大学英语泛读第一册电子教案

江西外语外贸职业学院教案备课纸（2）主任审阅授课教师年月日年月日授课内容Text 1 My Uncle TheoInformation related to the text:Job interview: in order to make a solid impression, you’d better keep the following two rules in mind. One is to present yourself in a favorable way. Stress your professional competence and show confidence in yourself and your ability to do the job. However, dont exaggerate the truth; just be honest. Second, do more listening than talking. Listen carefully and get involved in what the interviewer is saying. ....Sumerian civilization::It is the oldest civilization in the Middle East. It emerged upon the flooded plain of the lower reaches of the Tigris and Euphrateds Rivers about 4000 BC....words and expressions:1. admire sb for sth 因…崇拜某人2. work at做工作3. a sense of safety安全感4. do sth from memory 凭记忆做某事5. sit up熬夜6. cultivate a hobby 培养一种兴趣爱好（Ex.p7）7. all the same尽管8. put one’s thoughts表达想法9. read one’s thoughts看出某人的意思（补充搭配）10. where sth. is concerned 就…而言11. (on) second thoughts （经过重新考虑后）改变的想法（补充搭配）12. on-the-job smoking上班时吸烟（Ex.p7）13. create / leave an impression on sb 给某人留下印象（补充搭配）Sentensed for the students to use as models1. ... and this was so full that they had to put many of the candidaties two in a room.2. ...and, as a result of this interview, the number was reduced to two...3. adams didnt seem to do any preparation at all.4. even Theo had to admit that he couldn’t have read it nearly so eloquently himself.5. his mind was too much upset to put the same thoughts in another way.6. ...and what a memory Mr. Hobdell must have!7. that is why we decided that Mr. Hobdell was exactly the man we wanted.Some proverbs for the students to remember1. As you sow, so will you reap.2. He who laughs last laughs the longest.3. Better beg than steal.4. Honesty is the best policy.Questions for thought1. what lesson do we learn from Adams’failure to win the post?Text 2 Never late---The Flying BluebirdSummary of the text:The ability to give an accurate summary requires accurate comprehension of the passage, distinguishing between essential and secondary information, and skill in composing a clear, economical text. Students should be encouraged to practice this technique, either in spoken or written language.Questions to check their reading skills1. what is the story about?2. where did the story take place?3. why did the narrator have to get off at Mendova?4. what was the name of the train?5. what did the narator think of the train?6. why was the journey tiring to the narrator that day?7. what happened when the train reached Mendova/8. what did the narator do when the train began to move?9. what happened then?10. who ws that fat man in blue?11. why was he so angry?12. what did he want to do to the narrator?13. who came then?14. what did the officer do?15. did he take the narrator to the police station after he looked into the matter? And why?16. who was going to the police station instead?Sentensed for the students to use as models.. it was impossible for any more travellers to get into the train.“how long does it take you to get there?”And the train did not stop again until it reached Endoran.Some proverbs for the students to rememberQuestions for thoughtwhat lesson do we learn from Adams’failure to win the post?江西外语外贸职业学院教案备课纸（2）主任审阅授课教师年月日年月日授课内容Text 4 The winter’s snowInformatiion related to the textDress codes vary from culture to culture. One of the signs of a well-dressed man in European and American culture is clean and polished shoes. Polished shoes communicate selfrespect and an awareness of proper dress codes. People notice how you dress and evaluate your place in society by such things as how you care for your shoes dirty or scuffed shoes communicate a careless attitude and poor training. Dress codes are so important in Western culture that there are popular books for sale which relate scientific studies of the effect of colors, and clothing styles upon other people. One wellknown book is entitled dress for success.Reading skills:Extracting main ideas: ask students to give one sentence in each paragraph which best expresses its main point.Para 1. in winter the streets in the county were covered with snow but it was warmer i london. Par, 2 Thomas carrington travelled every day by train between his office in London and his home in the suburb.(he was a commuter.)Para.3. Carrington took great care with his qppearance and he was a gentleman in the eyes of the railway men.Para 4. carrington was ashamed to walk about london in his dirty shoes.Para. 5 carrington decided to do something to improve his apprarance.Pars. 6-9. carrington worked out aplan.Pars. 10-13. carringtons plan worked well and he was very satisfied.Para.14 carrington was invited to dinner one evening and went to bed late that nigt.Para 15 he awoke late the next mornig and hurried to the station in his old shoes.Para 16-19 he was just in time for the train . he jumped on and threw the shoes out to Fred.Para 20-21 carrington made a terrible mistake: in his hurry he had forgotten to put his claean shoes in the bag.Some proverbs for the students to remember:1.fine feathers make fine birds.2.clean and whole makes poor clothes shine.3.never judge from appearances.4.it is not the gay coat that makes the gentleman.5.clothes do not make the man.6.don’t throw out your dirty water until you get in fresh.Ask students to organize these sentences and give a brief summary of the text orally.Thomas carrington travelled every day by train betweent his office in London and his home at Hill Park forty miles away. In winter snow fell heavily in the countryside carrington had o walk every morning to the station through deep snow and often got his hsoes dirty and wet. As he was a man who took great care with his appearance, the thought of having to walk about London and sit in the office the whole day in those dirty shoes troubled....CommentsThe author begins his story by stressing the fact that Mr. Carrington always takes care over his appearance. In this way he builds the reader’s curiosity as to what will happen. The story ends in a humorous way. The idea that Mr Carrinton will have to walk about in his stocking feet is quite funy. The embrrassment will be great as people look at him with curiosity and amusement. Initiate a discussion about the following topics.1.nowadays many people commute from home to work. How do you like commuting?2.have ou ever had he humorous but embarrassing experience related to clothing?3.do you feel it si proper to judge someone by what he wrs? Can theway a person cares for hisshoes reveal his charater?Text 5 The Four Seasons in EnglandInformation related to the textThe climate of British Isles is generally mild, not very cold in winter, and never very hot in summer. The rivers seldom freeze in winter, and snow never lies on the ground for long, except in the north, especially in the Highlands of Scotland. Sheep and cattle can graze on ....Warm-up qustions:1.what is a diary?2.are you keeping a diary? In english or in chinese?3.what are the good points of keeping a diary?This diary begins in spring and ends in winter. While explaining the text, the teacher should draw the students’ attention to the following aspects:Spring: the weather is changeable. The sun shines brightly in the morning but in the afternoon the sky becomes cloudy and it looks like rain. People are busy sowing seeds and cuting the grass in their gardens.Summer: the weather is warm and children go swimming in the river.Autumn: it’s beginning to get quite cold. People have a wood or electric fire in their houses. Winter: it snows a lotl christmas falls in this season. Peole go to town to buy presents for the family members. When it freezes people put out a lot of bread for the birds.The style of this passage: descriptive analysis.Questions for discussion:1.what kind of life does Mr. Walton live?2.what are the things that Mr. Walton values?3. A lot of changes have taken place in the last thirty years in this smll village. What are thesechanges?江西外语外贸职业学院教案备课纸（2）江西外语外贸职业学院教案备课纸（3）主任审阅授课教师年月日年月日江西外语外贸职业学院教案备课纸（4）授课内容Text 7 A useful stickInfromation related to the text:1.London ranks as one of the world’s oldest and most historic cities. It is the capital of theUnited Kingdom of Great Britain and Northern Ireland. The city was founded about 43 AD, when the armies of the Roman Empire conquered Britain.2.The English policeman has several nicknames but the most frequently used are ―copper’ and―bobby‖. The frist name comes from the verb to ―cop‖, meaning to ―take‖ or ―capture‖, and the second comes from the first name of Sir Robert Peel who reorganized the London police force.Clues to Mrs. Frobisher’s problems.Health problems: she had a bad leg and had to walk with the help of a stick.Financial problems: she was not well-off. She could not afford the entrance tickets to parks; she wore a pair of old shoes and longed for a good pair; it was getting colder but she had not enough clothes to warm herself.Emotional problems: she felt lonely and depressed. She was reluctant to be out of her flat; her days were long and dull; she had no interest in life.Ask the students to use four adjectives to describe what Mrs. Frobisher thought of herself. (Old, poor, sick, and useless)How did mrs. Frobisher change her view about herself?(she helped the policemen to catch the criminal. This caused her to look at herself with fresh eyes; she was not as useless as she used to think.)Some proverbs for the students to remember.1.If you wish good advice, consult an old man.2.Years know more than books.3.The best wine comes out of an old vessel.4.Never too old to learn.5.As the old cock crows, so crows the young.6.An old man never wants a tale to tell.7.You can’t teach an old dog new tricks.CommentsOld people sometimes feel useless. The story ends with the statement: ― i’ m not as useless as i used to think,‖Mrs, Frobisher told herself. What value is an old person to society? What contributions can they make to enrich the lives of others around them? Is the feeling of ― being useless‖ something the old have decided about themselves or is it reality? Ask the students to tell of an old person who greatly influenced them.Sentences for the students to use as models(Line 18, 46, 77, 82, 97, 137)Text 8 Travelling LightCInformation related to the text:Travel: humans have travelled ever since they first appeared on the earth. I primitive times they did not travel for pleasure but to find new places where their herds could feed, or to escape fro unfriendly neighbours, or to find more favourable climates. They travelled on foot and their journeys were long, tiring, and full of dangers. Being wise and inventive, human beings soon discovered easier ways of travelling. They rode on the backs of horses and donkeys; they made canoes out of tree trunks to travel across water. Later, they travelled, not from necessity, but for fun and excitement of seeing and experiencing new things.T-shirt: for many years, t-shirts wre simple short-sleeved undershirts for men and boys. T-shirts came in only one color—white. And since they were worn under sweaters or shirts, they were generally not seen. Although t-shirts are now available in a wide variety of bright materials and styles, the most popular kind is the traditional cotton version, which resembles the old t-shirt but with a slogan or picture printed on it. Such t-shirts may bear a single word, a popular phrase, pictures of rock musicians, or an advertisement. With the increasing popularity of tshirts, new ideas to beautify them appear all the time.Warm up questions:1.for what purposes do people travel nowadays?(for pleasure or recreation; for health reasons; to visit friends and relatives; on business)2.what are the advantages of travelling?(to meet new people, make new friends and share new experiences with them; to enjoy the beautiful scenery of the world and the wonders of mankind; to learn about the local customs and cultures; to widen one’s horizon and make one more openminded.)Some fmiliar proverbs related to travelling.1.Travel broadens the mind.2.He that travels far, knows much.3.He who does not travel will not know the value of men.4.Noting is so necessary for travellers as languages.5.The heaviest baggage for a traveller is an empty purse.A good title is usually short but suggests a lot. Ask the students to paraphrase the title of this text in simple Englsih.(it is best to take as little as possible for your trip.)Questions to grasp the main idea.1.what is the simple rule you have to follow while packing for your trip (pack light)2.what are the four tips given by the writer in this text?(make a list of what you need duringyour trip.Prepre and take what is essential for everyday use.Bring only the most suitable and necessary clothes and shoes for your trip.Make sure all your possessions are well packed in your simple, light bag.)江西外语外贸职业学院教案备课纸（2）主任审阅授课教师年月日年月日授课内容Text 10 CowboysInformation related to the text:A cowboy is a hired hand, especially in the western united states, who tends cattle and performs many of his duties on horseback. The American cowboy, who was the product of the opening up of the vast central plains of the US after the Civil War, has become a legendary folk hero, celebrated in many films and novels....Warm- up questions:1.what is a cowboy?(a man who herds cattle on horseback)2.what does a typical cowboy look like?(He wears a broad-trimmed hat, a brithtly coloured kerchief around his neck, blue jeans and high-heeled riding boots.)3.what kind of life did a cowboy lead?(he moved from place to place on horseback, tending large herds of cattle. He had to battle with the bad weather, wild animals and sometimes with Indians. So his life was full of hardships and adventures.)The main idea of the text:1.The cattle ahd to be driven to twon as there were no buyers on the ranges and no lorries orrailways to carry the meat to towns if the cattle were killed there.2.the jorney to the market often took many weeks and it was full of dangers.3.the cowboys lived a very hard life on the trail. They had to put up with all kinds of dangers.4.railways changed coboys’ way of life. They provided a quicker and more efficient means ofbinging cattle to town.Sentences for the students to use as models:1.it was no good killing them on the ranges...2.... perhaps a rain storm caused a river to flood so that the herd could not cross...3.the cows would become so frightened or wild that they would rush away before the mencould stop them.4.... it might take days to round up the cattle after they had stampeded.Summary of the text : This text presents us one aspect of the life cowboys lived- getting the cows form ranges to the market. The jorney was long and dangerous: cows might fall sick and die: the weather was bad and changeable; Indians sometimes attacked; and the greatest danger was that the cows might stampede and cowboys would be hurt or even killed if such a thing took place. So the cowboys lied a very hard life on the journey. When railways were built, they took the place of cowboys. They took the cowherd to the amrket very quickly, and saved the cowboys a long, insecure journey to town.Text 11 The Garden of EdenInformation related to the text:Bible: the bible, a collection of sacred books of Judaism and Christianity, consists of the Old Testament and the New Testament. The old Testament was originally written in Hevrew and later it was translated into Greek and Latin. The Old Testament is traditionally divided into three parts: the law, the prophets and the writings.The bible is not only a sacred book, it is also important literature and a source of literary inspirations. Many great poets, wirters and painters created masterpieces based on the bible and its stories, among which are milton’s long poems paradise lost and paradise regained, and Leonardo da Vinci’s painting The last supper.Warm up questions:Have you ever read any Bible stories?If they have, ask them to name some of them.(the Garden of Eden; Noah’s Ark; The prodigal Son; The last supper; the death of Jesus) According to Gensis, God created the world in severn days.The first day: god created Day and night.The second day: god created sky.The third day: dry land, the earth, and seas.The fourth day: great light, such as sun, moon and stars.The fifth day: living things in the air and sea.The sixth day: the land animals and the first man.The seventh day: god rested and called the day holy.Some proverbs for the students to remember:1.when Adam delved and Eve span, who was then a gentleman?2.the tree that god plants, no wind hurts it.3.sow the wind and reap the whirlwind.4.man does what he can, and god what he will.Quesitons for understanding:1.how did god make the man and the woman?2.where did the man and the woman live?3.what was God’s warning to Adam and Eve?4.How did the snake trick Eve into eating the forbidden fruit?5.waht happened to Adam and Eve agter they ate the forbidden fruit?6.how did god punish the snake for what he had done?7.how did god punish Adam for listening to his wife and eating the forbiden fruit?8.what did god then do to adam and eve?9.why did god have to do so?Sentences for the students to use as models:(Line 15, 30, 33, 71, 80, 92.)江西外语外贸职业学院教案备课纸（2）主任审阅授课教师年月日年月日授课内容Text 13 SocratesInformaton related to the text:1.socrates: he was a great Greek philosopher and the teacher of Plato. To the best of ourknowledge he wrote nothing of his own. Much of his life and thought is vividly recorded in the dialogues of plato. It is well-known that socrates made two fundamental contributions to Western philosophy by shifting the focus of Greekphilosophy from cosmology to ethics and developing ....2.Athens: it is the capital of Greece, on the southwestern side of the Attica peninsula. Alreadyand important city by 1500 BC, it reached its poitical peak after the Persian Wars.Warm- up questions:1.who was socrates?(an ancient Greek philosopher)2.when and where did he live?(nearly 500 years before the birth of Christ in Athens, Greece.)3.what do people think of him?(one of the wisest and braaest teachers the world has ever known)4.what kind of man was Socraes?(wise, brave and good at teaching)5.why was he put to death by the rulers of Athens?(He encouraged people to ask questions)6.could you name some other ancient Greek philosophers?(plato, Aristotle.)The three aspects of Scrates1.his teaching method: he never told his studentss what to do and think, but led them to theirown conclusions.2.his view on being free: only a man who can understand and control himself is really free.3.his behavior in the face of death: he remained calm, cheerful and controlled.Summary of the textThis is a historical essay. Socrates was one of the wisest and bravest teachers the world has ever known. He was famous for teaching by questioning his listeners, and showing them how inadequate their answers were. Because of his unusual teaching methods, unorthodox views on religion, and disregard of public opinion, he made enemies among influential Athenians. He was arrested and brought to trial on the charge of corrupting the youth and showing disrespect for religious tradtitions. He was sentenced to death. He refused several opportunities to escape from prison, and carried out the sentence by calmly drinking a cup of hemlock poison.Soem proverbs for the students to remember:1.courage and resolution are the spirit and soul of virtue.2.knowledge is the mother of all virtue; all vice proceeds from ignorance.3.knowledge is power.4.doubt is the key of knowledge.5.wisdon is a treasure for all time.6.without wisdom, wealth is worthless.7.wisdom and virture are like the two wheels of a cart.8. a wise man is a great wonder.Text 14 The Date Father Didn’t KeepInformation related to the text:Denmark: the kingdom of Denmark, almost surrounded by water, is situated in northwestern Europe, sonsisting of a peninsula and 482 nearby islands. It is the smallest of the Scandianavian countries with a population of 5,353,000 and Copenhagen as its capital. During the Second world War Denmark was occupied by Germany. It recovered rapidly after the war. As a charter member of the UN in 1945, it broke a long tradition of neutrality by joining the North Atlantic Treaty Organization in 1949 and the European Economic Community in 1972. in the late 1980s Denmark allowed its military forces t decline below NATO requirements. It is famous for its butter, cheese, bacon, ham , and other procesed food. The people of Denmark are prosperous, and they have one of the world’s highest standards of living, a highly developed state education system, and advanced social security schemes. Warm- up questions?1.Where is Denmark?(in northwestren Europe)2.What is its capital?(Copenhagen)3.What do we call the people of Denmark?(Danes)4.what is its official language?(Danish)5.is it a large or small country? (the smallest of the Scandinavian countries)questions while reading1.where did the story take place?2.had father visited Denmark before? And when?3.who did Father see in the inn?4.did the woman recognize Father? Why not?5.what happened when Father, a young student then, met the Danish girl?6.how did their famillies react to their romance?7.why did Father go back to America?8.faher did not keep the date. Did he do so intentionally?9.what was the misunderstanding?10.how did father feel when he met his old lover unexpectedly thirty years later?11.did father feel disapointed when the woman did not recognize him?12.do you think the Danish girl had forgotten all about her youthful romance?13.were both of them sorry for not having mareied each other?江西外语外贸职业学院教案备课纸（2）主任审阅授课教师年月日年月日授课内容Text 16 The RecordInformation related to the textSchumann: robert Alexander Schumann was a major German composer, music critic and leader of the romantic movement. His compositions and music journal greatly influenced the music of his time. Though he wrote orchestral and chamber music, he best expressed his ardent romanticism in his piano works and songs. Most of the latter were composed in 1840. and many of his best known piano pieces were written for his wife, the pianist Clara schumann.Concerto: concerto is a musical composition for one or more solo instruments supported by an orchestra. The three-movement orchestral form ws elaborated by German compsoser Jojann sebastian bach....As a warm-up, the teacher may begin by asking the students if they are interested in classical music and then ask them, if they are, to name some great composers.This story is written with a touch of humour, built on a series of misunderstandings on the part of the author because of his eagerness to help his friend enjoy music. Ask the students to find examples in the text which reflect the misunderstnadings.1.he took the different expression on his friend’s face, the bright eyes and the smile for theeffect that the music had on him; so he came to the conclusion that ― he had been listening!‖2.when he found Fred holding he recod in his big hands, he thought his friend appreciated therecord. This discovery made hime too pleased to tell hime to be careful aobut the record.3.when he asked Fred if he enjoyed it, he meant if Fred enjoyed the music. Fred’s affirmativeanswer created another misunderstanding on the part of the author. This misunderstanding led him to offer the record to Fred.This story has a surprise ending: the present Fred gave the author turned out to be made out of the recor. Ask the students if they expect such an dending as they read the story, and then see how many examples of foreshadowing they can find in the text to justify their answer.1.the author spent hours pointing out the beauties of a particular piece, but all the time Fredwas gazing at the little black statue of monkey on the mantelpiece and hadn’t been listening to a word the wuthor said.2.fred once told the author that he would loe to make a copy of the little monkey some day.3.the different expression on his face, the bright eyes and the smile after Fred saw the recordimply that he had discovered something: the record was the very thing he could use to reproduce the statue. When the author offered him the record, he hesitated to take it, after all it ws a precious record and it would be a pity to melt it.Lead a discussion about the following two questions:1.what kind of man is the author?2.how do you think the author felt when he was given the ―present‖?Text 17 The Seven GiftsSynopsis: abt two million years ago, a chage of climate set in, and the world entered a time known as the Ice Age. During this period of time, nearly half the world was covered with ice. So life was extremely hard for the first people. Compared with the animals around them, they were only poor, feeble creatures, unprotected against a bitter climate and a large number of antural enemies. Yet, man survived the dangers of the Ice Age, because he alone was possessor of the seven gifts—his upright posture, his two legs, arms, hands, his vision, his huam brain—the greatest of the seven—and the power of speech.Warm-up questions:1.what are the seven gifts?2.who has the seven gifts?3.what role did the seven gifts play in man’s struggle against the hardships of the Ice Age? The structure of the text:The first part: from the beginnig to para 4---describes the harsh climate of the ice age and man’s disadvantages in this bitter environmet.The second part: from para. 5 to the last para. but one.---the seven gifts and their funcitons in man’s struggle for existence are explained one after another in simple and claear terms.In the last para. The author ends the story by pointing out that it was the seven gifts that made it possible for man to conquer a hostile environment and prosper.Ask the students to retell in simple and clear English the functions of the seven gifts.With the upright posture, early men could see far and wide.With two legs, they could walk long distanc and outwalk any animal.With hands and arms, they could hold things and use tools.With their vision, early men could see in depth and fix their sight on the object.With the human brain, they could remember past experiences and learn from them to plan for the future.With the power of speech, they could communicate in words and pass on wisdom and experience to the next generations.Some rhetoricald devices used in the text.1.Simple but vivid expressionsEg. Line 5, 6, 252.Parallel consturcitons for emphasisEg. Line 19, 26, 79Sentences for the students to use as models1.Nature gave them no warm fur pelts against the cold, no swiftness to escape any enemy, noweapons for fighting.2.they could remember experiences from the past and learn from them for the future.3.although the beasts could also communicate with each other by voice, ...only people couldcommunicate in words.。

教材：《当代大学英语泛读教程》第1册单元：Unit 1课时：2课时教学目标：1. 培养学生的阅读理解能力，提高阅读速度。

2. 引导学生掌握阅读技巧，提高阅读效果。

3. 培养学生的批判性思维能力，提高对文章内容的分析和评价能力。

4. 增强学生的跨文化交际能力，拓宽视野。

教学重点：1. 精读文章，理解文章大意和细节。

2. 快速阅读文章，掌握文章大意和主旨。

3. 分析文章结构，了解作者观点和论证过程。

4. 拓展词汇量，积累常用表达。

教学难点：1. 培养学生的阅读速度和理解能力。

2. 引导学生分析文章结构，把握作者观点。

3. 培养学生的批判性思维能力。

教学过程：第一课时一、导入1. 介绍本文背景，激发学生学习兴趣。

2. 引导学生思考本文主题，为阅读做准备。

二、精读文章1. 学生自主阅读文章，理解大意和细节。

2. 教师引导学生分析文章结构，了解作者观点和论证过程。

3. 学生总结文章要点，分享自己的理解。

三、词汇学习1. 教师讲解文章中的重点词汇，如tedious、obliged、absorbed、allergic等。

2. 学生通过例句学习和运用这些词汇。

四、练习巩固1. 学生完成课后练习，巩固所学知识。

2. 教师批改作业，解答学生疑问。

第二课时一、复习导入1. 复习上节课所学内容，检查学生掌握情况。

2. 学生分享自己的阅读心得和收获。

二、快速阅读1. 学生快速阅读文章，掌握大意和主旨。

2. 教师提问，检查学生对文章的理解。

三、批判性思维训练1. 学生分析文章中的观点和论证过程，提出自己的看法。

2. 教师引导学生进行讨论，培养学生的批判性思维能力。

四、总结1. 教师总结本节课的学习内容，强调重点和难点。

2. 学生回顾所学知识，提出自己的疑问。

教学评价：1. 课堂表现：观察学生的参与度、发言积极性等。

2. 作业完成情况：检查学生的课后练习，了解学生对知识的掌握程度。

3. 学生反馈：了解学生对教学方法的满意度和建议。

王守仁版英语泛读教程第一册第一单元unit-1讲义————————————————————————————————作者：————————————————————————————————日期：枣庄学院泛读课程教案授课题目（教学章节或主题）：Unit one: on being a student 授课学时授课时间第5周第节授课类型Theory 教学方法Teaching; discussion; instruction教学手段Writing on the blackboard; internet内容纲要：This text discusses how to be a good student and the qualities of being a good student, such as the 4As: attitude, academic skills, awareness, accomplishment, and some other factors like self-discipline, initiative, breadth of interests, an open mind, a critical habit of mind.教学目的与要求：training and promoting the students reading skills, widening the students knowledge, and enlarging the students vocabulary, in short, make students learn and reading the materials fluently and smoothly.重点与难点：New words; reading skills and methods; learning the new words and phrases from the context and familiar with the structure of long sentences; and the reading materials’theme argument, subject.教学过程（主要教学环节设计.时间分配.板书设计等）：Teaching procedure and time:1. preview: 20minutes; 2. teaching: 30minutes 3: exercising: 20minutes; 4: discussion 30minutes思考题.讨论题.作业等：Self-teaching: getting the best value for timeGroup discussion: 1. What is the goal of university education? 2. How do you define “student”? What are the good qualities of a good student?参考资料（含参考书.文献等）：1.Reading course(1) Reference book：wang-shouren，Shanghai Foreign Language Education Press，2005,8. 2. college English reading course(1) and reference book: Dong-xin, Shanghai Foreign Language Education Press,2002,9.说明：1.授课类型：指理论课，实验课，实践课，技能课，习题课等；2.教学方法：指讲授.讨论.示教.指导等；3.教学手段：指板书.多媒体.网络.模型.挂图音像等教学工具；4.首次开课的青年教师的教案应由导师审核；5.讲稿内容附后。

英语泛读教程第二版第1册课程设计课程目标本课程旨在帮助学生培养泛读英语文章的能力，提高学生的阅读理解能力和语言能力。

通过学习本课程，学生将能够：1.熟练运用英语词汇、语法和句式；2.掌握泛读英语文章的方法和技巧；3.提高阅读理解和语言表达能力；4.增进对英语语言和文化的了解。

教学内容第1-4周：课程概述和课程介绍1.课程目标和学习要求；2.教材介绍和教学方法；3.课程评估和考核。

第5-8周：基础语法和词汇训练1.语法知识的回顾和拓展；2.常用词汇的掌握和使用；3.句型练习和语言表达技巧。

第9-12周：阅读技巧和文章泛读1.阅读技巧的介绍和应用；2.泛读英语文章的方法和技巧；3.阅读理解和表达训练。

第13-16周：阅读实践和英语写作1.英语文章的阅读和分析；2.提高阅读速度和阅读质量；3.英语写作的基础和要求。

教学方法本课程采用多种教学方法，包括：1.讲授与演示：教师通过讲解和示范，传授相关知识和技能；2.互动与讨论：教师与学生互动，引导学生思考和掌握知识；3.练习与实践：教师组织学生进行练习和实践，巩固和应用所学技能；4.评价与反馈：教师对学生的表现进行评价和反馈，指导学生提高学习效果。

课程评估本课程评估方式主要包括：1.作业：每周布置一定量的作业，包括语法、词汇和阅读练习；2.考试：每学期定期进行考试，包括语法、阅读和写作等内容；3.论文：学期末要求学生撰写一篇英语论文，包括阐述自己的观点和理论知识。

参考教材1.《英语泛读教程》第二版第1册，李笑来等编著，人民教育出版社；2.《英语语法》（第四版），Betty Azar著，外语教学与研究出版社；3.《英语词汇记忆法与应用》，董卫星等著，高等教育出版社。

Unit 1 University Student LifeObjectivesStudents will be able to :Get to know university lifeLearn to analyse the textMaster the reading skill and improve reading speedGrasp some key words, useful expressions main idea and structure of the textDifficult Points and Focusprehension and Appreciation of the Text;2. key words, useful expressions3. Reading skill4. Fast reading and exercises.Teaching Approacheslecturing, presentation, question and answer, group discussionTime AllotmentTeaching ProceduresPre-reading tasks1. Greeting (20m)2. Warm-up activities (m)T: Now, you are not a senior middle school student but a university student. Maybe you are not very familiar with university student life. So I have some questions for you to discuss.(1)What’s the image of a university student in your mind?(2)What’s the university should be like in your opinion?(3)Is your university life different from your high school days? In what ways?(4) In your opinion, what are the qualities of a good student?responsible, hard-working, obidient, attentive, organized, goal oriented, not afraid to ask question3. Background Information/lead in(5 m)By your discussion, we know the Life in the university is both challenging and colorful. The students devote most of their weekdays to courses, both compulsory and optional. As academic requirements demand that they must spend all spare time reading reference books and drafting the papers. Anyway they think it is worthwhile.University life is extremely important in a student’s life. Through a few years’ learning, students acquire lots of knowledge and experience from their professors. Their attendance at various lectures, their activities in clubs or other social organization and their exchange of ideas with the fellows --------all these open up a new vista for them, foster their ability to work independently and help them to intellectual maturity. University life will pave the way to their successful career. However, in university, not everyone can become excellent student. Just now, you discussed many qualities of a good student that should possess. In this unit, text I introduces what makes a good student.While-reading1. word pretest before going to text On Being a Student. Check the meaning of eight new words: academic, accomplishment, demonstrate, dedicated, diverse, fad, validity, humility (m)academic: scholarly ~ year/researchaccomplishment: accomplish(verb)+ ment(suffix)= accomplishment(noun)-mentachievementdemonstrate: display, operate, and explain the workings of (a machine, product, etc) other synonyms: show, display, present, manifestdedicated: dedicate v. –ed added after a noun to constitute an adjective.表示有……的，具有……特征be dedicated todevoteddiverse: different, various, variedfad: an intense but short-lived fashion; crazevalidity[və'liditi]: base, foundation valid –ty 用以构成名词，表示性质状态程度humility: modesty humiliate2. First reading and rough understanding of the text (15m)give students five minutes to skim the text and discuss the following questions:(1) What is the definition of “student”?(2) What are the qualities of a good university student according to the text?(3) Do you think it is necessary for the students to carry out many extra-curricularactivities besides classroom learning? Why?3. Observe Students’ bad reading habitsJust now I find many of have some bad reading habits when you skim the text. These bad reading habits will slow your reading speed.A. Moving your lips when you readB. reading with your forefinger pointing the wordsC. Regressing /skip back Read back from time to time;Regressing means rereading a word, phrase, or sentence out of habit. habitual, unnecessary regressing really slows you down.D. check the new words when you readYou should guess the meaning of the new words acooding to the context.E. Reading one word at a timeSlow readers tend to see only one word at a time. Good readers will see several words at a time and their eyes will stop only three or four times as they move across a page.4. Second reading and clear understanding of the main idea and structure(15m)read the text again and give a divison of the text.This text is an essay on the characteristics which make a good student.This text can be divided into three parts.Part 1 (para.1) : the meaning of a “student” is serious.Part 2 (para. 2-3) : the qualities of being of “good student” includes four As---attitude, academic skills, awareness and accomplishment. All these added upto a fifth A: ability.Part 3 (para.4) : Other qualities are: self-discipline, initiative, breadth of interests, an open mind, a critical habit of mind, objectivity and humility.4. detailed explanation of the text/language pionts (30m)Now, first look at the topic On being a Student, on here about lunji,such as maozedong’sOn Practice实践论，besides, this text is very clear, the words about qualities are emphasized by bold.Part 1(1) This modern definition does not suggest that the person does anything other than“attend”.other than : exceptaccording to the modern definition, the person does nothing except attend a school, college or university.Part 2(2) stand out: to be distinctive or conspicuous, be excellent, extraordinarystand out from sb./sth.: be much better than sb./sth.远远超过某人e.g. Her work stands out from the reat as easily the best.(3) four AsAcoording to reading skill- context clue to word meaning, we can easily know the meanings of attitude, academic skills, awareness and accomplishment.Attitude: a good student possesses the ability and willingness to learn new subjects even the subjects are not interesting.Academic skills are the skills necessary to do well in an educational setting. They include reading, writing, math, research, computer, and study skills.Awareness is the state or ability to perceive, to feel, or to be conscious of events(4) to one’s liking: giving sb. satisfaction, pleasing sb, suit one’s style/tasteI trust the meal was to your liking.(5) add up to: amount to sth. , indicate sth.A good student has the ability to apply the results of his or her learning in to a creative way and achieve the goals. Ability is not inborn. You can achieve it through your dedicated efforts.Part 3(6) seek out: find out(7) see through: perceive, be aware of(8) false claims: deception, cheat(9) turn out to be: prove to beThe job turned out to be harder than we thought.Post-reading1. Reading skill: Context Clues to Word Meaning ( 10)Reading skill: Context Clue to Word Meaning (30 )Before we come to Section A, let’s see reading skill- Context Clue to Word Meaning first. Context means the words or sentences before or after the item you do not know. Context clues are the hints provided in text, which lead the reader to meanings of words. When readers come across an unfamiliar word, they often look in different places in the text for clues to the meaning. These clues can be found before, within, or after the sentence with the unfamiliar word. Also, there are signal words associated with the context clues. These signal words will point out the type of context clue being used. Once the reader is able to identify the type of context clue being used, then the meanings of unfamiliar words become clear. There are several TYPES OF CONTEXT CLUES:1. synonyms and definitions2. examples3. class relationship4. antonyms and contrasts5. experience or sense of the sentenceContext sometimes provides definition clues. The author includes a definition to help the reader understand the meaning of a word.Consider: Linguistics, the scientific study of language, is very important for language students. Notice the italicized word is clearly defined.In the following example, “tainted” is defined as having a disease.The people of the town were warned not to eat the tainted fish. The local newspaper published a bulletin in which readers were clearly told that eating fish that had a disease could be very dangerous. This was especially true for fish caught in Lake Jean.Besides the formal definition, the writer may also give explanation after such punctuation marks as comma, dash or within parentheses.Besides,The verb "to be" is a signal indicating that the definition of the word may be in the sentence. A form of the verb "to be" is located between the unfamiliar word and its meaning.A carnivore is an animal that feeds only on meat.The word "or" is a signal word indicating that the definition is in the sentence.A biographer, or one who writes about people's lives, is an example of an author.Context sometimes gives example clues. Consider: like horses, human beings have a variety of gaits, they amble, stride, jog and sprint. Notice several examples are given to shed light on the meaning of the italicized word “gait”, a way of way of walking. In the sentences with example clues, the examples are usually signaled by certain words or phrases like such as, including, for example, for instance or to illustrat e.The student was suffering from anxiety. For example, when he first saw the test, he began to tremble.Celestial bodies, such as the sun, moon, and stars, are governed by predictable laws. Although context clues are useful in discovering the meaning of an unknown word, there are some limitations to this approach. The meaning you get from the context may be vague or general. Sometimes there is too much unfamiliar language to allow you to use the context. While you don’t interrupt your reading to look up new words in a dictionary, you may still want to check your guess if you find that some word is used often, and seems to be an important one in your field. In such cases, mark the unknown words when you are reading, and look them up later2. reading comprehension (5)3. V ocabulary building (15m)established: an established fact 既成事实an established rule 成规strenuous: make strenuous efforts 竭尽全力strenuous examination 紧张的考试give priority to : being more importantsuffix –ize, ly后缀-ize 可以加在名词或形容词的后面构成动词后缀,表示"照……样子做"、"按……方式处理"、"使成为……"、"变成……状态"、"……化"的意思。

新视野大学英语泛读教程1教案
使用教材：《新视野大学英语泛读教程1》_____
本课程教学目的
提高学生的英语水平，拓展知识视野，培养文化意识，侧重阅读技能的训练，通过知识性阅读，提高学生语言知识，如词汇，句型，同时培养学生独立思考的能力，通过技能性阅读，提高学生细节理解，归纳总结，推算的思维能力。

本课程教学要求
要求学生规定的时间内有效地阅读文章，学会使用文中英文表达；在提
高语言能力部分，学生在准确理解文章的前提下，加强对阅读速度和方法的反思和调控。

扩大视距，养成视读习惯。

本课程教学方法
通过问题导入、复述、话题讨论来培养学生的表达能力。

通过速读和跳读培养学生阅读速度，通过课文知识文化扩展，拓展学生视野。

灵活运用多种教法，如幽默教法，案例教法激发学生的阅读兴趣。

学生创新精神和实践能力培养方法
以组别的形式，进行课堂角色讨论，进行阅读理解辩论赛。

通过课外作业，如每单元C篇作为学生扩展阅读，充分利用学生的课外时间，提高自主学习的能力。

考核方式
平时表现（30%）+期末成绩（70%）
教学参考资料
新视野大学英语教程1教师用书；
21世纪大学英语阅读教程；
相关网络资料。

一、教学目标1. 培养学生阅读英文文献的能力和技巧。

2. 提高学生获取信息、分析问题和解决问题的能力。

3. 增强学生的跨文化交际能力。

二、教学内容1. 阅读材料：教材中规定的泛读课文、课外阅读及练习。

2. 阅读技巧：略读、寻读、精读、批判性阅读等。

3. 词汇和语法：积累常用词汇，掌握语法结构。

三、教学过程（一）导入1. 引导学生回顾上节课所学内容，激发学生学习兴趣。

2. 提出本节课的学习目标，让学生明确学习方向。

（二）新课导入1. 教师简要介绍本节课的阅读材料，让学生对文章主题有所了解。

2. 学生自主阅读课文，教师巡视指导。

（三）阅读技巧训练1. 教师讲解略读、寻读、精读、批判性阅读等技巧，并举例说明。

2. 学生练习阅读技巧，教师巡视指导。

（四）词汇和语法学习1. 教师讲解课文中的重点词汇和语法结构，引导学生进行记忆和运用。

2. 学生练习词汇和语法，教师巡视指导。

（五）课堂活动1. 学生分组讨论课文主题，分享自己的观点和看法。

2. 教师组织学生进行角色扮演，提高学生的口语表达能力。

（六）总结与反馈1. 教师对本节课的学习内容进行总结，强调重点和难点。

2. 学生自评和互评，提出改进意见。

四、课后作业1. 完成教材中规定的课后练习题。

2. 阅读课外阅读材料，撰写读书笔记。

五、教学反思1. 关注学生的学习进度，及时调整教学策略。

2. 激发学生的学习兴趣，提高学生的阅读能力。

3. 注重培养学生的跨文化交际能力，为学生的未来发展奠定基础。

新视野大学英语泛读教程第三版第1册教学设计教学背景和目标本教学设计面向大学本科英语专业或非英语专业的学生，学习英语达到B1级别或以上，希望通过泛读提高他们的英语水平和语言运用能力。

本教学设计选用《新视野大学英语泛读教程》第三版第1册，旨在培养学生对于英语语言的理解和运用，使其能够理解各种与文化有关的文章，增强其对跨文化交流的认识和理解。

教学内容和方法教学内容本教学设计将涉及以下内容：1.文化差异与文化冲突2.旅游3.改变与领导力4.社交障碍5.古代文明6.核能发电的利弊7.善良与恶劣教学方法本教学设计将采用以下教学方法：1.课前预习：学生需要在课前阅读相关阅读材料，并发表相关的意见和见解；2.课堂讲解：教师将在课堂上介绍相关知识点，并对学生所遇到的问题进行解答和补充；3.分组讨论：将学生分成小组，探讨相关话题，帮助学生更好地理解文章；4.PPT展示：教师将制作PPT进行相关展示，帮助学生更好地理解文章；5.阅读笔记：要求学生在阅读时做好笔记，方便后期复习和巩固。

教学评估和期望结果教学评估1.课堂表现：学生在课堂上的积极表现和提问情况；2.期末考试：期末考试考查学生对于所学内容的理解和掌握程度；3.作业提交：要求学生及时提交所设计的作业，以检验学生的阅读能力和写作能力。

期望结果经过本教学设计，期望学生能够：1.熟练掌握文化差异和冲突的相关知识；2.熟练掌握旅游的相关知识；3.熟练运用改变和领导力的相关知识；4.懂得如何克服社交障碍；5.了解古代文明的相关知识；6.熟练掌握核能发电的利弊；7.熟练掌握善良和恶劣的相关知识。

总结本教学设计为学生提供了一个更好的学习英语的机会，不仅提高了学生的英语水平，也增加了他们对于跨文化交流的理解。

在实际的教学过程中，需要注意学生的阅读和写作能力的提升，同时还要加强与学生的互动和沟通，营造积极的学习氛围，以达到更好的教学效果。

课程教案课程名称: 《英语阅读》（一）课程性质: 必修课课程类型: 公共课上课时间: 2017至2018学年第1学期授课对象: 英语教育专业 2017级6班英语翻译专业2017 级3、4班教师姓名: 杨静所属系院: 外国语学院成都师范学院教务处制教案样式（试用稿）使用说明1．教案不等同于讲稿，它应反映教学设计、教学过程和教学内容（讲稿）。

2．一门课程的教案由“课程总体教学安排”、若干的“分次教案”、“课程教学学期总结”三部分组成。

“分次教案”按上课的自然次数划分。

3．每一分次教案由一张“教学设计”页和若干张“授课内容”页两部分组成。

“教学设计”主要包括教学目标、重点与难点、教学方式与手段及各教学引入、讲解、作业等环节的总体安排。

“授课内容”是对各教学环节的详细教学内容、教学方法等的安排及教学提示设计。

为减轻书写负担，已尽量简化了教案首页的项目，有的项目还可根据具体情况酌情简写。

4．全套教案有一封面，供最后装订时使用。

封面上的“课程类型”是指公共课、基础课、专业基础课、专业课等，“课程性质”是指必修、限选、选修等。

5．版面尺寸按A4设计，以便于携带与存档。

6．制作教案时，可使用网上的电子样本或者印刷稿纸。

“讲稿页”上的“讲课内容”可以完全手工书写，也可以打印或粘贴ppt。

若拟使用ppt，可以直接在ppt 环境下“打印内容”按“讲义（每页3幅幻灯片）”打印输出，此时能直接得到省去表头的“讲稿页”，在它的左侧将有3幅幻灯片，右侧则自动生成了书写“备课札记”的横格线。

“备课札记”供填写注释、讲课的提示语等使用。

7．本教案格式是针对我校多数专业类的课堂教学设计的，对于一些特殊类型或有特殊教学方式的课程，可酌情修改或自行规范教案格式。

课程总体教学安排课程教学第 1、2 次教案-教学设计课程教学第1、2次教案-授课内容课程教学第3、4次教案-教学设计课程教学第 3、4次教案-授课内容课程教学第5、6次教案-教学设计课程教学第5、6次教案-授课内容课程教学第 7、8次教案-教学设计课程教学第7、8次教案-授课内容课程教学学期总结注:此页用于该门课程完成全部教学内容后填写,不够可添页。

泛读教程1修订版教学设计
1. 教学目标
本篇文档的主要目标是介绍泛读教程1修订版的教学设计，以及如何在教学中更有效地使用该教材。

本教学设计旨在：
1.帮助学生提高泛读技能。

2.帮助学生了解文化和社会的背景知识，增强跨文化交际能力。

3.帮助学生了解不同文体的特点，提升语言表达能力。

4.培养学生跨学科思考和分析问题的能力。

2. 教学内容
本教学设计围绕泛读教程1修订版展开，教师可根据课程需要适当调整内容。

本教学设计包括以下5个单元：
单元1：文化与传统
•关键词：culture, tradition, customs, etiquette
•目标：让学生理解文化和价值观的重要性，了解不同国家的习俗和社交礼仪
单元2：生活方式
•关键词：lifestyle, diet, health, leisure
•目标：让学生了解不同国家的生活方式和饮食习惯，学习如何保持健康的生活方式
单元3：科技与环境
•关键词：technology, environment, pollution, climate change
1。

教案（首页）课程名称英语泛读授课专业英语班级2013级授课方式课堂讲授（√）实践课（√）考核方式考试（√）考查（）课程类别必修课公共必修课（）专业必修课（√）选修课公共选修课（）专业限选课（）专业任选课（）课程总学时60周学时4学时/ 周学时分配课堂讲授 4 学时；实践课学时教学目标泛读课程的目的在于培养学生的英语阅读理解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；提高学生的阅读技巧，包括细读、略读、查阅等能力。

大一下学期的学生能够阅读难度相当于Thirty-Nine Steps（简写本）的浅显材料，阅读速度为每分钟70-120个单词，理解中心大意，抓住主要情节和论点。

使用教材教材名称泛读教程编（著）者王守仁，高虹出版社及出版时间上海外语教育出版社（2013年4月第一版）指定参考书1.《新编英语泛读教程》第二册王守仁等上海外语教育出版社2.《英语阅读教程》韩志先等高等教育出版社3.《新编实用英语快速阅读教程》尹德谟上海外语教育出版社教案周次第1周，第1次课授课时间2015年3月9-13日授课章节Unit 1 Reading本（章）节授课方式课堂讲授（√）实践课（√）教学时数 4授课要点本（章）节教学目标1, Capture words in the part word pretest.2, Understanding reading skill 1.3, Capture the main idea of the text, including background information, long sentence structure and translation.教学重点和难点1. Words in the word pretest.2. Reading skill 1.3. The main idea of the text.思考题或作业1. Section C(Unit 1).2. Reading skill in Unit 2.教学内容与组织安排Teaching Objectives:This unit is intended to help students to capture words in the part word pretest.Understanding reading skill 1. Capture the main idea of the text, including background information, long sentence structure and translation.Teaching Allotment:·1st period: Warming-up ( 5 minutes)·2nd period: Word pretest ( 15minutes)·3rd period: Text analysis. (about 60 minutes)·4rd period: Reading skill(20 minutes)·5rd period: Homework checking(45 minutes)·6rd period: Section B(35 minutes)Teaching Procedures1.2.Step1 ( about 5 minutes):3.Warming-up(some greeting words)Step2 word pretest (15 minutes):Teaching method：Direct Methodcomplex: 1consisting of many different parts and often difficult to understand [= complicated; ≠ simple]:a complex system of highwaysPhotosynthesis is a highly complex process.Peter seemed to have an instant understanding of the most complex issues.It was a very complex relationship between two complex people.2technical a complex word or sentence contains a main part and one or more other parts [↪ compound]adjust: [intransitive and transitive]to gradually become familiar with a new situation [= adapt]:They'll soon settle in - kids are very good at adjusting.adjust toIt took a few seconds for her eyes to adjust to the darkness.adjust to doing somethingMy parents had trouble adjusting to living in an apartment.adjust yourself to somethingIt took time to adjust myself to motherhood.consistent: always behaving in the same way or having the same attitudes, standards etc - usually used to show approval[≠ inconsistent]:She's the team's most consistent player.diagnoses:plural diagnoses [uncountable and countable]the process of discovering exactly what is wrong with someone or something, by examining them closely [↪ prognosis]diagnosis ofdiagnosis of kidney diseaseAn exact diagnosis can only be made by obtaining a blood sample.literal: the literal meaning of a word or expression is its basic or original meaning [↪ figurative]literal meaning/sense/interpretation etcbias: [singular, uncountable] an opinion about whether a person, group, or idea is good or bad which influences how you deal with itpolitical/gender/racial etc biaspolitical bias in the pressStudents were evaluated without bias.bias against/towards/in favour ofIt's clear that the company has a bias against women and minorities.aesthetic: connected with beauty and the study of beauty:From an esthetic point of view, it's a nice design.a work of great aesthetic appealstimulated: to encourage or help an activity to begin or develop furtherstimulate growth/demand/the economy etcthe President's plan to stimulate economic growthto encourage someone by making them excited about and interested in something:Her interest in art was stimulated by her father.stimulate somebody to do somethingAn inspiring teacher can stimulate students to succeed.Step3:Text analysis. (about 60 minutes)Step4:Reading skill(20 minutes) 略读(skimming)Skimming is reading for the general idea or the big picture. As a rapid-reading skill, skimming may not be so familiar to you. If you do one of the following, you will find yourself skimming: 1. Reread material you have already studied. 2. Look over and sort out your mail.3. Flip through a new book or magazine. 4. Keep informed in a general way about the news.How to skim? Let your eyes "float" down over the content of the text, looking for clue words that may tell you who, what, when, where, how many, or how much.Look also for the writer's direction words. Such words as furthermore and also suggest that the preceding thought is still being discussed. Words such as however, yet and on the contrary suggest that the thought is apt to reverse itself or take another direction.略读(skimming)是常用的阅读方法之一，其主要特征是选择性地阅读。

英语泛读教程第一册教学设计一、教学目标知识目标1.学生能掌握500个左右的常用英语单词及其用法；2.学生能够理解简单的英文文章，并且有一定的阅读理解能力；3.学生能够使用所学知识进行简单的英语交流。

技能目标1.学生能够听懂并正确地口头表达自己的想法；2.学生能够写出至少10句简单的英文句子；3.学生能够正确地运用英语语音、语调、连读等发音技巧。

情感目标1.学生能够形成良好的英语学习态度和习惯；2.学生能够体验到使用英语交流的乐趣；3.学生能够感受到英语学习对于个人发展和工作的重要性。

二、教学内容主要教材本教学设计所学生使用的主要教材为英语泛读教程第一册。

教学内容1.英语基础知识：字母、单词、语法等；2.英语听、说、读、写等基本技能；3.完成阅读理解和简单的英语写作；4.学习了一些英语习惯用语、固定用法。

第一阶段：了解英语和发音技巧1.介绍英语的起源，以及英语的特点；2.学生学习英语语音、语调、连读等发音技巧。

第二阶段：学习单词和语法1.学生学习字母表和大小写的用法；2.学生学习一些常用的单词以及其用法；3.学生学习英语的基本语法。

第三阶段：英语听、说、读、写的综合训练1.学生进行英语口语训练，练习发音、会话等；2.学生进行英语阅读训练，练习阅读理解和阅读技巧；3.学生进行英语写作练习，练习写句子、段落、短文等。

四、教学方法情境教学法通过情境教学法的课程设计和实施，激发学生的学习兴趣，使他们在各种生活情境中运用所掌握的语言技能进行语言应用。

任务型学习法通过给学生布置具体任务的方式，激活学生的学习积极性，让学生在任务实践中掌握知识和技能，提高他们的英语语言综合运用能力。

合作学习法以小组为单位进行英语学习，使学生能够同伴互助，互相学习，提高个人综合学习能力的同时，也培养出团队合作意识和能力。

形成性评估教师在课程教学中实时记录学生的掌握情况，通过微信群或班级讨论交流等方式给予反馈和指导。

总结性评估按照课程大纲要求进行考试或考察，注重对学生语言应用能力的评价。

课程教案课程名称: 《英语阅读》（一）课程性质: 必修课课程类型: 公共课上课时间: 2017至2018学年第1学期授课对象: 英语教育专业 2017级6班英语翻译专业2017 级3、4班教师姓名: 杨静所属系院: 外国语学院成都师范学院教务处制教案样式（试用稿）使用说明1．教案不等同于讲稿，它应反映教学设计、教学过程和教学内容（讲稿）。

2．一门课程的教案由“课程总体教学安排”、若干的“分次教案”、“课程教学学期总结”三部分组成。

“分次教案”按上课的自然次数划分。

3．每一分次教案由一张“教学设计”页和若干张“授课内容”页两部分组成。

“教学设计”主要包括教学目标、重点与难点、教学方式与手段及各教学引入、讲解、作业等环节的总体安排。

“授课内容”是对各教学环节的详细教学内容、教学方法等的安排及教学提示设计。

为减轻书写负担，已尽量简化了教案首页的项目，有的项目还可根据具体情况酌情简写。

4．全套教案有一封面，供最后装订时使用。

封面上的“课程类型”是指公共课、基础课、专业基础课、专业课等，“课程性质”是指必修、限选、选修等。

5．版面尺寸按A4设计，以便于携带与存档。

6．制作教案时，可使用网上的电子样本或者印刷稿纸。

“讲稿页”上的“讲课内容”可以完全手工书写，也可以打印或粘贴ppt。

若拟使用ppt，可以直接在ppt 环境下“打印内容”按“讲义（每页3幅幻灯片）”打印输出，此时能直接得到省去表头的“讲稿页”，在它的左侧将有3幅幻灯片，右侧则自动生成了书写“备课札记”的横格线。

“备课札记”供填写注释、讲课的提示语等使用。

7．本教案格式是针对我校多数专业类的课堂教学设计的，对于一些特殊类型或有特殊教学方式的课程，可酌情修改或自行规范教案格式。

课程总体教学安排课程教学第 1、2 次教案-教学设计课程教学第1、2次教案-授课内容课程教学第3、4次教案-教学设计课程教学第 3、4次教案-授课内容课程教学第5、6次教案-教学设计课程教学第5、6次教案-授课内容课程教学第 7、8次教案-教学设计课程教学第7、8次教案-授课内容课程教学学期总结注:此页用于该门课程完成全部教学内容后填写,不够可添页。

泛读教程I 教案Unit 1 University Student Life教学目标或要求：1.Students learn how to guess the meaning of new words by reading context.2. By the two articles “On Being a Student” and “Getting the Best value for Time”,the teacher gives students suggestions on how to improve reading skills and how to make good use of time in the university.3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningContext means the words or sentences before or after the item you do not know. Context sometimes provides definition clues. Consider: Linguistics, the scientific study of language, is very important for language students. Notice the italicized word is clearly defined. Besides the formal definition, the writer may also give explanation after such punctuation marks as comma, dash or within parentheses.Context sometimes gives example clues. Consider: like horses, human beings have a variety of gaits, they amble, stride, jog and sprint. Notice several examples are given to shed light on the meaning of the italicized word “gait”, a way of way of walking. In the sentences with example clues, the examples are usually signaled by certain words or phrases like such as, including, for example, for instance or to illustrate.Although context clues are useful in discovering the meaning of an unknown word, there are some limitations to this approach. The meaning you get from the context may be vague or general. Sometimes there is too much unfamiliar language to allow you to use the context. While you don’t interrupt your reading to look up new words in a dictionary, you may still want to check your guess if you find that some word is used often, and seems to be an important one in your field. In such cases, mark the unknown words when you are reading, and look them up later.II. Text: University Student LifeStep one: word pretest before going to text On Being a Student.Check the meaning of ten new words: profession, involve, explore, diminish, urge, performance,discipline, sack, linger, awkward.Step two: give students five minutes to scan the text and discuss the following questions: How is your college life different from your high school days? What is your plan to improve your reading skills?Step three: detailed explanation of the text. Being a university student is your profession for at least the next four years and this involves a change of attitude in many ways. First you chose one major subject instead of several subjects because you find it interesting and worth exploring further. Second, you have before you the goal of getting a degree. Another change is the relationship with teachers. You are now active learner instead of passive receiver. Teachers are only coaches and you would not be discouraged if you get back with a poorer mark than you expected and with various criticisms. In order to adapt to all the changes you must put in hours of regular practice every day. Some activities like reading, writing and note-taking, speaking and discussion are basic to studying. Make sure that you are doing these efficiently.III. Vocabulary buildingWord match exercise. Give students three groups of new words and definitions and match the word with the definitions. Some basic knowledge on suffix. Many verbs end in suffix –ize, such as realize, organize, criticize, characterize; many adverbs end in the suffix –ly, such as efficiently, certainly, professionally. If we study carefully, we can save a lot of time memorizing new words.1.How to guess the meaning from context reading2.How to get used to life in the university3.Some ways to enlarge vocabularyAssignments：Should teachers establish personal relationship with their students? Why or why not?Unit 2 Culture Shock教学目标或要求：1. Introduce some information on culture shock2. Enlarge students’ vocabulary3.Do more exercise on skimming and scanning教学内容（包括基本内容、重点、难点）：I. Reading skill: context clues to word meaningTry to guess the meaning from context. E.g.When the student meets another miserable person from the same country, he will pour out his unhappy feelings. Together they can complain in their native language.If you are driving across the country or through a city, you can also check the billboards you will see along the roads. They advertise not only products but also coming events and sights to see.Through context reading, we can easily get the meanings of “complain”-say bad words about something and “billboard” – a place to put on notice.II. Word PretestLet students guess the meanings for “acquaintance, symptom, depress, hostility, temporary, inevitable, located, dwelling on”III. TextMaking a Cultural ChangeExplanation of the text: the students who studies in a foreign country leave behind a familiar, loving, comfortable environment. Back home, he has his family, friends, and acquaintances. Foreigners experience different degrees of culture shock. The symptoms range from being ill at ease to being seriously depressed. Feeling homesick, unhappy, and very sensitive.IV. There are some suggestions found to be helpful in fighting culture shock:1. Keep busy2. Become friendly with classmates3. Do something that you really enjoy, such as reading, music or sports4. Forget that your English is less than perfect, and feel free to ask people forinformation, guidance, or directions.5. Be flexible. Laugh at the mistakes you makeWhat is culture shock?The problem of adjustment in new cultural environments. Cultural shock might be called an occupational disease of people who have been suddenly transplanted abroad.What is the symptoms and cures for culture shock?Culture shock is causes by the anxiety that results form losing all familiar signs and symbols or social contacts. Those cues or signs include various ways in which we adapt ourselves to the situation of daily life.Assignments1.What kind of people adjust best to foreign cultures?2.Do you have any difficulty in adapting to a new environment of your university?Unit Three Movie教学目标或要求：1.Students learn how to guess the meaning of new words by context clues.2.By the two articles “How Do the Movie Do it?” and “The Man Who MadeMickey Mouse”, the students are suggested to collect som e information about American movies.3.After learning unit three, students should have the basic understanding of suffixand prefix and try to use the word-building knowledge to expand their vocabulary. 教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningExamples1.The child had a wan look. He was so pale and weak that we thought hewas ill.2.Carbon monoxide (CO) is a noxious gas, which can cause death.3.During their stay in New York, they took their laundry to the Laundromat,where the public may wash their clothes in coin-operated machines. II.Text: How Do the Movies Do it?Step one: word pretest. Check the meaning of eight new words: crash, flood, apply to, absolutely, flame, instantly, deviceStep two: give students five minutes to scan the text and discuss the following questions: What kind of movie is your favorite? Do you think to become an actor or actress is a good job for young people?Step three: detailed explanation of the text. Have you ever seen a movie in which a building was burned down or a bridge was destroyed? Have you seen films in which a train crashed or a ship sank into the ocean? If so, you may have wondered how these things would happen without harming the people in the film. The man is called special effect man. In a scene for one movie there was a big glass bowl filled with water in which the fish were swimming. The director of the movie wanted the fish to stop swimming suddenly when they seemed to stare at an actor. Then the director wanted the fish stop staring and swam away. But fish cannot be ordered to do anything. It was quite a problem. At last controlling the fish through a harmless use of electricity solved the problem. As in other parts of movie making, there are those who have developed particular skill in creating certain kinds of effects. All this requires training, skill, and experience. It also adds a great deal to the expense of producing the film. It helps explain why so many movies are very expensive to make.III. Vocabulary buildingWord match exercise. Give students three groups of new words and definitions and match the word with the definitions. Some basic knowledge on suffix. Many verbs end in suffix –ize, such as realize, organize, criticize, characterize; many adverbs end in the suffix –ly, such as efficiently, certainly, professionally. If study carefully we can save a lot of time memorizing new words.1. How to guess the meaning from context reading2. How to improve English by watching movies?3. Some ways to enlarge vocabulary:4. Discuss the questions for Reading:When did the story take place?Where did it take place?Who are the main characters?What did they do? And why?What did the writer want to tell us?What’s the theme of the story?AssignmentsIs watching movies and TV programs a good way to learn something indirectly?Unit 4 Food教学目标或要求：1. Students learn how to guess the meaning of new words by reading context.2. By reading the two articles “A Food Tour of USA” and “Dinner Invitation”, students should learn to improve reading skills and try to make good use of them.3. After learning this unit, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningGeneral Knowledge: Examples1.The door was so low that the 1.9-metre man hit his head on the lintel.2.Tom got on the motorbike, his girlfriend sat behind him on the pillion and they roared off into the night.3.A special arithmetic course is going to be set up to teach the children how to add, multiply, subtract or divide simple numbers.II. Word PretestLet students guess the meanings for “specialty, aroma, nutritious, available, chef, distinct, game, deserve”III.Text: A Food Tour of USAStep one: word pretest before going to text A Food Tour of USA.Check the meaning of the new words:Step two: give students five minutes to scan the text and discuss the some questions Step three: detailed explanation of the text.IV. Vocabulary building:Prefixes: mis-, dis-Examples: mistake, misunderstand, misuse; disagree, dislike, disadvantage, etc AssignmentsWhat similarities and differences are there between Western and Chinese dinner invitation?Unit 5 Business教学目标或要求：1.Students learn how to guess the meaning of new words by reading context.2. By the two articles “Levi Strauss and Company” and “What Is the WTO?”, the students are given suggestions on how to improve reading skills and how to make good use of time in study.3. After learning this unit, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Reading skill: Context Clue to Word MeaningClass relationship: (p57)More examples:1.Most animals have some methods of protecting themselves from predators-animals that kill and eat other animals. Porcupines, for example, can roll themselves into a tight ball, with their sharp spines discouraging the attackers.2.Prime ministers, ministers, ambassadors and other important national dignitaries attended the conference.II. Word PretestLet students guess the meanings for “rural, prosperity, durable, shrink, tough, commodities, trend, approaches.”III. Text: Levi Strauss and CompanyStep one: word pretest before going to text Levi Strauss and Company. Check the meaning of the new words:Step two: give students five minutes to scan the text and discuss some questions Step three: detailed explanation of the text.IV. Vocabulary buildingWord match exercise. Give students three groups of new words and definitions and match the word with the definitions. Some basic knowledge on suffix. Many verbs end in suffix –ize, such as realize, organize, criticize, characterize; many adverbs end in the suffix –ly, such as efficiently, certainly, professionally. If study carefully we can save a lot of time memorizing new words.AssignmentsDo you want to be a leader in a small company or to be an employee in a well-established company?Unit 6 Sports教学目标或要求：1.Students learn how to guess the meaning of new words by reading context.2. By reading the two articles “A City Wild with Joy” and “How the Olympic Games Started ”, students are supposed to know more information about the Olympics.3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I.Reading skill: Context Clue to Word MeaningContrast relationship: ( P57)More example:1.At the party Tom was talking cheerfully with others while his bother was reticent all the time.2.Peter’s parents hope that he can learn to be frugal, but he just keeps spending money as freely as he likes.II.Texts:1. A City Wild with JoyStep one: word pretest before going to text. Check the meaning of the new words: Step two: give students five minutes to scan the text and discuss some questions Step three: detailed explanation of the text.2.How the Olympic Games StartedIII.Vocabulary building: Suffix: -ish, -ese, (i)an, etc.Examples: American, Indian, British, childish, Chinese, Japanese,etc.AssignmentsIn order to win international championships, many countries spend a lot of money on sports. Is it worth it? Give your reasons for your opinion.Unit 7 Shyness教学目标或要求：1. Students learn how to guess the meaning of new words by reading context.2. By reading the two articles “Overcome Shyness” and “How to make a good impression”, give students suggestions on how to improve reading skills and how to make good use of them in study.3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Word pretestThe students guess the meaning of the following words:profound, affect, diminish, timid, numerous, interpret, isolate, eventuallyII. Texts: Overcome ShynessStep one: word pretest before going to text. Check the meaning of the new words: Step two: give students five minutes to scan the text and discuss some questions Step three: explanation of the text.III.Vocabulary building:Suffix: -ness, -ment, -ive, -fulExamples: happiness, witness, calmness; government, movement, development, effective, offensive, expressive; helpful, useful, delightful, etc.Assignments:How would you help a good friend deal with his or her shyness?Unit 8 Native People教学目标或要求：1. Students learn to guess the meaning of new words by reading context.2.Share with classmates’ ways to improve reading skills and to make good use of time in study.3. After learning this unit, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. Get down to the theme of Unit 8Know something about native people, broaden Ss horizon. Know how can we to protect the endangered peopleII Native American Influences on Modern American Culture1.Choose one or two students to summarize the text：Native people influence the language, art, government and agriculture of modern American.2.Possible difficulties:1) ...must have been as curious about the strange European manners and customs as were the Europeans about the Indians.2) permanent: last for ever autonomous: govern by themselves"auto-" as a prefix: i.e. automate, autobiography, automobileextent: range Be indebted to: receive help from..3) name of placesDelaware(特拉华州)Iowa(爱荷华州) Illinois (伊利诺斯州) Alabama (阿拉巴马州) Miami(佛罗里达州城市) Spokane（斯伯坎市）III.Vocabulary-buildingAffix:Let Ss speak the words they can think as many as possible and repeat their words.Explain some words easily mistakenIV. Fast- reading and Presenting1.Divide the class into 4 groups, and each group is assigned to read one passage in the SECTION B and then one S should stand up to be on behalf of his group and present the main ideas or information of the passage2.Give Ss time to prepare and inspire them to show his understanding. While doing the presentation, Ss can use the words in the passage to summarize the main idea of the whole passage.Assignments:Do you want to be a leader in a small company or to be an employee in a well-established company?Unit 9 Bible Stories教学目标或要求：1. The students should learn to understand some sentences with complex structures.2. By reading extensively, students should try to improve their reading speed.3. Students should have the basic understanding of suffixes discussed in this unit and try to use the word-building knowledge to expand their vocabulary.教学内容（包括基本内容、重点、难点）：I. DiscussionDo we Chinese people have a folk story about the creation of the world? Have you heard or read about other creation stories? Share what you know with your classmates.II. Useful expressions:dominion over; gain control of; get rid of; put forth; go in with (take part in);Suffix-(i)ous:[构成形容词]表示“具有…性质的”,“充满…的”. E.g. delicious, precious, anxious-ous: 像…的；具有…特征的；实行…的；亚…的.-less: [构成形容词]表示“无”、“缺”、“ 没有”；[构成副词]表示“不”. E.g. homeless, useless, hopeless, waterless, rootless-most:E.g. topmost, outmost, innermost, uppermost, westernmost, easternmost.III. Text II The Birth of Jesus ChristLet the Ss finish this part before class and check up the answers in class.Difficult sentences:1. Now all this happened in order to make come true what the Lord had said through the prophet, “A virgin will become pregnant and have a son, and he will be called Immanuel (which means ‘God is with us’).”上帝通过预言家说：“一个处女将怀孕并生下一个男孩，他将被命名为以马内利（也即“上帝与我们同在”）。

泛读教程1教案篇一：泛读教程教案unit1Unit1UniversityStudentLifeobjectivesStudentswillbeableto:GettoknowuniversitylifeLearntoanalysethetext masterthereadingskillandimprovereadingspeed Graspsomekeywords,usefulexpressionsmainideaandstructureofthetext difficultPointsandFocusprehensionandappreciationoftheText;2.keywords,usefulexpressions3.Readingskill4.Fastreadingandexercises.Teachingapproacheslecturing,presentation,questionandanswer,groupdiscussion TimeallotmentTeachingProceduresPre-readingtasks1.Greeting(20m)2.warm-upactivities(m)T:now,youarenotaseniormiddleschoolstudentbutauniversitystudent.maybe youarenotveryfamiliarwithuniversitystudentlife.Soihavesomequestionsfor youtodiscuss.(1)what’stheimageofauniversitystudentinyourmind?(2)what’stheuniversityshouldbelikeinyouropinion?(3)isyouruniversitylifedifferentfromyourhighschooldays?inwhatways?(4)inyouropinion,whatarethequalitiesofagoodstudent?responsible,hard-working,obidient,attentive,organized,goaloriented,notafr aidtoaskquestion3.Backgroundinformation/leadin(5m)Byyourdiscussion,weknowtheLifeintheuniversityisbothchallengingandcol orful.Thestudentsdevotemostoftheirweekdaystocourses,bothcompulsorya ndoptional.asacademicrequirementsdemandthattheymustspendallsparetim ereadingreferencebooksanddraftingthepapers.anywaytheythinkitisworthw hile.Universitylifeisextremelyimportantinastudent’slife.Throughafewyears’learning,studentsacquirelotsofknowledgeandexperiencefromtheirprofesso rs.Theirattendanceatvariouslectures,theiractivitiesinclubsorothersocialorg anizationandtheirexchangeofideaswiththefellows--------alltheseopenupane wvistaforthem,fostertheirabilitytoworkindependentlyandhelpthemtointelle ctualmaturity.Universitylifewillpavethewaytotheirsuccessfulcareer.However,inuniversity,noteveryonecanbecomeexcellentstudent.Justnow,youdiscus sedmanyqualitiesofagoodstudentthatshouldpossess.inthisunit,textiintroduc eswhatmakesagoodstudent.while-reading1.wordpretestbeforegoingtotextonBeingaStudent.checkthemeaningofeight newwords:academic,accomplishment,demonstrate,dedicated,diverse,fad,v alidity,humility(m)academic:scholarly~year/researchaccomplishment:accomplish(verb)+ment(suffix)=accomplishment(noun) -mentachievementdemonstrate:display,operate,andexplaintheworkingsof(amachine,product, etc)othersynonyms:show,display,present,manifestdedicated:dedicatev.–edaddedafteranountoconstituteanadjective.表示有……的，具有……特征bededicatedtodevoteddiverse:different,various,variedfad:anintensebutshort-livedfashion;crazevalidity[v?'liditi]:base,foundationvalid–ty用以构成名词，表示性质状态程度humility:modestyhumiliate2.Firstreadingandroughunderstandingofthetext(15m) givestudentsfiveminutestoskimthetextanddiscussthefollowingquestions:(1)whatisthedefinitionof―student‖?(2)whatarethequalitiesofagooduniversitystudentaccordingtothetext?(3)doyouthinkitisnecessaryforthestudentstocarryoutmanyextra-curriculara ctivitiesbesidesclassroomlearning?why?3.observeStudents’badreadinghabits Justnowifindmanyofhavesomebadreadinghabitswhenyouskimthetext.Thes ebadreadinghabitswillslowyourreadingspeed.a.movingyourlipswhenyoureadB.readingwithyourforefingerpointingthewordsc.Regressing/skipbackReadbackfromtimetotime; Regressingmeansrereadingaword,phrase,orsentenceoutofhabit.habitual,un necessaryregressingreallyslowsyoudown.d.checkthenewwordswhenyouread Youshouldguessthemeaningofthenewwordsacoodingtothecontext.E.Readingonewordatatime Slowreaderstendtoseeonlyonewordatatime.Goodreaderswillseeseveralwor dsatatimeandtheireyeswillstoponlythreeorfourtimesastheymoveacrossapa ge.4.Secondreadingandclearunderstandingofthemainideaandstructure(15m)re adthetextagainandgiveadivisonofthetext.Thistextisanessayonthecharacteristicswhichmakeagoodstudent. Thistextcanbedividedintothreeparts.Part1(para.1):themeaningofa―student‖isserious.Part2(para.2-3):thequalitiesofbeingof―goodstudent‖includesfouras---attit ude,academicskills,awarenessandaccomplishment.alltheseaddedup toafiftha:ability.Part3(para.4):otherqualitiesare:self-discipline,initiative,breadthofinterests, anopenmind,acriticalhabitofmind,objectivityandhumility.4.detailedexplanationofthetext/languagepionts(30m)now,firstlookatthetopiconbeingaStudent,onhereaboutlunji,suchasmaozedo ng’sonPractice实践论，besides,thistextisveryclear,thewordsaboutqualitiesareemphasizedbybold. Part1(1)Thismoderndefinitiondoesnotsuggestthatthepersondoesanythingotherth an―attend‖.otherthan:exceptaccordingtothemoderndefinition,thepersondoesnothingexceptattendascho ol,collegeoruniversity.Part2(2)standout:tobedistinctiveorconspicuous,beexcellent,extraordinarystandoutfromsb./sth.:bemuchbetterthansb./sth.远远超过某人e.g.Herworkstandsoutfromthereataseasilythebest.(3)fourasacoordingtoreadingskill-contextcluetowordmeaning,wecaneasilyknowthe meaningsofattitude,academicskills,awarenessandaccomplishment. attitude:agoodstudentpossessestheabilityandwillingnesstolearnnewsubject seventhesubjectsarenotinteresting. academicskillsaretheskillsnecessarytodowellinaneducationalsetting.Theyi ncludereading,writing,math,research,computer,andstudyskills. awarenessisthestateorabilitytoperceive,tofeel,ortobeconsciousofevents (4)toone’sliking:givingsb.satisfaction,pleasingsb,suitone’sstyle/taste itrustthemealwastoyourliking.(5)addupto:amounttosth.,indicatesth. agoodstudenthastheabilitytoapplytheresultsofhisorherlearningintoacreativ ewayandachievethegoals.abilityisnotinborn.Youcanachieveitthroughyourd edicatedefforts.Part3(6)seekout:findout(7)seethrough:perceive,beawareof(8)falseclaims:deception,cheat(9)turnouttobe:provetobe Thejobturnedouttobeharderthanwethought.Post-reading1.Readingskill:contextcluestowordmeaning(10)Readingskill:contextcluetowordmeaning(30) BeforewecometoSectiona,let’sseereadingskill-contextcluetowordmeaningfirst.contextmeansthewordsor sentencesbeforeoraftertheitemyoudonotknow.contextcluesarethehintsprov idedintext,whichleadthereadertomeaningsofwords.whenreaderscomeacros sanunfamiliarword,theyoftenlookindifferentplacesinthetextforcluestothem eaning.Thesecluescanbefoundbefore,within,orafterthesentencewiththeunf amiliarword.also,therearesignalwordsassociatedwiththecontextclues.Thes esignalwordswillpointoutthetypeofcontextcluebeingused.oncethereaderisa bletoidentifythetypeofcontextcluebeingused,thenthemeaningsofunfamiliar wordsbecomeclear.ThereareseveralTYPESoFconTEXTcLUES:1.synonymsanddefinitions2.examples3.classrelationship4.antonymsandcontrasts5.experienceorsenseofthesentence contextsometimesprovidesdefinitionclues.Theauthorincludesadefinitionto helpthereaderunderstandthemeaningofaword.consider:Linguistics,thescientificstudyoflanguage,isveryimportantforlang uagestudents.noticetheitalicizedwordisclearlydefined.inthefollowin gexample,―tainted‖isdefinedashavingadisease. Thepeopleofthetownwerewarnednottoeatthetaintedfish.Thelocalnewspape rpublishedabulletininwhichreaderswereclearlytoldthateatingfishthathadadi seasecouldbeverydangerous.ThiswasespeciallytrueforfishcaughtinLakeJe an.Besidestheformaldefinition,thewritermayalsogiveexplanationaftersuchpun ctuationmarksascomma,dashorwithinparentheses.Besides,Theverb”tobe”isasignalindicatingthatthedefinitionofthewordmay beinthesentence.aformoftheverb”tobe”islocatedbetweentheunfamiliarwor danditsmeaning. acarnivoreisananimalthatfeedsonlyonmeat.Theword”or”isasignalwordindicatingthatthedefinitionisinthesentence. abiographer,oronewhowritesaboutpeople'slives,isanexampleofanaut hor.contextsometimesgivesexampleclues.consider:likehorses,humanbeingsha veavarietyofgaits,theyamble,stride,jogandsprint.noticeseveralexamplesare giventoshedlightonthemeaningoftheitalicizedword―gai(:泛读教程1教案)t‖,awayofwayofwalking.inthesentenceswithexampleclues,theexamples areusuallysignaledbycertainwordsorphraseslikesuchas,including,forexam ple,forinstanceortoillustrate. Thestudentwassufferingfromanxiety.Forexample,whenhefirstsawthetest,h ebegantotremble.celestialbodies,suchasthesun,moon,andstars,aregovernedbypredictablelaw s. althoughcontextcluesareusefulindiscoveringthemeaningofanunknownwor d,therearesomelimitationstothisapproach.Themeaningyougetfromtheconte xtmaybevagueorgeneral.Sometimesthereistoomuchunfamiliarlanguagetoa llowyoutousethecontext.whileyoudon’tinterruptyourreadingtolookupnewwordsinadictionary,youmaystillwanttoc heckyourguessifyoufindthatsomewordisusedoften,andseemstobeanimport antoneinyourfield.insuchcases,marktheunknownwordswhenyouarereading ,andlookthemuplater2.readingcomprehension(5)3.V ocabularybuilding(15m)established:anestablishedfact既成事实anestablishedrule成规strenuous:makestrenuousefforts竭尽全力strenuousexamination紧张的考试givepriorityto:beingmoreimportantsuffix–ize,ly后缀-ize可以加在名词或形容词的后面构成动词后缀,表示”照……样子做”、”按……方式处理”、”使成为……”、”变成……状态”、”……化”的意思。