Unit 3 On Reading

ON READING

W. Somerset Maugham 1. The first thing I want to insist on is that reading should be enjoyable. Of course, there are many books that we all have to read, either to pass examinations or to acquire information, from which it is impossible to extract enjoyment. We are reading them for instruction, and the best we can hope is that our need for it will enable us to get through them without tedium. Such books we read with resignation rather than with alacrity. But that is not the sort of reading I have in mind. The books I shall mention in due course will help you neither to get a degree nor to earn your living. They will not teach you to sail a boat or get a stalled motor to run, but they will help you to live more fully. That, however, they cannot do unless you enjoy reading them.

2. The “you” I address is the adult whose avocations give him certain leisure and who would like to read the books which can without loss be left unread. I do not address the bookworm. He can find his own way. I wish to deal only with the masterpieces which the consensus of opinion for a long time has accepted as supreme. We are all supposed to have read them; it is a pity that so few of us have. But there are masterpieces which are acknowledged to be such by all the best critics and to which the historians of literature devote considerable space, yet which no ordinary person can now read with enjoyment. They are important to the students, but changing times and changing tastes have robbed them of their savour and it is hard to read them now without an effort of will. Let me give one instance: I have read George Eliot’s Adam Bede, but I cannot put my hand on my heart and say that was with pleasure. I read it from a sense of duty; I finished it with a sigh of relief.

3. Now of such books as this I mean to say nothing. Every man is his own best critic. Whatever the learned say about a book, however unanimous they are in their praise of it, unless it interests you, it is no business of yours. Don’t forget that critics often make m istakes —the history of criticism is full of the blunders the most eminent of them have made, and you who read are the final judge of the value to you of the book you are reading. This, of course, applies to the books I am going to recommend to your attention. We are none of us exactly like everyone else, only rather like, and it would be unreasonable to suppose that the books that have meant a great deal to me should be precisely those that will mean a great deal to you. But they are books that I feel the richer for having read, and I think I should not be quite the man I am if I had not read them. And so I beg of you, if any of you who read these pages are tempted to read the books I suggest and cannot get on with them, just put them down; they will be of no service to you if you do not enjoy them. No one is under an obligation to read poetry or fiction or the miscellaneous literature which is classed as belles-lettres. (I wish I knew the English term for this, but I don’t think there is one.) He must read them for pleasure, and who can claim that what pleases one man must necessarily please another?

4. But let no one think that pleasure is immoral. Pleasure in itself is a great good, all pleasure, but its consequences may be such that the sensible person eschews certain varieties of it. Nor need pleasure be gross and sensual. They are wise in their generation who have discovered that intellectual pleasure is the most satisfying and the most enduring. It is well to acquire the habit of reading. To acquire the habit of reading is to construct for yourself a refuge from almost all the

miseries of life. Almost all, I say, for I would not go so far as to pretend that to read a book will assuage the pangs of hunger or still the pain of unrequited love; but half a dozen good detective stories and a hot-water bottle will enable anyone to snap his fingers at the worst cold in the head. But who is going to acquire the habit of reading for reading’s sake, if he is bidden to read books that bore him?

5. It is more convenient to take the books of which I am now going to speak in chronological order, but I can see no reason why, if you make up your mind to read them, you should do so in that order. I think you would be much better advised to read them according to your fancy; nor do I see even why you should read them one by one. For my own part, I find it more agreeable to read four or five books together. After all, you aren’t in the same mood on one day as on another, nor have you the same eagerness to read a certain book at all hours of the day. We must suit ourselves in these matters, and I have naturally adopted the plan that best suits me. In the morning before I start work I read for a while a book, either of science or philosophy, that requires a fresh and attentive brain. It sets me off for the day. Later on, when my work is done and I feel at ease, but not inclined for mental exercise of a strenuous character, I read history, essays, criticism or biography; and in the evening I read a novel. Besides these, I keep on hand a volume of poetry in case I feel in the mood for that, and by my bedside I have one of those books, too rarely to be found, alas, which you can dip into at any place and stop reading with equanimity at the end of any paragraph.

6. Upon looking back on what I have written, I notice that I have more than once suggested to you that you would be wise now and then to skip. I think all the books I have mentioned are important enough to be read thoroughly, but even they are more enjoyable if you exercise your right to skip. Change of taste has rendered certain parts of even great works tedious. We no longer want to be bothered with the moral dissertations of which the eighteenth century was so fond, nor with the lengthy descriptions of scenery which were favoured in the nineteenth. When the novel became realistic authors fell in love with detail for its own sake, and it took them a long time to discover that detail is interesting only if it is relevant. To know how to skip is to know how to read with profit and pleasure, but how you are to learn it I cannot tell you, for it is a trick I have never acquired. I am a bad skipper; I am afraid of missing something that may be of value to me, and so will read pages that only weary me; when once I begin to skip, I cannot stop, and end the book dissatisfied with myself because I am aware I have not done it justice, and then I am apt to think that I might just as well never have read it at all.

选修六unit3reading-教案

U n i t3A h e a l t h y l i f e Ⅰ.教材分析 本节课的教学任务是人教版选修六Unit 3 A healthy life 中的Warming up, Pre-reading, Reading and Comprehending 部分。Warming up部分主要围绕健康问题展开讨论，并提供了几个有关健康的话题（cigarette smoking/Drinking alcohol/Drug taking/Physical fitness/Sexual health/Stress）,同时展示了几张图片，使学生能联想现实中的健康话题，更好引入阅读。Pre-reading部分通过看标题预测文章大意的方式，激发了学生的阅读兴趣。Reading部分分为两部分，首先是爷爷写给孙子的一封信，信中82岁的爷爷以亲身体会向孙子介绍了上瘾的原因、抽烟的危害和戒烟的方法，告诫孙子把烟戒掉。第二部分是有关戒烟的网页，详细列举了戒烟的六种方法：l．制订计划；2．下定决心；3．破除旧习；4．学习自我放松；5．必要时请求帮助；6．坚持不懈。Comprehending 部分设计了三个练习，讨论部分可以激活学生在读前部分学过的内容，以便对抽烟这一话题作深入讨论。表格填空主要帮助学生加深对课文内容的理解和巩固，并通过角色扮演让学生们学会运用本节课所学短语，句型，是一种很好的复习方式。 II. 教学设计思路 本课设计以“A healthy life”为课堂教学材料，以学生现实生活为出发点和归宿点，旨在培养学生阅读能力及其发展学生的语言实际运用能力。本设计以学生为中心，运用了图片展示，采用了学生预测文章内容、复述、讨论、学生自读及教师指导阅读等形式，使学生由浅入深，理解课文，同时又提高了学生各方面的能力。 III. 学习任务分析 本单元的中心话题时“健康生活”，在阅读这部分，主要谈到了爷爷通过自己抽烟及戒烟的亲身经历对孙子提出很多建议。讨论部分：我们在日常生活中能做些什么去保护非抽烟者免受二手烟的侵害，尤其是妇女和儿童，又会遇到什么困难，也是学生较为感兴趣并且很想了解的东西，而文章正式给我们解释了这一问题，而且阅读的难易程度适中，学生有一定的学习热情。 IV. 学习者分析 教学对象为高中二年级学生，他们已经完成了高二2个多个模块的学习，部分学生渐渐适应了本套教材的学习，也习惯了我的教法。且智力发展趋于成熟，基本能用英语获取信息、处理信息、分析问题和解决问题。但由于课外语言活动环境不够丰富，对阅读的重视也不够，学习中还存在一定的问题。 V.Teaching goals 1.Target language目标语言

选修六UNIT3READING 教案

Unit 3 A healthy life Ⅰ.教材分析 本节课的教学任务是人教版选修六Unit 3 A healthy life 中的Warming up, Pre-reading, Reading and Comprehending 部分。Warming up部分主要围绕健康问题展开讨论，并提供了几个有关健康的话题（cigarette smoking/Drinking alcohol/Drug taking/Physical fitness/Sexual health/Stress）,同时展示了几张图片，使学生能联想现实中的健康话题，更好引入阅读。Pre-reading部分通过看标题预测文章大意的方式，激发了学生的阅读兴趣。Reading部分分为两部分，首先是爷爷写给孙子的一封信，信中82岁的爷爷以亲身体会向孙子介绍了上瘾的原因、抽烟的危害和戒烟的方法，告诫孙子把烟戒掉。第二部分是有关戒烟的网页，详细列举了戒烟的六种方法：l．制订计划；2．下定决心；3．破除旧习；4．学习自我放松；5．必要时请求帮助；6．坚持不懈。Comprehending 部分设计了三个练习，讨论部分可以激活学生在读前部分学过的内容，以便对抽烟这一话题作深入讨论。表格填空主要帮助学生加深对课文内容的理解和巩固，并通过角色扮演让学生们学会运用本节课所学短语，句型，是一种很好的复习方式。 II. 教学设计思路 本课设计以“A healthy life”为课堂教学材料，以学生现实生活为出发点和归宿点，旨在培养学生阅读能力及其发展学生的语言实际运用能力。本设计以学生为中心，运用了图片展示，采用了学生预测文章内容、复述、讨论、学生自读及教师指导阅读等形式，使学生由浅入深，理解课文，同时又提高了学生各方面的能力。 III. 学习任务分析 本单元的中心话题时“健康生活”，在阅读这部分，主要谈到了爷爷通过自己抽烟及戒烟的亲身经历对孙子提出很多建议。讨论部分：我们在日常生活中能做些什么去保护非抽烟者免受二手烟的侵害，尤其是妇女和儿童，又会遇到什么困难，也是学生较为感兴趣并且很想了解的东西，而文章正式给我们解释了这一问题，而且阅读的难易程度适中，学生有一定的学习热情。

(完整版)人教版高中英语必修三Unit3Reading教案高品质版

Unit3 Reading精品教案 Period 1 & 2 Pre-reading, Reading & Comprehending Teaching objectives: 1. To talk about short stories and plays. 2. To develop Ss’ reading skills. 3. To arouse Ss’ interest in acting out a play and writing a play. Teaching Procedures: Step 1. Pre-reading Purpose: To arouse Ss’ interest in learning about the attitudes of different people. 1. Show some pictures and encourage Ss to get as much information as possible. Then ask them to answer the following questions. (1) When you get a large amount of money to use as you like, what will you do with it? Why? (2) Have you ever made a bet with a friend? If so, what did you bet on?

(3) How did you feel about the bet after it was won or lost? (4) Have you ever read the story “The Million Pound Bank-Note”? (5) Have you seen the movie? If so, what did you think of it? 2. Get Ss to talk freely with their partners about the value and use of money. After talking, ask Ss to present their opinions in class. For Your Reference: S1: I’ll buy a big house, a new car of my own and get married to a beautiful girl. In my opinion, the most important thing for a person is to enjoy the life. So, if I have a lot of money, I’ll make full use of it to meet my needs for a rich life. S2: I’ll give some money of the one million pound to the poor people in the western part of our country to help them live a happy life, especially the children. Because they really need help and they can learn more knowledge in order to develop the western part of our country. This way of spending money is meaningful. S3: ... Step 2. Leading-in Purpose: To stimulate Ss’ interest in reading the text. Ask Ss to think about the following questions and talk about the answers. 1. How did Henry get the Million Pound Bank-Note? 2. Do you agree that the money can bring Henry happiness? 3. What will Henry do with the note? 4. How many characters are there in this scene? 5. When and where did the story happen? Step 3. Fast reading Purpose: To get the gist of the passage. 1. Ask Ss to read the text quickly and try to get the main idea of the text. 2. Ask Ss to finish the following exercises according to the text. (1) Which is the right order of the events according to the text? ① Henry wandered in London streets. ② About a month ago, Henry Adams was sailing out of the bay.

沪教版七年级英语下册Unit3 Reading 课教案-新版

Unit3 Reading教案 教学目标： 1.语言知识 1)认读和理解单词allow, anywhere, apologize, bark, blind, bottom, finally, helpful, lead,mean, pet, towel以及短语arrive at, by oneself, fall asleep, fire engine, get down, lead (sb.)to和wake up;认识单词receptionist和rescue。 2)复习一般过去时 2.语言技能 1)通过阅读标题和图片，预测主阅读篇章的话题。 2)通过略读和找读逐步深入理解课文。 3.情感态度 1)理解人与动物之间的互助与和谐，培养爱护动物、善待动物的意识。 2)学会怎样在火灾中逃生，提高安全意识。 3)培养学生的合作能力，通过小组活动提高学生学习英语的兴趣。 学情分析： 学生处于初一下学期的学习阶段。一个学期以来，学生逐步适应了初中的学习生活，学习方式也由小学阶段注重通过图片学习词汇以及简单对话转入到了篇章学习。大部分学生可以读懂生词不多的简短文章以及在给出example和关键词的情况下make dialogues或看图说话。 本人任教的班级中，大部分学生在阅读英文主阅读篇章时，不太注重运用预设、略读、找读等阅读技巧，很少通过上下文来“猜词义”，一碰到生词就去翻看单词表或电子辞典，此外，他们的分析理解能力也有待于提高。有鉴于此，本节课在培养学生口语表达能力的基础上，侧重语篇教学，尤其是注重语言衔接知识和背景知识在阅读理解中的运用，以任务型(task--based)教学为主，