大学英语精读第三版第3册教学反思

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3第二单元读后感[优秀范文5篇]第一篇：大学英语精读3第二单元读后感The second unit the feeling after readingIn the article the author describes how his children 's ability to see things in fresh ways opened his own eyes to the nature of creative thinking.The story of the reason or by a Sesame Street game of the cause.Meanwhile, this fruitful question has caused the author 's deep thinking.Of course, after reading this article I also to have the very big touches.I know some problem is not just have a single answer.People each are not identical, the method of thinking, of course, is not the same.Get rid of the secular concept, we may have a better creative thinking.Copernicus did not do anything less Earth-shattering than completely chang the way the universe was viewed.He did not do it by uncovering more information—he did it by looking differently at information everyone else already had looked at.We should try to learn from them.Finally, we need to remember that when you have only a hammer, you tend to see every problem as a nail.第二篇：大学英语精读4.Uint3读后感What “a small case” inductiveToday I see a article and speak of is the author had a small case.This paper is about the author in the middle school after graduation to do nothing.So he goes to everywhere and take some work.It must have been this obvious aimlessness that led to the police think he is a thief and arrested with he.But he had no excused and think he is nothing.It is led to the police also think he is the thief.Finally, he eat the lawsuit.But he have money to take a lawyer, and have a good Family background also his teacher’s help.So he was free.After it, the author thinking hewas free by his Family background and have good education.At the same time also hurt the policeman.I’m from the story understand a truth to do everything should careful consideration, otherwise harm set, harm get.If you are a ordinary people, you should care, otherwise, you might want to have a rough time.第三篇：大学英语精读2unit9精读二 Unit91.quitter n.轻易停止的人, 懦夫(Ex.)quit v.放弃quit smoking.离开;退出He quitted Paris2.standpoint n.立场,观点,看法 viewpoint3.tender adj.e.g.tender flowers 柔弱的花朵 a tender expression on her face 她脸上温柔的表情My finger is tender because I cut it yesterday.我的手指一碰就疼，因为我昨天割破了(Ex.)tender-hearted adj.心肠软的;富于同情心的tender-nosed adj.嗅觉灵敏的tender-eyed adj.视力不佳的;目光和善的4.equivalent n.e.g.Some American words have no British equivalent.美国英语的一些用法在英国英语中没有对等的词adj.*be equivalent to/of相等于a wish that was equivalent toa command相当于命令的请求5.bamboo n.(Ex.)bamboo shoot n.笋, 竹笋bamboo grove [thicket]竹林bamboo ware精致竹器6.torture n.e.g.suffer torture from因...受痛苦the tortures of jealousy妒忌的折磨vt.拷问[打];(使受)折磨;曲解(out of;into);扭弯e.g.torture a rule to make it fit a case把尺子弄弯使其能够量箱子7.Christ interjection感叹词 n.(Ex.)Before Christ公元前(缩写为B.C.)AD abbr.公元[拉](Anno Domini)8.utter vt.e.g.Those ideas are so dishonest they will not utter.那些想法卑鄙得说不出口utter the truth说真话adj.e.g.I was at an utter loss what to do.我完全不懂该怎做才好an utter stranger完全不认识的人an utter refusal断然拒绝9.scatter vt.e.g.Leaves are scattered by the wind.树叶被风吹散vi.e.g.The flock of birds scattered when a shot was fired.枪响鸟散(Ex.)scattered adj.e.g.a few scattered fishing villages一些疏疏落落的渔村(ant.)gather v.10.insane adj.e.g.He must be insane to drive his car so fast.他把车开得这么快，一定是疯了(ant.)sane adj.健全的e.g.Jim is not mad;he is as sane as any other normal person.他的神智跟任何其他正常人一样清醒11.institutionalize vt.(Ex.)institute n.学会, 学院institution n.公共机构, 协会, 制度institutional adj.制度上的12.grocer n.(Ex.)groceries n.食品；杂货13.deceive vt.e.g.He deceived her into thinking he could drive a car.他骗她，使她相信他会开汽车*deceive sb.into doing sth.骗某人做某事 *be deceived in sb.看错了某人, 对某人感到失望(Ex.)undeceive vt.使醒悟e.g.undeceive sb.of his mistakes使某人明白自己的错误deceiver n.欺骗者14.missile n.15.ambitious adj.(1)有抱负的They are ambitious although they are poor.他们虽穷却很有志气(2)（of, to）热望的e.g.be ambitious of success渴望成功be ambitious to serve the people一心想为人民服务(Ex.)ambition n.野心, 雄心 e.g.Her ambition was to be a famous singer.她的理想是成为著名的歌唱家16.identification n.e.g.His only means of identification was his passport.他唯一证明身份的证件就是他的护照(Ex.)identify v.e.g.He identifies beauty with goodness.他认为美与善是一致的。

2023年大学英语精读第三册第3课Why,I,Teach,3篇大学英语精读第三册第3课Why I Teach1Every teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying ments? Answering these questions is not a simple task. Let“s see what the author says.Why I TeachPeter G. BeidlerWhy do you teach? My friend asked the question when I told him that I didn"t want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power.Certainly I don"t teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I"m always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hourlater convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel pelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I"m my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can"t? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote termpapers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she"d first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to e acivil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by *ysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power *?But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher"s life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.大学英语精读第三册第3课Why I Teach2administrativea. of the management of affairs 行政的，管理的administrationn. 管理(部门)，行政(机关)puzzlevt. fill with doubt and confusion 使迷惑step (-) upn. promotion; increase in size, speed, etc.mechanicn. skilled workman, esp. one who uses or repairs machines and tools 机械工;机修工sweatya. covered with sweat, sweatingpalma. 手掌professionn. occupation, esp. one requiring special training, such as law, medicine, or teachingconvincevt. make (sb.) feel certain; cause (sb.) to realizepelvt. force (sb. or sth. to do sth.)pacen. rate or speed of development, or in walking, etc. 速度;步速calendarn. 日程表，日历opportunityn. favourable occasion or chancereflectionn. careful thinking; consideration 深思;考虑reflect vi.stimulatevt. encourage; excite 刺激;激励freshmann. student in his first year at a college or universityfailuren. a person, attempt, or thing that fails; lack of successivoryn. 象牙ivory towern. place or condition of retreat from the world of action into a world of ideas and dreams 象牙塔self-reliancen. ability to do things and make decisions by oneself 依靠自己;自力更生reliancen. trust, confidence; dependence 信赖;信心;依靠technologicala. of or related to technology 技术的corporationn. (AmE) 有限公司run-downa. old and broken or in bad conditionrenovatevt. restore (old buildings, oil paintings, etc.) to a former, better state 修复，修整semestern. (AmE) either of the two periods into which a school year is divided; term 学期repayvt. pay back (money, etc.)loann. sth. lent, esp. a sum of money 借出的东西;贷款distributevt. divide among several or many; give or send out 分发;分送distribution n.varietyn. difference in quality, type or character; a number of or a collectionof different things 变化，多样化;种种challengen. the quality of demanding petitive action, interest, or though 挑战doctorala. having to do with the university degree of doctor 博士的energetica. vigorous 精力充沛dissertationn. (学位)论文poetn. one who writes poetrylearneda. showing or requiring much knowledge 博学的journaln. magazine or daily newspaper 杂志;日报occasionala. happening from time to time, not regular 偶尔的，间或的nudgen. (fig.) words, actions or feeling that stimulate 启示vt. push or touch slightly, esp. with the elbow to attract attention; (fig.) stimulatefellowshipn. position or a sum of money granted to a person for advanced study or research 研究员职位;研究员薪金switchvt. change or shift; turnurbana. of a town or citycivil rightsn. the rights of a citizen without regard to his race, religion, sex, etc.公民权lawyern. person who practises law 律师intuitionn. (power of) the immediate understanding of truths, events, facts without reasoning 直觉*ysisn. the separation of a substance into parts for careful examination and study 分析creationn. act of creating; sth. created 创造(物)clayn. 粘士pointn. main idea or purpose 要点;意义，目的pathwayn. pathrarea. unusually good; distinctive 稀有的;杰出的magicn. mysterious charm; strange influence or power; art of obtaining mysterious results by tricks 魔力;魔术大学英语精读第三册第3课Why I Teach3stay upnot go to bed until after the usual time 不睡觉，熬夜take notes 记笔记build onbase on; use as a base for further developmentkeep a diary记日记leave outfail to mention or include; omitsend offpost; dispatchwork at/ ongive one"s attention to doing or trying to docatch one"s breathrest and get back one"s normal breath, as after running; stop breathing for a moment from surprise, fear, shock, etc.。

大学英语精读第三版第三册课后习题答案Unit11) accent2) turn against3) a couple of4) takes his time5) fate6) confirmed7) witness8) subsequent9) stands a chance10) trial 1) belief2) brilliant3) employment4) has saved up5) stood a chance6) were awarded7) Presumably8) conducted9) casual10) around (which student life) revolves1) Joe wrote to say that he had to put off his visit because of his illness.2) Despite the noise, they went on working as if nothing were happening.3) Traffic was held up for several hours by the accident.4) Called (up) on to speak at the meeting, I couldn't very well refuse.5) Mrs. Stevenson looked in the cupboard and found there was not a single lump of sugar left.6) It was the rumor that turned Joe against his twin brother.7) We wondered how Sara was getting on in her new job.8) Although Anne agreed with me on most points, there was one on which she was unwilling to give in.9) Visitors could photograph almost anything here without having to ask for permission.10) Whether we make an excursion or stay home will depend on tomorrow's weather.1) uncertain，unafraid，unacceptable，unfamiliar，unequal；2) unanswered，unattached，unknown，undecided，unexpected；3) unhappily，unskillfully，unconsciously，unnecessarily，uncomfortably；4) unsay，undress，untie，unlock，unload。

大学英语精读第三版第三册课后习题答案Unit11) accent2) turn against3) a couple of4) takes his time5) fate6) confirmed7) witness8) subsequent 9) stands a chance10) trial1) belief2) brilliant3) employment4) has saved up5) stood a chance6) were awarded7) Presumably8) conducted9) casual10) around (which studentlife) revolves1) Joe wrote to say that he had to put off his visit because of his illness.2) Despite the noise, they went on working as if nothing were happening.3) Traffic was held up for several hours by the accident.4) Called (up) on to speak at the meeting, I couldn't very well refuse.5) Mrs. Stevenson looked in the cupboard and found there was not a single lump of sugar left.6) It was the rumor that turned Joe against his twin brother.7) We wondered how Sara was getting on in her new job.8) Although Anne agreed with me on most points, there was one on which she was unwilling to give in.9) Visitors could photograph almost anything here without having to ask for permission.10) Whether we make an excursion or stay home will depend on tomorrow's weather.1) uncertain，unafraid，unacceptable，unfamiliar，unequal；2) unanswered，unattached，unknown，undecided，unexpected；3) unhappily，unskillfully，unconsciously，unnecessarily，uncomfortably；4) unsay，undress，untie，unlock，unload。

B3U3 reading for writing教学反思本节课的教学内容是必修二Unit3的Using language中的一部分，Using language由两大部分组成，分别是：Listening and speaking和Reading, speaking andwriting.只看标题就会发现教学内容非常多，考虑到我们学生的具体学情，以前按照传统模式上这节课，实际会安排三个课时，包括一节听说课，一节阅读课和一节写作课。

然而，本次利用互联网及现代化信息技术，我重新设计了这个部分的教学，将其分为两个课时，即听说课和写作课。

不仅减少了课时，为学生节省了时间，而且实际教学效果也得到了显著的提升。

本节课是这一部分的第二课时——写作课，整节课的教学活动安排环环相扣，学生参与热情高，原本对于学生来说较难的一节写作课，实际却变得非常得心应手，挥洒自如。

不过，精益求精，我课后认真反思了本节课的教学，发现也有需要进一步提高之处，下面我就具体总结一下本节课的成功与不足。

成功之处1. 导入除了课本图片外，精心在网上搜集到与林书豪比赛投篮的投篮机器人锐速（Racer），与柯杰对战的下棋机器人阿法狗(Alphago)，以及和朗朗一起合奏钢琴曲的弹琴机器人Teo的图片，这些图片重点突出了这几种机器人的外观和功能。

此外，还剪辑了朗朗和机器人Teo合奏《彩云追月》的视频，让学生在优美的音乐旋律中，仔细欣赏不同种类的机器人，激发了他们对于本节课的好奇心和求知欲，甚至是已经开始想象、构思、去创造出自己的一款机器人。

2.将reading整合成pre-writing,检测巩固了学生的略读、查读能力的同时，也为写作做了铺垫，进一步激发了学生的写作灵感。

具有激发力的导入之后，让学生带着一种设计创造的欲望开始阅读reading部分Andy——The android, 并快速略读文章找出Andy的基本信息，包括外貌，大小，性格特征，能力以及他的具体工作。

一、课题大学英语精读3 Unit 3二、教学目标1. 掌握本单元的核心词汇和短语，提高词汇量。

2. 理解文章的主题和结构，提高阅读理解能力。

3. 学习并运用本单元的语法知识，提高语言表达能力。

4. 培养学生的批判性思维和独立思考能力。

三、教学重点与难点1. 教学重点：- 理解文章的主题和结构。

- 掌握本单元的核心词汇和短语。

- 学习并运用本单元的语法知识。

2. 教学难点：- 理解文章的深层含义。

- 正确运用语法知识进行写作。

四、课时安排2课时五、教学过程第一课时1. 导入新课- 简要介绍本单元的主题，激发学生的学习兴趣。

2. 预习新课- 学生快速阅读课文，了解文章大意。

3. 词汇教学- 教师讲解本单元的核心词汇和短语，并引导学生进行练习。

4. 阅读理解- 教师引导学生分析文章结构，理解文章主题。

- 学生回答问题，检验阅读理解效果。

5. 语法讲解- 教师讲解本单元的语法知识，并进行示例分析。

6. 练习巩固- 学生进行相关练习，巩固所学知识。

第二课时1. 复习巩固- 学生回顾上节课所学内容，教师进行提问。

2. 语法运用- 学生运用所学语法知识进行写作练习。

3. 课堂讨论- 教师引导学生就文章主题展开讨论，培养学生的批判性思维。

4. 总结归纳- 教师对本单元内容进行总结，强调重点和难点。

5. 作业布置- 布置相关作业，巩固所学知识。

六、教学评价1. 课堂表现：观察学生在课堂上的参与度、回答问题的情况。

2. 作业完成情况：检查学生作业的正确率和完成情况。

3. 考试成绩：通过考试检验学生对本单元知识的掌握程度。

七、教学反思本教案旨在通过多种教学手段，帮助学生掌握大学英语精读3 Unit 3的知识。

在教学过程中，教师应注重激发学生的学习兴趣，培养学生的阅读理解能力和语言表达能力。

同时，关注学生的个体差异，因材施教，提高教学质量。

大学英语精读教学反思英语精读是英语教学五个模块即精读，泛读，写作，听力和口语中最重要的组成部分。

下面是为大家整理的大学英语精读教学反思，希望对大家有帮助。

大学英语精读教学反思篇一从本质上看,英语教学是一门实践课,传统的大学英语课堂教学模式显然已经跟不上时代的要求。

语言教学的目的在于使学生能够用目标语(target language)进行自由交流,这就要改变传统的教学模式,教师以学生的客观需要作为自己的行为准则,成为课堂教学的组织者、学生活动的鼓励者和合作者、学生表现的评估者[1].目前,越来越多的英语研究者和教师将目光转向以学生为中心的课堂教学。

但如何将封固并沿袭多年的以教师为中心的传统教学模式转变到以学生为中心的教学模式是值得探讨的问题。

1.切实转变教师在大学英语课堂教学中的角色要切实提高学生的素质,使学生具有较强的英语语言能力和实际应用水平,教师就要彻底放弃那种以我为主,一个人说了算的落后观念,从课程设置、教学方法、时间安排以及角色关系等方面进行彻底变革,将学生放在英语教学的中心位置,作为教学活动的主体。

强调课堂教学以学生为中心,并不意味抹煞教师的作用,学生在课堂上想怎样学就怎样学,学生自己组织课堂活动,而是强调教师在更多地了解学生个体知识结构和需求后设计出最适合学生的课堂教学活动,通过课堂交流使更多的学生积极地参与其中。

Mehan认为,“教师应首先是很好的课堂教学组织者、监督者和评估者”。

[2]组织者而非单纯的讲授者,教师就应本着教授语言技能而非灌输语言知识的原则,最大限度地增加学生语言实践机会,参与课堂教学活动。

教师的组织作用主要表现在教师课前收集课堂教学实践活动的资料,课中结合本班学生的语言水平和需求安排合适的课堂教学活动。

教师还是评估者,他们不仅仅能够指出学生的错误并帮助纠正错误,而且能够对学生的表现做出评价。

2.培养学生自主学习能力“自主学习”(learner autonomy)是在对传统教学方法的反思与探索中发展而来的。