英语精读4讲稿

1、 英语精读 课程教案/讲稿教 师 姓 名： 学院（部、中心）： 教研室实验室： 2008 年 3 月有关教育教学基本概念、内涵简介（供教学参考）一、关于教育方针、高等教育我国的教育方针：坚持教育为社会主义现代化建设服务，为人民服务，与生产劳动和社会实践相结合，培养德智体美全面发展的社会主义建设者和接班人。（中国共产党第十六次代表大会报告 ）高等教育的任务：培养具有创新精神和实践能力的高级专门人才，发展科学技术文化，促进社会主义现代化建设。（中华人民共和国高等教育法第五条）高等学历教育应当符合下列学业标准：（高教法第十六条） （1）专科教育应当使学生掌握本专业必备的基础理论、专门知识，具有从事本

2、专业实际工作的基本技能和初步能力； （2）本科教育应当使学生比较系统地掌握本学科、专业必需的基础理论、基本知识，掌握本专业必要的基本技能、方法和相关知识，具有从事本专业实际工作和研究工作的初步能力； （3）硕士研究生教育应当使学生掌握本学科坚实的基础理论、系统的专业知识，掌握相应的技能、方法和相关知识，具有从事本专业实际工作和科学研究工作的能力。博士研究生教育应当使学生掌握本学科坚实宽广的基础理论、系统深入的专业知识、相应的技能和方法，具有独立从事本学科创造性科学研究工作和实际工作的能力。二、关于教师教师：是履行教育教学职责的专业人员，承担教书育人，培养社会主义事业建设者和接班人、提高民族素质

3、的使命。教师应当忠诚于人民的教育事业。（中华人民共和国教师法）高等学校应当为教师参加培训、开展科学研究和进行学术交流提供便利条件。高等学校应当对教师、管理人员和教学辅助人员及其他专业技术人员的思想政治表现、职业道德、业务水平和工作实绩进行考核，考核结果作为聘任或者解聘、晋升、奖励或者处分的依据。（高教法第五十一条）教师风范：是教师的世界观、人生观、价值观、道德修养、知识水平、文化水准、精神面貌的体现，是教师的德与才的统一性表现。教师风范是教师整体素质的核心。“志存高远、爱国敬业、为人师表、教书育人、严谨笃学、与时俱进”是对教师风范的最好概括。教师风范表现在日常教育教学活动中，主要反映在课堂教学

4、，科学研究，人格魅力，敬业精神和教书育人等方面。教书育人：是指教师要关心爱护学生，在传授专业知识的同时，以自身的道德行为和魅力，言传身教，引导学生寻找自己生命的意义，实现人生应有的价值追求，塑造自身完美的人格。三、有关教学基本概念教学：不仅是对人类已有知识的继承，也是人类知识体系再积累再创造的过程。是教师和学生在教学系统中通过媒介进行的传递信息的双边活动。教学是高等学校教育工作的中心环节，是实现一定的教育目的和人才培养目标的基本途径。（高等教育学，谢安邦主编，高等教育出版社，2001年7月出版，下同）教学设计：是指教学的系统规划及其教学方法的设计。也就是，为了达到一定的教学目标，对教什么（课程

5、内容）和怎么教（教学组织、模式选择、媒体选用等）进行设计。它是研究如何确定教学目标、了解学生的准备状态、制定教学程序计划、分析确定教学任务、评定教学结果，以及激发、维持学习动机的理论和技术。（高等教育心理学伍新春主编，高等教育出版社，2001年7月出版）具体地，如：关于一门课程教学目的、教学内容（容量、知识点、重点、难点、创新点）、教学方法、教学手段及选择、教学要求、教学检查与考核、教学时间分配、教学步骤（计划）以及教材组织等的总体设计；或对该门课程一个具体教学内容（知识点）的“个案”设计。课程体系：在高等教育中，是指一个专业所设置的课程相互间的分工和配合。实现专业的培养目标，不是仅仅靠一门或

6、几门课程所能奏效的，而是靠全部开设课程的协调和补充。课程体系是否合理，直接关系到所培养人才的质量。优化课程体系就是从目标出发调整各方面的比例，并以最后是否能够达到目标要求作为衡量的标准。（高等教育学，同前）课程体系狭义是指一门课程的知识点构成、逻辑与配合关系。课程体系是人才培养计划的主要构成部分，是实现人才培养目标、塑造人才培养规格、体现人才培养特色的主要教育教学“载体”，课程体系设置是否合理直接关系到人才培养计划的优劣。一个专业的课程体系构成，一般包括：人文社会科学课程群，公共基础课程群，学科专业基础课程群，专业必修课程群，专业限任选课程群等。课程性质包括必修课、限选课、任选课等。教学大纲：

7、是以系统和连贯的形式，按章节、课题和条目叙述该学科主要内容的教学指导文件。它根据教学计划规定每个学生必须掌握的理论知识、实际技能和基本技能，也规定了（教学内容）教学进度和教学方法的基本要求。（高等教育学，同前）教材：也称教科书，是教学的主要依据，它是阐述教学内容的专用书籍，是教学大纲的具体化。它是进行教学工作、稳定教学秩序和提高教学质量的重要保证。一套完整的教材除教科书等基本教材以外，还应包括与之配套的辅助教材或相应的教学参考书。（高等教育学，同前）教材，还指对一门课程、一个知识点作教学展开所需的各种素材；如教案（讲义）、教科书、参考书、资料、案例、课件、挂图、教具、其它教育技术的教学材料等。

8、教学内容：是指按照教学大纲要求，所确定的一门课程全部基本理论、基本技能的教学与学习的内容，以及有关教学安排计划。讲授内容：是教师根据教学大纲规定，结合教材而组织的可在教学过程中展开的各部分教学内容。讲授内容是具体化的教学内容。教案：是教师在授课前准备的教学方案，内容包括教学目的、教学内容（讲稿）、教学方法、教学手段（选择）、教学要求、教学检查（考核）、教学容量、教学时间分配、教学步骤（计划）以及教材的组织等。讲稿：是教师在课堂（实践）教学中，自己组织、撰写并使用的稿本，是教学方案的一部分及其在教学中实施的一个“蓝图”。教学日历：是教学内容、方式和进度的具体安排，每门课程都要按照教学大纲规定和校

9、历来制订教学日历，确定每节课的教学内容和教学方式（讲授、实验、课堂讨论、作业），安排课外自学、辅导、作业、实践等教学环节，提出教学和学习要求。教学计划（培养计划）：广义是指学校各专业保证教学质量和人才培养规格的重要文件，是一个专业组织教学过程、安排教学任务的基本依据。制定教学计划要遵循国家教育方针和“三个面向”的指导思想。教学计划和人才培养模式要符合教育的总体改革思路，拓宽专业，加强基础，加强素质教育和能力培养；符合学校的定位，体现学校的特色；要整体优化，各教学环节和课程体系设置要合理，体现德智体全面发展，有利于人文素质、科学素质的提高，有利于实践能力、创新精神的培养。狭义指一门课程的教学内容

10、分配、教学进度、教学设计等。教学方法：是在教学中为完成一定的教学目的、任务所采取的教学途径或教学程序，是以解决教学任务为目的的师生间共同进行认识和实践的方法体系。（高等教育学，同前）教学方法改革：其中心是加强创新精神和创造能力的培养，改革“灌输式”和过分偏重讲授的教学方法，实施启发式、讨论式、研究式的教学方法。重视学生在教学活动中的主体地位，充分调动学生的积极性、主动性和创造性。改革要有利于加强学生的自学能力、分析问题、解决问题能力的培养，有利于学生创新思维和创新能力的培养，有利于学生个性和才能的全面发展。教学手段包括：要积极采用现代教育技术和手段，特别是多媒体技术。（利用计算机综合处理文字、

11、声音、图象、图形、动画等信息的新技术）双语授课课程：指采用了外文教材并且用外语授课课时达到该课程课时50%以上的课程（外语课除外）。在双语授课时，要保证该课程正常教学的基本要求和教学质量。实践教学包括：实验、实习、课程设计、学年论文、毕业实习、毕业论文（设计）、社会实践等。不同专业的实践教学环节在教学计划中的地位、顺序、时间分配等方面都要注意符合培养目标的要求。“双基”：包括基本理论、基本能力。基本理论是指学生对基础、专业的基本理论掌握与应用的能力等；基本技能是指基本实践能力、自学能力、应变能力、交流能力、创新意识等。教学研究与实践成果：是指教学改革、管理、建设等方面的研究、实践经验总结，教育

12、教学改革设想（思考、观点）、论文（著作），承担相关的国家、省部、校级研究项目（课题），获得的国家、省部、校级教育教学改革成果、论文、著作等的奖励等。 注：以标记的解释分别依据中华人民共和国高等教育法、教师法等； 以标记的解释依据我校的教学管理文件或新的管理要求； 以标记的解释依据教育部普通高等学校本科教学工作水平评估方案（试行）； 以标记的解释分别依据高等教育学、高等教育心理学。长春工业大学课程教案/讲稿有关内容填写说明本“教案/讲稿”格式作为教学的基本规范，是适用于我校教师备课和教学的（教案、讲稿）通用范本；在教学实际使用中，其有关内容的填写（撰写）可参考以下说明：1、教师编号：根据教务处综

13、合教务管理系统中的教师编号填写。2、课程编号：根据本科、高职各专业培养计划中的课程编号填写（研究生、成人课程的编号由教师另行查询）。3、课程的理论（实践）学时、学分均按学校下达的教学任务书填写。4、授课方式一旦选定双语教学或运用多媒体教学（包括某章节使用多媒体），须及时与教学管理部门联系、落实教材选购及有关教学安排。5、“上课时间”栏的设置，是为便于教师记准上课时间，并要注意夏季作息时间变化。6、“课程的教学内容分配与进度计划表”（简称“教学日历”），一份订入教案/讲稿中，以便把握好教学内容和进度；同时，此表还要交给学院及学校有关教学管理部门存档备查，上报时，须将表中的每个项目填写完整。教师在

14、做“课程设计”的内容分配和进度计划时，可根据学校下达的教学任务书，用此表另行填写。“留存”处，填写此表交送、存档的部门（或教学单位）名称。7、“教案/讲稿”栏（1）“讲授内容”，按章节备课内容具体撰、填写。（2）“教学设计/备注”，结合各章节具体内容和某一个问题、知识点，对应写出自己的教学设计、注解、备注或教学提示等；关于课程的总体教学设计应该体现在这些分解的教学设计当中。8、“长春工业大学 课程教案/讲稿”可在学校下发的“稿纸本”上备课手写，或按学校的这个标准格式（校园网上提供了电子版本格式）在计算机上备课并打印、装订成册。用多媒体授课的“电子教案”格式自定。 长春工业大学教务处与 课 程

15、有 关 的 信 息教师编号000417课程名称英语精读课程编号41043051英文课名Intensive Reading 总 学 时520讲授学时520实验学时课程学分41.5课程性质 必修 （必修/学科专业限选/公共任选）授课方式 常规 （常规/双语/多媒体）授课对象 本科 （研究生/本科/高职/成人）上课时间 2007 / 2008 学年，第 2 学期周学时 6星期 一 第1、2 节，8:05至9:50 时分星期 三 第 3、4 节，10:15至12 :00时分星期 五 第1、2 节，8:05至9:50 时分上课地点东一号楼301、302任课班级编号 061003学生总人数 31选用教材书

16、名 现代大学英语 精读4 ，作者： 杨立民 出版 外语教育与研究 出版社， 2002 年 3 月出版参考书（书名、作者等出版信息）现代大学英语精读教师用书， 杨立民等编突破英语专业8000词， 申富英编著英语词语辨析词典， 李刚主编英美文化辞典， 胡文仲主编与教学相关的简要记事长 春 工 业 大 学课程教学内容分配与进度计划表2007 /2008 学年第 二 学期 英语精读 课程课程编号： 适用班级061003 使用教材：现代大学英语精读周次日期课次教 学 内 容 （ 章 节 ）学 时 数备注讲课实验习题多媒体12345678910111213141516173.103.

17、63.283.384.30006.236.256.276.307.2123123123123123123123121212312312312312312312312书后习题模拟题1-2真题1997书后习题模拟题3-4真题1998书后习题模拟题5-6真题2005书后习题模拟题7-8真题1999 书后习题模拟题9-10真题2000书后习题模拟题11-12真题2

18、001书后习题模拟题13-14真题2002/2004Lesson 9: A Dill PickleLesson 9: A Dill PickleLesson 9: A Dill PickleLesson 9: A Dill PickleLesson 9: A Dill PickleLesson 9: A Dill PickleLesson 10: Diogenes and Alexander Lesson 10: Diogenes and Alexander Lesson 10: Diogenes and AlexanderLesson 10: Diogenes and AlexanderLe

19、sson 10: Diogenes and AlexanderLesson 10: Diogenes and AlexanderLesson 11: Silent SpringLesson 11: Silent SpringLesson 11: Silent SpringLesson 11: Silent SpringLesson 11: Silent SpringLesson 12: The Needs That Drive Us AllLesson 12: The Needs That Drive Us AllLesson 12: The Needs That Drive Us AllLe

20、sson 12: The Needs That Drive Us AllLesson 12: The Needs That Drive Us AllLesson 13: In My DayLesson 13: In My DayLesson 13: In My DayLesson 13: In My DayLesson 13: In My Day 22122122222222222222222222222222222222112222222222集训教研室主任：王海云 任课教师：赵红路 任课教师编号：000417 留存：Lesson Nine A Dill PickleI. Teaching

21、Aims:To make a clear understanding toward this short novel and know what is going on between the only two persons in it. To learn the special writing style the author used here, that is, although the man in the novel does most of the talking the story really focuses on Vera and how she views her for

22、mer lover. II. Teaching Emphases and Difficulties:1. Words:Astound; egoist; exasperate; infuriate; loathe; melancholy; sufficient; 2. Phrases:Be seated at; light up; peel an orange; as it were; break in; Be wrapped up in sb./ sth.; die down; fix upon; prick up ones ears;3. Structures:That trick of h

23、isIII. Language Points:This is a story written by Katherine Mansfield, a famous woman writer who is often compared to Chekov (契诃夫), the great storyteller. It is about a young man and a young woman who have been lovers once and now meet again after six years of separation, and as they sit and reminis

24、ce, we begin to know what happened six years ago that finally led to the end of their relationship. In the story, the author artfully points up Vera, the heroines, sensitivity and the mans insensitivity to others - their feelings, attitudes and inner motivations. When he does not even recognize her

25、at first only after six years, and when, after their first few words, he resorts to his old habit of interrupting her, we get our first glimpse of his self-involvement.This theme is repeated throughout the story. For example, his egoism prevents him from seeing how greatly their lives have diverged

26、in the six years since they parted. During those years, he had done, by himself, all the things they dreamed of doing togethertraveling to Spain, Corsica, Siberia, Russia, Egypt. By contrast, she, in the meantime, has experienced a deterioration in her financial situation; she has even had to sell h

27、er piano, which she so loved to play. However, he never pays any attention to her plight and continues to talk about himself and his travels.At the end, he has the audacity (鲁莽，无礼) to claim that they are both egotistical and self-engrossed. This statement unequivocally proves to her the extent of hi

28、s egoism, which blinds him to the fact that it is he alone who has the problem whereas she is sharply aware of his feelings, in fact more so than he himself is. She not only shares but actually feels more strongly his pains and joys. She even remembers the details of his boyhood better than he does.

29、Throughout the story, although Vera doesnt do much talking, her sensitivity comes through very clearly. She is also courageous. She could have married the man six years ago because he was not without attractions. He was young, strong, financially secure, fond of traveling like she was, and above all

30、, madly in love with her. But she decided to end this relationship because he was too egotistical. And six years later, she leaves him again because she recognizes that he has not changed.Like a few other earlier great women writers, Mansfield is ahead of her time. Modern feminism has produced an en

31、tire literature that delves into (探索) similar problems that deal with the relations between the genders （性别）. While so much of literature is by men and about men, this story is not only by a woman, but also about women and relationships as seen through their eyes. In fact, the author has not even gi

32、ven the man a name. Although he does most of the talking; the story really focuses on Vera and how she views her former lover.Warming-up Exercise1. Take it from me. He has the goods. 译文：我敢保证他可不是等闲之辈。 Have got the goods: 很有本事 Have/ has the goods on :获得某人罪证2. Sophia was less than happy about having a

33、dancing party. 译文：索非亚不太高兴举办一次舞会。 Less than happy about：不太高兴3. To the extent that all the people are united as one, the nation will surely prosper. 译文：只要全体人民团结一心，国家一定会繁荣昌盛 To the extent that:只要 1. be seated: seat oneself, sit down in some place; locate at someplace 就座，坐着，位于 e.g.He was seated at one o

34、f those little bamboo tables.He seated himself at one of those little bamboo tables. 2. He was peeling an orange.n. v. to peel potatoes; to husk the rice; to shell the peas; to weed the garden; to shear the sheep(to cut down the fur of the sheep); to scale the fish3. to meet her eyes.in my eyes: 我的意

35、见; Eye front: （列队）向前看; have sb. in ones eye: 挂念; in the public eye: 公然的, 众所周知; keep an eye on: 留神 挂念; run ones eye through: 浏览; the eye of day:（诗歌用语）太阳4. light up: (of a persons face, etc.) to become bright or animated (指人的脸等)发亮，春风满面；容光焕发 e.g. Her face lighted up when she heard the good news.5. “ Yo

36、uve changed. Youve changed very much,” he said, staring at her with that eager, lighted look. “You look so well. Ive never seen you look so well before.” No. she was not feeling well. She could not bear the cold weather. She shuddered often from the cold. And she was beginning to feel the effect of

37、her growing age. Quite likely she was sick at that time.Probably he tried to say sth. to make her happy or to compensate for his not recognizing her at the first sight.6. loathe it: hate it very much厌恶憎恨Comparison among detest, abhor, abominate and loathedetest: 强烈的敌视反对abhor: 不喜欢 厌恶 因为害怕而退缩abominate

38、: 强调特别不喜欢 经常指道德上的谴责loathe: 讨厌 非常不喜欢 主要指人生理上的自然反应7. You were saying: an expression used to encourage someone you just interrupted to continue to speak. In this sentence, the man didnt encourage Vera to talk about herself. He wants to turn the subject back to himself.8. that trick of his: = his trick

39、强调结构 e.g.“Look at that son of yours,” the husband shouted at his wife.I like that car of yours. It looks so beautiful.9. exasperate: a. to annoy, to vex; to irritate very much; 使人苦恼，烦恼aggravate: (informal) 惹人生气 打搅别人annoy: 故意麻烦别人 使其气愤烦躁exasperate: 由于一时的不冷静或经历了一再烦恼后无法忍耐而变得愤怒irritate: 不断重复的 无礼貌的或粗鲁的行为使

40、人失去耐心而恼火aggrieve: 使感受到痛苦或烦恼distress: 使忧虑或受打扰nettle: 尖锐的但短暂的骚扰rile: 激起怒火 怨恨的煽动peeve: 经常激起小的或发牢骚的愤怒v. 恶化 加重exasperate: 增加严重性或紧张程度aggravate: 使事情变得更坏更严重deteriorate: 损害或降低质量 性质或价值的退化exacerbate: 增加暴力程度 激烈程度使形势恶化worsen: 恶化使变得更坏10. haunt: vt.(1) 常到，常去；（思想、回忆）萦绕；（疾病）缠住；e.g.Memories haunted her.(2) (气氛)充满，弥漫

41、e.g. Memories of former gaiety haunted the house.11. behaving like a maniac about the waspswaving them away, flapping at them with his straw hat, serious and infuriated out of all proportion to the occasion. How she had suffered. What happened that afternoon that made Vera suffer? (He was so childis

42、h, trivial, and ridiculous that she felt that he had made a fool of them both.)wave sb./sth. Away: to show that (a person or vehicle) should move in the specific direction, by waving ones hand 向（某人或车）挥手示意向某方向移动 e.g. She waved them away impatiently.Out of all proportion to the occasion: completely un

43、calledfor; totally unnecessary under the circumstances12. Yes it had been a wonderful afternoon, full of flowers andwarm sunshine. Her thoughts lingered over the last two words. Her thoughts lingered over the last two words. Which two words? (warm sunshine) Why? (She wished that she could have some

44、warm sunshine at that moment.)13. And in the warmth, as it were, another memory unfolded. As she remembered the warm sunshine, that was part of their experience of Ken Gardens, another memory came to her mind, similarly pleasant.as it were: as if; as you might say; so to speak. Used to comment on th

45、e speakers own choice of words, which may give only approximate meaning. 用以评断自己用词是否恰当，指词义接近而已。E.g. She seemed very relaxed - in her natural setting as it were. 她似乎十分悠然自得-可以说是自己有随遇而安的天分。14. He was certainly far better looking now than he had been then. He had lost all that dreamy vagueness and indeci

46、sion. Now he had the air of a man who has found his place in life. He must have made money, too. His clothes were admirable, and. Vera is secretly comparing the man now with what he was six years ago, and her conclusion is the man has changed for the better. He has become better- looking and much ri

47、cher, and more mature. 6 years ago, the man might be much younger and full of dreams. Therefore, he was not clear about his aim in life and unable to make his decisions on important occasions. Now he appears quite a different man, discovered what he should do in life. Dreamy vagueness and indecision

48、: At that time, the man was much younger, full of dreams, very unpractical, very unclear about what he should do with his life.Had the air of a man who: looked like a man who( air, manner, carriage, bearing)To find ones place in life: to find a successful career15. She broke in: “Youve really been t

49、o Russia?” Vera, on the other hand, is always anxious to know about his life in the past 6 years.From here we can see that the man has talked about his plan to go to Russia.Break in: (1) to enter a building by using force, in order to steal sth. 闯入（行窃） e.g. Someone broke in and took several computer

50、s.(2) to make a person or animal get used to a certain way of behaving or working使习惯于，驯（动物） e.g. Dont worry about doing the accounts, well break you in gently.(3) to join a conversation by interrupting someone or saying sth. suddenly. 打断，干扰，插嘴 E.g.Dad would occasionally break in with a suggestion.So

51、rry to break in on you, but your wife is on the line.Please dont break in on our conversation.16. Isnt it curious? I have really carried out all those journeys that we planned. Now we know they have actually talked about going on those journeys together. Six years ago, the man fell in love with Vera

52、, and Vera was far from indifferent to him either. In fact, she almost agreed to marry him. What could she have seen in him that made him not without attraction. For one thing, he was young, energetic, most likely good-looking. And he could sometimes say things that were extremely touching to Vera.

53、But there was one more thing that served as a strong bond, and that is their shared interest in traveling.17. As he spoke, she felt the strange beast that had slumbered so long within her bosom stir, stretch itself, yawn, prick up its ears, and suddenly bound to its feet, and fix its longing, hungry

54、 stare upon those far away places. The strange beast: It probably refers to her long-cherished wish to travel to all those distant and mysterious places. It had been hidden deep in her heart for quite a long time because it was impossible for her to realize it given her financial and health conditions. But now this old wish seemed to be suddenly awakened.It may not be