大学英语精读3教案

Unit1 A Brush With The LawI. Objectives:Students are required to be able to1. grasp the main idea and analyze the structure of the text;2. appreciate the writing skills demonstrated in the 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 thetheme of the unit.II. Importance:Word-building: the negative prefixes of “un-” and “counter-” ;III. Difficulties:1. Analysis of some complex sentences;2. Appreciation of the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a short video reflecting American law system);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss the advantages anddisadvantages of law system of America and that of China)V. Teaching-steps:1.Overall impression of the text, including general idea and the textstructure (1 class)To guide students to seize key sentences and factors of a story and to conclude the significance of the text.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. Have you ever been stopped by the police? If yes, for what? And how didyou feel then?b. Do you think that everyone is equal in the eyes of the law? Explain.c. What do you think of the law system of America and that of China? Statetheir advantages and disadvantages.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 intoseveral parts.4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (3classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----How to Use a Dictionary.3).Guided writing.VI. Global analysis and Language points:Key factors and structure:Structure:Cause: (Paras 1--3) I was strolling along the streets.Developing: (Paras 4-16/17-18/19) I was questioned and arrested.-----I wasquestioned and charged.----I was trialedand released.End: (Paras 20-21) One policeman complained.Words and sentences:1. brush: a short fight or quarrel; an argument or disagreement---to have a brush with the police/the Customs men/the enemy---It is his third brush with the law in less than a year.2. take sb. to court: take legal action against sb.---I told him that I would take him to court if he did not repay the money in a week. ---If you go on ill-treating your wife like this, you will be taken to court.3. …it makes a good story now:… it provides material for a g ood story now.Here the verb “to make” means “to have the qualities needed for (sth. good)”. Examples:--- Iced tea makes an excellent drink in summer.--- The wall calendar makes a nice new year gift.4. What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court:The author was arrested simply because the policemen thought he intended to steal milk bottles and later in court he was released from the charge just because he had the “right” accent, respec table middle-class parents, reliable witnesses and so on. That is to say, he was arrested arbitrarily and released arbitrarily. And it is this arbitrariness of both his arrest and his release that the author thinks rather disturbing.arbitrary: based on on e’s own wishes or will rather than reason--- If a leader makes decisions without conducting investigations, he is being arbitrary.--- The arbitrary decisions of the factory owners caused dissatisfaction among the workers.circumstances: conditions, facts, etc. connected with an event or a person--- We can not expect him to continue these activities under such unfavorable circumstances.--- Because of circumstances beyond our control the meeting was cancelled. subsequent: coming after, followingExamples:--- Subsequent events proved that my judgment of the situation was right.--- The story will be continued in subsequent issues of the magazine.5.… and was not due to go to university until the following October:In Britain the university terms are: October-December; January-March;April-June.due:1) expected or scheduled to arrive or be ready; supposed (to)--- The train from Beijing is due at 1:30.--- The next train to Nanjing is due to leave at ten.--- The young man is due to appear in the Magistrat es’ Court next Monday.2) to be paid or returned--- When is the rent due?--- The books are due today but I want to renew some of them.7.It must have been this obvious aimlessness that led to my downfall.:I’m sure my arrest was the result of my wanderi ng in the streets without any definite purpose.obvious: easy to see or understand; clear---It was obvious that the policeman mistook me for a thief.---For obvious reasons, the magistrate dismissed the case after fifteen minutes. 8. … this time in uniform…:the second policeman was wearing uniform while the first was obviously in plain clothesuniform: a certain type of clothing which all members of a group or organization wear---Policemen wear uniform(s); so do soldiers; postmen and Customs men.---The boys and girls take great pride in wearing school uniforms.9. …I was left in no doubt:I became completely certain of the seriousness of the matter; I realized that it was no joke and they meant business.10.…commit an arrestable offence:…commit an offe nce which is serious enough for one to be arrested commit: do (sth. wrong, bad, foolish, or unlawful)---If we fail to understand this, we shall commit a lot of mistakes.---During their occupation of China, the Japanese invaders committed many horrible crimes against the Chinese people.---The detective concluded that the murder was committed in this very room.---Can you tell us why the gifted American poet committed suicide (killed himself) at the peak of his fame?11.perfectly straight face: a face showing no emotion or humor; a very seriouslooking faceperfectly: very; completely---You’re perfectly right.---I’m perfectly satisfied with your arrangements.12….in the most casual and conversational tone I could manage:…trying to sound as unconcerned and informal as I couldcasual: relaxed and unconcerned about what is happening or what one is doing ---Because of his casual attitude toward work, he was fired.13….it confirmed them in their belief that I was a thoroughly disreputable character:…it reinforced their belief that I was a very disreputable person.confirm:1) strengthen; make firmer--The sudden snowstorm during the night confirmed my decision not to leave.2) prove to be true or correct--The Mayor confirmed the report that his son had been kidnapped.14. ‘Aha,’ I could see them thinking, ‘unemployed’:Judging by the look on their faces, the author realized that the policemen must be reasoning like this: ‘Aha, you’re unemployed. That’s why you are stealing.’The word ‘aha’ is used here to express the satisfaction and joy of the policemen in finding out the “reason” for the young man’s supposed theft.15. Given the obscure nature of the charge…:Considering the obscure nature of the charge…The charge against the narrator—wandering with intent to commit an arrestable offence—was very vague or unclear. The magistrate might find him guilty if he had a criminal record, or the magistrate might find him innocent if he had reliable witnesses to prove his good character.given: considering, if one takes into account--Given their inexperience, they’ve done a good job.VII. Reference books:1. Unit1 of College English Book3 (Teacher’s book).2. Online library (information concerning to American law system).VIII. Homework:Think: What are your suggestions to improve the law environment in China?Unit2 Fruitful QuestionsI. 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;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the suf fix of “-eer” (volunteer, engineer, pioneer, etc.) ;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a segment of the film “Gone with the wind” reflectingAmerican Civil War);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss the virtue of ,sometimes, NOT telling truth).V. Teaching-steps:1. New words and phrases of the text (one class)To pay much attention to word-building of the key words and the part of speech, making sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1). Leading-in (warm-up questions):a. Have you ever told a lie? And why did you do that?b. Do you insist that we should never tell lies or sometimes it’s a kind ofvirtue not to tell the truth? Explain.2). Give a brief introduction of the general idea of the story narrated in thistext.3). Ask students to read through the text and then divide the passage intoseveral parts.4). Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Scanning.`3).Guided writing.VI. Language points:1.But I could picture her as she was in the story she told me.:But I could form a picture in my mind of what she looked like in the story she told me.Picture: imagine; form a picture of in the mindExample:--I couldn’t see his face in the dark, but I could somehow picture his expression.2. …in the stained blue uniform…:Blue was the color of the uniforms worn by Union soldiers while the Confederates wore gray uniforms.3. That’s what war is really like, child; no bugles and banners. Just pain and filth, futility and death.:Here Aunt Bettie is saying that war is not so glorious or romantic as some people describe it. In reality it only brings about pain and filth, futility and death.4. 11th Bermont Volunteers:On April 15, 1861, three days after the Confederates fired the first shots of the Civil War, President Lincoln issued his call for 75,000 volunteers. Answering his call, many young people joined the Northern army to “save the Union and free the slaves”and many regiments of volunteers were formed. The 11th Vermont V olunteers means the 11th Regiment of volunteers from the state Vermont.5. …should report the presence of this Union officer to the Confederate army: …should report to the Confederate army that there was a Union officer in her farmhouse.presence: the fact or state of being presentExample:---Jane was so quiet that her presence was hardly noticed.6….James Van Metre’s wife fanned the spark of life that flickered in Henry Bedell:She brought the dying man(Henry Bedell) back to life in the way that she would fan a dying fire into flame again.7. flare up: suddenly become angry, fierce or violent, especially of a person, fire, battle, etc.Example:---I don’t like to see you flare up so easily.8. see that/see to it that: make sure that; take care thatExample:---I promise to see that the fee is paid without delay.9. brush aside: disregard, ignoreExample:---He brushed aside all our objections/suggestions.10. disaster: a great or sudden misfortune; a terrible accidentExample:---Every year throughout the world natural disasters such as earthquakes and volcanic eruptions cause heavy losses of life and property.11. Only an hour from the Union lines:When they came to a place which was only an hour’s drive from the lines of defense of the Union Army, …Here “ an hour” means “ the distance which can be travelled in an hour”.VII. Reference books:1. Unit2 of College English Book3 (Teacher’s book).2. American Novel: Gone with the wind.VIII. Homework:To write a letter (Exercise2 of Guided Writing on page 41 of the student’s book)Unit3 Why I teachI. 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;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the prefix “re-” (again or back) and suffix “-ship”(status or condition) ;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display some pictures of both Chinese and foreign educators);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss whether they like tobe a teacher in the future)V. Teaching-steps:1. New words and phrases of the text (one class):To pay much attention to word-building and part of speech of the key words and make sentences if necessary.2. Detailed explanations and analysis of the text (2 classes)1).Leading-in (warm-up questions):a. Would you like to be a teacher? Why or why not?b. What do you think are the advantages of being a teacher? What are thedisadvantages?c. What qualities does a good teacher need?2).Give a brief introduction of the general idea of this text.3).Ask students to read through the text and then divide the passage intoseveral parts.4).learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides.2).Basic reading skill----Scanning(2).3).Guided writing.VI. Language points:1. …I didn’t want to be considered for an administrative position:…I didn’t want to be a candidate for an administrative position, such as the president or vice-president of a university, the dean of a college, the chairman ofa department, etc.2. Certainly I don’t teach because teaching is easy for me.:Certainly I teach not because teaching is easy for me.3. teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer.:I have tried many other ways to make a living. I have worked as a mechanic, a carpenter, a writer, and now I am working as a teacher. Of all these professions, teaching is the most difficult for me.4. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession.: Teaching is a profession that makes my eyes red for lack of sleep, my palms sweaty because of nervousness and my stomach sinking because I often feel so disappointed with my lectures.Here, “stomach” means “spirit, heart”. A person’s stomach sinks when he is upset, disappointed.profession: job that needs formal qualifications after training, e.g. law, medicine, teaching, acting.Example:---As a sophomore, I still don’t know what profession would suit me best.5. …because I have knowledge I feel compelled to share:…because I have knowledge (that) I feel compelled to share (with my students). compel: make (sb.) do sth. by or as if by forceExample:---Having found himself out of gas, the driver was compelled to walk several miles to the nearest village.6. freshman: a student in the first year of collegesophomore: a student in the second year of collegejunior: a student in the third year of collegesenior: a student in the fourth year of college7. to ask questions that students must struggle to answer:To ask difficult, thought-provoking questions which the students must think hard about before they can answer.8. The world is full of right answers to bad questions:Here “bad questions”means “meaningless questions or simple questions”thateveryone can answer easily.9. I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world.:Institutions like universities and colleges are often referred to as “ivory towers”where professors and their students study only book knowledge and have little to do with the practice of everyday life. What the author tries to do is to help the students go out of the ivory tower and into the real world, learn to solve practical problems and prepare themselves for the life they will encounter after graduation.10. variety: state of varying; a number of different kinsExample:---My job lacks variety; I am doing the same things all the time.11. But I was there when …:But what was really rewarding was to be there when…12….because he decided the liked people better than things:A student of English studies mainly literature, which reflects man’s life andthought, while an engineering student concerns himself mainly with the marking of things.13. Being a teacher is being present at the creation, when the clay begins tobreath.:According to the Bible, man was created by God out of clay. When God breathed the breath of life into the clay, it became alive and the creation of man was completed. Here the author compares the job of a teacher to the work of God. He implies that the teacher helps the student become a real man or woman.14. What is the point of being rich?: what’s the use of being rich?15. Perhaps love is the wrong word; magic might be better.:Perhaps the word “love”is not sufficient to describe what teaching offers; it might be better to use the word “magic””.VII. Reference books:1. Unit3 of College English Book3 (Teacher’s book);2. Online library (information concerning to American education).VIII. Homework:Think: What are the problems of Chinese current education system? How to improve it?Unit5 The Day Mother CriedI. 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;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance and difficulties:Word-building: the suffix “-ist”, and blends (motel: motor and hotel);III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a segment of the film “Forest Gan” reflecting Gan’smother’s love to him);2. Blackboard (with detailed explanations and analysis of the text);3. Talk (to divide students to several groups to tell stories which shows how greattheir mothers are).V. Teaching-steps:1. New words and phrases of the text (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 (2 classes)1).Leading-in (warm-up questions):a. When a task defeats you, how do you react?b. How do you comfort someone threatened with losing his or her job?c. What did your parents do to help you get to college?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 intoseveral parts.4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Understanding Figurative Language3).Guided writing.VI. Language points:1. filled with anticipation: full of expectation; very excited (because he thoughthe could enjoy reading his sports magazine alone at home without anyone to disturb him.)Example:--- As Christmas drew near, the children were filled with anticipation.2. issue: a particular edition of a magazine or newspaperExample:---The latest issue of Time contains a cover story entitled It Came from Outer Space.3. burst into: rush intoExample:--- Andy burst into the classroom, grabbed his books, and rushed out again.4. flipped on a light: turned on a light quickly5. managed a weak smile: managed to give a faint smile; forced a faint smile6. set one’s mind to: give all one’s attention to doing (sth.)Example:---After hearing the sad news, Jack could not set his mind to his work that afternoon.7. assume: take as true without actual proofExample:--- I assume that you agree with what Mary has just said.8. …that didn’t stand in her way:…her having had no training didn’t prevent her from becoming a nursery teacherStand/be in sb’s way: prevent sb. from doing sth.Example:---If you think you can get a better job elsewhere, I’ll certainly not stand in your way.9. qualify: cause sb. to teach the level needed for sth. or to do sth.Example:---This training will qualify you as a computer operator.10. I was not the least bit surprised, or impressed:I was not surprised or impressed at all.(The author felt that way because he thought his mother could do anything and he took her employment by the radio station as a matter of course.)11. help out: give help at a time of need (to sb.)Example:---Our neighbors helped out when Mother became ill.12. on (one’s) guard: watchful; ready to defend or protectExample:--- As the bus was very crowded, the conductor warned the passengers to be on (their) guard against pickpockets.13. You might just remember that she is working primarily so you can go tocollege:You should remember that she is working mainly with the purpose of making it possible for you to go to college.Sometimes, “might”can be used to suggest that a person should do sth, behave in a certain way, etc.Example:---You might at least say “ Thank you” when someone helps you.14. sometime, some time, sometimes:Sometime: at some uncertain or unstated timeExample:---He first came to China sometime around 1932.15. hold back: controlExample:--- Mr. Jackson managed to hold back his anger and avoided a quarrel with his 16-year-old son.16. …something inside me turned: I felt deeply moved.17. She broke then:At that time she could no longer control her emotions.18. …tapping away: tapping on without stopping; tapping continuouslyThe adverb “away” here means “without stopping” or “continuously”Example:---The soldiers fired away until they had no ammunition left.19… there was something more going on in there than a woman learning to type:…besides learning to type, Mother was also showing her determination to overcome whatever difficulties she might meet with, her strong will not to accept defeat easily and her courage to go ahead.20. memento: a small object which reminds one of a holiday, a friend, etc. Example:---These post cards are mementos of their trip to Italy.VII. Reference books:Unit5 of College English Book3 (Teacher’s book).VIII. Homework:Translation: Exercise15 of this unit (on page100).Unit6 A Day’s WaitI. 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;3. master the key language points and grammatical structures in the text;4. conduct a series of listening, speaking and writing activities related to thetheme of the unit.II. Importance:Word-building: the prefix “therm(o)-”(means heat or temperature), “kilo-”(means one thousand) and “milli- (one thousand of a unit)”;III. Difficulties:1. Analysis of some complex sentences;2. To learn to appreciate the writing skills demonstrated in the text;IV. Teaching methods:1. Multi-media (to display a short video introducing Ernest Heimingway);2. Blackboard (with detailed explanations and analysis of the text);3. Discussion (to divide students to several groups to discuss how to define aHERO)V. Teaching-steps:1. New words and phrases of the text (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 (2 classes)1).Leading-in (warm-up questions):a. Have you ever been in the face of danger or even death? If yes, how didyou react?b. Have you ever been worried by what somebody said only to find out laterthat you had misunderstood and that there was nothing to worry about atall?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 answer the question:What does the title mean (A day’s wait)? And what has happened to the child?4).Learn the passage and give specific analysis and explanations.3. Exercises related to the text, reading activity and guided writing (2classes)1).Ask students to do the exercises before the class, and then check theanswers in class, offering necessary guides and explanations.2).Basic reading skill----Increasing Word Power.3).Guided writing.VI. Language points:1. shiver: shake or tremble, esp. from cold or fearExample:---The shopping-bag lady stood at the street corner shivering all with cold. 2….looking a very sick and miserable boy of nine years:…looking, despite what he said, very ill and unhappy and young and vulnerable 3. instruction: clear and detailed informationExample:---Read the attached book carefully and follow the instructions when you set the washing machine to work.4. …and seemed very detached from what was going on:The boy showed little interest in what was happening, because, as we learn later, he was thinking about his death.5. “Just the same, so far,” he said:Here the boy may mean “I’m still alive up to now, though I’m going to die.”6. (would) rather: more willinglyExample:---I would rather go today than tomorrow.7. prescribe: order to give (sth.) as medicine or treatment for a sick personExample:---What medicine did the doctor prescribe for your illness>8. … a high clay bank with overhanging brush:… a small clay cliff with bushes, weeds, and branches hanging over the edge 9. scatter: go off in all directionsExample:---The birds scattered at the sound of the gun.10. they made difficult shooting: they were very difficult to shootmore Example:---His handwriting made difficult reading.11. You mustn’t get what I have:You mustn’t catch the illness I have.12. something like: about, approximatelyExample:---Every day he walked something like two miles to school.13. take it easy: don’t worry; don’t hurry; don’t get excited or anxious。