现代大学英语精读样板教案.doc

教 案(首页）
课程名称
英语精读
授课专业
英语
班
级

授课方式
课堂讲授(√) 实践课( ）
考核方式
考试（√) 考查（ )
课程类别
必修课
公共必修课（ ） 专业必修课（√）
选修课
公共选修课（ ） 专业限选课（ ） 专业任选课（ ）
课程总学时
114
周学时
6学时/ 周
学时分配
课堂讲授 12 学时；实践课 学时
教 学
目 标
1．以课本为中心讲解基础知识，培养基本语言技能
2．结合课本讲解TEM4考点
3．补充文化背景和文体知识,为高级英语作铺垫
使用教材
教材名称
《现代大学英语精读－Ⅲ》
编（著）者
杨立民
出版社及出版时间
外语教学与研究出版社2012年3月
指定参考书
《牛津高阶英汉词典》第七版 外语教学与研究出版社

教 案
周 次
第 周，第 次课
授课时间
20 年 月 日
授课章节
Lesson Four Lead in
本（章）节
授课方式
课堂讲授(√） 实践课（ ）
教学时数
2学时
授
课
要
点
本 (章） 节 教 学 目 标
1.Explain the pre—class work：
①word –building rules ②some simple questions on Page 91
2．Ask students to acquire key words
①meaning of the words ② usage of the key words
3. Ask students to acquire relevant background information
① the author ②Diogenes ③ Plato ④ Aristotle

教 学 重 点 和 难 点
1.Word formation
① suffix— ware ② prefix- auto ③n。+adj。
2。Key words : scratch/ convert/ convention/ stroll/paradox
3。Background information

思考题
或
作 业
1．Preview Text A and analyze the structure.
2．Underline the difficult points.
教学内容与组织安排
(教学目的：to acquire key words and background information)
总体建议:
1. 首先要有整体教学提纲。
2。 每个教学步骤要清楚列出时间.
3。 如果有可能，在每个步骤中，加上这个教学步骤的学习目的。
4。 整个教学设计要突出学生的“知识过手”,强调学生的课堂参与，并加强这方面的检测,少做一些“看上去很美，但实际意义不大的教学设计”.
5. 教案必须是文本教案+PPT教案.
6。 每课教案至少有一处亮点（创新点)，以区别于公共教案。
7. 如果可能，可以简述本次课教学的理论依据.
8。 我院的“精读课标"可以作为教案设计的重要依据。
9. 评讲书上习题,可以专门列出一个部分,体现在教案中。
Teaching Objectives：
This unit is intended to present students the story of two great persons— Alexander and Diogenes。 After learning it the students should be able to
· obtain the story, especially their dramatic encounter have been told and retold this day。
· get a good understanding of great literature；
· read for topics and precise details；
· develop vocabulary and learn the sentence structures relevant to the topic and use them. These include：
Words： artificial, convert, elegant， paradox， extravagance， handful, hollow, inhabit, perishable， procure, scratch, stroll
Phrases： imprint sth with, call upon， do sth by choice, do sth by design， live without conventions， open one's eyes with the sun at dawn, scratch one’s back， erase the old markings
Teaching Allotment
·1st period: Pre-reading Activities & While-reading Activities ( 90 minutes）
·2nd period： While—reading Activities& After—reading Activities (180minutes)
·3rd period Exercise and Review （90 minutes）
Teaching Procedures
I．Pre—class work
1。 Word formation
Teaching method:ask students to preview this part and find out word—building rules; we will check their homework on page 92， they should tell us the meaning of the prefix and suffix, and the meaning of the words。
1) prefix “auto—” ： self, automatic
autobiography automobile autograph autocracy
automation autonomy auto—focus
2)suffix “-ware” : articles of the same kind or material
earthenware glassware silverware kitchenware
3)n.+adj.: profit—happy trigger-happy power-hungry money—curious
Ⅱ. Key words :Teaching method:ask students to preview 5 key word of this unit， they must find out the derivations， the usages and useful expressions of these word。 Teachers just help them summarize the content they have talked about.

1.scratch
v. (1) to cut or damage your skin slightly with sth. sharp
e.g The brambles scratched my leg.
(2) to rub your skin with your nails because it is itching
e。g Emma lifted her glasses and scratched her nose.
n. a cut on sb。's skin or the surface of sth.
e。g Jessica escaped without a scratch
［考] scratch the surface 浅尝辄止 from the scratch 白手起家
2。 convert
v. (1) to change or make sth。 change into another form or state
e.g The solar cell can convert the energy of sunlight into electric energy。
(2) to change or persuade sb。 to change their religion or beliefs
e。g John has converted to Buddhism.
[记] con（共同) + vert(转变）→ (使)转变
[考］ convert sth. into/ to sth。
［串] conversion n。 convertible adj。
[辨] convert/ change/ alter
convert 指使某物从一种状态或情况转变成另外一种状态或情况，以使其适用于新的用途或目的，还可以用来指信仰、观点等方面的改变。
change可指任何变化，或大或小，或数量或质量，尤指改变得与原物完全不同或使发生以新代旧的变化。
alter 指应用范围很广,仅次于change，也可指对衣服进行改动，使更合身.
a。 They converted the spare bedroom into an office。
b。 Nothing can alter the fact.
c. The appearance of the town has changed a lot.
d。 This skirt should be altered。
3。 convention
n。 （1)behavior and attitudes that most people in a society consider to be normal and right。
e.g Remember to respect the local conventions when you are visiting a foreign country.
(2) a large meeting of an organization or a political group
e.g He was awarded a cash prize in the annual convention。
[考］ by convention
[辨] convention/ tradition/ custom
Convention 指的是大众公认的关于行为方面的习俗或惯例,有时可与custom换用.
Tradition 指长期延续下来的习俗，起源早、历史长。
Custom常指某个社会、民族在特定的环境或节日里应该遵循的习俗或风俗。
He was restrained by convention or morality.
Drinking tea has become a current nation—wide custom in China.
It's a tradition to admire the lanterns at the festival.
4。 stroll
n。 a slow relaxed walk
e。g We had better take a stroll after supper。
v. to walk somewhere slowly and leisurely
e.g The old couple would like to stroll in the park on Saturdays.
［串］ stroller n. 同义：ramble、roam、wander
5。 paradox
n。 a situation that involves two or more facts
e。g This story contains many levels of paradox.
同族 paradoxical adj。

Ⅲ. Text Lecture
I。 Warming-up
Teaching method： Directions: In this exercise， you will hear 2 short stories. Listen carefully and decide the speakers’ attitude。 Then ask students their attitudes towards life。
Identify different attitudes
1.What do you think Jane’s grandmother would say？
a。 Make the best of a bad job。
b. A watched pot never boils.
c。 There’s no rose without a thorn.
d。 Waste not, want not.
2 What does the passage tell us？
a。 The laborer is worthy of his hire.
b。 Money begets money。
c。 Kill not the goose that lays the golden eggs.
d. Misfortunes never come singly。
Ⅳ Lead—in
Background information （ ppt )
Teaching method：divide the whole class into four groups, each group one task， ask them to prepare the background information below， when we have class， ask the representatives in their groups to tell us the useful information they found.
1. Author
Gilbert Arthur Highet （June 22, 1906 – January 20, 1978） was a Scottish-American classicist， academic， writer， intellectual， critic and literary historian。
Born in Scotland， Gilbert Highet is best known as a mid-20th-century teacher of the humanities in the United States. He attended Glasgow University and Balliol College， Oxford， becoming a fellow of St John's College, Oxford in 1932, where he remained for six years。 In 1938 he was appointed to the chair of Latin ＆ Greek at Columbia University。 He became an American citizen in 1951, following his appointment as Anthon Professor of Latin Language and Literature in 1950. See his obituary in The Times， January 26， 1978。
Highet devoted most of his energy to teaching, but he also aspired to raise the level of mass culture and achieved broader influence by publishing essays and books， hosting his own radio program, acting as a judge for the Book—of-the-Month Club, and serving on the editorial board of Horizon magazine.
2. Diogenes
(412 B。C. — 324 B。C。）, Greek philosopher who founded the Cynic school of philosophy, stressing self—control and the pursuit of virtue. He was the son of Hicesias, who was exiled from his home town of Sinope, allegedly for defacing its debased currency. Thereafter， he lived in streets of Corinth and Athens where he is said to have lived in a barrel. He became the prototype of Cynicism。
3。 Cynicism
Origin of cynicism
Cynicism derives its name from the Greek word for Dog。 Aristotle refers to Diogenes as "The Dog" and Diogenes had no problem with the nickname. Cynicism emphasized moral self—mastery, rejection of government, property, marriage and religion。 However, Diogenes was not above stealing， claiming all things are the property of the wise.
Cynicism： A philosophy, first expounded by Diogenes， that encourages indifference to social convention and material comforts in order to concentrate on self-knowledge。
4.Alexander the Great
Alexander III was the King of Macedonia (336—323BC) and conqueror of Asia Minor， Syria， Egypt, Babylonia, and Persia。 His reign marked the beginning of the Hellenistic Age.
Alexander’s conquests and the administrative needs of his Greek—speaking successors promoted the spread of the Greek language and Greek culture across the eastern Mediterranean and into Mesopotamia。
 5。Plato
Plato （427？—347 B。C.？） was a Greek philosopher， a follower of Socrates。 He founded the Academy (386 B。C。)， where he taught and wrote for much of the rest of his life。 Plato presented his ideas in the form of dramatic dialogues， as in The Republic。
6.Aristotle
Aristotle (385—323 B。C.) was the greatest of heathen philosophers。 A pupil of Plato, the tutor of Alexander the Great, and the author of works on logic, ethics, metaphysics， natural sciences, politics， and poetics, he profoundly influenced Western thought。 In his philosophical system, theory follows empirical observation, and logic, based on the syllogism， is the essential method of rational inquiry。
7。Hercules
Hercules was the son of Zeus and Alcmene， a hero of extraordinary strength who won immortality by performing 12 labors demanded by Hera.
Assignment：
1.Preview the whole passage and find out the comparison between the two protagonists。
2.Find out the setting， the protagonists， the plot of this passage。
3。Consider the structure of this passage.
教 案
周 次
第 周，第 次课
授课时间
20 年 月 日
授课章节
Lesson Four Text A
本（章)节
授课方式
课堂讲授（√） 实践课( )
教学时数
6学时
授
课
要
点
本 （章） 节 教 学 目 标
Students will be able to:
1. Acquire many useful expressions from Text A
2. Read and retell Text A with appropriate pronunciation, intonation and fluency
3. Get to know the main idea of the passage。

教 学 重 点 和 难 点
1。Use some useful expressions to make up sentences
2。 Understanding of the whole passage。
①the theme of the passage
②the main idea of this passage
③the structure of this passage
思考题
或
作 业
1.Exercises on page 18—23.
①translate the following expressions
②put in the blanks appropriate prepositions and adverbs
③translate the following sentences using the key words
教学内容与组织安排
(教学目的:Understand the main idea and the structure of this passage ）
Ⅰ。 Global Reading( main idea and structure)
Teaching method： Based on the preview work students have done before the class, ask students to skim and san the whole text to clear the elements of this text, and then summarize the theme of this text， and then decide the style of the text， based on which divide the text into several parts.
The theme of the text: about the relationship between two lovers: the heroine's sensitivity and the man’s insensitivity to others—their feelings, attitudes and inner motivations. The man's egoism prevented him from seeing how greatly their lives had diverged in the six years since they parted.
1)Key elements：
Settings(place， time, weather condition, social condition, mood or atmosphere)： in a little square in Corinth， Greece
Protagonists: Diogenes and Alexander
Plot: description of two legendary figures, Diogenes the beggar and Alexander the Conqueror， and their encounter
2) The main idea and structure of the text。 （ask students to discuss in groups and then check their answers）
Part 1 (paras。 1—9) about： Portrait : Diogenes the beggar
Part 2 (paras。10-11 ) about:Diogenes’ response (as compared to the other people's ） to the coming visit of Alexander
Part 3 (para。12 ) about：Portrait： Alexander the Conqueror
Part 4 (paras。13 ） about： Alexander's call on Diogenes
Ⅱ. Detailed Discussion of the TextTeaching method:ask students some simple questions to understand this passage， then explain this passage paragraph by paragraph or part by part.
Questions:
1.What does the author tell us about Diogenes? Who is he？ What is his philosophy？
2。In what way is Diogenes different from the other great philosophers of the time such as Plato and Aristotle? Why is he called a Cynic？
3.What does the author tell us about Alexander? What does this king have in common with this “Beggar”？ Why is Alexander also considered a man of destiny， a philosophy?
Sentence paraphrase: ask students to paraphrase some of the sentences in groups
1. He had opened his eyes with the sun at dawn, scratched, done his business like a dog at the roadside， washed at the public fountain， begged a piece of breakfast bread and a few olives, eaten them squatting on the ground， and washed them down with a few handfuls of water scooped from the spring. （Para.1）
Do one’s business： empty one’s bowels or pass water； answer the nature’s call euphemism
Handfuls of: “-ful” is used as a noun suffix。
Paraphrase： As the sun rose in the early morning he opened his eyes, scraped several times, emptied his bowels or passed water like a dog at the roadside，
2. Sometimes they threw bits of food, and got scant thanks; sometimes a mischievous pebble， and got a shower of stones and abuse。 （Para。 1)
Mischievous pebble： a pebble from a mischievous person transferred epithet (移情）
A pebble (a small round stone， indicating the teasing manner of the pitcher) is sharply contrasted with a shower of stones.
Paraphrase： Sometimes they threw bits of food to him， and he seldom paid thanks to them； sometimes mischievous persons threw a pebble to him, and he would throw back more to them and even said offensive words to them。
3. It was not a house， not even a squatter's hut。 （Para. 2）
House： A general term for a dwelling place for a man or his family
Hut: A crude or makeshift dwelling or shelter
A squatter is a person who lives in an empty building or on a piece of land without permission and without paying any rent. A squatter’s hut naturally is in a poor condition。
4。 He spent much of his life in the rich， lazy， corrupt Greek city of Corinth mocking and satirizing its people， and occasionally converting one of them。 (Para。 3)
Paraphrase: He chose to live among the wealthy， lazy and dishonest citizens of Corinth， spent much of his time ridiculing them and occasionally persuaded one of them into adopting his belief.
5. But he was the first who ever did so by choice, out of principle. （Para。 3）
By choice： willingly 自愿地；欣然地
Out of principle: 出于原则
出于好奇/兴趣/尊重/需要 out of curiosity/ interest/ respect/ necessity
Paraphrase： He was not the first to live in a cask. But he was the first who ever did so because he wanted to, based on a principle， and not by necessity, not because he was forced to.
6。 Live without conventions， which are artificial and false； escape complexities and extravagances： only so can you live a free life。 (Para。 4)
to escape complexities and extravagances: to avoid complex lives and things that are not