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⼤学英语精读第1册unit1教案College English One-- Intensive Reading 1College English(I) Teaching GroupDepartment of Foreign Language Teaching and Research Yangtze Normal UniversityUnit 1 Some Strategies for Learning EnglishIntensive readingObjectives：1. Understanding the main idea2. Understand the structure3. Learn related terms4. Master the key language points and grammatical structures in the text.5.Conduct a series of speaking and listening task based on the textTeaching focus：1.Learn to understand the strategies for English Leaning2. The understanding reading skillsPre-reading Tasks1．Warming up activitiesPair work/ group work: students work in pairs or groups to discuss their opinions about the following topics.1. When did your story of learning English start off?2. Do you enjoy learning English? Why?I enjoy learning English, because I find it very interesting. First, in my opinion, English isa beautiful language, including its pronunciation and shape. I enjoy speaking and listening to it.3. Do you have any trouble learning English?4. Do you think it useful to learn English with the help of some strategies?5. What strategies do you think can be employed in English learning?6. What do you think is the most effective way of learning English?As far as I am concerned, seeing English movies is the most effective way of learningEnglish. I choose those movies that I have great interest in, such as cartoons. For each movie, Iwill see at least three times—without subtitles, with Chinese ones and with English ones. And atthe same time speak loudly after the characters. Though enjoying movies, I make considerable progress in English.2. Information related to the text.English as an International LanguageWorldwide over 1.4billion people live in countries where English has official status. Oneout of five of the world’s population speaks some English. Over 70% of the world’sscientists read English. About 85% of the world’s mails written in English, and 90% of allinformation in the world’s electronic retrieval systems is stored in English.Language learning strategiesLanguage learning strategies are used by learners to complete speaking, reading, vocabulary,listening and writing activities presented in language lessons. Recognizing that there is a task tocomplete or a problem to solve, language learners will use whatever strategies they possess toattend the language-learning activity.Possible language learning strategies include: using practice opportunities, self-evaluation, selective attention, time management, reviewing notes taken in class and checking one’s understanding, constantly seeking answers to questions instead of passively receiving information, etc.Active vocabulary and passive vocabularyActive vocabulary consist of the words you use frequently and comfortably in speaking and writing, while passive vocabulary consists of the words you recognize when you read and listen. Input-output balance theory in language learningInput in language learning refers to information read, seen or heard by the learner, while output refers to what the learner produces in writing and speaking. The input-output balance theory in language learning believes that one can learn a language well through maintaining abalance between input and output.English is not Real English.Skimming and scanningGlobal Reading1. Parts division of the textPart Ⅰ(Paras. 1-2) Introduce globally that while learning English is not easy, there are stillsome helpful strategies.Part Ⅱ(Paras. 3-8) Introduce six helpful strategies in detail.Part Ⅲ(Para. 9) Conclude that language learning is a process of accumulation.2. SummaryLearning English is not easy, but there are still some useful strategies that we can use to make it easier. The text introduces six strategies concerning vocabulary, idioms, listening, speaking, reading and writing, and these strategies cover the basic and important points in English learning. The text also tells us that language learning is a process of accumulation. It is worthwhile for us to take in as much as we can from reading and listening and then put them into practice through speaking and writing.3. Decide whether the following statements about the text are true or false.1) Language learners should memorize all the new words. (F)While active words demand constant practice and memorization, words that do not often occur in everyday situations require just a nodding acquaintance.2) It’s impossible to cram too many words into your head at a time.(T)3) he meaning of a word and the way native speakers use it are equally important.(T)4) Listening to English occasionally will improve your ear and speaking skills. (T)5) It’s important to catch every detail in English listening comprehension. (F)The first time one may not catch a great deal, but with each repetition one will get something more.6) Language learners do not find many opportunities to practice oral English at school.(T)4. Discourse AnalysisA strategy refers to a set of carefully planned methods for achieving something that is difficult and may take a long time. In introducing some strategies, the author adopts the structure of Problem—Strategy within a paragraph to show us the problems in English learning and then proposes strategies to solve5. What strategies do you think can be employed in English learning?Suggested Strategies:Make your own oppotunities for practice in using the language inside and outside the classroom.Specific ways:1)ask your teacher questions before, during and after class.2)speak to a foreigner3)listen to an English radio program.4)watch an English movie.5)read an English article on the Internet.6)use English software.While-reading TasksText Learning1.Explain the skill of skimming and scanning2.Ask student to skim the text to have a general idea about the text.3.Underline the difficult words and sentences and answer the questions on page 74.Expalin the text5.Ask students to sum up the good habit mentioned in the text and learn them by heart in the class./doc/441b44ebf4335a8102d276a20029bd64783e6290.html nguage points and structureNew words and expressions1. strategy: n. the act of planning and managing operations over a long period.Example: It’s a long way for our government to develop a strategy for dealing with unemployment.★tactic: n. 战术tactical: adj. 战术的strategy: n. 战略strategic: adj. 战略的Our strategy is “to pit one against ten”, while our tactic is “to pit ten against one”. 我们的战略是“以⼀当⼗”，我们的战术是“以⼗当⼀”。
大学英语精读教学教学教案一、教学目标通过本节课的学习，学生将能够：1. 了解和理解英语精读的教学方法和要求；2. 掌握有效的阅读技巧和策略；3. 提高英语阅读能力和理解能力；4. 积累更多的词汇和语法知识；5. 培养对英语文化的兴趣和了解。
二、教学内容1. 教材：大学英语精读教材（第一册）。
2. 主题：阅读技巧和策略。
3. 课时安排：本教案为一个课时的教学内容。
三、教学过程Step 1：导入1. 可以通过提问或引用一段相关的英语名言或文章来激发学生的兴趣并引入本课的话题。
2. 可以让学生讲述一下自己对英语阅读的理解和感受。
Step 2：介绍教学目标1. 在引入话题后，明确本节课的教学目标，解释每个目标的重要性和意义。
2. 鼓励学生积极参与，并提出问题以激发学生思考。
Step 3：讲解阅读技巧和策略1. 首先，可以通过举例或演示来介绍一些常用的阅读技巧和策略，比如扫描、略读、详读等。
2. 接着，讲解如何运用这些技巧和策略来提高阅读效果和速度。
3. 强调理解和抓取文章的主旨思想的重要性，并给出相应的练习和实践。
Step 4：示范阅读1. 选择一篇适当的文章或短文作为示范材料，可以是课文或其他相关的英语文章。
2. 在示范阅读的过程中，根据需要，适当地停顿并解读一些重要词汇、句型或表达方式。
3. 鼓励学生跟随阅读，理解文章的大意和细节。
Step 5：小组讨论1. 将学生分成小组，让他们就刚才的示范阅读材料进行讨论，并提出自己的观点和想法。
2. 鼓励学生互相交流，并在小组内讨论各自的阅读策略和体会。
Step 6：巩固与拓展1. 给学生一些相关的阅读练习题，帮助他们巩固所学的阅读技巧和策略。
2. 引导学生积极参与，在阅读练习中提高自己的阅读和理解能力。
3. 可以安排学生进行课外阅读，并要求他们写读后感或做相关的总结。
Step 7：作业布置1. 布置适当的作业，要求学生预习下一节课的内容或完成一些练习题。
2. 提醒学生按时提交作业，并对作业要求进行解释和澄清。
英语一精读课程设计一、教学目标本课程的教学目标是使学生掌握英语精读的基本技巧，提高学生的英语阅读理解能力，增强学生的英语语感，提升学生的英语写作和口语表达能力。
具体分为以下三个部分：1.知识目标：通过本课程的学习，学生需要掌握精读的基本技巧，如理解文章的主旨和作者的观点，分析文章的篇章结构，理解并运用文章中的关键词汇和语法点。
2.技能目标：学生需要通过精读练习，提高阅读速度和理解能力，能够准确理解文章中的信息，并能够对文章进行深入分析。
3.情感态度价值观目标：通过阅读不同类型的英语文章，学生能够开阔视野，增强对不同文化的理解和尊重，培养积极的学习态度和良好的学习习惯。
二、教学内容本课程的教学内容选取自英语精读教材，主要包括以下几个部分：1.英语精读的基本技巧和方法，如理解文章的主旨和作者的观点，分析文章的篇章结构，理解并运用文章中的关键词汇和语法点。
2.各类型英语文章的阅读和分析，包括叙述文、说明文、议论文等。
3.针对文章内容进行深入分析和讨论，提高学生的英语阅读理解能力。
三、教学方法为了达到本课程的教学目标，我们将采用以下几种教学方法：1.讲授法：教师将向学生介绍英语精读的基本技巧和方法，并通过讲解实例让学生理解和掌握。
2.讨论法：教师将引导学生对文章内容进行深入分析和讨论，提高学生的英语阅读理解能力。
3.案例分析法：教师将提供一些实际案例，让学生运用所学的精读技巧和方法进行分析，提高学生的实际操作能力。
四、教学资源为了支持本课程的教学内容和教学方法的实施，我们将准备以下教学资源：1.教材：我们将使用英语精读教材，作为学生学习的基础资源。
2.参考书：我们将提供一些英语阅读理解的参考书籍，供学生自主学习和参考。
3.多媒体资料：我们将使用多媒体资料，如视频、音频等，丰富学生的学习体验，提高学生的学习兴趣。
4.实验设备：我们将提供一定的实验设备，让学生能够进行实际操作，提高学生的实际操作能力。
五、教学评估本课程的评估方式包括平时表现、作业和考试三个部分，每个部分所占比例分别为30%、30%和40%。
College English One-- Intensive Reading 1College English(I) Teaching GroupDepartment of Foreign Language Teaching and Research Yangtze Normal UniversityUnit 1 Some Strategies for Learning EnglishIntensive readingObjectives：1. Understanding the main idea2. Understand the structure3. Learn related terms4. Master the key language points and grammatical structures in the text.5.Conduct a series of speaking and listening task based on the textTeaching focus：1.Learn to understand the strategies for English Leaning2. The understanding reading skillsPre-reading Tasks1．Warming up activitiesPair work/ group work: students work in pairs or groups to discuss their opinions about the following topics.1. When did your story of learning English start off?2. Do you enjoy learning English? Why?I enjoy learning English, because I find it very interesting. First, in my opinion, English isa beautiful language, including its pronunciation and shape. I enjoy speaking and listening to it.3. Do you have any trouble learning English?4. Do you think it useful to learn English with the help of some strategies?5. What strategies do you think can be employed in English learning?6. What do you think is the most effective way of learning English?As far as I am concerned, seeing English movies is the most effective way of learningEnglish. I choose those movies that I have great interest in, such as cartoons. For each movie, Iwill see at least three times—without subtitles, with Chinese ones and with English ones. And atthe same time speak loudly after the characters. Though enjoying movies, I make considerableprogress in English.2. Information related to the text.English as an International LanguageWorldwide over 1.4billion people live in countries where English has official status. Oneout of five of the world’s population speaks some English. Over 70% of the world’sscientists read English. About 85% of the world’s mails written in English, and 90% of allinformation in the world’s electronic retrieval systems is stored in English.Language learning strategiesLanguage learning strategies are used by learners to complete speaking, reading, vocabulary,listening and writing activities presented in language lessons. Recognizing that there is a task tocomplete or a problem to solve, language learners will use whatever strategies they possess toattend the language-learning activity.Possible language learning strategies include: using practice opportunities, self-evaluation, selective attention, time management, reviewing notes taken in class and checking one’s understanding, constantly seeking answers to questions instead of passively receiving information, etc.Active vocabulary and passive vocabularyActive vocabulary consist of the words you use frequently and comfortably in speaking and writing, while passive vocabulary consists of the words you recognize when you read and listen. Input-output balance theory in language learningInput in language learning refers to information read, seen or heard by the learner, while output refers to what the learner produces in writing and speaking. The input-output balance theory in language learning believes that one can learn a language well through maintaining abalance between input and output.English is not Real English.Skimming and scanningGlobal Reading1. Parts division of the textPart Ⅰ(Paras. 1-2) Introduce globally that while learning English is not easy, there are stillsome helpful strategies.Part Ⅱ(Paras. 3-8) Introduce six helpful strategies in detail.Part Ⅲ(Para. 9) Conclude that language learning is a process of accumulation.2. SummaryLearning English is not easy, but there are still some useful strategies that we can use to make it easier. The text introduces six strategies concerning vocabulary, idioms, listening, speaking, reading and writing, and these strategies cover the basic and important points in English learning. The text also tells us that language learning is a process of accumulation. It is worthwhile for us to take in as much as we can from reading and listening and then put them into practice through speaking and writing.3. Decide whether the following statements about the text are true or false.1) Language learners should memorize all the new words. (F)While active words demand constant practice and memorization, words that do not often occur in everyday situations require just a nodding acquaintance.2) It’s impossible to cram too many words into your head at a time.(T)3) he meaning of a word and the way native speakers use it are equally important.(T)4) Listening to English occasionally will improve your ear and speaking skills. (T)5) It’s important to catch every detail in English listening comprehension. (F)The first time one may not catch a great deal, but with each repetition one will get something more.6) Language learners do not find many opportunities to practice oral English at school.(T)4. Discourse AnalysisA strategy refers to a set of carefully planned methods for achieving something that is difficult and may take a long time.In introducing some strategies, the author adopts the structure of Problem—Strategy within a paragraph to show us the problems in English learning and then proposes strategies to solve5. What strategies do you think can be employed in English learning?Suggested Strategies:Make your own oppotunities for practice in using the language inside and outside the classroom.Specific ways:1)ask your teacher questions before, during and after class.2)speak to a foreigner3)listen to an English radio program.4)watch an English movie.5)read an English article on the Internet.6)use English software.While-reading TasksText Learning1.Explain the skill of skimming and scanning2.Ask student to skim the text to have a general idea about the text.3.Underline the difficult words and sentences and answer the questions on page 74.Expalin the text5.Ask students to sum up the good habit mentioned in the text and learn them by heart in the class.nguage points and structureNew words and expressions1. strategy: n. the act of planning and managing operations over a long period.Example: It’s a long way for our government to develop a strategy for dealing with unemployment.★tactic: n. 战术tactical: adj. 战术的strategy: n. 战略strategic: adj. 战略的Our strategy is “to pit one against ten”, while our tactic is “to pit ten against one”. 我们的战略是“以一当十”，我们的战术是“以十当一”。
大学英语精读（修订版）教案第一章：课程简介与教学目标1.1 课程背景随着全球化时代的到来，英语在国际交流中的地位日益重要。
为了适应这一形势，我国高校英语教育改革不断深化，对学生的英语综合运用能力提出了更高要求。
《大学英语精读》作为一门重要的英语课程，旨在提高学生英语听、说、读、写、译等方面的综合能力，使他们在学术和社交场合能够熟练使用英语进行有效沟通。
1.2 教学目标1）掌握英语基本语法、词汇和句型，提高语言运用能力；3）提高听力水平，能够理解和运用英语进行日常交流；5）加强口语训练，提高英语口头表达能力；6）增进跨文化交际意识，提高跨文化交际能力。
第二章：教学内容与方法2.1 教学内容本章主要介绍修订版教材《大学英语精读》各单元的主题、知识点和技能点，以及如何进行教学设计。
2.2 教学方法1）任务型教学法：通过完成各种任务，激发学生学习兴趣，培养学生的实践能力；2）互动式教学法：鼓励学生积极参与课堂讨论，提高课堂氛围，促进师生互动；3）合作学习法：组织学生进行小组讨论和合作，培养学生的团队精神和自主学习能力；4）案例分析法：通过分析典型实例，使学生更好地理解和运用所学知识；5）跨文化教学法：引入不同文化的素材和实例，提高学生的跨文化交际能力。
第三章：课堂活动设计与实践3.1 口语表达训练设计各种口语练习活动，如角色扮演、小组讨论、口头报告等，提高学生的口头表达能力。
3.2 阅读理解训练采用问答、摘要、归纳等方法，提高学生的阅读理解能力。
3.3 写作技巧训练通过仿写、改写、写作指导等环节，提升学生的写作技巧。
3.4 听力训练运用音频、视频等教学资源，提高学生的英语听力水平。
3.5 语法和词汇学习通过例句、练习、游戏等方式，巩固学生的语法和词汇知识。
第四章：教学评价与反馈4.1 过程性评价对学生在课堂表现、作业完成、参与度等方面的表现进行评价，及时给予反馈。
4.2 终结性评价通过期中期末考试、课程论文等形式，对学生的综合英语能力进行评价。
课程名称：大学英语精读课程目标：1. 掌握：学生能够熟练掌握课文中的关键词汇、短语以及一些有用的句型。
2. 熟悉：学生能够理解课文的整体结构和段落布局。
3. 了解：学生能够了解英语学习的一些基本策略和方法。
教学内容：本册教材共包含十个单元，每个单元围绕一个主题展开，旨在帮助学生提高英语阅读理解能力，拓展知识面，并培养良好的英语学习习惯。
教学重点与难点：1. 重点：关键词汇、短语、句型以及课文主旨大意。
2. 难点：复杂句型的理解与翻译，以及跨文化背景知识的掌握。
课时安排：每单元6学时，共计60学时。
教学进程和时间分配：第一单元：Unit 1 Some Strategies for Learning EnglishStep 1：导入（10分钟）- 教师简要介绍英语作为国际语言的地位和发展趋势。
- 引导学生思考英语学习的重要性以及学习策略。
Step 2：课文阅读（20分钟）- 学生快速阅读课文，了解文章大意。
- 教师讲解课文中的关键词汇、短语和句型。
Step 3：课堂活动（20分钟）- 学生进行小组讨论，分享自己对文章的理解和感悟。
- 教师组织学生进行角色扮演，提高学生的口语表达能力。
Step 4：总结与作业布置（10分钟）- 教师总结本节课的重点内容。
- 布置课后作业，包括课文翻译、词汇练习和阅读理解。
第二单元：Unit 2 My First JobStep 1：导入（10分钟）- 教师简要介绍职业选择的重要性以及求职技巧。
- 引导学生思考自己的职业规划。
Step 2：课文阅读（20分钟）- 学生快速阅读课文，了解作者的第一份工作经历。
- 教师讲解课文中的关键词汇、短语和句型。
Step 3：课堂活动（20分钟）- 学生进行小组讨论，分享自己的求职经历。
- 教师组织学生进行模拟面试，提高学生的面试技巧。
Step 4：总结与作业布置（10分钟）- 教师总结本节课的重点内容。
- 布置课后作业，包括课文翻译、词汇练习和阅读理解。
教案标题：大学英语精读——Unit 1: The Future of Work教学目标：1. 掌握课文中的关键词汇和短语。
2. 理解课文结构，概括文章大意。
3. 学习并运用文章中的有用句型和语法结构。
4. 提高学生的阅读理解能力和批判性思维能力。
教学内容：1. 课文：The Future of Work2. 关键词汇和短语：automation, gig economy, remote work, flexible schedule, job security, skills gap, lifelong learning, adaptability, workplace diversity3. 有用句型和语法结构：现在时态的被动语态，比较级和最高级形式，条件句型。
教学过程：一、导入（5分钟）1. 引导学生讨论：What do you think about the future of work? What arethe changes you have observed in the workplace?2. 简要介绍课文内容：本文讨论了自动化、临时工经济、远程工作等未来工作的趋势，以及这些趋势对就业、技能需求和工作方式的影响。
二、快速阅读（10分钟）1. 让学生快速阅读课文，注意标题和副标题，了解文章结构。
2. 完成True/False练习，检查学生对课文的理解。
三、小组讨论（15分钟）1. 将学生分成小组，让他们讨论课文中的关键词汇和短语。
2. 每个小组选择几个关键词汇，用英语解释其含义，并给出例句。
四、深入学习（30分钟）1. 讲解并练习课文中的有用句型和语法结构。
2. 让学生模仿课文中的句型，用他们自己的话表达对未来工作的看法。
五、阅读理解（20分钟）1. 让学生阅读课文，回答相关问题，检查他们的阅读理解能力。
2. 引导学生思考：课文中的观点是否合理？为什么？有哪些支持证据？六、总结和作业（10分钟）1. 让学生总结课文的主要观点，并分享他们的看法。
大学英语精读的教案设计教案设计：大学英语精读教案概述：本教案设计旨在帮助大学英语教师规划一节关于精读的教学课程。
通过本教案，学生将学习如何有效地阅读和理解英语文本，提高英语阅读能力，培养批判性思维和分析能力。
教学目标：1. 帮助学生掌握英语精读的基本技巧和策略。
2. 提供学生各种不同类型的英语文本，以增加他们的阅读范围和词汇量。
3. 培养学生在阅读过程中的批判性思维和分析能力。
4. 培养学生的自主学习能力，使他们能够独立阅读和理解复杂的英语文本。
教学内容：本教案设计包括以下几个主要内容：1. 阅读技巧和策略的介绍：介绍不同类型的阅读技巧和策略，如预测，推测，主题句识别等。
2. 不同类型的英语文本：提供不同主题和难度的英语文本，包括新闻报道，学术文章，小说等，以满足学生的阅读需求。
3. 阅读理解和分析练习：设计一系列练习，帮助学生提高阅读理解和分析能力，例如选择题，填空题，判断题等。
4. 小组讨论和合作学习：鼓励学生进行小组讨论，分享他们对文本的理解和观点，以促进批判性思维和分析能力的发展。
5. 自主学习任务：分配一些自主学习任务，如独立阅读一篇英语文章并撰写读后感，以培养学生的自主学习能力和独立思考能力。
教学步骤：1. 引入：引发学生对阅读的兴趣，可以通过提问或分享一段有趣的英语文本来吸引学生的注意。
2. 知识讲解：介绍不同类型的阅读技巧和策略，解释其在阅读过程中的作用和重要性。
3. 文本阅读：提供一篇适当难度的英语文本，要求学生独立阅读并标记关键信息或有疑问的地方。
4. 阅读理解练习：设计一些与文本内容相关的阅读理解题目，帮助学生巩固对文本的理解。
5. 小组讨论：将学生分成小组，让他们分享对文本的理解和观点，并鼓励他们互相提问和回答问题。
6. 总结和反思：让学生总结他们在本节课上学到的阅读技巧和策略，并让他们反思如何将这些技巧应用到今后的阅读中。
教学资源：1. 英语教材和参考书籍：提供适当难度的英语文本和相关的阅读理解练习题。
