(usually in heavy, dark print or italics).They signal what information you will find in it.2. Look at any questions that appear after the reading.These questions are signals of what's important3. Identifving the main idea in various locations in the paragraph.Authors most frequently use the first sentence of a paragraph to state the main idea. However, they mayplace it in the middle, at the end, or leave it unstated. In that event, you must find out the main ideayourself.IV. Exercises:1.Wordmatch2Blank-filling3.ClozeV. Post-readingFast Reading Exercise重点、难点1.Howto guess the meaning from context reading2.Howtoachievegood mental health3.Some ways toenlarge vocabulary教学手段与方法：1.Lecture&Practice2.Group discussion思考题、讨论题、作业：1.What, in your opinion, is emotional health?What are the basic qualitiesdemonstrated bythoseemotionally healthypeople in our culture?2.Ifyouareunabletowork,study,ordo somethingeffectively,will you stoptofind solutions?Explain6
6 (usually in heavy, dark print or italics). They signal what information you will find in it. 2. Look at any questions that appear after the reading. These questions are signals of what’s important 3. Identifying the main idea in various locations in the paragraph. Authors most frequently use the first sentence of a paragraph to state the main idea. However, they may place it in the middle, at the end, or leave it unstated. In that event, you must find out the main idea yourself. IV. Exercises: 1. Word match 2. Blank-filling 3. Cloze V. Post-reading Fast Reading Exercise 重点、难点 1． How to guess the meaning from context reading 2． How to achieve good mental health 3． Some ways to enlarge vocabulary 教学手段与方法： 1. Lecture & Practice 2. Group discussion 思考题、讨论题、作业： 1. What, in your opinion, is emotional health? What are the basic qualities demonstrated by those emotionally healthy people in our culture? 2. If you are unable to work, study, or do something effectively, will you stop to find solutions? Explain
讲授、练习授课方式授课题目（教学章节或主题）：4授课学时Unit Three University Life教学目标或要求：1.Studentslearnhowtounderstandthetopicofuniversitylife2.By readingthematerials,the students are suggested to collect some information about university life3.After learning unit three, students should have thebasic understanding of suffix and prefix andtrytouse the word-buildingknowledgeto expand their vocabulary.教学内容（包括基本内容、重点、难点）：基本内容：I. Pre-reading discussion:1.Beforeyou became a university student, you may have imagined what it would be like to study in auniversity. Is university life what you imagined it would be?2. What do you think is the most important thing to achieve at university? Explain.3. Do you agree that examinations are an important means of assessing your school work? How do youfeel when you are sitting in an examination?4. In what ways is the university life of your generation different from that of your parents'generation?II. In-readingActivities:Step 1 Fast reading Step 2 Reading-in-depth1.Reading Exercise2.Words and ExpressionsReadingTwo1). feel panicky 2). field ofvision 3). overcome test anxiety 4). get the best ofyou 5). relieve tension6).a challenging situation7).bekeyed up 8).concentrate on 9).set amoderate pace10). steer clear of 11).familiarize yourself with the surroundings12).underline the significant instructions13).eliminate the impossible answers14).organize yourthoughts15).tortureoneselfReading Four1).attributeflawto2).flipside3).uniquegiftsandtalents4).oddsandends5).sth.infuriatesb6).insensitivity and rudeness 7).feelings of empathy8).go through alone 9).clear up 10).see eyeto eye7
7 授课题目（教学章节或主题）： Unit Three University Life 授课方式 讲授、练习 授课学时 4 教学目标或要求： 1. Students learn how to understand the topic of university life. 2. By reading the materials, the students are suggested to collect some information about university life. 3. After learning unit three, students should have the basic understanding of suffix and prefix and try to use the word-building knowledge to expand their vocabulary. 教学内容（包括基本内容、重点、难点）： 基本内容： I. Pre-reading discussion: 1. Before you became a university student, you may have imagined what it would be like to study in a university. Is university life what you imagined it would be? 2. What do you think is the most important thing to achieve at university? Explain. 3. Do you agree that examinations are an important means of assessing your school work? How do you feel when you are sitting in an examination? 4. In what ways is the university life of your generation different from that of your parents’ generation? II. In-reading Activities: Step 1 Fast reading Step 2 Reading-in-depth 1. Reading Exercise 2. Words and Expressions Reading Two 1). feel panicky 2). field of vision 3). overcome test anxiety 4). get the best of you 5). relieve tension 6). a challenging situation 7). be keyed up 8). concentrate on 9). set a moderate pace 10). steer clear of 11). familiarize yourself with the surroundings 12). underline the significant instructions 13). eliminate the impossible answers 14). organize your thoughts 15). torture oneself Reading Four 1). attribute flaw to 2). flip side 3). unique gifts and talents 4). odds and ends 5). sth. infuriate sb. 6). insensitivity and rudeness 7). feelings of empathy 8). go through alone 9). clear up 10). see eye to eye