浅谈本科英语专业泛读课程的误区及改进对策
摘要：泛读课程是低年级英语专业教育的一门重要基础课。《高等学校英语专业英语教学大纲》规定，本科英语专业泛读课的目的在于培养和提高学生的阅读能力、扩大词汇量、和拓展有关英语国家和文化的背景知识。然而，在具体的教学实践活动中，笔者发现在目前的英语专业泛读课教学存在着一些容易被忽视的误区，因此谨在本文中分析这些误区产生的根源，并提出解决的对策，以期提高英语专业学生的阅读水平。
关键词：英语专业；泛读；误区
在本科英语专业的课程设计里，大多数学校都同时开设有精读和泛读，并将这两门课程视为相对应、相辅相成的两门课程。精读课可以使学生将语言知识和语言现象系统化，并在老师的帮助下锻炼理解能力和表达能力，并在每一个阶段都有一个具体的语言目标；而泛读课在很多方面都恰恰相反，比如，泛读课更注重学生在阅读过程中的信息获取和对篇章结构的理解，重视阅读的速度和理解的准确度。
一、泛读课程教学实践中的误区
在教学过程中，很多泛读的教学者认为泛读只是精读的一种补充，其重要程度远远不能与精读课相比。其实这是一个误区，而这个误区产生正是由于泛读教学过程中教学者没有很好地把握泛读教学
的目的和方法。
（一）阅读速度不等于理解的准确度
由于高中时代对英语阅读速度的一贯追求和英语专业四级和八级的考试压力，阅读速度一向是国内英语教学追求的重点。阅读的速度固然是阅读能力中十分重要的一向，也是教学大纲中所明确要求的。然而，很多老师误将阅读速度等同于阅读能力，在泛读课的教学过程中一味追求速度，而忽略了其它同等重要的阅读元素，从而导致了一定的后果，其中之一便是理解力的偏差。这里以《现代大学英语阅读》这套教材中的一些文章为例，说明一下这个误区的产生。在一般的阅读概念里，文章的篇幅是决定阅读时间的重要因素，然而泛读课所选的文章题材不一、文体各异，因此同样篇幅的文章可能所需要的时间大不相同，而一长一短的两篇文章学生却可能同时读完，这就是为什么一味地追求速度是泛读教学的误区。这套教材选取的一些篇章带有很强的文学色彩，第三册中选用了弗吉尼亚?伍尔夫的一个短篇小说《遗产》（the legacy）。按照一般的阅读速度要求，这样篇幅的的一篇文章应当在半个小时之内顺利完成，然而由于短篇小说的特点和本篇小说的特殊性，这样的任务是一个大二的学生无法完成的，如果在课堂上或者课前预习做出这样的要求，肯定会使学生在对文章理解上有所偏差。因此，笔者在泛读教学实践中发现，一味追求阅读速度对于学生阅读能力的培养并不总是有益的，有时会导致准确度的下降。
（二）识别词汇不等于可以主动运用的词汇
泛读教学的一大目的便是扩展学生的词汇量，换句话说，也就是在课堂教学过程中帮助学生累积单词。然而在教学过程中笔者发现，学生对在泛读课上学到的单词并不能很好的运用。当这些单词出现在他们的写作或口语应用时，往往错误百出，甚至闹出笑话。这是因为教学者和学生都在这一过程中有一定的误区，这个误区就是没有弄清楚识别词汇（recognized vocabulary）与主动词汇（active vocabulary）之间的差别。一般来说，在精读课上学到的单词属于后者，因为在教学过程中老师有充分的时间详细讲解单词的词性、用法、搭配等等，而在泛读课上学到的词汇往往属于识别词汇，顾名思义，学生通常只掌握了它们的意思，有时甚至只掌握了汉语意思或表层含义。因此在应用的时候必然会犯错。这也是泛读教学中关于词汇问题的一大误区。
（三）知识点的传授不等于阅读能力的培养
在一般的阅读教学中，句法结构和语言点等知识是教学的最任务，因此老师通常习惯将一个完整的语篇分解成单独的句子。这种教学方法会导致学生忽视文章中隐含的逻辑关系、段落之间的的过渡与衔接以及作者的写作风格等相关要素，从而将泛读教学变成知识点和词汇的单纯堆砌。而在这种错误的导向之下，学生也会养成忽视分析、理解、归纳等等重要能力的习惯，使阅读能力和水平始终停留在刚刚入学的状态，而得不到一个质的提高。
二、消除泛读课程教学实践中的误区
（一）注重理解的准确度和深度
在如今的本科英语专业里，泛读课本的选材可谓是一个难题。难点之一在于对文章体裁的选择。高等学校英语专业一般要求二年级的学生能读懂英语国家出版的中等难度的各种文章，体裁包括新闻、历史、地理、传记、游记、科普以及文学原著，文体也是五花八门，包括议论文、说明文、记叙文等等。针对不同的文体和体裁，泛读课教师应该应用不同的教学手段。有些文章主要是侧重培养学生的理解力，比如外国文化和社会的背景知识；有些文章侧重培养学生鉴赏文学作品的能力和分析文章结构的能力；有些作品侧重于考察学生迅速查找信息的能力和阅读的速度。教师在备课的时候应该针对不同的文章，在课前对学生进行一定的预习提示，如计算阅读时间、提出问题让学生思考或是要求学生查找相关资料。总之，对于不同的文章体裁，不能以提高阅读速度为唯一的目的，这样会使泛读课失去它独特的色彩。
（二）明确识别词汇和主动词汇
在扩大词汇量这一任务下，泛读课固然功不可没。为了避免事倍功半，教师应该在教学过程中明确提醒学生泛读课上积累的词汇意义与精读课和其它课程不同。在泛读课上学到的词汇，大多属于识别词汇，而为了能够积极主动地这些词汇的应用，学生要在课下多做功课。当然，这一任务同样可以在教师的指导下进行。只要明确了这一要点，相信很多老师和学生都可以走出这一误区。
（三）导入文化背景知识，培养学生的综合阅读能力
传统的阅读理论将阅读理解看作是语言的解码。随着认知语言学的发展，人们开始认识到阅读是一个复杂的认知心理过程，既是语言文字的处理过程，也是阅读对已有的背景知识的运用和处理过程。因此在泛读教学中，教师应适时向学生穿插介绍英语国家的背景知识，以便激发学生的阅读兴趣，并引导学生进行大量的课外阅读，培养综合的阅读能力。
本科英语泛读教学在拓宽学生的知识面、培养阅读能力和扩展词汇量等方面都有着不可估量的作用。泛读教学与精度教学同样重要，它是精读教学所不能取代的。笔者希望通过以上的探讨，能够消除泛读教学中的一些误区。只有这样，才能更好地把握泛读教学的目的、意义和方法，提高泛读教学的质量。
英语专业泛读教程第三册unit12 materialize [m?'ti?ri?laiz] vi. 实现，成形；突然出现 vt. 使具体化，使有形；使突然出现；使重物质而轻精神Materialize View物化视图 Quietly Materialize悄悄地实现 Help To Materialize促成 materialize v .物化 fail to materialize不遂 un-materialize非物化 About To Materialize有眉目 adj. material 重要的；物质的，实质性的；肉体的 adv. materially 实质地；物质上；极大地 n. material 材料，原料；物资；布料 materialism 唯物主义；唯物论；物质主义 materiality 物质性，重要性；物质 materialist 唯物主义者；实利主义者 materialization 物质化；实体化；具体化 vi. materialise 突然出现（等于materialize） vt. materialise 物质化（等于materialize） thimbleful ['θimblful] n. 极少量 farthing thimbleful极少量 adequate ['?dikwit] adj. 充足的；适当的；胜任的 adequate size准确的大小; 正确的大小 adequate service适当的服务; 适当服务; 恰当的服务; 合格的服务adequate exchange充分交换 adequate for胜任……的；对……是足够的；适合……的 adequate consideration充分考虑；适当约因 adequate preparation充分准备 adequate housing适当居所 adequate and systematic service配套服务 adv. adequately 充分地；足够地；适当地 n. adequacy 足够；适当；妥善性 effluent ['eflu?nt] n. 污水；流出物；废气 adj. 流出的，发出的 effluent treatment污水处理; 废水处理; 流出物处理; 废液处理
Passage 6 (Unit 6, Book II: Fathers and sons: the Bonding Process.Family) The pickle jar as far back as I can remember sat on the floor beside the dresser in my parents' bedroom. When he got ready for bed, Dad would empty his pockets and toss his coins into the jar. When the jar was filled, we would take the coins to the bank. Each and every time, as he slid the box of coins across the counter at the bank toward the cashier, he would grin proudly. "These are for my son's college fund. He'll never work at the mill all his life like me." The years passed, and I finished college and took a job. Once, while visiting my parents, I noticed that the pickle jar in my parents' bedroom was gone. A lump rose in my throat as I stared at the spot beside the dresser where the jar had always stood. My dad was a man of few words, and never lectured me on the values of determination, perseverance, and faith. The pickle jar had taught me all these virtues far more eloquently than the most flowery of words could have done. When I married, I told my wife Susan about the significant part the lowly pickle jar had played in my life. In my mind, it defined, more than anything else, how much my dad had loved me. No matter how rough things got at home, Dad continued to doggedly drop his coins into the jar. The first Christmas after our daughter Jessica was born, we spent the holiday with my parents. After dinner, Susan carried the baby into my parents' bedroom to diaper her. When Susan came back into the living room, there was a strange mist in her eyes. She took my hand and leading me into the room. "Look," she said softly, her eyes directing me to a spot on the floor beside the dresser. To my amazement, there, as if it had never been removed, stood the old pickle jar, the bottom already covered with coins. I walked over to the pickle jar, dug down into my pocket, and pulled out a fistful of coins. With the strong emotion choking me, I dropped the coins into the jar. I looked up and saw Dad who is carrying Jessica. Our eyes locked, and I knew he was feeling the same emotions I felt. Neither one of us could speak. 1.Dad is most likely to agree to compare the pickle jar to __________. A. a farm tool B. a piggy bank C. a teaching aid D. a family tradition 2.It can be inferred that the pickle jar was once gone because __________. A.the parents didn’t save money any more B.the author didn’t have to depend on the parents any more C.the financial situation of the family had greatly changed D.the author had fulfilled all his ambitions 3.By saying that “Dad continued to doggedly d rop his coins into the jar” (Line 3, Para. 4), the author intends to point out that father was __________. A.industrious B.considerate C.determined D.far-sighted 4.When Susan saw the old pickle jar in the bedroom, she __________.
教学内容： 单词 interesting, 句型： It’s interesting to…,以一片枫叶在四个季节的不同颜色展开故事教学。 教案一 目标：以四季为主线，操练句型：It is interesting to… 1. 以春天为话题，引入新句型。 T: Now it is spring. It’s so nice. What can you do S1: I can fly the kite. 引导学生运用句型“It is interesting to …”造句，描述春天可以做的事情。 T: Look, here is a little poem for you. 学生读老师创编的小诗。 2．以夏天和秋天为话题，继续操练该句型。 改进之处：在以上教学过程中，丝毫不见阅读课的影子，原因在于教案的设计。阅读课的重点在于读，而教案设计却没有阅读故事课文的环节。 教案二 目标：读懂并理解文章内容。 1．看动画，回答两个简单问题。] （1） Who is he （2） Where is he from (学生观看有声有色的动画短片后，很容易回答了以上两个问题。) 2．学生自主阅读，并根据季节和天气特点的联系完成词与词之间的连线。 What’s the weather like in Canada spring cool summer snowy autumn hot winter rainy (本练习旨在考察学生对文章的整体理解情况，逐步培养学生搜索信息的能力。) 3．集体模仿，跟读录音。 尤其是以下的长难句，要特别注意培养学生的语音、语调和语感。 （1） It is hand to plant flowers in the rain. （2） Is that why we can call autumn “fall” （3） It is so nice to watch the flowers grow. 4．小游戏：猜一猜 设计“猜一猜“的游戏活动，针对教学重点和难点，借助游戏的形式，使操练充满挑战性和趣味性。 5．朗读竞赛：选择你最喜欢的季节所在的段落，并大声朗读这个段落。 （学生喜欢的朗读方式，他们对于自己的表现总是充满期待，并且希望能得到展示自我的机会。）
●Twenty Minutes’ Reading on P18-21 ●Translate the following passage into Chinese Trading error dims Everbright's prospects The record 523 million yuan ($85 million) fine may seem big, but Everbright Securities Co's troubles are far from over. The company is facing claims estimated at 2.7 billion yuan by investors alleged to have been misled by the company's deliberate withholding of information about its 7.2 billion yuan trading mistake. But lawyers said potential claimants may need more information from the China Securities Regulatory Commission investigation to pin Everbright down. According to the Securities Law of China, the principal should shoulder responsibility if insider trading incurs any losses. But Liu Mingjun, director of the capital market department of Beijing Celue Law Firm, told Xinhua News Agency that there is a lack of detailed interpretation and regulations in the Securities Law. In the United States, investors who can prove they suffered a loss as a result of insider trading would bring a civil claim against the broker responsible for it, said Gene Buttrill, capital markets practice partner at the global law firm Jones Day. So far, the commission has only handed down the penalty with a note saying that investors who felt cheated can seek redress through litigation. It has not disclosed details of its investigation that showed how Everbright stonewalled the stock exchange on Aug 16, allowing itself time to engage in insider trading to cover its potential losses. Following Everbright's former president Xu Haoming's resignation on Aug 22, Yang Chizhong, assistant executive, and Mei Jian, secretary of the board of directors, resigned on Saturday. Xu and Yang, together with Shen Shiguang, general manager of the accounting department, and Yang Jianbo, general manager of the strategic department, were fined by the commission and banned from any work involving the stock exchange. Buttrill of Jones Day said insider trading cases in the US carry both criminal and civil penalties. "For serious cases, jail sentences are often appropriate," he added. The share price of Everbright Securities plummeted 8.54 percent to close at 9.21 yuan on Monday, while the benchmark Shanghai Composite Index
大学英语泛读教程第一册参考答案 （高等教育出版社，2010年3月版） Unit 1 Chapter 1 A family sees America Together (P. 2—17) G. Blank Filling (P 11) 1. describing 2. journal 3. sign 4. websites 5. miss H. Translation (P. 12) 1. By using computers and the Internet 2. if we are friendly and helpful to others 3. learn about our country and (our) people 4. enjoyed his trip in Europe 5. on the day that/when they left Chapter two F. Word forms (p. 27) 1. a. solves (v.) b. solutions (n.) 2. a. education (n.) b. educate (v. ) 3. a. locate (v.) b. locations (n.) 4. a. construction (n.) b. construct (v.) 5. a. organization (n.) b. organizes (v.) G. Blank Filling (p. 28) 1. habitat 2. community 3. endangered 4. solution 5. For instance
1. THE EGG 1) What is meant by the comment. ''most philosophers must have been raised on chicken farms'' are we take it seriously ? On the chicken farm, people usually have a lot of grotesque，sophisticated ideas and problems which are most fit for philosophers to cope with. So the writer made such a comment．But however, we don't take it seriously. 2) The scene in which the narrator's father and Jane appear together one night obviously is the main scene in the story．What is Joe kane's reachtion to the father's tricks and his grotesque chickens in alcohol ? Why does the father fail to realize the absurdity and unsuccessfulness of his enterainment? Jos Kene thought the father's tricks are grotesque and hideous. He feels ill at look of those deformed chickens in alcohol. Because the father is trapped in the American passion for success．He tried to be a normrous Doss, and made his restaurant famous so that more customers would come and then he would make a lot of money. The father clung to his grotesque truth and got so feverish in trying to be a success that he because narrow-minded and deformed in behavior and thereby he didn't realized the absurdity and unsuccessfulness of his entertainment. 3) What does the egg symbolize? The egg is a symbol for unfulfilled hopes and promises. The egg hinted American dreams to be‘ in a passion for success, by which people a r e convinced that everybody should be ambitious, through one's efforts one can rise in the world even from humble origin and prowerty. 4) Twice the narrator mentions the detail that when his angry father enters the bedroom with another egg in his hand，instead of destorying it，he lays it gently on the cable．why? Because the egg is Father's hope，his hope for making fortune and success hasn't been shattered completely. He still has to go on running his restaurant and serve the customers. with the egg. 2. HOLIDAY 1) What Kind of family is the Mullers? The mullers is a practical, hard-beaten but warm-hearted and hospitable．There is a respectful and affectionate relationship among the family. They work hard all their lives. They confront troubles and grieves with great courage. 2) Why does the narrator seem disappointed at first, but shortly after her arrival at the Mullers' fell that she is ''going to like it here'' Along the road to the Mullers', what she finds is that desolate, bleak，shapeless, scene which is not in the least the ''paradise'' Louise described to her before, and which is unfit for to spend her holiday． Because of the simplicity, warmness and hospitality of the Mullers and sedate surroundings full of promises of spring and free or troubles and pressures. She feels homely 3) Ottilie is at first a mysterious, tragic nobody. Do you agree with the family's attitude towards her? why does the family treat her like that? Why does the narrator conclude ''there was nothing I could do for Ottlie...she was beyond my reach as well as nay other human reach...''? I n the Mullers' view, nothing is to be gained only by feeling sorry. There are no provisions for coaling invalids．One must work heroically to heal the hurts that can be healed. They are born equally the puppets of life. the narrator's are nothing before Ottilie's agony and misfortune．What is more , Ottilie lives and confronts them more heroiocally, more strenuously heroiocally, more strenuously 4)Why is the afternoon ''lively'' and ''feature'' for both Ottilie and narrator? Although Ottilie and the narrator are suffering a lot in their lives. they are lucky to be fugitives from death. so that they have a little stolen holiday. a breath of spring air and freedom
英语阅读课教学设计 滨海县大套中学水克祥 一、教材依据 本课时选择的是《牛津初中英语》七年级上Unit4 Food，主要围绕本单元中心任务“ Food and lifestyles”而展开的。这篇文章主要讲述了Kitty 和Daniel 过去和现在的饮食和生活习惯，通过比较，让学生明白什么是健康饮食和生活习惯。 二、教学原则与理念 1 实行课堂教学任务化，任务生活化，评价方式过程化，以学生为主体，以话题为主 线，以任务为中心。 2 教学设计突出学生的主体地位，尊重学生个体差异。 3 灵活使用、整合教学资源，优化教学效果。 三、教学目标 1. 知识目标： （1）词汇：扩展有关食物和生活方式的词汇 （2）日常交际用语： 1. What is your favorite food? 2. I like/dislike …… 2. 能力目标 （1）根据图片猜测大意 （2）掌握模仿主题进行描述的技巧，练习了解文章大意，快速浏览查找细节的快速阅读技巧 3. 情感目标 创造机会，鼓励学生用所学的英语知识合作交流，共同完成任务，使他们体验成功，激发学习英语兴趣。 4. 德育目标 通过本文学习增强学生健康意识，使他们明白生活中不能挑食，要珍惜粮食，养成优良的生活方式。 四、教学重点掌握文章中的词汇和理解课文内容，掌握阅读的技巧。 五、教学难点 明白健康饮食和优良生活习惯的重要性
六、教学准备 1. 教师：挂图、录音机、小黑板、实物(水果、素菜、饮料……) 2. 学生：课前词汇预习；健康食物、生活习惯资料收集笔录。 七、教学过程： Step 1: Warming - up (热身) (一)Free Talk: To ask the student on duty to make a speech : “Whats my favourite food ? ” 设计思路：每天都有值日生报告，可以锻炼学生的书写和口头表达能力，另外，在交流过程中，也互相锻炼了学生的听力水平。同时，活跃了课堂气氛。 (二) 1. Revise some names of food (Let the students speak freely.) 2. To show the students beautiful pictures of food during the talking .The teacher can write some of them on the blackboard, especially some new words: fruit, sweet, coke, bread, meat, juice. 3. To ask the students to ask and answer : “What is it ? ”, “Do you like it ? ” ,then discuss: “(1)What food can we? e a(t2a) Wlothich is your favorite food? Why? 设计思路： ( 1)让学生自由回答，复习已学了的食物名称，满足学生表现的欲望，进一步活跃课堂气氛，调动学生积极性。 (2)通过形象直观图片教学，激活旧知识，为学习新知识做铺垫。 (3)通过有趣的话题极大地激发学生的好奇心，为进入正文教学打下基础。让他们参与 初步讨论，知道哪些才是正确的饮食。 Step 2: Pre-listening( 听读) 1. First, let the students look at the photos on Page 60. 2. Second, listen to the tape and read the articles about Kitty and Daniel and tell the teacher who is healthy. 设计思路： 听和读都是获取信息的有效途径，通过边听边读(默读)初步感知文 章内容培养学生快速概括文章主题能力
READING COURSE Book 4 Unit 2 Exploration Section A Word Pretest 1.C 2.C 3.B 4.A 5.B 6.C 7.B 8.C 9.B 10.C 11.A Reading Comprehension 1.B 2.B 3.C 4.A 5.A 6.B 7.A 8.B Vocabulary Building Idioms 1. has a green thumb 2. is a breeze 3. has two left feet 4. has a golden touch 5. has a nose for 6. is easy as pie General Vocabulary Exercise 1. illegality 2. ambitiously 3. discriminative 4. persistent 5. resistance 6. Contamination 7. invalid 8. fantastically 9. specifically 10. have amused 11. magical 12. ignorant 13. survive 14. explored 15. intimidate 16. bulky 17. pilgrimage 18. galaxy 19. transformation 20. alienated Analogies 1.B 2.A 3.D 4.A 5.D 6.B 7.B 8.B Cloze until Most reached from ice combined and deep over includes in Section B 1.F 2.T 3.F 4.T 5.C 6.B 7.A 8.C 9.A 10.B 11.A 12.C 13.B Section C 1.T 2.T 3.T 4.F 5.F 6.F 7.F 8.F 9.T 10.T 11.T 12.T Unit 4 Cigarettes
1 教案 _2009_~ 2010 学年第 1 学期 学院名称外语系 系（部）英语专业 课程名称英语泛读（3）________ 授课对象2008 级本科 授课教师__________ 职称教授____________ 教材名称新编英语泛读教程（第三册） 2009 年8 月25 日 2 保定学院课程教案（课时单元备课） 授课题目（或主题）：Unit 1 Reading Strategies 授课类型讲授、练习授课时间第 1 周1－2 节 教学目标或要求： 1．Learn some information about fast reading—skimming 2．Reading practice 教学要点及教学进程： 1. Reading skill—skimming 2. Section A 2.1 Letter perception 2.2 Word perception
2. Section B: Text I: Why Read fast 4. Section C 5. Discuss in groups 教学重点和难点 1.What is skimming? Reading for the general idea or the big picture, not for a detailed knowledge (Skimming = careful reading) 2.How to skim? clue words direction words: furthermore, also, however, yet, on the contrary, etc. Practical steps for skimming: Read the title Note the author’s name and the source of the text 3 Read the first paragraph completely Read subheadings and first sentences of remaining paragraphs “float” over the body of the material: main ideas, clue words, direction words, numbered sequences and ideas set off by attention-getting markings Final paragraph (summary) 教学手段与方法： 1. Reading and discussion 2. Means of classroom instruction: Multi-media 思考题、讨论题、作业：
一、教学目的与要求 泛读课并非仅仅让学生大量而广泛地阅读课外读物，教师要有意识地培养学生的正确理解语篇的能力，加强学生阅读技能的训练和阅读能力的培养，巩固学生的语音、词汇、句法等基本语言能力，扩充学生的文化知识背景，同时也要增强学生的认知能力、逻辑思维能力等从而使学生达到英语专业四级的考试要求。 1. 加强基础知识 词汇和语法是学好英语的关键。要扩大学生词汇量，教师可以要求学生通过大量阅读来熟悉掌握词汇；其次，可以向学生介绍一些记忆单词和在阅读中猜测词的方法，如：利用构词法、词类归纳法、联想法等记忆单词；利用上下文、同义词、反义词、举例、等猜测词义；另外教师可以要求学生运用阅读中出现的新词汇来进行写作，以促使学生更加有效地掌握所学词汇。 2. 培养阅读技能 阅读速度是反映语言能力和衡量阅读水平的重要标志。泛读课教学的一个重要的任务是教授学生阅读方法，训练各项阅读技能，努力引导学生养成组视阅读、集中关键词阅读、抓主题句阅读、利用词缀和上下文推测词义阅读以及用外文思维阅读等良好习惯，来培养学生的阅读速度。此外可以训练其它的一些技巧，如略读法，即通篇浏览，了解文章大意和中心内容；寻读法，即有目的地寻找文章的主要信息；评论阅读法，即弄清作者在文章中表露出来的态度和倾向，对其主要观点加以评论。 3. 扩大知识面 泛读课中的阅读材料，题材广泛、体裁多样，涉及各个学科、各个领域的知识。教师可提前要求学生预习有关主题，从网络或资料中查阅相关的背景文化知识，这样既可提高学生对语篇内容的熟悉度，免得教师占用大量的课堂时间进行冗长的背景知识介绍，又可避免扼杀语篇的交际性和学生的阅读兴趣。课堂上教师再适当地补充介绍相关的历史、政治、背景知识、重要人物、名作家及作品等知识，为学生推荐一些好的课外阅读材料，鼓励学生进行大量课外阅读，使其尽可能多地接触到丰富多样的真实的语言运用场境，拓展他们的各种图式结构。 二、教材及参考书 1．教材：《英语泛读教程》 2．参考书：《古希腊罗马神话与西方民间传说》《傲慢与偏见》《希腊罗马神话及典故成语》《西洋圣典·古希腊罗马神话》《希腊罗马神话词典》 三、授课单元及学时分配
英语阅读课教学设计
英语阅读课教学设计 滨海县大套中学水克祥 一、教材依据 本课时选择的是《牛津初中英语》七年级上Unit4 Food，主要围绕本单元中心任务“Food and lifestyles”而展开的。这篇文章主要讲述了 Kitty和Daniel过去和现在的饮食和生活习惯，通过比较，让学生明白什么是健康饮食和生活习惯。 二、教学原则与理念 1 实行课堂教学任务化，任务生活化，评价方式过程化，以学生为主 体，以话题为主线，以任务为中心。 2 教学设计突出学生的主体地位，尊重学生个体差异。 3 灵活使用、整合教学资源，优化教学效果。 三、教学目标 1.知识目标： （1）词汇：扩展有关食物和生活方式的词汇 （2）日常交际用语：1. What is your favorite food? 2. I like/dislike…… 2.能力目标 （1）根据图片猜测大意 （2）掌握模仿主题进行描述的技巧，练习了解文章大意，快速浏览查找细节的快速阅读技巧 3.情感目标 创造机会，鼓励学生用所学的英语知识合作交流，共同完成任务，使他们体验成功，激发学习英语兴趣。 4.德育目标 通过本文学习增强学生健康意识，使他们明白生活中不能挑食，要珍惜粮食，养成优良的生活方式。 四、教学重点 掌握文章中的词汇和理解课文内容，掌握阅读的技巧。 五、教学难点
明白健康饮食和优良生活习惯的重要性 六、教学准备 1.教师：挂图、录音机、小黑板、实物（水果、素菜、饮料……） 2.学生：课前词汇预习；健康食物、生活习惯资料收集笔录。 七、教学过程： Step 1: Warming –up（热身） （一）Free Talk: To ask the student on duty to make a sp eech : “What is my favourite food ?” 设计思路： 每天都有值日生报告，可以锻炼学生的书写和口头表达能力，另外，在交流过程中，也互相锻炼了学生的听力水平。同时，活跃了课堂气氛。（二）1. Revise some names of food (Let the students speak freely.) 2. To show the students beautiful pictures of food during the talking .The teacher can write some of them on the blackboard, especially some new words: fruit, sweet, coke, bread, meat, juice. 3. To ask the students to ask and answer :“What is it ?”,“Do you like it ?” ,then discuss: “(1)What food can we eat a lot ?(2) Which is your favorite food? Why? 设计思路： （1）让学生自由回答，复习已学了的食物名称，满足学生表现的欲望，进一步活跃课堂气氛，调动学生积极性。 （2）通过形象直观图片教学，激活旧知识，为学习新知识做铺垫。 （3）通过有趣的话题极大地激发学生的好奇心，为进入正文教学打下基础。让他们参与初步讨论，知道哪些才是正确的饮食。Step 2: Pre-listening(听读) 1. First, let the students look at the photos on Page 60. 2. Second, listen to the tape and read the articles about Kitty and Daniel and tell the teacher who is healthy. 设计思路： 听和读都是获取信息的有效途径，通过边听边读（默读）初步感知文章内容培养学生快速概括文章主题能力。
《大学英语泛读》课程标准 一、课程的性质 《大学英语泛读》是师范初等教育类双语专业的专业主干课程。通过学习，使学生具备相关职业应用性人才所必需的运用英语能力技术标准、规则等有关知识， 二、本课程与其他课程的关系（此项可根据实际情况做增加或删减） 三、课程的目标 1、知识目标 （1）熟练掌握英语阅读能力 （2）提高英语综合能力 1、能力目标 （1）培养学生既能掌握丰富的英语知识，同时也能了解西方国家的文化传统和人文知识（2）能用英语阅读相关的材料 3、素质目标 （1）英语写作能力可以在阅读理解的帮助下得到提高 四、教学参考书选取 教材，大学英语泛读董亚芬上海外语教育出版社 参考教材，<大学英语教程> 上海外语出版社 <英语泛读> 汪荣陪北京外国语大学出版社 《英语阅读技巧与实践》系列教材湖南大学出版社2011 五、课程设计的理念及思路 1，课程定位不变，目的是帮助大学生各个专业学生进一步打下坚实的语言基础。 2。选材原则不变，选材必须做到题材广泛，题材多样，语言规范没有利于打好语言基础，要遵守趣味性、知识性、以激发学生的学习兴趣 3。选择文章要有时代性和经典性，经得起时间考验和反复咀嚼。 六、课程的课时整体设计
七、课程教学设计指导框架（此项必须详细书写） 八、课程考核方式及考核标准 大学英语泛读是专业必修课成绩由三个部分构成：课堂提问20%、作业10%和期末考试70% 1、英语填空10个考核学生对教材词汇的熟悉程度笔试20分按照正确与 否得分，每个2分
2、英语多项选择10个考核学生对教材内容以及表达的掌握程度笔试10分按 照正确与否得分，每个1分 3、英语完型填空1篇（10个）考核学生在规定时间内对商务语篇的理解能力和语 言基本功，包括语法，搭配等笔试10分按照正确与否得分，每个1分 4、商务英语正误判断2篇（10个）考核学生对商务语篇大意的把握程度，以及快 速判断的能力笔试20分按照正确与否得分，每个2分 5、商务英语阅读理解2篇（10个）考核学生对商务语篇的综合理解能力笔试20 分按照正确与否得分，每个2分 6、英语总结撰写1篇考核学生快速总结商务语篇大意的能力笔试20分按 照总结的质量评判，1-20分。紧扣原文要点，条理清晰，15-20分，与原文挂钩比较紧，条理一般，9-14分，条理不太清晰，大意概括与原文要点不太相符，0-8分。 小论文1次 主要考查学生自主学习和课外学习能力 论文等级 100分 按0-100分,主题明确，有创新点，信息充分，有说服力，篇幅超过要求80-95分，基本切题，评议基本合理，篇幅基本达到要求60-79分，文不对题，敷衍应付，60分以下九、教学团队（应具备的能力及教学团队成员）