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英语泛读精品课

时间:2016-12-06 来源:唯才教育网 本文已影响

篇一:关于大学英语泛读课程的教学方法

关于大学英语泛读课程的教学方法

摘要:大学英语泛读是英语专业学生一门非常重要的课程,他是一门结合听、说、写、译的综合性课程,历年来收到一线教育者的重视,但是在目前大学英语泛读课程的教学主要是采用传统的教学方式,使课堂教学达不到一种很好的效果,为此,本文结合本人的教学经验,对学英语泛读课程的教学方法进行探讨。

关键词:英语泛读传统教学法教学模式

大学英语泛读课程一直以来都是英语专业学生的一门重要课程,期中的“泛”是指教材内容呈百科知识性,涉及英语国家的社会、政治、经济、文化等各个领域,同时语言素材包含多种文体;期中的“读”,即要求学生掌握细读、寻读、略读等方法。因此,泛读课是一门结合听、说、写、译的综合性课程,旨在提高学生英语阅读理解能力。但是传统的英语泛读教学是以教师为中心,学生被动接受知识的单向教学模式。目前很多高校英语教师沿用此种教学模式,并习惯性地把泛读课上成精读课,其特点是课堂讲解,通过分析文章结构,达到翻译理解文章内容的目的。

但是,传统的英语泛读教学有着局限性:一是教学模式单一,课堂气氛沉闷。这是因为教师在教学过程中占主导地位,学生不能积极参与到学习和思考的过程中来,阻碍了老师与学生、学生与学生之间的学习交流;二是教师在课堂上着重进行英语词汇、语法等方面的教学,以帮助学生了解文章内容,却缺少联系上下文进行分析,帮助学生准确把握文章的中心思想和写作手法,呈“只见树木不见森林”的窘迫状态;三是教材内容缺乏广泛性和创新性。传统的英语泛读教材结构松散,内容陈旧且单一,学生在学习过程中只能记住一些难词长句,难以达到内容反复记忆、知识新旧结合的目的。特别是教师在教学过程中没有把教材内容与当今社会的一些新兴现象和知识结合起来,无法引起学生的阅读兴趣。

那么,学生通过泛读课程究竟应该从中获取哪些知识,教师又应该如何上好这门课呢?我认为泛读课程有两个主要任务,一是教授学生跳读、快读、细读等系列阅读方法,二是引起学生对不同主题的英文文章的阅读兴趣,从而扩大英语文章的阅读面。在实际教学中,我也始终依据这两个理念对学生进行大学英语泛读课程的教学。

在泛读课程学习中,我把阅读分为了三个部分,即pre—reading(阅读前),while-reading(阅读中)和post-reading(阅读后)。

在pre-reading部分,主要采取了背景介绍,兴趣点扩展,多媒体影视欣赏等方法引起学生对将要学习的文章主题方面的兴趣,逐渐引导进入课文的学习。比如,在讲到ET外星人的文章时,我会从网上下载ET这部电影和同学们一起欣赏,还对科幻类影视小说等内容进行了探讨和分享。在讲到科学家

篇二:英语泛读课程教学大纲

《英语泛读》课程教学大纲

课程编号:B 660513

课程名称:英语阅读

英文名称:Extensive Reading

课程类型:专业基础必修课

总 学 时:32×3=98讲课学时:60

学 分:5

适用对象:英语专业

先修课程:无

实践学时:38

一、课程性质、目的和任务

泛读课是英语专业基础阶段教学的一门必修课,同时也是使学生大量接触英语读物和培养阅读能力的一门实践基础课。英语阅读课的目的在于培养学生的英语阅读能力和提高学生的阅读速度;培养学生细致观察语言的能力以及假设判断、分析归纳、推理检验等逻辑思维能力;提高学生的阅读技能,包括略读、寻读、细读、评读等能力;并通过阅读训练帮助学生扩大词汇量,增强语感,不断积累各种语言知识,加深文化沉淀。阅读课教学应注重阅读理解能力与提高阅读速度并重。教材应选用题材广泛的阅读材料,以便向学生提供广泛的语言和文化素材,扩大学生的知识面,培养学生的阅读兴趣。课外指定长篇简易读物和浅显原著,培养学生细致观察语言的能力,要求学生定期写读书报告。阅读课教学中,要加强学生思维能力和创新能力的培养;要有意识地训练学生分析与综合、抽象与概括、多角度分析问题等多种思维能力以及发现问题、解决难题等创新能力;正确处理语言技能训练与创新能力培养的关系;并注重培养学生对文化差异的敏感性、宽容性以及处理文化差异的灵活性,注重培养跨文化交际能力。

二、教学基本要求

本课程重点讲述英语阅读的基本原理、阅读技巧和实践方法,侧重于英语学习者语言综合知识的运用。因而,在本课程的教学过程中,必须使学生真正透彻地领会诸如阅读的过程、图式理论、构词法、猜词技巧、句子与句子的关系、话题与话题句、要旨、推理与判断、文体与风格等阅读理论内涵;要注重阅读理论与阅读实践的紧密结合,处理好阅读速度与理解之间的关系,避免知识的重复和脱节,从而使学生能够得到比较系统而全面的英语阅读基本技能。

三、教学内容及要求

1、 教材中阅读文章每学期32篇(其中课内指定阅读16篇,课后阅读8篇)。 课程要求学生掌握以下几方面的内容:

(1) 基本的阅读与理解技巧(猜测词义、找段落及文章主题句、文章题材分析、

文章写作手法分析、难句理解、推断作者的立场及态度等)。

(2) 必要的背景知识。

(3) 就阅读材料的内容进行讨论,勤于思考,善于总结。

(4) 逐步提高对各种体裁的快速阅读能力(计时性阅读)。

(5) 学习一些英语修辞知识,如:(similes and metaphors, personification,

reification, hyperbole, paradox and irony euphemism, idioms)。

(6) 学习跳读(skimming)和略读(scanning)阅读技巧的运用。

(7) 限时阅读以提高阅读速度和效率:快速阅读的训练。

四、阅读实践环节

快速阅读技能及理解是本课程的重点训练项,在侧重阅读理论的教学同时,不应当忽略阅读量的作用。按文体适量增加针对于英语专业等级考试的阅读材料,作为练习穿插在课堂教学中。

五、课外习题及课程讨论

完成教材所规定的阅读理解练习并进行课外阅读(参考阅读书目见第十项)。

六、教学方法与手段

针对阅读课教学的自身特点,课堂教学应贯穿以学生为主体、教师为主导的教学模式。在讲解阅读技巧的同时应辅以大量的阅读实践,在大量的阅读过程中体会并掌握各种阅读方法,达到逐渐提高阅读理解能力与阅读速度的目的。在加强训练的同时,采用启发式、讨论式、发现式和研究式的教学方法,充分调动学生学习的积极性,激发学生的学习动机,最大限度地让学生参与学习的全过程。指导学生利用现有图书资料和网上信息获取知识。课外阅读是阅读课教学必需的延伸与补充,更是培养和发展学生能力的重要途径。通过大量的课外阅读,涉猎题材广泛的各类读物,拓宽知识面,不断提高阅读能力并增强对文章的鉴赏力。

七、各教学环节学时分配

Unit 1 (4 periods)

1. How to write a personal letter

2.Courtesy: Key to a happier world

3. Sunday in the park

Reading Skills: Diction; Audience; Division-Classification; Exemplification; Implication; Signal words; Context clues

Unit 2 (4 periods)

4. Ambition

5. Human Intelligence Isn’t What We Think It Is

6. Kratylus Automates His Urnworks

Reading Skills: Definition; Facts and Opinions; Comparison and contrast; Argumentation-Persuasion; Context clues

Unit 3 (4 periods)

7. Father and Son

8. A Clean, Well-lighted Place

9. Robert Frost’s Favorite Poem

Reading Skills: Conflict; Characterization; Symbols; Description; Context clues

Unit 4(4 periods)

10. Workplace Trends for the 21st Century

11. Second Thoughts on the Information Highway

12. Remote Control Surgery

Reading Skills: Prediction; Argument: Supporting Details; Main Ideas and Supporting Details; Point of View; Context clues

Unit 5(4 periods)

13. How It Feels to be Out of Work

14. Daddy Trucked the Blanket

15. Moon on a Silver Spoon

Reading Skills: Context clues; Autobiographical Writing; Dominant Impression; Context clues

Unit 6(4

英语泛读精品课

periods)

16. Time to Plan Your Life

17. Women in Education

18. The Winner Instinct

Reading Skills: Examples and Statistics; Statistics; The Opposition of Voices; Context clues

Unit 7(4 periods);

19. Literally

20. Coming to an Awareness of Language

21. Boring from Within: the Art of the Freshman Essay

Reading Skills: Pun; Literal Meaning vs Symbolic Meaning;

Metaphor; Establishing the Context; Main Ideas; Context clues

Unit 8(4 periods)

22. Fighting Fire with Fire

23. The Sadness of the Hunter

24. No Smoking

Reading Skills: Context clues; Characterization of Journalistic articles; Paragraphing; Quoting Authorities; Thesis; Evidence; Context clues

六、测试

测试是检查教学大纲执行情况,评估教学质量的一种有效手段,是获取教学反馈信息的主要来源和改进教学工作的重要依据。在整个教学过程中应科学、合理、实事求是地组织不同形式的考试,以求使测试具有公正性、合理性、可靠性和实用性,使测试真正起到促进和规范日常教学的重要作用。

考核办法:本课程的考试形式由任课教师选定, 可以采取闭开卷或读书报告的形式, 总

评成绩由平时成绩的40%和期考成绩的60%构成。

七、推荐教材和教学参考书

1. 教 材: 《大学英语阅读教程》第一册,上海外语教育出版社。

2. 参考书: <<英语阅读文化背景词汇>> 席玉虎, 清华大学出版社.

《英语快速阅读》,汪士彬, 南开大学出版社。

《高校英语专业四级考试指南》,朱嫣华 ,上海外语教育出版社。

八、补充

主要课外阅读书目:

1) 一年级学生阅读书目:皆为英文简写本。只要求理解,并能复述故事内容。一般为每本阅读时间为15天左右,依据书的厚薄难易而定。

《哈克贝利·费恩历险记》、《傲慢与偏见》、《爱丽丝漫游奇境记》、《苏格兰玛丽女王》、《鲁宾孙漂流记》、《双城记》、《费兰肯斯坦》、《爱情与金钱》、《野性的乎唤》、《格列佛游记》、《大卫·利波菲尔》、《小妇人》、《远大前程》、《远离尘嚣》、《巴斯克维尔猎犬》、《简爱》、《呼啸山庄》、《苔丝》、《秘密花园》、《爱丽丝镜中世界奇遇记》、《风语河岸柳》、《圣诞欢歌》、《曾达的囚徒》、《诱拐》、《金银岛》、《黑骏马》、《象人》、《歌剧院的幽灵》、《星际动物园》、《化学秘密》、《在月亮下面》、《格林·盖布尔斯来的安妮》、《潘德尔的巫师》、《猴爪》、《世界上最冷的地方》、《一个国王的爱情故事》、《亡灵岛》、《多里安·格雷的画像》、《勃朗特一家的故事》、《神秘幻想故事集》、《牙齿和爪子》、《亚瑟王传奇》

2)二年级学生可适当读原著,一般每本阅读时间为30天左右,依书的厚薄难易而定。

篇三:《英语泛读》unit 1讲稿

讲稿

2014~2015学年第二学期

课 程 名 称

授 课 教 师

职 称 英语泛读 张 莺 讲师

教师所在系部

教研室(实验室) 外语系 商务英语教研室

《英语泛读》课程讲稿

Unit 1 University Student Life

I Teaching Allotment

We are going to finish this unit in 3 periods: Reading Skill and Section A (2 periods); Vocabulary Building, Cloze and Section B (1 period)

II Teaching Steps

Part I Reading Skill: Context Clues to Wording Meaning

How to guess word meaning? You can figure out the meaning of an unfamiliar word by looking for clues provided by the context.

1. Definition clue:

e.g. Professor Wang is resolute, namelyThe underlined words define the italicized word “resolute”, then we can guess that the word mean “characterized by firmness and determination”.

2. Example clue:

e.g. Rodents, such as3. Semantic Relationships

1). Class relationship

e.g. Mr. John’s paintings show his attention to of all kinds, containing circles, squares, triangles, ovals, etc.

2). Contrast relationship:

e.g. Some people survived in the earthquake, butPart II Section A in Textbook

1. Warm-up questions:

1). What kind of university do you expect?

2). What is your feeling of leaving home and being on your own?

3). What kind of university life are you living now?

2. Word Pretest

Before going to text Ten Commandments for a College Freshman, check the meaning of eight new words on Page 3.

commandment: an important rule

cynic: one who doubts or has negative opinion about others

extracurricular activities: activities that are not part of the usual school course

dean: the head of a college or school of a university

strive: try hard

maintenance: keeping in good condition

involve: cause someone to take part in

conducive: helpful ? commandment

n. (often cap.) a divine rule; a rule to be observed as strictly as one of the Ten

Commandments.

e.g. A friend of mine applied this commandment in his own life, with great success.

She has followed her mother’s commandments for long enough. The Ten Commandments are a set of biblical principles relating to ethics and worship, which play a fundamental role in Judaism and Christianity. They include instructions to worship only God and to keep the sabbath; as well as prohibitions against idolatry, blasphemy, murder, theft, dishonesty, and adultery.

3. Text Study

1) Background information of the text

This is a letter written by an American father to a son attending college in the 1960s.

2) Scan the text and grasp the main idea

A father listed ten important rules or pieces of advice on how to prepare for college life, they are: plan to succeed; handle freedom responsibly; spread the joy of learning; play down those reports in sex and liquor; plan to have fun—and often; know at least one professor or one dean personally; be concerned; be selective; strive to keep healthy; forget and remember.

3) Text structure

Part 1: Paragraph 1(opening)

Part 2: Paragraph 2-11(The father provide a list of ten rules, and elaborate each one by one.) Part 3: Paragraph 12 (ending)

4) Scan the text again and discuss the following questions.

? Q1: What does the author mean by “plan to succeed”?

? Q2: Why shall we handle freedom responsibly?

? Q3: What are the cynics’ attitudes towards college education?

? Q4: How do you understand the fourth commandment?

? Q5: Are we encouraged to build personal relationship with some professors?

? Q6: Why shall we be concerned with the campus workers?

? Q7: How to keep healthy according to the ninth commandment?

? Q8: What to forget and what to remember stated in the last commandment?

5) Further understand the text by giving answers to the questions.

? A1: Success in college will be much more likely if you really draw up a schedule of

hours for study, work, and play. (Line 8-10)

? It will be much easier for you to succeed if you really make a good plan for

your college life.

? A2: Freedom such as a student has at college is disastrous for that freshman who has

little sense of responsibility. (Line 15-16)

? If a student at college is not responsible to the freedom he has, it will cause

very bad result.

? A3: We shall believe that learning is joyful, although some students have negative

opinion about education, which is seen as uninteresting. (The third commandment)

? A4: You Shall Play Down Those Reports on Sex and Liquor. (The fourth

commandment)

? It is not true that some people say most students on campus do not treat sex

seriously and drink a lot. Because most are looking for their true love and the

chances are really minor that they hold a never-ending beer party and get

drunk. Play down: make people believe that it’s not particularly important.

? A5: Yes.

You will be welcomed, but this relationship doesn’t happen a lot. So universities try hard to encourage more students to relate to professors. (The sixth commandment)

? A6: Because a small thing to a campus worker is just as important as your knowledge

about the big world. (The seventh commandment)

? A7: Enough sleep; do physical exercise; eat sensibly; keep energetic. (The ninth

commandment)

? A8: Remember the good relationships and forget the soiled baggage. (The tenth

commandment)

? Recall forget

them…you’ve been carry. (The definition clue for wording meaning “soiled

baggage” can be found in this context.)

6) Some more words to know and let Ss guess the meaning of one or two by finding the context clues.

survive

perceptual

academia

diligence

mature

readily

selective

vigor

Example:

? academia: The world of academia has two extremes. On any there’s the

playboy who can’t get a book open or the body to the library, and there’s the bookworm who never finds a moment to enjoy himself. (Line 30)

The definition clue for wording meaning “academia” can be found in this context.

n. The environment or community concerned with the pursuit of research, education, and scholarship. (OED)

4. Exercises

1) Finish the exercises on page 6 in class.

2) Check the answers and give explanations when necessary.

?

5. Critical Thinking

1) As the letter was written in 1960s, do you think it is still relevant to college students in China today? What advice seems dated to you? Make a comment on them.

2) What are your own pieces of advice on being a good college student?