英语精读（综合）3教案.pdf

英语精读（综合）3 教案教材：新编英语教程3课时：96课时UnitlI.Objectives1.Fast reading skills2.Prediction of the passage3.Vocabulary and structuresIL Time Allotment(6 hours)The first two hours:explain Text IThe second two hours:review Text I and explain text IIThe third two hours:deal with the exercise on WorkbookHL Teaching Tasks and ProcessText I My First Job1.Warm-up questions:Pre-reading Q uestionsThis pre-reading activity helps to motivate you to read actively.It does not matter if you tick anystatements which are irrelevant to the text.What is expected of you is that you should read withinterest and alertness.The statements which are relevant to the text are:1,3.The Main IdeaThis section trains you to skim through the text for the main idea(s)at the first reading.Set a timelimit for this process.For this text,which is approximately 590 words in length,about three minutesfor the first reading should be enough.But if you are not used to skimming,perhaps you could begiven four or five minutes to begin with.That should be ample time to skim through such a short text.The following are guidelines for skimming.1.Run the eyes over the text rapidly,read only the familiar words and phrases and ignore theunfamiliar ones.Try to piece together the bits of information gathered from the rapid readingsensibly so that the main idea(s)is(are)grasped.2.Try to recognize the key words and phrases,ie,words and phrases that are closely related to thetitle of the text;and ignore the supporting details,i.e.,anything that describes,explains,ordevelops the main idea(s).3.Read only the first and the last sentence of each paragraph,for,as a rule,the gist of a paragraph isfound there.But,of course,there are always exceptions.4.Read the first paragraph and the last paragraph of a text for the same reason as 3.The main idea of this text is(3):The writer was interviewed by the headmaster of a school and wasoffered a job that was none too pleasant.Here is an example to show how to help you to skim through My First Job:Even if you only go over the words and phrases familiar to you,you should be able to identify the keywords and phrases.The key words and phrases in each paragraph are:Para.1-a teaching post advertised,very short of money,I appliedPara.2-an interviewPara.3-school(There are many new words and phrases in this paragraph,but they can be ignored,because it is clear that they are used to describe the school;and the description of the school can onlybe one of the supporting details.)Para.4-the headmaster himself(Ignore the description.)Para.5-an air of surprised disapproval,proceeded to ask me a number of questions(The details canbe ignored.)Para.6-one class of twenty-four boys,teach all subjects except artPara.7-teaching set-up appalled me(If appalled is an unfamiliar word,read the next sentence.),Iwas dismayed,worse perhaps(Worse is a marker of unpleasantness.)Para.8-my salary,twelve pounds a week plus lunch(This cant be a good salary.)Para.9 一 last straw(There are a number of words and phrases unfamiliar to you in this paragraph.Buteven if you canl understand this last paragraph,you should be able to get the main idea from theproceeding paragraphs and make the right choice.)QuestionsAnswers for reference:1.What are big staring sash-windows?They are very large windows,so large that they look like peoples wide open eyes.2.What is the implied meaning of they struggled to survive the dust and fumes from a busy mainroad”？They(the four evergreen shrubs)did their best to remain alive in spite of the dust and smoke froma main road with heavy traffic.3.Describe the appearance of the headmaster in your own words.He was short and stout.He grew a moustache which was pale reddish yellow in colour.Hisforehead was covered with freckles.And he was almost bald.4.What impression did the hall give the writer?It was a naiTow,dim(unlighted)hall which had an offensive odour of dried up cabbage.The walls,once painted in cream color,had darkened to the color of margarine and in a few places weremarked with ink stains.Silence prevailed in the hall.5.Why do you think the headmaster had bloodshot eyes”？Perhaps he liked to have a drop too much.6.What kind of class was the writer asked to teach?It was a class of twenty-four boys who were from seven to thirteen years of age.7.Why was the writer diffident when asking about his salary?Because he had little self-confidence as he was young and it was the first time he had had aninterview.Besides,perhaps he was not used to asking about money matters.8.What is meant by“This was the last straw”？The phrase“the last straw”comes from the saying“It is the last straw that breaks the cameFsback”.What the saying means is that“straw is very light in weight,but if you increase the burdenon the cameFs back straw by straw,eventually you will put on his back one straw too many,andthat last straw will break his back.When used figuratively,44the last straw“means“an addition toa set of troubles which makes them unbearable”.Here in the text,the writer regards his having towork under a woman as an additional source of annoyance which would make the job all the moreintolerable.9.What was the young mans impression of the headmaster?How did he arrive at this?His impression was unfavourable.To the writer,the headmaster was short,stout,freckle-foreheaded,bald man,with a big unpleasant paunch.As the headmaster was not as neatlydressed as a gentleman was supposed to be,he gave the impression of having always worn thesame suit.Probably he was badly off.He received the young man with a look of surpriseddisapproval and during the whole interview he assumed an air of condescension,which was quiteannoying to the young man.Moreover,the headmaster made great demands on the young man,while he himself did not seem to know much about teaching.10.Tell what you know about the young man.The writer was a young school leaver waiting to enter university.He was badly in need of moneyand he seemed to be a man of vitality and energy.He wanted to do something useful that couldbring him some money.He did not have much experience in life,nor in teaching.He looked verybashful,having little self-confidence.Fearing that he might not get the job,he was careful aboutwhat he said.He had to do what he did not like to do.To make matters worse,he had to workunder a woman,which was the most humiliating thing to a man of his age,but whether he liked itor not,he had to take the job.Language Points:1.I saw in a local newspaper a teaching post advertised at a school.Being very short of moneyand wanting to do something useful,I applied fearing.that.a letter arrived,summoning me to Croydon for an interview.The italicized words and phrases above and some other such words and phrases in the text are-ing or-ed participles and-ing or-ed participial phrases.They function differently in differentsentences.Here is a brief summary of the principal uses of the-ing and-ed participles,and of the-ing and-ed participial phrases.1)As a noun modifier,e.g.,.a teaching post(Para.1).big staring sash-windows.(Para.3).with an air of surprised disapproval(Para.4)What an amusing story he has told us!Please throw away the broken bottles.2)As the subject complement,e.g.,The news of his success on the TV quiz was exciting to everyone.He looked disappointed as he had to work under a woman.3)As the object complement,e.g.,I saw a teaching post advertised.(Para.l)The long journey to Croydon made him tired.The headmaster did not keep the young man waiting.4)As a relative clause equivalent,e.g.,.a letter arrived,summoning(=which summoned)me to.(Para.2).one class of twenty-four boys,ranging(=who ranged)in age from seven to thirteen(Para.6)There were a lot of boys playing(=who were playing)cricket in the park.5)As an adverbial denoting cause or reason,e.g.,Being very short of money and wanting to do something usefill,I applied.(Para.l)Not knowing her way home,the little girl burst out crying.Totally exhausted by the journey,the boy fell asleep at once.6)As an adverbial denoting accompanying circumstances,e.g.,.I apphed,fearing.that.(Para.l)fixing me suddenly with his bloodshot eyes,he asked me.(Para.5)He wrote to me,telling me about his new job.7)As an adverbial denoting time,e.g.,Seeing those pictures,he recalled his school days.Seen from the distance,he gabled Victorian house looked beautiful.8)As an adverbial denoting condition,e.g.,Given(=If we are given)more time,we can do it better.United we stand,divided we fall.2.with no experience of teaching my chances of landing the job were slim-without anyteaching experience,it was highly unlikely that I would get the job.The two-ing forms here,teaching and landing,are examples of gerunds which function as nouns following the prepositionof.”Experience of teaching9 may also be written as“teaching experience.In the latter case,teaching becomes a participle which functions as an adjective that qualifies the noun“experience”.To land a job means“to succeed in getting a job”.Chances here means“possibility”.Whenchances of.are slim,there is little possibility of or it is highly unlikely that,e.g.,Being out of practice for a long time,his chances of winning first place in the contest areslim.3.summon:v.to order officially to comee.g.:He was summoned to the palace/summoned into the presence of the Q ueen.4.Croydon-name of a city in Surrey,England,just south of London5.a ten-minute bus ride 一 a bus ride that takes ten minutes.Ten-minute is a compound adjective oftime formed by combining a cardinal number with a noun in the singular number which are joinedby a hyphen.Other examples:a three-week holiday,a ten-kilo bag of rice,a two-month-old babyordinal numbers are used in compound adjectives in a similar way,e.g.,a first-rate opera,a second-rate book,a nineteenth-century building.6.a.gabled Victorian house.with big staring sash-windows A Victorian house is a housetypical of the time Q ueen Victoria(1819-1901)reigned over Britain(1837-1901).From thesentence we may visualize a house with triangular upper parts of the wall at the end of a ridgedroof,and with large windows of two frames which open by sliding one frame up or down behindor in front of the other.7.dreary:adj.sad or cheerless;gloomy:a dreary November day,cold and without sunshineinfml dull;uninteresting:Addressing envelopes is dreary work.8.He was wearing a tweed suit-one felt somehow he had always worn it-tweed:a woolenfabric with a rough surface of two or more colors or shades(粗花呢).Some other materials whichpeople use to make suits include:flannel(法兰绒)，serge(哗叽)，gabardine(华达呢，轧 别 丁)suit:a set of clothes made of the same material,usu.including a short coat(jacket)with trousers or askirt:a dark(tweed)suit9.and across his ample stomach was looped a silver watch-chain This is a clause in the invertedorder.The subject“a silver watch-chain is placed at the end of the sentence.Loop:n.the shape made by a piece of string,wire,rope,etc.,when curved back on itself toproduce a closed or slightly open curve.e.g.To make a knot in a piece of rope,you first make a loop and then pass one end of therope through it.v.to make a loop or make into a loop to fasten by using or forming a loope.g.Loop the rope round the gate.Loop that end of the rope through this and make a knot with it.10.dingy margarine colourdingy:adj.(of things and places)dirty and dull or dark in coloure.g.:a dingy streetThe curtains are getting rather dingy.Margarine:a food similar to butter,which is made mainly from vegetable fats.(人造黄油)11.scar:n.a mark remaining on the skin or on an organ from a wound,cut,etc.e.g.:That cut will leave a nasty scar.v.to mark with a scar(fig.)e.g.:The terrible experience had scarred him for life.(=had a deep and long-lasting effecton him.)12.His study,judging by the crumbs on the carpet,was also his dining-room.-An-ing phraseusually has a logical subject.When the-ing phrase functions as an adverbial,its logical subject isusually the subject of the main clause.As a general rule,the-ing participle and the subject of themain clause should be correctly related.However,some-ing participles have become fixedexpressions,and so the rule of correct relation no longer applies.For example,the judging byphrase in the above sentence is correctly used although its logical subject is not his study.Moreexamples:Judging from the result,he has worked hard for the team.Generally speaking,more people prefer TV to the cinema.13.mantelpiece(壁炉台)：a frame surrounding a fireplace,esp.the part on top which can be used as asmall shelf.e.g.:photographs on the mantelpiece14.cellar:n.an underground room,usu.without windows and used for storing goodse.g.a coal cellar15.bloodshot:adj.(of the eyes)having the white part coloured rede.g.:His eyes were bloodshot from too much drinking.16.mumble:to speak or say unclearlye.g.Dont mumble-I cant hear what youre saying.17.attach importance to:consider important;treat as importante.g.:The local government of the town attached much importance to the quality of primaryschool education.Our teacher attaches great importance to listening comprehension.18.General School Certificate The formal name of this certificate is General Certificate ofEducation(GCE),which stands for an educational qualification in Britain.There are two levels ofexaminations in the British GCE.Schoolchildren at the age of 15 or 16 may take any number ofexaminations in a range of subjects and,after passing the examinations,are awarded O Level(ordinary level)GCEs.Students aged 17 or over may take A Level(advanced level)examinations,which are necessary for entrance to a university.The GCE was replaced by GeneralCertificate of Secondary Education(GCSE)in 1988.19.singularly-This is a formal word meaning“very,to a remarkable degree/*Example:He made a singularly successful attempt at devising a new computer program.20.have in common:share together or equallye.g.:The town boys grew up together and so they have a lot in common.Though they are twins,they have few interests in common.21.1 should have to teach all subjects except art,which he taught himself.Should have to teach isthe past tense form of shall have to teach.22.cricket-an outdoor game played by two teams of eleven men each in which a ball,bats andwickets are used.It is popular mainly in England.23.the teaching set-up a particular way of teaching.Set-up is a compound noun formed from theverb phrase set up,meaning“make the arrangements or preparations that are necessary forsomething.Other examples of the same formation:breakdown,follow-up,sell-out24.appal:to shock deeply;fill with fear,hatred,terror,etc.e.g.:We were appalled when we heard that she had been murdered.They were appalled at/by the reports of the famine.25.It was not so much having to tramp.that I minded,but the fact that.-What I minded wasnot having to tramp.but the fact that.Tramp:to walk(through or over)with firm heavy steps.e.g.:Whos been tramping all over this carpet in muddy shoes?Fve tramped the streets/tramped all round town looking for work.26.a crocodile of:a li