《英語閱讀》課程教學大綱

適用專業(yè)英語（師范）（一年級）

學時64

學分4

一、編寫說明

（-）本課程的性質(zhì)、地位和作用

泛讀課是英語教育專業(yè)本科一年級的專業(yè)必修基礎課，屬于語言實踐課，主要起著幫助

學生實踐語言，在實踐中擴大詞匯量、知識面，培養(yǎng)語感，增強對閱讀材料及語言的理解力；

培養(yǎng)學生細致觀察語言的能力以及假設判斷、分析推納、推理檢驗等邏輯思維能力；提高學

生閱讀的技能，包括細讀、略讀、查閱等能力，提高學生的閱讀速度及綜合運用語言的能力。

（二）本大綱制定的依據(jù)

本大綱是根據(jù)本專業(yè)人才的培養(yǎng)目標所需要的基本理論和基本技能的要求，根據(jù)本課程

的教學性質(zhì)、條件和教學實踐而制定的。

（三）大綱內(nèi)容選編原則與要求

泛讀課教學應注重閱讀理解能力與提高閱讀速度并重，強調(diào)基礎知識學習、基本技能訓

練與語言應用能力的有機結(jié)合，強調(diào)語言學習與文化素質(zhì)培養(yǎng)的有機結(jié)合。教材應選用題材

廣泛，內(nèi)容既經(jīng)典又有時代感的閱讀材料，以便向?qū)W生提供廣泛的語言和文化素材，擴大學

生的知識面，增強學生的英語語感和培養(yǎng)學生的閱讀興趣。

要求：

1）能讀懂英語國家出版的中等難度的新聞電迅、特寫、傳記、科普文章和文學原著，

閱讀速度達到每分鐘不少于80個詞，能掌握主旨和大意，抓住主要論點或情節(jié)，并能根據(jù)

所讀材料進行推理和分析，從而領(lǐng)會作者的真實意圖。

2）3—4分鐘內(nèi)速讀1000詞左右的中等難度的文章，了解中心大意，能根據(jù)上下文和

構(gòu)詞知識猜測和判斷詞義。

3）較熟練地使用英英詞典和初步學會查閱參考書，獨立解決大部分語言難點和一些背

景知識問題。

（四）教學時數(shù)分配表

第一學期教學時數(shù)分配表

教

章節(jié)課堂

學討論小計

序號ry講授

八UnitOne1.50.52

七UnitOne—UnitTwo1.50.52

八UnitTwo—UnitThree1.50.52

九UnitThree—UnitFour1.50.52

十UnitFour—UnitFive1.50.52

UnitFive—UnitSix1.50.52

十二UnitSix—UnitSeven1.50.52

十三UnitSeven&Revision1.50.52

十四UnitEight7.50.52

十五UnitEight-UnitNine1.50.52

十六UnitNine—UnitTen1.50.52

十七UnitTen-UnitEleven1.50.52

十八UnitEleven——UnitTwelve1.50.52

十九UnitTwelve&Revision1.50.52

總計28

第二學期教學時數(shù)分配表

教

章節(jié)課堂

討論小計

序號講授

—■UnitOne1.50.52

二UnitOne—UnitTwo1.50.52

三UnitTwo—UnitThree1.50.52

四UnitThree—UnitFour1.50.52

五UnitFour—UnitFive1.50.52

六UnitFive-UnitSix1.50.52

七UnitSix-UnitSeven1.50.52

八UnitSeven&Revision1.50.52

九UnitEight1.50.52

十

十一UnitNine1.50.52

十二UnitTen1.50.52

十三UnitEleven1.50.52

十四UnitTwelve1.50.52

十五UnitThirteen1.50.52

十六UnitFourteen1.50.52

十七UnitFifteen1.50.52

十八UnitSixteen1.50.52

十九Revision1.50.52

總計36

（五）考核方法與要求

1.平時成績：包括出勤、課堂提問、討論情況、作業(yè)期中考試等占30%

2.試卷成績：期末考試70%

3.綜合考核成績：平時成績30%+試卷成績70%

（六）教材與主要參考書

主干教材《新編英語泛讀教程》（1一2冊）王守仁等上海外語教育出版社2000年7月

輔助教材《閱讀通》（1—4冊）徐偉儒編譯遼寧教育出版社1998年12月

《閱讀大觀》（1—4冊）吳鼎民南京大學出版社2001年7月

《大學英語讀寫教程》（1—2冊）王海嘯等高等教育出版社1996

《大學英語基礎教程》（1一2冊）孔蘊華等外研社1995年5月

--教學內(nèi)容綱要

BookI

Unit1UniversityStudentLife

一、教學基本要求

L了解與大學生活有關(guān)的背景知識；

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5.獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.住規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.Readingskill:ContextCluestoWordMeaningI

2.Wordbuilding:suffix-ize,-ly

△3.Keywords:amateur,panic,consolidate,flexible,routine,relaxation

priority,strenuous,recreation

OA4.Difficultsentences:

（1）Itisalawofdiminishingreturns-thelessworkyoudo,theless

interestyouwillhaveandthemoreboredyouwillbecome.

（2）Youwouldbesillytofeelfedupaboutthis—infactyouwouldsack

yourcoachifs/hejustsaideverythingwasfine.

（3）Thisrevisionshouldbecumulative-addingabittothetotalatatime,

coveringbrieflyalltheworkdonesofarintheterm.

（4）Youwilllearnmoreinsixonehourperiodsspreadoveroneweekthan

inonesixhourperiod.

（5）Dateswhentheworkisdueorwhenitistobedone.

(6)Ifyougivestudyhourstoppriority,theremaininghourswillbereally

free.

5.Texts:SectionAOnBeingaStudent

BGettingtheBestValueforTime

C(fastreading)

Unit2CultureShock

一、教學基本要求

L了解與文化休克有關(guān)的背景知識；

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當;

5.獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.ContextCluestoWordMeaningI

2.Briefintroductionanddiscussionaboutcultureshock

3.Wordbuilding:suffix-able/-ible;-1ion/-ation/-ition

△4.Keywords:adapt/adjustto,excessiveexaggerate,insecure,fascinatecircumstance,

challenging,copewith,indulgein,accountfor,

OA5.Difficultsentences:

(DAmature,realisticpersonexperiencesmild,temporarysymptoms;the

insecurenewcomersuffersmoreseriouslyfromacultureshock.

(2)Youtakerefugeinthecolonyofothersfromyourcountrywhichoften

becomesthefountainheadofemotionallychargedlabelsknownas

stereotypes.

(3)Thisisapeculiarkindofoffensiveshorthandwhichcaricaturesthe

hostcountryanditspeopleinanegativemanner.

(4)Beingnegativewillnevergetridofthefeelingsoffrustrations.

(5)Thematurepersonunderstandsthatapositiveattitude,determination,

andflexibilityareimportantinmakingthechangesuccessful.

6.Texts:SectionAMakingaCulturalChange

BTheProblemofAdjustmentinNewCulturalEnvironment

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit3Movie

一、教學基本要求

L了解與電影有關(guān)的背景知識；

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5.獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.ContextCluestoWordMeaning1

2.Wordbuilding:suffix-ence/-ance;-ish

3.Keywords:accompany,create,stare,reduce,constant,impressexpense,studio,float,

cynicism,scrapepeak

OA4.Difficultsentences:

(1)Thespecial-effectsmanmaycovertwoacresofgroundwithexplosives,

eachconnectedindividuallybywiretoaspecialdeviceforcontrolling

thecourseofanelectriccurrent.

(2)Disneywasnotsurepeoplewouldlikeit,andtheuncertaintyworried

him.

5.Texts:SectionAHowDotheMoviesDoIt

BTheManWhoMadeMickeyMouse

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit4Food

一、教學基本要求

L了解與西方食物有關(guān)的背景知識；

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5.獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.ContextCluestoWordMeaningI

2.Briefintroductionanddiscussionaboutwesternfood.

3.Wordbuilding:prefixmis-,dis-

4.Keywords:feature,pecialty,aroma,utritious,available,dessert,recipepossess,flavor,

compliment,grove,appetizer,initiative,ingredient,dessert,barbecue,

OA5.Difficultsentences:

(1)ExceptforturkeyatThanksgiving,nosingledishhasgainedwideenough

popularityintheU.S.tobecomeasymbolforthecountryasawhole.

(2)Eachregionsetsitstablewithadifferentspecialty.Theseregional

specialtiescapturetheflavorandaromaandexpressthecharacterof

aparticularplace.

(3)Thefruitgrovesinthesestatessupplymostofthefrozenjuiceand

sun-ripenedfruitthatdecoratethebreakfasttablesofthenation.

(4)Wouldn,titbeatreattojourneytothesource,thepointoforigin,

wheretherawmaterialsforgreatcookingbegin?

(5)Pulledfromtheoceanorgatheredfarmfresh,thisproducewouldbe

transformedbyalocalchefintoamemorabledishfitforaking.

6.Texts:SectionAAFoodTouroftheUnitedStates

BDinnerInvitations

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit5Business

一、教學基本要求

1.了解與課文人物及企業(yè)管理有關(guān)的背景知識；

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5.獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.ContextCluestoWordMeaningII

2.Wordbuilding:suffix-ial,-ed

3.Keywords:wrinkles,stitch,authentic,enlightened,refreshment

(1)facility,hug,racial,capture,retail,seek,supervise,denounce

OA4.Difficultsentences:

(2)Sincethematerialwasironicallyguaranteedtoushrink,wrinkle,and

fade”,ownerswouldjumpintowaterwiththenewpantson.

(3)Whentheydried,theyfitlikeasecondskin.

(4)Thecompany'sfamouslogo,adoublearcoforangethreadstitchedon

thebackpockets,hasbeeninuselongerthananyothergarment

trademarkinAmericaandisknownworldwideasthesignofauthentic

Levi*sjeans.

(5)Demandwassogreatandthesupplysolimitedthatthejeanshadto

berationedfortwoyearsafterthewarwasover.

(6)In1968,Straussintroduced"Levi'sforGals,“ahip-hugging

(7)Versionoftheoriginal501style.Levi'sadjusteditsproducts,

advertisingandmarketingapproachestomeetthechangingmarket

forces.

5.Texts:SectionALeviStrauss&Company

BW.EdwardsDeming

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit6Sports

?、教學基本要求

1.了解與體育及體壇人物有關(guān)的背景知識：

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5.獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.ContextCluestoWordMeaningII

2.Wordbuilding:suffix-ian,-ish,-ese,-ship

3.Keywords:substitute,badge,conquer,rejoice,messengerchariot,festival,

benefit,bribery,exhausted,athlete,score,smash

0A4.Difficultsentences:

(1)Theawayteamsupportersmayattackthehomefans.

(2)Hecollapsedwithexhaustion,washelpedtohisfeetandcollapsed

again.

5.Texts:SectionAFootballFansandFootballViolence

BHowtheOlympicGamesStarted

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit7Shyness

一、教學基本要求

1.了解比較中西方關(guān)于Shyness不同的理解；

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當;

5.獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.ContextCluestoWordMeaningII

2.Wordbuilding:suffix-ness,-ment,-ive,-ful,

3.Keywords:notable,tentative,spouse,brood,intelligent,potential,wander,

goal,relax,stride,intimidate,muffle,inherit,Personality,profound,

timid,numerous,interprete,isolate

OA4.Difficultsentences:

(1)Shypeopleareverysensitivetocriticism;theyfeelitconformstheir

inferiority.

(2)Manyhow-tobooksadviseyoutostrideintoaroomandshowyour

personalitytoimpress.

(3)Myfathertaughtmetheideaofabsorbing“otherpeoplebefore

showingmyself.

(4)Hebecameveryangryoversomeminorproblems,scoldingeachperson,

seemingtoenjoyhisabilitytointimidate.

(5)Usuallytheyareeitherbroodingortalkingagreatdealabout

themselves.

5.Texts:SectionAOvercomeShyness

BHowtoMakeaGoodImpression

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit8NativePeopIes

一、教學基本要求

1.了解與美國人口、民族構(gòu)成有關(guān)的背景知識；

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5.獨自完成有關(guān)閱讀理解、詞匯運用練習：

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.ContextCluestoWordMeaningII

2.Wordbuilding:suffix-er,-or,-ar,

3.Keywords:implement,sophisticated,internal,stab,diplomatic,dismiss,

roar,slaughter,survive,bark,aborigine,preserve,community,privilege,

utensil

OA4.Difficultsentences:

(1)TheIroquoisIndians,whowereanextremelylargetribewithmany

branchesandsub-branches(called“nations"),haddevelopedahighly

sophisticatedsystemofgovernmenttokeepthevariousbranchesofthe

tribefromfightingoneanother.

(2)Fiveofthenationshadjoinedtogetherinaunioncalled“TheLeague

oftheIroquois”.Undertheleague,thenationsactedasunitwhen

dealingwithoutsiders.

(3)Theyhuntthecaribou,alargedeerwithbighornsthattravelsacross

thehugespacesofthefarnorth.

(4)Thereturningboomerang,acurvedclubwhichcanbethrownsothatit

flightwillbringitbackneartheplacewhenceitwasthrown,wasmade

onlyintheeastandwestandwasunknowntoAboriginesinthecenter

andthenorth.

(5)AboriginestodayliveindifferentcircumstancesthroughoutAustralia,

rangingfromsomewholivemuchastheirancestorsdidinthemore

remoteordistantareas,tothosewhohavemergedwiththelifeoflarge

citiesandtowns.

5.Texts:SectionANativeAmericanInfluencesonModernAmericanCulture

BEndangeredPeoples

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit9BibleStories

一、教學基本要求

L了解《圣經(jīng)》有關(guān)的背景知識；

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5.獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.Readingskill:UnderstandingSentences

2.Wordbuilding:suffix-(i)ous,-less,-most

3.Keywords:cunning,disciple,disgrace,sin,prophet,container,plain,scatter,

OA4.Difficultsentences:

(1)Theywentintothehouse,andwhentheysawthechildwithhismother

Mary,theykneltdownandworshippedhim.Theybroughtouttheirgifts

ofgold,frankincense,andmyrrh,andpresentedthemtohim.

(2)WhenHerodrealizedthatvisitorsfromtheEasthadtrickedhim,he

wasfurious.HegaveorderstokillalltheboysinBethlehemandits

neighborhoodwhoweretwoyearsoldandyounger—thiswasdonein

accordancewithwhathehadlearnedfromthevisitorsaboutthetime

whenthestarhadappeared.

5.Texts:SectionATheStoryofCreation

BTheBirthofJesusChrist

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit10FestivaIsandHolidays

一、教學基本要求

1.了解中外節(jié)日有關(guān)的背景知識；

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5.獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.Readingskill:UnderstandingSentences

2.Wordbuilding:suffix-en,

3.Keywords:immigrant,origin,legal,holy,customary,bonfire,costume,porch,cancel,

rebellion,hollowout,endow,appeal,execute

OA4.Difficultsentences:

(1)ThebelovedimageofSantaClausassafat,jolly,bearedoldman

derivesfromSt.Nicolars,afourthcenturyChristianbishopofAsiaMinor,

whowasnotedforhisgoodworks.

(2)Weholdthesetruthstobeself-evident,thatallmenarecreatedequal,

thattheyareendowedbytheirCreatorwithcertainunalienableRights,

thatamongtheseareLife,LibertyandthepursuitofHappiness.

5.Texts:SectionAChristmas

BFourthofJuly

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit11Advertisements

一、教學基本要求

1.了解與西方廣告有關(guān)的背景知識；

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3?理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5,獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.Readingskill:DistinguishingTopicfromMainIdea

2.Wordbuilding:prefixover-,re-

3.Keywords:distort,commercials,unwittingly,skeptical,address,misrepresent,eternal,

estate,shade,associate,remarkable,feature,tune-up,flawless,brochure

OA4.Difficultsentences:

(1)Butapromiseto“buildyou“intoa95-kilogramhe-manwouldbe

misleadingbecausethepromisecouldnotalwaysbekept.

(2)“Makesyoulookyounger”mightbeareasonableclaimforacosmetic.

Butpromisingto“takeyearsoffyourlife“wouldbeanoverclaim

similartoapromiseofeternalyouth.

(3)Agardencenter,sclaimthatitsseedlingswouldproduce“abright

showofcolorinjustafewdays“mightbequitecontrarytothereality.

Suchflowerywritingwoulddeservetobepulledoutbytheroots.

(4)Asforestateagents,peoplewhobuyandsellhousesorlandstomake

profits,ifthephrase^overlookingtheriver“actuallymeans

abackingontoaditch”,therewouldbenothingforitbuttoshow

theiradthedoor.

(5)Advertisersareawarethatitisasmuchintheirowninterestsasit

isinthepublic'sthathonestyshouldbethecommonpractice.

(6)Ifanadvertiserlinkshisclaimwithascientificfact,thereiseven

achancewecanbeblindedbyscience.

(7)Light,silkysmoothmake-upthatletsskinbreathe,yetstillgives

beautiful,flawlesscoverage.

5.Texts:SectionATheAdvertisingStandardsAuthority:AnAdvertising

Watchdog

BHowAdvertisementIsDone

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit12Agriculture

一、教學基本要求

1.了解與本課話題有關(guān)的背景知識;

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義;

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5,獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.Readingskill:DistinguishingTopicfromMainIdea

2.ordbuilding:prefixim-,in-,il-andir-

3.Keywords:livestock,mechanize,hybrid,insecticide,benefit,startling,

fertile,shear,feasible,prune,germinate,drain,dormant

OA4.Difficultsentences:

(1)Sometimesextralaborerswereneededinthebigseasons.

(2)inthefuture,farmerswillbeabletopurchasecomputerprogramsmade

totheirneeds.

(3)LesterBrown,presidentofWorldwatchInstitute,saysthedemandfor

riceinAsiawi11betwotimesgreater35yearsfromnow.

(4)Theleavesofsomevarietiescompareintasteandnutritionalvalue

withSpinachandothervegetablegreens.

(5)Itmaybethatincountriesthatareshortofanadequatefoodsupply,

amaranthisthefoodstuffofthefuture.

5.Texts:SectionATheAgriculturalRevolution

BAgriculturalNews

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

BookII

Unit1Reading

一、教學基本要求

1.了解與閱讀有關(guān)的背景知識；

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5.獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.ReadingSkill:FindingtheMainIdea

2.Wordbuilding:stems:cent/centi,claim/clam

3.Keywords:evaluate,horizon,definite,intelligent,involve,commitment,survey,strain,

regress,rhythm,restrictive,equivalent,distraction,corruption,reputation,versatile,

indicate,

OA4.Difficultsentences:

(1)Whenitisproperlydeveloped,thereadingprocessisathinkingprocess.

Whenyouarereadingtolearn,youareconstantlythinking,evaluating,

judging,imagining,comparing,andreasoning.

(2)Youareaddingnewinformationtopreviousknowledge,judgingitsvalue,

andcomparingitsuseinsolvingproblemsorcreatingnewhorizons.

(3)Havingagoaltoreachmeansgettingridofdistractionsthatwon,t

helpyouachievethatgoal.

(4)Readinginvolvesthreemajorareas:comprehension,recognitionofnew

words,andflexibilityinreadingspeed.

(5)Surrenderyourselftothecharactersinthestory,theideasinthe

article,thecolorfulnessofthedetails.

5.Texts:SectionAAFewQuestionsAboutReading

BBecomingaBetterReader

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit2Music

一、教學基本要求

1.了解與西方音樂及音樂人物有關(guān)的背景知識：

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5.獨自完成有關(guān)閱讀理解、詞匯運用練習：

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.ReadingSkill:FindingtheMainIdea

2.Wordbuilding:stems:pos(e),tract

3.Keywords:hillbilly,qualified,abuse,stuff,mood,clarity,strivecapacity,sensuous,rock,

complex,trend

OA4.Difficultsentences:

(1)Thesurprisingthingisthatmanypeoplewhoconsiderthemselves

qualifiedmusicloversabusethatlevelinlistening.

(2)Yes,thesoundappealofmusicisastrongandprimitiveforce,butyou

mustnotallowittotakeholdofthemostpartofyourinterest.

(3)Thesensuouslevelisanimportantoneinmusic,averyimportantone,

butitisnotthewholestory.

(4)Composershaveawayofstayingawayfromanydiscussionofmusic,s

expressiveside.

(5)DidnotStravinskyhimselfclaimthathismusicwasanuobject,"a

“thing,“withalifeofitsown,andwithnoothermeaningthanits

ownpurelymusicalexistence?Thisattitudemaybeduetothefactthat

somanypeoplehavetriedtoreaddifferentmeaningsintosomany

pieces.

5.Texts:SectionAMusicJsHistoryMayShowaPathtoFuturePeace

BlisteningtoMusic

C(fastreading)

△1)Mainideasofeachparagraphandwholetext.

△2)Thestructureofthetext.

Unit3Generation

一、教學基本要求

1.討論并對“代溝”進行深入的理解：

2.領(lǐng)會如何通過上下文提供的線索猜測詞匯的意義；

3.理解課文內(nèi)容，抓課文大意；

4.針對該課閱讀材料的內(nèi)容和閱讀目的，學會運用閱讀策略，詳略得當；

5.獨自完成有關(guān)閱讀理解、詞匯運用練習；

6.在規(guī)定的時間內(nèi)快速完成閱讀練習；

二、教學內(nèi)容

1.ReadingSkill:FindingtheMainIdea

2.Wordbuilding:stems:duce,duct,ject,mit,miss,pel

3.Keywords:lull,associate,clients,certificate,rags,jerk,foreman,demanding,sentimental,

scale,date,compliment

OA4.Difficultsentences:

(1)Youwillneverhavetoworryaboutathing,forIhavepavedallthe

roadsforyou.

(2)Heenjoyedhavinghershowofftovisitorsinhisofficeandhisbusiness

associateswereamazedatherrecitationsofdifficultpassages.

(3)Intheend,myfatherwouldthunderlikeanechoingdrum:...

(4)HewasreadytostandbySusie'sside,togreetwell-meaningfriends

andrelatives,andtoreceivethetraditionalcomplimentsasheshook

handswiththosewhosangpraisestohiswisdominguidinghisdaughter

towardapromisingcareerinLaw.

5.Texts:SectionATheLawvs.thePiano

BBricklayerJ