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一、教学目标1. 知识目标：（1）掌握本单元的生词、短语和句型；（2）理解文章的主旨大意，把握文章的结构；（3）提高阅读速度和理解能力。
2. 能力目标：（1）培养学生运用英语进行口头和书面表达的能力；（2）提高学生的听力理解能力；（3）培养学生运用英语进行思维和解决问题的能力。
3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生的自主学习能力；（3）培养学生具有积极向上的学习态度。
二、教学内容《大学英语精读》第三册，具体章节为：Unit 1 - Unit 5。
三、教学重点与难点1. 教学重点：（1）生词、短语和句型的掌握；（2）文章主旨大意的理解；（3）阅读技巧的培养。
2. 教学难点：（1）复杂句型的理解；（2）文化背景知识的理解；（3）阅读速度的提高。
四、教学过程1. 导入新课（1）教师简要介绍本单元的背景知识，激发学生的学习兴趣；（2）引导学生回顾上节课所学内容，为新课做好铺垫。
2. 课堂阅读（1）教师引导学生阅读课文，关注生词、短语和句型；（2）教师指导学生分析文章结构，把握文章主旨大意；（3）教师讲解重点、难点句型，引导学生理解其用法。
3. 课堂讨论（1）教师提出问题，引导学生进行小组讨论；（2）学生分享讨论成果，教师点评并总结。
4. 课堂练习（1）教师布置课后练习题，让学生巩固所学知识；（2）教师讲解练习题，纠正学生错误。
5. 课堂总结（1）教师对本节课所学内容进行总结；（2）布置课后作业，提醒学生复习巩固。
五、教学评价1. 课堂表现：关注学生的课堂参与度、回答问题的情况等；2. 课后作业：检查学生完成作业的情况，了解学生对知识的掌握程度；3. 期中期末考试：评估学生对本册书知识的掌握情况。
六、教学反思1. 教师应根据学生的实际情况，调整教学进度和方法；2. 注重培养学生的阅读技巧，提高学生的阅读速度和理解能力；3. 关注学生的情感需求，激发学生的学习兴趣，培养学生良好的学习习惯。
课程目标：1. 培养学生阅读英语文本的能力，提高阅读速度和理解力。
2. 增强学生的词汇量和语法知识，提高语言运用能力。
3. 培养学生的批判性思维和跨文化交际能力。
4. 帮助学生了解英语国家的文化背景和社会现象。
教学内容：1. 课文精读：每单元一篇课文，包括背景介绍、作者介绍、课文翻译、重点词汇和语法讲解。
2. 课后习题：每单元课后习题，包括词汇填空、语法判断、阅读理解、翻译等。
3. 文化背景知识：介绍与课文相关的文化背景知识，帮助学生更好地理解课文内容。
教学步骤：一、导入1. 简要介绍课文背景和作者，激发学生的兴趣。
2. 提出本节课的学习目标，让学生明确学习方向。
二、课文精读1. 阅读课文，要求学生快速阅读，了解文章大意。
2. 分组讨论，分析课文中的重点词汇、语法和段落结构。
3. 教师讲解课文中的难点，帮助学生理解课文内容。
三、课后习题1. 学生独立完成课后习题，巩固所学知识。
2. 教师对课后习题进行讲解，纠正学生的错误，提高解题能力。
四、文化背景知识1. 介绍与课文相关的文化背景知识，如风俗习惯、历史事件等。
2. 分析课文中的文化差异，提高学生的跨文化交际能力。
五、总结与反思1. 教师对本节课的学习内容进行总结，强调重点和难点。
2. 学生分享学习心得，提出自己的疑问和观点。
教学资源：1. 教材：《大学英语精读第三册》2. 教学课件：课文翻译、课后习题、文化背景知识等3. 网络资源：英语学习网站、在线词典等教学评价：1. 课堂参与度：观察学生在课堂上的发言和互动情况。
2. 课后作业完成情况：检查学生的课后习题完成情况，了解学生对知识的掌握程度。
3. 期末考试：通过期末考试检验学生的学习成果。
教学反思：1. 关注学生的学习需求，调整教学内容和方法。
2. 注重培养学生的自主学习能力，提高课堂效率。
3. 加强与学生之间的沟通，营造良好的学习氛围。
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.。
教学对象：英语专业本科学生教学目标：1. 理解并掌握教材中的词汇、短语和句型；2. 培养学生的阅读理解能力，提高学生的英语水平；3. 培养学生的思辨能力和人文素养。
教学内容：《现代大学英语精读6》教材，共包含10个单元，涉及现代生活的各个方面，如科技、文化、教育、经济等。
教学过程：一、导入1. 引导学生回顾上一单元的学习内容，检查学生对词汇、短语和句型的掌握情况；2. 简要介绍本单元的主题和内容，激发学生的学习兴趣。
二、词汇教学1. 教师带领学生学习本单元的生词，讲解词义、用法和搭配；2. 学生通过练习，巩固所学词汇；3. 教师点评学生的练习，纠正错误。
三、课文精读1. 学生自主阅读课文，完成阅读任务；2. 教师讲解课文中的难点，分析文章结构和写作手法；3. 学生分组讨论，分享阅读心得。
四、语法教学1. 教师讲解本单元的语法点，如时态、语态、非谓语动词等；2. 学生通过练习，巩固所学语法知识；3. 教师点评学生的练习，纠正错误。
五、写作训练1. 教师布置写作任务，指导学生进行写作；2. 学生完成写作任务，教师点评并给出修改意见；3. 学生修改作文，提高写作水平。
六、课堂总结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，巩固记忆。
教学评价：1. 课堂参与度：观察学生在课堂上的表现，如发言、提问等；2. 作业完成情况：检查学生作业的完成质量；3. 考试成绩：通过期中、期末考试，评估学生的学习成果。
教学反思：1. 教师在教学中要注意启发学生思考，提高学生的英语思维；2. 教师要根据学生的学习情况，调整教学内容和方法；3. 教师要关注学生的个体差异，因材施教。
教学时间安排：1. 词汇教学：2课时；2. 课文精读：4课时；3. 语法教学：2课时；4. 写作训练：2课时。
教学资源：1. 教材《现代大学英语精读6》；2. 教师自编讲义；3. 多媒体课件；4. 课外阅读材料。
备注：本教案仅供参考，教师可根据实际情况进行调整。
#### 一、课程基本信息课程名称：大学英语精读授课班级：XX级XX班授课时间：XX课时#### 二、教学目标1. 掌握目标：- 理解并掌握第六单元中的关键词汇、短语以及一些有用的句型。
- 能够运用连接词进行句子组合，提高英语写作和阅读能力。
2. 熟悉目标：- 理解第六单元文章的结构和内容。
- 掌握文章的主题和作者的写作意图。
3. 了解目标：- 了解文章中涉及到的背景知识和社会文化现象。
- 掌握英语学习的一些策略和方法。
#### 三、教学内容1. 基本内容：- 阅读并理解第六单元的全部内容。
- 了解英语学习策略。
2. 重点：- 关键词汇：例如“strategy”、“implement”、“evaluate”等。
- 短语：例如“carry out”、“put into practice”、“come up with”等。
- 有用的句型：例如“How to implement an effective learning strategy?”、“It is essential to evaluate your progress regularly.”等。
3. 难点：- 连接词的使用：如何运用连接词使文章结构更清晰，逻辑更严密。
#### 四、教学进程和时间分配Step 1：导入（10分钟）- 以“英语学习策略”为主题，简要介绍英语在国际交流中的重要性。
- 引导学生思考：如何有效地学习英语？Step 2：预习（10分钟）- 学生快速阅读第六单元文章，了解文章大意。
- 进行True/False练习，检验学生对文章内容的初步理解。
Step 3：讲解重点词汇和短语（15分钟）- 讲解第六单元中的关键词汇、短语和句型。
- 通过例句和练习，帮助学生理解和掌握。
Step 4：分析文章结构（15分钟）- 分析文章的主题和作者的写作意图。
- 阐述文章的主要观点和论证方法。
Step 5：讲解连接词的使用（10分钟）- 介绍连接词的作用和种类。
大学英语 IV 课程教案授课时间第 15-16 周授课方式理论课□√讨论课□实验课□习题课□其他□（请打√）授课题目（教学章、节或主题）：Unit Six ( Reading and Writing course)Section A ： Sam Adams, IndustrialEngineer 课次 3 课时6 安排上一课次Review Unit 5 and lead-in of Text A- Sam Adams, Industrial Engineer 教学内容提要本课次教学目的、要求（分掌握、熟悉、了解三个层次）：教学目标：1. To understand the term of industrial“ engineering ” and talk about work efficiency“ ”;2.T o understand the main idea and the humorous narration.3.T o understand the structure and writing strategy:4.T o master key words and phrases5.T o conduct a series of listening and speaking tasks教学要求：1．要求学生掌握本单元的中心思想和文章结构，学会在写作中恰当使用从属连接词。
2．掌握新单词、句型的使用方法；加强相关听说训练：Health 。
3.掌握阅读技巧：快速寻找中心大意。
教学建议：1．在教学过程中启发学生开展关于“工作和学习效率”的探讨，帮助和鼓励学生发现学习过程中的存在的“效率问题” ，改变自主学习、自我探究的学习方式，掌握必要的学习效率，培养大学校园中处理学习和生活之间关系的能力和效率。
2．提供最新的资料背景知识，如industrial engineering; efficiency; background music 等。
一、教学目标1. 理解课文内容，掌握本单元的中心思想和文章结构。
2. 掌握新单词、句型的使用方法，提高听说能力。
3. 学会运用阅读技巧，寻找关键词和句，提高阅读速度和理解能力。
4. 培养学生自主学习、自我探究的学习方式，激发学习潜能。
二、教学重点与难点1. 重点：课文内容的理解，新单词、句型的掌握，阅读技巧的应用。
2. 难点：文章结构的分析，新单词、句型的运用，阅读技巧的掌握。
三、教学过程（一）导入新课1. 引导学生回顾上一单元的学习内容，巩固所学知识。
2. 提出本单元的学习目标，让学生明确学习任务。
（二）课文精读1. 阅读课文，理解文章内容，掌握文章结构。
2. 分析文章中的关键词汇和句型，引导学生进行翻译和造句。
3. 分析文章的写作手法，如比喻、拟人等，提高学生的写作水平。
（三）听说训练1. 组织学生进行听力练习，提高学生的听力水平。
2. 引导学生进行口语练习，提高学生的口语表达能力。
（四）阅读技巧训练1. 讲解阅读技巧，如快速寻找关键词、句，提高阅读速度。
2. 组织学生进行阅读练习，让学生运用所学技巧进行阅读。
（五）课堂小结1. 回顾本节课所学内容，巩固所学知识。
2. 布置课后作业，让学生巩固所学知识。
四、教学建议1. 教师在讲解课文时，应注重启发学生思考，引导学生自主学习。
2. 在进行听说训练时，教师要鼓励学生积极参与，提高学生的口语表达能力。
3. 在进行阅读技巧训练时，教师要注重培养学生的阅读兴趣，提高学生的阅读能力。
4. 教师要关注学生的个体差异，因材施教，使每个学生都能得到充分的发展。
五、课后作业1. 翻译课文中的生词和句型。
2. 用所学的阅读技巧阅读一篇英文文章，并总结文章的主要内容。
3. 准备下一节课的口语练习内容。
六、教学反思1. 教师要及时总结教学过程中的优点和不足，不断改进教学方法。
2. 关注学生的学习效果，及时调整教学进度和内容。
3. 注重培养学生的自主学习能力，激发学生的学习潜能。
