Reading List

Reading List

Novels

1. F. Scott Fitzgerald, The Great Gatsby

2.Petronius, The Widow of Ephesus

3.Anton Chekhov, Misery; Enemies

4.W. Somerset Maugham, The Treasure

5.Ernest Hemingway, Hills Like White Elephant; The Short Happy Life of Francis

Macomber; Cat in the Rain

6.Raymond Carver, Popular Mechanics

7. D. H. Lawrence, The Shadow in the Rose Garden

8.Katherine Anne Porter, Rope; The Jilting of Granny Weatherall

9.Guy de Maupassant, The Necklace

10.Kate Chopin, Ripe Figs; The Story of An Hour; The Storm

11.Charlotte Perkins Gilman, The Yellow Wallpaper

12.James Joyce, Araby

13.William Faulkner, A Rose for Emily

14.Jorge Luis Borges, The Intruder

15.John Barth, Lost in the Funhouse

16.Julio Cortazar, Blow-up

17.Robert Coover, The Hat Act

Poems

1.Robert Frost, Stopping by Woods on a Snowy Evening; The Road Not Taken

2.T. S. Eliot, The love song of J. Alfred Prufrock

3. A. E. Housman, To an Athlete Dying Young; They Say My Verse Is Sad: No

Wander

4.Edgar L. Masters, Amanda Barker

5.Wallace Stevens, Of Modern Poetry

6.William Butler Yeats, The Second Coming

7.Charles Best, Sonnet of the Moon

8.Samuel Taylor Coleridge, The Rime of the Ancient Mariner

9.Stephen Crane, War is Kind

10.Robert Browning, My Last Duchess

11.William Wordsworth, I Wondered Lonely as a Cloud; It Is a Beauteous Evening

12.Emily Dickinson, Because I Could Not Stop for Death

https://www.wendangku.net/doc/f37327526.html,ngston Hughes, The Negro Speaks of Rivers

14.Ezra Pound, The River-Merchant’s Wife: A Letter

15.Bei Dao, Declaration

Dramas

1.Sophocles, Oedipus Rex

2.William Shakespeare, Hamlet, Prince of Denmark

3.Henrik Ibsen, A Doll House

4.Arthur Miller, Death of a Salesman

5.Eugene O’Neill, Desire under the Elms

6.Tennessee Williams, Cat on a Hot Roof

7.Edward Albee, The Zoo Story

高中英语 Unit1 Living with technology Reading1教学设计 牛津译林版选修7

Unit1 Living with technology Reading1教学设计 单元：Unit1 Living with technology 板块：Reading 1 Thoughts on design: 这是Reading 板块第一课时。第一课时侧重阅读理解，主要关注提升学生的阅读理解能力和思维能力。涉及到的阅读技能有：把握文体风格，理解中心思想，按照时间线索查找细节信息，了解行文结构和信息组织方式, 通过阅读标题了解特定信息，对长句和难句的理解等等。涉及到的思维能力是：进行信息重组再加工，学习运用所学知识和技能进行创造等。 Teaching aims: 1.students will be able to read an article from a book about the evolution of video and sound devices; 2.students will be able to know the reading strategy—understanding headings; Teaching procedures: Step 1 Lead-in Where is this piece of writing taken from? What is it about? (Explan ation) 在阅读导入环节，提出两个问题，提示学生关注本文的文体特点，目标读者和中心内容，对提高他们的阅读理解能力和思维能力都会有所帮助。从应试的角度来看，这些也是常见题型，平时可以因地制宜地进行这种训练。 Step 2 Checking preview 1. P2 A John Logie Baird. Two minutesThomas Edison. The Portable cassette players. 2. New words. P4 D 1e, 2d, 3h, 4c, 5f, 6a, 7b Step 3 Reading strategies 1 What do you think is the best way to get the most important information in such a long passage? Follow the chronological order. P4 C2 ?1887—Emile Berliner invented a record player that used discs to record on.

人教版高一英语必修一-Unit1--Friendship-reading-说课稿

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Reading英语阅读小诗

Reading, My Love! Reading is a teacher 阅读是一位老师 Teach me more knowledge 教会我更多的知识 Reading is a kind of enjoyment 阅读，是一种享受， Open the window 帮我打开心灵的窗户 Led me into the colorful world 让我走进那个五彩缤纷的世界 Reading is a guide 阅读是一位向导 Led me walk out of confusion 引领着我走出困惑和迷茫 Reading is a ray of sunshine 阅读是一束阳光 To shine on my long life 照耀着我漫长的人生道 Reading are colorful flowers 阅读是一朵朵五颜六色的鲜花 Dress up my colorful inner world 装扮着我五彩斑斓的内心世界 Reading is clear spring 阅读是清澈的泉水 He watered my heart 浇灌着我的心田 Reading is a treasure bo，x full of wisdom 阅读是一个装满 智慧的宝盒 Help me when I'm in trouble 在我遇到困难时暗暗帮助我

Walking into reading 走入阅读 I went into my world 就走入了我的世界 Reading makes me happy Reading makes me clever Reading makes me confident I will read! Everyday!

牛津译林版8A Unit5 Reading1 教案

8A Unit 5 Reading 1 【Learning aims】 By the end of the lesson, students should be able to: 1. grasp the main idea of the whole text and each paragraph; 2. understand the structure of the text; 3. get specific information by using the indicating words; 4. understand the importance of protecting wild animals. 【Learning process】 I. Free presentation II. Pre-reading Task 1 Enjoy the video about Kungfu PandaⅢ Task 2 Brainstorming and understanding some useful expressions What do you know about giant pandas? III.While-reading Task 1 Fast reading 一、Answer the following questions. 1.What does Xi Wang mean? 2.How many pandas are there in the wild now? 3.What will happen to giant pandas 二、Find out the main idea Part 1(Para1-3): Part 2(Para4): Part 3 (5-6): Task 2 Careful reading 一、Read Part 1 and complete the table. The growth of Xiwang

reading教案

外研版高一英语必修一 Module 2 My New Teachers教案 Teaching Aims: Train the students' reading ability. Learn some useful words and expressions：amusing, energetic, intelligent, nervous, make progress keep doing sth and so on. Teaching Important Points. Help the students to understand the passage better. Learn and master some important words and phrases in this period. Teaching Difficult Points: How to help the students improve their reading and understand the passage better. Teaching Methods: Fast reading to get the general idea of the text. Careful reading to understand the passage better. Discussion to help the students understand what they've learned better. Teaching procedure. Step 1 Lead --in 基础梳理：选词填空 amusing patient serious strict impression avoid immediately appreciate admit scientific 1 Although her father loved her deeply, he was _____ with her. 2.You must be ______about your job. 3.If the shop is untidy, it makes a bad _____on the customers. 4.The microscope is a ______ instrument. 5.The ______story made them laugh. 6.A healthy diet will help you _______heart disease. 7.John ______making mistakes. 8.The children went out to play ______after they had eaten. 9.Try to be _____with your daughter. 10.I would ________it if you would like to help me. Step 2 Reading comprehension. Fast reading: Read the passage quickly and answer the question. 1) Which teacher do students like a lot?

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译林牛津版八上英语 Unit 5 Wild animals reading 1教案(1)

Unit 5 Wild animals reading 1 设计的基本理念： 根据新课标和学校“121”课堂模式，突出学生自主学习的主体地位原则，培养学生自主、合作、探究精神、突出语言运用能力培养的理念而设计。《英语课程标准》是以学生“能做某事”的描述方式来设定各级目标要求的。这就决定了我们在教学中要尽量采用“任务型”的教学途径。在这一教学环节中，教师的任务就是根据单元和课堂教学内容和目标，给学生设计一个阶段、一个单元和每一课的学习任务、目标，并锁定任务，吸引和组织他们积极参与，通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。 课型：阅读课 一、教材分析 1、单元背景分析： 野生动物是我们人类的朋友，我们有责任和义务去保护它们，但随着现代工业的发展而导致的环境污染，人类对森林资源的乱砍乱伐，一些野生动物濒临着危及，它们生存的环境遭遇了破坏，有些野生动物甚至到了灭绝的地步. 大熊猫是中国的国宝，目前，它们也处于困境中，全世界大概还幸存2000多只大熊猫，所以保护野生动物，保护大熊猫是全世界的呼声，还野生动物一个自然生存的环境，给大熊猫一个安静、舒适的家刻不容缓。 2、教材内容分析 这篇文章主要介绍了大熊猫幼仔的早期生活以及它的成长过程，由于人类对大自然环境的破坏导致了它濒临危及的困境，教育人类要保护自然生态环境，不要捕杀野生动物，并要采取一些保护大熊猫的措施，结合课文，让学生意识到生态环境对动物的重要性，联系实际，分析我们目前当地生态坏境，一些环境污染影响着我们的生活质量，让学生明白保护我们的生存环境的重要性，让学生在实际中能够自觉保护我们的生存环境。 3、教材重点、难点 教材重点： （ 1）重点词组： be born, look like, at four months old, not…at all, in the beginning, look after herself, face serious problems, live on, as a result, in danger, take action, right away, at birth. （2）重点句型： When Xi Wang was born, she weighed just 100 grams and looked like a white mouse. Eight months later, she was not a small baby ant more. Giant pandas live mainly on a special kind of bamboo. As a result, pandas may not have a place to live or food to eat. If we do nothing, soon there may be none left! （3）重点语法：动词不定式的正确使用。 教材难点： （1）如何在课堂上提高阅读能力。 （2）讨论如何采取措施保护我们的生态环境。 （3）制作一个海报，描述人类与野生动物的关系，呼吁全社会保护自然生态环境，爱护野生动物。 4. 教学目标： （1）知识与技能：

While-reading教学设计26

Pre-reading: When we talk about ‘Great books’, what words will come to your mind? Confucius (about 551-479BC) was a Chinese _______ (教育家), ________ (思想家) and philosopher (哲学家) of the ________________________ (春秋时代) of Chinese history. He is ___________ (著名的) in many countries. William Shakespeare (1564－1616) He was an _______ (英国的) poet, playwright (剧作家) and actor. And he was widely regarded as the _________ (最伟大的) writer in the English language. His works are still _____ (阅读) by many people today. Mark Twain (l835～1910) America's short story writer, novelist Humorist (幽默作家) America's _________ (著名的) literary figure Literary giant While-reading: Task 1: 见课本P57 ③ Task 2: True or false. 1. Both Betty and Mr Jackson think that Confucius and Shakespeare are great. 2. Confucius and Shakespeare lived long long ago, so people are influenced little by them now. 3. Mr Jackson dislikes the book, The adventures of Tom Sawyer. 4. Betty wants Mr Jackson to join the Internet group to discuss great books. Task 3: 见课本P57 ④ Post-reading: Quiz I. 根据句意及汉语提示写出正确的单词。 1. — Tom Cruise is a(n) __________ (众所周知的) actor, isn’t he? — Yes, he is.

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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

Unit-3-On-Reading说课材料

U n i t-3-O n-R e a d i n g

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 th at critics often make mistakes — 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?

【K12学习】人教版高中英语必修一unit1reading教案

人教版高中英语必修一unit1reading教案 Teachingcontents:ThelessonisapassageaboutAnne'sBest Friend Teachingobjectives: noledgeobjectives: Studentsareabletofindouttheainideaandthedetailsofth epassage. Studentscanlearnsoebacgroundaboutouldarll Abilityobjective: Byreadingthepassage,students'readingabilityofsiinga ndscanningcanbeiproved. Eotionalobjective: Aftertheclass,studentscancherishpeace. TeachingeyandDifficultPoints: Teachingeypoint:Studentscanfindtheainaboutthepassag eandlistsoedetails.

Teachingdifficultpoint:Studentscantraintheirreading sillandtheycanusethistopicintheirdailylife. Step1:Pre-reading TheteacherillgiveaVcRaboutthetragiclifeofthejesduri ngouldarll Step2:hile-reading Siing TheteacherillasStudentstoreadtheholepassagequiclyto gettheainidea,thenassoeonetoshareitiththeholeclass. Scanning TheteacherillasStudenttoreadthepassageagainfinishth eblan: Anneeptadiarybecause Shefeltverylonelybecause Theyhadtohidebecause Annenaedherdiaryittybecause Afterthat,asthetodiscussthefolloingquestions: question1:AboutholonghadAnneandherfailybeeninthehid

Reading说课稿15分钟

Reading Good morning, dear teachers, I am number_____. It’s my great honor and pleasure to share my lesson with you. The content of my lesson is Senior English Book ______, _____taken from Unit_______. I have been ready to begin this lesson with five parts,analysis of teaching materials, analysis of students, the teaching methods and studying methods, the teaching procedures and blackboard design. Part 1: Analysis of teaching materials, including three parts. 一. The status of teaching materials. The content of my lesson is Unit____________ . This unit is about ________(topics). By studying of this unit, the students improve their reading ability and know ______________.And the SS can improve their basic English skills by doing various exercises. This lesson is in the important position of this unit, if the students can master it well, it will be helpful to learn the rest of this unit. 二．Teaching aims 1.Knowledge objective: (1).The SSmust master the usage of the important words, expressions, such as____________（写在黑板右面1,2,3,4), sentence patterns, such as______(写在黑板左面1,2) (2)The SS can get their own idea about ___________________________. 2. Ability objective: (1) To develop the SS’ abilities of listening, speaking, reading and writing, especially reading, skimming and scanning ability. (2) To train the SS’ abilities of studying by themselves and cooperation. (3).To guide the students to set up effective study strategies. 3.Emotion objective: 三．The important and difficult points 1.The important points: how to use the key words, expressions and sentence patterns as flexible as possible. Train the students’ abilities of

M8U1reading教案1

Reading Appreciating literature Step1: Lead-in Let’s enjoy a section of film. Is it wonderful? Do you know something about the film? It’s based on Dickens’s famous novel“Oliver Twist”.It’s an example of classics. Classics are the antiques of the literary world. In this unit, we’ll have the chance to get more information about classic literature. Go through the passage as quickly as possible and try to find answers to the three questions in part A on Page 2. Just focus on and identify the information needed to

1. Some people think that classics are old-fashioned because of the following statements except __________. A. they were written a long time ago. B. the language used in them is quite different from the language used today. C. they are difficult for people to understand. D. They can only be found in bookshops and libraries. 2. Which of the following statements is wrong? A. Clueless, the award-wining film is based on Charles Dickens’s novel. B. The film based on Great Expectations was released in 1998. C. At first, Charles Dickens published many novels in newspaper. D. Good classics are examples of great writing and wisdom. 3. When and where is Great Expectations set in? A. In the USA in the 1800s. B. In England in the early 1800s. 1. Pair work: Pay attention to the Reading strategy of the article, focusing on the way the author tries to convince the reader to adopt a certain point of view. Point out these places in