幸福.我也常常忘记她是聋子；只看见老人微笑着靠在木椅上；手指悄悄打着节奏.她慈祥的眼神平静地望着我；像深深的潭水……在老人热情的鼓励下；“我”的琴技在不断地提高；这正是老人所希望的.她发自内心地为“我”的进步而高兴.在“我”的眼里；老人也不再是一个聋子；她在用心感受琴声；“我”和她是用音乐在相互交流.“我”对老人的感激之情溢于言表. “平静地望着我”这在文中是第三次出现.从相识的第一天起；老人就一直平静地望着“我”拉琴.从她的眼神里“我”读出了老人对“我”的关切、鼓励；读出了老人为“我”琴技的点滴进步的高兴；读出了老人对“我”提出的更高的要求.因此“我”觉得她的眼睛像深深的潭水. 3.那时；我总是不由得想起那位“耳聋”的老人；那清晨里我唯一的听众……句子用“唯一”来修饰限制“听众”；有“独一无二”的意思.面对成百上千的观众演奏小提琴曲；“我”唯独想起的是这位自称“耳聋”的老人；表明老人在“我”心目中有着崇高的地位.句子写出了“我”对老人的感激；同时点明了课题.13、只有一个地球一、课文简说.采用科学小品文（文艺性说明文）的形式；从人类生存的角度介绍了地球的有关知识；阐明了人类的生存“只有一个地球”的事实；呼吁人类应该珍惜资源；保护地球.二、对句子的理解.1.人类生活所需要的水资源、森林资源、生物资源、大气资源；本来是可以不断再生；长期给人类作贡献的. “本来”是“原先、先前”的意思；它准确地点明了可再生资源已遭受破坏；强调了“水资源、森林资源、生物资源、大气资源”原先的可再生性；突出了现在的不可再生性；体现了说明文语言的科学性、严谨性.2.“我们这个地球太可爱了；同时又太容易破碎了！”这句话引用了宇航员的感叹；与前文照应；简洁、形象地概括了地球的特征；突出了保护地球生态环境的重要性.说地球“可爱”；是因为地球无私地养育着人类；孕育着万物.而“破碎”一词；一般用来形容玻璃、瓷器之类的易碎品；在这里可理解为因各种原因造成的对地球的伤害；如；文中提到的资源枯竭的危机.这样表达不仅使句子生动形象；同时又能引起人类的警觉；突出了保护地球的紧迫性.15、这片土地是神圣的一、课文简说.在西雅图的土地上；回荡着印第安酋长西雅图的著名演说.文章以饱含深情的语言；向我们表达了印第安人对这片土地的留恋和眷顾；表达了人们对土地的爱.体现课文主旨的语句“如果我们放弃这片土地；转让给你们；你们一定要记住：这片土地是神圣的”反复出现；产生一咏三叹的表达效果；不仅使主题深化；而且强化了作者想要表达的情感.二、对句子的理解.③溪流河川中闪闪发光的不仅仅是水；也是我们祖先的血液. 水是生命的源泉；是祖辈的辛勤呵护；水流才不至于被污染.他们保护家园、捍卫纯洁的精神；不断提醒人们应该爱护水源；就像尊重人类的祖先一样.④任何降临在大地上的事；终究会降临在大地的孩子身上. 地球是人类的家园；人类生活在大地上；沐浴着阳光雨露；感受着风霜雨雪；在大地母亲的怀抱里成长.这句话直接将人类的生存与大地的保护联系起来；指出了两者兴则共兴、灭则同灭的密切关系.⑤大地不属于人类；而人类是属于大地的.谁也没有权利；也不可能拥有对大地的控制权；相反；人类属于大地；因为大地拥有着生命成长的物质；使人类的生命不断得以繁衍、延续.这是文章的中心所在；是作者所要传达的主旨.知识要点：1、写建议书；一般先写清楚存在的问题；再说明产生问题的原因；最后提出解决问题的建议.建议书有一定的格式：根据建议书的内容先写上标题；再写称呼；然后写建议的具体内容；最后写上建议人的姓名（或提出建议的团体的名称）和日期.3、成语“竭泽而渔”来源于历史故事；通过这个故事；告诉人们：不能只顾眼前利益；不作长远打算；而应该从长计议；合理规划.17 少年闰土1、我素不知道天下有这许多新鲜事：海边有如许五色的贝壳；西瓜有这样危险的经历；我先前单知道它在水果店里出卖罢了.“素”；向来的意思.“新鲜事”是指闰土对“我”讲的那许多关于农村、海边的事；这些事“我”从来都不知道；所以感到新鲜.“如许”是“如此”“像这样”的意思.这句话表达了“我”对少年闰土的羡慕和钦佩.2、课文记叙了“我”和闰土的哪几件事？闰土给你留下了怎样的印象？答：课文写了闰土给“我”讲雪地捕鸟、海边拾贝、看瓜刺猹和看跳鱼儿四件事.闰土给我留下了的印象是他一个见识丰富而又活泼可爱、聪明能干的农村少年.3、“他们都和我一样；只看见院子里高墙上的四角的天空.”这句话怎么理解？答：这句话的意思：“我”和“往常的朋友”是些“少爷”；整天生活在大院里；不能广泛地接触大自然；像井底之蛙；眼界狭窄.这句话表达了“我”对自己所处环境的不满；流露了对农村丰富多彩生活的向往.4、本文节选自鲁迅的短篇小说《故乡》.18 我的伯父鲁迅先生1.结合课文内容说说鲁迅给你留下了什么样的印象？答：鲁迅给我留下的印象是他是一个爱憎分明；为自己想得少、为别人想得多的人.2.说说第一部分和其他部分的联系；给每一部分加个小标题.答：第一段是果──鲁迅先生受到人民的爱戴；后几段是因──鲁迅先生受到爱戴的原因.小标题：深切怀念；谈《水浒传》；笑谈“碰壁”；救助车夫；关心女佣.3、“你想；四周黑洞洞的；还不容易碰壁吗？”联系上下文或时代背景；理解句子.答：句中“四周黑洞洞的”；比喻当时的社会一片黑暗；看不到一点儿光明；人民连一点儿民主和自由都没有.“碰壁”是与反动势力作斗争时受到的挫折与迫害.从这谈笑似的话语中；可以体会到鲁迅先生不怕挫折、不惧迫害的顽强斗争精神和革命的乐观主义态度.21 老人与海鸥1、意想不到的事情发生了——一群海鸥突然飞来；围着老人的遗像翻飞盘旋；连声鸣叫；叫声和姿势与平时大不一样；像是发生了什么大事.体现了海鸥们和老人的感情是深厚；它们舍不得离开老人.2、过了一会儿；海鸥纷纷落地；竟在老人遗像前后站成了两行.它们肃立不动；像是为老人守灵的白翼天使.海鸥也像人一样；它们有着人一样的情感.它们是那么地严肃和安静；也许它们知道老人再也不会来了；于是它们默默地“肃立”；好像在为老人守灵.3、它们大声鸣叫着；翅膀扑得那样近；我们好不容易才从这片飞动的白色漩涡中脱出身来.海鸥们是那么舍不得离开老人；它们在用自己特殊的方式表达对老人的留恋.23 最后一头战象1、课文以时间为序；扣住四个感人的片段：“英雄垂暮”（第1—4自然段）、“重披战甲”（第5—11自然段）、“凭吊战场”（第12—16自然段）、“庄严归去”（第17—23自然段）.2、二十六个春秋过去；象鞍已经破旧了；仍显出凝重华贵；嘎羧披挂上象鞍；平添了一股英武豪迈的气概.对称的并列句式增强了语势；此句通过对象鞍和嘎羧的简练描绘；深情地赞颂了嘎羧的英雄形象与气概.3、它站在江滩的卵石上；久久凝望着清波荡漾的江面.然后；它踩着哗哗流淌的江水；走到一块龟形礁石上亲了又亲；许久；又昂起头来；向着天边那轮火红的朝阳；发出震耳欲聋的吼叫.“久久凝望”里；它一定又看到了二十六年前惊天地、泣鬼神的一幕.“亲了又亲”的礁石；也许是嘎羧曾经奋力杀敌的一处战场；也许是曾洒满战友鲜血的一处伤心之地；“震耳欲聋的吼叫”；也许是嘎羧在深情呼唤战友们的灵魂；也许在诉说它对战友的深深怀念；也许在告诉战友；它也将来陪伴它们……这样的悲壮；这样的深情；这是一位让人满怀敬仰的英雄；这是一位让人饮泪歌颂的英雄！4、土坑约有三米深；嘎羧卧在坑底；侧着脸；鼻子盘在腿弯；一只眼睛睁得老大；凝望着天空.嘎羧静静地为自己挖掘了墓地；静静地躺在那里；那“睁得老大”“凝望着天空”的眼睛；让人揣想：它在告诉我们历史不能忘怀吗？它在期盼和平吗？……5、课文对嘎羧的行为进行了具体的描写；这样写有什么好处？答：对嘎羧的行为进行了具体的描写；让我们看到了一头临终前的战象；忘不了这片自己曾经洒过热血的土地；忘不了自己的战友；突出了它重情义的特点.25 伯牙绝弦1.伯牙鼓琴；志在高山；钟子期曰：“善哉；峨峨兮若泰山！”志在流水；钟子期曰：“善哉；洋洋兮若江河！”伯牙弹琴的时候；心里想到高山；钟子期听了（赞叹）道：“你弹得太好了！简直就像巍峨的泰山（屹立在我的面前）！”伯牙心里想到流水；钟子期（如痴如醉；击节称快）：“妙极了！这琴声宛如奔腾不息的江河（从我心中流过）！”2、伯牙所念；钟子期必得之.不管伯牙心里想到什么；钟子期都能准确地道出他的心意.伯牙精妙的乐曲；只有通晓音律的钟子期能真正听懂；伯牙的心意；只有钟子期能真正理解.情投意合；这才是知音啊！3、伯牙谓世再无知音；乃破琴绝弦；终身不复鼓.伯牙觉得世界上再也找不到知音了；于是；他把心爱的琴摔碎；终身不再弹琴.4、古文停顿：伯牙／善／鼓琴；钟子期／善听.伯牙鼓琴；志在高山；钟子期曰：“善哉；峨峨兮／若／泰山！”志在流水；钟子期曰：“善哉；洋洋兮／若／江河！”伯牙／所念；钟子期／必得之.子期死；伯牙／谓／世／再无知音；乃／破琴／绝弦；终身／不复鼓.26 月光曲1、她激动地说：“弹得多纯熟啊！感情多深哪！您；您就是贝多芬先生吧？”盲姑娘的这几句话使贝多芬十分激动；一个双目失明的姑娘；这么爱音乐；又这样懂音乐；这是知音啊！正因为遇到了知音；贝多芬才产生要为她弹奏第二支曲子的想法——创作的激情顿时而生.1.月光正照在她那恬静的脸上；照着她睁得大大的眼睛.她仿佛也看到了；看到了她从来没有看到过的景象；月光照耀下的波涛汹涌的大海.贝多芬的琴声带给了兄妹俩无穷无尽的想象.音乐；真的是具有震撼人心的力量.3、课文第九自然段；皮鞋匠兄妹听着琴声好像看到了什么；再谈谈读后的体会？答：皮鞋匠兄妹听着琴声好像看到了“他好像面对着大海；月亮正从水天相接的地方升起来.微波粼粼的海面上；霎时间洒满了银光.月亮越升越高；穿过一缕一缕轻纱似的微云.忽然；海面上刮起了大风；卷起了巨浪.被月光照得雪亮的浪花；一个连一个朝着岸边涌过来……”“她仿佛也看到了；看到了她从来没有看到过的景象；月光照耀下的波涛汹涌的大海.”体会到了贝多芬高超的技艺；他的琴声带给了兄妹俩无穷无尽的想象.音乐；真的是具有震撼人心的力量.4、资料袋：贝多芬是德国最伟大的音乐家之一；被尊称为“乐圣”.交响乐作品《英雄》《命运》《田园》《合唱》.。

《大学英语精读》课程教学大纲课程代码：课程中文名称:新视野大学英语读写教程课程英文名称：New Horizon College English课程类别：基础课课程学分数：无课程学时数：12×2=24授课对象：预科前导课程：无一、教学目的精读是基础阶段教学的一门必修课，也是帮助学生打下较扎实的语言基础的一门实践基础课。

英语精读课的目的在于培养学生掌握良好的语言学习方法，增强自主学习能力，提高综合文化素养，使他们具有较强的英语综合应用能力。

同时旨在提高学生应用语言的能力，具体包括培养学生听、说、读、写、译五个方面的能力，扩大学生词汇量，使学生具备较强的运用语言的能力。

精读选材注重趣味性、信息性、可思性和前瞻性。

题材广泛，内容丰富，主要涉及语言、文化、习俗、伦理、信息、科学、社会焦点等。

精读课要加强学生基础知识的学习，以培养读、写、译的能力为主，辅以听说训练，全面培养运用语言的能力。

二、教学要求本课程以每单元的Section A为精讲内容，深入讲解课文语言点、语法点、重点词汇及句型的运用。

Section B只要以理解课文大意为主，扩大词汇量，提高学生阅读理解能力。

Section C作为泛读材料，提供给学生课外阅读，在课堂上进行必要的检查。

三、教学方式针对精读课教学的特点，课堂教学应贯穿以学生为主体、教师为主导的教学模式。

在讲解重点词汇，句型运用的同时应辅以大量的翻译和写作实践，在大量的翻译和写作训练中培养学生运用语言的能力。

在加强训练的同时，采用启发式、讨论式、发现式和研究式的教学方法，充分调动学生学习的积极性，激发学生的学习动机，最大限度地让学生参与学习的全过程。

指导学生利用现有图书资料和网上信息获取知识。

四、课程内容与学时分配第二学期：第一讲：Unit 4 section A: Stopping Smoking in Public Places?I.Main content:ⅰ. Listen to recording of new words and learn new wordsii. Lead-in questionsII. Comprehension of the text第二讲:Unit 4 section A: Stopping Smoking in Public Places?Main content: I. Language points of the textprehension exercise of the textIII. Discussion on the topic of “How Does Smoking Hurt People’s Health?”第三讲：Unit 4 section A: Stopping Smoking in Public Places?I. Main content：Exercises of translation and vocabularyII. Grammar: sentences of implied conditionIII.Pronunciation reviewIV.Practicing of pronunciation第四讲：Unit 4 section B: A Decision Made Too LateMain content: ⅰ. Review the words in section Aii. Learn the new words and language points in section Bprehension of the textIII. ExercisesIV. Instruction of section C第五讲:Unit 5 Section A: Too Many Choices in ShoppingI.Main content: ⅰ. Check the answers of unit 4 section Cii. Listen to recording of new words and learn new wordsⅲ. Lead-in questionsprehension of the textIII. Discussion on the topic of “The Advantages and Disadvantages in Advertising”第六讲：Unit 5 Section A: Too Many Choices in ShoppingI. Main content: ⅰ. Review the new words in section Anguage points of the textII. Comprehension exercise of the textIII. Practice of some important expressing and language points第七讲：Unit 5 Section A: Too Many Choices in ShoppingI. Main content：I. Grammar: bare infinitivesii. Review the learned vowels.II.Practice of pronunciationIII.Exercise of translation and vocabulary第八讲：Unit 5 Section B: Advertising EverywhereI. Main content: ⅰ. Review the words in section Aii. Learn the new words and language points in section B prehension of the textIII. . ExercisesIV. Instruction of section C第九讲：Middle Examination第十讲：Unit 6 Section A: The More You Give, the Happier You BecomeⅠMain content: ⅰ. Check the answers of unit 5 section Cii Listen to recording of new words and learn new wordsⅲ. Lead-in questionsnguage points of the textIII.Discuss the story of Lei Feng第十一讲：Unit 6 Section A: The More You Give, the Happier You BecomeI. Main content: ⅰ. Review the words in section Aii. Exercises of translation and new words第十二讲：Unit 6 Section A: The More You Give, the Happier You BecomeMain content:Ⅰ.Grammar: comparison of to do patterns and -ing patternsII. Pronunciation of consonants第十三讲：Unit 6 Section B: Keep Alive Your Sense of HumorⅠMain content: ⅰ. Review the words in section Aii. Learn the new words and language points in section B prehension of the textIII. Exercises of vocabularyIII.Instruction of section C第十四讲：Unit 7 Section A: Why Getting Married So YoungⅠMain content：ⅰ. Check the answers of unit 6 section Cii. Listen to recording of new words and learn new wordsⅲ. Lead-in questionsII. Discussion on the topic: Campus Lovenguage points of text.第十五讲：Unit 7 Section A: Why Getting Married So YoungⅠ.Main content:II. Review the words in section AIII. Language points of text.第十六讲：Unit 7 Section A: Why Getting Married So YoungⅠGrammar: the verb tense in wish clause.II. Pronunciation of consonantsIII. Practice of pronunciation第十七讲：Unit 7 Section B: Love or Infatuation?ⅠMain content: ⅰ. Review the words in section Aii. Learn the new words and language points in section B prehension of the textIII. . ExercisesIV. Instruction of section C第十八讲：Review the new words and language points in unit 4 to unit 7五、教材与参考书《新视野大学英语读写教程》（预备级1）外语教学与研究出版社总主编：郑树棠顾嘉祖，陆昇.《语言与文化》[M].上海外语教育出版社，2002.张道真.《实用英语语法》[M].外语教学与研究出版社，2002.六、考核方式1．考核形式：闭卷考试。

⼤学英语精读第⼀册英语专业本科《综合英语》授课教案第⼀册Lesson Plan For Contemporary College English(BookⅠ)Lesson 1 Half a Day By Naguib MahfouzⅠ.教学内容1. 热⾝；2．作者：教育与背景；主要著作；创作观；3．作品赏析：结构分析；如何赏析⽂学作品；扩展式讨论；4．写作技巧：省略疑问句和修辞疑问句；倒装句；―with‖独⽴结构；5．语⾔理解：长难句解析；核⼼词汇学习；介词练习；构词法：前缀；6．课堂讨论；7．练与讲。

Ⅱ.教学⽬的1. 了解作者及其背景知识；2．熟悉本⽂使⽤的写作⼿法；3．掌握修辞疑问句、倒装句等修辞⼿法；4．熟练掌握三类构词法；5．通过深刻理解⽂章内涵，培养学⽣社会洞察⼒和相关的讨论能⼒，同时掌握⽂中的核⼼语⾔点。

Ⅲ.教学重点与难点1. ⽂学作品的赏析；2．⽂学中的修辞⼿法――省略疑问句和修辞疑问句；倒装句；―with‖独⽴结构；3．构词法：前缀；4．课⽂的写作背景与主题。

Ⅳ.教学⽅法采⽤讲授、问答、讨论、模仿、练习、多媒体等⽅法对学⽣进⾏启发式教学。

Ⅴ.教学过程Step1. Question Discussing for Warming-up (10 minutes)Step2. Background Information (40 minutes)1. Naguib Mahfouz——Education & Background（纳吉布?马福兹所受教育和⼀般背景）Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. He studied philosophy at King Faud I (now Cairo) University, graduating in 1934. He worked in university administration and then in 1939 he worked for the Mini-stry of Islamic Affairs. He was later Head of the State Cinema Organisation at the Ministry of Culture. He also worked as a journalist. Although widely translated, his works are notavailable in most Middle Eastern countries because of his support of Sadat's Camp David initiative. In 1994 he survived an assassination attempt by Islamic extremists. He is married, has two daughters and lives in Cairo.He died on Aug. 30, 2006. Naguib Mahfouz —— important works（纳吉布?马福兹的主要著作）●Naguib Mahfouz was the first Arab to win the Nobel prize for literature, in 1988. He hasbeen described as “a Dickens of the Cairo cafés ”and “the Balzac of Egypt”.●He is now the author of no fewer than 30 novels, more than 100 short stories, and more than200 articles. Half of his novels have been made into films which have circulated throughout the Arabic-speaking world.●Mahfouz began writing when he was 17. His first novel was published in 1939 and tenmore were written before the Egyptian Revolution of July 1952, when he stopped writing forseveral years. One novel was republished in 1953, however, and the appearance of The Cairo Trilogy in 1957 made him famous throughout the Arab world as a depictor of traditionalurban life.●Works of his second writing period:The Children of Gebelawi (1959)The Thief and the Dogs (1961)Autumn Quail (1962)Small Talk on the Nile (1966)Miramar (1967)several collections of short stories.3. Naguib Mahfouz —— how he pictures the world（作者笔下的世界：⽆尽的拼搏与悲剧的⼈⽣）The picture of the world as it emerges from the bulk of Mahfouz's work is very gloomy indeed, though not completely despondent. It shows that the author's social utopia is far from being realized. Mahfouz seems to conceive of time as a metaphysical force of oppression. His novels have consistently shown time as the bringer of change, and change as a very painful process, and very often time is not content until it has dealt his heroes the final blow of death.To sum up, in Mahfouz's dark tapestry of the world there are only two bright spots. These consists of man's continuing struggle for equality on the one hand and the promise ofscientific progress on the other; meanwhile, life is a tragedy.Step3. Text Appreciation (50 minutes)1. Structure of the text (10 minutes)The text can be conveniently divided into three parts. In the first part (para.1-7), we learn about the boy‘s misgivings about school. He found it hard to be away from home and mom, and thought school was punishment. The second part (para.8-16) describes how the boy felt about school. He found that life at school was rich and colorful in many ways, although it also required discipline and hard work. In the last part of the text, the boy walked out of the school to find that the outside world had changed beyond measure and that he had grown into an old man.2. How to appreciate literature (15 minutes)Plot of the story:Setting of the story:Protagonist v.s. Antagonists:Drama of the story lies in:Writing technique: (Have you ever read a story using the similar technique?)Theme of the story:3. Further discussion (15 minutes)A. Read the following suggestions made by the father. Which ones do you agree with andwhich ones not? Have you ever been given some suggestions by your parents when entering the university? List them out.1) School is a place that make useful men out of boys.2) Don‘t you want to be useful like your brothers?3) Put a smile on your face and be a good example to others.4) Be a man.5) Today you truly begin life.B From the description between Para.8 and Para.16, we can see different aspects of school life.Try to list as many aspects as possible in the following table.C In the last part of the text, the boy walked out of the school to find that the outside worldhad changed beyond measure. How might he feel about the changes? List exact words that support your choice. D．After-class thinkingAfter reading the story, do you feel emotionally or spiritually touched? Why or why not?Step4. Writing devices(30 minutes)1.Elliptical question（省略疑问句）“Why school?” I asked my father. e.g.A: Headmaster: We want you to go and tell the boy‘s parents the news.B: Teacher: Why me?Father: We‘ll go to Tianjin this weekend.Daughter: What for?/ Why this weekend?/Why Tianjin?2．Rhetorical question（修辞疑问句）“What have I done?”Don’t you want to be useful like your brothers? e.g.Can‘t you see I‘m busy? (Don‘t disturb me!)What good is a promise for an unemployed worker?Does nothing ever worry you?Please give more examples.3. Inverted sentences(倒装句)… here and there stood conjurers showing off their tricks, or making snakes appear frombaskets.Conjurers stood everywhere. They were showing off their tricks or making snakes appear from baskets.More examples:There are some exceptions to this reaction.Were there no air on the earth, there would be no life on it.In no case should we waste our time.There goes the bell.Away hur ried the customers.4. “with” absolute structure(with‖独⽴结构)Then there was a band ..., with clowns and weight lifters walking in front.More examples:He stood there with a stick in his hand. (with + n. + prep.)Paul soon fell asleep with the light still burning. (with + n. + participle)She can‘t go out with all these dishes to wash. (with + n. + to do.)He was lying on the bed with all his clothes on. (with + n. + adv. )Step5. Language Understanding （60 minutes）1. Sentence Paraphrase (20 minutes)1) They did not make me happy, however, as this was the day I was to be thrown into schoolfor the first time.（What does ―they‖ refer to?What does the narrator imply by using ―to be thrown into school‖? ）2)My mother stood at the window watching our progress, and I turned towards her from time totime, hoping she would help.（What does ―progress‖ mean here?What kind of help could his mother offer?What does the sentence tell us about the boy‘s relationships with his parents?）3) a street lined with gardens …：a st reet where there are gardens … along both sideslined with …: past participle phrase used here to modify ―a street‖. It can be regarded as a relative clause cut short, eg.a novel (that was) written by Charles Dickens/personal computers (that are) made inChina4.) I did not believe there was really any good to be had in tearing me away from my home andthrowing me into the huge, high-walled building.There is no good to be had in doing sth.It is no good/use doing sth.5).from each floor we were overlooked by a long balcony roofed in wood.：… on one side of the courtyard was a building with a long wood-roofed balcony on each floor where we could be seen. Or … from the balcony on each floor of the building people could see the pattern into which we formed.6) Well, it seemed that my misgivings had had no basis.：Well, perhaps my doubt, worry and fear about what school would be like were all groundless.OrWell, it seemed that I was wrong to think that school was a dreadful place.7.) In addition, the time for changing one‘s mind was over and gone and there was no question ofever returning to the paradise of home.：There is no question (of doing): there is no possibilityBesides, it was impossible for us to quit school and return to the good old days when we stayed home playing and fooling around all day. Our childhood was gone, never to come back.8.)Nothing lay ahead of us but exertion, struggle, and perseverance.：nothing but: onlyWe would have to do our best and keep working very hard until we finished school. This is what I imagined our school days would be like. OrThe kind of life that was waiting for us at school would be full of exertion, struggle andperseverance.9.)Those who were able took advantage of the opportunities for success and happiness thatpresented themselves.：to present itself/ themselves: (formal) to appear, happenIf there came opportunities, capable students would seize them to achieve success andhappiness.2 Word Study (20 minutes)1.) to make sb./sth. (out) of sb./sth.It‘s a place that makes useful men out of boys.(make boys become useful men) eg.The army made a man of him.He said the Government were frightened of nothing. The real trouble was we were making a mountain out of a molehill.2.) There is no good to be had in doing sth.：It is no good/use doing sth.e.g. There is no good to be had in buying a boat when you don‘t have enough spare time to use it.It‘s no good crying over spilt milk.It is worth doing well what is worth doing.it is no (not much) goodit is no (not any, hardly any, little) useit is uselessit is not the slightest useit is worth(worthwhile)there is no (no good, no use)There is no denying that women are playing an important role in the world today.3.) to tear sb. away from a place：to (make sb.) leave a place or a person unwillingly because one has to eg. Can‘t you tear yourself away from the TV for dinner?4). to cling to sth.：to hold tightly; not release one‘s grip oneg. The little child clung to his mother for comfort.Some of the victims of the fire climbed out of the building, clung to the window ledges for a minute or two and then dropped to their death a hundred feet below.She still clings to the belief that her son is alive.5.) burst into (tears, sobs; laughter, a guffaw, song)：begin, suddenly and/or violently, to cry, laugh, sing etc.eg. Aunt Annabel, who has been nervous and jumpy lately, suddenly burst into tears.As the comic got into his stride, the audience burst into hoots of laughter.cf.：The aircraft turned on its back and burst into flames.The orchards seemed to have burst into blossom overnight.I mentioned the incident later to a tailor friend and he burst out laughing/crying.6) sort people into ranks：put ... in order; arrangee.g. They sorted the apples according to size into large ones and small ones.cf.：She spent a happy afternoon sorting out her coins and stamps.It‘s no good standing back and waiting for things to sort themselves out.7）．to resort to: to make use of ; to turn to sth. (esp. sth. bad) as a solution eg.e.g. Terrorists resorted to bombing city centers as a means of achieving their political aims.These are means we have never resorted to to obtain information.8）．to present oneself: to appear, happeneg. When the chance to study at Harvard presented itself, I jumped at it.He was ordered to present himself at the chairman‘s office at nine o‘clock next morning.Step6. In-class discussion and presentation (40 minutes)1. If you had only half a day left to live, what would you most want to do? List the top five things you would do and give us your reason.2. Suppose the narrator found his home at last. What would happen after that?3. Work in group. Make up your own story of ―Half a Day‖ and perform it.Step7 Textbook exercises (70 minutes)1. In-class news report2. In-class dictation 3．P.11-P. 21 (Contemporary College English 1)Step8 Homework1. Paraphrase the following sentences taken from the text.1)．We were formed into an intricate pattern in the great courtyard surrounded by high buildings.2)……; from each floor we were overlooked by a long balcony roofed in wood.3.) Well, it seemed that my misgivings had had no basis.4.) Our path, however, was not totally sweet and unclouded.5.) It was not all a matter of playing and fooling around.6.) Rivalries could bring about pain and hatred or give rise to fighting.7.) In addition, the time for changing one‘s mind was over and gone and there was no question ofever returning to the paradise of home.8.) Nothing lay ahead of us but exertion, struggle, and perseverance.9.) Those who were able took advantage of the opportunities for success and happiness thatpresented themselves.10）. How did these hills of rubbish find their way to cover its surface?2Pick out idiomatic expressions in the text as many as possible.( write the English phrase and their Chinese meanings)(p13 on the textbook)3. Write a composition with at least 150 words. The title is “My First Day atCollege”.Ⅵ. 教学反思Unit 2 Going HomeⅠ.教学内容1. 热⾝；2．作者：教育与背景；主要著作；社会背景；3．作品赏析：结构分析；如何赏析⽂学作品；扩展式讨论；4．写作技巧：现在分词和过去分词；if条件状语从句；5．语⾔理解：长难句解析；核⼼词汇学习；构词法；6．课堂讨论；7．练与讲。