现代大学英语第三册8教案

大学英语精读第三册第8课DaydreamaLittle大学英语精读第三册第8课Daydream a Little导语：白日梦是指清醒时的脑内所产生的幻想及影像，通常是开心的念头、希望或野心。

下面是一篇关于白日梦的英语课文，欢迎大家来学习。

TextDaydreaming has always had reputation, but now scientific research has revealed that daydreaming may actually improve your mental health and creativity. It can even help you achieve your desired goals.Daydream a LittleEugene Raudsepp"Daydreaming again, Barb? You'll never amount to anything if you spend your time that way! Can't you find something useful to do?" Many youngsters have heard words like those from their parents. And until recently this hostile attitude towards daydreaming was the most common one. Daydreaming was viewed as a waste of time. Or it was considered and unhealthy escape from real life and its duties. But now some people are taking a fresh look at daydreaming. Some think it may be a very healthy thing to do.Attitudes towards daydreaming are changing in much the same way that attitudes towards night dreaming have changed. Once it was thought that nighttime dreams interfered with our needed rest. But then researchers tried interrupting the dreams of sleepers. They learned that sleepers who aren't allowed to dream lost the benefits of rest. They become tense and anxious. They become irritable. They have trouble concentrating. Their mental health is temporarily damaged. To feel well again, theymust be allowed to dream.Now researchers are finding that daydreaming may also be important to mental health. Daydreaming, they tell us, is a good means of relaxation. But its benefits go beyond this. A number of psychologists have conducted experiments and have reached some surprising conclusions.Dr. Joan T. Freyberg has concluded that daydreaming contributes to intellectual growth. It also improves concentration, attention span, and the ability to get along with others, she says. In an experiment with school children, this same researcher found that daydreaming led the children to pay more attention to detail. They had more happy feelings. They worked together better. Another researcher reported that daydreaming seemed to produce improved self-control and creative abilities.But that's only part of the story. The most remarkable thing about daydreaming may be its usefulness in shaping our future lives as we want them to be. Industrialist Henry J. Kaiser believed that much of his success was due to the positive use of daydreaming. He maintained that "you can imagine your future." Florence Nightingale dreamed of becoming a nurse. The young Thomas Edison pictured himself as an inventor. For these notable achievers, it appears that their daydreams came true.Dr. Harry Emerson Fosdick believed that the way we picture ourselves is often the way we turn out. He offered this advice: "Hold a picture of yourself … in your mind's eye, and you will be drawn toward it. Picture yourself vividly as defeated, and that will make victory impossible. Picture yourself as winning, and that will contribute immeasurably to success. Do not picture yourself as anything, and you will drift ……"The experiences of some athletes seem to confirm this belief.For instance, John Uelses, a former pole-vaulting champion, used daydreaming techniques before each meet. He would imagine himself winning. He would vividly picture himself clearing the bar at a certain height. He would go over all the details in his mind. He would picture the stadium and the crowds. He'd even imagine the smell of the grass and the earth. He said that this exercise of the imagination left memory traces in his mind that would later help his actual performance.Why would a mental vision of success help produce real success? Dr. Maxwel Maltz, a surgeon and author, say this: "Your nervous system cannot tell the difference between an imagined experience and real experience. In either case it reacts automatically to information that you give it …… It reacts appropriately to what you think or imagine to be true."He believes that purposeful daydreaming builds new "memories" in the brain. These positive memories improve a person's self-image. And self-image has an important effect on a person's action and accomplishments.Can you use purposeful daydreaming to shape your own future? Why not try? Here is how those who believe in creative daydreaming recommend going about it. Choose a time when you can be alone and undisturbed. Close your eyes, to permit your imagination to soar more freely. Many people find that they get best results by pretending that they are sitting before a large screen. They project the desired image of themselves onto that screen.Now picture yourself —— as vividly as possible ——the way you want to be. Remember to picture your desired goals as if you had already attained them. Go over all the details of this picture. See them clearly and sharply. Impress them strongly on yourmemory. The resulting memory traces will supposedly start affecting your everyday life. They will help lead you to the attainment to your goals.Of course daydreaming is no substitute for hard work. If it's athletic achievement you want, you also have to get lots of practice in your sport. You have to work hard to develop skills. If it's school success you're after, you can't neglect studying Daydreaming alone can't turn you into your heart's desire. But in combination with the more usual methods of self-development, it might make a critical difference. It could be the difference between becoming merely good at something and becoming a champion.If what researchers are saying is true, a life lived without fantasies and daydreams isn't as rich and rewarding as life can be. So they suggest setting aside a few minutes each day for daydreaming. By so doing, you may improve your physical and mental well-being. By taking a ten-or fifteen-minute "vacation" into the realm of imagination each day, you may add much to the excitement and enjoyment of your life. And who knows: You might see your own daydreams come true.New wordshostilea. unfriendly; belonging to an enemy 敌对的viewvt. consider, regardescapen. & v. 逃跑;逃避nighttimea. occurring at nightinterferevi. get in the way of another 干涉;妨碍interference n.researchern. advantage, profit, good effect 益处tensea. feeling or showing nervous anxiety 紧张的`irritablea. easily annoyed or made angrymeansn. method or waypsychologistn. person who has studied or is skilled in psychology 心理学家contributevi. help in bringing about 贡献growthn. growing; developmentconcentrationn. concentrating or being concentratedspann. length of time during which sth. Continuses or works well 一段时间self-controln. control of one's own feelings, behavior, etc.creativea. having the power to create; inventiveremarkablea. deserving attention; unusual, out of the ordinary 显著的;非凡的shapevt. influence and determine the course or form of 形成，塑造industrialistn. one owing an industry or engaged in its managementmaintainvt. state or assert as true; keep up 断言;维持picturevt. imagine; make a picture ofinventorn. a person who makes up or produces sth. newnotablea. outstanding; worthy of notice 著名的;值得注意的achievern. one who achieves; winnervividlyad. in a lively manner 生动地;逼真的vivid a.immeasurablyad. to an extent or degree too great to be measured; beyond measuredriftvi. float or be driven along by wind, waves or currents 漂(流)athleten. person who is trained and skilled in physical exercises and who competes in games that need strength and speed 运动员pole-vaultingn. jumping with the help of a long pole held in the hand 撑竿跳championn. person or team taking the first place in competition 冠军meetn. (AmE) gathering esp. for competitive sports 下载文档。

教学目标：1. 培养学生阅读理解能力，提高英语阅读水平。

2. 增强学生的英语口语表达能力，提高英语交际能力。

3. 培养学生的英语写作能力，提高英语写作水平。

教学内容：1. 单元主题：现代社会与个人成长2. 文章类型：叙述文、议论文、说明文3. 主要词汇：growth, success, happiness, pressure, independence教学过程：一、导入1. 教师简要介绍本单元主题，激发学生学习兴趣。

2. 学生自由讨论：你对个人成长有什么看法？二、课文阅读1. 学生阅读课文，了解文章大意。

2. 教师提问，检查学生对文章内容的理解。

三、词汇学习1. 教师讲解本单元主要词汇，如growth, success, happiness, pressure, independence。

2. 学生跟读、模仿，加深对词汇的记忆。

四、语法讲解1. 教师讲解本单元语法知识，如时态、语态、非谓语动词等。

2. 学生进行相关练习，巩固所学语法知识。

五、口语训练1. 教师引导学生进行角色扮演，模拟真实场景，提高口语表达能力。

2. 学生自由组合，进行对话练习。

六、写作指导1. 教师讲解本单元写作技巧，如文章结构、段落划分、过渡词的使用等。

2. 学生根据所学知识，完成一篇作文。

七、课堂小结1. 教师对本节课所学内容进行总结，强调重点和难点。

2. 学生回顾所学内容，提出疑问。

八、课后作业1. 完成课后练习题，巩固所学知识。

2. 预习下一单元内容，为下节课做好准备。

教学评价：1. 课堂表现：观察学生在课堂上的参与程度、互动情况等。

2. 课后作业：检查学生完成作业的质量，了解学生的学习情况。

3. 期中、期末考试：评估学生的学习成果。

教学反思：1. 教师应关注学生的个体差异，因材施教。

2. 注重培养学生的英语综合运用能力，提高学生的英语素养。

3. 结合实际生活，引导学生将所学知识运用到实际中。

一、教学目标1. 培养学生阅读、理解、翻译和写作能力，提高学生的英语综合运用能力。

2. 培养学生的跨文化交际意识，拓展学生的国际视野。

3. 培养学生自主学习、合作学习和探究学习能力。

二、教学内容1. 单元一：The American Dream2. 单元二：Love and Marriage3. 单元三：Education in America4. 单元四：Technology and the Future5. 单元五：Environment Protection三、教学过程1. 导入新课- 引导学生回顾上一单元所学内容，总结所学知识点。

- 提出本节课的学习目标，激发学生的学习兴趣。

2. 阅读理解- 让学生阅读课文，理解文章大意。

- 针对课文内容，提出问题，引导学生思考和回答。

- 针对文章中的难点和重点，进行讲解和分析。

3. 词汇学习- 引导学生积累课文中的重点词汇和短语。

- 通过多种方式，如例句、同义词、反义词等，帮助学生理解和记忆词汇。

4. 语法讲解- 针对课文中的语法点，进行讲解和分析。

- 通过例句和练习，让学生掌握语法知识。

5. 写作训练- 让学生根据课文内容，进行写作练习。

- 指导学生如何组织文章结构，提高写作水平。

6. 课堂活动- 组织课堂讨论，让学生发表自己的观点。

- 进行角色扮演，提高学生的口语表达能力。

7. 课后作业- 布置课后作业，巩固所学知识。

- 作业内容：阅读课文，完成课后练习；背诵课文中的重点词汇和短语；完成写作练习。

四、教学评价1. 课堂表现：观察学生在课堂上的学习态度、参与度和积极性。

2. 作业完成情况：检查学生课后作业的完成情况，了解学生的学习效果。

3. 考试成绩：通过单元测试和期中、期末考试，评估学生的学习成果。

五、教学反思1. 根据学生的学习情况，调整教学方法和进度。

2. 注重培养学生的英语综合运用能力，提高学生的英语素养。

3. 加强与学生的沟通，关注学生的心理健康，营造良好的学习氛围。

Unit 8 In My Dayaffluent, fluent●She was in English, French, and German.●Cigarette smoking used to be commoner among people.amount v.●His earnings are said to amount to £300 000 per annum.●Her academic achievements don't amount to much.●Her answer amounted to a complete refusal.●Their actions amount to a breach of contract.axebanal: ordinary and not interesting, because of a lack of new or different ideas●another banal TV sitcom●conversations about the most banal subjectscommonplace adj. happening or existing in many places, and therefore not special or unusual●Car thefts are commonplace in this part of town.barrel●The wine is aged (使酒变陈) in oak barrels.●He pushed the barrel of the gun into the other man's open mouth.●The manager had us over a barrel - either we work on a Saturday or we lose ourjobs.batter: to hit someone or something again and again, in a way that hurts someone or causes damage●The court heard that he had battered his wife to death.●The rain battered against the windows.battered: old and in bad condition●She would often be seen driving around town in her battered old car.●battered woman/wife/husband/babybrisk●We went for a brisk walk.●Business is always brisk during the holiday season.●Put on your sweater, it's brisk out.caution: to warn sb. to be careful about sth.●Sam cautioned him against making a hasty decision.●Officials were quick to caution that these remarks did not mean an end to thepeace process.●He cautioned them to avoid the forest at night.rope, cord, string, thread●The kids tied a to the tree and used it as a swing.● a silk bag tied with a gold●Her key hung on a around her neck.●I'm looking for a needle and .customary●在一些文化当中，新娘通常会穿白色。

［摘要］在新文科建设的时代背景下，高校基础英语课程对培养输出能力和跨文化交际能力兼备的国际化新文科人才具有重要作用。

以《现代大学英语3》Unit 8In My Day 为例，探索高校基础英语课程思政教学的内容设计与具体实践研究分析，深入挖掘教材中的思政元素，结合听、说、读、写的教学形式，将思政理念融入学生的语言学习中，从而培养学生正确的“三观”，在语言学习的同时做到了坚定文化自信、民族自信，发挥课程思政的信念引领作用，培养新文科背景下德才兼备的复合型与创新型人才。

［关键词］新文科；基础英语；课程思政；教学改革［中图分类号］G642［文献标志码］A［文章编号］2096-0603（2023）27-0101-04新文科背景下基础英语课程思政课堂教学建设路径研究———以《现代大学英语3》Unit 8In My Day 为例全淑连（吉首大学张家界学院，湖南张家界427000）一、基础英语课程思政建设的背景新文科建设理念的提出对我国文科工作提出了更高的要求，学术界形成统一共识，新时代的使命督促新文科必须快速发展、不断创新。

新文科建设理念主张跨学科的融合与交叉，力求思维、素质、能力三个层面全面提高。

因此，作为人文学科，大学英语如何根据国家及地区需要，针对时代发展与变化，主动寻求学科间交叉融合发展是十分紧迫的问题。

而根据教育部印发的《高等学校课程思政建设指导纲要》，应当全面推进高校课程思政建设，寓价值观引领于知识传授和能力培养之中，帮助学生塑造正确的世界观、人生观、价值观，这与新文科交叉融合的理念相契合。

基础英语课程教学应在提高学生的语言水平和听、说、读、写技能的前提下，潜移默化地融入中华优秀传统文化知识和爱国主义教育，以培养出语言文化素养及跨文化交际能力兼备的英语专业人才。

因此，在新文科建设背景下，如何发挥高校基础英语课程教学的思政育人功能，进行基础英语课程思政教学改革，达到语言输出能力及思政育人的互相促进是目前亟待解决的问题。

CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 1 Your College YearsPeriod of the teaching:10 classesObjectives:1.To expand basic vocabulary and expressions2.To appreciate the theme of the text3.To know about some background information about Eric H Erickson’sDevelopmental Stages.4. To review the grammatical knowledge about the conjunction while and tolearn to use parallelism.Key points:nguage study and expressions2.Background information3.Word Building: de-, pro-, -ject, -volve, -ogy.4.Paraphrases of difficult sentencesDifficult points:1.ways of expressing the object2.Writing devices: antithesis3.The corresponding information about the textMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Warm-upI. Warm-up Questions1. As a sophomore, what is your general impression of college?➢many opportunities for one to explore the unknown➢experiencing a lot➢keeping a good balance and laying a solid foundation➢the golden time in one’s life2. Have you experienced anything different from your middle school life?➢being far away from home➢living with others➢becoming independent➢changes are occurring3. What’s your purpose of receiving a college education?➢to get and keep a good job➢to earn more money➢to get a good start in life➢ a sound investment that is worth every penny .4. Have you had any psychological problems ever since you enteredcollege?➢loneliness➢confusion➢frustration➢psychological problems abound on campusII.Myths and Facts Regarding College ExperienceCollege years are times of significant transition and challenge for an individual.Transition simply means change. Higher levels of anxiety are always experienced by people who are in a state of transition regardless of whether the change is perceived as good or bad. The following are some of the myths vs. the facts regarding college experience.Myth 1: College Years Are the Best Years of One’s Life➢Fact 1: While college years are memorable and enjoyable, they can also be among the most stressful and anxious times. One is faced with constant evaluation from his professors. Personal and parental expectations are always on his mind. Financial stress is often a way of life. Career decisions, various relationships and the move toward independence are also common issues. Making these the best years of one’s life involves developing an approach that is proactive and includes a support network.Myth 2: Students experiencing stress or anxiety are unprepared to handle the rigors of college.➢Fact 2: College and university environments are designed to be challenging academically, personally and socially. Stress and anxiety, among other emotions, are natural by-products of the accelerated pace of learning and growth. It is not a matter of whether or not we experience these unpleasantfeelings but rather, a matter of how we manage these emotions.Myth 3: A good student does not need assistance during his/her college experience.➢Fact 3: Many students come to college with the belief that to ask for help isa sure sign of inadequacy. In fact, nothing could be farther from the truth.Your college or university has an abundance of resources available to you, for which you are paying through tuition or fees. So become familiar with and make use of the campus resources, especially when you need assistance.Myth 4: I am the only one that doesn't have it all.Fact 4: As you walk on campus and observe other students, it appears that everyone else is so sure of himself. Everyone else has friends. Everyone else has direction. Everyone else is confident. Everyone else is without troubles or hassles. This misperception is common among college students.It has its roots in one of our more powerful social norms. We all wear a 'public mask' to protect a certain social image. This 'public mask' communicates a sense of self-assuredness to those with whom we come in contact. It often belies the inner turmoil that we all experience from time to time.The above are just some of the myths versus facts concerning college experiences. Can you think of any other myths? Have a discussion with your classmates about their truths.III.On Seasons in CollegeThere are four seasons in a year, which make the days distinctive and exciting. Metaphorically, there are four seasons in one’s college years representing different aspects of college life, which make the days rewarding and unforgettable. Do you agree? If so, what do you think the four seasons represent ? Share your opinions, please.Spring is the season for nature to revive, to grow and to get ready to boom.Similarly, in college, spring is the season for you to acquire knowledge, to develop yourself and to lay a solid foundation for the future. It’s the season of growth.Summer is the season for flowers to bloom, and it’s the season for you to enjoy the greatest passion in nature — love, love from your classmates, from your teachers and from your romance. It is the season of affection.Autumn is a season of harvest in college.It’s the season for you to enjoy what you have achieved.Winter is the harshest season of the four, which presents so many difficulties and hardships. Likewise, not every day in college is full of joy. You have to meet new faces,get adjusted, make decisions for yourself, be financially and psychologically dependent, etc. So winter is the season of change. Unpleasant as it may seem to some students, it is simply inescapable and beneficial to one’s growth and maturity.Part II Background InformationI. AuthorBob Hartman was born in Pittsburgh, the United States, and moved to England in the summer of 2000. He has been working as a storyteller for children for more than a decade and is a part-time pastor.A selection of books by Bob HartmanII. Erik H. EriksonErik H. Erikson(1902—1994), was a German-born American psychoanalyst whose writings on social psychology, individual identity, and the interactions of psychology with history, politics, and culture influenced professional approaches to psychosocial problems and attracted much popular interest. He was most famous for his work on refining and expanding Freud’s theory of developmental stages. Main books by Erik H. Erickson:II. Erickson’s Developmental StagesBasic Theory:Babies are born with some basic capabilities and distinct temperaments. But they go through dramatic changes on the way to adulthood and old age. According to psychologist Erik H. Erikson, each individual passes through eight developmental stages.Each developmental stage is characterized by a different psychological "crisis", which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive manner, theoutcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.Stage 1: Infant Trust vs. MistrustNeeds maximum comfort with minimal uncertainty to trust himself/ herself, others, and the environment.Stage 2: Toddler Autonomy vs. Shame and DoubtWorks to master physical environment while maintaining self-esteem.Stage 3: Preschooler Initiative vs. GuiltBegins to initiate, not imitate, activities; develops conscience and sexual identity. Stage 4: School-age Child Industry vs. InferiorityTries to develop a sense of self-worth by refining skills.Stage 5: Adolescent Identity vs. Role ConfusionTries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure.Stage 6: Young Adult Intimacy vs. IsolationLearns to make personal commitment to another as spouse, parent or partner. Stage 7: Middle-Age Adult Generativity vs. StagnationSeeks satisfaction through productivity in career, family, and civic interests. Stage 8: Older Adult Integrity vs. DespairReviews life accomplishments, deals with loss and prepares for death.Part III Text AppreciationI.Text analysis1. ThemeCollege is designed to be a time of changes for students. Threatening the changes may be, they contribute to young adults’ growth and maturity. College students are experiencing a lot. Not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. They are also proudly growing in their understanding of themselves, others and the world.2. StructurePart 1 (para. 1):Many key changes happen to college students during theircollege years.Part 2 (paras.2-9): The key changes involve the following: identity crisis, the independence/dependence struggle, establishment of sexual identity, affection giving and receiving, internalization of religious faith, values and morals, development of new ways to organize and use knowledge, a new understanding of the world and himself/herself.Part 3 (para.10 ): Conclusion.Question 1: How do college students go through an identity crisis at college?What factors may influence identity?Students endeavor to find out who they are and what their strengths and weaknesses are. They want to know how other people perceive themselves as well.Identity may be influenced by genes, environment and opportunities. Question 2: In fact, it may be heightened by their choice to pursue a college education.What does “it” refer to here?For referenc e: “it” refers to the independence/dependence struggle. Into the later adolescence stage, young adults tend to become less dependent on, even independent from their parents. For those who choose to enter the work world, they may become financially independent from their parents, while for others entering into college, the struggle seems stronger for they still need their parents’ support, say for money.Question 3: According to Jeffery A. Hoffman’s observation, there are four distinct aspects to psychologi cal separation from one’s parents. What are they? How do you understand them?1. Functional independence.2. Attitudinal independence.3. Emotional independence.4.Freedom from “excessive guilt, anxiety, mistrust, responsibility,inhibition, resentment, and anger in relation to the mother and father.”Question 4: What may be one of the most stressful matters college students experience according to the author? How do you understand it? Establishing their sexual identity. It includes relating to the opposite sex and projecting their future roles as men or women.Question 5: I was relating to my father in a different way. What are the differences between the ways “I” related to “my” father in the past and at present? What type of change does the example reflect?In the past “I” was encouraged by “my” father; now “I” was encouraging him. The example reflects the change that college students are learning how to give and receive affection in the adult world.Question 6: These religious, moral, and ethical values that are set during the college years often last a lifetime. What makes it possible for these values to last a lifetime?During college years, the young adults have the opportunity to decide for themselves what beliefs, values, and morals they are going to accept. These values are inclined to be internalized.Question 7: What are the significance about the college academic life according to paragraph 8?College academic life is a challenge. All students should be aware of how they react to new knowledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge. Question 8: How do college students become world citizens?At college, the young adults have good chances to meet people from different cultures. By interacting with them, they are introduced to new ways of life. They begin to understand life in different ways. By doing these, they experience a new understanding of the world and themselves.Part III. Further discussionWhat does the author mean by developmental changes?Have you had any identity crisis yourself?What does the author mean by independence/ dependence struggle?How can college student establish their sexual identity?What does the author mean by “internalizing” religious faith, value s, and morals?Part IV. Assignment1. Prepare for the dictation of Unit 12. All the exercises after Text A, unit 13. Preview Unit 3CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 2 How Reading Changed My LifePeriod of the teaching:10 classesObjectives:e the words and phrases freelyprehend the text structure3.Understand the rhetorical features of the text4.Have a better understanding of the textKey points:1.The understanding of the complicated sentences2.Important language points3.Translation exercises: C-E and E-CDifficult points:1.Critical thinking skills2.Text patterns3.The corresponding information about the textMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Background informationToday, few people will deny that the written word seems being quickly supplanted by pictures, graphs, and sounds. Do people still read? Do those who still read get anything out of it? Many people are now wondering.It is of course an overstatement that traditional reading is dead. But it has obviously been losing its ground. Many people today seem to be too busy to do any reading, and those who are considered successful do not seem to have read much, if at all. The shocking fact is , percentagewise, our reading population is the lowest among major powers.The essay we have here deals with this problem. It is written by someone who has such a passion for, and takes such a delight in, traditional reading that it must deserve our attention.Part II. Detailed discussion of TEXT1)...a small but satisfying spread of center-hall colonials, old roses, and quietroads. ( para.1 )Spread:n. A range or an area over which buildings spreadColonials: houses built in the style of the 18th century during the colonialperiod of American history2) We walked to school, wandered wild in the summer. ( para.1 )Wander wild: remind students that the adjective "wild" is used here as asubject complement.3)One poem committed to memory in grade school survives in my mind.( para.4 )Paraphrase: I still remember one poem I learned in grade school.Commit sth to memory: to study sth carefully so as to remember it exactly Grade school: (AmE, old-fashioned) primary or elementary school Survive in my mind: This is not a common expression. It is more natural to say "still remain in my mind" or "I still remember"4)Perhaps restlessness is a necessary corollary of devoted literacy.(para.5)Perhaps if a person works really hard at reading and writing, he or she is bound to be restless.5)There was waking, and there was sleeping. And then there were books...Between the time I woke up and the time I went to sleep, I read.6)I did not read from a sense of superiority, or advancement, or evenlearning.(para.9)Advancement:progress or improvement in one`s career7)There is something in the American character...a certain hale and heartinessthat is suspicious of reading as anything more than a tool foradvancement.(para.11)Hale and hearty: healthy and strongBe suspicious of sb./sth.:to feel that sb/sth cannot be trusted8)There also arose...a kind of careerism in the United States that sanctionreading only if there was some point to it.(para.12)Careerism: the practice of seeking one`s professional advancement by all possible meansSanction: to approve ofNote: this word deserves special care as it can have diametrically meanings in different contexts.Point: purpose; goal; advantage;reason9)For many journalists, reading... was most often couched as a series ofproblem to be addressed... (para.13)For many journalists, reading... was usually discussed as a lot of problem to be resolved.Be couched: (fml) to be expressed in a particular way10)Gutenberg invented the printing press (para.14)Printing press: (here) a printing machine 印刷机Note: the word "press" is often used to mean, among other things, newspaper in general as in phrases like the American press, a press conference,press coverage.11)After that, it became more difficult for one small group to lay an exclusiveclaim to books, to seize and hold reading as their own. (para.14)Lay claim to sth: to state officially that you have a right to own sthSeize and hold sth: to grasp sth quickly and forcibly and then hold it firmly 12)... we are what the world of books is really about. (para.15)...we are really the most important people in the world of books.Be really/all abou t: used for saying what the most basic or important aspectof a particular job, activity, or relationship is, e.g.Love and care - - that's what family is all about.A university must teach students how to live -- that's what schools are allabout.13)It was still in the equivalent of the club chairs that we found one another...(para.16)We still found each other like we did when we were young.Equivalent: sb or sth that has the same size, value, importance or meaning as sb or sth else对应物; 相等物Part III. The theme of the TEXTThis highly autobiographical essay can be divided into the traditional three parts with a brief introduction and an equally brief conclusion. The major part, the body of the essay, can be conveniently divided into two sections, the first of which deals with her childhood experiences of reading: what, how, why she read, and what she learned through reading. The second section tackles a more complicated topic: how she continues to read in an unfriendly environment in adulthood.Part IV. The structure of the TEXTPart 1. The introduction ( para.1 )I grew up in a quiet neighborhood where I developed the habit of reading as asmall child.Part 2. The body (para.2-15)A.I was an avid reader throughout my childhood and adolescence.( para.2-9 )1) I wandered the world and learned about people through books.( para.2-4 )2) As a child I preferred reading to playing outdoors with my peers.( para.5-6 )3) Through books, I also learned about myself, my wishes and dreams.( para.7-8 )4) I read because I loved it more than anything else in the world. (para.9)B.In my adulthood i remain an avid reader in an unfavorable environment.( paras.10-15 )1)it is believed reading should serve a useful purpose and aimlessreading is discouraged. ( paras.10-11 )2)Reading is being replaced by TV and the movies. ( paras.12-13 )3)The reading population has become a minority gourp. ( paras.14-15 ) Part 3. The conclusion ( paras.16-18 )Despite the decline of reding, there are still bookworms like me amongordinary people.Part V. Discussion1) What can we gain from reading?2) Why don't people read or read as much as they should today? What does itmatter if people don't read? What can we do to change the situation?Part VI. Assignment1) Prepare for the dictation of Unit 22) All the exercises after Text A, unit 23) Preview Unit 34) Prepare for the presentation at the beginning of the next classCONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 3 The Dill PicklePeriod of the teaching:10 classesObjectives:1.To expand basic vocabulary and expressions2.To appreciate the theme of the text3.To know about some background information about dill pickle.4.To review the grammatical knowledge about rhetorical questions,exclamatory sentencesKey points:nguage study and expressions2.Background information3.Word building: -press;4.Paraphrases of difficult sentencesDifficult points:1.rhetorical questions,2.exclamatory sentencesMethods of teaching:1.Interactive teaching methodmunicative Teaching methodTeaching procedures:Part I Warm-upI. A Boatman’s SongEnjoy listening to the Russian folk music.II. DictationKatherine Mansfield (1888—1923), British short-story writer, was born in Wellington, New Zealand. She is considered one of the greatest of the short-story form.At the age of 18 she in London to study music and to herself as a writer. In 1918 she married English literary ，John Middleton Murry.Mansfield's middle class provided the setting for many of her stories and mortality—perhaps due to her illness—dominated her writing. Her years were burdened with , illness, jealousy and —all reflected from her work in the bitter of marital and family relationships of her middle-class characters.As a New Zealand's most famous writer, she was closely associated withD.H. Lawrence and something of a rival of Virginia Woolf. Her shortstories are also notable for their use of . Much influenced by Russian writer Anton Chekhov, Mansfield depicted events and changes in human behavior.Part II Background informationI Author Katherine Mansfield1888–1923, British author, born in New ZealandHer original name was Kathleen Beauchamp. She is regarded as one of the masters of the short story.A talented cellist (大提琴演奏家), she did not turn to literature until 1908. Her WorksIn a German Pension (1911), her first published book.Bliss(1920) which collected Mansfield's family memoirs and secured her reputation as a writer.The Garden Party(1922), her finest work written during the final stages of her illness which established her as a major writer.Later volumes of stories include The Dove’s Nest (1923) and Something Childish (1924; U.S. ed. The Little Girl, 1924).Other collections and poems: journal, letters, and scrapbook (edited by her husband) .Her Adventurous SpiritFamously, Mansfield remarked "risk, risk everything".It was largely through her adventurous spirit, her eagerness to grasp at experience and to succeed in her work, that she became ensnared in disaster. . . If she was never a saint, she was certainly a martyr, and a heroine in her recklessness, her dedication and her courage.Her last words were: "I love the rain. I want the feeling of it on my face." Her StyleMansfield's stories, which reveal the influence of Chekhov, are simple in form, luminous and evocative in substance. With delicate plainness they present elusive moments of decision, defeat, and small triumph.Themes of Mansfield's novelsThemes: different human relationships interacting with each other; social classes and inequality in bourgeois society;the frenzied exhortation to live, which is central to all her writings; the opposition of convention and nature; the elevation of the great artist as the model for living and, by extension; art as a means of being "real";the notion that destiny is a function of desiring—to want something strongly enough is to legitimise the means of getting it.In her most persuasive work, Mansfield found a way of pressing the threads of such a credo into the weave of her fiction. The story of the rises and falls in Mansfield's popularity is fasci5nating, as it shifts with the major social, political and literary trends.Mansfield's portrayal of social classes and the injustices of bourgeois society had obvious appeal to the Chinese. One of the translators, Tang Baoxin, writes: “With remorseless irony she lays bare the hypocrisy and shallowness of the leisured class and their men of letters.”II Dill PickleHow does it taste? It tastes very sour.Cucumber reserved in salty and spicy water with such ingredients aspepper, garlic, dill and vinegar.In Russia, it is eaten with hamburger as an appetizer.Part III Text AppreciationI Text AnalysisStructure of the Story1). Plot of the story: a young woman and a young man who had been lovers oncemet again after six years of separation. They sat andreminisced…2). Setting of the story: in a restaurant3). Protagonists: Vera and her ex-lover (his name was never told)4). Theme of the story: about the relationship between lovers: the heroine'ssensitivity and the man's insensitivity to others—theirfeelings, attitudes and inner motivations. The man's egoismprevented him from seeing how greatly their lives haddiverged in the six years since they parted.2. Sentence Analysis1) He closed his eyes an instant, but opening them his face lit up as though he had struck a match in a dark room.closed his eyes: searched his memoryhis face lit up as though he had struck a match in a dark room.: 一闪而过的兴奋使他脸上露出光采。

Lesson one Y o ur College Year教学目的：了解作者及相关的背景知识通过对本文的学习，使学生对大学生活有一个全面、正确地认识，全面了解自己，更好地适应大学生活掌握语言点教学重点及难点：重点——对文章内容的充分理解与掌握难点——几个专业词汇的理解“developmental changes”、“identity crisis”、“psychologicalindependence”、“internalizing religious faith”教学内容： 1.作者及背景简介2.课文讲解及语言点3.课堂讨论4.语法学习：the way sb doesd sth.Ways of expressing the objectDeterminers5.练习及作业基本要求： 1.学生在课前应预习课文，并完成pre-class work 中的作业2.通过课堂讲解使学生理解文章内容，并对自己的大学生活有一个清晰地认识3.认真完成课后作业教学方法：加强互动，通过提问了解学生的预习情况。

以师生互动方式讲授课文，练习以学生为主，教师侧重解决重点及检查学生的完成情况。

时间分配：8节课一个单元I. IntroductionA. About the textThis is a text about what students will experience in their “college years”. It is addressed to coll the United States. But with some modifications, what the author says here will also make perfect sense to our students.College life is both exciting and frustrating experience. It is clear that young adulthood is an extremely importantperiod in our life.Not everyone knows how to handle their sudden independence or freedom. There are also those who take theirnewly found independence to mean that they can do anything they want.B.About the author-teller and part-time pastor. He was born in Pittsburgh, the United States, Dr. Bob H artman is a children’s storyand moved to England in the summer of 2000.II. Warming-up exercises1. What are my goals for the college years?2. Do you find it easy to relate to the opposite sex? Do you agree with the author that stressful as it is, it is nevertheless one of the most important goals we must achieve during school years?III. Detailed study of the text1.（Para. 1）“Has it ever occurred to you that your professors and other school personnel have certain goals foryour growth and maturity during your college years? Has it ever dawned on you that certain”developmental changes will occur in your life as you move from adolescence to young adulthood?ention to the difference between Chinese and English in expressing this idea: In Chinese,A. Draw the student’s attthe subject is usually a personal pronoun, whereas in English, the anticipatory “it” is used.More examples:It never occurred to me that wealth could ruin a person’s life.我从来没想到财富能毁灭一个人的一生。

1.Paraphrase: Everyone is the product of causation. (Paragraph 1)Everyone was born for some reasons.2.Paraphrase: It’s when callers protest that they are “only human.” (Paragraph 2)Callers say that they are “only human” for objecting.3.Explain in English: peer, aptly (Paragraph 3)Peer: to look very carefully at somethingAptly: named, described etc in a way that seems very suitable4.Paraphrase: We were put on earth to rise above nature. (Paragraph 3)We were born and we live on the top of nature.5.Explain in English: fill out their destiny (Paragraph 4)Decide by their fates6.Explain in English: altruistic behavior, reciprocal benefits (Paragraph 6)Altruistic behavior: shows that you care about and will help other people, even though thisbrings no advantage for yourself[≠selfish]Reciprocal benefits:is one in which two people or groups do or give the same things to eachother7.Explain in English: Eliminating the investment concept, restoring character to its rightfulplace in our lives (Paragraph 7)Eliminating the investment concept: to completely get rid of an idea of how investment is Restoring character to its rightful place in our lives: put the particular combinationof qualities that makes someone a particular type of person in the right place in our lives 8.Explain in English: bachelor party, that fateful night, entertainment-type women (Paragraph 9)bachelor party：a party is attended by people who have no wife or husbandThat fateful night:an important or vital nightEntertainment-type women: a kind of women who are intended to amuse or interest people 9.Explain in English: integrity, connivers and cheats (Paragraph 11)integrity ：the quality of being honest and strong about what you believe to be rightconnivers and cheats：people who not try to stop something wrong from happening andsomeone who is dishonest and cheatspare: I’m being selfish. & I’m selfish. (Paragraph 13)第一句话强调我非常自私，而第二句是我自私。

大学英语精读第三册第八课白日梦的名声一向不好，但现在科学研究已揭示，白日做梦也许真能增进心理健康和提高创造力，白日做梦甚至可帮助你实现你渴望达到的目标。

做点白日梦尤金·罗德塞普“又在白日做梦啦，巴勃?你要是老这样消磨时间，你将一事无成!难道你就不能找点有益的事做吗?”许多年轻人都听见他们的父母谈过相似的话。

直至最近，这种对白日做梦的敌视态度仍就是人们最常用的态度。

白日做梦被视作浪费时间，或被看作就是逃避现实生活及其责任的一种不身心健康的女性主义。

但现在有人对此抱持一种代莱看法。

有些人指出，白日做梦或许就是一件十分有利于身心健康的事情。

人们对白日做梦的态度正在改变，这与人们对夜间做梦的看法的变化有非常相似之处。

人们曾一度以为夜间做梦干扰我们所需的休息。

后来，研究人员设法打断睡眠者的梦。

他们获悉不让睡眠者做梦，他们反而得不到有益的休息。

这些人变得紧张不安，烦躁易怒。

他们的注意力难以集中。

他们会暂时在精神上受到损害。

要恢复健康，就得让他们做梦。

如今研究人员正发现白日做梦对人的精神可能也有重要的影响。

他们说，白日做梦是一种很好的休息方式。

其好处还不止于此。

一些心理学家已经进行过试验，并得出一些令人吃惊的结论。

琼·t·弗赖伯格博士得出结论说道，白日做梦有利于智力的发展。

她说道，白日做梦还能够并使人更加著眼，缩短注意力分散的时间，并提升与别人相处的能力。

在对上学的儿童展开的一项试验中，这位研究人员还辨认出白日做梦并使孩子们更加特别注意细节。

他们的精神更加开心。

他们相互间合作得更好。

另一名研究人员报告说道，白日做梦似乎能够提升自我强硬力与创造力。

但这些仅是一部分情况。

有关白日做梦的最引人注目的事情，或许是它在按我们自己的意愿创造未来生活方面所起的有益作用。

工业家亨利·j·凯泽相信，他的成功相当程度上应归功于积极利用白日做梦。

他坚持说:“你尽可以想象自己的未来。