大学英语全新版教案3

全新版《大学英语》教案

课程名称：大学英语（三级）

专业：建筑城规、土木、自动化、光电、电气和数理等学院年级：2003

学年：2004-2005

学期：第一学期

任课教师：全新版《大学英语》板块任课教师

编写时间：2004年9月

教学日历

Unit 1 Changes in the Way We Live

Objectives:

Students will be able to:

1)grasp the mail idea ( tolerance for solitude and energy made it possible for the writer’s

family to enjoy their pleasant but sometimes harsh country life );

2)appreciate the various techniques employed by the writer (comparison and contrast, topic

sentences followed by detail sentences, use of transitional devices, etc.)

3) master key language points and grammatical structures in the text;

4）conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time allotment

1st period: pre-reading;

2nd period: while-reading

3rd period: while-reading

4th period: post-reading

5th period: writing

6th period: extensive reading

Key words and phrases:

get by make it get through on balance pick up aside from cut back dine out on a small scale supplement pursue illustrate digest boundary generate insurance suspect resist profit

Further Development:

通过本课的学习，进一步了解比较-对照型文章的写法，并付诸实践。

Method: pair work, group work and student-centered activities References:

The Oxford-Duden Pictorial English-Chinese Dictionary

Longman Dictionary of Contemporary English

Exercises:

In what ways does the author think that the quality of life has improved for him and his family? In your opinion, which is better, living in the city or living in the country? Give reasons.

What do you think are possible ways to improve the quality of our lives?

Pre-reading T asks: (45ms)

1. Listen to the recording and then think over the following questions:(20ms)

1)What is the song about?

2)When does the singer of the song feel the need to get out in the country?

3)According to the song, what can life in the country offer us the city lacks?

4)Is the song related to the theme of this unit---changes in the way we live? How?

2. Warm-up Questions (25ms)

Scan the text and do Cloze B in after-text exercises to learn about Americans’ ideal of a country life.

While-reading T asks(90ms)

1. Main idea and text organization (25 ms)

1) T tells Ss how to divide the text into four parts, and that they are to sum up the main idea of each part as they read along.

2) Ss read the first sentences of Paras 1-3 and sum up the main idea of this part.

3) Do Text Organization Exercise on P10.

2. Do reading comprehension exercise on P38. (20ms)

3. Homework: Ask the students to do the exercises on page 43-49 after class.

4.Detailed explanation of the text and Language points: (45ms) (see the courseware)

Post-reading Tasks (45ms)

1.Introduce some reading skills: Identify the topic, main idea and supporting

ideas.(see the courseware)

2.Check the exercises.

3.Homework: read Text B

Writing T ask (45ms)

Writing Strategy: Using comparison and contrast in essay writing.

Write an essay entitled Recent Changes in Chinese Family Life.

Extensive Reading T asks (45ms).

Explain the useful phrases and expressions in text B.

Unit 2 The Freedom Givers

Objectives:

Students will be able to:

1.Understand the main idea (early civil-rights struggles in the US, esp. the Underground

Railroad );

2.Learn to use library resources and other resources for information;

3. Grasp the key language points and grammatical structures in the text.

3.Conduct a series of reading, listening, speaking and writing activities related to the theme of

the unit

Time allotment

1st period: pre-reading;

2nd period: while-reading

3rd period: while-reading

4th period: post-reading

5th period: writing

6th period: extensive reading

7th & 8th period: listening (unit two)

Key words and phrases:

confident symbolize historic authorize exploit conviction impose disguise abolish compel give up stand up be intent to on the side close in as for make the best of at risk in the eyes of pass for Further Development:

In this Unit, students should be encouraged to use library resources to write a paper on a serious and complex topic.

Method: pair work, group work and student-centered activities References:

The Oxford-Duden Pictorial English-Chinese Dictionary

Longman Dictionary of Contemporary English

Exercises:

Both Josiah Henson and Uncle Tom are slaves. But in the eyes of Barbara Carter, they are

different. In what way is Josiah Henson different from Uncle Tom?

We know slavery was abolished more than one hundred years ago. Why does the author want to remind Americans of that part of history now?

Black Americans have made great progress in getting full equality. Do you think there is still much left to be done? Give examples to support your point of view.

Pre-reading T asks: (45ms)

1. Listen to the recording and then think over the following questions: (20ms)

1).Can you guess who Abraham, Martin, John and Bobby are?

2) What did these people stand for?

3). Do you know why they all died young and who killed them?

4). Can you guess what the texts in this unit are going to be about?

2. Warm-up Activity (25ms)

Scan the text and do Cloze A in after-text exercises.

While-reading T asks(90ms)

1. Main idea and text organization (25 ms)

1). Scan the text to see what serves as a cue dividing it into different parts.

2). The text is divided into four parts naturally. Which parts switch from the first person to the

third person? What is the relationship between the first part and the last three parts?

3). Do Text Organization Exercise on P47.

2. Do reading comprehension exercise on P46. (20ms)

3. Home work: Ask the students to do the exercises on page 43-49 after class.

4. Detailed explanation of the text and language points: (45m.) (see the courseware)

Post-reading Tasks (45ms)

1.Text Analysis

1)Among so many participants of the Underground Railroad, why were John Parker, Levi

Coffin and Henson chosen as their representatives? Who do they each represent?

2) Underline quotations in the three stories. Why does the author sometimes quote directly

from characters in the stories?

The author uses these synonyms and synonymous phrases to avoid repetition and vary his writing.

2. Check the exercises.

3. Homework: Read Text B

Writing T ask (45ms)

Writing Strategy: Using library resources

Write an essay on Sino-Japanese Wars. Y ou should do some library research on this issue. Extensive Reading T asks (45ms).

Explain the useful phrases and expressions in text B.

Unit 3 Security

Objectives:

Students will be able to:

1).Grasp the main idea (America is deteriorating into “the most insecure nation”) and the structure of the text (opening--body--conclusion);

2).Learn to use cause and effect patterns in writing.

3).Master the key language points and grammatical structures in the text;

4).Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time allotment

1st period: pre-reading;

2nd period: while-reading

3rd period: while-reading

4th period: post-reading

5th period: writing

6th period: extensive reading

Key words and phrases:

vulnerable tranquil electronic premise feature transform barrier wander analyze reflection puzzle on the latch close up hook up to build in hold sb. at bay without so much as be bathed in with large margin look back on Further Development:

In this Unit, students should be encouraged to use cause and effect patterns in writing.

Method: pair work, group work and student-centered activities Reference books:

The Oxford-Duden Pictorial English-Chinese Dictionary

Longman Dictionary of Contemporary English

Exercises:

What do you think has led to deterioration in security in the US?

Is there a similar problem in other parts of the world today? If so, what can be done to better the

situation?

What do you understand by the authors remark “We have become so smart about self-protection that, in the end, we have all outsmarted ourselves”?

Pre-reading T asks: (45ms)

1. Listen to the recording and then think over the following questions:(20ms)

1) Have you ever been the victim of crime or do you know someone who has?

2) Do you think crime is increasing or decreasing?

3) What can be done to reduce crime? Is punishment the answer or prevention?

4) What is the message of the song?

2. Warm-up Activity (25ms)

Scan the text and do Cloze A in after-text exercises.

While-reading T asks(90ms)

1．Main idea and text organization (25 ms)

1) How many parts can the text be divided into? What is the main idea for each part?

2) Do Text Organization Exercise on P.79.

2. Do reading comprehension exercise on P77-78. (20ms)

3. Homework: Ask the students to do the exercises on page 82-83 after class.

4. Detailed explanation of the text and language points: (45ms) (see the courseware)

Post-reading Tasks (45ms)

1. Group discussion:

1)Students form groups to discuss either of the following two questions:

------ In our families, what measures do we take to prevent burglaries?

------ In our contact with the outside world, what precautions do we take to steer clear of danger?

2)Some students are required to report discussion results to the whole class.

2. Check the exercises.

3. Homework: Read Text B

Writing T ask (45ms)

Writing Strategy: Using cause and effect in essay writing

Write an essay entitled Why We Are for Gun Control or Why We Are against Gun Control. Extensive Reading T asks (45ms).

Explain the useful phrases and expressions in text B.

Unit 4 Extraterrestrials

Objectives:

Students will be able to:

1). Understand the main idea and structure of the text (narration in time sequence).

2). Appreciate the difference between formal speech and informal speech.

3). Grasp the key language points and grammatical structures in the text.

4). Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time allotment

1st period: pre-reading;

2nd period: while-reading

3rd period: while-reading

4th period: post-reading

5th period: writing

6th period: extensive reading

7th & 8th period: listening (unit two)

Key words and phrases:

pessimistic pension veteran complexion isolate adopt supreme on account of work up knock off hit the sack go over go for regardless of at sb’s service come around leave…alo ne make like knock down catch sight of fade out

Further Development:

Distinguish between formal and informal speech; key language points and grammatical structures in the text

Method: pair work, group work and student-centered activities References:

The Oxford-Duden Pictorial English-Chinese Dictionary

Longman Dictionary of Contemporary English

Exercises:

Do you think the story sounds plausible? Why or why not?

Do you think there exist extraterrestrials? Give reasons?

Do you think interstellar travel will ever be possible? Explain.

Pre-reading T asks: (45ms)

1. Listen to the recording and then think over the following questions: (20ms)

1) How did the Earthlings fight against the invasion of the An-vils? Were they successful?

2) What was Knowall by profession? What tricks did he use to drive away the invaders? Why?

3) How come all the An-vils rose up from Earth at a given signal one day and flew black to their own star?

4) Can you guess what the text of this unit are going to be about?

2. Warm-up Activity (25ms)

Scan the text and do Cloze A in after-text exercises.

While-reading T asks(90ms)

1．Main idea and text organization (25 min)

1) How many parts can the text be divided into? What is the main idea for each part?

2) Do Text Organization Exercise on P113.

2. Do reading comprehension exercise on P111-112. (20m.)

3. Homework: Ask the students to do the exercises on page 116-124 after class.

4. Detailed explanation of the text and language points: (45ms) (see the courseware)

Post-reading Tasks (45ms)

1. Work in small groups and follow the procedures:

Step One: Imagine where, when and how you met the E.T., and what happened during the encounter. Choose a secretary to take notes.

Step Two: Based on the notes, write a story of about 100 words, and a group illustrator 插图画家draws a few pictures to illustrate 图解the story.

Step Three: Other members make revisions修改.

Step Four: Each group sends a speaker to another group, telling the latter their story with the help of the illustrations.

2. Check the exercises.

3. Homework: Read Text B

Writing T ask (45ms)

Writing Strategy: How to write an expository essay

Write an essay entitled Pressing Problems on Our Planet I wish to Discuss with Extraterrestrials.

Extensive Reading T asks (45ms). Explain the useful phrases and expressions in text B.

Unit 5 How to Celebrate Holidays Objectives:

Students will be able to:

1) Understand the main idea and the structure of the text;

2) Learn to memorize words in association;

3) Grasp the key language points and grammatical structures in the text;

4) Conduct a series of reading, listening, speaking and writing activities to the theme of the unit.

Time allotment

1st period: pre-reading;

2nd period: while-reading

3rd period: while-reading

4th period: post-reading

5th period: writing

6th period: extensive reading

Key words and phrases:

reverse verbal repay specific impress diminish assemble considerate accord successive humble undergo appreciate under way put away get to sth./doing sth. in quest of turn over on sb.s behalf be exposed to in turn be immersed in bring back in a flash in secret

Further Development:

How Americans and Chinese celebrate their Holidays.

Method: pair work, group work and student-centered activities References:

The Oxford-Duden Pictorial English-Chinese Dictionary

Longman Dictionary of Contemporary English

Exercises:

How is Thanksgiving celebrated in the United States? Do you think the way the writer celebrated the holiday makes sense? Give reasons.

Why do you think the writer printed “Find the good--- and praise it”at the bottom of all his stationary?

Do you praise others more often than criticize them or the other way round? Why?

Pre-reading T asks: (45ms)

1. Listen to the recording and then think over the following questions: (20ms)

1) Of all places imaginable, which one does the singer think is the best for holidays?

2) According to the singer, why are people busy coming and going on holidays?

3) In what way is Thanksgiving similar to our Spring Festival?

4) Is the song closely related to the theme of the unit---how to celebrate holidays? How?

2. Warm-up Activity (25ms)

Scan the text and do Cloze A in after-text exercises .

While-reading T asks(90ms)

1. Main idea and text organization (25 ms)

1) How many parts can the text be divided into? What is the main idea for each part?

2) Do Text Organization Exercise on P165.

2. Do reading comprehension exercise on P163-164. (20ms)

3. Homework: Ask the students to do the exercises on page 168-175after class.

4. Detailed explanation of the text and language points: (45ms) (see the courseware)

Post-reading Tasks (45ms)

1. Questions for discussion:

1) Nowadays, more and more foreign festivals have entered our life, what’s your attitude towards this change?

2) Do you praise others more often than criticize them or the other way round? Why?

2. Check the exercises.

3. Homework: Read Text B

Writing T ask (45ms)

Writing Strategy: How to write thank-you letters.

Reconstruct one of the three letters in the name of Alex Haley.

Extensive Reading T asks (45ms).

Explain the useful phrases and expressions in text B.

Unit Six The Last Leaf

Objectives:

Students will be able to:

1) understand the main idea ( Old Behrman saved Johnsy’s life at the expense of his own ) and structure of the text.

2) appreciate how the repeated use of clues helps weave a piece of narration together.

3) grasp the key language points and grammatical structures in the text.

4) Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time allotment

1st period: pre-reading;

2nd period: while-reading

3rd period: while-reading

4th period: post-reading

5th period: writing

6th period: extensive reading

7th & 8th period: listening (unit two)

Key words and phrases:

stalk subtract bare dreary fragile fierce mock fancy persistent cling acute flutter in tune turn loose look the part to excess for the rest hear of pull up stand out wear away call to sit up be wet through

Further Development:

Appreciate the writing style of O.Henry.

Method: pair work, group work and student-centered activities References:

The Oxford-Duden Pictorial English-Chinese Dictionary

Longman Dictionary of Contemporary English

Exercises:

Which character in the story impresses you most? Why?

What is the essential message the writer wants to convey to his readers through the story? Is it of

social significance? Explain.

What do you think can support in your moments of depression, despair or setback?

Pre-reading T asks: (45ms)

1. Listen to the recording and then think over the following questions:(20m.)

1) Faith, hope and charity are traditionally grouped together as three important virtues. Which do you think the singer Michael Jackson may consider as the most important?

2) Some say that charity begins at home, that we should take care of those closest to us rather than worrying about strangers. What do you think Michael Jackson would say to that?

3) In the words of the song, to solve the problems of this world, “Love is all we need.” Is it?

4) Can you figure out what the stories of this unit are going to be about?

2. Warm-up Activity (25ms)

Scan the text and do Cloze A in after-text exercises.

While-reading T asks(90ms)

1. Main idea and text organization (25 ms)

1) Scan the text and discuss the following questions with your partner.

What is the setting of the story?

There are 3 painters in this story. What are their names?

What is the mood of the story?

2) Do Text Organization Exercise on P197-198.

2. Do reading comprehension exercise on P196. (20ms)

3. Homework: Ask the students to do the exercises on page 201-209 after class.

4. Detailed explanation of the text and language points: (45ms) (see the courseware)

Post-reading Tasks (45ms)

1. Role play

Ask some students to play the story.

2. Check the exercises.

3. Homework: Read Text B

Writing T ask (45ms)

Writing Strategy: using the specific-to-general organization in writing.

Write an essay about what you find most touch in the stories of this unit.

Extensive Reading T asks (45ms).

Explain the useful phrases and expressions in text B.

Unit 7 Making a Living

Objectives:

Students will be able to:

1. to understand the main idea (Bill Porter the salesman will never give in) and structure of the text (4 parts, 2 flashbacks);

2. appreciate the characteristics of journalistic writing (further reference to extensive reading part);

3 .master key language points and grammatical structures in the text;

4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Time allotment

1st period: pre-reading;

2nd period: while-reading

3rd period: while-reading

4th period: post-reading

5th period: writing

6th period: extensive reading

7th & 8th period: listening (unit two)

Key words and phrases:

linger surgeon cripple betray lean transfer pledge transit strain territory register solitary commission gain on kick up off balance

on the phone off one’s feet be laid up go off

Further Development:

Learn characteristics of journalistic writing.

Method: pair work, group work and student-centered activities References:

The Oxford-Duden Pictorial English-Chinese Dictionary

Longman Dictionary of Contemporary English

Exercises:

What has Bill Porter been struggling for all his life? Do you think it is worth his efforts?

How do you feel toward Bill Porter? Why?

How does the author succeed in combining in-depth reporting with skillful writing to produce an inspiring and enduring profile of the salesman Bill Porter?

Pre-reading T asks: (45ms)

1. Listen to the recording and then think over the following questions:(20m.)

1) Why does the singer think Onetta should be treated right?

2) Why does Onetta think it worthwhile to work hard day after day?

3) Would you rather have a low paid job that is interesting or a well paid job that is boring?

4) What is the message of the song?

2. Warm-up Activity (25ms)

Scan the text and do Cloze A in after-text exercises .

While-reading T asks(90ms)

1．Main idea and text organization (25 ms)

1) Scan the text to see if there is natural division of parts in the text.

2) Read the first paragraph of each part, locate the time words or references to time.

3) Do Text Organization Exercise on P232-233.

2. Do reading comprehension exercise on P231. (20ms)

3. Homework: Ask the students to do after- class exercises.

4. Detailed explanation of the text and language points: (45ms) (see the courseware) Post-reading Tasks (45ms)

1. Explain in more detail the characteristics of journalistic writing.

2. Check the exercises.

3. Homework: Read Text B

Writing T ask (45ms)

Writing Strategy: How to write a synopsis.

Write a synopsis of Text A in about 200 words..

Extensive Reading T asks (45ms).

Explain the useful phrases and expressions in text B.