大连理工大学城市学院：《英语阅读》课程教学资源（授课教案）英语阅读（一）教案

英语阅读（一）课程教案课程编号：2050100课程类别：专业基础课学期：2015-2016学年第1学期学时：32学分：2授课对象：15级英语专业学生教材：《新世纪高等院校英语专业阅读教程（1）》上海外语教育出版社，2013年4月；《英语泛读教程（1》（第二版）高等教育出版社，2006年2月任课教师：齐滨

1 英语阅读（一）课程教案 课程编号：2050100 课程类别：专业基础课 学期：2015-2016 学年第 1 学期 学时：32 学分：2 授课对象：15 级英语专业学生 教材： 《新世纪高等院校英语专业阅读教程（1）》 上海外语教育出版社，2013 年 4 月； 《英语泛读教程（1）》（第二版） 高等教育出版社，2006 年 2 月 任课教师：齐滨

1.课程成果：本课程为英语专业基础课程。本课程主要通过引导学生阅读英语国家各种不同主题的初等难度的文章和材料，从而了解英语国家在社会、文化、科技等方面的基本情况，扩大他们的知识面。修完本课程的学生应达到如下要求：1.掌握和积累初等难度的词汇、短语、常用搭配和惯用表达方法；2.掌握略读，预测，上下文猜测词义，查找段落主题词汇，查读关键词等阅读技巧：3.能读懂初等难度的文章和材料。2.教学方法：理论讲授，讨论，提问3.考核方式：1).平时成绩：100分折合为总成绩的30%；100分=100分+0分注：100分：阶段考试2次，每次50分；0分：随机抽查5次出勤，不计分，3次无故缺勤者取消其期末考试资格。2)．期末成绩：100分折合为总成绩的70%3）.考试方式：闭卷4)．成绩评定：百分制2

2 1．课程成果： 本课程为英语专业基础课程。本课程主要通过引导学生阅读英语国家各种不同主题的初等难 度的文章和材料，从而了解英语国家在社会、文化、科技等方面的基本情况，扩大他们的知识面。 修完本课程的学生应达到如下要求：1.掌握和积累初等难度的词汇、短语、常用搭配和惯用表达 方法；2.掌握略读，预测，上下文猜测词义，查找段落主题词汇，查读关键词等阅读技巧； 3. 能 读懂初等难度的文章和材料。 2．教学方法： 理论讲授，讨论，提问 3．考核方式： 1）．平时成绩：100 分折合为总成绩的 30%； 100 分=100 分+0 分 注：100 分： 阶段考试 2 次，每次 50 分； 0 分： 随机抽查 5 次出勤，不计分，3 次无故缺勤者取消其期末考试资格。 2）．期末成绩：100 分折合为总成绩的 70% 3）．考试方式：闭卷 4）．成绩评定：百分制

讲授、练习授课方式授课题目（教学章节或主题）：授课学时4Unit 1 Parents and Children教学目标或要求：1.Students learn how to preview the passage2.Byreading,theteachergivesstudents suggestions onhowto improvereading skills andhowtocherish the love offamilymembers3.Afterlearningunit one,students should havethe basic understandingof suffix and prefix and trytouse the word-buildingknowledgeto expand their vocabulary教学内容（包括基本内容、重点、难点）：I Pre-reading discussion:1. How much do you love your parents? Do you love them a lot, or not so much? Why?2. Reflect on your childhood Are you still impressed by some incidents that took place between you andyour parents? If yes, what are they and why are they still fresh in your memory?3.What qualitiesdoyou expect ofyourfather andmother and whydoyou say so?4.Spanking,the act of hitting a child on theirbottom withyour openhand aspunishment, can be heard orseenfromtimetotime.Doyou consider suchbehavior acceptable?Explain.5. What, in your opinion, are recommended ways of dealing with children's behavior problems? Why?I. In-reading Activities:Step1 Background informationStep 2 Reading-in-depth1. Reading Exercise2. Words and ExpressionsReading One1).standards of conduct2).principled values3).preserve the health and security 4). timeless values5).theimportanceoffaith6).civicand social organizations7).strengthenthebonds8).National Center on Addiction and Substance Abuse9).prominent figures10).spend quality timeReading Four1). in the span of2).concernedcitizens3).widevariation4). victims of abuse and neglect5).lawenforcementofficial6).beobligatedtodo7).frequentcomplaints8).impropernourishment9). be mentally disturbed 10). severe physical punishment 11). social isolation 12).occupational status13).aggravate the situation14).offer insight into15).tragicphenomenon3.Longand difficult sentencesIl. Reading skill: Previewing ()I. Look at the goals. directions or introductions._The writer tells you what you should get out of a text Socheck the goals before you read so that you'll know what to read for.2. Look at the title_The title often gives the main idea of an article for which you can guess what you wilbe reading about. You can set a purpose for your reading.3. Look at thekey words in different prints. Letters in bold type, italics, or even color are used to call yourattentiontoimportantwordsor ideas.Noting theseinadvancecan assist you inyourreadingF

3 授课题目（教学章节或主题）： Unit 1 Parents and Children 授课方式 讲授、练习 授课学时 4 教学目标或要求： 1. Students learn how to preview the passage. 2. By reading, the teacher gives students suggestions on how to improve reading skills and how to cherish the love of family members. 3. After learning unit one, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary. 教学内容（包括基本内容、重点、难点）： I. Pre-reading discussion: 1. How much do you love your parents? Do you love them a lot, or not so much? Why? 2. Reflect on your childhood. Are you still impressed by some incidents that took place between you and your parents? If yes, what are they and why are they still fresh in your memory? 3. What qualities do you expect of your father and mother and why do you say so? 4. Spanking, the act of hitting a child on their bottom with your open hand as punishment, can be heard or seen from time to time. Do you consider such behavior acceptable? Explain. 5. What, in your opinion, are recommended ways of dealing with children’s behavior problems? Why? II. In-reading Activities: Step 1 Background information Step 2 Reading-in-depth 1. Reading Exercise 2. Words and Expressions Reading One 1). standards of conduct 2). principled values 3). preserve the health and security 4). timeless values 5). the importance of faith 6). civic and social organizations 7). strengthen the bonds 8). National Center on Addiction and Substance Abuse 9). prominent figures 10). spend quality time Reading Four 1). in the span of 2). concerned citizens 3). wide variation 4). victims of abuse and neglect 5). law enforcement official 6). be obligated to do 7). frequent complaints 8). improper nourishment 9). be mentally disturbed 10). severe physical punishment 11). social isolation 12). occupational status 13). aggravate the situation 14). offer insight into 15). tragic phenomenon 3. Long and difficult sentences III. Reading skill: Previewing (I) 1. Look at the goals, directions or introductions. The writer tells you what you should get out of a text. So check the goals before you read so that you’ll know what to read for. 2. Look at the title. The title often gives the main idea of an article for which you can guess what you will be reading about. You can set a purpose for your reading. 3. Look at the key words in different prints. Letters in bold type, italics, or even color are used to call your attention to important words or ideas. Noting these in advance can assist you in your reading

4. Read the first paragraph The first paragraph usually tells what a text is about. And you can predict whatyou will be reading about by looking at the first paragraph5. Read the last paragraph_ The last paragraph often serves as the conclusion of the passage.6. Look for the topic sentences (usually in the beginning or the end of the paragraph, sometimes in themiddle) This often gives you a quick idea of the general content of the text before you begin to readcarefully in full.Z. Think about the main ideaIV. Exercises:1.Wordmatch2.Blank-flling Exercise3.Cloze重点、难点1.How to guess the meaning from context reading2.How to cherish love of family members3.Someways toenlarge vocabulary教学手段与方法：1. Lecture&Practice2.Groupdiscussion思考题、讨论题、作业：1.What, in your opinion, are recommended ways of dealing with children's behavior problems? Why?2.Supplement material4

4 4. Read the first paragraph The first paragraph usually tells what a text is about. And you can predict what you will be reading about by looking at the first paragraph. 5. Read the last paragraph. The last paragraph often serves as the conclusion of the passage. 6. Look for the topic sentences (usually in the beginning or the end of the paragraph, sometimes in the middle) This often gives you a quick idea of the general content of the text before you begin to read carefully in full. 7. Think about the main idea IV. Exercises: 1. Word match 2. Blank-filling Exercise 3. Cloze 重点、难点 1． How to guess the meaning from context reading 2． How to cherish love of family members 3． Some ways to enlarge vocabulary 教学手段与方法： 1. Lecture & Practice 2. Group discussion 思考题、讨论题、作业： 1. What, in your opinion, are recommended ways of dealing with children’s behavior problems? Why? 2. Supplement material

讲授、练习授课方式授课题目（教学章节或主题）：授课学时4Unit2PsychologyinDailyLife教学目标或要求：1. Introduce some information on daily life psychology;2.Enlarge studentsvocabulary about psychology;3.Domoreexercisesonskimmingandscanning教学内容（包括基本内容、重点、难点）：I Pre-reading discussion:1. What kind of person do you think you are? Are you basically an optimist or a pessimist? How much doyou approveof your own behavior?2.What is emotional health?What are thebasic qualities demonstrated bythose emotionally healthypeople in our culture?3.Howdo you cope with anxiety and anger? Howdo you deal with your weakness and convince yourselfthat you can survive crisis in your life?4. If you are not able to work, study, or pursue personal activities productively and happily, will you takemeasurestomakechanges?Explain.II. In-readingActivities:Step 1 Fast readingStep 2 Reading-in-depth1. Reading Exercise2. Words and ExpressionsReadingOne1).emotional health 2). disturbing news 3).maintain good psychological health4).feel overwhelmed by problems5). a mental health professional6). resolve problems7). supervised clinical internship8). express feelings appropriately9).be passionate about10).physical checkupsReading Two1).onsuccessivedays2).condolencecalls3).abruptchangeofclimate4).feel guilty5). contagious diseases6).infantilenotion7).betiredorfrustrated8).unrealisticexpectations9). incurable diseases 10). irrational feelings3. Long and difficult sentencesI. Reading skill: Previewing (I)1. Look at subtitles and subheadings.Essays, newspaper articles, and other longer reading materials sometimes have subtitles and subheadings5

5 授课题目（教学章节或主题）： Unit 2 Psychology in Daily Life 授课方式 讲授、练习 授课学时 4 教学目标或要求： 1. Introduce some information on daily life psychology; 2. Enlarge students’ vocabulary about psychology; 3. Do more exercises on skimming and scanning. 教学内容（包括基本内容、重点、难点）： I. Pre-reading discussion: 1. What kind of person do you think you are? Are you basically an optimist or a pessimist? How much do you approve of your own behavior? 2. What is emotional health? What are the basic qualities demonstrated by those emotionally healthy people in our culture? 3. How do you cope with anxiety and anger? How do you deal with your weakness and convince yourself that you can survive crisis in your life? 4. If you are not able to work, study, or pursue personal activities productively and happily, will you take measures to make changes? Explain. II. In-reading Activities: Step 1 Fast reading Step 2 Reading-in-depth 1. Reading Exercise 2. Words and Expressions Reading One 1).emotional health 2). disturbing news 3). maintain good psychological health 4). feel overwhelmed by problems 5). a mental health professional 6). resolve problems 7). supervised clinical internship 8). express feelings appropriately 9). be passionate about 10). physical checkups Reading Two 1). on successive days 2). condolence calls 3). abrupt change of climate 4). feel guilty 5). contagious diseases 6). infantile notion 7). be tired or frustrated 8). unrealistic expectations 9). incurable diseases 10). irrational feelings 3. Long and difficult sentences III. Reading skill: Previewing (II) 1. Look at subtitles and subheadings. Essays, newspaper articles, and other longer reading materials sometimes have subtitles and subheadings

(usually in heavy, dark print or italics).They signal what information you will find in it.2. Look at any questions that appear after the reading.These questions are signals of what's important3. Identifving the main idea in various locations in the paragraph.Authors most frequently use the first sentence of a paragraph to state the main idea. However, they mayplace it in the middle, at the end, or leave it unstated. In that event, you must find out the main ideayourself.IV. Exercises:1.Wordmatch2Blank-filling3.ClozeV. Post-readingFast Reading Exercise重点、难点1.Howto guess the meaning from context reading2.Howtoachievegood mental health3.Some ways toenlarge vocabulary教学手段与方法：1.Lecture&Practice2.Group discussion思考题、讨论题、作业：1.What, in your opinion, is emotional health?What are the basic qualitiesdemonstrated bythoseemotionally healthypeople in our culture?2.Ifyouareunabletowork,study,ordo somethingeffectively,will you stoptofind solutions?Explain6

6 (usually in heavy, dark print or italics). They signal what information you will find in it. 2. Look at any questions that appear after the reading. These questions are signals of what’s important 3. Identifying the main idea in various locations in the paragraph. Authors most frequently use the first sentence of a paragraph to state the main idea. However, they may place it in the middle, at the end, or leave it unstated. In that event, you must find out the main idea yourself. IV. Exercises: 1. Word match 2. Blank-filling 3. Cloze V. Post-reading Fast Reading Exercise 重点、难点 1． How to guess the meaning from context reading 2． How to achieve good mental health 3． Some ways to enlarge vocabulary 教学手段与方法： 1. Lecture & Practice 2. Group discussion 思考题、讨论题、作业： 1. What, in your opinion, is emotional health? What are the basic qualities demonstrated by those emotionally healthy people in our culture? 2. If you are unable to work, study, or do something effectively, will you stop to find solutions? Explain

讲授、练习授课方式授课题目（教学章节或主题）：4授课学时Unit Three University Life教学目标或要求：1.Studentslearnhowtounderstandthetopicofuniversitylife2.By readingthematerials,the students are suggested to collect some information about university life3.After learning unit three, students should have thebasic understanding of suffix and prefix andtrytouse the word-buildingknowledgeto expand their vocabulary.教学内容（包括基本内容、重点、难点）：基本内容：I. Pre-reading discussion:1.Beforeyou became a university student, you may have imagined what it would be like to study in auniversity. Is university life what you imagined it would be?2. What do you think is the most important thing to achieve at university? Explain.3. Do you agree that examinations are an important means of assessing your school work? How do youfeel when you are sitting in an examination?4. In what ways is the university life of your generation different from that of your parents'generation?II. In-readingActivities:Step 1 Fast reading Step 2 Reading-in-depth1.Reading Exercise2.Words and ExpressionsReadingTwo1). feel panicky 2). field ofvision 3). overcome test anxiety 4). get the best ofyou 5). relieve tension6).a challenging situation7).bekeyed up 8).concentrate on 9).set amoderate pace10). steer clear of 11).familiarize yourself with the surroundings12).underline the significant instructions13).eliminate the impossible answers14).organize yourthoughts15).tortureoneselfReading Four1).attributeflawto2).flipside3).uniquegiftsandtalents4).oddsandends5).sth.infuriatesb6).insensitivity and rudeness 7).feelings of empathy8).go through alone 9).clear up 10).see eyeto eye7

7 授课题目（教学章节或主题）： Unit Three University Life 授课方式 讲授、练习 授课学时 4 教学目标或要求： 1. Students learn how to understand the topic of university life. 2. By reading the materials, the students are suggested to collect some information about university life. 3. After learning unit three, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary. 教学内容（包括基本内容、重点、难点）： 基本内容： I. Pre-reading discussion: 1. Before you became a university student, you may have imagined what it would be like to study in a university. Is university life what you imagined it would be? 2. What do you think is the most important thing to achieve at university? Explain. 3. Do you agree that examinations are an important means of assessing your school work? How do you feel when you are sitting in an examination? 4. In what ways is the university life of your generation different from that of your parents’ generation? II. In-reading Activities: Step 1 Fast reading Step 2 Reading-in-depth 1. Reading Exercise 2. Words and Expressions Reading Two 1). feel panicky 2). field of vision 3). overcome test anxiety 4). get the best of you 5). relieve tension 6). a challenging situation 7). be keyed up 8). concentrate on 9). set a moderate pace 10). steer clear of 11). familiarize yourself with the surroundings 12). underline the significant instructions 13). eliminate the impossible answers 14). organize your thoughts 15). torture oneself Reading Four 1). attribute flaw to 2). flip side 3). unique gifts and talents 4). odds and ends 5). sth. infuriate sb. 6). insensitivity and rudeness 7). feelings of empathy 8). go through alone 9). clear up 10). see eye to eye

3.Long anddifficult sentencesIl.Reading Skills: Guessing meanings of wordsfrom contextIt benefits many readers, especially those students who are weaker in reading but want to improvetheir reading comprehension skills effectively.Guessing meaning of words can be based on existing worldknowledge,knowledge about the topic, contextual clues (previous or following sentences or paragraphs),or linguisticknowledgeContext Clue to Word Meaning ()Context means the words or sentences before orafterthe itemyoudo notknowContext sometimesprovides definition clues. Consider: Linguistics, the scientific study of language, is very important forlanguage students. Notice the italicized word is clearly defined Besides the formal definition, the writermayalsogiveexplanationaftersuchpunctuationmarksascomma,dashorwithinparentheses.Context sometimes gives example clues. Consider: like horses, human beings have a variety of gaits,they amble, stride, jog and sprint. Notice several examples are given to shed light on the meaning of theitalicized word“gait",a way ofway of walking.In the sentenceswith exampleclues,the examples areusually signaled by certain words or phrases like such as, including, for example, for instance or toillustrate.IV. Exercises:1.Wordmatch2. Blank-filling3.ClozeV. Post-readingFast ReadingExercise重点、难点1. How to understand the topic2.Howtobeginnewlifeintheuniversity3.Some ways to enlargevocabulary教学手段与方法：1. Lecture & Practice2.Group discussion思考题、讨论题、作业：1. Many university students nowadays take part-time jobs. What is your attitude towards students takingpart-time jobs?2.Doyou sharea roomwith others at university ordoyourent your own room?List the advantages anddisadvantages of sharing rooms and living alone.8

8 3. Long and difficult sentences III. Reading Skills: Guessing meanings of words from context It benefits many readers, especially those students who are weaker in reading but want to improve their reading comprehension skills effectively. Guessing meaning of words can be based on existing world knowledge, knowledge about the topic, contextual clues (previous or following sentences or paragraphs), or linguistic knowledge. Context Clue to Word Meaning (I) Context means the words or sentences before or after the item you do not know. Context sometimes provides definition clues. Consider: Linguistics, the scientific study of language, is very important for language students. Notice the italicized word is clearly defined. Besides the formal definition, the writer may also give explanation after such punctuation marks as comma, dash or within parentheses. Context sometimes gives example clues. Consider: like horses, human beings have a variety of gaits, they amble, stride, jog and sprint. Notice several examples are given to shed light on the meaning of the italicized word “gait”, a way of way of walking. In the sentences with example clues, the examples are usually signaled by certain words or phrases like such as, including, for example, for instance or to illustrate. IV. Exercises: 1. Word match 2. Blank-filling 3. Cloze V. Post-reading Fast Reading Exercise 重点、难点 1. How to understand the topic 2. How to begin new life in the university 3. Some ways to enlarge vocabulary: 教学手段与方法： 1. Lecture & Practice 2. Group discussion 思考题、讨论题、作业： 1. Many university students nowadays take part-time jobs. What is your attitude towards students taking part-time jobs? 2. Do you share a room with others at university or do you rent your own room? List the advantages and disadvantages of sharing rooms and living alone

讲授、练习授课方式授课题目（教学章节或主题）：授课学时4Unit 4 Jobs and Careers教学目标或要求：1.Students learnhowtodeterminethemain idea of thetext,2.By reading thematerials, students should learn to improvereading skills and try to make good use ofthem.3.Afterlearning this unit,students should enlarge their vocabulary about jobs and careers教学内容（包括基本内容、重点、难点）：IPre-reading discussion:1. How much do you love your parents? Do you love them a lot, or not so much? Why?2. What qualities do you expect of your father and mother and why do you say so?3. What kind of career are you dreaming of? Why do you want to pursue such a career?4.Whatmakesa successful career?5. Have you ever had a job interview? If yes, did you encounter any problems?II, In-readingActivities:Step1 Fast readingStep 2 Reading-in-depth1. Reading Exercise2.WordsandExpressionsReading OneEnjoyYour Job1).ridiculousnotion2).feelingofmasterfulnessandresponsibility:3).vocationalmaladjustment4).take immediate steps5).feel restless and uncomfortable6).be lulled into unconsciousness7).monotonousroutine10).acknowledge8).expressionlessfaces9).a senseofachievementone's creativenessReadingFour-When Dreams Won't Die1).glamorous world2).flawless skin3).exoticplace4).reverse the negative effect5).break numerous sales records6). look forward to sth/doing sth.7).overwhelming response8). public sentiment9). a sense of fulfillment10).rocky and twisted path3.Long and difficult sentencesIl.Reading skill: determining the ideaStep1Introduction1. Relating the topics with details2.Identifying the main idea in various locations in the paragraphStep2Practice9

9 授课题目（教学章节或主题）： Unit 4 Jobs and Careers 授课方式 讲授、练习 授课学时 4 教学目标或要求： 1. Students learn how to determine the main idea of the text; 2. By reading the materials, students should learn to improve reading skills and try to make good use of them. 3. After learning this unit, students should enlarge their vocabulary about jobs and careers. 教学内容（包括基本内容、重点、难点）： I. Pre-reading discussion: 1. How much do you love your parents? Do you love them a lot, or not so much? Why? 2. What qualities do you expect of your father and mother and why do you say so? 3. What kind of career are you dreaming of? Why do you want to pursue such a career? 4. What makes a successful career? 5. Have you ever had a job interview? If yes, did you encounter any problems? II. In-reading Activities: Step 1 Fast reading Step 2 Reading-in-depth 1. Reading Exercise 2. Words and Expressions Reading One—Enjoy Your Job 1). ridiculous notion 2). feeling of masterfulness and responsibility 3). vocational maladjustment 4). take immediate steps 5). feel restless and uncomfortable 6). be lulled into unconsciousness 7). monotonous routine 8). expressionless faces 9). a sense of achievement 10). acknowledge one’s creativeness Reading Four—When Dreams Won’t Die 1). glamorous world 2). flawless skin 3). exotic place 4). reverse the negative effect 5). break numerous sales records 6). look forward to sth/doing sth. 7). overwhelming response 8). public sentiment 9). a sense of fulfillment 10). rocky and twisted path 3. Long and difficult sentences III. Reading skill: determining the idea Step 1 Introduction 1. Relating the topics with details 2. Identifying the main idea in various locations in the paragraph Step 2 Practice

IV. Exercises:1. Word match2. Blank-filling3. ClozeV. Post-readingFastReadingExercise重点、难点1.The use of the readingskills2.The comprehension of the unittopic教学手段与方法1.Lecture&Practice2.Groupdiscussion思考题、讨论题、作业：1.WhatsimilaritiesanddifferencesaretherebetweenWesternandChinesedinnerinvitation?2.SectionC10

10 IV. Exercises: 1. Word match 2. Blank-filling 3. Cloze V. Post-reading Fast Reading Exercise 重点、难点 1. The use of the reading skills 2. The comprehension of the unit topic 教学手段与方法： 1. Lecture & Practice 2. Group discussion 思考题、讨论题、作业： 1. What similarities and differences are there between Western and Chinese dinner invitation? 2. Section C