当前位置：文档之家 › 高教版大学英语泛读教程4(第三版)电子教案Unit 6

高教版大学英语泛读教程4(第三版)电子教案Unit 6

  • 格式：pptx
  • 大小：6.50 MB
  • 文档页数：26

下载文档原格式

  / 26

合集下载

高教版大学英语泛读教程4(第三版)电子教案Unit 12

高教版大学英语泛读教程4(第三版)电子教案Unit 12

“clean”? Vocabulary
a. Neatly.
c. In tune.
b. Spick and span.
d. Ply their trade.
U12-p.142
c 4. Which of the following words or expressions does NOT refer to dead
U12-p.141
Reading Comprehension
Based on the reading text, choose the most appropriate answer to the following questions.
d 1. Which of the following statements is NOT true? Detail
d. Buddhists never touch dead bodies. a 2. What is meant by the phrasal verb “dig in”? Vocabulary
a. Eat.
c. Worship.
b. Pray.
d. Offer.
b 3. Which of the following words or expressions is used in the text to mean
U12-p.140-141
A Do You Get It?
Multiple Matching
There are three main passages in the reading text.
Which of them refers to … __c___ 1. washing rituals? __c___ 2. people who remove their clothes? __a___ 3. a place where people worship? __c___ 4. the burning of a body? __a___ 5. the possibility that the dead can influence our lives? __b___ 6. people who are paid for their services? __b___ 7. a historical period? __c___ 8. something that doesn’t last forever?

英语泛读教程 4 Unit 6 Immigrats(完整版)

英语泛读教程 4 Unit 6 Immigrats(完整版)

4,097,000 3,852,000
2.196 2.064
19.93 0.2944
Other sources give higher estimates..
does not include Hong Kong (SAR) and Macau (SAR)
The Trend of the Immigration
3
Germany
4
Ukraine
5
France
6
Saudi Arabia7Canaa8India
9 United kingdom
10
Spain
11
Australia
12 Page 4 People’s Republic of
Number of immigrants
38,355,000 12,080,000
The Austria commerce land settlement policy improve the standard so it may influence some people.
6
According to statistics ， the Canada is the most popular country to be immigrated
• Canada and Australia have tightened policy • Singapore become an another country that
many people want to live in • The main immigration country is still Canada,
• This dream has been a major factor in attracting immigrants to the United States.

高教版大学英语泛读教程4(第三版)电子教案Review 04

高教版大学英语泛读教程4(第三版)电子教案Review 04
Review 04-p.150
The Barra Boy
Another child who appeared to believe he had lived a previous existence is Cameron Macauley. From the age of two, the Scots youngster told his mother that he had lived on the small island of Barra off Scotland’s west coast. He recalled his life there in a white house by the beach and remembered that his father was called Shane Robertson. As he increasingly yearned to visit the island, his mother agreed to take him there as part of documentary, accompanied by a child psychologist who had carried out research into claims of reincarnation. Once they had located a house that fit Cameron’s description and — more intriguingly — discovered it had been owned by a family surnamed Robertson, the child was initially excited but then became pensive and withdrawn. Although he appeared to know his way around the house and several of the claims he made proved accurate, research failed to turn up any evidence of a Shane Robertson having lived there.

大学英语泛读教程第四册Lesson 6

大学英语泛读教程第四册Lesson 6

8. packages: software for learning. 9.We want our online materials to draw in students who are in danger of being turned off learning but also to allow more ambitious students to approach the whole curriculum at their own pace.
Lesson 6
Revision Time Goes Online
by Tim Ewington
About the Author
Tim Ewington works with the BBC. He set up a company Human Capital in 1995. He is the Press Enquiries founding director. He is also a speaker, maker, scheduler, strategist and channel controller. His field ranges from media research to technical problems related to the economy. Recently, he has come up with a very positive analysis of the BBC's position in the TV audience ratings.
（我们希望网上的资料能吸引那些有对学习失去兴趣的危险的学 生，也能让较有抱负的学生根据自己的速度接触全部课程。”）
Draw in: attract. 10.Channel 4's Homework High is more funky. Funky: attractive.

英语泛读教程第4册_unit_6

英语泛读教程第4册_unit_6

Teaching Goals
1. To enable students to know more about immigrants and tell students the reasons why so many people make decisions to immigrant to America.
Unit 6 immigrant
Tutor:
happy
Lecturer: Lv Yan
group
Book 4 Unit 6 immigrants
I. Pre-reading Activities: Debate, Discussion and Scanning.
Debate
Is it necessary to immigrant to other countries?
• 3 .the effects of immigrant for American.
Difficulties
• • • • •
1 . saying farewell to hometown 2.abandon old ties and familiar 3 .living in strange land 4 .collide with unaccustomed proplem 5. learning to understand alienand alienlanguages • 6 .managing to survive in unfamiliar environment.
Three reasons
• 1 . religious [persecution ] • 2 . political oppression【 liberty , safety ] • 3 .economic hardship[ riches , poverty ,be sold and bought ] • 4.other various reasons

大学英语泛读第三版教案

大学英语泛读第三版教案

课程名称：大学英语泛读教程（第三版）授课对象：大学英语专业学生授课时间：2课时教学目标：1. 提高学生的英语阅读理解能力，培养学生的英语阅读兴趣。

2. 培养学生的批判性思维和跨文化交际能力。

3. 增强学生的英语词汇量和语法知识。

4. 培养学生的自主学习能力和合作学习能力。

教学重点：1. 理解文章的主旨大意和细节内容。

2. 掌握文章的写作技巧和修辞手法。

3. 学会运用英语进行批判性思考和表达。

4. 了解跨文化背景知识。

教学难点：1. 理解文章的深层含义和作者的写作意图。

2. 灵活运用语法知识进行英语表达。

3. 提高学生的跨文化交际能力。

教学方法和手段：1. 讲授法：讲解文章的背景知识、写作技巧和修辞手法。

2. 讨论法：引导学生进行小组讨论，分享观点，提高学生的口语表达能力。

3. 案例分析法：通过分析典型文章，让学生掌握阅读技巧。

4. 角色扮演法：让学生模拟文章中的角色，提高学生的英语实际运用能力。

5. 多媒体教学：利用PPT、视频等手段，丰富教学内容。

教学内容和过程：第一课时：一、导入1. 介绍课程背景和教学目标。

2. 引导学生思考阅读的重要性。

二、课文讲解1. 介绍文章的背景和作者。

2. 分析文章的主旨大意和细节内容。

3. 讲解文章的写作技巧和修辞手法。

三、课堂活动1. 小组讨论：让学生分组讨论文章的主题，分享各自的观点。

2. 角色扮演：让学生模拟文章中的角色，提高学生的英语实际运用能力。

四、作业布置1. 完成课后练习题，巩固所学知识。

2. 预习下一课内容。

第二课时：一、复习上节课内容1. 复习课文中的重点词汇和短语。

2. 复习文章的写作技巧和修辞手法。

二、阅读理解练习1. 阅读一篇新的英语文章，分析文章的主旨大意和细节内容。

2. 学生互相讨论，分享阅读心得。

三、语法讲解1. 讲解与课文相关的语法知识。

2. 布置语法练习题。

四、课堂活动1. 小组讨论：让学生分组讨论文章的主题，分享各自的观点。

2. 角色扮演：让学生模拟文章中的角色，提高学生的英语实际运用能力。

高教版大学英语泛读教程4(第三版)电子教案Unit 2

高教版大学英语泛读教程4(第三版)电子教案Unit 2
U2-p.15
A Do You Get It?
Multiple Matching
Scan each of the five paragraphs (a-e) again. Below are a series of newspaper headlines that refer to ideas or information contained in each paragraph. Match the headline to the paragraph.
U2-p.14
These objections notwithstanding, the government argued that the NIR and ID cards would be beneficial to society. They would help prevent terrorist attacks, such as the London suicide bombings of July 7, 2005, which killed 56 people, and would assist in tackling illegal immigration and identity fraud. Even though some security experts agreed with these views, many others rebutted them. It was pointed out that the four 7/7 bombers were actually all British citizens. Since the police appear to have known the identity of at least one of them, the assertion that the NIR system could have stopped them seems weak. In the case of illegal immigration, critics observed that ID cards would make no difference because a passport and visa system is already in place. If the current system isn’t working, why should an extra layer of bureaucracy make any difference? Finally, statistics show that identity theft is actually easier and more prevalent in countries with ID cards.

Unit_6泛读教程第四册

Unit_6泛读教程第四册

The Puritans
Quaker
Member of the Society of Friends, a religious sect that worships Christ without any formal ceremony stated creed and is strongly opposed to violence and war.(公谊会教徒、贵格会 教徒、教友会教徒，基督教的教派，既 无任何正是仪式又无固定教义，其信条 为强烈反对暴力与战争)
Ⅱ. Questions for Scanning
1. From this passage, we can see what is the most difficult decision for a person to make? 2.For the early immigrants of America, what did they have to face? 3.How did the immigrants who came for economic reasons contribute to the strength of America? 4.What caused the strengths and weaknesses of America ?
Unit 6
Immigrants
Warming-up Discussion:
Migration in China
1、 Causes of Migration
2、Cost and Benefits of Migration
TEXT ONE
Why They Came
Words
odd 1.奇怪的; 古怪的 odd experience 非常奇怪的经历 2.单的 I threw away the odd glove. 我丢弃了那只不成对的手套。 3.奇数的 Three is an odd number. 三是个奇数。 odds n. the probability of a specified outcome (synonym) likelihood, likeliness 1.可能性, 机会 The odds are 5 to 1 that she will win. 她获胜的机会是五比一。 2.不利条件；掣肘的事情；逆境 3.投注赔率

高教版大学英语泛读教程4(第三版)电子教案Unit 5

高教版大学英语泛读教程4(第三版)电子教案Unit 5
c 4. Why does Isaiah think that record companies and executives will become irrelevant? Inference a. Because they don’t download music. b. Because they don’t watch music videos. c. Because technology means they will not be needed in the future. d. Because they don’t know who the best artists are.
people. People kill people. ” I feel the same way about drugs: What
business does the government have interfering
in the way people live their private lives? As long
U5-p.54-55
A Do You Get It?
Multiple Matching
There are three paragraphs in the text (A-C).
Which of them … __C___ 1. refers to people who are still doing things in an old-fashioned way? __A___ 2. criticizes government policies? __A___ 3. supports personal freedoms? __C___ 4. uses an abbreviation? __B___ 5. compares different cultures?

高教版大学英语泛读教程4(第三版)电子教案Unit-3

高教版大学英语泛读教程4(第三版)电子教案Unit-3

Before You Start
• Have you ever been unfairly accused of something? If so, what is it?
• What kind of reputation does your country or city have? Do you think it is worthy of the reputation?
U3-p.26
Omar, Vultures
If you’ve ever seen wildlife documentaries, you’ll probably have a low opinion of these carrion-eating raptors. Vultures get a really bad rap and, while it’s not difficult to see why, I think their image is pretty unfair. But for their admittedly unattractive appearance and dining habits, these flying scavengers would be appreciated by more of us for the vital role they play in the food chain. As they have powerful stomach acids, vultures are able to consume the putrid meat of animal carcasses without any ill effects from the bacteria. Without vultures, this meat would remain rotting, allowing disease to spread, especially in hot climates. Rather than detesting these feathered garbage disposal units, we should be praising them for the great job they’re doing.

英语泛读教程第四册课程设计 (2)

英语泛读教程第四册课程设计 (2)

英语泛读教程第四册课程设计介绍《英语泛读教程》是一套适用于想要提高英语阅读能力的学生的教材。

第四册主要包括六个单元，内容涵盖了科技、环境、文化等各个方面。

此篇文档将为读者介绍针对《英语泛读教程》第四册的课程设计。

教学目标本课程旨在帮助学生增强阅读能力，提高英语听说读写四大方面的能力，同时培养学生阅读时的思维反应和判断力，进一步拓展学生的文化视野。

教学重点本课程的教学重点在于提高学生阅读英文文章的能力和技巧；鼓励学生接触和了解多元文化；促进学生思维的发展与提高。

教学方法•BDA（Before, During, After）教学法：在阅读前进行预测和推测，在阅读中理解文章内容，在阅读后进行分析与总结。

•合作学习法：小组成员合作完成阅读任务，讨论课文内容，分享思考和分析。

•实践与应用法：通过阅读文本、听力训练、口头表达等多种形式，帮助学生把语言技能应用于实际场景中。

教学内容单元一：科学技术•Title: Artificial intelligence and robots in medicine•Vocabulary: artificial intelligence, machine learning, robotics, diagnosis, treatment•Reading skills: scanning, skimming, inference•Discussion questions:–What is artificial intelligence?–How can robots be used in medicine?–What are the potential advantages of using robots in medicine?单元二：社会科学•Title: World hunger: causes and solutions•Vocabulary: famine, starvation, poverty, malnutrition, charity, d•Reading skills: prediction, mn idea and supporting detls, cause and effect•Discussion questions:–What is the cause of world hunger?–What can be done to help reduce world hunger?–What can individuals do to help reduce world hunger? 单元三：文化历史•Title: The history of the English language•Vocabulary: etymology, Old English, Middle English, Modern English, dialect, pronunciation•Reading skills: inference, summarize, focus on detls•Discussion questions:–How has the English language evolved over time?–What are the differences between Old English, Middle English and Modern English?–How do regional dialects differ in English?单元四：环境保护•Title: The effects of climate change on global ecosystems•Vocabulary: climate change, global warming, biodiversity, habitat, conservation•Reading skills: skimming, scanning, cause and effect•Discussion questions:–What is climate change and what causes it?–How does climate change affect ecosystems?–What can individuals do to help prevent further climate change?单元五：艺术人文•Title: The importance of music in culture•Vocabulary: genre, composition, lyrics, rhythm, melody•Reading skills: mn idea and supporting detls, inference•Discussion questions:–What is the power of music in our dly lives?–How does music reflect culture?–What are the different types of music in the world? 单元六：商务经济•Title: The impact of e-commerce on traditional businesses•Vocabulary: e-commerce, consumerism, globalization, brick-and-mortar, online marketing•Reading skills: inference, cause and effect, focus on detls•Discussion questions:–What is e-commerce?–What effects are e-commerce having on traditional businesses?–Can traditional businesses compete with e-commerce?结论本课程设计的目标在于帮助学生提高英语阅读能力，同时能培养学生综合运用语言技能的能力，如口头表达和写作。

高教版大学英语泛读教程4(第三版)电子教案Unit 6

高教版大学英语泛读教程4(第三版)电子教案Unit 6
But then a little voice said: “Lulu, you are stealing; that wool is not yours!” Slowly she walked back upstairs and gently put the wool back on the window-sill. Then she took the message to the teacher, and returned to her classroom to continue knitting. Though she felt a twinge of shame, she was glad in her heart that she has listened to the voice.
U6-p.67
a 3. What was Harriet doing before she went to speak to her grandfather?
Inference
a. Playing a computer game.
c. Sleeping.
b. Walking in the garden.
The Little Voice
After more than an hour of car chases, shootouts and robberies, Harriett was finally burnt out. “Mega Theft Moto” was great fun and incredibly addictive, but it was starting to get just a little monotonous. Harriet got up from the sofa, stretched and yawned, and began to ponder what she could do with herself on this chilly winter’s morn. Peering out the living room window, she saw Grandpa George busily pruning his rosebush in the garden.

大学英语精读4unit6教案

大学英语精读4unit6教案

教学目标：1. 理解并掌握本单元的生词、短语和句型；2. 培养学生阅读理解能力，提高对文章主旨、段落大意和细节的把握；3. 培养学生批判性思维能力，学会从不同角度分析文章内容；4. 提高学生的英语写作能力，学会撰写英语文章。

教学重点：1. 生词、短语和句型的掌握；2. 文章主旨、段落大意和细节的把握；3. 批判性思维能力的培养。

教学难点：1. 文章主旨、段落大意和细节的把握；2. 批判性思维能力的培养。

教学时间：2课时教学过程：第一课时一、导入1. 复习上一单元所学内容；2. 介绍本单元主题：The Power of Words（语言的力量）。

二、阅读课文1. 学生自主阅读课文，完成阅读理解题；2. 教师讲解阅读理解题的答案，并分析文章结构和写作手法。

三、词汇讲解1. 教师讲解本单元生词、短语和句型，引导学生进行翻译和造句；2. 学生分组进行词汇练习，巩固所学词汇。

四、段落大意和细节分析1. 学生分组讨论，分析文章段落大意和细节；2. 教师点评学生的分析，引导学生从不同角度分析文章内容。

第二课时一、复习上节课内容1. 学生回忆上节课所学词汇、短语和句型；2. 教师提问，检查学生对上节课内容的掌握情况。

二、写作指导1. 教师讲解英语写作技巧，强调文章结构、论点和论据的重要性；2. 学生根据本单元主题，撰写一篇英语短文。

三、写作批改1. 学生分组进行写作，相互批改；2. 教师点评学生的写作，指出优点和不足，并提出修改建议。

四、总结与作业布置1. 教师对本单元内容进行总结，强调重点和难点；2. 学生完成课后作业，巩固所学知识。

教学评价：1. 学生对生词、短语和句型的掌握程度；2. 学生阅读理解能力和批判性思维能力的提高；3. 学生英语写作能力的提升。

教学反思：1. 教师应关注学生的个体差异，针对不同学生的学习情况，给予针对性的指导；2. 教师应鼓励学生积极参与课堂活动，提高学生的英语学习兴趣；3. 教师应注重培养学生的自主学习能力，提高学生的英语综合素质。

高教版大学英语泛读教程4(第三版)电子教案Review 02

高教版大学英语泛读教程4(第三版)电子教案Review 02
A Reading Comprehension Track 15
Read the following article about immigration and answer the questions that follow the text.
From Russia with Love
Adoption Law Causes Anger and Despair
__C___1.Russian citizens who are involved in human rights abuses are not entitled to obtain American citizenship.
Review 02-p.75
D) However, despite Putin’s claims that the policy is designed to keep Russian children in Russian families, the numbers simply don’t stack up. Statistics from the United Nations Children’s Fund (UNICEF) indicates that a staggering 740,000 children await adoption in Russia, with just 18,000 families on the waiting list to adopt. Child care professionals, who have worked with some of the most needy, have branded the law a disaster for hundreds of thousands of Russian orphans. They also point out that Russian families are extremely unlikely to adopt children with mental or physical disabilities, whereas American families have consistently demonstrated a willingness to do so. With the Kremlin insisting that the policy is here to stay, it remains to be seen what the future holds for continued Russian immigration to the United States.

英语泛读教程4教案

英语泛读教程4教案

英语泛读教程4教案Unit 1 Genius and the CraftsmanI. ObjectiveTo know the process of conceiving a story and developing it into a perfect work of art.II. Time ArrangementAbout two periods of class will be used for the analysis and discussion of the passageitself.III. Procedures:1. Greeting;2. Begin the new lesson:1) Answer the pre-reading questions orally; 2) Learn some related information;3) Allow students 3 minutes to go over the text rapidly for the main idea;4) Do the guesswork of vocabulary;5) Study the Text extensively;3. Ex. about the text;4. Fast reading passages and Ex.;5. Homework.IV. Related InformationMany people admire writers for their exquisite stories, but few of them know withwhat painstaking efforts writers work to bring a story into the word. The followingpassage discusses the process of writing a story in terms of genius and craftsman.Preview Questions(1) What do you think the meaning of ―genius‖ is?(2) What does a person do to be a genius?(3) Where does genius come from?(4) What do you think the meaning of ―craftsman‖ is?(5) What does a person do to be a craftsman?(6) What relation do you think it is between ―genius‖ and―craftsman‖?V. Emphasized PointsKey Words(1) genius(2) craftsman and craftsmanship(3) the creative function(4) conception in the dark of the mind(5) the lucid impression(6) a process of intelligent selection(7) to trust and write(8) rewriting1VI. Text Comprehension1. Structure AnalysisDivision Paragraph Main IdeaThe firstPart I three An introduction to the topic.paragraphs(1) The necessity of understanding the creative function; The restof Part II (2) the process of conceiving a story; (3) the process of passage developing a story into a perfect work of art.2. Comprehension Questions(1) Why does the writer think it necessary to the creative function?-- The writer believes that understanding of the creative function increases ourwisdom in dealing with the emerging story by making us aware of two things:genius and craftsman or craftsmanship.(2) How is a story conceived?-- A story is conceived when some experience of the present provokes thecombination of one‘s early impressions.(3) What is the principle of a story‘s life?-- Like any seed, the seed of a story has its own principle of growth: a) a processof intelligent selection, b) rarely presents itself as a whole.(4) What are the three functions of the craftsman?-- Trust, write, and generating skill.Topic for Discussion, Is it possible for a writer to start writing on impulse and then catch some good ideas flashing into his mind during the process of writing? Cite examples to illustrate your point., Do you think it is true a good story is not written but rewritten? Why or why not? 3. Teaching Points for Reference(1). So it is with the reader who comes upon an outstanding story: spellbound, he takes it to his heart, no question asked.(当读者读到一部杰出的小说时，他也会这样如痴如狂，欲将小说字字句句刻骨铭心，绝不会提出任何问题。

高教版大学英语泛读教程4(第三版)电子教案Unit 1

高教版大学英语泛读教程4(第三版)电子教案Unit 1
U1-p.3
A Do You Get It?
Multiple Matching
Match the three main cities featured in the reading text (a-c) with the statements 1-10 below. If the place referred to is not one of the main ones, choose d.
the populated area or the less populated one? Why? • Does the government do enough to improve the environment
in cities? As far as you know, what has government done till now? What still needs to be done?
U1-p.3
__b___ 6. It will function as a test case for the rest of the country. __b___ 7. People say the city won’t be that green after all. __d___ 8. There was a major event here. __a___ 9. Parts of the city are expected to achieve environmental aims
Before You Start
• Does your hometown have a lot of green spaces? What are they? • Is there a lot of pollution where you live? Where do you prefer to live:

大学英语泛读教程4(第三版)自测Reading Master 4_Test Bank_Unit 06

大学英语泛读教程4(第三版)自测Reading Master 4_Test Bank_Unit 06

Unit 6Doing the Right ThingA. VocabularyDirections: Use the words from the box to complete sentences 1 to 6. Each is used one time.1. Some children become so ___________in playing video games that they actually forget to eat.2. The shark ___________ the poor seal before swallowing it whole as it sped away.3. I quit my job because it was so ___________ and repetitive that I just couldn’t do it anymore.4. Donna liked to ___________ into her pajamas on the weekend and curl up with a good book.5. The little green lizard ___________ its head from the hole in the ground before scurrying offinto a tree.6. We had a good ___________ as we browsed through some old photographs when we were inelementary school.7. A: Daddy, how did you get so smart? You know a lot about many things.B: Well, I ______ this way by going to school and studying hard.a. becameb. understoodc. arrivedd. received8. A: If you don’t get math, I can help you.B: Really? Thanks so much. I don’t ______ it at all.a. receiveb. understandc. maked. pay9. This year I decided to ______ meat and become vegetarian.a. fall inb. clean upc. put ond. give up10. During the class performance, Katie’s acting talent really ______.a. egged onb. shone throughc. gave upd. fell in11. Our teacher is very ______ since he doesn’t take attendance and usually lets us leave class early.a. laid-backb. altruisticc. vindictived. egoisticB. Grammar12. During the Chinese New Year, many people like to surround ______ terrible.a. themb. themselvesc. yourselfd. yourselves13. The teacher told the class a story about seeing a UFO, but I ______ don’t believe a word of it.a. itselfb. myselfc. yourselfd. me14. My sister is a very talented musician; she ______ to play the guitar.a. teach oneselfb. taught oneselfc. teach herselfd. taught herself15. The teacher was very happy with our exam results and said that we should be ______.a. proud of themselvesb. proud themselvesc. proud of ourselvesd. proud ourselves16. We should not take things in life too seriously and laugh ______ once in a while.a. at yourselvesb. at itselfc. ourselvesd. at ourselvesC. Reading ComprehensionDirections: Read the following excerpt from The Root of Morality and answer the questions that follow.For me, altruism is the only possible basis for morality. Of course people everywhere act from self-interest and, historically, humans have done some appalling things to one another.However, if most of us didn’t have feelings o f empathy and duty toward our fellow creatures, society would cease to function. Some people argue that we never truly act based on altruistic motives alone. For example, people who give to charity may do so to make themselves feel good or to give themselves an image of benevolence that will impress others. Conversely, people who refrain from immoral acts could be doing so from fear of looking bad, rather than pure kindness. I think this is a pretty cynical view of human interaction. Morality can’t be founded merely on the desire for praise and the fear of disgrace.17. What would be a good description of altruism?a. Being good to others and getting something back.b. Being good to others and get nothing in return.c. Doing nothing to help others.d. No information is given.18. Which of the following is believed to be true for the writer?a. People are mainly motivated by money.b. People only want to help animals.c. People can help without getting rewards.d. All of the above are true.19. The word empathy is closest in meaning to which of the following?a. understandingb. appallingc. motivatingd. interacting20. The word cynical is closest in meaning to which of the following?a. imaginativeb. benevolentc. morald. negative。

英语泛读教程第四册课程设计

英语泛读教程第四册课程设计

英语泛读教程第四册课程设计课程背景英语泛读教程第四册是一本适合英语教师和学生使用的中级英语教材。

该教程主要涵盖以下内容：•阅读和理解不同类型的英语文章•扩展英语词汇和短语表达•分析和评估英语文章中的信息•提高阅读速度和技巧该教材适合中级英语学习者，包括大学生，研究生和工作人员。

教学目标•提高学生英语阅读的理解和表达能力•扩大学生的英语词汇和表达范围•培养学生的阅读技巧和策略•增强学生的英语思维能力和知识面课程大纲第一课：阅读理解本课程旨在帮助学生掌握阅读和理解不同类型的英语文章，从而提高他们的英语表达能力。

在本课中，学生将学习以下内容：•阅读不同类型的英语文章，如新闻报道，科技文章和学术论文•提高阅读速度和技巧•分析和评估文章中的信息，了解作者的意图和立场•学习如何写出简要的文章总结第二课：英语词汇扩展本课程旨在扩大学生的英语词汇，并学习如何正确地使用他们所学的单词和短语。

在本课中，学生将学习以下内容：•学习如何使用英语词汇和短语•扩展英语词汇和短语表达范围•观察和理解单词和短语的使用场景第三课：文章分析本课程旨在帮助学生分析和评估英语文章，并了解作者的意图和立场。

在本课中，学生将学习以下内容：•了解如何读懂一篇英语文章•分析文章中的语言和文体结构•辨别作者的意图和立场•学会发表自己的看法并提出建议第四课：英语阅读技巧本课程旨在培养学生的英语阅读技巧，并提高阅读效率和准确性。

在本课中，学生将学习以下内容：•学习如何识别和预测关键词汇和短语•掌握如何使用标记和笔记提高阅读准确性和效率•学会使用上下文理解单词和短语课程评估组内评估学生将会在小组内讨论和评估对每一课程的理解和掌握情况。

小组评估的重点包括：•阅读理解能力•单词和短语掌握情况•文章分析和评估技能•阅读技巧和效率个人评估学生将需要在每个课程结束后提交一篇小论文，以检验他们对该课程的理解和掌握情况。

每篇小论文都将评估以下因素：•文章总结和摘要•对新词汇和短语的使用和掌握情况•对文章意图和立场的分析和评估•阅读技巧和笔记的使用情况结论英语泛读教程第四册旨在帮助学生提高英语阅读和表达能力，扩大他们的词汇和表达能力，并培养学生的阅读技巧和策略。

高教版大学英语泛读教程4(第三版)电子教案Unit 2

高教版大学英语泛读教程4(第三版)电子教案Unit 2
U2-p.15
A Do You Get It?
Multiple Matching
Scan each of the five paragraphs (a-e) again. Below are a series of newspaper headlines that refer to ideas or information contained in each paragraph. Match the headline to the paragraph.
U2-p.15
The naysayers eventually won the day. In 2010, the NIR system was abandoned; the ID cards were scrapped the following year. Regardless of this climbdown, many British citizens remain convinced that the gts nose into the private affairs of its citizens.
• Are there fears over government misuse of personal information? If yes, where are the fears from?
U2-p.13
Reading Track 4
A Database State
It’s an uncomfortable fact, but every country watches the movements of its citizens. There are varying degrees of surveillance. However, you might be surprised to learn that the U.K. has been described as one of the most surveyed countries in the world. The main reason for this is that it has more closecircuit television (CCTV) cameras in use than any other democratic country. Despite statistics suggesting that over 90 percent of these cameras are in private hands, people remain concerned about official snooping. The government insists the cameras are there to prevent crime and to keep people safe; yet statistics show that a tiny percentage of criminal cases are solved using CCTV evidence. In spite of this, the authorities continue to champion the use of public surveillance. It seems the Big Brother society foretold by the British author George Orwell in his famous novel 1984 has come to pass; indeed, for many people, this is just the tip of the iceberg.
  1. 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
the shared properties of morality among countries? • Have you ever felt really guilty about something you’ve done?
What was it?
U6-p.65
Reading Track 13
U6-p.67
A Do You Get It?
Multiple Matching
There are two characters in the text. Match the following statements to one of them.
__a___ 1. “I’m bored.” __b___ 2. “I’ve nearly finished.” __a___ 3. “You always say the name wrong.” __b___ 4. “This should make it look beautiful.” __b___ 5. “You’re lucky to have all this technology.” __a___ 6. “I’m not sure who said that.”
U6-p.66
Back inside the house, Harriet settled herself onto the sofa again, while her grandfather sat down in the large, comfortable armchair that he had bought for himself many years before. “Have I told you the one about Lulu and the colored wool?” The child shook her head. “Well,” the old man began. “You yourself are lucky. Way back in the day, schoolchildren did not have all these cool gadgets to play with like you do these days. They had to entertain themselves with simple things and play with one another. In those days, many girls didn’t receive a proper education and just learned things like housekeeping and knitting that would make them good homemakers. Once, there was a little girl named Lulu who spent most of her school hours knitting scarves, socks and stockings, though she was only six years old. Some of the older girls were sewing on canvas with pretty colored wool, and making what appeared to little Lulu to be the most beautiful pictures. How she longed for a length of the pink or blue wool to have for her very own!
U6-p.67
Reading Comprehension
Based on the reading text, choose the most appropriate answer to the following questions.
b 1. What does Grandpa George say about girls in the old days ? Detail a. They were well-educated. b. They learned to be housewives. c. They learned how to build houses. d. They had more fun.
d. God.
U6-p.68
B Master Your Vocabulary
Find the Word
Complete the sentences with a word form the box using an appropriate tense or form.
d. Watching TV.
a 4. What does Grandpa George mean by “the one” when he asks Harriet if
he has “told her the one about Lulu and the colored wool?” Inference
6
Doing the Right Thing
Reading: The Little Voice Words to Know: Morality; key word: get Further Reading: The Root of Morality
Before You Start
• How do people learn to separate right from wrong? • Do moral beliefs vary from culture to culture? If not, what are
The Little Voice
After more than an hour of car chases, shootouts and robberies, Harriett was finally burnt out. “Mega Theft Moto” was great fun and incredibly addictive, but it was starting to get just a little monotonous. Harriet got up from the sofa, stretched and yawned, and began to ponder what she could do with herself on this chilly winter’s morn. Peering out the living room window, she saw Grandpa George busily pruning his rosebush in the garden.
U6-p.66
Had any one seen her? Did anyone know about it? Neither her classmates nor her teacher had any idea. But one pair of eyes was watching over her as it does us all. That was the little voice. Do you know who it was, my dear?”
U6-p.67
a 3. What was Harriet doing before she went to speak to her grandfather?
Inference
a. Playing a computer game.
c. Sleeping.
b. Walking in the garden.
U6-p.66
The school was in a room upstairs, and at the top of the stairs there was a window, with a deep window-sill in front of it. As Lulu came out of the schoolroom one day to take a message for the teacher, and turned to close the door after her, she saw that the window-sill was piled up with bundles of the pretty colored wool that she liked so much. Oh, how she wished for a little of it for herself! She grabbed a handful, stuffed it in her pocket, and ran downstairs.
பைடு நூலகம்
a. A story.
c. Harriet’s iPad.
b. Lulu.
d. Colored wool.
d 5. Who might the little voice be? Inference
a. Lulu’s classmates.
c. An old friend.
b. Lulu’s teacher.
But then a little voice said: “Lulu, you are stealing; that wool is not yours!” Slowly she walked back upstairs and gently put the wool back on the window-sill. Then she took the message to the teacher, and returned to her classroom to continue knitting. Though she felt a twinge of shame, she was glad in her heart that she has listened to the voice.