大学英语精读(第三版)unit 6-10教案

现代大学英语精读1(第三版)教师用书Unit1：走进英语学习的奇妙世界一、教学目标1. 帮助学生掌握本单元的核心词汇和短语，提高英语表达能力。

2. 引导学生理解课文内容，培养阅读理解能力。

3. 通过课文学习，激发学生对英语国家文化的兴趣。

4. 培养学生运用英语进行思考和讨论的能力。

二、教学内容1. 词汇：本单元涉及约50个核心词汇，包括生活、学习、工作等场景的高频词汇。

2. 短语：学习10个常用短语，帮助学生更好地表达自己的想法。

3. 课文：解读课文《A Good Beginning》，让学生了解英语学习的乐趣和方法。

4. 文化背景：介绍英语国家的教育体制，拓宽学生视野。

三、教学步骤1. 导入：以趣味话题引入本单元主题，激发学生兴趣。

2. 词汇讲解：结合实例，讲解核心词汇的用法和搭配。

3. 短语学习：通过情景模拟，让学生在实际语境中掌握短语用法。

4. 课文解读：带领学生分析课文结构，理解文章主旨。

5. 文化拓展：分享英语国家的教育趣事，让学生感受异国文化。

6. 讨论环节：组织学生就课文内容展开讨论，提高英语口语表达能力。

7. 作业布置：巩固所学知识，为下一节课做好准备。

四、教学建议1. 针对不同水平的学生，适当调整教学难度和进度。

2. 创设生动、有趣的教学情境，提高学生的学习积极性。

3. 注重培养学生的自主学习能力，鼓励学生课外阅读英语文章。

4. 定期进行课堂互动，关注学生的发音、语法等细节问题。

5. 结合实际生活，让学生在实践中感受英语的魅力。

五、教学方法1. 互动式教学：采用提问、小组讨论等形式，让学生在互动中学习，提高课堂参与度。

2. 情境模拟：通过角色扮演、情景对话等方式，让学生在真实语境中运用所学知识。

3. 任务驱动：设计一系列学习任务，引导学生主动探索、解决问题，培养解决问题的能力。

4. 多媒体辅助：利用音频、视频等资源，丰富教学手段，提高学生的学习兴趣。

六、课堂活动设计1. 词汇接龙：让学生轮流用本单元学到的词汇进行接龙，巩固记忆。

大学英语精读第三版第三册Book3Unit1~Unit10课后翻译答案Unit1 翻译1) 发言人（spokesman）明确表示总统在任何情况下都不会取消（cancel）这次旅行。

The spokesman made it clear that the President would not cancel the trip under any circumstances.2) 杰克对书架上那些书一本也不了解，所以他的选择是很随意的。

Jack didn't know anything about any of the books on the bookshelf, so his choice was quite arbitrary.3) 随后发生的那些事件再次证明了我的猜疑（suspicions）是对的。

(confirm)The subsequent events confirmed my suspicions once again.4) 我认为我们应该鼓励中学生在暑假找临时工作。

I think we should encourage high school students to find temporary jobs / employment during their summer holidays.5) 令我们吃惊的是，这位常被赞为十分正直的州长（governor）竟然是个贪官（corrupt official）。

To our surprise, the governor who had often been praised for his honesty turned out to be a corrupt official.6) 少数工人得到提升（be promoted），与此同时却有数百名工人被解雇。

A few workers were promoted, but meanwhile hundreds of workers were dismissed.7) 如果有机会，约翰也许已成为一位杰出的画家了。

Pre-class Work II1. Paraphrase.1) No. 12: He came back to get back the knife. After all, leaving his knife sticking out of the body is not a pleasant scene.No. 7: Especially when the person is one of his relatives.No. 4: That's not funny at all. Don't make any joke about it.2) No. 3: ... I've seen all kinds of cheating, lying and other dirty tricks in my life, but this littledemonstration is the worst I have ever seen.3) No. 7: ... How do you think about him (Juror No. 11)? He came to America to escape persecution,but now before he can take a deep breath, almost immediately, he is telling us Americans how to doeverything. I'm really amazed why he should be so conceited and rude.4) No. 9: Your eyeglasses made two deep marks beside your nose. I haven't noticed it before. I guess itmust be very annoying.No. 4: Yes, it is annoying.No. 9: I don't know what you feel about that, since my eyesight is perfect and I've never worn glasses.5) No. 3: You've showed unreasonable sympathy for thosepeople. How terrible you all are. Are you goingto frighten me not to vote him guilty? You can't. I have the right to h01d my own point.2, Learn to use reference books.Find the correct definition of the following in the text.1) figure: to think; to guess2) beat: to arrive at the very spot3) bear: to prove4) stamp: to keep lifting each foot and bringing it down again very hard to make a noise5) room: chance6) term: a word or expression that has a particular meaning7) bridge: a card game for four players who play in pairs8) feature: a film being shown at a cinema9) tie: the result of a game, competition, or election in which two or more people get the same number ofpoints, votes, etc.10) impressions: marks3. Find the synonyms of the following in a thesaurus.1) crazy: insane, mad, unbalanced2) to bother : to annoy, to trouble, to dismay, to worry, to disquiet, to disturb, to upset, to plague, to try4. Word-building.I) Give the corresponding nouns of the following.(1) vote (2) assumption (3) dependence(4) risk(5) objection (6) recreation (7) declaration(8) obscurity(9) plunge (10) description (11) annoyance (12) intimidation2) Give the corresponding verbs of the following.(1)to detect (2) to relate (3) to doubt (4) to differ(5) to display (6) to execute (7) to stress(8) to breathe(9) to disgust (10) to narrate (11) to switch3) Translate the following using your acquired rules of word-building and point out which "-ing"form denotes a gerund and which a present participle. Participles: (2), (4), (6), (8), (11), (12), (13), (15), (16), (17), (18), (20), (21), (22), (23), (24), (25), (26), (27),(28), (30), (31), (32), (34), (39), (40), (42), (44), (45), (46), (47), (49), (50)Gerunds: all the rest4) Study how these words are formed and make your own discoveries of rules of word building.(4) Give the noun forms of the following.resistance brilliance fragrance competenceexistence evidence violence dependenceconfidence reluctance persistence intelligenceMore Work on the TextII. vocabulary1.Translate1) into English.(1) to risk being criticized (2) to present the evidence(3) to capture the tiger (4) to twist the fact(5) to cover one's blunder (6) to recreate the scene(7) to stamp one's feet (8) to skip through one's fingers(9) to put oneself in sb.'s place (10) to run forone's life(11) to break the tie (12) to give a demonstration(13) to obscure the truth (14) to take a deep breath(15) to run the country2) into Chinese.(1)铁证(2)合理的怀疑(3)重施脂粉；浓妆艳抹(4)精神压力(5)陪审团意见分歧，无法做出决定(6)刑事(民事)法庭(7)近(远)亲(8)最终判决(9)旧货店(10)辩护律师(11)潜在威胁(12)滋生地2．Give synonyms and antonyms of the following．1)Give synonyms．(1)sure，certain(2)to catch，to arrest，to seize，to take prisoner(3)to calculate，to think，to believe，to presume，to guess(4)common，usual，ordinary，familiar(5)to join，to attach，tO combine，to unite，to link(6)drawing，map，plan，chart(7)show,demonstration，exhibition(8)beautiful，attractive，good-looking(9)terror,horror，great fear，fright，scare(10)mistake，error(11)to thrust，to attack，to hit at，to strike at，to charge(12)fuss，excitement，uproar，disturbance(13)strain，tension，pressure，burden(14)bad，awful，terrible，nasty，unpleasant(1 5)to terrify，to frighten，to make afraid，to bully2)Give antonyms．(1)near-sighted，short—sighted，myopic(2)illogical，irrational，inconsistent(3)old，ancient，outmoded，old—fashioned(4)valueless，worthless(Not：invaluable)(5)to reveal，to show,to clarify(6)tO approve，to agree，to accept，to welcome(7)peaceful(8)unconvinced，doubtful，uncertain(9)upward(10)expensive，costly，dear(11) dishonesty(12) educated, knowledgeable, well-informed(13) inconspicuous, unnoticeable, invisible(14) destructive3. Translate.1) More and more young people now favor the idea of spending their holidays traveling.2) I am still in favor of having my parents live with us in their old age.3) No facts have ever borne out the claim that with some methods one can learn a foreign language inweeks or months.4) Today all state-owned enterprises must bear their responsibilities for their losses.5) He must be out of his mind to do that. How can you bear such an insult?6) I have been to many interesting places in the world in my day. But now that I'm old, I still feel that "Eastand West, Home is Best".7) If you stick to these bad habits, you will risk losing your health.8) I'm sick and tired of being told what to do with my personal life.9) If I should fail, am I entitled to a makeup exam?10) Under those pressures he still had the courage to stick to histheory.11) There was a nail sticking out of that chair. It tore my favorite pants.12) We must not run the risk of violating intellectual property rights.13) We can't bear seeing all this garbage around. So we have decided to clean it up ourselves.14) Stick this motto on the wall where we can all see.15) One of the issues that remain in question in the conflict between Israel and Palestine is the issue ofJerusalem.16) It remained me of how we all tried to make steel in our backyard stoves in 1958.17) He may have forgotten. I should have reminded him to attend this meeting,18) Please remind everybody that tomorrow's volleyball match has been put off.Fill in the blanks with the appropriate word.1) in 2) off 3) down on 4) out 5) into 6) out 7) aside8) apart 9) up 10) into 11) out, at 12) in 13) in, on 14) in, inGive verbs that can form collocations with the following nouns.1) to make, to see, to get, to gain, to score, to give, to prove, to lose, to win, to come to, to get to (a/thepoint)2) to make, to pass, to obey, to break, to enforce, to respect, to revise, to lay down (a/the law)3) to take, to change, to count, to have, to cast, to win, to get, to call for, to put to (a/the/one's vote)7. Choose the right words in their proper forms.1) (1) incredible (2) incredulously (3) incredible (4) incredulous2) (1) announced (2) declared (3) announced (4) declared(5) declare (6) announced3) (1) arrested (2) caught (3) captured(4) captured4) (1) annoyed (2) bother/disturb/annoy (3) disturb/bother (4) disturbed(5) troubling (6) trouble8. Choose the best word or phrase for each blank from the four supplied in brackets.(1) within (2) why (3) heavy(4) edge(5) lay (6) dark old (7) something (8) though(9) which (10) had fallen (11) on the front of (12) until(13) asking (14) mind (15) about IlL Grammar1. Understand grammar in context: study the use of the modal + have done construction andpoint out the concept each conveys.(The perfect infinitive denotes a past action or condition. When it is used with modals, the concept itexpresses depends on the modal.)1) improbability of a past action 2) probability of a past action3) probability of a past action 4) probability of a past action5) possibility of a past action 6) probability of a past action7) possibility of a past condition/state 8) probability of a past action9) necessity of a past action 10)probability of a past action11) probability of a past action 12) subjective certainty of a past action13) probability of a past action 14) obligation for a past action15) probability of past actions2. Rewrite the following sentences using could (not), may (not), must, would (not), should(not) followed by a perfect infinitive.1) Use "could (not)".(1) couldn't have run to the door in 15 seconds(2) couldn't have seen clearly who the murderer was(3) couldn't have committed the crime since he was at home with his mother at the time(4) couldn't have had a better time if you didn't invite us to this delightful party2) Use "may/might (not)".(1) may have been right(2) may not have sent it(3) may/might have killed the father with a similar knife(4) may/might have left it behind in the train(5) may not have passed our message to him(6) might/may have been a spy working in the minister's office(7) might/may not have seen me(8) may/might not have seen the advertisement.3) Use "must".(1) must have been written by a woman(2) must have been very exciting(3) must have been hard to get him to support the campaign(4) must have snowed all night(5) must have lied(6) must have happened between the two of them4) Use "would (not)".(1) wouldn't have quarreled over such trivial matters(2) would have lied just to attract attention(3) wouldn't have stabbed downward(4) wouldn't have invested heavily in real estate in a country on the brink of a civil war(5) wouldn't have been defeated by a computer5) Use "should (not)".(1) shouldn't have broken the sad news to her like that(2) should have told her the truth about her birth(3) shouldn't have walked all the way home(4) should have thought that/should have asked if3. Translate the sentences using the "modal + have done" construction.1) When I looked at my watch, he must have guessed my thoughts.2) It was so silent that you could have heard a pin drop.3) Don't worry. The children might have gone to their grandparents' place.4) You shouldn't have criticized your staff like that. They've done their best.5) I believe many other people would have done what I did under the circumstances.6) The druggist was a short man who could/might have been any age from fifty to a hundred.7) As all staff members had access to the information, any one of them could have downloaded thedocument.8) The man who saved two old ladies from a burning house said that others would have done the sameunder the circumstances.9) As his best friend, you should have advised Lao Wang to make up with his wife before it was too late.10) I definitely wouldn't have devoted all my time and energy to surfing on the Internet as he did last4. Put in appropriate connectives.(l) and (2) but (3) that (4) Since (5) and (6) But(7) as (8) But (9) where (10) as (11) who (12) that5. Complete each of the following sentences with the most likely answer.t) A 2) A 3) C 4) B 5) C 6) D 7) D 8) C 9) B10)A 11) C 12) D 13) C 14) D 15) CIV. Written WorkSummarize the reasonable doubts the jurors raise in this part of the play within 200 words.1) Juror No. 2 had a reasonable doubt about the downward angle of the stab wound. First, the boy was shorterthan his father. Second, anyone who was handy with the switch knife like the boy would use h underhand.The boy wouldn't have stabbed down.2) No. 9 doubted the eyesight of the woman who testified that she saw the killing take place. She had markson the sides of her nose which could only be made by eyeglasses. As no one wears glasses in bed, shecouldn't have identified a person 60 feet away at night without wearing glasses.3) If the boy had killed his father he wouldn't have gone back three hours later to get his knife. And hecouldn't have run out in a state of panic because then he would have had to be calm enough to wipe off hisfingerprints.4) The fact that the boy couldn't remember the names of the movies he said he saw on the night of the murdercouldn't be used as evidence against the boy either, because when No. 8 asked No. 4 the name of the movie hehad seen only a couple of days before, he couldn't answer accurately. ( 185 words.)。

大学英语精读第三版(上海外语教育出版社董亚芬主编)第三册Book3 Unit6答案1) prescribed2) shiver3) scattered4) acid5) slid6) slipped7) flushed8) poised9) take it easy10) varnishing11）slack12）epidemic1) flushed2) keep from3) gaze4) icy5) commenced6) shiver7) hold tight onto themselves8) scattered9) out of sight10) overcome1) brought down2) wrote down3) is going on4) hold onto5) look up6) woke up7) keep from8) worry about1) The story of his adventures makes good reading.2) We've made 80 miles since noon.3) George makes $250 a week.4) I make the distance 12 miles.5) If you work hard you'll make a good engineer.6) Twelve inches make one foot.7) One swallow does not make a summer.8) That event made the headlines in all the big newspapers.1) three tenths2) two thirds3) a / one quarter4) three quarters5) four ninths6) four fifths1) thermochemistry : the branch of chemistry dealing with the relations between chemical action and heat2) thermodynamics: the branch of physics that deals with the relations between heat and other forms of energy or work, and the conversion of one into the other3) thermoelectron: a negatively charged particle given off by a heated body4) thermology: the science of heat5) thermomagnetic: of or having to do with the effect of heat as modifying the magnetic properties of bodies6) thermomotor: an engine driven by the expansive power of heated air or other gas7) thermonuclear : of or having to do with the fusion of atoms through very high temperature8) thermotherapy: therapy in which heat is used2. Given the meaning of the following words formed with kilo-(one thousand) and mini-(one thousandth of a unit)略1) I'd rather not talk about it2) I'd rather you didn't3) I'd rather you went back there now4) 'd rather have a quiet night in front of the TV5) I would rather go early6) 'd rather you didn't smoke in our office1) I knocked several times before an elderly lady answered the door.2) Marcus practised three long years before he made the school boxing team.3) We waited five hours before the runway was cleared of heavy snow and made ready for takeoff.4) It will be five years before we meet again.5) He sent in three applications before he obtained permission to set up an experimental workshop.6) It will be months before he is fit for work.1) The point under discussion is of vital importance.2) I wish I could be of help.3) This discovery would be of great significance to the study of the subject.4) I think her advice is of no value to us.5) This dictionary is of little use to beginners of English.1) prescribed2) bring down3) overcome4) gazed5) miserable6) shiver7) flush8) detached from9) keep from10) slid11) take it easy1)house2)floor3)opened4)out5)smoke6)as7)instead8)thicker9)around10)my11)But12)fell13)felt14)from15)and16)wood17)in18)When19)surprise20)gathered21)in22)crowd23)out24)saved翻译1) 装了(fitted with) 假肢(artificial leg)，他起初走路走不稳，但经过锻炼他的步子(step) 稳了。

现代大学英语精读1 (第三版)教师用书 Unit 3简介本文档是《现代大学英语精读1 (第三版)教师用书》第三单元的教学指南。

本单元的主要内容是关于生活方式和健康的讨论。

通过阅读和讨论相关的文章，学生将能够了解不同的生活方式对健康和幸福的影响，并学习如何改善自己的生活方式。

教师可以根据学生的英语水平和教学目标来选择适合的材料和活动。

教学目标在本单元的学习中，学生将能够：1.了解不同生活方式对健康和幸福的影响；2.学习如何改善自己的生活方式；3.提高阅读和听力技能；4.学习和运用相关的词汇和表达。

教学材料本单元的教学材料包括：1.主题文章：《健康的生活方式》2.辅助材料：有关健康和生活方式的图片、表格和图表等；3.练习题和讨论问题。

教学步骤引入话题在引入话题时，可以使用图片或简短的视频来引起学生的兴趣。

可以展示一些健康的生活方式，比如锻炼、健康饮食、良好的睡眠等。

引入之后，可以提问学生一些相关的问题，例如：•你认为健康的生活方式对我们的身体和心理健康有什么影响？•你觉得你自己的生活方式健康吗？为什么？阅读文章学生阅读主题文章《健康的生活方式》。

在阅读之前，可以提前让学生阅读文章的标题和题目，以激发他们对该主题的兴趣。

学生可以自己阅读，或者分成小组讨论后再阅读。

讨论问题学生在阅读完文章后，可以回答一些与文章内容相关的问题。

这些问题可以涉及到文章的主要论点、观点和作者的意图等。

在讨论中，鼓励学生互相交流和表达自己的意见。

一些可能的讨论问题包括：1.文章中提到的几种生活方式对健康和幸福的影响有哪些？2.根据文章的建议，你觉得如何改善自己的生活方式？3.你在文章中有没有发现和你现在的生活方式有相似之处或者不同之处？4.你认为健康的生活方式对年轻人和老年人有何区别？词汇和表达根据学生的英语水平和需要，教师可以选择一些相关的词汇和表达进行教学。

可以通过例句、练习题和角色扮演等方式来帮助学生巩固所学内容。

一些可能的词汇和表达包括：•healthy lifestyle 健康的生活方式•balanced diet 均衡饮食•regular exercise 经常锻炼•stress management 压力管理•good sleep quality 良好的睡眠质量练习和作业根据教学目标和学生的能力，可以设计一些练习题和作业来帮助学生巩固所学内容。

1. 知识目标：（1）掌握课文中的关键词汇、短语和句型；（2）了解文章的主旨大意和段落结构；（3）学会分析文章的写作手法和修辞手法。

2. 能力目标：（1）提高学生的阅读理解能力；（2）培养学生的写作能力和口语表达能力；（3）提升学生的自主学习能力。

3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生关注社会、关注人生的情感态度；（3）提高学生的跨文化交际意识。

二、教学内容1. 课文：《现代大学英语精读3》Unit 1 Some Strategies for Learning English2. 教学重点：（1）掌握课文中的关键词汇、短语和句型；（2）了解文章的主旨大意和段落结构；（3）分析文章的写作手法和修辞手法。

3. 教学难点：（1）理解并运用课文中的复杂句型；（2）分析文章的写作手法和修辞手法；（3）培养学生的写作能力和口语表达能力。

（一）导入1. 复习上一节课的内容，回顾所学知识；2. 引导学生思考：学习英语有哪些方法？（二）课文精读1. 词汇学习：（1）讲解课文中的重点词汇、短语和句型；（2）引导学生运用所学词汇进行造句；（3）进行词汇测试，巩固所学知识。

2. 理解课文：（1）分析课文的主旨大意和段落结构；（2）引导学生总结文章的写作手法和修辞手法；（3）组织学生进行讨论，加深对课文的理解。

（三）拓展练习1. 阅读相关材料，了解英语学习策略；2. 学生分组讨论，分享自己的学习经验；3. 鼓励学生运用所学知识进行写作和口语表达。

（四）课堂小结1. 回顾本节课所学内容；2. 强调学习英语的重要性；3. 布置课后作业，巩固所学知识。

四、课后作业1. 阅读课文，熟读并背诵重点段落；2. 按照课文内容，写一篇关于英语学习策略的短文；3. 收集英语学习资料，为下一节课做好准备。

五、教学反思1. 教师在教学中应注重激发学生的学习兴趣，引导学生主动参与课堂活动；2. 注重培养学生的自主学习能力，鼓励学生在课后进行拓展学习；3. 关注学生的个体差异，因材施教，使每个学生都能在英语学习中取得进步。

大学英语精读3教案【篇一：大学英语精读(第三版)unit 6-10教案】课程教案课程教案【篇二：大学英语精读第三册】passage onea couple of years ago i spent the day at an elementary school in new jersey. it was a nice average school, a square and solid building, full of reasonably well-behaved kids from middle-class families. i handled three classes, and by the time i staggered out the door i wanted to lie down for the rest of the day. teachings the toughest job there is. in his new memoir, teacher man, frank mccourt recalls telling his students, teaching is harder than working on docks and warehouses. not to mention writing a column. i can stare off into the middle distance with my chin (下巴) in my hand any time. but you go mentally south for five minutes in front of a class of fifth graders, and you are sunk. the average new teacher today makes just under $30,000 a year, which may not look too bad for a twenty-something with no mortgage (抵押贷款) and no kids. but soon enough the new teachers realize that they can make more money and not work anywhere near as hard elsewhere. after a lifetime of hearing the old legends about cushy (舒适安逸的) hours and summer vacations, they figure out that early mornings are for students who need extra help, evenings are for test corrections and lesson plans, and weekends and summers are for second and even third jobs to try to pay the bills. according to the department of education, one in every five teachers leaves after the first year, and almost twice as many leave within three. if any business had that rate of turnover, someone would do something smart and strategic to fix it. this isnt any business. its the most important business around, the gardeners of the landscape of the human race.unfortunately, the current way of dealing with problems in education is taken directly from business practice, and its aterrible fit. instead of simply acknowledging that starting salaries are woefully low and committing to increasing them and finding the money for reasonable recurring raises, politicians have wasted decades talking about something called merit pay (奖励工资). its a concept that works fine if youre making toys, but kids arent toys, and good teaching isnt an assembly line.26. what can we infer from the first paragraph about teachers? 1they have to teach three classes at a time.2they have a very rewarding job.3they prefer to teach children from middle-class families.4they have a very hard job to do.27. why does the author say teaching is tougher than writing a column? 1teaching is like working on docks and warehouses. 2teaching demands full attention.3teachers have to work with children.4teachers have no chance to go traveling.28. what do new teachers find out after some practice?1their starting salary is lower than offered by other occupations. 2they have to work during vacations to make ends meet.3they have to plan their time well to get everything done.4they can take a second or even a third job besides teaching.29. we can infer from the fourth paragraph that the author thinks __________. 1measures should be taken to keep teachers in their jobs2the rate of turnover in teaching is low compared to other occupations 3its natural for a number of teachers to quit in three to five years 4its fair to call teachers the gardeners of the landscape of the human race30. what does the author think of merit pay?1it will make up for teachers low starting salaries.2it will bring down the turnover rate of teachers.3it is a good fix for current educational problems. 4it is not suitable for the teaching profession.几年前,我花了一整天在新泽西的一所小学。

#### 教学目标：1. 帮助学生掌握本单元的核心词汇和语法结构。

2. 培养学生阅读理解能力，提高对文章主旨和大意的把握。

3. 培养学生的口语表达能力，通过小组讨论和角色扮演等形式，让学生积极参与课堂活动。

4. 培养学生的写作能力，引导学生撰写一篇关于个人兴趣和爱好的短文。

#### 教学内容：- 单元主题：个人兴趣和爱好- 核心词汇：hobby, enthusiasm, passion, cultivate, pursue, satisfy- 语法结构：过去进行时、现在完成时#### 教学步骤：一、导入（10分钟）1. 利用多媒体展示一些学生感兴趣的图片或视频，引导学生谈论自己的兴趣爱好。

2. 提问：What are your hobbies? Why do you like them?3. 引出本单元主题：Personal Interests and Hobbies。

二、阅读理解（20分钟）1. 分组阅读课文，让学生了解文章大意。

2. 课堂讨论：What are the main points of the article? How do the authors express their opinions about hobbies?3. 解答学生疑问，讲解重点词汇和语法结构。

三、词汇学习（15分钟）1. 利用PPT展示本单元的核心词汇，让学生通过例句理解词义。

2. 进行词汇练习，如：填空、翻译等。

3. 学生之间互相检查练习，教师点评。

四、口语表达（15分钟）1. 分组讨论：Choose a hobby that you are interested in and discuss why you like it.2. 小组代表进行角色扮演，展示讨论结果。

3. 教师点评，指出学生的优点和不足。

五、写作训练（20分钟）1. 介绍写作要求：写一篇关于个人兴趣和爱好的短文，字数不少于150字。

2. 学生根据要求进行写作，教师巡视指导。

教学目标：1. 让学生掌握本单元的核心词汇和短语。

2. 提高学生的阅读理解能力，培养学生对文章主旨和大意的把握。

3. 培养学生的批判性思维和表达能力，让学生学会对文章内容进行归纳和分析。

4. 培养学生的文化素养，了解相关背景知识。

教学内容：1. 本单元核心词汇和短语：anxiety, depression, therapy, stress, relaxation, meditation, etc.2. 阅读理解：掌握文章主旨和大意，分析文章结构和段落关系。

3. 批判性思维和表达能力：学会对文章内容进行归纳和分析，撰写小论文。

教学过程：一、导入1. 介绍本单元主题：心理健康与压力管理。

2. 引导学生思考：在现代社会中，心理健康和压力管理对我们的生活有何重要性？二、词汇教学1. 教师带领学生学习本单元核心词汇和短语，如anxiety, depression, therapy, stress, relaxation, meditation等。

2. 通过例句讲解词汇用法，帮助学生理解和记忆。

3. 学生分组进行词汇接龙游戏，巩固所学词汇。

三、阅读理解1. 学生自主阅读课文，了解文章主旨和大意。

2. 教师引导学生分析文章结构和段落关系，讲解文章的论证方法。

3. 学生分组讨论文章中的关键信息和观点，分享自己的理解和感悟。

四、批判性思维和表达能力1. 教师提出问题，引导学生对文章内容进行归纳和分析。

2. 学生撰写小论文，阐述自己的观点和见解。

3. 教师对学生的论文进行点评，指出优点和不足。

五、课堂小结1. 回顾本节课所学内容，总结核心词汇和短语。

2. 强调心理健康和压力管理的重要性。

3. 布置课后作业，要求学生阅读相关资料，提高自己的心理健康意识。

教学反思：1. 本节课通过词汇教学、阅读理解和批判性思维训练，提高了学生的英语综合运用能力。

2. 教师应关注学生的个体差异，因材施教，激发学生的学习兴趣。

3. 在今后的教学中，应注重培养学生的文化素养，拓宽学生的视野。

大学英语精读第三版第二册U6教案Unit 6 The Making of a SurgeonTeaching Time: 8 hoursStudents’ level: non-English majors of the second semester of the 1 st year.Teaching Objectives:1.Understand the growing process of a surgeon from a beginner to a veteran, from being lack of experience to being full of self-confidence. Ensure that students have an idea about self-confidence, critical decision, attitudes toward mistakes, doctor’s growing and professional ethic.2.About the text, Ss should grasp the text content, text structure, basic vocabularies and the required grammar points of the section.Words: anticipate, avoid, bother, bound case, conceited, conclude, confident, constant, critical, dwell, emergency, handle, resolve, responsibilitiesPhrases & Expressions: draw to a close, live with, dwell on, bound to, in practice, butterflies in the stomach, open up, in advance, atone time or another, sit onGrammar: using conjunction of once, sentences expressing logical order , emphatic expression3.About the reading, Ss should acquire the reading skill —reading for the implied meaning.4.About the writing, Ss should get to know the paragraph developing —parallelism.5.About the listening, Ss will finish Unit 6 directed by theteacher. Teaching Procedures:I.Pre-reading Activities1.Introductory remarks:It goes without saying that everyone wants to become successful. But usually there is a long way to go before one can gain success. This is especially true of a surgeon. What's the key to the making of a surgeon and at what point in time does a doctor finally become a surgeon? In this text, the author, a famous surgeon, tells us the answer from his own experience. Now let's have a careful study of the text.2.Warm-up questions(1) What qualities do you think are essential to a surgeon?(2) What kind of doctor do you like most?(3) Do you want to work as a surgeon? Why or why not?3.Key words and expressions:1). conclude:a. arrive at a belief or opinion by reasoning: for example:The doctor concluded that the patient's disease was cancer.The judge concluded that the accused was guilty.b. come or bring to an end: for example:The professor concluded his lecture by summing up the main points hehad previously mentioned.c. arrange; bring about: for example:The two countries concluded a peace treaty.2). competent:properly or sufficiently qualified; capable; adequate for the purpose:be competent in one’s work/as a teacher/to do his job.3)particular:a.belonging to some person, thing, or occasion; single and different from others. For example:She has a particular preference for Chinese art.He wasn't watching us at all at that particular moment.b.special; unusual. For example:Particular attention was given to the orphan girl.The particular nature of his job keeps James Bond on guard all the time.c.hard to satisfy. For example:I’m not particular about my clothes; I don't mind what I wear.He is very particular about his food.d.detailed; exactE.g. Give me a full and particular description of what happened.4). constant:a. happening all the time. For example:Headache is her constant complaint.b. remaining the same. For example:Temperature is at a constant 26 degrees in this hotel.c. faithful. For example:He alone remains constant to the quick-tempered musician.5). resolve:a. solve. For example:The dispute was resolved through mediation.To the amazement of all, the little boy resolved the equation in five minutes.b. decide. For example:He resolved that nothing would hold him back.The Party resolved to pay more attention to economicdevelopment.c. (n.) sth. that has been decided, decisionE.g. On New Year's Day, he made a resolve to go jogging twice a week.6). sound:a. correct; based on good judgment. For example:You can depend on her for a sound judgment\choice..b. healthy; in good condition. For example:I doubt if he is sound in his mind.Her heart is as sound as a drum.7). handle:a. manage; deal with. For example:A manager must know how to handle his men.b. touch; take up. For example;The stamp collector washes his hand before handling stamps.c. operate; direct; train. For example:After two months5 training, the worker now handles the machine with ease.d. part of a tool, cup, bucket, door, drawer, etc. by which it may be held in the hand. For example:the handlebar of a bicycle; the handle of a cup; a door handle.Hold the handlebar of a bike tightly, you won't fall down.8)anticipate:a)see beforehand. Examples:Analysts are anticipating a bull market.I anticipate having an enjoyable working relationship with you all.A good teacher should anticipate what the students need.b) expectE.g. I anticipate his arrival with much pleasure.9)sole:one and only; unshared. For example:Drunken driving was the sole cause of the accident.His sole wish is to live an undisturbed life.!0) avoid:escape; keep or get away from. For example:For fear of kidnappers, parents tell their children to avoid speaking to strangers in the street.11) bother:a. annoy; trouble. For exampleI am sorry for bothering you with so many questions.b. worry. For example:There’ ll be some way out. Don’t bother about it.c. worry; trouble. For example:What a lot of bother about nothing!12.making :n. a) the process of a person or thing that makesE.g. The making of the English language is an interesting subject.b) the means or cause of success or great improvement or advancementE.g. Hard work will be the making of you.13. surgeon :n. a) doctorE.g. Many lives have been saved by this famous surgeon.b) surgery : (n.) operationE.g. Cancer usually requires surgery.c) surgical : (adj)E.g. A surgeon always wears a surgical mask in the operation room.14. critical :a. a) important at a time of danger and difficultyE.g. Heroes emerge at critical moment in history.b) fault-findingE.g. He has written several critical articles on the film.15. case :n. a) instance of disease or injuryE.g. Emergency cases must be treated first.b) actual state of affairs, instance of the occurrence of sth.E.g. Suffering can have beneficial results and certainly I know that was true in my case.c) question to be decided in a law courtE.g. The case is still under police investigation.16. draw to a close / an end :come to an end; concludeE.g. The summer vacation in drawing to a close.17. live with :accept ( sth unpleasant )E.g. You must live with the fact that you are no longer as healthy as you are.18. dwell on / upon :think about , speak or write a lot aboutE.g. It doesn't do to dwell too much on one's shortcomings.19.be bound to :be certain toE.g. Look at the cloudless sky ! It is bound to clear up.20. butterflies on one's stomach :a feeling of fear or anxiousE.g. When her turn for the oral test came, she suddenly had butterflies in her stomach.21. in advance :before or ahead of timeE.g. There's always a great demand for tickets, you'd better book your seats well in advance.22. sit on :do nothing about, neglectE.g. It's unfortunate that our director simply sat on our suggestion and did nothing about it.4. Synonym Discrimination1). treat curetreat : To accept as a patient, to diagnose illness and to help relieve it cure : to bring back to health, stressing the positive result of medicaltreatmentE.g. The bone fracture in the truck driver's left leg was being carefully treated.Doctors and scientists may discover at any moment now how to cure cancer.2). encounter meetencounter : more formal word; strongly to imply a casual or unexpected meeting.meet : common word. to see peopleE.g. He encountered many difficulties an his journey around the world.He promised to meet her at the airport.Ⅱ. While-reading Activities1.Ss have the silent reading on the text (10 mins)2.T explains the text in detail.Lines 1-- 71. Language PointsThere is no surgical patient I cannot treat competently, treat just as well as or better than any other surgeon…(1) "I cannot …any other surgeon" is attributive clause, modifying "surgical patient".(2) The double negative sentence has a strong meaning.E.g. There is nothing that he cannot do.2. Questions for Discussion(1) Do you think self-confidence is essential to a surgeon?---Self-confidence is considered a symbol of competence, which can reassure patients and help a surgeon make resolute decisions and take resolute actions to help his patients.(2) Why is the double negative sentence "There is no surgical patient I cannot treat competently" used?---To emphasize the affirmation and show confidence.Lines 8--161. Language PointsIt was the only way I could find the peace of mind I needed to relax. (1) "It was the only way" is the main sentence.. "I could…to relax" is attributive clause, modifying "way". And in this attributive clause , "I needed to relax" is attributive clause, modifying " the peace of mind.2. Questions for Discussion(1)What people would make a telephone call at night to the hospital?---Those who are seriously injured in an accident, seriously ill for some sudden reasons.(2) How do you understand a " critical decision"?---A critical decision is a life-and-death decision because it can save a patience's life or result in a patience' death.(3) What can you conclude about the resident from thisparagraph?---He worried about the decisions he made and he had a strong sense of responsibility.Lines 17--241. Language Points…but I had learned to accept this a constant problem for a surgeon, one that…live with it.(1) accept…as : I accepted him as my dear brother.(2) "One " refers to "a problem". "It" refers to "situation".2. Questions for Discussion(1) How do you understand "I could live with it"?---He could face the decisions he made, right or not, with peace of mind.(2) Why did he have a nice feeling?---He had gained enough knowledge and experience and he had self-confidence.Lines 25--321. Language PointsI'd sweated through my share of stab wounds of belly, of punctured lungs, or compound fractures. = I'd been nervous and filled with anxiety while painstakingly treating the serious injuries that come to every young doctors, such serous injuries as stab wounds in the belly,punctured lungs and compound fracture.(1) sweat : work long and hardE.g. The team sweated through the game and managed to keep their trophy.(2) share : a partE.g. That is your fair share.2. Questions for Discussion(1) Why did he mention these three cases?--- They were all serious injuries and complicated cases in which it was impossible to anticipate all the problems in advance.(2) When and why didn't he "sweat" through the operations any more? ---When his five-year residency was drawing to a close. He was no longer nervous because he had gained the knowledge, the skill, the experience and confidence.Lines 33--411. Language Pointswhen I was out in practice = when I completed my residency period and began to work on my own as a surgeon.…chances were that no other surgeon could have, either…= …it was most likely that other surgeon could have avoided the same mistakes.(1) chances are / were that : it is / was likely thatE.g. Chances are that he has already heard the news.2 Questions for Discussion(1) What kind of mistakes could a surgeon make?---He could make a wrong judgement, operate on a wrong person or wrong parts, etc.(2) What was his attitude toward hid mistakes before the residency?---He couldn't tolerate or forgive them; he couldn't bear to think he was solely responsible for them.(3) Are you afraid of making mistakes?---Mistakes are part of human's life, no one could avoid them. And failure is the mother of success. We could learn lessons from our mistakes. Lines 42--471. Language PointsHe needs it to encourage him in trying moment.(1) trying : distressing. difficultE.g. We had a trying day.(2) try : cause to be tired, exhausted, out of patience, etc.E.g. Time tries everything.2. Questions for Discussion(1) Why does the author use "sounds" and "guess" when he speaks of "conceit"?---Conceit means excessive pride in oneself or in one's abilities. It is not usually a good characteristic or behavior. But to some extent, a surgeonneeds it.(2) What is it that a surgeon needs, conceit or self-confidence?---Both. Self-confidence means adequate confidence in oneself and one's abilities. It's based on competence, experience and the like. Conceit , the feeling that one is better that others, is what a surgeon needs to help give self-confidence.Paragraph One and Two:1). Language Points:a. draw to a close: come to an end. Examples:This semester is drawing to a close.The year soon drew to its close.b. on more than one occasion: more than one time. For example:I have asked him for my books on more than one time.On another occasion, he landed in a deserted car park.c. treat, cure: To treat someone medically is to accept him as a patient, to diagnose his illness and to help relieve it. To cure someone (of an illness), on the other hand, is to bring him back to health, stressing the positive result of medical treatment. We can also s ay ‘to cure a disease’meaning ‘to get rid ofdisease’. Compare the following examples: Which doctors are treating her for her illness?This medicine should cure you of your cold.2) Questions:a. Why did he ask the question when he was finishing his residency?b.do you think self-confidence is essential to a surgeon?Paragraph Three:1). Language Points:a. encounter, meet:Encounter is a synonym for meet. It is a more formal word and strongly implies a casual or unexpected meeting.Compare the following examples:He promised to meet her at the airport.On the train I encountered (or : chanced to meet) an old friend of mine who I had not seen for years.b. having trouble doing sth.: have difficulty doing sth. Examples:Such a pleasant girl as she has no trouble making friends with people. The boy had a lot of trouble getting up early in winter.2). Questions:a. How do you understand a “critical decision”？b. What can you conclude about the resident from this paragraph? Paragraph four:1). Language Points:a. live with: accept (sth. unpleasant). Examples:Most of us don^t like the new regulations, but we have to learn to livewith them. You must live with the fact that you are no longeras healthy as you were.b. dwell on : think about; speak or write a lot about. Examples:Let bygones he bygones. Don’t dwell so much on the past.The speaker dwelt on that point for more than an hour.c. be bound to : be certain to ; be sure to. Examples:You are bound to succeed if you keep on trying.If s hound to rain. Look! The clouds are gathering quickly.2). Questions:a. What does the author mean by "sleeping was no longer a problem^?b. Why did he have a nice feeling?Paragraph Five:1). Language Points:a. in practice: while performing my professional skills as a surgeo n. "Practice”here means "exercising or performing the profession of medicine”' i.e., “regular work of a doctor”.b. butterflies in one’s stomach: a feeling of fear or anxiety. Examples: When the young man walked into the office to see headmaster, he had butterflies in his stomach.Whenever he gets up in front of his audience, he has butterflies in his stomach, no matter how many times he does it.c. in advance: ahead of time; beforehand. Examples:You have to pay the rent in advance.e.I’d sweated through my share of stab wounds of the belly, of punctured lungs, or compound fractures.: Yd been nervous and filled with anxiety while painstakingly treating the serious injuries that come to every young doctor ——such serious injuries as stab wounds in the abdomen, punctured lungs and compound fractures.2). Questions:a. Why did he mention these three cases?b. When and why didn’t he “sweat”through the operations any more? Paragraph Six:1). Language Points:a. "Nor was I afraid of making mistakes”Inversion shoul d be applied when a negative word is placed at the beginning of a sentence. More examples:Never have I seen such an unreasonable person as him.Seldom does he speak Chinese in English classes.b. When I was out in practice : When I completed my residency period and began to work on my own as a surgeon.c. sit on: neglect; do nothing about. Examples:I sent in my application in good time, but the secretary sat on it for a month.We should not sit on those who need help.d. ... chances were that no other surgeon could have, either.: it was most likely that no other surgeon could have avoided the same mistake, chances are/were that: it is/was likely that. For example:Chances are that our team will win.2). Questions:a. What kind of mistakes could a surgeon make?b. Are mistakes part of human's life?Paragraph Seven:1). Language Points:a. conceited: foil of pride in one's powers, abilities, etc. Examples:The conceited actor behaved as if he were the greatest man in the world. The conceited rabbit was beaten by the turtle intheir race.b. trying moments: moments that cause severe strain; moments that try one's nerves. For example:I always ask my father for help in trying moments.2). Questions:a. Why does the author use “sounds”and “guess”when he speaks o f “conceit”？b. What is it that a surgeon needs, conceit or self-confidence?3. T asks Ss to come out the main idea, structure of the text (10 mins)4. T summarizes the main idea and structure of the text (5 mins)Ⅲ. Summary Questions and Concluding Remark s1. Summary Questions(1) What's the making of a surgeon?---It's a long and tough way. Not until he finishes the medical education and the hospital residency. Not until he builds up necessary confidence in himself.(2) What had the author gone through before he became a surgeon?---Emergency situations he encountered at night; the critical decisions he had had to make; the sleepless nights because of worries about his treatment; the experience of sweating through operations; the fear of making mistakes and the transition from doubts and uncertainties to self-confidence.2. Concluding Remarks---Self-confidence is the key to the making of a surgeon. But self-confidence is based on necessary knowledge, skills, experience and expertise. In addition , the sense of responsibility is another quality foe s qualified doctor. All these work ethics arerequired for professionals in various other fields as well.Ⅳ. Post-reading Activities1.Let the students do the exercises in the textbook which arc related to the new words.2.Ss hand in the summary of the text.3.Ss discuss the questions on the topic related to the text.。

Unit1 A Brush With The LawI. Objectives:Students are required to be able to1. grasp the main idea and analyze the structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the negative prefixes of “un-” and “counter-” ;III. Difficulties:1. Analysis of some complex sentences;2. Appreciation of the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a short video reflecting American law system);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss the advantages anddisadvantages of law system of America and that of China)V. Teaching-steps:1.Overall impression of the text, including general idea and the textstructure (1 class)To guide students to seize key sentences and factors of a story and to conclude the significance of the text.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. Have you ever been stopped by the police? If yes, for what? And how didyou feel then?b. Do you think that everyone is equal in the eyes of the law? Explain.c. What do you think of the law system of America and that of China? Statetheir advantages and disadvantages.2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then divide the passage intoseveral parts.4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (3classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----How to Use a Dictionary.3).Guided writing.VI. Global analysis and Language points:Key factors and structure:Structure:Cause: (Paras 1--3) I was strolling along the streets.Developing: (Paras 4-16/17-18/19) I was questioned and arrested.-----I wasquestioned and charged.----I was trialedand released.End: (Paras 20-21) One policeman complained.Words and sentences:1. brush: a short fight or quarrel; an argument or disagreement---to have a brush with the police/the Customs men/the enemy---It is his third brush with the law in less than a year.2. take sb. to court: take legal action against sb.---I told him that I would take him to court if he did not repay the money in a week. ---If you go on ill-treating your wife like this, you will be taken to court.3. …it makes a good story now:… it provides material for a g ood story now.Here the verb “to make” means “to have the qualities needed for (sth. good)”. Examples:--- Iced tea makes an excellent drink in summer.--- The wall calendar makes a nice new year gift.4. What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court:The author was arrested simply because the policemen thought he intended to steal milk bottles and later in court he was released from the charge just because he had the “right” accent, respec table middle-class parents, reliable witnesses and so on. That is to say, he was arrested arbitrarily and released arbitrarily. And it is this arbitrariness of both his arrest and his release that the author thinks rather disturbing.arbitrary: based on on e’s own wishes or will rather than reason--- If a leader makes decisions without conducting investigations, he is being arbitrary.--- The arbitrary decisions of the factory owners caused dissatisfaction among the workers.circumstances: conditions, facts, etc. connected with an event or a person--- We can not expect him to continue these activities under such unfavorable circumstances.--- Because of circumstances beyond our control the meeting was cancelled. subsequent: coming after, followingExamples:--- Subsequent events proved that my judgment of the situation was right.--- The story will be continued in subsequent issues of the magazine.5.… and was not due to go to university until the following October:In Britain the university terms are: October-December; January-March;April-June.due:1) expected or scheduled to arrive or be ready; supposed (to)--- The train from Beijing is due at 1:30.--- The next train to Nanjing is due to leave at ten.--- The young man is due to appear in the Magistrat es’ Court next Monday.2) to be paid or returned--- When is the rent due?--- The books are due today but I want to renew some of them.7.It must have been this obvious aimlessness that led to my downfall.:I’m sure my arrest was the result of my wanderi ng in the streets without any definite purpose.obvious: easy to see or understand; clear---It was obvious that the policeman mistook me for a thief.---For obvious reasons, the magistrate dismissed the case after fifteen minutes. 8. … this time in uniform…:the second policeman was wearing uniform while the first was obviously in plain clothesuniform: a certain type of clothing which all members of a group or organization wear---Policemen wear uniform(s); so do soldiers; postmen and Customs men.---The boys and girls take great pride in wearing school uniforms.9. …I was left in no doubt:I became completely certain of the seriousness of the matter; I realized that it was no joke and they meant business.10.…commit an arrestable offence:…commit an offe nce which is serious enough for one to be arrested commit: do (sth. wrong, bad, foolish, or unlawful)---If we fail to understand this, we shall commit a lot of mistakes.---During their occupation of China, the Japanese invaders committed many horrible crimes against the Chinese people.---The detective concluded that the murder was committed in this very room.---Can you tell us why the gifted American poet committed suicide (killed himself) at the peak of his fame?11.perfectly straight face: a face showing no emotion or humor; a very seriouslooking faceperfectly: very; completely---You’re perfectly right.---I’m perfectly satisfied with your arrangements.12….in the most casual and conversational tone I could manage:…trying to sound as unconcerned and informal as I couldcasual: relaxed and unconcerned about what is happening or what one is doing ---Because of his casual attitude toward work, he was fired.13….it confirmed them in their belief that I was a thoroughly disreputable character:…it reinforced their belief that I was a very disreputable person.confirm:1) strengthen; make firmer--The sudden snowstorm during the night confirmed my decision not to leave.2) prove to be true or correct--The Mayor confirmed the report that his son had been kidnapped.14. ‘Aha,’ I could see them thinking, ‘unemployed’:Judging by the look on their faces, the author realized that the policemen must be reasoning like this: ‘Aha, you’re unemployed. That’s why you are stealing.’The word ‘aha’ is used here to express the satisfaction and joy of the policemen in finding out the “reason” for the young man’s supposed theft.15. Given the obscure nature of the charge…:Considering the obscure nature of the charge…The charge against the narrator—wandering with intent to commit an arrestable offence—was very vague or unclear. The magistrate might find him guilty if he had a criminal record, or the magistrate might find him innocent if he had reliable witnesses to prove his good character.given: considering, if one takes into account--Given their inexperience, they’ve done a good job.VII. Reference books:1. Unit1 of College English Book3 (Teacher’s book).2. Online library (information concerning to American law system).VIII. Homework:Think: What are your suggestions to improve the law environment in China?Unit2 Fruitful QuestionsI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the suf fix of “-eer” (volunteer, engineer, pioneer, etc.) ;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a segment of the film “Gone with the wind” reflectingAmerican Civil War);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss the virtue of ,sometimes, NOT telling truth).V. Teaching-steps:1. New words and phrases of the text (one class)To pay much attention to word-building of the key words and the part of speech, making sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1). Leading-in (warm-up questions):a. Have you ever told a lie? And why did you do that?b. Do you insist that we should never tell lies or sometimes it’s a kind ofvirtue not to tell the truth? Explain.2). Give a brief introduction of the general idea of the story narrated in thistext.3). Ask students to read through the text and then divide the passage intoseveral parts.4). Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Scanning.`3).Guided writing.VI. Language points:1.But I could picture her as she was in the story she told me.:But I could form a picture in my mind of what she looked like in the story she told me.Picture: imagine; form a picture of in the mindExample:--I couldn’t see his face in the dark, but I could somehow picture his expression.2. …in the stained blue uniform…:Blue was the color of the uniforms worn by Union soldiers while the Confederates wore gray uniforms.3. That’s what war is really like, child; no bugles and banners. Just pain and filth, futility and death.:Here Aunt Bettie is saying that war is not so glorious or romantic as some people describe it. In reality it only brings about pain and filth, futility and death.4. 11th Bermont Volunteers:On April 15, 1861, three days after the Confederates fired the first shots of the Civil War, President Lincoln issued his call for 75,000 volunteers. Answering his call, many young people joined the Northern army to “save the Union and free the slaves”and many regiments of volunteers were formed. The 11th Vermont V olunteers means the 11th Regiment of volunteers from the state Vermont.5. …should report the presence of this Union officer to the Confederate army: …should report to the Confederate army that there was a Union officer in her farmhouse.presence: the fact or state of being presentExample:---Jane was so quiet that her presence was hardly noticed.6….James Van Metre’s wife fanned the spark of life that flickered in Henry Bedell:She brought the dying man(Henry Bedell) back to life in the way that she would fan a dying fire into flame again.7. flare up: suddenly become angry, fierce or violent, especially of a person, fire, battle, etc.Example:---I don’t like to see you flare up so easily.8. see that/see to it that: make sure that; take care thatExample:---I promise to see that the fee is paid without delay.9. brush aside: disregard, ignoreExample:---He brushed aside all our objections/suggestions.10. disaster: a great or sudden misfortune; a terrible accidentExample:---Every year throughout the world natural disasters such as earthquakes and volcanic eruptions cause heavy losses of life and property.11. Only an hour from the Union lines:When they came to a place which was only an hour’s drive from the lines of defense of the Union Army, …Here “ an hour” means “ the distance which can be travelled in an hour”.VII. Reference books:1. Unit2 of College English Book3 (Teacher’s book).2. American Novel: Gone with the wind.VIII. Homework:To write a letter (Exercise2 of Guided Writing on page 41 of the student’s book)Unit3 Why I teachI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the prefix “re-” (again or back) and suffix “-ship”(status or condition) ;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display some pictures of both Chinese and foreign educators);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss whether they like tobe a teacher in the future)V. Teaching-steps:1. New words and phrases of the text (one class):To pay much attention to word-building and part of speech of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. Would you like to be a teacher? Why or why not?b. What do you think are the advantages of being a teacher? What are thedisadvantages?c. What qualities does a good teacher need?2).Give a brief introduction of the general idea of this text.3).Ask students to read through the text and then divide the passage intoseveral parts.4).learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides.2).Basic reading skill----Scanning(2).3).Guided writing.VI. Language points:1. …I didn’t want to be considered for an administrative position:…I didn’t want to be a candidate for an administrative position, such as the president or vice-president of a university, the dean of a college, the chairman ofa department, etc.2. Certainly I don’t teach because teaching is easy for me.:Certainly I teach not because teaching is easy for me.3. teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer.:I have tried many other ways to make a living. I have worked as a mechanic, a carpenter, a writer, and now I am working as a teacher. Of all these professions, teaching is the most difficult for me.4. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession.: Teaching is a profession that makes my eyes red for lack of sleep, my palms sweaty because of nervousness and my stomach sinking because I often feel so disappointed with my lectures.Here, “stomach” means “spirit, heart”. A person’s stomach sinks when he is upset, disappointed.profession: job that needs formal qualifications after training, e.g. law, medicine, teaching, acting.Example:---As a sophomore, I still don’t know what profession would suit me best.5. …because I have knowledge I feel compelled to share:…because I have knowledge (that) I feel compelled to share (with my students). compel: make (sb.) do sth. by or as if by forceExample:---Having found himself out of gas, the driver was compelled to walk several miles to the nearest village.6. freshman: a student in the first year of collegesophomore: a student in the second year of collegejunior: a student in the third year of collegesenior: a student in the fourth year of college7. to ask questions that students must struggle to answer:To ask difficult, thought-provoking questions which the students must think hard about before they can answer.8. The world is full of right answers to bad questions:Here “bad questions”means “meaningless questions or simple questions”thateveryone can answer easily.9. I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world.:Institutions like universities and colleges are often referred to as “ivory towers”where professors and their students study only book knowledge and have little to do with the practice of everyday life. What the author tries to do is to help the students go out of the ivory tower and into the real world, learn to solve practical problems and prepare themselves for the life they will encounter after graduation.10. variety: state of varying; a number of different kinsExample:---My job lacks variety; I am doing the same things all the time.11. But I was there when …:But what was really rewarding was to be there when…12….because he decided the liked people better than things:A student of English studies mainly literature, which reflects man’s life andthought, while an engineering student concerns himself mainly with the marking of things.13. Being a teacher is being present at the creation, when the clay begins tobreath.:According to the Bible, man was created by God out of clay. When God breathed the breath of life into the clay, it became alive and the creation of man was completed. Here the author compares the job of a teacher to the work of God. He implies that the teacher helps the student become a real man or woman.14. What is the point of being rich?: what’s the use of being rich?15. Perhaps love is the wrong word; magic might be better.:Perhaps the word “love”is not sufficient to describe what teaching offers; it might be better to use the word “magic””.VII. Reference books:1. Unit3 of College English Book3 (Teacher’s book);2. Online library (information concerning to American education).VIII. Homework:Think: What are the problems of Chinese current education system? How to improve it?Unit5 The Day Mother CriedI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance and difficulties:Word-building: the suffix “-ist”, and blends (motel: motor and hotel);III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a segment of the film “Forest Gan” reflecting Gan’smother’s love to him);2. Blackboard (with detailed explanations and analysis of the text);3. Talk (to divide students to several groups to tell stories which shows how greattheir mothers are).V. Teaching-steps:1. New words and phrases of the text (one class)To pay much attention to word-building of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. When a task defeats you, how do you react?b. How do you comfort someone threatened with losing his or her job?c. What did your parents do to help you get to college?2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then divide the passage intoseveral parts.4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Understanding Figurative Language3).Guided writing.VI. Language points:1. filled with anticipation: full of expectation; very excited (because he thoughthe could enjoy reading his sports magazine alone at home without anyone to disturb him.)Example:--- As Christmas drew near, the children were filled with anticipation.2. issue: a particular edition of a magazine or newspaperExample:---The latest issue of Time contains a cover story entitled It Came from Outer Space.3. burst into: rush intoExample:--- Andy burst into the classroom, grabbed his books, and rushed out again.4. flipped on a light: turned on a light quickly5. managed a weak smile: managed to give a faint smile; forced a faint smile6. set one’s mind to: give all one’s attention to doing (sth.)Example:---After hearing the sad news, Jack could not set his mind to his work that afternoon.7. assume: take as true without actual proofExample:--- I assume that you agree with what Mary has just said.8. …that didn’t stand in her way:…her having had no training didn’t prevent her from becoming a nursery teacherStand/be in sb’s way: prevent sb. from doing sth.Example:---If you think you can get a better job elsewhere, I’ll certainly not stand in your way.9. qualify: cause sb. to teach the level needed for sth. or to do sth.Example:---This training will qualify you as a computer operator.10. I was not the least bit surprised, or impressed:I was not surprised or impressed at all.(The author felt that way because he thought his mother could do anything and he took her employment by the radio station as a matter of course.)11. help out: give help at a time of need (to sb.)Example:---Our neighbors helped out when Mother became ill.12. on (one’s) guard: watchful; ready to defend or protectExample:--- As the bus was very crowded, the conductor warned the passengers to be on (their) guard against pickpockets.13. You might just remember that she is working primarily so you can go tocollege:You should remember that she is working mainly with the purpose of making it possible for you to go to college.Sometimes, “might”can be used to suggest that a person should do sth, behave in a certain way, etc.Example:---You might at least say “ Thank you” when someone helps you.14. sometime, some time, sometimes:Sometime: at some uncertain or unstated timeExample:---He first came to China sometime around 1932.15. hold back: controlExample:--- Mr. Jackson managed to hold back his anger and avoided a quarrel with his 16-year-old son.16. …something inside me turned: I felt deeply moved.17. She broke then:At that time she could no longer control her emotions.18. …tapping away: tapping on without stopping; tapping continuouslyThe adverb “away” here means “without stopping” or “continuously”Example:---The soldiers fired away until they had no ammunition left.19… there was something more going on in there than a woman learning to type:…besides learning to type, Mother was also showing her determination to overcome whatever difficulties she might meet with, her strong will not to accept defeat easily and her courage to go ahead.20. memento: a small object which reminds one of a holiday, a friend, etc. Example:---These post cards are mementos of their trip to Italy.VII. Reference books:Unit5 of College English Book3 (Teacher’s book).VIII. Homework:Translation: Exercise15 of this unit (on page100).Unit6 A Day’s WaitI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the prefix “therm(o)-”(means heat or temperature), “kilo-”(means one thousand) and “milli- (one thousand of a unit)”;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a short video introducing Ernest Heimingway);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss how to define aHERO)V. Teaching-steps:1. New words and phrases of the text (one class)To pay much attention to word-building of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. Have you ever been in the face of danger or even death? If yes, how didyou react?b. Have you ever been worried by what somebody said only to find out laterthat you had misunderstood and that there was nothing to worry about atall?2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then answer the question:What does the title mean (A day’s wait)? And what has happened to the child?4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Increasing Word Power.3).Guided writing.VI. Language points:1. shiver: shake or tremble, esp. from cold or fearExample:---The shopping-bag lady stood at the street corner shivering all with cold. 2….looking a very sick and miserable boy of nine years:…looking, despite what he said, very ill and unhappy and young and vulnerable 3. instruction: clear and detailed informationExample:---Read the attached book carefully and follow the instructions when you set the washing machine to work.4. …and seemed very detached from what was going on:The boy showed little interest in what was happening, because, as we learn later, he was thinking about his death.5. “Just the same, so far,” he said:Here the boy may mean “I’m still alive up to now, though I’m going to die.”6. (would) rather: more willinglyExample:---I would rather go today than tomorrow.7. prescribe: order to give (sth.) as medicine or treatment for a sick personExample:---What medicine did the doctor prescribe for your illness>8. … a high clay bank with overhanging brush:… a small clay cliff with bushes, weeds, and branches hanging over the edge 9. scatter: go off in all directionsExample:---The birds scattered at the sound of the gun.10. they made difficult shooting: they were very difficult to shootmore Example:---His handwriting made difficult reading.11. You mustn’t get what I have:You mustn’t catch the illness I have.12. something like: about, approximatelyExample:---Every day he walked something like two miles to school.13. take it easy: don’t worry; don’t hurry; don’t get excited or anxious。

授课班级：XX班授课教师：XX老师授课时间：XX课时一、教学目标1. 掌握本单元生词、短语和句型。

2. 理解课文内容，提高阅读理解能力。

3. 培养学生的口语表达能力，能够运用所学知识进行日常交流。

4. 了解文化背景知识，拓宽视野。

二、教学内容1. 生词和短语：例如：constantly, influence, perspective, imagination, etc.2. 句型：例如：What influence does ... have on ...? How does ... change ...?3. 课文内容：课文主要讲述了一个人对生活、学习和工作的态度转变，以及这种转变对个人成长的影响。

三、教学过程Step 1：导入1. 老师简要介绍本单元主题，激发学生的学习兴趣。

2. 通过图片、视频等形式，展示与主题相关的文化背景知识。

Step 2：课文精读1. 学生自读课文，了解文章大意。

2. 老师带领学生分析课文结构，讲解重点词汇、短语和句型。

3. 学生跟读课文，模仿语音、语调。

Step 3：课堂讨论1. 老师提出问题，引导学生思考。

2. 学生分组讨论，分享观点，提高口语表达能力。

Step 4：作业布置1. 完成课后练习，巩固所学知识。

2. 预习下一课内容，为下一节课做好准备。

四、教学评价1. 课堂参与度：观察学生在课堂上的表现，如提问、回答问题、小组讨论等。

2. 作业完成情况：检查学生的课后练习，了解学生对本单元知识的掌握程度。

3. 口语表达能力：通过课堂讨论和作业，评估学生的口语表达能力。

五、教学反思1. 教师在授课过程中，应注重激发学生的学习兴趣，引导学生主动参与课堂活动。

2. 在讲解课文时，要注重培养学生的阅读理解能力和口语表达能力。

3. 关注学生的个体差异，因材施教，提高教学效果。

通过本节课的学习，学生能够掌握本单元的生词、短语和句型，提高阅读理解能力，培养口语表达能力，拓宽视野。

Unit1 翻译1) 史密斯太太对我抱怨说，她经常发现与自己十六岁的女儿简直无法沟通。

Mrs. Smith complained to me that she often found it simply impossible to communicate with her 16-year-old daughter.2) 我坚信，阅读简写的(simplified) 英文小说是扩大我们词汇量的一种轻松愉快的方法。

I firmly believe that reading simplified English novels is an easy and enjoyable way of enlarging our vocabulary.3) 我认为我们在保护环境不受污染(pollution) 方面还做得不够。

I don’t think we’re doing enough to protect our environment from pollution.4) 除了每周写作文外，我们的英语老师还给我们布置了八本书在暑假里阅读。

In addition to/Apart from writing compositions on a weekly basis, our English teacher assigned us eight books to read during the summer vacation.5) 我们从可靠的消息来源获悉下学期一位以英语为母语的人将要教我们英语口语。

We’ve learned from reliable sources that a native English speaker is going to teach us spoken English next term/semester.6) 经常看英语电影不仅会提高你的听力，而且还会帮助你培养说的技能。

Seeing English movies on a regular basis will not only improve your ear, but will also help you build your speaking skills.7) 如果你们对这些学习策略有什么问题，请随便问我。

第教学周 /第节（第次课）第1页To talk about the effects of part-time employment教学目的To further understand the textTeachingTo apply the phrases and patternsObjectives:To master the paragraph writing skill1.Know how to analyze and use writing devices教学重点与难2. Drills of important phrases in the text点 3. Know how to analyze the narrative style of the writer and the developmentof the process about the content, and use these devices1.lecture and explanation教学方法与手 2. discussion and retelling段 3. PowerPoint4. deduction教学的基本内容Unit 6, Section A:To work or not to work- That is the questionTeaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them talk to each other about the following questions:1.Why do some students like to take part-time jobs?2.What problems will students face with when they take part-time jobs?3. What suggestions will you put forward toward students planning to workpart-time?Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part1 (para.1)Research methodsPart 2(para2-4)Research findingsPart 3(Para.5-8) Explanations for the negative effectsPart 4(Para.9)Conclusion of the research教学的基本内容Purpose: Improve the students reading’and writing ability and understandthe general idea of each paragraph.Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 4. Preparation for details of the text on the screenStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ability of understanding and using foreign language.Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1) contrast with 与,形成对比；和,相对照The experts also contrasted smokers with non-smokers, on different indicators of their commitment to conduct.专家们还对比了吸烟者和不吸烟者在行动力投入程度方面的不同指征。