2012-2013第一学期大学英语1教案

南昌理工学院Nanchang Institute of Technology 教师备课本系部：外国语学院专业：统招本科（非艺体）课程：大学英语1班级：教师：黎庆园2012 至2013 学年度第一学期南昌理工学院教务处南昌理工学院授课计划（ 2012年9月 10 日~ 2013年 1月6 日）班 级 2012级统招本科 专 业 非英语专业（非艺体） 课程名称 大学英语 授课学时 64 节任课教师12级统本教研室全体教师 制定日期 2012-8-28审查批准________________________审批日期（共 4 页）使用教材大学英语精读 I参考资料教学参考书新视野（视听说）I网络资源等编制说明本学期采用《大学英语精读 1 》课本和《新视野视听说1》教材，授课对象为2012级（非艺术、体育类）非英语专业本科班级。

本学期该教材教学周总共为16周，每周4课时，共64课时，按3+1的模式授课，即每两周上一次听说课。

精读课的授课内容为Unit1、2、3、4、5、7、10七个单元，每个单元由课文、生词、注释、练习、阅读技能、课外阅读及写作等组成。

讲解课文时应从全篇着眼，并对一些重点单词和词组的用法进行深入分析，既要防止只讲语言点而忽略通篇内容的倾向，也要避免只注意文章内容而不重视语言基础训练的做法。

练习题型及题量较大，力求巩固各单元的重要知识点。

根据教学实际情况选择部分题型讲解，注意详略适当。

听说课的授课内容为Unit1、2、3、4、5五个单元，课上要通过多种途径让学生锻炼口语，并要求学生掌握基本的听力技巧和能力，利用课本的同时可适当增加课外辅助听说资料，以全面提高学生综合运用英语的水平。

考试范围为精读1-5单元。

听力作为平常分考查。

要求：1. 编制说明要反映课程在整个学期教学安排；2. 教材处理应在编制说明中反映；3. 安排试验个数；4. 其它要说明事项；5. 说明考试范围第 1 页第 2 页大学英语精读科课时计划Unit 1 Some Strategies for learning EnglishI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the reading skills demonstrated in the text (How to read a text);3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to the themeof the unit.II. Importance:1. Word-building:the suffixes of “-ment”, “-ation”, “-sion”and “-ion” ;2. Analysis of some complex sentences;III. Difficulties:To learn to appreciate the reading skills demonstrated in the text;IV. Teaching methods:1. Blackboard (with detailed explanations and analysis of the text);2. Discussion (to divide students to several groups to discuss how to improve yourEnglish in light of the learning strategies suggested in the text)V. Teaching-steps:1. New words and phrases of the text (for one class):To pay much attention to word-building of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (for two classes):1).Leading-in (warm-up questions):a. Do you enjoy learning English? Why or why not?b. What do you think is the most effective way of learning English?c. What is the greatest difficulty you have in your learning of English?2).Give a brief introduction of the general idea of the strategies told in this text.3).Ask students to read through the text and then divide the passage into severalparts.4).learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (for twoclasses):1).Ask students to do the exercises before the class, and then check the answersin class, offering necessary guides.2).Basic reading skill----How to read a text.3).Guided writing.VI. Language points:1. Strategy n. plan that is intended to achieve a particular purpose---I admired the general who was a master of strategy.---By careful strategy she negotiated a substantial pay rise.---It must be a strategy to make me let him go on holiday alone.2. command n. ability to use or control sthExamples:---After spending a year in Australia, the little girl has gained quite a good command of spoken English.--- He has a good command of French.plain vi. Say that you are annoyed, not satisfied, or unhappy about sth. or sb. Examples:--- You have no reason to complain.--- They complained that the wages were too lowComplaint n.--- This is a cause of complaint.--- He poured out his complaints before me.4. bound a. certain or very likelybe bound to:---The new discovery is bound to be of great service to mankind.5. commit vt. Give… to sb. or sth. to take care ofExamples:---He has committed a serious fault.---The boy was committed to the care of his aunt.6. addition: n. act of adding sth. to sth. else; process of adding two or more numbers together to find their total.Examples:--- That is a simple addition.In addition to:Examples:--- In addition to being fun and good exercises, swimming is a very useful skill.7. rely vi. Need or be dependent on; trust or have faith inExamples:--- You can rely upon Jacelin--- You can rely on me for help.8. absorb vt. Understand completely and store in one’s memory; take in, esp. graduallyExamples:--- International affairs absorb his attention.--- They absorbed a great deal of the Roman culture.9. by no means: not at allExamples:---This by no means the first time you have been late.--- Learning Chinese is by no means easy.10. at fault: responsible for sth. bad that has happened---I am quite at fault.--- It is not your memory at fault.11. in detail: fullyExample:---She described the accident in detail.12. Nevertheless, while you cannot expect…, there are various helpful learning strategies…(Para.2)While active words demand… and useful words must…, words that do not often occur…(Para. 3)In these two sentences, the word while is used as a conjunction meaning “although” or “even though”.Other example:--- While I am will to help, I do not have much time available.13.… words that do not often occur in everyday situations require just a nodding acquaintance:… words that are not commonly used in everyday situations needn’t be committed to memory or practiced constantly. It is quite enough if you just know their meanings when you come across them in your reading.A nodding acquaintance is a slight knowledge of a person or a subject.Other examples:--- I have never spoken to Mr. Smith; we have only a nodding acquaintance.--- I am afraid I have only a nodding acquai ntance with Hemingway’s novels.A nodding acquaintance also means “a person you know slightly.”For example:--- I know him as a nodding acquaintance and nothing more.14. Listening to English on a regular basis will not only improve your ear,…Note that in the phrase improve your ear, the word ear is used in the singular, meaning “sense of hearing; the ability to discriminate sound, esp. in music and language.”Other examples:--- The music is very pleasant to the ear.--- Mary has a good ear for languages.15. It pays to absorb…:it will be an advantage to you to absorb…; it is beneficial or worthwhile for you to absorb…Other examples:--- It pays to be honest.--- It pays to work hard.VII. Reference books:Unit 1 of College English Book3 (Teacher’s boo k).VIII. Homework:Think: Which of the six suggestions in the text do you find the most helpful to you?Give your reasons.Unit 2 Sailing Round the WorldI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text (contraction);3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to the themeof the unit.II. Importance:1. Word-building:word family: v.\ n.\ a.\ ad.;2. Analysis of some complex sentences;III. Difficulties:To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a clip taken from BBC program cutty sark);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss what kind of courageor strength in modern times? )V. Teaching-steps:1. New words and phrases of the text (for one class):To pay much attention to word-building of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (for 2 classes):1).Leading-in (warm-up questions):a. Do you love adventures? Why or why not?b. Who is the adventurer you admire most? Say a few words about his or heradventurous deeds.c. Montesquieu, the famous French thinker and philosopher, once said, “It isalways the adventurer who accomplishes great things.” How do youunderstand this saying of his?2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then divide the passage into severalparts.4).learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (for 2 classes):1).Ask students to do the exercises before the class, and then check the answersin class, offering necessary guides.2).Basic reading skill----How to Read a Text.3).Guided writing.VI. Language points:1. solo: (a.) single-handedExample:--- The pilot made his first solo flight in the airplane.(n.) a musical composition for one voice or instrument (with or without accompaniment)Example:--- The following item is a piano solo by Jackson .2. determined: a. with one’s mind firmly make upExamples:--- I’m absolutely iron-bound determined to be famous.--- It was a struggle against a determined enemy.determine:v. shape or influence; give direction toExamples:--- experience often determines ability.--- That determined her against leaving home.determination:n. the quality of being determined to do or achieve somethingExamples:--- Nothing will swerve him from his determination.--- Nothing can shake our determination.3. voyage: n. an act of traveling by waterExamples:--- Columbus voyaged across the Atlantic Ocean in 1492.4. the very sword that Queen Elizabeth I had used:The adjective very is used here of emphasis.Examples:---You are the very man we are looking for.---The very thought of going home makes her happy.5. crew:(1) the men who man a ship or aircraftExamples:--- The crew had implicit faith in the captain's judgment.--- The lifeboat brought off all the crew from the ship.(2) an organized group of workmenExamples:---The boys on that street are a rough crew.---The maintenance crew will make repairs to machines in your workshop tomorrow.6. steer: (v.) direct the course; determine the direction of traveling.Examples:--- The captain steered the yacht into the harbor.--- He steered the ship carefully Between the rocks.--- Steer your car slowly into the garage.7. set out: begin a course of actionExamples:---He set out to paint the whole house but finished only the front part.--- We set out at daybreak.8.in spite of : not taking notice of; not caring aboutExamples:--- He is cheerful in spite of his illness.--- We must go in spite of the heavy rain.9. sinister: a. stemming from evil characteristics or forces; wicked or dishonorable Examples:--- The appearance of good will cloak a sinister intention.--- He was a person with sinister designs.10. accomplish: v. finish successfully, to gain with effortExamples :--- You should accomplish the task within the allotted time.--- It has successfully accomplished the scheduled tasks.--- He accomplished going to law school without difficulty.11. turn over: (cause to) fall over, upsetExamples:--- The car was turned over and the driver seriously injured.--- A sudden shift in weight caused the boat to turn over.12. moreover: ad. in addition.Examples:--- He was, moreover, a poet of promise.--- Bicycling is a good exercise; moreover, it doesn't pollute the air.13. can not help:can not keep oneself from doing sthExamples:---She can not help crying when she hears the news.14.being: n. living thing, esp. a personExamples:--- Has anybody ever seen any beings from outer space.--- When did the universe come into being.15. The very sword that Queen Elizabeth I had usedThe adjective very is used here for emphasisMore example:---The very thought of going home makes her happy.VII. Reference books:Unit 2 of College English Book3 (Teacher’s book).VIII. Homework:Think: What did Chichester give men throughout the world by successfully completing his voyage round the world? Do you think men still need courage and strength in the age of machines?Unit 3 The PresentI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text (subordination);3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to the themeof the unit.II. Importance:1. Word-building:compound: …+man;word family: v.\ n. \a. \p. \ad.;verb suffix: -en;2. Analysis of some complex sentences;III. Difficulties:To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a clip taken from the movie The Present);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss what can children doto make the life of their parents happier？)V. Teaching-steps:1. New words and phrases of the text (for one class):To pay much attention to word-building of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (for 2 classes):1).Leading-in (warm-up questions):a. Do you often call your parents? What do you usually talk about with yourparents on the phone?b. Do you know your parents’birthdays? What do you usually do to celebratetheir birthdays?c. Do you think you and your parents are very close? Why do you think so?2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then divide the passage into severalparts.4).learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (for 2 classes):1).Ask students to do the exercises before the class, and then check the answersin class, offering necessary guides.2).Basic reading skill----Reading in Thought Groups.3).Guided writing.VI. Language points:1. rare: a. not happening oftenExamples:--- The author made a rare personal appearance.--- That's a rare book.2. primary: a. earliest, most important; fundamentalExamples:--- Primary colors of the spectrum are red, yellow and blue.--- His primary aim was to teach his students to reason.3. the ground floor:Notice the difference in floor system between the US and Britain:US: the first floor, the second floor…Britain: the ground floor, the first floor…4. round/ around the corner: very near in distance or timeExamples:--- As the bus came around the corner, it collided with a van.--- Victory is just around the corner.5. …eight was a special birthday, another decade lived or endured just as you chose to look at it.:… eight was a special birthday, because it meant that the old lady had lived another ten years, or you might say that she had suffered another ten years. It depended on how you would look at the life she had been living.6. arrange.: v. make preparations; planExamples:---They arranged that they would make the machines themselves.--- Martin arranged to meet him the next day.7. efficient: a. able to accomplish a purpose; functioning effectivelyExamples:--- It is not efficient to hire poorly trained workers.--- But this battery uses a more efficient bacteria.--- This is a highly efficient new heating system.8. a bunch of marigolds: Some nouns in English take a unit word.Examples:--- a bunch of keys --- a bunch of grapes--- a bunch of bananas --- a bunch of flowersOther examples:--- a packet of mints --- a piece of paper--- a pair of slippers9. endure：v. bear (pain, suffering, etc.)Examples:---A certain kind of glass can endure much heat.---He endured three years in prison for his religious beliefs.10. spot: (n.) a point located with respect to surface features of some region Examples :---The boy's white shirt was marked up with spots of ink.---This is the spot where the two trucks collided.(v.) catch sight ofExamples:---He was spotted by police boarding a plane for Paris..---The mud spotted the rug.---He spotted his coat with ink.---Sunlight spotted the carpet.11. after all: in spite of everything; it must be rememberedExamples:---He turned out to be a nice person after all.---It turned out he went by train after all.12.Jim had always liked her in blue.: Jim had always liked her wearing blue clothes. Examples:---a girl in red---a woman in white---a man in slippers13. sealed: a. closed or secured with or as if with a sealExamples:---Sealed under low pressure or a partial vacuum.seal:v. make tight; secure against leakageExamples:---She sealed the letter with hot wax.--- They signed and sealed the paper.14.reluctant: a. unwillingExamples:---She was reluctant to give her money away.---She was very reluctant to admit the truth.15. tremble:v. shake uncontrollably with quick short movementsExamples:---Her voice trembled with anger.---They trembled with cold.---She trembled for her daughter's safety.----The whole house trembled as the train went by.16.That was it:That was the reason why there was no parcel.VII. Reference books:Unit 3 of College English Book3 (Teacher’s book).VIII. Homework:Think: Suppose your mother were fifty tomorrow? What birthday present would you send her?Unit 4 Turning off TV: A Quiet HourI. Objectives:Students are required to be able to1. grasp the main idea and structure of the text;2. appreciate the writing skills demonstrated in the text (contraction: avoidingredundancy);3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to the themeof the unit.II. Importance:1. Word-building:Word family: v.\ n.\ a.\ p.\ad.2. Analysis of some complex sentences;III. Difficulties:To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss what is the ill effectsof watching television?)V. Teaching-steps:1. New words and phrases of the text (for one class):To pay much attention to word-building of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (for 2 classes):1).Leading-in (warm-up questions):a. Do you often watch television? Why or why not?b. What television programs do you like best? Why?c. What are the disadvantages of watching too much television?2).Give a brief introduction of the general idea of the story told in this text.3).Ask students to read through the text and then divide the passage into severalparts.4).learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (for 2 classes):1).Ask students to do the exercises before the class, and then check the answersin class, offering necessary guides.2).Basic reading skill----Using context clues for word meanings.3).Guided writing.VI. Language points:1. worthwhile:sufficiently valuable to justify the investment of time or interestExamples:---It is worthwhile making such an experiment.---Working for so little money just isn't worthwhile.2. current:n. dominant course (suggestive of running water) of successive events or ideas Examples:---the raft floated downstream on the current.---the current of history.a. occurring in or belonging to the present timeExamples:---Demand is outstripping current production.---I found his speech wholly apposite to the current debate.---He stopped to think about his current situation.---The tendencies of the times are written in current events.3. generation gap:a difference between the views of young people and their parents4. to propose that… be prohibited…:This is an example of the use of the present subjunctive. This mood had to be used after verbs like propose, suggest, order, demand and request. This is chiefly used in very formal English.Examples:---The judge ordered that the man (should) be released.---They demanded that Mr. Smith (should) resign from the Cabinet.---We requested that they (should) arrange fro her to be operated on.propose:v. make advise, declare a plan for somethingExamples:---He proposed a toast to both the bride and bridegroom---He proposed an exhibition of works of art.proposal:n. suggestionExamples:---You want to argue me into agreeing to your proposal.---I think his proposal is quite acceptable.5. without the distraction of TV:If they had mot the distraction of TV“without” can be used to indicate a condition or a supposition.Examples:---without leave from the teacher, the pupils should not go out.---without water, no fish could live.distract:v. draw someone's attention away from somethingExamples:---She was distracted by the noise outside.---Her mind is distracted with fear.distraction:n. an obstacle to attentionExamples:---The child's continual crying drove him to distraction.---He drives me to distraction.6.disturb:destroy the peace or tranquility ofExamples:---He didn’t want to disturb the quiet needed by patients.---The squeaking of the radio was disturbing everybody.---I am sorry to disturb you so early.7. entertainment:n. an activity that is diverting and that holds the attention Examples:---Spends an outrageous amount on entertainment.---They perceive television as entertainment.entertain:v. provide interesting activities which amuse or interest people Examples:---She played the piano for our entertainment.---This law applies to all places of public entertainment.e up with:think of; produceExamples:---He could not come up with a proper answer.---He came up with good ideas for the product promotion.---He came up with some awkward attempt at conversation.9. … we might get to know each other better:get here means “reach the stage of”Examples:---Soon Henry and John got to be good friends.---I am sure she’ll get to like her new neighbors.10. barely:ad. by a small marginExamples:---A slight, often barely perceptible augmentation.---I could Barely make out the traffic signs through the rain.---He has barely enough money to live on.11. radical:a. (used of opinions and actions) far beyond the norm Examples:---A radical republican during the French Revolution.---presented their radical ideas in the garb of moderation.12. … remember feet?:Do they remember they have got feet? They don’t have to sit rooted in front of the TV. Instead, they might go for a walk.13. at first glance:when first seen or thought aboutExamples:---At first glance the plan seemed unworkable.---it was love at first glance.14.involve:have as a part or resultExamples:---Dinner at Joe's always involves at least six courses.---The invention was able to Bring fame to those involved.---Don't involve other people in your trouble.---Export to Russia involve a large amount of paperwork.involvement:a connection of inclusion or containmentExamples:---he escaped involvement in the accident.---there was additional involvement of the liver and spleen.15. have a ball:enjoy oneself greatlyExamples:---We are going to have a masked ball.---We had a ball at the party and didn't come home until 2 AM.16. … came to control American free time:when comes is followed by an infinitive of result, the word means “reach a condition”.Example:---They came to regard him as a friend.---The dispute came to a deadlock.VII. Reference books:Unit 4 of College English Book3 (Teacher’s book).VIII. Homework:Think: 1. Did you ever find watching television getting in the way of your study and other daily activities? If ,yes, what did you do then?2. What can we do to make the best of television and at the same timeprevent it from having ill effects on our studies and familyrelationships？Unit 5 I Never Write RightI. Objectives:Students will be able to:1. grasp the main idea and structure of the text;2. bear in mind the strategy of learning a foreign language;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to the theme of the unit.II. Importance:Useful expressions: eg. at random, burst into, fit in, here and there, set on e’s mind on\to, the latter, to sb’s astonishment, work on.III. Difficulties:Having students realize the influence of native language on foreign language learning and the role of practice in foreign language learning..IV. Teaching methods:1. translation-grammar method2 .reaction method3. organize oral play4. use multiply-mediaV. Teaching-steps:1. Lead- ina. Have you got any dreams? If so, what are they?b. What do you think are needed to fulfill one’s dreams?c. A Hindu proverb says, “Luck is one half of success.” How do you understand this proverb?2．Warm-up exerciseDirections: complete the following sentences according to the text. Only one word can be put in each blank and the first letter of the word is provided.. ( see reference book P2)VI. Language points:1. illustrate: v. clarify by giving an example ofExample:--- A single example will serve to illustrate the point.illustration:n. a visual representation (a picture or diagram) that is used make some subject more pleasing or easier to understandExample:--- This illustration is cleverly tied in with the content.2. embarrass: v. cause to be embarrassed; cause to feel self-conscious Example:--- Arthur seemed embarrassed by the question.embarrassment:n. the shame you feel when your inadequacy or guilt is made public Example:--- He turned angry from embarrassment for being criticized.3. burst into: Start producing sth. suddenly and with great forceExamples:--- He burst into a fit of laughter.--- He burst into our meeting and got sent away with a flea in his ear.4.publish: v. put into printExample:--- These two books comprised all of his published poetry.publication:n. a copy of a printed work offered for distributionExample:--- They thought the book worth publication.5. “and you are getting a D this semester”:The present continuous tense is used for preplanned future.Examples:---Professor Smith is giving a lecture this afternoon.---I am seeing the manager tomorrow morning.6.echo: n. the persistence of a sound after its source has stoppedExample:--- A fashion that is an echo of an earlier style.v. ring or echo with soundExample:--- The hills echoed to the sound of their laughter.7. enclose:v. send… with; close in or confineExamples:--- The enclosed letter will explain what has happened.--- Enclosed please find a resume and a photo.8. at random: without method or conscious choiceExamples:--- bullets were fired into the crowd at random.--- Soiled dishes were piled at random.9. “just plain dumb luck,”…:When used in the phrase dumb luck, the word “dumb” carries little or no meaning.10. “anyone can write a book if they want to”:Anyone, everyone and someone are often followed by a plural pronoun, except in very formal speech and writing.Examples :---Has everyone finished their drinks?---Has everyone finished his or her drink? (formal)11. qualify: v. prove capable or fit; meet requirementsExamples:--- His training qualifies him as teacher of English.--- Two years of experience qualified him for a promotion.qualification:n. an attribute that must be met or complied with and that fits a person for somethingExamples:--- I've got a Professor's Qualification Certificate.--- Her qualifications answer the requirements of the job.12. work on: to exert effort in order to do, make, or perform something Examples:--- Road-works on the motorway are holding up traffic.。